Module 5 Unit 1 Pleased to meet you！教学设计

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《Pleased to meet you!》教学设计
[教学目标]
（一）知识与技能目标
（1）学习目标语句：Can you speak English? Can I write to you? I can speak some English. You can be my Chinese friend. Yes, of course. This is my address in China.
（2）能够掌握词汇pleased, meet, address, pen friend.
（3）能够运用Can you…?这类语句询问能力，并能口头运用Can I write to you?询问可能.
(4)帮助学生明确学习目标，培养学生自主、合作的学习方式。培养学生在活动中体会英语学习的乐趣，使他们在小组中积极与他人合作，相互帮助，共同完成任务。
（二）情感教育目标
1.培养学生熟悉生活以及对异国文化的了解和兴趣。
2.告诉学生“If you think you can, you can.”的道理。
[教学准备]
多媒体课件、单词和句型卡片
[教学流程与设计意图]
Step 1: Warm-up
1.Do actions
[设计意图]
通过师生互动，复习句型“I can …, can you? Yes, you can. No, you can’t.”并且教师适时适当的评价语可以激发学生学习英语的兴趣。
2.Free talk
T: I’m a new teacher here. I’m from Qingdao (PPT).You know my name, Can I know your names? What’s your name? Pleased to meet you! …
(解释Pleased to meet you!)It means “Glad to meet you!/ Nice to meet you!”
[设计意图]
在这种自然交流中不知不觉的学习句型“Pleased to meet you!”使学生真正的在语境中感知，理解和使用英语进行交流。
Step 2: Presentation
1.Guessing game
T: There is a boy, he can do lots of things. He can make a kite, he can ride a bike. He can speak some English. He is in New York now. His cousin is Simon. Who’s he?
(Daming) Where is he from?(China)
(PPT) Who’s he?(Simon) Where is he from?
[设计意图]
对于五六年级的学生来说，用猜谜的方式引入新课，更能调动起他们的学习兴趣，而且通过课堂教学的实践发现，这种方式也确实能激发学生的学习兴趣，发散学生的思维，教学效果不错。
2.Present the questions “ Who is she?/ Where is she from?”
T: They’re talking about something with a girl. Who’s she?(Laura) Where is she from?(Listen and check the answers)
3.Present the three questions
Can you…?
Can I…?
Can you be…?
1) T: This is the first time Daming and Laura meet each other. So Laura has some questions to ask. How does she ask? Look at your books, listen and underline the questions with “can”.(explain pen friend in English.)
2) Check the answers and write them on the blackboard.
4.How does Daming answer?
1)Yes, I can speak some English.
Yes. This is my address.
Yes, of course.(explain address in English.)
2)Another question “Can Laura write Chinese?”
[设计意图]
我使用提问题的方法让学生带着任务有目的的去听录音找答案，而且这些问题的设置是由易到难的，符合学生的学习规律，同时提高学生自主学习的能力，也贴近了新课程中倡导的“以人为本”的思想。通过本节课的教学，学生能够在这种任务型教学过程中习得知识，逐步的理解和学习课文。
5.Listen and circle.
6.Judge.
[设计意图]
通过这几个判断题可以检验一下学生对文本的理解程度，并且帮助他们巩固所学知识。
7. Listen and repeat
Step 3: Practice
Fill in the blanks.
Step 4: Consolidation
1.Brain storm
[设计意图]
学生运用“I can …”举行进行计时比赛，这个活动可以帮助他们复习以前学过的知识，培养他们的发散性思维，提高他们观察，想象，分析的学习能力，课堂上发现有的学生10秒钟之内居然能够说出7、8个句子，真的是很了不起。
2.Guessing game “Can you…?”（师生示范，小组活动，全班展示）
T: There are something you can’t do today, maybe you can do them tomorrow, so remember the sentence “If you think you can, you can.” And try hard, please.
[设计意图]
通过师生示范，让学生用“Can you…?”的句型来猜，之后在小组活动中让他们去练习这个句型，从而可以让每个孩子都开口说英语。而且在这个活动中适时的进行情感教育，让学生们知道“有志者事竟成”的道理，并且要为之付出努力。
Step 5: Summary
1.Read the words and sentences on the blackboard
2.competition scores
[设计意图]
带领学生一起梳理本节课所学知识，总结小组比赛（点燃火炬）的情况，在本节课中，除了采用小组比赛的激励方式外，我主要还采用了鼓励性的评价方式，分别采用了师评、组评、自评等方式；同时，课堂上我适时的使用激励性话语、恰当的动作和眼神交流，让学生渴望成功的心理得到满足，我感觉这也是激励学生积极投身英语学习的一个最简单而有效的方法。
Step 6: Homework
You know I’m from Qingdao. Look. In 2008, the Olympic sailing game will hold in Qingdao. You can see…(PPT) You can see my beautiful school. They are my students. They wrote a letter to you. Read it together.
This is my students’ letter, Can you write a letter? This is my address. You can write it to me. Then I’ll give your letters to them. Please write it after class and welcome to Qingdao.
It’s time to say goodbye. Goodbye, children.
[设计意图]
在PPT的帮助下，先和学生们一起欣赏青岛的人文景观，并用You can see…进行简单的介绍，从奥帆基地，五四广场，步行街的景观开始，最后回到我工作的学校和可爱的学生，并且展示我青岛的学生给他们写的信，引领学生们读一读，信的内容是与本节课学习内容相关的，并以这封信为例，让学生也给回一封信，并且在屏幕上出现我的address，学生可以将信寄到这个地址，结合本节课的学习内容和学生们的学习状况，在这种自然的交流中给学生们布置了学习任务。