Unit 4 I have a pen pal Part B Let’s talk教案

Unit 4 I have a pen pal Part B Read and write
课时内容
B Let’s try； Let’s talk
课时分析
这堂课是人教版六年级上册第四单元第四课时。话题仍然围绕“笔友”展开，主要通过对话学习谈论他人信息的句型，即 "Does he ... Yes, he/she does." 或 "No, he/she doesn’t."，同时引导学生了解澳大利亚的首都堪培拉和著名城市悉尼，以持续培养学生的学习兴趣，激发对学习英语的热情。这节课是第三课时内容的延伸和拓展，第三课时已经初步学习了询问他人信息的句型，为本课时做好了铺垫。本课时的重点在于能够适当地运用句型 "Does he ... Yes, he/she does." 或 "No, he/she doesn’t." 来谈论他人的信息。
本课时包括 "Let’s try" 和 "Let’s talk" 两个板块。"Let’s try" 部分呈现了 Miss White 和吴斌斌聊天的情境，通过听力活动为 "Let’s talk" 部分的人物及场景信息做铺垫。"Let’s talk" 部分通过展示 John 和吴斌斌聊笔友的情景，引入核心句型。这两个板块的话题都是学生所喜欢的，能够更好地激发他们用英语表达自己的愿望，从而引发学习的兴趣。
考虑到六年级学生已经具备一定的语言感知能力，我计划通过创设情境，复习一般现在时态的一般疑问句。接着，结合教材设置的情景，展开对话教学。我还会鼓励学生模仿表演对话，甚至创编自己的对话，以培养学生的语言综合运用能力。在整个教学过程中，我将采用多种教学方法，如情境引入法、合作探究法等，以帮助学生更好地理解和运用所学知识，提高他们的语言表达能力。
课时目标
（1）能够理解对话大意并能按照正确的音及语音、语调朗读对话。
（2）能够在情景中运用句型Does he ... Ye, he/she does. No, he/she doesn’t.谈论他人的信息
（3）简单简单了解澳大利亚的首都堪培拉和著名城市悉尼，持续培养学生学习的兴趣，
激发学生学习英语的热情。
课时重难点
1.重点
（1）能够理解对话大意并能按照正确的音及语音、语调朗读对话。
（2）能够在情景中运用句型Does he ... Ye, he/she does. No, he/she doesn’t.谈论他人的信息
2.难点
句型Does he ... Ye, he/she does. No, he/she doesn’t.的恰当运用。
教学准备
多媒体课件、录音机、磁带、表格
Step 1: Warm-up
Greeting and Introduction:
T: Good morning, boys and girls.
Ss: Good morning, teacher.
T: Are you excited for our English class today
Ss: Yes!
T: Wonderful! Let's get started. But first, let's warm up our English skills with a quick review.
Review of Phrases:
Display images of cooking Chinese food, studying Chinese, doing word puzzles, and going hiking.
T: Can you tell me what these activities are called in English
Ss: cook Chinese food, study Chinese, do word puzzles, go hiking.
T: Great job! Let's all say these phrases together.
Interactive Game - Guess My Friend:
Invite a student to the front and have them describe a friend without revealing the name.
Other students ask questions using sentence patterns like "Does he/she like... " and "Does he/she (often)... "
Based on the answers, the class guesses the friend's name.
Example:
Student: I have a good friend in our class. He’s a boy.
Other students: Does he like... Does he (often)...
Student: Yes, he does./No, he doesn’t. Guess the name!
Step 2: Lead-in
Introducing Pen Pal Website:
T: Look at this picture. What do you see
Ss: It's a website.
T: That's right! This is a special website. Do you know what it's for
Ss: (Guessing)
T: It's a pen pal website! It's a place where people can make new friends. Today, we'll learn more about pen pals.
Step 3: Presentation
Introduce Wu Binbin's Pen Pal:
T: Now, let's take a look at this picture. What is Wu Binbin doing
Ss: He's writing an e-mail to his pen pal.
T: Exactly! Who do you think Wu Binbin and John are talking about
Ss: Wu Binbin's pen pal.
T: You're right! What do we know about Wu Binbin's pen pal so far
S1: He's from Australia.
S2: He's 11 years old.
S3: He's a student.
T: Are you curious to learn more about him What questions do you have
S1: What's his name
S2: Does he cook Chinese food/...
...
T: Let's read the dialogue and find out more about Wu Binbin's pen pal.
Learning from the Text:
Initial Reading and Questions: Address students' initial questions by reading the text.
Listening and Understanding:
T: Let's read through the text again. Listen carefully and answer these questions.
(Display questions and guide students to listen for the answers in the recording.)
Understanding Specifics:
T: Does he live in Sydney
T: Where does he live (Introduce Canberra)
T: Does he like doing word puzzles
T: Does he like going hiking
T: What are the two Johns like (Discuss as a class)
Listening and Speaking Practice:
Listen to the recording and repeat after it.
Practice reading the dialogue in pairs.
Create improvised dialogues in pairs based on the text.
Step 4: Practice
Quick Grammar Check:
Display sentences with grammatical errors related to present simple tense.
Students quickly determine if the sentences are correct or not.
Example: Does she likes reading books (Incorrect)
Little Reporters Activity:
Have students interview their desk partner about their parents using the questions provided.
Students complete a chart with the collected information.
Step 5: Summary
T: So, what have we learned today (Students share their thoughts, and the teacher summarizes)
We discovered interesting facts about Canberra and Sydney.
We practiced asking questions using "Does + he/she + base verb... " and how to answer them: "Yes, he/she does./No, he/she doesn’t."
Conclusion: The lesson plan encourages interaction, curiosity, and engagement among students. It incorporates various activities to reinforce the use of present simple tense, question forms, and conversation skills. By introducing a pen pal context, the lesson aims to make language learning enjoyable and relevant for young learners.
板书设计
B Let’s talk
(
John
Canberra, Australia
11 years old
do word puzzles
go hiking
)
(
Does he/
she
...
Yes, he/she does./No, he/she doesn
’
t.
)