新冀教版五年级英语下册《Unit 3 Writing Home Lesson 16 An Email Is Fast》教案_21

冀教版小学英语五年级下册
Lesson16 An Email Is Fast教学设计
教材内容分析：
本套教材讲究系统性，本册书分别从去北京、在北京、给家人写信和回忆旅行四个单元完整的给学生展示了一次旅行过程。

而本单元（Unit3）讲的是关于写信、明信片和电子邮件的词汇和表达，让学生懂得选用每种方式的理由和好处并会传递这些信息。

本课内容含量偏多、难易适中，主要讲如何发送电子邮件，其中包括电子邮件内容和地址的书写。

学习者分析：
五年级学生对英语有一定的兴趣和积极性，但没有三四年级高，对知识有一点的积累，对简单或难易适中的文本能自主阅读，并能理解大概内容。

对于掌握本课内容，没有很大难度，但在学会唱这首歌上有点难度。

教学目标：
语言知识目标：
1、知道四个重点词email, idea, computer, use发音与意思。

2、理解和学会电子邮件的书写及发送。

语言技能目标：
1、学生能听懂、会说、认读和书写重点单词email, idea, computer, use
2、学生能学会如何书写电子邮件的内容和地址以及如何发送电子邮件。

3、学生能学会唱电子邮件之歌。

学习策略目标：
通过同桌合作、四人小组合作活动、展示活动等方式，渗透合作学习策略，培养学生的团结、合作、相互交流的能力。

情感态度目标：
通过小组合作学习活动，让学生逐渐学会如何更好的与他人合作，共同完成学习任务，并通过学习电子邮件的书写与发送，让学生在掌握一项技能的同时，感受英语学习与日常生活的紧密相关。

教学重点：
1、掌握四会词汇。

2、学会如何书写电子邮件的内容和地址以及如何发送电子邮件。

3、学会唱歌An Email
教学难点：
书写电子邮件的内容和地址以及如何发送电子邮件。

教学准备：
课件网络
教学过程：
一、Greetings.
T: Before our class, let’s do this. I say “One two three ready? ready? ready?”you say “Three two one go go go”. Begin!
T: One two three ready? ready? ready?
Ss: Three two one go go go!
〖设计意图〗：和学生一起这样打招呼，拉近师生距离，提升课堂气氛的同时，让学生感受老师的热情。

二、Leading-in.
T: Good, boys and girls. You know there are many kinds of communications(多种通信方法)in our daily life(日常生活)now. What are they? Do you know them?
Ss: a letter\ an email\ qq\ weixin\ facebook…
T: Good. Which one is fast?
S1: An email is fast.
S2:…
S3:…
〖设计意图〗：联系实际生活，让学生说出日常生活常用中通信工具，并通过提问哪种方式速度快，达到引入本课新授内容“An Email Is Fast”的目的。

T: Yes. Today we have a new friend. Her name is Linda. Let’s say hello to her. “Hello!”.
Ss: Hello, Linda.
T: Linda comes from Canada. She is travelling in China now. she goes to Shanghai, Hangzhou, Beijing and so on. What does she say now?
S4: “Wow! An email is fast. I want to send an email to my friend. But what’s an email?”
T: What’s an email? (板书单词an email )
OK! Open your book, “Lesson16 An Email Is Fast”.
〖设计意图〗：新朋友Linda的出现，给学生设置一个情境，由Linda在中国旅行的话题，带领学生进入文本第一部分，带着提问题，让学生帮助解决问题，给予学生成就感的目的，成功引了出本课第一个四会词an email.
三、New concepts.
1、What’s an email?
A、First: Listen, follow to read.
T: First, listen and follow to read.
The students listen and follow to read.
出示新单词
use: (The students follow to read for twice.)
T: What’s the meaning?
S8\ Ss: 使用。

T: Yes, good. “use”.
The students follow to read.
idea:
T: “idea”, “Good idea!” Guess. What’s the meaning?
Ss: 好主意。

T：So “idea” means “主意”。

T: I don’t know the word “idea”, can you tell me?
S13\Ss: 主意。

T: Thank you.
T: Another sentence: I have no idea. What’s the meaning?
S14: 我没有主意。

S15: …
The students follow to read for twice.
computer:
T:(Write the word “a computer” down on the blackboard.) What’s this?
Ss: It’s a computer.
T: Yes. Can you say a sentence using “ use” and “a computer”?
S10: I can use a computer.
S11: We can use a computer.
S12: Can I use a computer?
…
T: Good job!
〖设计意图〗：computer一词很简单，学生不会列为难理解词说出来，所以通过和use的共同呈现，并造句，达到练习四会词“说”的目的。

T: Ok! Let’s read them together.
The students read the four words together.
T: Let’s say two sentences using the words. “I can use the computer to send an email. Good idea!” Can you?
The students say out the sentences.
B、Fill in the blanks.
T: Yes, Now look at your book, read it. Try to fill the four words in the blanks. Write down the answers on your exercise book.
The students write down the answers on their exercise books.
T: Finished? Let’s check them.
The students check and correct the answers.
T: Let’s read it together.
〖设计意图〗：填空环节，对学生所学四会词的一项考察，看学生是否掌握了词的意思及使用。

通过在练习本上写出答案，达到对学生“写”的练习的目的。

C、Group work. (Read in roles.)
T: Good reading. Next, group in four, practice.
T: First, you get a role. Second, practice. Let’s begin.
★You get a role in your group.
★Group work.
★Showing time. (Two groups to show.)
T: Good showing. You did a good job.
〖设计意图〗：从填空环节很自然的过渡到小组合作环节，加上Linda，共四个角色，在这里创编了一下教材，使小组合作活动更加顺利的实施。

并对下一个提问题环节打下了基础。

D、Deal with the sentences in the song.
T: Now I think we can answer the question: What’s an email?
Ss: …
The teacher points to the slide to hint how to answer. Change the sentences to the next sentences.
An email is fast,
No stamp, no pen.
My computer sends it all,
To you, my friend.
T: So, this is what an email is. Oh, I have a good idea. Let’s make a song use it?
Ss: Yes.
T: The name of our song is An email song.
T: Follow me to read, please.
The students follow to read.
〖设计意图〗: 从引导学生回答Linda的问题，提示学生从对话中找答案，再和老师一起把文本内容转换为歌词，明确了email的特点，并成功引入到了歌曲内容上，通过老师和学生共同制作一首歌的主意，成功的把歌词与文本有效的融合在一起。

T: Ok！Now what does Linda say? What happens to her?
S22 read what Linda says.
T: Can you send an email?
Ss: Yes.
T: Ok, let’s help her.
〖设计意图〗：通过Linda情境，需要帮助她解决另一个问题，自然的引出下一部分的新授内容。

2、How to send an email
A: Listen and understand.
T: First, listen and understand the three words.
The students listen and try to say out the meanings.
S23: to—给……
S24：from---来自
S25: subject---主题
S26: content---内容
T: Right.
〖设计意图〗：通过听音、猜单词意思，让学生对电子邮件有一个整体的认识，明白电子邮件的三大部分，对后面写邮件环节打下基础。

B、Try to write an email.
★the address:
1、How to write and read the address.
T: Look here, please. First, we write the address. ( The teacher points to the blackboard and write down the address.)
T: Do you know “@”? Let’s see!
The teacher teaches the students how to pronounce the address.
T: In China, we often use these emails. The people in America and Canada often use these emails.
The students listen carefully.
〖设计意图〗：通过在黑板上板书电子邮件地址，让学生清楚的了解地址的构成，通过对@的发音及意思、域名读法和认识的普及，让学生对电子邮件地址不再陌生。

★the content:
T: Second, write the content. (The teacher points to the paper.) Look at your book, try to order them.
The students read the books and order the paper.
The teacher and the students say together:
T: First, write the name who you send to.
T: Second, write the content.
T: Third, write down your name.
〖设计意图〗：通过摆放署名位置的不同，渗透学生文化意识，体会中外邮件在书写上的不同之处。

T: Let’s read together.
The students read the content together.
T: We can write an email in different ways. Read and number.
The students do it.
Then check the answers together. ( When the teacher checks the answers, she replaces the content.)
〖设计意图〗：通过在黑板上清晰的展示邮件内容的构成，让学生掌握邮件的书写形式。

通过做题，进一步巩固学生对内容书写形式的掌握，并明白内容的每一部分都可以用不同的方法来表示，不是一成不变的。

T: Good work. Now I send an email online. You can watch it.
The teacher shows, the students watch carefully.
〖设计意图〗：通过真实的在网上发送一封邮件，在让学生熟悉环节的过程中，交给学生如何发送邮件，并让学生感到，英语和日常生活的紧密相关。

T: Can you write an email now?
Ss: Yes.
T: Let’s write an email to your friend.
四、Practice.
A、Write an email.
T: Now if you are Linda, you write an email to your friend. Write about your travelling. Do you have an email?
Ss: Yes.\ No.
T: If you have an email, you use it. If you don’t have an email, you can make an email. They can help you. (Show the addresses.)
T: If you don’t know your friend’s address, you can make a new, too.
Can you see?
Ss: Yes.
T: Ok, let’s begin.
★Write the email.
★Read the email.
★Check in pair and Show the email.
T: Wonderful!
〖设计意图〗：通过写邮件环节，设置写邮件、发邮件情境，考查学生对所学内容的掌握程度，对所学内容提供展示的机会，通过同桌两个互查，指出不足，分享成果，促进同桌的交流。

五、Let’s sing.
A、Deal with the song.
T: Ok. Now you can write an email. Let’s tell Linda how to send it.
First write the address, and who I send to.
Second, write the content.
Third, don’t forget to write my name.
T：Now we finish our song.
T: So this is our song. This is what an email is. This is how to send an email. So the song is very important.
〖设计意图〗：通过总结如何发送电子邮件的过程，成功使歌词和教学内容自然的融合在一起。

B: Sing the song.
T: Let’s sing it together, ok?
Ss: Yes.
First, just listen.
The students listen to the song.
T: Follow me to read.
The students follow to read.
T: This time, listen and try to sing together.
〖设计意图〗：因为把歌词放在新授中处理了一下，所以现在学生感到很容易，
通过听一遍、跟老师唱、齐唱的方式，达到让学生会唱歌的目的。

T: Linda is very happy. What does Linda say? Let’s look! Read together, ok? Ss: Ok.
The students read together.
〖设计意图〗：通过Linda情境，感谢同学们的帮助，让学生感受成就感，也让某些同学感觉到了和Linda 一样的存在感。

六、Homework.
Homework for today:
Write and send an email to your English teacher.
〖设计意图〗：给老师发送邮件作业，给学生提供锻炼的机会，锻炼书写地址和内容，发送给老师后，老师还可以很方便的检查作业，在课堂上给出合适的评价。

板书设计。