朱勤英

[摘要]在小學英语教学中，教师要让学生学会听前预测要听的重点内容，运用基本听力技巧完成听力的内容，然后通过对话简单了解课程内容，获取重要信息，用正确的意群及语音、语调朗读对话，能在情境中运用相关句型。

[关键词]小学英语;教学设计;教学目标;教学重点;教学难点;教学过程;设计意图

[中图分类号]G623.31

[文献标识码]A

[文章编号]1007-9068（2020）18-0067-02

教学目标：

1.能够读懂“Let's try”的题日要求，学会听前预测要听的重点内容，能够运用基本听力技巧完成听力内容。

2.能理解“Let's talk”的对话大意，了解澳大利亚的首都堪培拉和著名城市悉尼，能够用正确的意群及语音、语调朗读对话。

3.能在情境中运用句型“Does he/she...Yes，he/shedoes.（No，he doesn't/she doesn't）”谈论他人的信息。

4.在语境和图片的帮助下理解“amazing，doingword puzzles”的意思。

5.能在语境中用句型“Does he/she...”进行替换练习，了解句型“Does he/she+动词原形”的语法现象。

教学重点：能在情境中运用句型“Does he/she...Yes，he/she does.（No，he doesnt/she doesn't）”谈论他人的信息。

教学难点：在真实的情境中正确使用“Does he/she…”句型。

教学过程：

Stepl Warming up

T：Do you like games？OK，first，let's look and say，please say it as quickly as possible.The words are allahout hobbies.For example，（出示打篮球的图片）yes，playing basketball.So are you ready？ （going shopping，playing the piano，listening music...）

设计意图：通过动作图片让学生说出“-ing”的动作短语，营造活跃的课堂氛围，这样既复习了旧知，又为教学做好铺垫。

Step2 Presentation

1.Doing word puzzles

T：Boys and girls，hobbies can make our life more in-teresting.I like doing word puzzles（以图的形式引导学生理解该词的含义），I like doing word puzzles.Wholikes doing word puzzles，too？

设计意图：通过pair work，在复习hobbies的同时，也在无形中渗透了本课要提炼的两个信息点：Name和hobbies。教师通过介绍自己的爱好，巧妙地让学生了解“Doing word puzzles”的游戏过程，并渗透有共同爱好才能做pen pal。

2.Teacher's pen pal

（1）Askquestions about teacher's pen pal

T：Boys and girls，my pen pal likes doing word puz-zles，too.Look！This is my pen pal（带读pen pal）.Veryhandsome，right？ I know him from a wehsite.We oftenwrite e-mails and chat on QQ.What do you want to knowabout him？

教师预测学生可能提的问题：What's his name？How old is he？ Where is he from？ What are his hob-bies？ What's his favourite food？

（2）Does he...

a.Does he live in...

T：His name is I，eo.He is 32 years old.His favouritefood is beef.His QQ number is 2233748912.He is fromAmerica.But now he lives in China.

S：Which city does he live in？ Beijing？ Sanya？Now let's guess.Does he live in...Who can guess？

T：Yes，he does./No，he doesn't.

b.Does he like.

T： How about his hobbies'？Who can guess？

设计意图：教师从自己的pen pal人手，让学生对pen pal的情况进行提问，带着兴趣和疑问学习与运用关键句型“Does he.”。

3.Let's try

（1）Read before listening

T：Boys and girls，we are talking，Miss White and WuYifan are talking Something，too. What are they talkingabout？ Let's listen.

（2）Listen and circle

T： They are talking about a pen pal，how old is he？Let's listen again.

设计意图：教师采用分步提问的方式让学生带着问题听录音，充分理解“let's try”板块的内容，为新课的学习做好铺垫。

4.Let's talk

（1）Canberra

T：So we know Wu Yifan's pen pal is 11 years old.And he is from Australia. Look！ This is Australia. Andthere are many cities.For example，（出示Sydney，Canber-ra，Melbourne这三个国家）Who can try to read？ Whichcity does WuYifan's pen pal live in？Let's watch thevideo and answer.

设计意图：通过提问和视频，让学生对澳大利亚的动物和两个著名城市悉尼、堪培拉有一定的了解，为更好地解读文本打下基础。

（2）Watch again and answer

T： How about Wu Yifan's pen pal's name and hob-bies？ Let's watch again and answer.

（3）Amazing

T： Wu Yifan's pen pal's name is John，he likes do-ing word puzzles and going hiking.How about this boy'sname？Yes，he is John.What are his hobhies？Yes， helikes doing word puzzles and going hiking，too.They havethe same name and the same hobbies. So this John shouts“Amazing”.Do you know what does “amazing” mean？ Andthen John has an idea.What is it？Yes，“Can I also be hispen pal”？

设计意图：在学生听读课文前设计问题，有助于培养学生专注地听的能力，使学生充分理解教材，解读文本。

（4）Imitate

T：Now let's imitate.Please pay attention to the pro-nunciation.

設计意图：用Imitate的方式调动学生的朗读积极性，用标出语音语调、轻重音的模式进行朗读，帮助学生在理解课文的基础上形成良好的朗渎能力。

Step3 Consolidation

（Talk about our b est friend）

T：Boys and girls，everyone has friends.Friends canshare the same hobby and do the same things.Friendsplay together，friends study together.How happy！ Who isyour best friend？Let's enjoy some photos and maybeyour best friend is in the photo.（播放视频）Do you seeyour best friend？OK，let's talk about our best friends.Who can try？

设计意图：通过小组合作的形式，让学生选择自己喜欢的朋友进行对话，使交流更加真实。

Step4 Homework

T：Listen to the dialogue and repeat it 3 times.

T：According to page 40，write a message to Johnand talk about yourself.

设计意图：按照课文的格式，写一个留言给John的作业，很好地总结和拓展了文本，帮助学生梳理所学的内容，并让学生在实际生活中运用。

（特约编辑 木清）