Module5 Unit1 Can you be my Chinese pen friend ?（教学设计）-2025-2026学年六年级英语上册（外研版（三起）（2012） ）

该小学英语教学设计聚焦情态动词can表达能力及词汇pen friend、address等，通过教师分享笔友经历引入课题，用头像贴和关键词板书构建Laura、Simon等人物信息支架，梳理课文中人物关系与语言能力，搭建学习脉络。 教学环节设计注重语言能力与思维品质培养，视频整体感知、分部分听读回答问题提升听力理解与信息提取能力，角色扮演创设真实交际情境，思维导图辅助复述加深课文理解，助力学生掌握目标语言，结构化设计与直观资源提升教师教学效率。

2025年嵩县优质教学资源评选活动 ---六年级上册第五模块第一单元《Can you be my Chinese pen friend?》教学设计 教学内容 外研版六年级英语上册Module5 Unit1 Can you be my Chinese pen friend? 教学目标 1. 学习并掌握单词及短语：pen friend, address, pleased, can 2. 能够听懂、熟读并复述课文； 3. 能用运用情态动词can来表达某人的能力以及询问某人的能力。I/He /She/you can... ; Can you/ he/she...? 教学重难点 1.能够听懂、熟读并复述课文； 2.能用运用情态动词can来表达某人的能力以及询问某人的能力。I/He /She/you can... ; Can you/ he/she...? 教学资源 黑板、粉笔、思维导图 教学过程 教学环节 教学内容 设计意图 Step1 Warming-up and lead-in Step2 Presentation Step3 Practice Step4 Summary Step5 Homework Step6 Blackboard design Step1:Warming-up and lead-in 1.Greetings T:Good morning, boys and girls. Ss:Good morning, Ms Liu. T:How are you? Ss: I’m fine, thank you. And you? T: I’m fine too, thank you . Pleased to meet you! Ss: Pleased to meet you too! 2.Free talk T: I’m very happy today. Do you want to know why? Ss: Yes. T: Ok, Because I’ve got a letter from Nancy. Do you know Nancy ? Please guess! Who is Nancy? Ss: She is your sister/teacher/friend…… T:Look at this picture. This is Nancy. I live in China, but She lives in the US. We often write letters each other. Now we are pen friends . Do you want a pen friend ? Ss: Yes. T: How do we ask others to be our pen friend ? Ok, today we learn the Module5 Unit1 Can you be my Chinese pen friend?并板书课题 Step2: Presentation 1.Watch the video to feel the story and answer question T: I'd like to introduce some friends to you. Now let’s watch,listen and answer“Who are they?”然后将Laura,Simon, Daming 3人的头像贴在黑板上。 2.Learn the Part 1 T:Do you still remember Simon? Where is he from? Ss: He’s from the US.（板书：在Simon头像下出示关键词the US） T: Can he speak English?（板书：在Simon头像下出示关键词English）紧接着老师问学生：What about Laura and Daming? Now let’s listen to the Part1 and answer the question.(找学生回答问题，然后教师在Laura and Daming的头像下分别书写关键词 the UK, English, China, English/Chinese)最后老师询问学生：Who is Simon’s friend? What about Daming?（教师出示并粘贴关键词 friend, cousin） 3.Listen to the Part 2 and answer some questions Q1:Who are Daming’s friend? Q2: Where are they from? Q3:What language can they speak? (找学生回答问题, 出示Sam and Amy头像粘贴在黑板上,并在Sam and Amy 头像下板书关键词the UK, English) 4.Read the Part 3 and answer question Can Daming be Laura 's Chinese pen friend? Why? ( 同学们自读课文，回答以上问题，然后教师板书pen friend, write in English) Step3: Practice 1.Listen and imitate the text. 2.Read the text together. 3.Role play. (小组自读课文，组长主持分配角色，然后上讲台展演) 4.Retell the text according to the mind map. （教师利用黑板上思维导图引导学生一起复述课文,然后小组内练习复述课文并鼓励学生到台前进行复述） Step4: Summary 1.What have we learned today? 2.Who is the winner? Step5: Homework Try to write a letter to Laura. Step6: Blackboard design Module5 Unit1 Can you be my Chinese pen friend? 师生互相问候，拉进老师与学生之间的距离 老师以自己有一个笔友为例进行谈话，同时询问学生是否也想有个笔友，引入课题，激发学生的学习兴趣，为下文的学习做铺垫。 通过整体听文本，初步感知课文，让学生了解文本之间的关系 通过询问Simon的情况，来引出下面的所有问题，问题由易到难，层层递进，有助于培养学生的逻辑思维能力。 跟读课文和齐读课文，为学生分角色表演做铺垫；分角色表演为孩子们创设了真实的英语交际情境。 根据思维导图复述课文，有利于学生加深对课文的理解。 学科网（北京）股份有限公司 $