my,pen,friend50字

篇一：Can you be my Chinese pen friend

Module 5 Unit 1 Can you be my Chinese pen friend?

教学内容:

新标准英语（三年级起点）六年级上册第5模块

教材分析：

本课时是新标准英语六年级上册第五模块第一单元Can you be my Chinese pen friend?课文通过Daming、Simon、Laura的对话向同学们介绍了“怎样交笔友以及怎样介绍自己的笔友”，对话内容较为简练，语言实用性较强，并且课堂可操作性也较好。

教学目标：

1). 知识与技能

a.基本能听懂、会说词汇：pen friend pleased address

b. 会用I can?，I can’t?讲诉各自的能力。

c. 掌握Can you??的语言结构,并会做答: Yes, I can.\No, I can’t.

d. 能听懂、会说Can you be my Chinese friend?,部分同学能通过介绍自己的能力情况结识新笔友.

2).过程与方法

通过学生自主、合作的学习方式，培养小学生爱交朋友的习惯，发展广泛的兴趣，在交流与合作中共同进步成长。

3).情感态度

培养学生在活动中体会英语学习的乐趣，培养学生学习、生活的自信心，培养学生热爱生活、对异国文化的了解、兴趣。

教学重点：

能听懂并理解句型：Pleased to meet you! I can speak some English. Can you speak English? Can you be my Chinese friend? Can I write to you ?

能运用句型：I can?. I can’t?.Can you?? Yes, I can.\No, I can’t.

教学难点：

1）能灵活使用情态动词can,并能灵活运用。

2）完成自己的名片并去寻找笔友

课时：1课时

教具：单词卡、教师自己的名片若干张、空白的名片若干张、 多媒体课件。

教学过程：

(转 载于:wWw.SmHaIDA.cOM 海达 范文 网:my,pen,friend50字)

Step1：Warming-up

1 .Greetings

T: Hello, boys and girls! I’m Ms Lv. Nice to meet you.

Ss: Nice to meet you, too.

2.Chant:

教师学生齐读。

T: Do you like chant? Listen to me, please.

Hands up Hands down

I can jump. I can run.

Can you jump? Can you run?

Yes, I can. Yes, I can.

I can read. I can skate.

Can you read? Can you skate?

No, I can’t. No, I can’t.

T: Let’s read it together, OK ? Some music, please. one two three go? T: Once more, one two three go?

【设计意图】

（紧凑激烈的乐曲调动了学生的情绪，使学生迅速进入到学习状态，用这种有趣的形式引入了学生已经学过的内容，又为学习新知识作铺垫。）

Step2 Presentation

1. 1）T: Today we have a new friend,（showing Ms Meng’s picture） She’s my pen friend(教读)，Ms Meng.

(分组)We’ll have team match today, You’re Pen friend A Team. You’re Pen friend B Team. Please do good jobs and try to get more smile faces for your team.

T: Ms Meng is teaching in America now. This is her address.( 教address)

2 1）T: Now, she’s greeting to you. ( PPT展示： pleased to meet you. 板书，教读.)

师教读：Pleased==please==pleased==pleased to meet you.师解释说T: It means nice to meet you! Glad to meet you! So you should answer.

（ 操练：Greet in pairs.）

2)PPT展示话泡：T：You’re so polite. Now Ms Meng asks you, Can you be my Chinese pen friend?

Ss: Yes, I can.

T: Today we’re going to learn M5U1 Can you be my Chinese pen friend? 板书(出示课题, 教读. )

（ 操练：Group1: Chinese pen friend—Group2: my Chinese pen friend—Group3: be my Chinese pen friend—Group4: Can you be my Chinese pen friend?）

T: Ask me can you be my Chinese pen friend?

Ss: Can you be my Chinese pen friend?

T: Yes, of course.This is my address. Here you are.

(操练：Practice in pairs.)

3)T: Ms Meng asks, “ Can you speak English?”

Ss: Yes, I can speak some English .

师紧接着板书: I can?.（解释句子意思是我能做某事，后面加动词原形）

T: I think you can do many things, too.

（出示各种运动图片PPT）老师示范并引导学生说： I can ride a bike\swim\play basketball?

4）T: Boys and girls, just now we say we can do things. If you can’t do the things, we should say I can’t?

师紧接着板书: I can’t?.（解释句子意思是我不能做某事，后面加动词原形） （出示各种运动图片PPT）老师示范并引导学生说：I can’t ?

5) T: Can you play football(上组练习最后一张图片是踢足球)?

Ss: Yes, I can.

师紧接着板书: Can you??

Yes, I can.（解释句子意思是你会做某事吗？后面加动词原形）

老师出示PPT图片训练句型：Can you??Yes, I can.

老师出示PPT图片训练句型：Can you?? No, I can’t.（板书否定答句）

T: Can I ask you some questions? (老师出示各种活动的PPT，用can问问题，让学生用Yes, I can ./ No, I can’t. 来回答。)

【设计意图】

(这种教学设计是学生大量练习，而且每一个同学所问的问题都不能重复，这就把“知识投入了周转”“投入周转的知识才是活的知识”。学生在描述自己能与不能时，老师及时给予热情的赞扬或给建议，以提高学生的自信心。)

Step3: Practice

记忆大比拼 :

T: Let’s have a competition.

? Rules: Rules: Remember the pictures as more as you can. Choose one of the

picture you remember and say，“I can ?”, then ask the other team，“Can you say more?” Don’t say the same picture again.

Step 4 : New text

Part1

1. Listen and answer

T: Have a look. Daming and Simon is talking about a panda. Can the panda speak English?

Who can speak English?

Ss: His teacher.

2. Read after the E-pen

3. Read together.

Part2

1.Listen and answer: Can Laura make pen friends?

T: And this girl Laura can speak English, too. Let’s greet to her .

Ss: Pleased to meet you. (引导学生运用刚学过的Pleased to meet you 来与画面中的

Laura打招呼。

T: Do you want to know if Laura can make pen friends?. Let’s listen.

2. T: Now ,listen to the E-pen and try to find out the answers. (分段听容易听懂，掌握信息)

1.Can Daming speak English?

2.Where is Laura from?

Now question 3 and 4. Listen:

3.How many English friends has Daming got?

4.Can Laura write to Sam and Amy?

Now question 5. Listen:

5.Can Daming be Laura’s Chinese pen friend?

【设计意图】通过学生听和回答问题，在真实的语境中帮助学生初步理解和感知对话，从而使学生在完成问题的过程中把握故事的主要信息。

3.T: Now read after the E-pen sentence by sentence, find out “can” sentences.

T: Have you found the sentences? I have got them:

Can you speak English?

Yes, I can speak some English.

Can I write to your friends?

And can you be my Chinese pen friend?

But I can’t write Chinese.

? But I can write English.

Read the sentences.

4. Read the text in different roles in groups of 4 . (四人组分角色朗读。)

【设计意图】 通过让学生跟读，让学生模仿正确的语音语调，培养学生良好的语感。同时，通过分角色表演读，可以促使学生互相帮助，让每一个孩子都体验到成功的喜悦。

5. Fill in the blanks and help Laura and Daming to make pen friends.

Laura: Hello. I’m Laura ._______________?

Daming: My name is__________.

Laura: Pleased to meet you! Daming :_____________________, too.

Laura: ______you be my pen friend?

Daming : Yes, of course. This is my address. Here you are!

Laura: Thank you! This is my_________. Here you are.

Daming : Thank you!

Laura: We are pen friends now.

Read the dialogue and practice in pairs.

【设计意图】通过完成对话和读对话，让学生在不知不觉中掌握交笔友的方法。

Step6 : Development

1. T: Look at the screen! This is my calling card.

Name: Lu Fang

Age: 42

Address: Xingxing Primary School

I can write an email, dance and play table tennis.

My name is Lu Fang This is my address---- Xingxing Primary School. This is my email. And I can write an email, dance and play table tennis.

T: Please make your own calling cards now. (课前将表格发给每一位学生。)

2.教师在课前要做好自己的几张名片，要求漂亮美观，易于吸引学生。教师走到学生中间，选择1名学生谈话，并送出自己美丽的名片并与其交笔友。

T: Hello. I’m Lv Xiaofang. What’s your name?

S1: My name is ?

T: Pleased to meet you!

S1:Pleased to meet you, too.

篇二：我的笔友My Pen Friend

我的笔友My Pen Friend

Now it has come to the new age, the age belongs to the information world, everybody has access to high technology, they use computer and cell phone everywhere. But for me, I miss the original communication media, I still like to write to my friends. I have a pen friend, we have kept in touch with each other for many years, compare with the new high technology, such as cell phone and computer, I would rather to write. My pen friend also like to write, we share happiness and sorrow by the letter. I enjoy writing, I put much emotion in it, the letter makes me feel the real world. Though the communication tool improves, I still love writing.

现在已经来到了新的世纪，这是世纪属于信息的世界，每个人都接触到高科技，他们随处使用电脑和手机。但是对于我来说，我想念最初的交通方式，我仍然喜欢写信给我的朋友。我有一个笔友，我们已经保持联系很多年了，和新兴的高科技相比，比如电脑和手机，我更喜欢写信。我的笔友也喜欢写信，我们通过信件来分享喜怒和哀乐。我享受写信，我投入了很多的感情，信件让我感受到真实的世界。虽然交流的工具一直在提升，但是我仍然喜欢写信。

篇三：Module5 Unit1《Can you be my Chinese pen friend》教学案

Module5 Unit1

Can you be my Chinese pen friend? Teaching contents（教学内容）

教材26页-28页

Teaching aims（教学目标）

1、掌握单词address; pleased.

2、掌握词组speak English; write to; pen friend.

3、熟练运用句子

①This is my cousin, Daming.

②Pleased to meet you!

① Can you speak English?

② Can I write to you friend?

Teaching Procedure（教学过程）

The 1st period（第一课时）

Step1 Warming-up （热身）

I CAN SPEAK ENGLISH

I can speak English,”How do you do?”

You can speak English, so speak to me too. I can write English,“Dear pen friend.”

I’ll write to you again and again.

I can sing English songs.Listen to me!

I’ll sing the A-B-C song.

Step2Learn the following words and expressions(学习下列单词和词组)

1、New words（单词）

address; pleased.

Read the new words and remember them.（读单词并记住它们）

2、New phrases（词组）

speak English; write to; pen friend.

Step3 Learn the text（学习课文）

1、Listen to the tape and repeat the sentence by sentence（听录音并逐句重复课文）

2、Read the text aloud correctly(正确朗读课文)

3、Role play(角色表演)

4、Ask and answer questions about the text(就课文问答)

5、Learn the fllowing patterns（学习下列句型） ①This is my cousin, Daming.

②Pleased to meet you!

③Can you speak English?

④Can I write to you friend?

Step4 Play a game(游戏)

Step5 Summary（总结）

Step6 Assignment of homework(布置作业)

Teaching reflection(教学反思)

(学案)

一、自主学习

1、预习单词

address; pleased.

①利用工具书标注单词音标，根据音标掌握单词读音。 ②理解单词的汉语意思。

2、预习课文

①初读课文。

②对课文做初步的翻译。

③对一些不懂的句式和语法在小组长的带领下进行讨论。

二、练习

1、英汉互译

地址 高兴的，满意的 speak English write to pen friend

2、从方框中选择正确的单词补全对话。

A:Hello,David.This is my best friend Mary.

B:Hello,Mary. to meet you.

C:Me too.

B:Where are you from?

C:I’m from Australia. Can you English?

B:Yes, I can speak English very well.

C:Can I to you? You can be my English friend.

B:Of course. This is my .Bye!

C:Goodbye!

篇四：六年级小学英语Can you be my Chinese pen friend

英语六年级上册Module5Unit 1

Can you be my Chinese pen friend ?教学设计

青州市黄楼街道万红小学 孙友涛

一、教学背景

本节课针对六年级上学期的小学生，六年级的学生活泼好动，乐于参与活动、游戏及表演，所以要采用多种教学手段交替使用，尽量利用实物、图片及课件等直观教具进行教学，激发学生求知欲望。

二、 教材分析：

《英语（新标准）》六年级上册Module 5 Unit 1 的主题是讲述自己的能力，通过介绍自己的情况结识笔友或网友，本单元通过Laura，Daming 和Simon的对话，来学习情态动词can的用法。本单元的语言功能是利用情态动词can运用已学语言表达能力、请求、意愿和喜好。Can you be my Chinese pen friend ?Can you speak English? Can I write to your friend? 学会句型Can you~? Yes, I can./No, I can’t.”

三、教学目标

1、知识目标：能够听懂认读、会说关于表达能力、请求、意愿和喜好的词语和句子：I Can you speak English? Can I write to your friend? Can you...?Yes, I can.\No, I can't.

2、技能目标：掌握关于表达能力、请求、意愿和喜好的词语和句子，并能在实际学习生活中运用、交流、讨论。在教学过程的各个环节培养学生的听、说、读、写技能。

3、情感目标：讲述自己的能力，通过介绍自己的情况结识笔友或网友在学习和日常交际中，注意中外文化的异同。

四、教学重点、难点：

（1）本模块的单词及重点句型

(2) Can you be my Chinese pen friend ? Can you speak English? Can I write to your friend? Can you...?Yes, I can.\No, I can't.

五、教学用具：

图片、NSE3-6软件、 PPT课件等。

六、教学过程：

（一）课上探究

Step 1 情景呈现，导入新知

1.Greeting and warming-up

T: Good morning, everyone!

Ss: Good morning,Mr. Sun.

T:Today we’ll learn “Can you be my Chinese pen friend ?”(板书课题)

把话题目引导到语言上来。请单个学生起立，把几个问题写到黑板上，请学生回答： Can you speak Chinese?

Can you speak English?

Can you write Chinese?

Can you write English?

向学生们说明：大家结交新朋友时，通常都要了解对方和自己是否有相同的兴趣爱好，如果遇到外国小朋友，还要了解他们使用哪种语言，能不能和自己交流。那么如果遇到外国小朋

友．我们应当如何与他们交流、如何问对方以上问题、又如何向对方介绍我们自己的相关情况呢?让我们来看一看Daming与新朋友的交谈吧。以后，大家碰到外国小朋友就可以积极主动地和他们交流了。当然，大家也可以到网上去结交外国朋友，使用英语与他们交流。

[设计意图]用NSE3-6 听录音，学习课文，在优美的音乐中，激发了学生的学习兴趣。通过Listen and say让学生在欢快的节奏中来学习情态动词can的用法，也为后面学习新知识做好铺垫。

Step 2 听力训练，呈现课文

（教师出示图片），让学生复习学过的动词词组，并在此基础上让学生猜一猜他们会做什么？

（采用多种形式学习新单词，对于表现好的同学，及时给与鼓励和表扬。）

使用教学挂图和录音整体呈现SB活动2。老师根据课文内容提出简单的问题，让学生从整体上了解故事大意。如：T:Please listen carefully. Then answer the questions: Where is Daming from? How many English friends has Daming got?

[设计意图]用NSE3-6 听录音，学习课文，第一遍听、看课文，侧重学生整体把握课文主要信息。以此培养学生的注意力和观察力，提高学生的听力水平。

2.精听。

让学生带着问题完整地再听一遍录音，并帮助学生回答上面的问题，加深对课文内容的整体印象和初步理解。对每幅图片及对应的对话进行学习。

Can Daming speak English?

Where is Laura from?

Can Daming be Laura’s pen friend?

Can Laura write in Chinese ?

Can Daming write in English?

T：Let’s read the sentences together.(把重点句子再读一遍，加深印象。)

[设计意图]用NSE3-6 听录音，学习课文，第二遍听课文，侧重学生把握课文具体的信息。既对句子进行了巩固练习，又调动了学生的积极性，让他们积极地参与到活动中来。

3.跟读

T:Let’s read after the tape.

Please try to imitate, pay attention to the pronunciation and intonation.

[设计意图]坚持多模仿录音的语音语调。培养学生的语感，提高发音的正确性和准确性。

4.自读

T: Boys and girls, please read the text in your groups.

Ss:...

T: Who wants to read the text?(学生自读结束后，教师让2-3个小组的学生读课文展示。)

[设计意图]通过学生朗读课文的展示，巩固学生对课文内容的记忆，使学生能够全员参与，树立学习英语的自信心。

3.I do you say.

找小老师前面来，做一些动作，让同学们猜猜他会做什么？

[设计意图]通过生动形象的图片和句型结合，帮助学生快速、有效地记忆情态动词can的用法。词不离句，让学生在句中得到更好地训练。

Step 3 巩固练习

T : Activity 3. Look at the picture. Listen and say. What are they doing？

Ss:...

[设计意图]通过训练，进一步巩固本课的目标语言，从而达到语言输出的要求。 Step 4学以致用

教师出示图片，让学生选择填空。

I can I can’t .

I can’t I can’t ping-pong.

[设计意图]通过看图训练，让学生运用所学的语言知识选择正确的动词词组。

Step 5 学习小结

Please tell me what you have learned in this class.

（1）能够听懂认读、会说关于表达能力、请求、意愿和喜好的词语和句子：I Can you speak English? Can I write to your friend? Can you...?Yes, I can.\No, I can't.

(2) 利用情态动词can，运用已学语言表达能力、请求、意愿和喜好。

[设计意图]让学生归纳总结本节课所学知识。教师进行总体评价，提出建议。

（三）课后延伸

Homework:

1. You must(必做):Remember what we have learned today. new words:

Four sentences: Can you be my Chinese pen friend ? Can you speak English? Can I write to your friend? Can you...?Yes, I can.\No, I can't. (All the students should do this homework.)

2. If you can（选做）：Use the new words and tell us what can you do?

[设计意图]对学生的作业进行分层设计，进行弹性处理，提供更多的选择空间，有利于激发学生的学习兴趣，增强学习效果。这样可以使学生都有适合自己水平的课外作业。 Design of the blackboard（板书设计）

Module 5 Unit1 Can you be my Chinese pen friend ?

Can you speak English?

Can I write to your friend?

Can you...?

Yes, I can.\No, I can't.

篇五：我的笔友李杨 My Pen Friend, Li Yang

我的笔友李杨 My Pen Friend, Li Yang

I have a pen friend. His name is li yang. He is a grade six primary school student. He lives in Tian Jin. He has to take subway to school every day by himself. He is so independent. I need to learn from him. He likes playing basketball. He is in the basketball team of their school. His study is neither too good nor too bad. His parents never give too much stress on his study. He said his family loves him very much and so does him. 我有一个笔友。他叫李杨。他是一名小学六年级的学生。他住在天津。他每天一个人乘地铁去学校。他是那么的独立。我要向他学习。他喜欢打篮球。他是他们学校的篮球队的一员。他的学习不是很好也不是很差。他的父母在学习上从来不会给他很大的压力。他说他的家人很爱他，他也很爱他们。

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