1、1 外研版一起六年级英语上册教案 Module 6 unit 1 Ive got some Chinese chopsticks. 教材分析教材分析：本模块是外研社出版的新标准英语2011 课标版一年 级起点，六年级上册第十一册第六模块第一单元的教学内容。本课是 第一课时。主要是能用英语调查并描述自己和其他同学所拥有的东 西。通过学习本课课文激发学习的兴趣，同时学会如何与笔友写信、 交流，陶冶情操。通过本课的学习激发学生用英语表达自己爱好的欲 望，提高英语口语生活化。 学生分析：学生分析： 六年级学生由于知识难度的增加和自身年龄的特点， 学习积极性较低 年级时有所下降。 因此在本课的教授过程中
2、， 我突破传统的教学思路， 大胆实践，创设真实情境，激发学习，并结合学过的第五模块结交笔 友的主题，设计并分层学习，最后通过写一封给笔友的信为任务，从 而达到培养了学生的综合语言运用能力。 学生在第三模块已学过have got 一般疑问句并能做出肯定与否定回答。因此描述他人有某物时让 学生自己观察就可以知道用 has got 来表达了。但教师在教授过程 中要注意句型转换给学生理解上造成的影响。 以学生的生活经验和兴 趣为出发点，使学生“学以致用”。 教学目标：教学目标： 1.语言知识目标： 能够听、说、读、写新词 chopsticks, difficult, answer, city. 2 能
3、够听、说、读、写句型 Have you got? Yes, I have. No, I havent. Ive got My brother has got Ive got some Chinese chopsticks. My brother has got a Chinese kite. Have you got a book about the US? 2.语言技能目标： 能够听说读写本单元句型；会用 Have you got?和 Ive got询 问和介绍个人信息； 能运用所学语言描述自己或他人拥有某物; 培养 学生的有效提问意识; 并将所学语言运用到真实语境中。 3.情感态度目标：
4、培养学生学习英语的兴趣，帮助其形成积极地学习态度；培养学生跨 文化交流的意识，拓展学生的视野，激发学生实践和创新的意识。并 学会珍惜自己拥有的东西。 教学重点和难点：教学重点和难点： 重点：掌握句型 Ive got a/some. She/He has got a/some. Have you got a/some? Have you got? Yes,I have. No,I havent. Ive got My brother has got 并能在实际情景中运用。 难点：1.能灵活运用 have got 的句型。在理解、熟悉文本材料的基 础上，使用句型 Ive got描述自己的外貌特点及
5、其他个人信息。 2. 能运用到实际生活中写简单的信件。 教学方法及策略：教学方法及策略：情境法、任务教学法、直观教学法、游戏法。 教具和学具：教具和学具： 音频，动画视频，希沃白板 5, 课件，野餐布袋，部 3 分实物等。 教学过程：教学过程： . . WarmWarm upup andand leadlead inin 1、Greeting 2、Sing a song 3、Free talk. T: Hello, boys and girls. Are you ready for class? Ss: Yes. Lets sing a song. T: Have you got your E
6、nglish books? Ss: Yes, I have. T: Show me, please. Have you got a book about English? Ss: Yes, I have. T: Have you got a book about Music? Ss: No, I havent. T: Look. Ive got a book about the US. （教师展示一本关于美 国的书）Have you got a book about the US? S1: Yes, I have. / No, I havent. 教师板书句型 Have you got a b
7、ook about the US? Yes, I have. No, I havent.并领读。 T: What book has he got? Please watch the cartoon and find the answer. Watch the carton. S1: He has got a book about the world. (Teach world)设计意图： 上课伊始，利用师生间的问候自然而然地将话题引到是否准备好书， 拥有什么种类的书籍上面，同时又复习了 Ive got和 Have you got? Yes, I have. / No, I havent.等重要
8、句型，为后面课文 4 的新授做好铺垫。营造宽松的学习氛围，调动了学生的学习热情。 . . PresentationPresentation 1. T: Ive got a picture here. Look! Who are they? Ss: They are Lingling and Amy. T: Yes. And what have they got? Ss: They have got a letter. T: Who wrote this letter? Lets watch the video. 完整地播放 课文内容 Ss: Laura. T: Yes. Do you reme
9、mber her? What does she look like? Can you describe her? S1: Shes tall. S2: Shes pretty.S3: Shes got long hair. T: OK. Now lets listen to her introduction. （播放课文原句 Ive got long, red hair and blue eyes.） Can you follow her?（学生跟读） T: My names Tina. Ive got long black hair and black eyes. I m good at E
10、nglish. I like swimming. Can you describe yourself? Please try to say it in groups. Ss practice in groups. S1: My names （计时器） 设计意图：带着一个相对简单的问题整体感知课文内容，便于学生对 课文内容的整体把握。鼓励学生观察图片，寻找信息，实践用 Ive got句型来描述他人和自己的外貌特点， 了解重点句型的语言功能。 LearnLearn PartPart 1 1 T: Look, Laura met Daming in New York. He showed Laura
11、 a photo 5 of Lingling. Laura wants a Chinese pen friend. So she wrote this letter. What does Laura want to know? Ss: Can you be my pen friend? LearnLearn PartPart 2 2(1) T: Heres a task for you. Please read the second paragraph and answer the three questions. You can underline the key words on your
12、 books. T: What food does Laura like? S1: She likes Chinese food. T: What has she got?S2: She has got some Chinese chopsticks. T to S2: How do you know that?S2:（找出课文中的原句 Ive got some Chinese chopsticks.） 教师板书该句，并领读。 T: Have you got Chinese chopsticks? Can you use chopsticks? Is it difficult for you
13、to use them? Yes, its easy for us to use them.（与学生随时交流，既复习了旧知识，又为学习后面的课文内 容做好了准备。） T: What has her brother got? S3: Her brother has got a Chinese kite. T to S3: How do you know that?S3:（找出课文中的原句 My brother has got a Chinese kite.） 教师板书该句，并领读。T: Have you got a kite? What does it look like? Can you fl
14、y a kite? Where do you usually fly your kite? 设计意图： 对于小学高段学生来说带着问题阅读文本材料是一种有效 地阅读方法，教师需要加以指导，例如在提醒学生在阅读的过程中找 出解答问题的关键词、句，这对提高学生的阅读能力十分有帮助。就 6 某话题与学生随时的交流，可以锻炼其灵活使用语言的技巧，同时丰 富了学生的语言知识，增强了语感，也凸显了英语的工具性特征。 (2) T: Look. What has he got? Ss: He has got a football.T: Who can ask? Who can answer? S1: What
15、has she got? S2: She has got a bag. T: What have they got? Ss: They have got a book.Ss ask and answer in pairs. What have they got? They have got a Chinese kite.T: Look at the kite. It is a very big bird. 设计意图：借助直观的图片，激发学生的主动性，引领学生关注动词 have got/has got 的变化，及时操练巩固。 LearnLearn PartPart 3 3 T: Now lets
16、 go on reading this letter. Which city does Laura come from? Please read the third paragraph and find the answer. S1: Shes from New York. T: Do you know New York? Please look at the screen. Ss watch the video.T: Tell me something about New York, please. S1: Its a big city.S2: Its a beautiful city. T
17、: Where is New York? Can you find it? Ss: Yes. Its in the east of the US. T: Whats this? Do you know? Its the Statue of Liberty. It s a famous landmark of the US. Its in New York. T: Look at this place. There are lots of Chinese shops and 7 restaurants. Do you know this place? Ss: Chinatown. T: Righ
18、t. Theres a big Chinatown in New York. And this is the UN building. Its in New York. 设计意图：语言的学习有助于学生认识世界的多样性，结合本课出现 的 New York 通过看视频、谈论相关文化知识，引领学生感受中外文 化的异同，形成跨文化意识。 T: At the end of the letter Laura asked a question. What is it? Ss: Have you got a book about the US? T: Then Laura wrote “Please writ
19、e back.” Whats its meaning ? Ss: Please reply. Write to me soon. Read the sentence “Please write back.” 设计意图：引导学生在阅读中获取信息，复现已学知识，以旧引新， 体现了学生的主体地位。 T: Children, what does Laura talk about in this letter? Please discuss in groups and choose. 设计意图：学生借助教师搭构的语言支架，由词到句，小组合作总结 课文中这封信的主要内容， 引导学生学会梳理信息， 体现了全
20、员参与、 合作学习、自主学习的理念。 ListenListen andand repeat.repeat. TryTry toto imitate.Roleimitate.Role play.play. Pay attention to your pronunciation and intonation. Then practice in different roles in groups. Choose 1 group to show. 设计意图：整体听音跟读，模仿动画中地道的语音语调，分角色小组 8 练习对话，让学生在情景中再次理解短文。 . . PracticePractice anda
21、nd consolidation.consolidation. 1. Play a guessing game. T: I usually have a picnic at the weekend. This weekend Im going to have a picnic. Ive put something in my bag. Please guess what Ive got in my bag. S1: Have you got?T: Yes, I have. / No, I havent. 设计意图：借助图片和实物创设情境，通过师生交流，在猜一猜的游 戏中操练重点句型，调动每个学
22、生的积极性。 2. Talk about your room. T: Sometimes I stay at home at the weekend. Look, this is my room. Ive got some books, a chair and a bed. What have you got in your room? Please discuss in groups. 设计意图：根据学生的年龄特点，创设真实的情境，让学生联系实际 在轻松愉快的气氛中练习运用所学重点语句。 3. Write a letter to Laura. T: Do you want to be pen
23、 friend with Laura? Ss: Yes. T: Maybe you can get more information about the US from Laura. And you can ask Laura a question about the US at the end of the letter. Lets write letters to Laura. The students write letters.Then read their letters. 设计意图：给 Laura 写信，是一个结合听、说、读、写的练习，对学 9 生提出了更高的要求。此外，培养学生的
24、提问意识非常重要。结合 Laura 信里的最后一句话 Please write back and I will answer your questions about the US. 要求学生要在信中提问题，锻炼了学生的 提问能力。 . . SummarySummary At first the students sum up the key points they have learnt today. T: Yes, today weve reviewed the sentence patterns “Have you got? Ive got Hes got She s got What
25、have you got?” If we change “I” “You” to “He” or “She”. What shall we say?S1: Has she got a book about the US? Yes, she has. No, she hasnt. Shes got some Chinese chopsticks.设计意图： 发挥学生的主动性， 引导学生自己总结和归纳本课学习的重点句型和 动词变化，强调重点句型的语用功能。 . . HomeworkHomework 1.Listen to the tape and imitate the text on Page
26、32 and 33. 2.Copy the new words and sentences. 3.Talk about the things youve got and share them with your partner. . . BlackboardBlackboard designdesign ModuleModule 6 6 unitunit 1 1 I Iveve gotgot somesome ChineseChinese chopsticks.chopsticks. 10 HaveHave youyou gotgot? ? Yes,Yes, I I have.have. No,No, I I havenhavent.t. I Iveve gotgot MyMy brotherbrother hashas gotgot I Iveve gotgot somesome ChineseChinese chopsticks.chopsticks. MyMy brotherbrother hashas gotgot a a ChineseChinese kite.kite. HaveHave youyou gotgot a a bookbook aboutabout thethe US?US?
