小学英语新标准第十一册Module 6 uint 1教学设计.doc

小学英语新标准第^一册Module 6 uint 1 《I've got some Chinsese chopsticks》教学设计
昆仑路小学赵莉萍
【教材分析】：
本模块选自外研社出版的《新标准英语》第十一册第六模块。

主题是“Letter from abroad"。

它以话题“Compare culture differences为主要教学内容，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。

通过本单元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。

本课为新授内容活动课。

【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，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，设计并分层布置通过写一封给L aura的信为任务，而达到培养了学生的综合语言运用能力。

【教学内容】：
单词:chopsticks difficult city answer Finish
句型：He has got a Chinese kite.
I have got some Chinese chopsticks.
Have you got a book about America?
【教学目标及要求】: 知识目标：学习目标语句Fve got some Chinese chopsticks.
My brother has got a Chinese kite.
Have you got a book about America?
能力目标：能够听说读写本单元句型；能运用所学语言描述自己或他人拥有某物；能用have got询问对方，回应对方。

并将所学语言
运用到真实语境中。

f青感目标：培养学生学习英语的兴趣，积极参与各项活动。

【教学重点】：掌握句型Fve got a/some ....
She/He has got a/some....
Have you got a/some ...?
并能在实际情景中运用。

【教学难点】：1.能灵活运用have got的句型。

2.能运用到实际生活中写简单的信件。

【教学方法及策略】：情境法、任务教学法、直观教学法。

【教具】：录音机，卡片，课件。

【教学过程】：
Step 1 Warm up
1、S ay hello to everybaby .
2、G uessing game
(Show a kite to the students, review the word ''Chinese kite”，then let them close their eyes , teacher put the kite into a studenfs schoolbag.
Then let other guess : who has got the kite ? ) ［设计意图：在这个环节中，运用这个游戏活动，能够集中学生的注意力，激发学生的学习兴趣，创造英语学习的氛围，同时又复习巩固了已
经学习的知识：Have you go t . . ? 为新授开了个好头。

］
Step 2 Lead in
T : (show a bag) Please guess : What have I got?
SI: Have you got some chopsticks?
T : Yes , I have, (teach the new words :Chinese chopsticks)
At last T show a part of letter , let them guess
T : What have I got?
S1: Have you got a letter?
T : Yes , I have got a letter. This letter is from my new pan pal, She is Lanlan
She's got long red hair, blue eyes .
(show a picture about lanlan , teach the key words and important sentences)
［设计意图：在这个环节中，学习新单词Chinese chopsticks, Chinese kite, a book about America, difficult for ,以及重'点句型的练习和课文中重点句子的教授，为新课的学习做铺垫。

］Step 3
Presentation
T : Today lingling and Amy received a letter too , Do you want to know :who send this letter ?
Ss: Yes .
T: Now let's listen to the tape ,and answer two questions .
1.Listen to the tape and answer two questions
A.Who wrote this letter?
B.What has she got?
Pair work :Open their books and read the text with their partner, finish the seven questions
- Wino is the letter from?
Wt~»er< 2 did 1—mu r& meet Dmminq-?
3
-
wriat c^olouj r is. 1_muMaiir?
4一Is tier tnair long or stnort?
5
.
VX/t-ist colour mt-e her eyes?
S
-
food does wtie liIce?
T -Wtnst Mas biwr goV?
8
.
Wt~i e is 1—ui rsi from?
3.Group work : Fill in the blanks:
Four students in one group to finish the short passage about
the text .
4.Retell
Give the key words about this text , let Ss try to retell the
text by themselves.
［设计意图：在这个环节中通过pre-reading的教学，运用两个简单的问题，让学生整体感知课文内容，训练了学生的听力，为帮助学生理解整片课文内容做好铺垫；在while-reading环节中，问题先行，引导学生寻找细节，在阅读过程中进一步理解课文内容，为后面知识的综合运用做好铺垫；在填空练习环节中，设定阅读任务，使学生进一步注意到重点单词、句型，加强了本课重难点的学习。

］
Step 4 Extending
If you are Lingling ,please write a letter to Laura, and answer the two questions ahout Laura in your letter.
［设计意图：在本环节中，让学生找出Laura留给lingling的两个问
题，并假设你是1 ingling,你将怎样给Laura回信。

最终将学习的目的落实综合运用的写上，锻炼孩子书写的能力，综合运用所学知识。

］
Step 5 Home work
1、R ead the text after the tape ,then read by yourself.
2、Finish the letter .并且和小组成员讨论，写信的内容。

［设计意图：最后的作业设计是为了课后让学生巩固今天所学的知识，并能够将所学的知识综合运用到实际生活中去。

］
Board design:
Module 6 unit 1
I've got some Chinsese chopsticks
Have you got a/ some ....?
Yes , I have a / some ...
No , I haven51...
She / He has got a / some。