英语Unit 1 I've got some Chinese chopsticks.教学设计

这是一份英语Unit 1 I've got some Chinese chopsticks.教学设计，共5页。

Module 6 Unit 1 I have got some Chinese chopsticks.

课时
2课时
课型
新授
目标要求
知识目标：掌握并熟练运用have got的各种形式和句式。
能力目标：
1．能够熟练运用have got 的各种句式表达自己或他人拥有某物以及询问他人是否拥有某物。
2．以一封信为载体，综合运用以上语言结构与笔友进行交流。
情感态度目标：
1．关注学生良好学习习惯的养成。
2．向学生渗透国际间文化的差异。
重点难点
重点：1．引导学生梳理并归纳“have got”的各种形式既句式，并达到熟练运用。2．掌握书信的格式，了解书信的相关内容。
难点：表达准确，符合书写规范及语法规范。
教学准备
PPT演示课件，小礼物等。


教


学


环


节


1． Organization
Greetings between teacher and students.

2． Revision
T: Children, do you remember my hobby?
S: Your hobby is collecting postcards.
T: Yes. Several days ago, I sent my favorite postcard to my pen pal in England．(PPT) There is a very famous place in China on it. Please guess where it is?
S: Is it the Great Wall\ the Summer palace\ the Ming Tombs….
T: (PPT) Look, It’s the Great Wall. Can you tell us about the Great Wall?
S: It’s long. It’s ten thousand li long. And it’s very old． It’s more than two thousand years old．
T: Good． And yesterday, I received a postcard from my pen pal. Also there is a place on it, please guess.
(Let students say something about Chinatown as the Great Wall.)
T: My pen pal sent me a letter, too. But something happened with my letter, I can’t see it clearly. Please help me complete the letter.











3． Task presentation
T: This letter told us that some English students want Chinese pen pals. Do you want to be their pen pals?
S: yes.
T: That’s good． In this lesson, let’s write to them.
T: Some English children sent you some presents. Let’s have a look together. Who’d like to choose the first present?



















4． Lead in.
T: In Module 6, we’ll learn that Lingling had a big surprise. She receive a letter from America, but it’s not from Daming. Now Let’s watch the video. Then tell us who sent this letter?
(flash)
Q1: Who sent this letter
Q2: Why does Laura sent this letter?
Q3: How do you know Laura love China?
T: Laura and her brother have some Chinese things. What are they? Let’s watch the video again. (flash)
Q1: What has Laura got? A1: I’ve got some Chinese chopsticks.
Q2: What has her brother got? A2: My brother has got a Chinese kite.
Teach the word: chopsticks—It’s a compound word．
difficult ---be difficult for (make sentences)
Game 1 Make sentences using the words appeared on the screen.（PPT）
Check the answers in pairs.
Read the text
T：Can you find another “have got” in our text?
S：I’ve got long red hair and blue eyes.
T: I can describe myself. I’ve got long black hair, and black eyes.
How about you?
Game 2 ：Help a careless boy correct his mistakes.
I’m a Chinese girl. I’m tall and a little fat. I’ve got long, black hairs and black eyes. I’ve got lovely dog. It have got short, brown hair and long ears. I very love my pet dog.
I’ve got some picture of England． They are about Buckingham Palace, the Big Ben, the Tower Bridge, and the London Eye. All of them are very beautiful. I learned them from our England books.
T: Let’s read the second paragraph. And please tell me what else we can write to our pen pals.
The students read the text following teacher.
T: We can talk about our city and our countries. (PPT)
I’ve got some pictures about our city--- Dalian. Look at the pictures; what do you want to say?
Game 3: Fill in the blanks according to the pictures.(PPT)
I l______ in Dalian. It’s a beautiful and important c______ in China． We _______ got many beautiful s________ in Dalian. And we ______ got many seafood, because Dalian _____ a seaside city. P________ in Dalian like p_______ football. So Dalian is a f________ city, too.




5．Full-element
1) T: Now let’s write our letters, but before we do it, who can give us an example about the instructions about the letters.
One student draws a letter, than show others on the screen.
2) Write the letters.
3) Check some letters on the screen.

6．Homework
1) Finish your letter.
2) Recite this text.

方法策略

教师将本学期第一、二模块的内容有机的整合到这节课当中，使前面学过的知识在后面的学习过程中有反复呈现的机会和过程，有利于学生复习和记忆


通过一封来自英国的信，学生即复习了各类型的知识点，如：介词，单复数，时态等，又交代了本课的任务——给笔友写一封信，而且巧妙地引出了下一个送礼物的活动，一举三得。


学生在接受礼物这个活动的过程中，通过师生间的问答，生生间的问答，通过说自己，说别人，通过个人说，集体说等不同的方式，让学生重温并运用了“have got”的不同形式和陈述句句式。然后请学生在运用之后总结出“have got”和“has got”之间的区别。并在大屏幕上展示语法结构(PPT)：


由于本课的主要语言结构是学生从三年级以来就逐渐学习并熟知的，所以在六年级的课堂上从运用入手，让学生在运用语言的过程中自己发现问题，总结规律，将原有知识梳理清楚，逐渐形成学习策略。而不将之作为新教授内容重蹈覆辙，浪费时间和精力。

本环节检验孩子们句型掌握的程度。只是在设计时比较注重书写的练习，因此这一环节以书写为主。

在读课文的过程中找出课文当中的疑问句式，并让学生自己总结出陈述句向疑问句转变的方式，以及指导孩子其它相关的书写格式。

学生通过自我描述，描述他人，以及描述宠物等向学生展示“have got”的另一种用法---描述外貌。

二次备课

表示“有”
have got
there be
说说区别



用have got或there be完成下列句子
1．I___ a book.
2．___a book on the desk.
3．___any pens in your pencil-box?
4．__she__ any stamps from China?



让学生总结have got 的各种句式变化，并给出练习题。
板
书
设
计
Module 6   Unit 1 I have got some Chinese chopsticks.