小学英语《Ive got some Chinese chopsticks》优质教案教学设计Word文件下载.docx
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小学英语《Ive got some Chinese chopsticks》优质教案教学设计Word文件下载.docx
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T:
Hello,boysandgirls.Areyoureadyforclass?
Ss:
Yes.
HaveyougotyourEnglishbooks?
Yes,Ihave.
Showme,please.HaveyougotabookaboutEnglish?
HaveyougotabookaboutMusic?
No,Ihaven’t.
Look.I’vegotabookabouttheUS.(教师展示一本关于美国的
书)HaveyougotabookabouttheUS?
S1:
Yes,Ihave./No,Ihaven’t.
教师板书句型HaveyougotabookabouttheUS?
Yes,Ihave.No,Ihaven’t.
并领读。
2.T:
Whatbookhashegot?
Pleasewatchthecartoonandfindtheanswer.
Sswatchthecartoon.
S1:
Hehasgotabookabouttheworld.(Teachworld)
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I’vegot…和Haveyougot…?
Yes,Ihave./No,Ihaven’t.等重要句型,为后面课文的新授做好铺垫。
营造宽松的学习氛围,调动了学生的学习热情。
II.Presentation
1.T:
I’vegotapicturehere.Look!
Whoarethey?
Ss:
TheyareLinglingandAmy.T:
Yes.Andwhathavetheygot?
Theyhavegotaletter.
Whowrotethisletter?
Let’slookattheCD-ROM.
使用教材配套的CD-ROM完整地播放课文内容Ss:
Laura.
Yes.Doyourememberher?
Whatdoesshelooklike?
Canyoudescribe
her?
She’stall.S2:
She’spretty.
S3:
She’sgotlonghair.…
OK.Nowlet’slistentoherintroduction.(播放课文原句I’vegotlong,redhairandblueeyes.)Canyoufollowher?
(学生跟读)
Myname’sShirley.I’mtall.I’vegotlongblackhairandblackeyes.I’mgoodatEnglish.Ilikeswimming.Canyoudescribeyourself?
Pleasetrytosay
itingroups.
Sspracticeingroups.S1:
Myname’s…
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I’vegot…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。
2.LearnPart1
Look,LaurametDaminginNewYork.HeshowedLauraaphotoofLingling.LaurawantsaChinesepenfriend.Soshewrotethisletter.What
doesLaurawanttoknow?
Canyoubemypenfriend?
3.LearnPart2
(1)T:
Here’sataskforyou.Pleasereadthesecondparagraphandanswerthethreequestions.Youcanunderlinethekeywordsonyourbooks.
WhatfooddoesLauralike?
ShelikesChinesefood.
Whathasshegot?
S2:
ShehasgotsomeChinesechopsticks.TtoS2:
Howdoyouknowthat?
(找出课文中的原句I’vegotsomeChinesechopsticks.)
教师板书该句,并领读。
HaveyougotChinesechopsticks?
Canyouusechopsticks?
Isitdifficultfor
youtousethem?
Yes,it’seasyforustousethem.(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。
)
Whathasherbrothergot?
HerbrotherhasgotaChinesekite.TtoS3:
(找出课文中的原句MybrotherhasgotaChinesekite.)
Haveyougotakite?
Whatdoesitlooklike?
Canyouflyakite?
Wheredo
youusuallyflyyourkite?
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.Whathashegot?
Hehasgotafootball.
Whocanask?
Whocananswer?
Shehasgotabag.T:
Whathavetheygot?
Theyhavegotabook.
Ssaskandanswerinpairs.Whathavetheygot?
TheyhavegotaChinese
kite.
Lookatthekite.Itisaverybigbird.
借助直观的图片,激发学生的主动性,引领学生关注动词
havegot/hasgot的变化,及时操练巩固。
4.LearnPart3
Nowlet’sgoonreadingthisletter.WhichcitydoesLauracomefrom?
Pleasereadthethirdparagraphandfindtheanswer.
She’sfromNewYork.
DoyouknowNewYork?
Pleaselookatthescreen.Sswatchthevideo.
TellmesomethingaboutNewYork,please.S1:
It’sabigcity.S2:
It’sabeautifulcity.…
WhereisNewYork?
Canyoufindit?
Yes.It’sintheeastoftheUS.
What’sthis?
Doyouknow?
It’stheStatueofLiberty.It’safamous
landmarkoftheUS.It’sinNewYork.
Lookatthisplace.TherearelotsofChineseshopsandrestaurants.Doyou
knowthisplace?
Chinatown.
Right.There’sabigChinatowninNewYork.AndthisistheUNbuilding.It’sinNewYork.
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NewYork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。
Attheendoftheletter,Lauraaskedaquestion.Whatisit?
HaveyougotabookabouttheUS?
ThenLaurawrote“Pleasewriteback.”What’sitsmeaning?
Pleasereply.Writetomesoon.
Readthesentence“Pleasewriteback.”
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。
5.T:
Children,whatdoesLauratalkaboutinthisletter?
Pleasediscussingroupsandchoose.
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,体现了全员参与、合作学习、自主学习的理念。
6.Listenandrepeat.Trytoimitate.Payattentiontoyourpronunciationand
intonation.Thenpracticeindifferentrolesingroups.Choose1grouptoshow.
整体听音跟读,模仿动画中地道的语音语调,分角色小组练习对话,让学生在情景中再次理解短文。
7.WritealettertoLaura.
DoyouwanttobepenfriendwithLaura?
MaybeyoucangetmoreinformationabouttheUSfromLaura.AndyoucanaskLauraaquestionabouttheUSattheendoftheletter.Let’swrite
letterstoLaura.
Thestudentswriteletters,thenreadtheirletters.
给Laura写信,是一个结合听、说、读、写的练习,对学生提出了更高的要求。
此外,培养学生的提问意识非常重要。
结合Laura信里的最后一句话PleasewritebackandIwillansweryourquestionsabouttheUS.要求学生要在信中提问题,锻炼了学生的提问能力。
III.Practiceandconsolidation
1.Playaguessinggame.
Youusuallyplaybasketballattheweekend.(根据学生读的信中的内
容)Iusuallyhaveapicnicattheweekend.ThisweekendI’mgoingtohaveapicnic.I’veputsomethinginmybag.PleaseguesswhatI’vegotinmybag.
Haveyougot…?
Yes,Ihave./No,Ihaven’t.…
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,调动每个学生的积极性。
2.Talkaboutyourroom.
SometimesIstayathomeattheweekend.Look,thisismyroom.I’vegotsomebooks,achairandabed.Whathaveyougotinyourroom?
Pleasediscussingroups.
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.Doaplay.
NowBobandPeterwilldoaplay.Butwehavetoaskquestionstokeepit
going.(两名学生随课件表演短剧,展示自己的创意作品)Ss:
Whathaveyougot?
BobandPeter:
Wehavegotabigbox.Weputwheelsonthebox.Ss:
Nowwehavegotacar.Weputplatesandcupsonthebox.Ss:
Nowwehavegotatable.Wemadeasailforthebox.Ss:
Nowwehavegotaboat.Wemadeadoorandawindowfor
thebox.
Nowwehavegotahouse.Wemadepuppetsforthebox.Ss:
Nowwehavegotastage.Wemadeatopandwindowsfor
Nowwehavegotarocket.Wemadesignsforthebox.Ss:
Nowwhathaveyougot?
Wehavegotastore.Welcome,children!
T:
Goodjob,boys.Thankyou.Look,whathavetheygot?
Theyhavegotabox,acar,atable,aboat,ahouse,astage,arocketandastore.
Oh,socool.
Whathavayougot?
Nowwehavagotatable.
Whathaveyougot?
Nowwehavegotastage.
Wehavegotabigbox.„,.
Whathaveyougot1[[],
NowwehavegotarockeL••’
••„
”*
Whathavetheygot?
]¿
jjTheyhavegot'
•"
boxcartableboat
hOU66s@gerocketstoe
学生表演展示创意作品,在真实的互动中,不仅运用了所
学的语言知识,还为学生搭建了展示自我的平台,调动了学生的积极性,激发了学生实践和创新的意识。
IV.Summary
Atfirstthestudentssumupthekeypointstheyhavelearnttoday.
Yes,todaywe’vereviewedthesentencepatterns“Haveyougot…?
I’vegot
…He’sgot…She’sgot…Whathaveyougot?
”Ifwechange“I”“You”to“He”or“She”.Whatshallwesay?
HasshegotabookabouttheUS?
Yes,shehas.No,shehasn’t.She’sgot
someChinesechopsticks.
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。
V.Homework
1.WatchtheCD-ROMandimitatethetext.
2.ActivityBook.Finishthefirstactivity.
3.Talkaboutthethingsyou’vegotandsharethemduringourschooltrip.
延伸课堂,谈论一下你拥有的物品,并在学校组织的郊游
活动中,和同学们一起分享玩一玩。
这项作业结合学生实际,贴近生活,不仅为学生提供了运用所学知识的契机,还培养了学生懂得分享的良好品质。
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