1、Module 6Unit 1 Ive got some Chinese chopsticks. 教材分析 教学目标本模块是外研社出版的新标准英语第十一册第六模块第一单元的教学内容，本课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。【知识目标】1、 能听说读写新词chopsticks difficult answer city. 2、 能够听说读写句型Ive got some Chinese chopsticks. My brother has got
2、 a Chinese kite. Have you got a book about America?【能力目标】1、 能够听说读写本单元句型；2、 能运用所学语言描述自己或他人拥有某物；3、 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。【情感目标】培养学生学习英语的兴趣，积极参与各项活动。 教学重难点【教学重点】掌握句型Ive 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。 课前准备2. 能运用到实际生活中写简单的 教学过程教师
3、准备多媒体课件，单词卡片等。教学过程Step1. Warming up 1.Greeting2.Chant:（课件呈现）Have got, have got, I have got a pen pal. Have you got a pen pal? Yes, I have. Yes, I have. Has got, has got, he has got a pen pal. Has he got a pen pal? Yes, he has. Yes, he has.Step2. Preview1. T shows the bag and asks the Ss to guess. T:
4、 Guess! What have I got in my bag? Please ask with “Have you got”2. Ss take out the pieces of paper written 2 riddles. Then read and others guess. (1) It can fly in the sky. Its like(像) a big bird. Chinese children play with(和玩) it a lot(经常). (2)They are difficult for(对有困难的) English people. We can u
5、se it to eat noodles.3. Teach “chopsticks” 4.Chopsticks are easy for us, but they are very difficult for foreign people. Teach “difficult”操练Chopsticks are very difficult for Amy /Sam / Laura.5. Teach “answer” Why chopsticks are very difficult for foreign people? Who can answer my question? Teach “an
6、swer”.Step3. PresentationT：Do you remember Laura? Where does she from? Who did she meet in New York? What does she want?Ss: She is from America. She met Daming in New York. She wants a Chinese pen pal.T：Yes, she wants a Chinese pen pal. So she wrote a letter to Lingling. Lets go to see this letter.
7、Open you book, today we are learn Module6 Unit1 Ive got some Chinese chopsticks.1.Listen repeat and find “have got”.2.Read sentences “Ive got long, red hair and blue eyes. Ive got some Chinese chopsticks.”3.Listen repeat again and with questions.（先整体听一边，再分段听，并回答问题）(1) Who is the letter from?It is fr
8、om Laura. (2) What food does she like?She likes Chinese food.(3) What has she got?She has got some Chinese chopsticks.(4) What has her brother got?He has got a Chinese kite.4.Read the text together.Step4. Practice让学生用 have got 和 has got 造句。把学生分成小组，每次每组派一名学生参赛，说得又快又正确的学生得分。教师范读的是阅读教学中不可缺少的部分，我常采用范读，让
9、幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。Step5. Summary师生共同总结本节课所学内容。Step6. Homework语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬
10、局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。1. Listen and read M6U1 for five times.唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。2.Write a letter to Laura. 教学反思略。
