2019-2020年六年級英語上冊 Module 6 Unit 1 I’ve got some Chinese chopsticks教案 外研版.doc

2019-2020年六年級英語上冊 Module 6 Unit 1 Ive got some Chinese chopsticks教案 外研版Teaching period: Period 1Teaching contents:NSE Book 11 P22，23Teaching AimsAims on knowledge1. To enable the students to understand, spell and read the following new words: chopsticks, difficult, city, answer2. To enable the students to understand and read the dialogue on page 22.3. To enable the students to remember “Ive got some Chinese chopsticks.” “My brother has got a Chinese kite.” “Have you got a book about America?”4. To enable the students to finish the exercise. (AB P22).Aims on the abilities1.To develop students abilities of listening and speaking. 2.To train students abilities of munication.3. To foster students abilities of writingAims on the emotionTo enable students to talk about what she/she have got.Key Points1. To enable the students to understand, spell and read the following new words: chopsticks, difficult, city, answer2. To enable the students to understand and read the dialogue on page 22.3. To enable the students to remember “Ive got some Chinese chopsticks.” “My brother has got a Chinese kite.” “Have you got a book about America?”Teaching DifficultiesTo enable students to talk about what she/she have got.Teaching MethodTask-based ApproachTeaching AidsTCD-ROM, PPT.Teaching Procedures:ContentsProcedurePurposeStep 1：Warm-upSay the poemListen and say the poem. (Simple Simon)通過跟讀詩歌和頭腦風(fēng)暴, 可以幫助學(xué)生進入學(xué)習(xí)狀態(tài)。GreetingsGreeting between teacher and studentsBrainstormHave the Ss to tell the colours they know.Step 2：PresentationTaskT presents the task: Write a reply for Lingling.呈現(xiàn)任務(wù)。Guessing Game 1. T shows the bag and asks the Ss to guess. T: 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(經(jīng)常). (2)They are difficult for(對有困難的) English people. We can use it to eat noodles.3. Teach “chopsticks” and give more words that o pronounced /. box 盒子 fox狐貍 frog 青蛙 dog 狗 pot水壺 spot斑點通過猜測游戲，激發(fā)學(xué)生的學(xué)習(xí)興趣。同時對任務(wù)完成過程中將涉及到的句式予以初步滲透。Step 3 Learning of textText1. Lead out and teach “answer” and “question”. T: I have got some riddles. And I have got some questions. Can you answer them?2. T: Look, Lingling received a letter. Where is it from? S: Its from New York./ America.3. T: Good. Who is the letter from? Here are some more questions. Lets read the questions. (1). Who(誰) is the letter from?(2). Where(哪里) did Laura meet Daming?(3). Where(哪里) is Laura from? Listen and choose:4. Have the Ss listen.5. Have the Ss discuss in pairs about the answers.6. Have some Ss answer.7. Teach “city” and give more words that y pronounced /i/. T: Hare are some pictures about New York. What do you think of New York. S1: New York is a big/ beautiful city. happy高興的 candy糖果 thirsty口渴的 country國家 8. Have the Ss learn to talk about appearance of Barbie Doll.Repeat and fill:(4). What colour(什么顏色) is Lauras hair? Her hair is _.(5). Is her hair long or(或者) short? Its _.(6). What colour are her eyes? Her eyes are _.9. Have the Ss repeat the text.10. Have the Ss underline the clues and work in two to discuss about the answers.11. Have some Ss answer.12. Learn more words about colour. 13. T describes 2 Ss and others guess. 14. Have the Ss to make a riddle about classmates in 4. Repeat and answer:(7). What food (什么食物) does she like?(8). What has she got?15. Have some Ss answer.以上個環(huán)節(jié)的猜測游戲為索引，將本單元的重點詞匯和課文中較難理解的句型化整為零，貫穿于各個問題中。在提問和回答中引出新知識，進行適當(dāng)?shù)牟倬?，承上啟下。Step 4 ConsolidationListen and judgeT: Lets listen to the text and judge.1. This letter is from Lingling.2. Laura has got long, black hair.3. Laura has got some chopsticks.4. The chopsticks are difficult for Laura.5. Her brother has got a kite and its a bird.6. Laura is from London.7. New York is a small city.Answers: FFTTTFF通過聽音判斷，聽音回答問題等形式幫助學(xué)生進一步理解課文，并且通過適當(dāng)?shù)目陬^練習(xí)幫助學(xué)生提高英語口語的表達能力。Ask and answer1. Who(誰) is the letter from? It is from Laura. 2. Where(哪里) did Laura meet Daming? In New York.3. Where(哪里) is Laura from? She is from New York.4. What colour(什么顏色) is Lauras hair? Her hair is red.5. Is her hair long or(或者) short? Its long.6. What colour are her eyes? Her eyes are blue. 7. What food (什么食物) does she like? She likes Chinese food.8. What has she got? She has got some Chinese chopsticks.Step 5 Fulfill the task.Tell about Laura1. Have the Ss tell about Laura sentence by sentence.2. Have the Ss talk about Laura.3. Have the Ss work in 4 to talk about Laura.4. Choose some Ss to feedback.通過談?wù)揕aura和Lingling為任務(wù)做鋪墊。通過投影儀批改回信，共同發(fā)現(xiàn)問題，共同提高。Talk about Linling1. Have the Ss tell about Laura sentence by sentence.2. Have the Ss talk about Laura.3. Have the Ss work in 4 to talk about Laura.4. Choose some Ss to feedback.Fulfill the task.1. T: Lingling wants to be Lauras friend.But she is not good at (不擅長)English. Youre her friend(朋友). Can you help(幫助) her?Task: Write a reply for Lingling.2. Tell the Ss some rules.3. Feedback through projector and correct.1. Listen and read M5U1 for five times.2. Recite the text.Blackboard Design:Module6 Unit1 Ive got some Chinese chopsticks. chopsticks city answer question附送：2019-2020年六年級英語上冊 Module 7 Unit 1 I dont believe it教案 外研版 (I dont belive it!)Background information:Students: Luxun primary school students, Grade 6Lesson duration: 40 minsTeaching materials: Module 7, Unit 1 I dont believe it!English Book 7, Foreign Language Teaching and Research PressType of the lesson: Listening and speaking Teaching Aims:Knowledge aim: By the end of the class, students will be able to:1. Learn some new words: believe, lucky, bamboo, CD-ROM, copy, and can write the word day.2. Pronounce the word say and says/a: / correctly. 3. Understand the new stentences well: Pandas eat for twelve hours a day. Do snakes like music?Ability aim: By the end of the class, students will be able to:1. introduce animals features by using the sentence (Pandas eat for twelve hours a day.) in oral expressions.2. use the sentence (Do snakes like music?) to ask whether their conjecture about animals is right.Emotion aim: Cultivate students interest in Chinese eating habit.Learning strategies:1. Individual learning strategy: learn new words with pictures. 2. Cooperative learning strategy: work with partner or group members. Focal points: 1. Key vocabularyhealthy, orange, drink, fruit, vegetable, beef, carrot, chicken, juice, melon, milk, onion, pork, potato, tomato 2. Key structureshave / has gotDifficult points:1. The usage of have / has got.2. The singular, plural,and uncountable form of nouns.Teaching Methods: Bottom-up approach to listeningTeaching model: The 3-stage model Teaching aids: pictures, recorder, tape, PPT, chalks, blackboard.Teaching ProcedureLead-in (4 mins) Teacher begins the lesson by showing the students pictures of food and asking questions, “Are you hungry now?” “When we are hungry, what can we do?” “When we are thirsty, what can we do?” to lead in the topic Healthy Food.Step 1. Pre-listening(11mins) 1. Write the words food and drink on the blackboard. 2. Ask a student “What did you eat yesterday?” in order to classify the food into 3 kinds, fruit, vegetable and meat. Blackboard layout as follow,3. Ask students “What the food?” students may repeat“Fruit, vegetables and meat are food.”4. Ask students “What fruit/ vegetables/ meat/ drink do you know?”, and write their answers on the blackboard. When talk about juice, explain the expressions of different kinds of juice.(e.g. apple juice) 5. Ask students to open their book and finish the three activities(Activity 1, 2, 3) individually. Then call back the answers from the whole class as plete sentences.(e.g. Picture 1 is fruit, and in picture 1 there is an apple, a melon and an orange.) Activity 1 Work in pairs. Match the words with the pictures. Answers food: 1;2;3 drink:4 Activity 2 Label the food in the pictures with these words. Answers fruit:1 meat:3 vegetables:2 Activity 3 Label the food and drink with these words. Answers a. melon b. apple c. orange d. chicken e. pork f. beef g. tomato h. potato i. carrot j. onion k. water l. milk m. Juice 6. Explain and show the singular, plural, and uncountable form of nouns. Then ask students to write the plural form near the words on P26, Ativity 1, and then ask students to read the words on PPT. Step II. While-listening (15mins) 1. Do Activity 4 . Teacher ask “Do you know Betty? What Betty and her mother have got?” then play the recording and ask students to focus on the shopping list. . Play the recording again for them to check. Call back the answers from the whole class. . Ask students work in pairs and make dialogue.(e.g. A: Have they got any apples? B: Yes, they have.) Answers oranges beef onions apples pork carrots melons tomatoes milk chicken potatoes juice 2. Do Activity 6 . Ask students to read the four sentences in Activity 6 silently, then one student to read loudly. . Play the recording for the students. . Call back the answers from the whole class. Answers 1. juice 2. meat 3. Yes, they have. 4. No, they havent. .Play the conversation again and pause after each phrase, point out the grammar point. . Ask students to read these dialogues after the tape individually, and then put them into groups of four to practice the dialogue. Step III. Post-listeningDo Activity 7(10mins) Play the recording once without stopping. Play the recording again and stop at the end of each line. Ask the whole class to repeat. Ask students to practice in pairs. Do Activity 8. Choose six words in Activity 4. Work in pairs and make dialogues. Ask students to choose six words secretly and not tell anyone. Read the example with the class. Then pair them to make dialogues. Ask some pairs of them to present the dialogues.Homework: Practice the conversation in Activity 5 and sounds in Activity 7. Blackboard Layout: key words and sentences