小学英语外研新标准六年级上册（2022年新编）Module6六上M6U2教学案设计程静.docx
柏合学校教学案爱计备燥人：程静、, 、h口七 G6 M6U2 I' ve got a 、山、, 】31一学科 英语 课题课型 学时课 时间 2023. 10. 18stamp from China.学科性目标:1 .通过语音练习，全体学生能理解，听懂，并运用词汇：knife fork chopsticks。2 .通过文本解读和练习，学生能够理解和运用have got/has got的句子Have you got.? Yes, I've got./No, I haven't got.Has she/he got.? Yes,she/he has got./No,she/he hasn't got.,.3 通过逻辑分析，学生学会正确使用连接词：and和but教学教育性目标：目标.通过课堂活动的练习，学生能听懂，能说，能运用关键词汇和关键句。1 .学生能够运用已学语言知识谈论自己和朋友所拥有的物品。创新性目标：1 .在教师引导下，积极运用所学英语进行表达和交流。2 .感受不同国家的文化，并养成爱国的美好品格。教学重难点重占本模块单词以及重要句子knife fork chopsticks。Have you got.,.? Yes, I've got./No, I haven't got.,Has she/he got.? Yes,she/he hes got./No,she/he hasn't got.,.难点：1 .在课堂活动中正确的使用本节课关键词句和已学英语知识。2 .区分 have got/ has got3 .区分 and/but教学准备PPT、单词卡片、教学视频，练习单教学过程教学环节师生活动二次备课Step1Warm ing up(1) Greeting .(2) class rules and rewards(3) Review M6U1 (and,but)1. I've got a kite, but I can't fly it.2. Sam has got a dog and he often plays with it.Activity7(1) Practice I've got/I haven't gotSI ： I'vv got a TV.S2： I've got a TV too. And I've got a football.切换语言引入主题内容承上启下Have got/ haven't gotS3： I haven't got a football,but I've got a basketball.S4：.1. Practice in group2. Share in classAsk question： Has she got.?Pres enta tionActivity 1图片初步感知(1)(2)PW： Who can you see?What have they got? Ss： presentslisten： What have they got?What does Daming/Simon say?Ss： I've got.,培养听信息的能力首学You've got.,(3)Are those presents are same?Ss： Noo语言输出T： They are different.Step 2(4)read togetherActivity 21. listen and answer about Lingling听音找信息(1)Has Lingling got a knife and fork or chopsticks?A： a knife and fork学习新词B： chopsticks(2)learn and practice the words：分层进行语言输出knife fork chopsticks。Check together熟悉(3)make sentences with 4/xHave got/has gotI've got/I haven't got互学(4)What has Lingling got?She has got.(and)(5) Has Lingling she got a knife and fork or chopsticks?2 read and answer about Sam (worksheet)(1) Has Has Sam got a book about Chinese or a book about US?自主阅读完成题单A： a book about Chinese ()自主找信息B： a book about US ()(2) What Has Sam got?小组自检(3) check in group(4) Read by students全班分享Check in class(5) read by roles3 match country and adjective理解国家和语言China-Chinese Japan -JapaneseActivity 7(1) read passage in activity 7(2) Analyse the different culturesStep 3WritCountry,language,festival,bobby.ing群学(3) writing ：My friends and I 8min写作练习Use information from M5U2(Mike/Tingting/Jim/Linda)(4) Share and check togetherStep4Summ ary 共学(1) summarize different culturesLove Chinese culture感受不同文化前置研究设计朗读 M4 festivalM5U2自我和他人介绍作业设计1朗读M6U2课文（看图复述课文）2作文板书设计M6U2Have you got a. or a .?Yes, I've got a .Darning Simon Lingling Sam Lulu AnneNo, I haven't got.Has . got. . . ?Yes, she/he has got.No, she/he hasn't got.different culture： ChinaCannadaWordsJanpanKnife and forkChopsticksJapanAnd/but本节课主要是一节综合运用的写作业，课堂中进行了文本重点知识的复习，文化内容的 总结和拓展，以及写作前句式的探讨，最后进行课堂写作，并且班级展示分享及改错。优点：课堂注重学生的思维，文化的培养，注重学生的运用输出。写作练习中的脚手架设置到位，学生可运用已学知识和句型缺点：教学1.本模块的重难点知识学生没有突破，输入少造成输出难。后记2.活动6的指示不够清晰，学生不知道做什么，怎么做。3 .课堂的目标设置高于学生本有的水平。没有根据学生学情进行设计。改进措施：1 .多关注学生的情况，教学设计先进行学情分析。2 .课堂中进行多样输出，让学生掌握必备的知识。3 .在拓展，运用之前一定要过基础。4 .课堂活动不用太多，少而精，使更多的学生参与。5 .板书应该简单，明确，清楚。
