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小学英语外研版 (一年级起点)六年级上册Unit 1 I've got some Chinese chopsticks.教案设计
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这是一份小学英语外研版 (一年级起点)六年级上册Unit 1 I've got some Chinese chopsticks.教案设计，共14页。教案主要包含了教学目标，教学重点和难点，教具和学具，教学过程等内容，欢迎下载使用。
《新标准英语》六（上）Module6 Unit1
I’ve got some Chinese chopsticks.
一、教学目标
1. 知识与技能目标
(1) 能够听、说、读、写句型Have you got…? Yes, I have. No, I haven’t. I’ve got… My brother has got…
(2) 会用Have you got…?和I’ve got…询问和介绍个人信息；
(3) 培养学生的有效提问意识。
2. 情感目标
增强学生学习英语的兴趣，帮助其形成积极地学习态度；培养学生跨文化交流的意识，拓展学生的视野，激发学生实践和创新的意识。
二、教学重点和难点
1. 句型Have you got…? Yes, I have. No, I haven’t. I’ve got… My brother has got…
2. 在理解、熟悉文本材料的基础上，使用句型I’ve got…描述自己的外貌特点及其他个人信息。
三、教具和学具
教材配套CD-ROM、PPT课件、板书磁条、课堂练习纸、旅行袋、部分实物等。
四、教学过程
I. Warm-up
1. Free talk.
T: Hello, boys and girls. Are you ready for class?
Ss: Yes.
T: Have you got your English books?
Ss: Yes, I have.
T: Show me, please. Have you got a book about English?
Ss: Yes, I have.
T: Have you got a book about Music?
Ss: No, I haven’t.
T: Look. I’ve got a book about the US. （教师展示一本关于美国的书）Have you got a book about the US?
S1: Yes, I have. / No, I haven’t.
教师板书句型Have you got a book about the US? Yes, I have. No, I haven’t.并领读。
2. T: What book has he got? Please watch the cartoon and find the answer.
Ss watch the cartoon.
S1: He has got a book about the world. (Teach world)
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’ve got…和Have you got…? Yes, I have. / No, I haven’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’ve got a picture here. Look! Who are they?
Ss: They are Lingling and Amy.
T: Yes. And what have they got?
Ss: They have got a letter.
T: Who wrote this letter? Let’s look at the CD-ROM.
使用教材配套的CD-ROM完整地播放课文内容
Ss: Laura.
T: Yes. Do you remember her? What does she look like? Can you describe her?
S1: She’s tall.
S2: She’s pretty.
S3: She’s got long hair. …
T: OK. Now let’s listen to her introduction. （播放课文原句I’ve got long, red hair and blue eyes.）Can you follow her?（学生跟读）
T: My name’s Shirley. I’m tall. I’ve got long black hair and black eyes. I’m good at English. I like swimming. Can you describe yourself? Please try to say it in groups.
Ss practice in groups. S1: My name’s …
设计意图：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’ve got…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. Learn Part 1
T: Look, Laura met Daming in New York. He showed Laura a photo of Lingling. Laura wants a Chinese pen friend. So she wrote this letter. What does Laura want to know?
Ss: Can you be my pen friend?
3. Learn Part 2
(1) T: Here’s a task for you. Please read the second paragraph and answer the three questions. You can underline the key words on your books.
T: What food does Laura like?
S1: She likes Chinese food.
T: What has she got?
S2: She has got some Chinese chopsticks.
T to S2: How do you know that?
S2:（找出课文中的原句I’ve got some Chinese chopsticks.）
教师板书该句，并领读。
T: Have you got Chinese chopsticks? Can you use chopsticks? Is it difficult for you to use them? Yes, it’s easy for us to use them.（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。）
T: What has her brother got?
S3: Her brother has got a Chinese kite.
T to S3: How do you know that?
S3:（找出课文中的原句My brother has got a Chinese kite.）
教师板书该句，并领读。
T: Have you got a kite? What does it look like? Can you fly a kite? Where do you usually fly your kite?
设计意图：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. What has he got?
Ss: He has got a football.
T: Who can ask? Who can answer?
S1: What has she got?
S2: She has got a bag.
T: What have they got?
Ss: They have got a book.
Ss ask and answer in pairs. What have they got? They have got a Chinese kite.
T: Look at the kite. It is a very big bird.
设计意图：借助直观的图片，激发学生的主动性，引领学生关注动词have got/has got的变化，及时操练巩固。
4. Learn Part 3
(1) T: Now let’s go on reading this letter. Which city does Laura come from? Please read the third paragraph and find the answer.
S1: She’s from New York.
T: Do you know New York? Please look at the screen.
Ss watch the video.
T: Tell me something about New York, please.
S1: It’s a big city. S2: It’s a beautiful city. …
T: Where is New York? Can you find it?
Ss: Yes. It’s in the east of the US.
T: What’s this? Do you know? It’s the Statue of Liberty. It’s a famous landmark of the US. It’s in New York.
T: Look at this place. There are lots of Chinese shops and restaurants. Do you know this place?
Ss: Chinatown.
T: Right. There’s a big Chinatown in New York. And this is the UN building. It’s in New York.
设计意图：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New York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。
(2) T: At the end of the letter, Laura asked a question. What is it?
Ss: Have you got a book about the US?
T: Then Laura wrote “Please write back.” What’s its meaning?
Ss: Please reply. Write to me soon.
Read the sentence “Please write back.”
设计意图：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, what does Laura talk about in this letter? Please discuss in groups and choose.
设计意图：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. Listen and repeat. Try to imitate. Pay attention to your pronunciation and intonation. Then practice in different roles in groups. Choose 1 group to show.
设计意图：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. Write a letter to Laura.
T: Do you want to be pen friend with Laura?
Ss: Yes.
T: Maybe you can get more information about the US from Laura. And you can ask Laura a question about the US at the end of the letter. Let’s write letters to Laura.
The students write letters, then read their letters.
设计意图：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Please write back and I will answer your questions about the US. 要求学生要在信中提问题，锻炼了学生的提问能力。
III. Practice and consolidation
1. Play a guessing game.
T: You usually play basketball at the weekend.（根据学生读的信中的内容）I usually have a picnic at the weekend. This weekend I’m going to have a picnic. I’ve put something in my bag. Please guess what I’ve got in my bag.
S1: Have you got…?
T: Yes, I have. / No, I haven’t. …
设计意图：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. Talk about your room.
T: Sometimes I stay at home at the weekend. Look, this is my room. I’ve got some books, a chair and a bed. What have you got in your room? Please discuss in groups.
设计意图：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. Do a play.
T: Now Bob and Peter will do a play. But we have to ask questions to keep it going. （两名学生随课件表演短剧，展示自己的创意作品）
Ss: What have you got?
Bob and Peter: We have got a big box. We put wheels on the box.
Ss: What have you got?
Bob and Peter: Now we have got a car. We put plates and cups on the box.
Ss: What have you got?
Bob and Peter: Now we have got a table. We made a sail for the box.
Ss: What have you got?
Bob and Peter: Now we have got a boat. We made a door and a window for the box.
Ss: What have you got?
Bob and Peter: Now we have got a house. We made puppets for the box.
Ss: What have you got?
Bob and Peter: Now we have got a stage. We made a top and windows for the box.
Ss: What have you got?
Bob and Peter: Now we have got a rocket. We made signs for the box.
Ss: Now what have you got?
Bob and Peter: We have got a store. Welcome, children!
T: Good job, boys. Thank you. Look, what have they got?
Ss: They have got a box, a car, a table, a boat, a house, a stage, a rocket and a store.
T: Oh, so cool.
设计意图：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
At first the students sum up the key points they have learnt today.
T: Yes, today we’ve reviewed the sentence patterns “Have you got…? I’ve got … He’s got… She’s got… What have you got?” If we change “I” “You” to “He” or “She”. What shall we say?
S1: Has she got a book about the US? Yes, she has. No, she hasn’t. She’s got some Chinese chopsticks.
设计意图：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. Watch the CD-ROM and imitate the text.
2. Activity Book. Finish the first activity.
3. Talk about the things you’ve got and share them during our school trip.
设计意图：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。
《新标准英语》六（上）Module6 Unit1
I’ve got some Chinese chopsticks.
一、教学目标
1. 知识与技能目标
(1) 能够听、说、读、写句型Have you got…? Yes, I have. No, I haven’t. I’ve got… My brother has got…
(2) 会用Have you got…?和I’ve got…询问和介绍个人信息；
(3) 培养学生的有效提问意识。
2. 情感目标
增强学生学习英语的兴趣，帮助其形成积极地学习态度；培养学生跨文化交流的意识，拓展学生的视野，激发学生实践和创新的意识。
二、教学重点和难点
1. 句型Have you got…? Yes, I have. No, I haven’t. I’ve got… My brother has got…
2. 在理解、熟悉文本材料的基础上，使用句型I’ve got…描述自己的外貌特点及其他个人信息。
三、教具和学具
教材配套CD-ROM、PPT课件、板书磁条、课堂练习纸、旅行袋、部分实物等。
四、教学过程
I. Warm-up
1. Free talk.
T: Hello, boys and girls. Are you ready for class?
Ss: Yes.
T: Have you got your English books?
Ss: Yes, I have.
T: Show me, please. Have you got a book about English?
Ss: Yes, I have.
T: Have you got a book about Music?
Ss: No, I haven’t.
T: Look. I’ve got a book about the US. （教师展示一本关于美国的书）Have you got a book about the US?
S1: Yes, I have. / No, I haven’t.
教师板书句型Have you got a book about the US? Yes, I have. No, I haven’t.并领读。
2. T: What book has he got? Please watch the cartoon and find the answer.
Ss watch the cartoon.
S1: He has got a book about the world. (Teach world)
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’ve got…和Have you got…? Yes, I have. / No, I haven’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’ve got a picture here. Look! Who are they?
Ss: They are Lingling and Amy.
T: Yes. And what have they got?
Ss: They have got a letter.
T: Who wrote this letter? Let’s look at the CD-ROM.
使用教材配套的CD-ROM完整地播放课文内容
Ss: Laura.
T: Yes. Do you remember her? What does she look like? Can you describe her?
S1: She’s tall.
S2: She’s pretty.
S3: She’s got long hair. …
T: OK. Now let’s listen to her introduction. （播放课文原句I’ve got long, red hair and blue eyes.）Can you follow her?（学生跟读）
T: My name’s Shirley. I’m tall. I’ve got long black hair and black eyes. I’m good at English. I like swimming. Can you describe yourself? Please try to say it in groups.
Ss practice in groups. S1: My name’s …
设计意图：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’ve got…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. Learn Part 1
T: Look, Laura met Daming in New York. He showed Laura a photo of Lingling. Laura wants a Chinese pen friend. So she wrote this letter. What does Laura want to know?
Ss: Can you be my pen friend?
3. Learn Part 2
(1) T: Here’s a task for you. Please read the second paragraph and answer the three questions. You can underline the key words on your books.
T: What food does Laura like?
S1: She likes Chinese food.
T: What has she got?
S2: She has got some Chinese chopsticks.
T to S2: How do you know that?
S2:（找出课文中的原句I’ve got some Chinese chopsticks.）
教师板书该句，并领读。
T: Have you got Chinese chopsticks? Can you use chopsticks? Is it difficult for you to use them? Yes, it’s easy for us to use them.（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。）
T: What has her brother got?
S3: Her brother has got a Chinese kite.
T to S3: How do you know that?
S3:（找出课文中的原句My brother has got a Chinese kite.）
教师板书该句，并领读。
T: Have you got a kite? What does it look like? Can you fly a kite? Where do you usually fly your kite?
设计意图：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. What has he got?
Ss: He has got a football.
T: Who can ask? Who can answer?
S1: What has she got?
S2: She has got a bag.
T: What have they got?
Ss: They have got a book.
Ss ask and answer in pairs. What have they got? They have got a Chinese kite.
T: Look at the kite. It is a very big bird.
设计意图：借助直观的图片，激发学生的主动性，引领学生关注动词have got/has got的变化，及时操练巩固。
4. Learn Part 3
(1) T: Now let’s go on reading this letter. Which city does Laura come from? Please read the third paragraph and find the answer.
S1: She’s from New York.
T: Do you know New York? Please look at the screen.
Ss watch the video.
T: Tell me something about New York, please.
S1: It’s a big city. S2: It’s a beautiful city. …
T: Where is New York? Can you find it?
Ss: Yes. It’s in the east of the US.
T: What’s this? Do you know? It’s the Statue of Liberty. It’s a famous landmark of the US. It’s in New York.
T: Look at this place. There are lots of Chinese shops and restaurants. Do you know this place?
Ss: Chinatown.
T: Right. There’s a big Chinatown in New York. And this is the UN building. It’s in New York.
设计意图：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New York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。
(2) T: At the end of the letter, Laura asked a question. What is it?
Ss: Have you got a book about the US?
T: Then Laura wrote “Please write back.” What’s its meaning?
Ss: Please reply. Write to me soon.
Read the sentence “Please write back.”
设计意图：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, what does Laura talk about in this letter? Please discuss in groups and choose.
设计意图：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. Listen and repeat. Try to imitate. Pay attention to your pronunciation and intonation. Then practice in different roles in groups. Choose 1 group to show.
设计意图：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. Write a letter to Laura.
T: Do you want to be pen friend with Laura?
Ss: Yes.
T: Maybe you can get more information about the US from Laura. And you can ask Laura a question about the US at the end of the letter. Let’s write letters to Laura.
The students write letters, then read their letters.
设计意图：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Please write back and I will answer your questions about the US. 要求学生要在信中提问题，锻炼了学生的提问能力。
III. Practice and consolidation
1. Play a guessing game.
T: You usually play basketball at the weekend.（根据学生读的信中的内容）I usually have a picnic at the weekend. This weekend I’m going to have a picnic. I’ve put something in my bag. Please guess what I’ve got in my bag.
S1: Have you got…?
T: Yes, I have. / No, I haven’t. …
设计意图：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. Talk about your room.
T: Sometimes I stay at home at the weekend. Look, this is my room. I’ve got some books, a chair and a bed. What have you got in your room? Please discuss in groups.
设计意图：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. Do a play.
T: Now Bob and Peter will do a play. But we have to ask questions to keep it going. （两名学生随课件表演短剧，展示自己的创意作品）
Ss: What have you got?
Bob and Peter: We have got a big box. We put wheels on the box.
Ss: What have you got?
Bob and Peter: Now we have got a car. We put plates and cups on the box.
Ss: What have you got?
Bob and Peter: Now we have got a table. We made a sail for the box.
Ss: What have you got?
Bob and Peter: Now we have got a boat. We made a door and a window for the box.
Ss: What have you got?
Bob and Peter: Now we have got a house. We made puppets for the box.
Ss: What have you got?
Bob and Peter: Now we have got a stage. We made a top and windows for the box.
Ss: What have you got?
Bob and Peter: Now we have got a rocket. We made signs for the box.
Ss: Now what have you got?
Bob and Peter: We have got a store. Welcome, children!
T: Good job, boys. Thank you. Look, what have they got?
Ss: They have got a box, a car, a table, a boat, a house, a stage, a rocket and a store.
T: Oh, so cool.
设计意图：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
At first the students sum up the key points they have learnt today.
T: Yes, today we’ve reviewed the sentence patterns “Have you got…? I’ve got … He’s got… She’s got… What have you got?” If we change “I” “You” to “He” or “She”. What shall we say?
S1: Has she got a book about the US? Yes, she has. No, she hasn’t. She’s got some Chinese chopsticks.
设计意图：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. Watch the CD-ROM and imitate the text.
2. Activity Book. Finish the first activity.
3. Talk about the things you’ve got and share them during our school trip.
设计意图：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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