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小学英语外研版 (一年级起点)三年级上册Module 6Unit 2 He’s got a new shirt.教案
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这是一份小学英语外研版 (一年级起点)三年级上册Module 6Unit 2 He’s got a new shirt.教案，共6页。
题目
I’ve gt a new shrts and new shes. & He’s gt a new shirt.
题材
（主要）
内容
Sam有一条新短裤和一双新鞋子，Daming有一个新足球，Sam请求和Daming一块踢足球，结果Sam不小心在踢球中摔倒了弄脏了新衣服，Sam自我调侃说还好他的衣服还可以洗干净。
教学目标
语言
知识
目标
语音
除掌握本模块单词语音外，还学习一些元音的发音，如r\e/ir在单词中的发音等。
词汇
have gt, careful, wash, srry, has gt, pear, peach
功能
谈论自己或他人拥有的东西。
语法
（句子结构）
I’ve gt…结构：
I’ve gt…
第三人称单数变形：
She’s/He’s gt…
语言
技能
目标
词汇
听、说、读、写
have gt,careful, wash, srry, has gt
听、说、读
pear, peach
听、说
听
句子
能够听、说、认读、抄写并运用下列句子：
I’ve gt a new shrts and new shes.
Be careful!
I can wash them!
能仿说和运用下列句子：
He/She’s gt a…
学习策略
对所学内容能主动练习和实践；
积极运用所学英语进行表达和交流。
文化意识
简单了解贫困地区孩子的现状。
情感态度
培养学生学习英语的兴趣；
培养学生与他人分享快乐，在别人失落时给予安慰的人生态度和乐于助人的高尚品质。
任务
用I’ve gt… She’s/He’s gt…与他人谈论自己拥有的玩具、宠物等或陈述他人拥有的东西,给贫困地区的孩子们捐赠衣物。
课题
Tpic
Unit 2 He’s gt a new shirt.
教学目标
Teaching Aims
1．语言知识与技能目标
1) 能听说读本课的单词pear, peach,has gt,其中has gt要求正确书写。
2) 学习have gt第三人称单数形式，用has gt表示他人拥有物品的情况。本课运用的是新衣服拥有情况描述，因此本课还应顺带复习衣服等话题相关单词。
3) 能在完成外贫困地区儿童进行捐赠的大任务中，正确描述自己拥有和他人拥有的物品，介绍他人的外貌特点，更进一步巩固have gt的第三人称单数使用情况。
2．学习策略
积极合作，共同完成任务；积极运用所学英语进行表达与交流；
3．情感态度
1）培养学生喜欢开口主动学习英语的积极性。
2）培养学生乐于助人的精神。
教学重难点
Teaching Difficulty
&Fcus
Teaching fcus:
1. 学习have gt第三人称单数形式，用has gt表示他人拥有物品的情况。
2．能在完成外贫困地区儿童进行捐赠的大任务中，正确描述自己拥有和他人拥有的物品，介绍他人的外貌特点，更进一步巩固have gt的第三人称单数使用情况。
Teaching difficulties:
1. 学习have gt第三人称单数形式，用has gt表示他人拥有物品的情况。
教学方法
Teaching Methd
任务型教学法，情景教学法，TPR,
教学准备
Teaching Preparatin
单词卡片,CD-ROM,板书，贫困儿童视频,一个苹果，一个桃子，还有一个神奇袋子，
教学过程
Teaching Prcedure
Warmer
Chant. Sing chant n page 36 and d accrding actins.
T: Hell, children, welcme t the beautiful and fantastic wrld. Yu see there are s many things in ur wrld. S many fd t eat, s many clthes t wear, s many tys t play and s n.
S let’s say a chant tgether , k?
I’ve gt a dg.
Yu’ve gt a cat.
He’s gt a muse. Lk at that.
What have yu gt?
As we knw, we all have gt different things. Wuld yu please tell me what have yu gt?
S1: I’ve gt a ..
S2: I’ve gt ...
Nn-stp talking in 30 secnds.
T encurages Ss t describe the things they have gt by using “I’ve gt...” with desk mates withut stpping. Then T invites 2 individuals t have a final PK in the frnt. In this way, Ss review the key sentence pattern learnt last lessn in an exciting way.
T: I knw in yur life, yu’ve gt nt nly these little things. This time, try t think mre and say mre, let’s d nn-stpping game in 30 secnds. First, discuss in grups. Then PK between grups.
Task setting
Watch a vide.
T: Yu have gt lts f things. Yu are living s happy life. But just lk sme ther children. They are quite different frm yu.
T plays the vide abut children’ life in pr area and then asks Ss t watch carefully.
T: The children living in an pr area. They have n fd t eat, n clthes t wear, n tys t play, n bks t read, and n beds t sleep. They really need yur help.
Task presenting.
T encurages Ss t help the children in the pr area. And then present tday’s task:
------Dnate and then take a vide.
T: We are living in the same wrld, We re just like a big family. S tday, let’s give ur things t thse children and d a dnatin. OK?
Evaluatin. Ss PK between part A and B and see which part is mre helpful.
Lead in
Watch and find.
T: Wh is cming? Mia mia , wh, wh,
S: It’s the cat and the dg.
T: Yes, they are cming fr dnatin, t.
Le’ts listen what things have they gt.
Ss watch a vide and then find ut what they have gt.
T checks the answer.
Ss can experience the sentence pattern---I’ve gt ...
What d they have gt?
The cat says, I’ve gt a ..
The dg says, I’ve gt a ...
But then, wha happened, h, they fall int the river.
Act it ut. One is the cat. The ther ne is the dg. And be funny, they jump int the river.
New Language Input
Watch and find.
Many gd children want t help the pr children and d the dnatin, t. Lk, wh is it? Yes, Sam is annucing this dnatin news in class. And many friends are jining us. But wh is cming t dnate?
Listen the first time and find ut wh are the children?
Lets T plays the vide and then asks Ss t find ut wh are the children.
T checks the answer.
T: This is...
T shws the phts f the children and let Ss knw the names.
Watch and match.
T: What things have they gt? What d they want t dnate?
Listen fr the secnd time and match.
T plays the vide again and asks Ss t finish the exercise in XB.
T checks the answer.
Learning new sentence pattern. What has Zhang Jie gt? T leads ut the key sentence pattern---He’s gt new trusers. T demnstrates herself t make Ss understand. And then T find a by with trusers and describe with key sentence--He’s T teaches “She’s gt...” in the same way. In the prcess, T may ask Ss t raise hand if they have gt dress r trusers. And then Ss say the sentences tgether.
T: Hw nice the fur kids are. Let’s read tgether.
Memry game.
T mves away the fur kids.
Have kids recall and chse the children.
T: This time, the fur kids are mving t smewhere else. Just think and tell me wh has gt the thing?
T: A new dress.
S1: Qiqi has gt a new dress.
S2: A new shirt.
S3: Xiaxia has gt a new shirt.
...
Listen and pat.
Pk game between tw grups.
T: She’s gt new trusers
S1 pats n bard.
S2..
Listen and imitate then d the actins.
Guessing game
--Sam’s secret bag. T brings Sam’s secret bag and encurages Ss t guess what has he gt. In this way, Ss try t use sentence---He’s gt...
T: He wants t d the dnatin, t. He wants t dnate sme fd and tys.
Guess what fd has he gt?
Yu may tuch and guess. He’s gt a
Stick and say. T asks ne student t stick the clthes t accrding children and then encurages Ss t retell with the help f the pictures n the Bb.
Language Practice
Secret persn. There’s anther persn wants t help the children. T asks Ss t guess the persn’s appearance---She’s Ss guess wh she is.
Listen, tick and write. T plays the recrds and then asks Ss t finish the paragraph.
Pair check and reading.
Language Applicatin
Survey in grup. Ss wrk in grups and reprt what they have gt.
Take a vide. T shws an example first and then asks Ss t practice in grups.
This is _________ (揭晓人物)
She’s gt / He’s gt _____________________- (外貌特征)
She’s gt / He’s gt ____________________ ( 捐赠物品)
These are fr the children.
T invites several grups t present in the frnt.
Put things in the bx.
Summary
Yu are s kind and helpful. Thanks fr yur kindnesss and gdness.
Sing the sng .
We are the wrld. We are the
Dear children ,with yur help, i believe that all the children under the sun will have a happy life just like yu and me.
Final evaluatin.
作业布置
Assignments
为贫困儿童编写趣味动物谜语。
号召家人参与捐赠。
板书设计
Mdule 6 Unit 2 He’s gt a new shirt.
Dnatin
This is... This is.. This is... This is ..
He’s gt… She’s gt… She’s gt.. He’s gt...
题目
I’ve gt a new shrts and new shes. & He’s gt a new shirt.
题材
（主要）
内容
Sam有一条新短裤和一双新鞋子，Daming有一个新足球，Sam请求和Daming一块踢足球，结果Sam不小心在踢球中摔倒了弄脏了新衣服，Sam自我调侃说还好他的衣服还可以洗干净。
教学目标
语言
知识
目标
语音
除掌握本模块单词语音外，还学习一些元音的发音，如r\e/ir在单词中的发音等。
词汇
have gt, careful, wash, srry, has gt, pear, peach
功能
谈论自己或他人拥有的东西。
语法
（句子结构）
I’ve gt…结构：
I’ve gt…
第三人称单数变形：
She’s/He’s gt…
语言
技能
目标
词汇
听、说、读、写
have gt,careful, wash, srry, has gt
听、说、读
pear, peach
听、说
听
句子
能够听、说、认读、抄写并运用下列句子：
I’ve gt a new shrts and new shes.
Be careful!
I can wash them!
能仿说和运用下列句子：
He/She’s gt a…
学习策略
对所学内容能主动练习和实践；
积极运用所学英语进行表达和交流。
文化意识
简单了解贫困地区孩子的现状。
情感态度
培养学生学习英语的兴趣；
培养学生与他人分享快乐，在别人失落时给予安慰的人生态度和乐于助人的高尚品质。
任务
用I’ve gt… She’s/He’s gt…与他人谈论自己拥有的玩具、宠物等或陈述他人拥有的东西,给贫困地区的孩子们捐赠衣物。
课题
Tpic
Unit 2 He’s gt a new shirt.
教学目标
Teaching Aims
1．语言知识与技能目标
1) 能听说读本课的单词pear, peach,has gt,其中has gt要求正确书写。
2) 学习have gt第三人称单数形式，用has gt表示他人拥有物品的情况。本课运用的是新衣服拥有情况描述，因此本课还应顺带复习衣服等话题相关单词。
3) 能在完成外贫困地区儿童进行捐赠的大任务中，正确描述自己拥有和他人拥有的物品，介绍他人的外貌特点，更进一步巩固have gt的第三人称单数使用情况。
2．学习策略
积极合作，共同完成任务；积极运用所学英语进行表达与交流；
3．情感态度
1）培养学生喜欢开口主动学习英语的积极性。
2）培养学生乐于助人的精神。
教学重难点
Teaching Difficulty
&Fcus
Teaching fcus:
1. 学习have gt第三人称单数形式，用has gt表示他人拥有物品的情况。
2．能在完成外贫困地区儿童进行捐赠的大任务中，正确描述自己拥有和他人拥有的物品，介绍他人的外貌特点，更进一步巩固have gt的第三人称单数使用情况。
Teaching difficulties:
1. 学习have gt第三人称单数形式，用has gt表示他人拥有物品的情况。
教学方法
Teaching Methd
任务型教学法，情景教学法，TPR,
教学准备
Teaching Preparatin
单词卡片,CD-ROM,板书，贫困儿童视频,一个苹果，一个桃子，还有一个神奇袋子，
教学过程
Teaching Prcedure
Warmer
Chant. Sing chant n page 36 and d accrding actins.
T: Hell, children, welcme t the beautiful and fantastic wrld. Yu see there are s many things in ur wrld. S many fd t eat, s many clthes t wear, s many tys t play and s n.
S let’s say a chant tgether , k?
I’ve gt a dg.
Yu’ve gt a cat.
He’s gt a muse. Lk at that.
What have yu gt?
As we knw, we all have gt different things. Wuld yu please tell me what have yu gt?
S1: I’ve gt a ..
S2: I’ve gt ...
Nn-stp talking in 30 secnds.
T encurages Ss t describe the things they have gt by using “I’ve gt...” with desk mates withut stpping. Then T invites 2 individuals t have a final PK in the frnt. In this way, Ss review the key sentence pattern learnt last lessn in an exciting way.
T: I knw in yur life, yu’ve gt nt nly these little things. This time, try t think mre and say mre, let’s d nn-stpping game in 30 secnds. First, discuss in grups. Then PK between grups.
Task setting
Watch a vide.
T: Yu have gt lts f things. Yu are living s happy life. But just lk sme ther children. They are quite different frm yu.
T plays the vide abut children’ life in pr area and then asks Ss t watch carefully.
T: The children living in an pr area. They have n fd t eat, n clthes t wear, n tys t play, n bks t read, and n beds t sleep. They really need yur help.
Task presenting.
T encurages Ss t help the children in the pr area. And then present tday’s task:
------Dnate and then take a vide.
T: We are living in the same wrld, We re just like a big family. S tday, let’s give ur things t thse children and d a dnatin. OK?
Evaluatin. Ss PK between part A and B and see which part is mre helpful.
Lead in
Watch and find.
T: Wh is cming? Mia mia , wh, wh,
S: It’s the cat and the dg.
T: Yes, they are cming fr dnatin, t.
Le’ts listen what things have they gt.
Ss watch a vide and then find ut what they have gt.
T checks the answer.
Ss can experience the sentence pattern---I’ve gt ...
What d they have gt?
The cat says, I’ve gt a ..
The dg says, I’ve gt a ...
But then, wha happened, h, they fall int the river.
Act it ut. One is the cat. The ther ne is the dg. And be funny, they jump int the river.
New Language Input
Watch and find.
Many gd children want t help the pr children and d the dnatin, t. Lk, wh is it? Yes, Sam is annucing this dnatin news in class. And many friends are jining us. But wh is cming t dnate?
Listen the first time and find ut wh are the children?
Lets T plays the vide and then asks Ss t find ut wh are the children.
T checks the answer.
T: This is...
T shws the phts f the children and let Ss knw the names.
Watch and match.
T: What things have they gt? What d they want t dnate?
Listen fr the secnd time and match.
T plays the vide again and asks Ss t finish the exercise in XB.
T checks the answer.
Learning new sentence pattern. What has Zhang Jie gt? T leads ut the key sentence pattern---He’s gt new trusers. T demnstrates herself t make Ss understand. And then T find a by with trusers and describe with key sentence--He’s T teaches “She’s gt...” in the same way. In the prcess, T may ask Ss t raise hand if they have gt dress r trusers. And then Ss say the sentences tgether.
T: Hw nice the fur kids are. Let’s read tgether.
Memry game.
T mves away the fur kids.
Have kids recall and chse the children.
T: This time, the fur kids are mving t smewhere else. Just think and tell me wh has gt the thing?
T: A new dress.
S1: Qiqi has gt a new dress.
S2: A new shirt.
S3: Xiaxia has gt a new shirt.
...
Listen and pat.
Pk game between tw grups.
T: She’s gt new trusers
S1 pats n bard.
S2..
Listen and imitate then d the actins.
Guessing game
--Sam’s secret bag. T brings Sam’s secret bag and encurages Ss t guess what has he gt. In this way, Ss try t use sentence---He’s gt...
T: He wants t d the dnatin, t. He wants t dnate sme fd and tys.
Guess what fd has he gt?
Yu may tuch and guess. He’s gt a
Stick and say. T asks ne student t stick the clthes t accrding children and then encurages Ss t retell with the help f the pictures n the Bb.
Language Practice
Secret persn. There’s anther persn wants t help the children. T asks Ss t guess the persn’s appearance---She’s Ss guess wh she is.
Listen, tick and write. T plays the recrds and then asks Ss t finish the paragraph.
Pair check and reading.
Language Applicatin
Survey in grup. Ss wrk in grups and reprt what they have gt.
Take a vide. T shws an example first and then asks Ss t practice in grups.
This is _________ (揭晓人物)
She’s gt / He’s gt _____________________- (外貌特征)
She’s gt / He’s gt ____________________ ( 捐赠物品)
These are fr the children.
T invites several grups t present in the frnt.
Put things in the bx.
Summary
Yu are s kind and helpful. Thanks fr yur kindnesss and gdness.
Sing the sng .
We are the wrld. We are the
Dear children ,with yur help, i believe that all the children under the sun will have a happy life just like yu and me.
Final evaluatin.
作业布置
Assignments
为贫困儿童编写趣味动物谜语。
号召家人参与捐赠。
板书设计
Mdule 6 Unit 2 He’s gt a new shirt.
Dnatin
This is... This is.. This is... This is ..
He’s gt… She’s gt… She’s gt.. He’s gt...
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