Module 6 Unit 1 You have got a letter from New York（说课稿）-2024-2025学年外研版（三起）英语六年级上册

Module6Unit1YouhavegotaletterfromNewYork（说课稿）-2024-2025学年外研版（三起）英语六年级上册学校授课教师课时授课班级授课地点教具教学内容本节课教学内容为2024-2025学年外研版（三起）英语六年级上册Module6Unit1"YouhavegotaletterfromNewYork"。本章节主要包括以下内容：

1.学习关于信件的基本结构和常用表达方式；

2.掌握本单元的核心词汇，如：letter,postcard,stamp,envelope等；

3.学习描述收到信件的句子，如："Youhavegotaletterfrom…","It’sfrom…"；

4.通过阅读信件，了解信件内容的表达方式，如："Ihavevisited…","Ihaveseen…"；

5.培养学生用英语描述地点和活动的能力，提高学生的口语交际水平。核心素养目标本节课的核心素养目标旨在：

1.培养学生的语言能力，通过阅读和讨论信件内容，提高学生理解和运用英语进行实际交流的能力；

2.发展学生的文化意识，通过了解信件中的美国文化元素，增强学生对不同文化的认识和尊重；

3.提升学生的思维品质，鼓励学生在描述地点和活动时运用创造性思维，进行有逻辑的表达；

4.增强学生的学习能力，通过信件写作练习，培养学生的自主学习能力和合作学习能力。教学难点与重点1.教学重点

-核心词汇掌握：本节课的教学重点是让学生掌握与信件相关的词汇，如：letter,postcard,stamp,envelope等。例如，通过展示实物或图片，让学生能够准确识别并运用这些词汇。

-句型运用：强调描述收到信件和信件内容的句型，如："Youhavegotaletterfrom…","It’sfrom…","Ihavevisited…","Ihaveseen…"。通过角色扮演和实际情景模拟，让学生在实际交流中熟练运用这些句型。

2.教学难点

-信件的格式和结构：学生可能不熟悉英文信件的格式，如何开头、结尾，以及信件内容的组织结构。例如，教师可以提供信件模板，引导学生按照格式撰写信件，逐步掌握信件的正确格式。

-描述地点和活动的表达：学生在用英语描述地点和活动时可能会遇到困难，如词汇量不足或表达不清。例如，教师可以通过提供关键词汇和句型支架，帮助学生构建描述性的句子，如："IvisitedtheEmpireStateBuildinganditwasamazing!"，从而提高学生的表达准确性。

-自主写作能力：学生可能不习惯于独立撰写信件，缺乏写作自信。教师可以通过逐步引导，如先提供部分内容让学生填充，再逐渐过渡到完全自主写作，帮助学生克服写作障碍。教学方法与策略1.采用任务型教学法，通过设置具体的交流任务，如模拟写信和接收信件的情景，让学生在实践中学习和运用目标语言。

2.设计角色扮演活动，让学生模拟邮局工作人员和收信人之间的对话，增强学生的口语交流能力和情境反应能力。

3.利用多媒体资源，如播放信件写作的视频教程，展示不同类型的信件样本，帮助学生直观理解信件的格式和内容。

4.实施小组合作学习，让学生在小组内共同完成一封信件的撰写，促进学生的合作能力和团队精神。教学过程一、导入

1.Goodmorning,everyone!Todaywe'regoingtostartanewunitinourEnglishbook.Cananyonetellmewhatmodulewearelearning?Yes,that'sright,Module6.Andwhat'sthetitleofUnit1?Correct,"YouhavegotaletterfromNewYork."Beforewebegin,let'stalkaboutletters.Haveyoueverreceivedaletter?Whatdidyoufeelwhenyougotit?

二、呈现新课内容

1.Now,let'slookatthepicturesonPage36.Whocandescribewhattheysee?Goodjob!Wehaveapostoffice,envelopes,stamps,andaletter.Thesearethekeywordswewilllearntoday:letter,postcard,stamp,envelope.

2.Next,let'slistentothetape.ListencarefullytotheconversationbetweenSamandAmy.Afterlistening,canyouanswermyquestion:WhohasgotaletterfromNewYork?

3.Verygood,Amyhasgotaletterfromherfriend.Now,let'sreadthedialoguetogether.Payattentiontothesentencestructures:"Youhavegotaletterfrom…","It’sfrom…".Repeatafterme.

三、课文主旨内容探究

1.Now,let'sdivedeeperintotheletter.WhatdoesAmy'sfriendtalkaboutintheletter?ShementionsvisitingplacesinNewYork.Let'slookatthepicturesonPage37.Canyounametheplacesshevisited?Yes,theEmpireStateBuilding,TimesSquare,andCentralPark.

2.Let'sreadtheletterpartbypart.WhenwereadabouttheEmpireStateBuilding,whatdoesshesay?"IvisitedtheEmpireStateBuildinganditwasamazing!"Now,let'spracticesayingthissentence.Whowantstotry?

3.Continuewiththenextpart.WhatdidshedoinTimesSquare?"Isawalotofpeopleandbrightlights."Let'srepeatthissentencetogether.

4.Finally,let'sreadaboutCentralPark."IwalkedinCentralParkanditwasbeautiful."Again,let'ssayittogether.

四、实践与运用

1.Nowthatwehavelearnedabouttheletter,let'spracticewritingourownletters.Imagineyouhavevisitedafamousplace.Inyourgroup,discusswhereyouwentandwhatyoudidthere.Then,writeashortlettertoyourfrienddescribingyourexperience.

2.Whileyouarewriting,remembertousethesentencestructureswelearned:"Ivisited…","Isaw…","Iwalked…".Youcanalsousethekeywords:letter,postcard,stamp,envelope.

3.Afteryouhavefinishedwriting,let'sshareourletterswiththeclass.Eachgroupwillhaveachancetoreadtheirletteraloud.

五、巩固与拓展

1.Now,let'splayagametoconsolidatewhatwe'velearned.It'scalled"TrueorFalse."Iwillsayasentenceabouttheletter,andyouneedtotellmeifit'strueorfalse.Forexample,"Amy'sfriendvisitedtheStatueofLiberty."Isthattrueorfalse?No,it'sfalse.ShevisitedtheEmpireStateBuilding.

2.Continuewithmoresentences."Amy'sfriendsawbrightlightsinCentralPark.""Amy'sfriendwalkedinTimesSquare.""Amy'sfriendsentapostcardfromNewYork."Aftereachsentence,let'sdiscusswhyit'strueorfalse.

六、总结与作业

1.Welldone,everyone!TodaywelearnedaboutlettersandhowtodescribeourexperiencesinEnglish.Wealsopracticedwritingourownletters.Beforewefinish,let'ssummarizewhatwe'velearned.Cananyonetellmethekeywordsandsentencestructuresweusedtoday?

2.Forhomework,Iwantyoutowritealettertoyourbestfrienddescribingaplaceyouvisited.Remembertousethesentencestructuresandkeywordswelearned.Youcanalsodrawapictureoftheplaceyouvisitedtomakeyourlettermoreinteresting.

3.Don'tforgettopracticeyourEnglisheveryday.Reading,writing,andspeakingareallimportant.I'msureyouwilldogreat!Thankyouforyourhardworktoday.Seeyounextclass!教学资源拓展1.拓展资源：

-阅读材料：提供一些关于美国名胜古迹的英文文章，如自由女神像、大峡谷等，让学生在课后阅读，增加对美国文化的了解。

-视频资源：推荐一些英文原版旅游视频，如纽约旅游介绍，让学生通过观看视频，提高听力理解能力和文化认知。

-写作素材：提供一些描述性的词汇和句型，帮助学生丰富自己的写作内容，例如：“ThebustlingstreetsofNewYorkwerefilledwiththeenergyofthecity.”，“IwascaptivatedbythemajesticviewfromthetopoftheEmpireStateBuilding.”

2.拓展建议：

-课后写作活动：鼓励学生根据本节课所学内容，写一封描述自己梦想旅行的信件，要求使用本节课学到的词汇和句型。

-文化交流项目：如果条件允许，可以组织学生参与国际文化交流项目，与英语国家的学生互通信件，体验真实的交流环境。

-词汇积累：建议学生制作单词卡片，将本节课学到的词汇和句型记录下来，每天复习，逐步扩大词汇量。

-家庭作业：布置一些与课文内容相关的练习题，如完形填空、单项选择等，帮助学生巩固所学知识。

-互动讨论：在下一堂课前，安排学生进行小组讨论，分享他们通过拓展资源所学到的知识和感受。教学反思与总结Reflectingontoday'sclass,Ifeelthattherewereseveralstrengthsaswellasareasthatcouldbeimprovedupon.Ibeganthelessonwithanengagingintroductionthatcapturedthestudents'attentionandsetthestagefortheday'sactivities.Byaskingthemabouttheirpersonalexperienceswithreceivingletters,Iwasabletocreatearelatablecontextforthenewvocabularyandsentencestructureswewereabouttolearn.

Oneofthekeystrengthswastheuseofmultimediaresources.ThevideowewatchedaboutNewYorkCitywasagreatvisualaidthathelpedthestudentsbetterunderstandtheculturalcontextofthelesson.Theywereabletoseetheplacesmentionedintheletterandmakeconnectionsbetweenthevisualandthewrittentext.

However,Inoticedthatsomestudentswerestillstrugglingwiththesentencestructures.Despiteprovidingclearexamplesandpracticingtogether,afewstudentswerehesitanttousethetargetlanguageintheirownsentences.IrealizethatIneedtoprovidemoreindividualizedsupportandperhapsincorporatemorerepetitionanddrillingtoensurethatallstudentsareconfidentinusingthesestructures.

Intermsofclassroommanagement,Ifeelthatthegroupactivitieswentwell.Studentswereactivelyengagedindiscussingandwritingtheirletters.However,Ididobservethatsomegroupsweremovingatdifferentpaces.Inthefuture,Imightconsidersettingspecifictimelimitsforeachtasktoensurethatallgroupsstayontrack.

Now,let'stalkabouttheoverallteachingeffect.Ibelievethatthestudentshavemadesignificantprogressinunderstandingthenewvocabularyandsentencestructures.Theywereabletoapplywhattheylearnedtocreatetheirownletters,whichisaclearindicationthattheyaregraspingtheconcepts.IalsonoticedanimprovementintheirwillingnesstoparticipateandengageinEnglishconversations.

Despitethesesuccesses,thereareseveralareasforimprovement.Forinstance,Ineedtoprovidemoreopportunitiesforindividualpracticewithintheclassroom.Somestudentsmayfeelmorecomfortablepracticinginpairsorsmallgroups,butindividualpracticeiscrucialforthemtogainconfidenceintheirabilities.

Moreover,Ithinkit'simportanttoaddressthevaryinglevelsofEnglishproficiencywithintheclass.Whilesomestudentsarereadytowritemorecomplexsentences,othersarestillworkingonthebasics.Ineedtofindawaytocatertobothgroups