新版《新標準英語》三（下）Module 9 Unit 1 I’ve got a new book

陳俊穎

教學過程

Step 1.Warming up

1.Sing a song:Seven days in a week

設計意圖：通過師生一起邊唱邊做動作來激發學生的學習興趣，調動他們學習英語的積極性，使學生快速進入上課的狀態。

2.Free talk.

T：How are you?

Ss:I’m fine,thank you.

T:Do you like pandas/books...?

Ss:Yes,I do./No,I don’t.

...

3.Brain storm.

Ss tell the names of the nouns:bird,cat,cap...

設計意圖：通過Free talk與Brain storm來復習激活學生頭腦中學過的有關名詞，為后面Guessing game的對話提供詞匯，做好準備。

Step 2.Leading in and presenting

1.Present the things and say:I have got...

T：Look,it’sa pencil.I have got a pencil.What about you?

S1:I have got a...

S2:I have got a...

S3:I have got a...

2.Do a guessing game.

T:I have got some things.What are they?You can ask me like this:Have you got a...?

T teaches the sentence:Have you got a...?

Ss read and practice the sentence.

S1：Have you got a...?

T：Yes,Ihave./No,I haven’t.

S2：Have you got a...?

T：Yes,Ihave./No,I haven’t.

S3:Have you got a book?

T:Yes,I have.Look,it’s my book.I have got a book.It’s about clothes.Do you want to see it?Oh,it’s a dress/sweater/coat/T-shirt.It’s a nice book.

T teaches the new words:dress/sweater/coat/T-shirt.

Ss read the words individually, in pairsand in groups.

設計意圖：通過真實的情境來呈現新句型與詞匯。通過遮蓋教師的物品，然后引導學生運用新句型“Have you got a...?”猜測，教師運用“Yes,I have./No,I haven’t.”來回答。服裝類生詞在猜測教師物品時呈現，過渡自然。以圖文結合的形式教授生詞，讓學生在音、形、義相結合的情況下學習單詞。

3.Pair work(Let’s guess).

T:Have you got...?

S1:Yes,Ihave./No,I haven’t.

S2:Have you got...?

S3:Yes,Ihave./No,I haven’t.

設計意圖：因為談論物品的情境與學生的生活非常貼近，學生積極性高漲，樂于用英語猜測與表達。由師生對話到生生對話，由詞到句，由易到難，讓全體學生能夠運用所學內容進行交流，提高語言運用能力。

4.Sing a song.

A:Have you got a T-shirt?

Have you got a T-shirt?

B: Yes,Ihave.Yes,I have.

A:Have you got a dress?Have you got a dress?

B: No,I haven’t.No,I haven’t.

設計意圖：改編《兩只老虎》的歌詞，熟悉的旋律使學生在操練時瑯瑯上口。在熟悉歌詞之后采用替換歌詞的方法，不斷地復現與運用新句型，能夠很好地幫助學生鞏固和運用新句型。

Step 3.Text

1.Listen and answer.

T：I have got a new book.How about our friend,Amy?

—HasAmygotanew book,too?

—A:Yes,she has.

B:No,she hasn’t.

設計意圖：整體呈現語篇，學生第一次有目的地聽讀課文。

2.Listen and read.

設計意圖：學生逐句聽課文并模讀，在遇到sport等生詞時，教師借助具體的語境與圖片幫助學生理解。

3.Read and match.

Amy a dress and a coat

Daming a book about animals

Sam a sweater

Lingling a book about sports

Tom a blue T-shirt

設計意圖：學生有目的地閱讀課文，通過圖片配對加深對對話內容的理解。PPT中的has用紅色標注，讓學生初步了解have在第三人稱后的變化。

4.Listen and imitate,pay attention to the pronunciation and intonation.

設計意圖：聽音模仿，培養學生良好的語音、語調。

5.Have the students do a role play.

設計意圖：分角色表演課文，既檢驗了學生對課文的整體掌握程度，又讓學生在角色扮演中再次加強對重點句型的操練。學生從聽到模仿跟讀，再到對話表演，能完整表演對話，也從中收獲了成功、收獲了快樂。分角色扮演也提升了學生合作學習的能力，培養了其合作精神。