新版《新标准英语》三（下）Module 9 Unit 1 I’ve got a new book

陈俊颖

教学过程

Step 1.Warming up

1.Sing a song:Seven days in a week

设计意图：通过师生一起边唱边做动作来激发学生的学习兴趣，调动他们学习英语的积极性，使学生快速进入上课的状态。

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...

设计意图：通过Free talk与Brain storm来复习激活学生头脑中学过的有关名词，为后面Guessing game的对话提供词汇，做好准备。

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.

设计意图：通过真实的情境来呈现新句型与词汇。通过遮盖教师的物品，然后引导学生运用新句型“Have you got a...?”猜测，教师运用“Yes,I have./No,I haven’t.”来回答。服装类生词在猜测教师物品时呈现，过渡自然。以图文结合的形式教授生词，让学生在音、形、义相结合的情况下学习单词。

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.

设计意图：因为谈论物品的情境与学生的生活非常贴近，学生积极性高涨，乐于用英语猜测与表达。由师生对话到生生对话，由词到句，由易到难，让全体学生能够运用所学内容进行交流，提高语言运用能力。

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.

设计意图：改编《两只老虎》的歌词，熟悉的旋律使学生在操练时琅琅上口。在熟悉歌词之后采用替换歌词的方法，不断地复现与运用新句型，能够很好地帮助学生巩固和运用新句型。

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.

设计意图：整体呈现语篇，学生第一次有目的地听读课文。

2.Listen and read.

设计意图：学生逐句听课文并模读，在遇到sport等生词时，教师借助具体的语境与图片帮助学生理解。

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

设计意图：学生有目的地阅读课文，通过图片配对加深对对话内容的理解。PPT中的has用红色标注，让学生初步了解have在第三人称后的变化。

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

设计意图：听音模仿，培养学生良好的语音、语调。

5.Have the students do a role play.

设计意图：分角色表演课文，既检验了学生对课文的整体掌握程度，又让学生在角色扮演中再次加强对重点句型的操练。学生从听到模仿跟读，再到对话表演，能完整表演对话，也从中收获了成功、收获了快乐。分角色扮演也提升了学生合作学习的能力，培养了其合作精神。