陳俊穎

教學(xué)過程

Step 1.Warming up

1.Sing a song:Seven days in a week

設(shè)計(jì)意圖：通過師生一起邊唱邊做動(dòng)作來激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)他們學(xué)習(xí)英語的積極性，使學(xué)生快速進(jìn)入上課的狀態(tài)。

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(shè)計(jì)意圖：通過Free talk與Brain storm來復(fù)習(xí)激活學(xué)生頭腦中學(xué)過的有關(guān)名詞，為后面Guessing game的對話提供詞匯，做好準(zhǔn)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(shè)計(jì)意圖：通過真實(shí)的情境來呈現(xiàn)新句型與詞匯。通過遮蓋教師的物品，然后引導(dǎo)學(xué)生運(yùn)用新句型“Have you got a...?”猜測，教師運(yùn)用“Yes,I have./No,I haven’t.”來回答。服裝類生詞在猜測教師物品時(shí)呈現(xiàn)，過渡自然。以圖文結(jié)合的形式教授生詞，讓學(xué)生在音、形、義相結(jié)合的情況下學(xué)習(xí)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(shè)計(jì)意圖：因?yàn)檎務(wù)撐锲返那榫撑c學(xué)生的生活非常貼近，學(xué)生積極性高漲，樂于用英語猜測與表達(dá)。由師生對話到生生對話，由詞到句，由易到難，讓全體學(xué)生能夠運(yùn)用所學(xué)內(nèi)容進(jìn)行交流，提高語言運(yùn)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(shè)計(jì)意圖：改編《兩只老虎》的歌詞，熟悉的旋律使學(xué)生在操練時(shí)瑯瑯上口。在熟悉歌詞之后采用替換歌詞的方法，不斷地復(fù)現(xiàn)與運(yùn)用新句型，能夠很好地幫助學(xué)生鞏固和運(yùn)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(shè)計(jì)意圖：整體呈現(xiàn)語篇，學(xué)生第一次有目的地聽讀課文。

2.Listen and read.

設(shè)計(jì)意圖：學(xué)生逐句聽課文并模讀，在遇到sport等生詞時(shí)，教師借助具體的語境與圖片幫助學(xué)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(shè)計(jì)意圖：學(xué)生有目的地閱讀課文，通過圖片配對加深對對話內(nèi)容的理解。PPT中的has用紅色標(biāo)注，讓學(xué)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(shè)計(jì)意圖：聽音模仿，培養(yǎng)學(xué)生良好的語音、語調(diào)。

5.Have the students do a role play.

設(shè)計(jì)意圖：分角色表演課文，既檢驗(yàn)了學(xué)生對課文的整體掌握程度，又讓學(xué)生在角色扮演中再次加強(qiáng)對重點(diǎn)句型的操練。學(xué)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(xué)生合作學(xué)習(xí)的能力，培養(yǎng)了其合作精神。