1、Youve got a letter from New York教學設計1.知識目標:(1)通過課堂學習,引導學生,理解文本大意。(2)讓學生在語境中理解單詞“world, often, difficult”。(3)學生能運用“have got” 和 “has got”談論自己和他人擁有的物品。(4)學生能理解和運用“and”和 “but”。2.能力目標:(1)能理解文本大意并朗讀課文。 (2)學生能正確運用“have got”和 “has got”談論自己和他人擁有的物品。 (3)能夠聽和說“and”和 “but”, 并運用。3.情感目標:善于與人交往,與他人交朋友。2學情分析 學生在第三模

2、塊中已經學習過have got談論自已擁有的物品和詢問別人擁有的物品。第五模塊中Daming在美國認識了的Laura。并向Laura 介紹說自已在中國的兩個好朋友Sam和Amy也是英國人。Laura希望成為Sam和Amy的筆友。同時也希望成為Daming的筆友。 Daming把Sam, Amy和自已的地址給了Laura。在這基礎上學生學習第六模塊,復習和鞏固have got 的運用,談論自己和他人擁有的物品,復習和鞏固and 和but,語言結構本身難度不大,學生通過文本的學習,理解文本。3重點難點 1.通過多種方式,引導學生理解文本大意。2.理解并學會運用“and ”和“but” 邏輯關系的句

3、子。4教學過程 第一學時教學活動活動1【導入】Step1 Step1: Greeting.以包含有老師個人信息的chant自然進入課堂。(設計意圖:用歌謠的形式向學生們做自我介紹,并以此歌謠的節奏去說唱突破本課重難句型,在拉近師生關系的同時也為本課的順利推進做好了鋪墊。)活動2【導入】Step2 Warming-upLets play a memory game. Watching the PPT and remember the words as possible as you can. Then guess “Have you got a_ ? ”( 設計意圖:用游戲復習have got

4、句型及與課文相關的單詞,為進入課文作鋪墊,又活躍課堂氣氛,增強學生學習的主動性。)活動3【講授】Step3 Presentation1. Teacher show some books and learn the new word “world”.T: I have got some books. Look， I have got a book about the world.Ss: world.T: What book has John got about?Ss : 2. Listen and find the answer about part one3. Read part one to

5、gether( 設計意圖:創設擁有的書籍的情景,直觀引入,學習新單詞world.并再次復習have got ,并引入學習它的第三人稱形式has got .為學習Laura 信件準備。)活動4【講授】Step4 Leading- in the textT: ask “Have Amy and Sam got a book? What have they got?” And PPT show the picture letter.Listen the letter and answer the question.Q1: Who is the letter from?Listen to paragr

6、aph 1 of the letter ,then answerQ2: Why does Laura write to Sam and Amy?Q3: Where does Laura live?Check the answers and introduce the relationship of Daming, Laura, Sam and Amy with the maps of the UK, the USA.(設計意圖:通過老師提出問題,引領學生,向學生展示letter,吸引學生的注意力,自然引導出本課內容與信有關。是Sam 和Amy的信,用問題導出文本主線:Laura的來信,她想成為

7、Sam 和Amy的筆友,是通過Daming認識的;還能引出新句型and 和but的邏輯從句。借助圖片幫助學生理解他們的關系。) more about Lauras letter.Lets read more about the letter and answer questionWhat has Daming got ?Daming has got a Chinese dragon kite.Watch and read paragraph 2 and 3 of the letter ,then judge (T) or (F)(1) Laura wants to visit China th

8、is year.(2) Daming has got a Chinese dragon kite, but they cant fly it.(3) Its easy for Laura to fly a kite.(4) Laura can sent a book the US to Sam and Amy.Watch a video, learn new words “often” and “difficult” . Then make moresentences.(設計意圖:設計判斷正誤題來幫助理解文本,培養精讀能力,借助放風箏這個有趣的視頻來理解新詞“difficult”,從而更好理解

9、文本,并運用新詞。)活動5【練習】Step5 1. Lets read the text together.2. Retell the text .fill in the blank .3. Lets chant .I am Laura and I want to be your friend.I live in New York, but I am not American.Ive got some books and I can sent you one.Ive got a kite, but I cant fly it.Do exercise about “ and” and “but”

10、 on page 34 of the text.(設計意圖:齊讀,復述課文進一步總體熟悉文本理解文本,更深層次更高要求對本文的理解與運用。Chant和練習環節既能活躍課堂氛圍又能總結性突破難點,反饋學生的掌握情況。)活動6【導入】Step6 Writing.Lets watch the video . Do you want to be their friends?Dear _Im from_ Primary School. My hobby is _.I have got _ and _. I want to be your pen friend.Please write to me soon.Best_(設計意圖:觀看交友視頻,培養孩子情感,學會與他人多溝通,交朋友,回歸主題,以書信形式交筆友。把本課知識運用,更高層次的去拓展,培養學生的書寫能力。)活動7【活動】Step7 Summary: What have you