Unit 1 Have you got the Harry Potter DVDs?课时教学实录

高新区中心小学

教学设计及反思

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Module3 Unit1 》教学设计

执教者：高新区中心小学

何淼

教材分析：

本课是五年级上英语第三单元第一课时，本课的重点是词汇

librarian, DVD, show和“Have you got…? Yes, we have. / No, we haven’t.”的运用。本课的难点是目标语句在实际情境的运用，教学关键是通过小组合作和教师创设的真实情景突破重难点，教学时主要采用TPR教学法，情境教学法和小组合作教学法。

This lesson is about Module 3 Unit 1“Have you got the Harry Potter

DVDs?”

of New Standard English, Book 10. This lesson is for the students of Grade Five.

教学目标：

Knowledge and skill：Students will be able to grasp and use these new words：librarian, show and DVD. Students will be able to understand and master the meaning of the text. Students will learn the usage of “Have you got…? Yes, we have. / No, we haven’t.” to borrow books in the library. Process and method：Students will be able to master the new words according to the pictures and exercises. Students will be able to use the sentence patterns “Have you got…? Yes, we have. / No, we haven’t”

with the help of pair works and group works. Students can use “Have you got…?”

flexibly by role play in the real settings created by the teacher.

Affective attitudes and values：Students will be able to cultivate the self-confidence and develop the cooperative ability in group works. Students will be able to realize the importance of reading.

教学重难点：

Key Points: Students will be able to master the new words: librarian, show and DVD. Students will be able to use the sentence patterns “Have you got…? Yes, we have. / No, we haven’t.” correctly and flexibly.

高新区中心小学

教学设计及反思

Difficulties: Students will have difficulty in using “Have you got…? Yes, we have. / No, we haven’t.” flexibly in practical situation. Students can break through the key points and difficulties by pair works and role play. Teaching Methods: Task based language teaching, communicative language teaching, situational language teaching and group cooperation.

教学准备：

Multimedia courseware, books, bookmarks, box, textbook, head sculpture, blackboard, word cards, projector and CD-ROM.

教学过程：

ⅠWarmer (5minutes)

1.

Greetings:

The teacher and students say hello to each other, and students say a chant. T: Class begins, stand up. Good morning, boys and girls. Ss: Good morning, Miss Song.

T: How are you today? Ss: I’m fine. Thank you, and you? T: I’m fine, too. Please turn back and say hello to the other teaches. T: Sit down, please. Look, what’s this? Ss: It’s a present. T: Yes, Mr. Hook gives you a present. Do you want to know it? Ss: Yes. T: Listen and answer: What’s the present? (Students listen and watch the activity 1.) Ss: The present is books. T: Do you like the chant? Ss: Yes. T: Let’s listen and say the chant together. Clap your hands. (Students say the chant and clap their hands.) 2.

Guessing Game:

高新区中心小学

教学设计及反思

Students guess what the teacher has got in the box. T: I also give you a present. This is my favourite. It’s about Harry Potter. Anyone knows something about Harry Potter? (The teacher asks one student to introduce something about Harry Potter.) T: Let’s guess: what have I got in my box. You can use “Have you got…” to ask me. (The teacher writes “Have you got” on the blackboard.) T: OK, I will show you. I have got many Harry Potter bookmarks. Do you want them? Ss: Yes. T: Let’s have a match today. You are group one, you are group two, you are group three and you are group four. If you do a good job, your group will get a bookmark. After the class, the winner group will get all the bookmarks. Are you ready? Ss: Go. Design intention：

It aims to create the atmosphere for students to learn English and attract students’

interests of learning English.

ⅡTask-presentation (2 minutes) 1.

Title The teacher leads students into the new lesson T: Today, we are going to learn module three, unit one. Read the title together. Ss: Have you got the Harry Potter DVDs? T: Boys, girls. (Boys read, and then girls read.)

(The teacher writes “the Harry Potter DVDs?” on the blackboard.) T: Because Harry Potter is a name of a person and a name of a book, so we write big letter “H” and big letter “P”. 2.

Task: Students know and read the task of this lesson. T: Today’s lesson, read the Chinese part together. (Students read the Chinese part.) T: Today, we’ll learn how to use “Have you got…?”

to borrow books at the

高新区中心小学

教学设计及反思

library. Design intention：

It aims to let students know the task and help students get ready for the lesson.

Ⅲ

Text-learning (13 minutes) 1.

Listen, watch and choose.

Students listen to the text for the first time, watch the cartoon and choose the correct answer.

T: Let’s learn the new lesson. Listen and watch a cartoon, then choose the correct answer. What’s the dialogue about? A. Reading books. B. Buying books. C. Borrowing (借)books.

(Students listen and watch the cartoon.)

T: Which one do you choose? Say together.

Ss: C.

T: Good. The dialogue is about borrowing books. Read after me “borrow”.

(The teacher shows the card of “borrow” and puts it on the blackboard.)

Ss: borrow.

(The teacher lets students read in groups.)

T: Where can we borrow books?

S: At the library.

T: Very good.

(The teacher puts the card of “library” on the blackboard.)

T: Who works in the library?

S: 图书管理员

T: Very good. In English, we say: librarian. Read after me. “li”

Ss: “li”

T: “bra”

Ss: “bra”

T: “ri”

Ss: “ri”

T: “an”

Ss: “an”

T: one more time. (li-bra-ri-an)

高新区中心小学

教学设计及反思

Ss: li-bra-ri-an.

T: librarian.

(The teacher lets students read in groups and read one by one.)

T: Who is she? (The teacher puts up a head sculpture of the librarian.)

Ss: She is the librarian. 2.

Listen and answer. Students listen to the text for the second time and answer the questions. T: This time, listen and answer the questions. Who can read for us? (The teacher asks three students to read the questions in the class.) T: Open your books and turn to page fourteen. Listen and find the answers. You can use your pencils to circle the answers on the book. Are you ready? Ss: Yes. (Students listen to the text for the second time and find the answers.) T: Work in groups, try to check and practice the answers. (Students check the answers in groups of four and try to practice reporting.) T: Stop here. (The teacher plays the activity 1 chant and students say it together.) Which group? (Students report. The reporting group is no more than two.) 3.

Teaching new words and sentence patterns. The teacher teaches “Have you got…? Yes, we have. / No, we haven’t.”

“show”

and “give back”. Students learn by answering the questions and doing the exercises. T: The first one “Have they got the Harry Potter DVDs?” Answer my question. Ss: No, they haven’t. T: What have they got? Ss: They have got the books. T: Now, you are the librarian. Answer my question: Have you got the Harry Potter DVDs? S: No, we haven’t.

T: Excellent. Please work with your partners, ask and answer: Have you got the Harry Potter DVDs? No, we haven’t.

(Students ask and answer the sentence patterns in pairs.) T: Stop here. Who can try? You two please. (Students report, and the teacher writes “Have you got…? No, we haven’t.” on

高新区中心小学

教学设计及反思

the blackboard.) T: Now, all of you are the librarian. Ok? Answer my question: Have you got the Harry Potter books? Ss: Yes, we have. T: One more time. Have you got the Harry Potter books? Ss: Yes, we have. (The teacher writes “Yes, we have.” on the blackboard.) T: Why have Amy and Lingling got lots of Harry Potter books? Answer my question. Ss: Because Harry Potter is their favourite. T: What’s your favourite book? S: My favourite book is…

T: Show me your favourite book. T: What’s your favourite book? S: My favourite book is…

T: Show your favourite book to me. T: Read after me: show. (Students read the new word “show” in groups.) T: Can you read these words? Together. Ss: show, know, snow. T: What do the letter “o”, “w” pronounce? You please. S: 【əʊ】

T: Very good. Now, let’s do a small test. Which one do you choose? You please. S: C. T: You are so clever. Let’s read together. (The students read “show, know, now”.) T: C is different. Ok, children. Show your favourite books to me. Put down. T: Show me your favourite books . Put down. Can you find some rules? S: show sb sth=show sth to sb. T: Very good. There are one star question and two stars question. Which one do you choose? (The students do the exercise together.) T: In these two questions, “show” is a verb or noun?

高新区中心小学

教学设计及反思

Ss: verb. T: What’s the meaning? Ss: 出示给谁看。

T: In this question, “show” is a？

Ss: noun. 节目

T: The last one. When should Amy and Lingling give the books back? Ss: They should give back the books in two weeks. T: There is another word means “give back” Who knows? S: return. T: Read after me “return”. Two weeks is a long time. So we should use preposition “in”.

4.

Listen, repeat and think. Students listen and repeat after the tape sentence by sentence, and think: What do they need to borrow the books? T: Ok, let’s listen and repeat with a question: What do they need to borrow the books? Can they take away the books? Ss: No, they can’t. T: So, what do they need? (Students listen, repeat and think.) T: What do they need to borrow the books? You please. S: The library card. T: Excellent. Show me your library cards.

(The teacher puts the “library card” on the blackboard.) 5.

Retell the text. The teacher uses the blackboard design to summarize the text. Students look at the mind map and retell the text. T: Look at the blackboard. Let’s do a small summary of the dialogue. Where are Amy and Lingling? Ss: They are at the library. T: What does Amy want? Ss: Amy wants the Harry Potter DVDs. T: So, she asks. (The teacher puts the head sculpture of Amy and the word card “ask” on the

高新区中心小学

教学设计及反思

blackboard.) T: Have you got the Harry Potter DVDs? Ss: No, we haven’t. T: Have you got the Harry Potter books? Ss: Yes, we have. T: Then the librarian shows the books to them and they find the books. (The teacher puts the word card “find” on the blackboard.) T: At last, they borrow the books. What do they need? Ss: The library card. T: Yes, the librarian says: Your library card, please. (The teacher puts the head sculpture of the librarian on the blackboard and writes “Your” in front of the library card.) T: When should they give back the books? Ss: They should give the books back in two weeks. T: Now, fill in the blanks. Practice by yourselves with the help of the mind map. T: Who can try? (Students report.) T: Stand up and let’s retell the text together. (Students stand up and retell the text with the help of the teacher and the mind map on the blackboard.) Design intention：

It aims to help students master and understand the main idea of the basic text. It also helps students learn the new words and consolidate the pronunciation and usage of new vocabulary.

Ⅳ

Practice (8 minutes) Activity 4: Make a survey. Students work in pairs and make a survey. They use “Have you got…? Yes, I have. / No, I haven’t.” to ask their partners and write on the paper. T: Now, children. A good book is a good friend. As students, we should read more and more books, right? Ss: Yes.

高新区中心小学

教学设计及反思

T: So, did you read them? Have you got these books? Let’s make a survey. (The teacher uses the projector to show an example for students.) T: Look. You ask to your partners: Have you got…? And write your partners’

name here. For example, you please. Have you got Snow White? S: Yes, I have. T: Have you got Harry Potter? S: No, I haven’t. T: Am I clear? Now, let’s start. (Students work in pairs and make the survey.) T: Stop here. Who can try? You two please. (The two pairs report three or four books.) T: You please. Answer my question. Has she got Snow White? S: Yes, she has. T: Has she got Harry Potter? S: No, she hasn’t. T: You please. Tell us what books your partner has got. S: He has got…

T: You please. Tell us what books your partner hasn’t got. S: She hasn’t got…

Design intention：

It aims to help students break through the key points. It also aims to consolidate the functions of “Have you got…?” in practical situation.

Ⅴ

Task-completion (10 minutes) Role play: How to borrow books at the library. Students make conversations by themselves and borrow books in groups under the real setting created by the teacher.

T: Have you got all the books?

Ss: No, we haven’t.

T: There are many books we haven’t got on the booklist. Right?

Ss: Yes.

T: Let’s go to our school library and borrow them. But before that, I have a question: how to borrow books at the library? Who can try?

高新区中心小学

教学设计及反思

(The student answers the question with the help of the mind map on the blackboard.)

T: Very good. Let’s see a video.

(Students see the micro teaching and learn how to borrow books at the library?)

T: Now, let’s do a role play: borrowing books at the library. For example, you please, come here. I’m the librarian, and you use your library card to borrow the books you haven’t got on the booklist.

S: Excuse me, have you got….?

T: Yes, we have. I’ll show you it. Your library card, please.

S: Here you are.

T: Please give the books back in two weeks.

S: I will. Thank you.

T: Work in groups of four. One is the librarian. The others borrow books you haven’t got on the booklist.

(Students practice and two groups show in class.)

T: There are many books in our school library. Have they got other kinds of books? Let’s see. Look at the reading. Finish it, please.

(The students finish the advanced reading and the teacher checks in class.) Design intention：

It aims to break through the difficulties and practice students’ ability of using “Have you got…?” to borrow books in daily life flexibly.

Ⅵ

Cooler (2 minutes) 1.

Summary Students summarize the usage of “have got”

T: So much for this lesson. What have we learnt today? S: We learned using “Have you got …?” to borrow books at the library. T: Do you know the usage of “have got”? (Students conclude the usage of “have got”

by themselves and the teacher shows the examples and summarizes students’ answers.) T: All of you did a good job. Here is a sentence for you. Reading is to the mind what exercise is to the body. Read the Chinese part.

高新区中心小学

教学设计及反思

(Students read the translation of the famous sayings.) 2.

Homework. Find an English book you like and read it. Recite the text. Do the exercise book of “M3 U1”. 3.

T: Who is the winner? You can get all the bookmarks. Design intention：

It aims to let students cultivate the ability of summarizing and consolidate the usage of “have got”. Blackboard Design：

M3 U1 Have you got the Harry Potter DVDs? G1 G2 G3 G4

ask Have you got…? Yes, we have. No, we haven’t. find show borrow Your library card. give back in two weeks.