She has got a skirt . Has she got a skirt ? Yes , she has . /No ,she hasn't .

　　 I've got some chopsticks , but they are difficult. 我有一些筷子，但很难用。

　　 Daming has got a Chinese kite and we fly it in the park . 大明有一只中国风筝，我们在公园里放风筝。

　　3.让学生跟着录音读课文。

　　 看SB活动2 ，让学生说出图中的物品名称，根据课文情节讲一讲图中的内容。

　　（三）巩固新知：

　　用录音呈现SB活动1的内容。老师根据课文内容提出简单的理解性问题，例如："Where is the postcard from? Is the postcard from Daming? What has Daming got? What has Laura got? Can Laura use chopsticks?"等。在放录音，帮助学生找到这些问题的答案。

　　老师可以针对"Daming has got a Chinese kite"中的"Chinese"和 "have got"两项内容进行重点教学。老师可以出示中国传统物品，以此解释 "Chinese", 例如：中国风筝、国结、中国旗袍、中国明信片等。老师一边展示-也向学生解释："We are from China. We are Chinese? This kite is from China. It's a Chinese knot. Oh, that's a Chinese dress. And these are Chinese postcard."

　　老师讲解句子"Darning has got a Chinese kite and we fly it in the park."因为句子较长，学生读起来可能不是很顺利。师生可以一起做"clearer and fasted" 游戏。这个游戏的设计是为了帮助学生流利地说出句子．同时还要避免因为机械操练而使学生感到枯燥乏味。学生可以通过一遍遍的朗读理解句子间的关系。具体操作如下：老师将句子写在黑板上。全班学生听到老师说: " One, two, go!"后开始齐声朗读句子。老师随着学生朗读的节奏匀速在黑板上画直线，每朗读一遍就画一条直线。如此反复，直到速度最快为止。鼓励学生朗读得既要快又要清楚。

　　用简单的符号标明两个句子之间的并列关系：

　　"Daming has got to a Chinese kite and (→)we fly it in the park."

　　老师讲解句子"I've got some chopsticks, but they are difficult."

　　可以通过实物演示或是出示单词卡的方式复习单词"chopsticks"。由于学生已经在第三册书中接触过这个单词，他们应该不会感到陌生。

老师可以同时出示刀叉和筷子。向学生介绍说:"I've got some chopsticks and I use them everyday. I've got a knife and fork but I can't use them well."接着问学生： "Can you use knife and fork well?" 最后，引导学生说出"I've got a knife and fork but I can't use them well"或是"I haven't got a knife and fork and I cant use them well."以此引导学生理解句子之间的