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2013—2014學(xué)年度 第一學(xué)期電子備課 學(xué)科： 英語(yǔ) 姓名： 王鴻儒 年級(jí)： 三年級(jí) 高新區(qū)浞景學(xué)校 2013.9 全冊(cè)教材分析 全冊(cè)教學(xué)總目標(biāo) 1、本學(xué)期的重點(diǎn)（尤其是在進(jìn)入第五冊(cè)的教學(xué)）在于鞏固已經(jīng)形成的聽(tīng)說(shuō)為主的能力，逐步向聽(tīng)說(shuō)讀寫(xiě)并重的能力要求。 2、進(jìn)一步加強(qiáng)單詞認(rèn)讀能力的培養(yǎng)，進(jìn)行拼讀練習(xí)，能夠認(rèn)讀每個(gè)模塊中的重點(diǎn)句，并理解其功能。每個(gè)模塊中需要認(rèn)讀的單詞大約6~8個(gè), 重點(diǎn)句為2個(gè)左右。 3、寫(xiě)的要求：能夠默寫(xiě)字母，正確抄寫(xiě)單詞與句子，能夠模仿范例寫(xiě)句子，學(xué)習(xí)能力強(qiáng)的學(xué)生可鼓勵(lì)他們做默寫(xiě)練習(xí)。 4、關(guān)于課文教學(xué)： （1）、整體呈現(xiàn)語(yǔ)言材料，借助CD-ROM或錄音帶幫助學(xué)生理解新語(yǔ)言使用的場(chǎng)合，所表達(dá)的意義。 （2）、 學(xué)生能夠跟隨錄音進(jìn)行指讀練習(xí)，鼓勵(lì)學(xué)生表演對(duì)話，但不要求所有學(xué)生都達(dá)到這種要求。 （3）、可采用以下形式學(xué)習(xí)課文： 1）Listen and answer.(帶著任務(wù)聽(tīng)) 2）Listen , point and repeat.(聽(tīng)錄音帶) 3）Listen and find.(找重點(diǎn)句或詞) 5、關(guān)于語(yǔ)音教學(xué)： （1）教學(xué)生正確發(fā)單詞中的每個(gè)音，初步認(rèn)識(shí)語(yǔ)音符號(hào)，而不是單純的語(yǔ)音教學(xué)，對(duì)于音標(biāo)符號(hào)不要求學(xué)生一定掌握。 （2）結(jié)合學(xué)生已學(xué)過(guò)的單詞總結(jié)發(fā)音規(guī)律，指導(dǎo)學(xué)生做簡(jiǎn)單的拼讀或拼寫(xiě)練習(xí)，易于學(xué)生記憶單詞。 （3）英語(yǔ)字母中包含了絕大多數(shù)的英語(yǔ)音標(biāo)，在6冊(cè)中，主要指導(dǎo)學(xué)生了解26個(gè)字母在單詞中的發(fā)音。 6、每節(jié)課還應(yīng)堅(jiān)持利用一定的時(shí)間與學(xué)生進(jìn)行自由交流，同時(shí)應(yīng)注重培養(yǎng)學(xué)生的提問(wèn)意識(shí)，而不僅僅等待回答，要給學(xué)生提供機(jī)會(huì)不斷復(fù)習(xí)前面所學(xué)的句子，而不應(yīng)只是會(huì)說(shuō)一些單詞。 7、有效運(yùn)用課本中的練習(xí)以及學(xué)生活動(dòng)用書(shū)，鞏固課本教學(xué)。認(rèn)真閱讀教參，有選擇性的運(yùn)用教參中所提供的活動(dòng)設(shè)計(jì)，并能結(jié)合教學(xué)實(shí)際再創(chuàng)造。 8、通覽教材，課本中出現(xiàn)的一些日常用語(yǔ)可隨時(shí)運(yùn)用到課堂教學(xué)中。 e.g. Can I…? What’s the weather like today? Will you…? Maybe… That’s right. See you next week. Come on! etc 教學(xué)重點(diǎn)與難點(diǎn) 能運(yùn)用英語(yǔ)在日常學(xué)校生活和課堂情境中與老師和同學(xué)進(jìn)行初步的日?？陬^交際；能參加運(yùn)用英語(yǔ)組織和開(kāi)展的日常課堂教學(xué)和生活游戲及其他課內(nèi)外活動(dòng)；能聽(tīng)懂簡(jiǎn)單的指令并做出適當(dāng)?shù)姆磻?yīng)；能讀懂簡(jiǎn)單的配圖小故事；能根據(jù)圖片進(jìn)行簡(jiǎn)單的口頭描述等。 教學(xué)方法與學(xué)法 1、注重學(xué)生的親身體驗(yàn)、實(shí)踐、參與和創(chuàng)造。 小學(xué)生具有模仿力強(qiáng)、求知欲強(qiáng)、記憶力好、心理負(fù)擔(dān)輕、表現(xiàn)欲強(qiáng)、創(chuàng)造精神強(qiáng)等特點(diǎn)。這是兒童學(xué)英語(yǔ)的優(yōu)勢(shì)。但他們的理解能力相對(duì)較弱，注意力不易長(zhǎng)時(shí)間集中，不喜歡單調(diào)的、機(jī)械的重復(fù)與訓(xùn)練。要充分注意兒童的這些優(yōu)缺點(diǎn)，通過(guò)適合兒童年齡、生理、心理特點(diǎn)的生動(dòng)活潑的教學(xué)活動(dòng)，把學(xué)英語(yǔ)與做事情聯(lián)系起來(lái)，創(chuàng)設(shè)良好的語(yǔ)言環(huán)境，使學(xué)生在愉快和自信的情緒中，保持積極的學(xué)習(xí)態(tài)度，努力開(kāi)展自主學(xué)習(xí)。環(huán)境是兒童學(xué)英語(yǔ)不可或缺的重要條件。因?yàn)榄h(huán)境有助于學(xué)習(xí)者進(jìn)行信息輸入，有助于學(xué)習(xí)者對(duì)語(yǔ)言結(jié)構(gòu)內(nèi)在化，有助于學(xué)習(xí)者語(yǔ)感的形成與增強(qiáng)。 在進(jìn)行語(yǔ)言和詞匯教學(xué)時(shí)，多開(kāi)展游戲：如：指指說(shuō)說(shuō)游戲；會(huì)話綜合表演；快聽(tīng)快找句子或單詞的游戲。融詞匯于會(huì)話教學(xué)中，力求做到在舊語(yǔ)言中學(xué)新詞，用舊詞練習(xí)新語(yǔ)言。設(shè)計(jì)生動(dòng)活潑的交際性語(yǔ)言活動(dòng)。 教師必須突破以教師為中心、老師教學(xué)生跟讀、重音標(biāo)教學(xué)、過(guò)分注重語(yǔ)法教學(xué)的舊模式，充分利用現(xiàn)代教育技術(shù)手段和豐富的教學(xué)資源，讓學(xué)生有一個(gè)良好的語(yǔ)言學(xué)習(xí)環(huán)境和語(yǔ)言運(yùn)用環(huán)境，在語(yǔ)境中學(xué)習(xí)語(yǔ)言知識(shí)并形成初步的交流能力；采用聽(tīng)、做、說(shuō)、唱、玩、演等方式，鼓勵(lì)學(xué)生積極參與、大膽表達(dá)，側(cè)重提高小學(xué)生對(duì)語(yǔ)言的感受和初步用英語(yǔ)進(jìn)行聽(tīng)、說(shuō)、唱、演等能力，使小學(xué)生從枯燥的語(yǔ)言知識(shí)的講解和死記硬背的學(xué)習(xí)模式中解脫出來(lái)。 2、注重小學(xué)生穩(wěn)定興趣的培養(yǎng)，實(shí)施興趣教學(xué)，寓教于樂(lè)，寓教于做。 （1）利用小學(xué)生無(wú)意注意、無(wú)意記憶占優(yōu)勢(shì)的特點(diǎn)，加強(qiáng)直觀教學(xué)（如體態(tài)、圖片、實(shí)物、模型、卡通片、卡片、簡(jiǎn)筆畫(huà)、投影、電視、微機(jī)等）。 （2）教學(xué)方式靈活多變，豐富多彩、生活活潑（歌曲、故事、猜謎、游戲、模擬表演、為電視片配音等）。通過(guò)不斷變換方式，調(diào)節(jié)小學(xué)生大腦活動(dòng)，減少單調(diào)機(jī)械重復(fù)刺激給小學(xué)生帶來(lái)的疲勞。 （3）充分調(diào)動(dòng)學(xué)生多種感官互動(dòng)，增強(qiáng)感知—充分調(diào)動(dòng)學(xué)生的眼、耳、口、手、腦等，使之處于活動(dòng)狀態(tài)，協(xié)同作用，以加強(qiáng)感知效果。 （4）充分利用情景教學(xué)，促進(jìn)小學(xué)生的記憶，啟發(fā)思維。兒童記憶發(fā)展的總趨勢(shì)是從無(wú)意識(shí)到有意記憶，從機(jī)械記憶到意義記憶。兒童的思維也是先具體后抽象。在充分利用直觀教具進(jìn)行教學(xué)的基礎(chǔ)上，教師應(yīng)盡量多創(chuàng)設(shè)一些必要的模擬情景，使教學(xué)形象化，讓學(xué)生親臨其境，實(shí)際運(yùn)用。 （5）多給學(xué)生提供成功的機(jī)會(huì)的體驗(yàn)。成功是英語(yǔ)學(xué)習(xí)中非常重要的情感因素。在英語(yǔ)課堂教育中，教師要盡量創(chuàng)設(shè)條件讓學(xué)生參與語(yǔ)言實(shí)踐，讓他們嘗到成功的喜悅。對(duì)學(xué)生口語(yǔ)、語(yǔ)音、語(yǔ)法錯(cuò)誤等，不要急于批評(píng)。有的語(yǔ)言學(xué)家認(rèn)為兒童學(xué)外語(yǔ)是熏陶出來(lái)的，不是糾正出來(lái)的，這話不無(wú)道理。 興趣是學(xué)好語(yǔ)言的重要條件。充分考慮到小學(xué)生心理及年齡特點(diǎn)，以多種多樣、活潑有趣的教學(xué)形式來(lái)激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，確保學(xué)生在聽(tīng)聽(tīng)說(shuō)說(shuō)、唱唱做做、涂涂畫(huà)畫(huà)等生動(dòng)有趣的課堂活動(dòng)中感知語(yǔ)言，習(xí)得語(yǔ)言。融會(huì)話教學(xué)于情景表演之中，師生一起在表演中教，在表演中練，在交際中活動(dòng)中用。針對(duì)兒童表現(xiàn)欲強(qiáng)、競(jìng)爭(zhēng)意識(shí)強(qiáng)等特點(diǎn)，教師在課堂教學(xué)中可以適當(dāng)開(kāi)展競(jìng)賽活動(dòng)，使小學(xué)生既嘗試成功、享受成功的快感，又促進(jìn)思維能力的發(fā)展，并使智力得到開(kāi)發(fā)。唱歌、游戲、表演等愉悅學(xué)生身心的活動(dòng)對(duì)小學(xué)生興趣的產(chǎn)生和維系有一定積極作用，但它主要是激發(fā)學(xué)生的暫時(shí)興趣。要適當(dāng)利用這些活動(dòng)服務(wù)于教學(xué)，通過(guò)這些活動(dòng)讓學(xué)生真正學(xué)到東西，從而形成和發(fā)展具有個(gè)性?xún)A向的長(zhǎng)期穩(wěn)定的興趣。 教 學(xué) 進(jìn) 度 周次 內(nèi)容 課時(shí)數(shù) 1 Module 1 Unit1 2 2 Module 1 Unit2、Module 2 Unit1 2 3 Module 2 Unit1 、Unit2 2 4 Module 3 Unit1 2 5 十一放假 6 Module 3 Unit2、Module 4 Unit1 2 7 Module 4 Unit1、Unit2 2 8 Module 5 Unit1 2 9 Module 5 Unit2、Module 6 Unit1 2 10 Module 6 Unit1、 Unit2 2 11 Module 7 Unit1 2 12 Module 7 Unit2、Module 8 Unit1 2 13 Module 8 Unit1 、Unit2 2 14 Module 9 Unit1 2 15 Module 9 Unit2、Module 10 Unit1 2 16 Module 10 Unit1 、Unit2 2 17 Review Module Unit1 2 18 Review Module Unit2 2 19 期末復(fù)習(xí)、檢測(cè) 課 題 Module 1 Customs (文化習(xí)俗) 課 時(shí) 3 教材分析 Daming Amy 和 Ms. Smart 在公園里的快餐店里吃中國(guó)的面條,在就餐時(shí), Amy 不會(huì)使用中國(guó)的筷子, 引發(fā)了她與Daming 關(guān)于中西方就餐用具－－筷子， 刀子及叉子的話題。 教學(xué)目標(biāo) （從知識(shí)、能力、態(tài)度、情感、價(jià)值觀方面入手） 1．掌握音標(biāo)：/i:/, /i/, /e/, / / 2. 掌握單詞：fast food, Chinese chess, chess, knike, fork, chopsticks, sandwich, hamburgers, fries, use. 3. 掌握詞組：use chopsticks/ knife and fork, have fast food, do taijiquan, play chess/ Chinese chess. 4．掌握句子：Do you want…? Do you have/ use… in China/ England? They’re doing taijiquan. 5．學(xué)生能夠用英語(yǔ)談?wù)摽觳汀? 6．使學(xué)生了解中西方國(guó)家在飲食方面的不同之處，以及餐具的特點(diǎn)。 教學(xué)重點(diǎn)與難點(diǎn) 1．單詞：fast food, Chinese chess, chess, knike, fork, chopsticks, sandwich, hamburgers, fries, use. 2．句子：Do you want…? Do you have/ use… in China/ England? They’re doing taijiquan. 教學(xué)方法與學(xué)法 關(guān)注個(gè)人或小組課前中西方文化信息的搜集，加強(qiáng)自主學(xué)習(xí)。 教師課前準(zhǔn)備（教具、查閱資料） 錄音機(jī)、磁帶、單詞卡、CD-ROM。 學(xué)生課前準(zhǔn)備與預(yù)習(xí) 預(yù)習(xí)課文，了解東西方飲食文化差異 教 學(xué) 過(guò) 程 集備 二次備課 第一課時(shí)（1） Step1 Warmer: 1. Review the continuous tense. Mime actions and ask What am I doing? The class responds. 2. The class continues this activity in pairs. 3. Sing I’m listening to music From Book 4, Module 2. This song review the present continuous tense. Step 2: Activity 1. Listen and point. 1. Say Open your books on page 2. Hold up your book to show the children the correct page. 2. Ask the children to look at the page and to guess as much information about what is happening in the story. 3. Point to the people doing different activities and ask What are they doing? Provide the new vocabulary and write it on the board. 4. Play the cassette. The children listen and follow in their books. 5. Play the cassette again, pausing after each dialogue and perform an action to aid comprehension, e.g. eating noodles with chopsticks, performing taijiquan movements, chess movements, eating movements with knives and forks, etc. 6. Repeat. This time pause for the children to carry out the indicated movements. 7. Divide the class into two groups, with each group taking on a role in the story, either Amy or Daming. 8. Encourage the whole class to say the dialogue, with each group saying its corresponding role. Step 3: Activity book: 1. Look at the pictures and unjumble the words. 1. Ask the children to look at each outline picture and say the corresponding word. 2. Then ask them to unjumble the letters and write each word correctly on the lines provided. Answers: knife, fork, chopsticks, sandwich, chess Step 4: Activity book: 2.Spell the words and say. 1. In pairs, child A spells one of the words from Activity 1. child B writes down the letters he/she hears and then says the word. 2. They then change roles and continue to practice spelling out writing the words. Step 5: Activity book: 3. Look and write the missing words. 1. Piont to each of the words in the box and elicit what they say. You can also write them on the board. 2. Ask the class to look at each picture and complete each text, by choosing the correct word from the box. Step 6: Activity book: 4. Now point and say. In pairs, the students take turns to point at the picture in Activity 3 and ask and answer about what the people are doing. 第二課時(shí)（2） Step 1 Warmer: Sing this is the way（From Level 3, Module 4）.This song reviews the present simple tense. Step 2 Activity 1. Listen and repeat. 1. Write the word ‘Chinese’ on the blackboard and ask pupils to spell the word while you are writing. Then ask pupils to read the word. 2. Explain to the pupils: when you spell the English words, you read the letters; when you read the word, you do not read the letters, but you pronounce the sounds. That is, the spelling of English words is different form the sounds, therefore, when we learn English words, we do not only learn the spelling, we also learn the sounds. Form now on, we will learn the English sounds. In this book, we will learn the sounds in the words one by one as we learned hanyu pinyin. 3. Now let’s see the word ‘Chinese’ .Draw children’s attention to the sound /i:/ by stressing the sound. Then write the word ‘teacher’ on the blackboard and draw children’s attention to the sound /i:/ by stressing the sound. 4. Explain that this sound has a particular symbol and write the symbol below these tow words. 5. Now play the cassette and ask children to listen carefully. 6. Repeat. This time pause for children to repeat the words a number of times. If they have some difficulty in pronouncing the sound correctly, give them some necessary instruction. When you give pupils necessary instruction, pronounce the sound very slowly and clearly. 7. Ask individual pupils to say the words. Check that they are pronouncing the sound in the words correctly. 8. Teach the second sound in the same way. 9. Read more words with these two sounds .Ask children to find out which symbol the words contain. Note: Pupils are not required to pronounce the symbols or recognize them. You can ask children to point to each corresponding symbol on the blackboard. You can also stick a large card with each symbol on the wall or ask a pupil to hold up a large card with each symbol. Then ask children to point to the corresponding symbol the word you read contains. If some words you read have not been taught yet, it doesn’t matter. But remember: pronounce the sound quite clearly to you pupils .If pupils have some words, you can use the letters which also contain these sounds, such as letter ‘b, c, d, e, g, p, t, v’ which all contain the sound /i:/. You can also ask the strong students to add more words with the same sound. 10. Teach the other sounds in the same way. 第三課時(shí)（3） Step1 Warmer: Sing this is the way（From Level 3, Module 4）.This song reviews the present simple tense. Step2: Activity 1. Listen and repeat the sentences. 1. When you do the practice in the previous activity, you can attentively use some words in the sentences in this activity. 2. Play the cassette and draw children’s attention to the sounds they just learned in activity 1. Ask children to pay attention to the words containing the just learned sounds. If they have some difficulty, help them by reading the words separately. 3. Play the cassette again and ask pupils to repeat. Repeat several times until pupils can read the sentences fluently with the correct pronunciation of the just learned sounds. Step3: Activity 2. Say the poem and do the actions. 1. Play the cassette. The children listen to song. 2. Play the cassette again. Encourage the children to clap the rhythm. 3. Demonstrate the actions and draw attention to the pictures of the actions in the book. 4. Now encourage the children to sing along with the cassette a number of times while performing the actions. Step4: Activity 3. Say the word. Then match the words to the symbols. 1. Write the four phonetic symbols on the board. 2. Point to each picture and ask What’s this? 3. Then point to each phonetic symbol in turn and ask Has it got this sound. 4. When they are able to identify which sound the word contains, ask the class to repeat the word again, emphasizing the sound. 5. Ask the class to draw a line form the picture to the correct phonetic symbol. 6. Repeat this procedure with the remaining pictures. Step5: Activity 4.Now copy the words in the correct columns. Ask the class to copy the words form Activity 1 in the correct column of the table, according to the sound they contain. Step 6: Activity 5. Unjumble the words and write sentences. Ask the class to look at the pictures. They then have to unjumble the words and write them in the correct order to form sentences. Follow up: Act it out. The children now act out the dialogue in pairs. Call volunteers to the front of the class to act out the dialogue to their classmates. 1. Review the continuous tense. Mime actions and ask What am I doing? The class responds. 2. The class continues this activity in pairs. 3. Sing I’m listening to music From Book 4, Module 2. This song reviews the present continuous tense. Listen ,point and say. 1. Draw the children’s attention to the two sets of pictures in their books. Explain that the first set of pictures are of different people. The second set are of activities that they do. 2. Play the cassette. The class listens. 3. Play the cassette again. Pause after each sentence for the children to use both hands to point to, point first to the person being referred to and then to the activity that the person does. Repeat. This time pause for the class to repeat each sentence as they point. Point, ask and answer. 1. Hold up the book and point to a person at random. 2. Ask a question, e.g. What do they do? 3. The class answers the question and points to the corresponding picture, e.g. (point to Chinese adults), the class say: They do taijiquan. The class now continues this activity in pairs. 知識(shí)拓展 （有機(jī)體現(xiàn)課程二次開(kāi)發(fā)） 學(xué)習(xí)任務(wù)：用餐小調(diào)查－－我最喜歡的fast food. 作業(yè)設(shè)計(jì) Copy the key words and key sentences. 板書(shū)設(shè)計(jì) Do you use chopsticks in England? No, we don’t. We use a knife and fork. 教學(xué)反思 課 題 Module２Activities （活動(dòng)） 課 時(shí) 3 教材分析 Amy和Sam 在廚房學(xué)做蛋糕，正在做事的父母為使他們安靜下來(lái)，要他們回房間，Amy 和Sam卻又在房間吹起笛子打起鼓來(lái)，無(wú)奈之下，父母只好又讓兩人回去做蛋糕，兩個(gè)孩子高興的跳起來(lái)。 教學(xué)目標(biāo) （從知識(shí)、能力、態(tài)度、情感、價(jià)值觀方面入手） 1．掌握音標(biāo)：/ /, /a:/, / /, / / 2. 掌握單詞：make, work, cake, instead 3. 掌握詞組：play the flute/ violin, make a cake 4．掌握句子：Let’s make a cake for Mum and Dad. Please be quiet! Good idea! 5．學(xué)生能夠用英語(yǔ)描述活動(dòng)：打算做什么、正在做什么。如打算做蛋糕，正在寫(xiě)信……。 6．使學(xué)生懂得，在別人工作或休息時(shí)，不要輕易打擾別人。要多為他人考慮，設(shè)身處地地為他人著想，盡管自己的出發(fā)點(diǎn)是好的。 教學(xué)重點(diǎn)與難點(diǎn) 1．單詞和詞組：make, work, cake, instead， play the flute/ violin, make a cake 2．句子：Let’s make a cake for Mum and Dad. Please be quiet! Good idea! 教學(xué)方法與學(xué)法 關(guān)注小組合作與交流，加強(qiáng)自主學(xué)習(xí)。 教師課前準(zhǔn)備（教具、查閱資料） 錄音機(jī)、磁帶、單詞卡、音標(biāo)卡、CD-ROM。 學(xué)生課前準(zhǔn)備與預(yù)習(xí) 預(yù)習(xí)課文，了解英美國(guó)家人們的生活方式 教 學(xué) 過(guò) 程 集備 二次備課 第一課時(shí)（4） Step1 Warmer: Repeat the poem from Unit 2 of Module 1. Repeat the poem Noodles and Rice (from Level 2, Module 9). Noodles and rice are very, very nice. Mmm, mmm, mmm! Very, very nice. Ginger and spice are not very nice. No, no, no! Not very nice! Step 2: Activity 1. Listen and point. 3. Ask the children to look at the page. Elicit as much information about the story as you can in English by asking questions. For example, What are the children doing? What are Mum and Dad doing? Are they happy or sad? Write new vocabulary on the board and ask the class to repeat it. 4. Play the cassette or read the dialogue. The children listen and follow in their books. 5. Play the cassette again, pausing after each utterance for the children to point at the corresponding picture. Mime a gesture to help comprehension, for example a mixing action for making a cake ,a writing action for writing a letter, playing a flute or violin. 6. Play the cassette again. This time pause for the class to repeat each utterance. Encourage the class to perform actions as they repeat. 7. Repeat this activity, this time ask individual students to repeat the utterances. Alternatively, divide the class into groups. Step 3: Activity 2. Follow up: Act it out. 1. Divide the class into four sections. Give each section a role in the conversation, either Sam, Amy, Mum or Dad. 2. The whole class the dialogue, with each group saying the corresponding text. 3. The children now act out the dialogue in pairs. Remind them to point to the corresponding pictures as they do so. Step 4: Activity 3. Write the missing words, then say. 1. Point to each of the words in the box and elicit what they say. You could also write them on the board. 2. Point to each picture and ask the class to read each text. Explain that they have to complete the sentences by choosing and writing the correct words in the spaces. 3. Check answers by asking students to read the complete dialogue. 第二課時(shí)（5） Step 1 Warmer: Review the alphabet. Practice the alphabet around the class. Point to a child. He/She says the first letter. Then point to another child. He/She says the next letter, etc. As the children become more competent at this activity you can increase the speed. Repeat the song from the last lesson two or three times. Encourage the children to perform the actions in pairs as they sing. Step 2 Activity 1. Listen and repeat the sentences. 1. When you do the practice in the previous activity, you can attentively use some words in the sentences in this activity. 2. Play the cassette and draw children’s attention to the sounds they just learned in activity 1. Ask children to pay attention to the words containing the just learned sounds. If they have some difficulty, help them by reading the words separately. 3. Play the cassette again and ask the pupils to repeat. Repeat several times until pupils can read the sentences fluently with the correctly pronunciation of the justlearned sounds. Step 3: Activity 2. Sing ay and do the actions. 1. Play the cassette. The children listen to song. 2. Play the cassette again. Encourage the children to clap the rhythm. 3. Demonstrate the actions and draw attention to the pictures of the actions in the book. Now encourage the children to sing along with the cassette a number of times while performing the actions. Step 4: Activity 1. Read and colour. 10. Write the four phonetic symbols on the board. 11. Point to objects in the picture and ask What’s this? 12. Ask the children to look at the picture and colour the objects green, red, blue or yellow according to the sounds they contain. Step 5: Activity 2. Now copy the words in the correct columns. Ask the class to copy the words form in the box in the correct column of the table, according to the sound they contain. Step 6: Activity 3. Write the missing words, then say. 1. Point to each of the words in the box and elicit what they say. You could also write them on the board. 2. Point to each picture and ask the class to read each text. Explain that they have to complete the sentences by choosing and writing the correct words in the spaces. 3. Check answers by asking students to read the complete dialogue. 4. This is a good tine to revise some of the verbs they have learnt and also to extend the practice on letters. Write some verbs on the board in the infinitive form and number them. Miss out one letter in each verb. For example: e_t sw_m pl_y … 5. Tell the children to look carefully at the words (you should have about ten words on the board). Tell them that all the words are verbs. They have to tell you a number and the letter missing. If they get it right, allow them to go to the board and complete the word. This activity revise some of the verbs as well as practices spelling and numbers. 第三課時(shí)（6） Step1 Warmer: Repeat the song from the last lesson two or three times. Encourage the children to perform the actions in pairs as they sing. Step2: Activity 1. Game: Play and say. 1. This game revises all the verbs learned so far as well as practices the Present Continuous Tense. 2. Read the verbs in the box to review the verbs. Ensure the children understand them as they will need them for this game. 3. The game is played in pairs. Ensure that each child has a counter, stone or screwed up piece of paper to mark his/ her position. Each pair will also need a dice. 4. Partner A throws the dice and moves his/ her counter the corresponding number of squares. 5. Partner B looks at the object or objects on the square. And asks What’s he/ she doing? 6. Partner A answers the question with He/ She’s…? 7. The first child to reach the finish post is the winner. None that the finish post is the same as the starting point. Explain to the children that they must follow the arrows at the bottom of the game and then return along the same path. 8. Move around the class offering praise and encouragement. Say Very good! Well done! or Clever boy/ girl! When a child does something particularly impressive, invite the class to clap. The children are likely to really enjoy this activity. Decide a time limit from the outset. Step 3: Activity 1. Listen point and say. 4. Draw the children’s attention to the two sets of pictures in their books. Explain that the first set of pictures are of different people. The second set are of activities that they do. 5. Play the cassette. The class listens. 6. Play the cassette again. Pause after each sentence for the children to use both hands to point to, point first to the person being referred to and then to the activity that the person does. 4. Repeat. This time pause for the class to repeat each sentence as they point.. Step 4: Activity 2. Point, ask and answer. 4. Hold up the book and point to a person at random. 5. A