I Have a Pen Pal第四课时.docVIP

I Have a Pen Pal第四课时 教师放第一单元Let’s sing部分的歌曲“How Do You Go to School?”,学生听录音齐唱。 教师放歌曲“My Pen Pal”,学生听录音齐唱。 2.预习 教师出示A Let’s learn部分的单词卡片,同桌开火车拼读动词短语。 教师放A Let’s read部分的录音,学生跟读。 师生对话。以下内容供参考: Where are you from? What do you do on Mondays/in the evening? How do you go to school? Do you go to school by subway? Do you read newspapers in the evening? 3.? 新课呈现 教师板书:live,然后指着自己说:“I live in…Where do you live?’’引导学生作答后教师出示一张动物单词卡片,如:fish,问:“What is this?’’引导学生 作答。教师继续问:“Does it live in the sky?”引导学生回答:“No,it doesn’t lives in rivers.回答时教师有意强调lives的发音。教师在黑板上的live后加上s。教师依次拿出其它动物的单词卡片,用一般现在时的一般疑问句形式就 动物的住所提问,引导学生作答。教师再问:“Does your father/mother/pen pal live in…? 引导学生给出肯定或否定回答。教师板书:Does your father/mother/pen pal live in Shanghai? No,he doesn’t.He fives in Beijing.教师向学生展示lives单词卡片,带读单词。 教师说:I teach English.Does Mr…teach English?”引导学生作答:“No,he? doesn’t.He teaches…,’教师板书:teaches,然后再用几位其它学科的教师的名字提问,引导学生给出完整回答。 教师说:“I go to work by bus.How do you go t0 school?’’引导学生回答: go to school by…”教师继续问:“How does your father go to work? Does you go to work by bus?”引导学生作答后板书:goes to work。教师继续提问几名学生:“Does your father/mother go to work by…?”引导学生作答。随后教学watches和reads。教师指导学生拼写单词。建议教师引导学生比较动词原形和其第三人称单数形式,并用这两种形 式造句加深印象,让学生在比较中逐步掌握。 教师将本部分的单词卡片混在一起,快速展示给学生,学生读,然后同桌开火车进行问答操练。 “猜一猜”游戏 教师出示第一单元A Let’s learn部分的单词卡片,任意抽出一张,问:“How does your aunt/grandmother/grandfather/teacher go t0 work?学生猜:“s。 He goes to work on foot/by subway/…”教师给猜对的小组加分。 教师放B Let’s learn部分的录音,学生跟读。 学生看板书提示根据实际情况进行问答操练。 Let’s practice. 学生四人一组讨论用英语描述Bill的一天,并轮流用英语表达。 每个小组派代表上台介绍。 “考考你的记忆力”游戏 教师介绍某人的一天,然后请学生复述,如:Today is Monday.Sarah goes to school On foot.She has English and math in the morning.She reads books after lunch.? She has science and music in the aft ernoon.Sarah goes home at 4:00.She does homework in the evening.She watches TV at 6:3o.Sarah goes to bed at 8:3o. Let’s chant 教师放第44页上歌谣的