2. (找几组学生汇报练习成果。)

T: I want someone to act out your dialog. Who can do it?

G₁: Where is…?

…

Step 4 　Practice 第四步 　练习(时间:10分钟)

1. (进行3b, 再放一遍3a的录音, 给学生两分钟时间, 根据3b中的问题进行练习。)

T: Ask and answer in pairs according to the questions in 3b as possible as you can.

For example:

A: Where is Wen Wei in Picture 1?

B: He is…

A: What is he doing?

B: He is…

5. (核对答案, 找3名学生到黑板上填写空格。)

T: Are you ready?

Ss:　 OK.

T: Who wants to fill in the blanks?

S₁:　 (到黑板上填写第一题)…

T: Is he right or wrong?

Ss:　 Right.

T: Very good. Go back to your seat. Next one?

S₂:　 (到黑板上填写第二题)…

…

Step 3 　Consolidation 第三步 　巩固(时间:5分钟)

4. (进行3a。首先让学生看图, 听录音, 教师板书填空题，然后让学生填写下列空格。)

T: Now stop here! Please look at the pictures in 3a, listen to the tape, then fill in the blanks.

(板书)

3. (让学生自读1, 巩固所学音标。)

T: Read these phonetics by yourselves.

2. (放1的录音, 并让学生跟读。)

T: OK, please open your books, and look at 1. Let’s listen to the tape and follow it.

(播放录音。)

1. (呈现含/ts/、/dz/、/tr/、/dr/的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。)

T:　 What’s this?

Ss:　 It’s“boats”.

T: What’s that?

Ss:　 It’s“shirts”.

(板书boats, shirts, 要求学生找规律。)

T: Look at these two words. What can you find out their rules?

S₁:　 …

S₂:　 …

T: Good! In“shirts”,“ts”makes /ts/, and“boats”/ts/, too.

You are clever! Read after me…

(再举个/dz/的例子, 步骤同上；然后呈现/tr/音标, 运用头脑风暴法要求学生尽可能多地说出发这个音的单词, 再进行归纳, 讲授/dr/的发音方法同/tr/, 并给出答案, 学生说出1个单词加1分。)

For example:

playgrounds /dz/, roads /dz/, Australia /tr/, interest /tr/, trouble /tr/, draw /dr/, drink /dr/, hundred /dr/

T: Look at /tr/. What words have the pronunciation /tr/ in them?

Ss:　 …

T: Clever! I think“interest, Australia”have the pronunciation /tr/.

Let’s go on with another phonetic /dr/. Who knows…?

3. (拿出一张照片, 上面是一个日本女孩在健身房跳健美操。)

T: She is my pen pal. Do you like her?

Ss:　 Yes, she is a beautiful girl.

T: Is she running?

Ss:　 No, she isn’t.

T: What’s she doing?

Ss:　 She is dancing.

T: Yeah, right. She is taking exercise in the gym. 她在健身房做锻炼。Do you like taking exercise?

Ss:　 Yes, we do.

T: Where is she from? Do you know?

Ss:　 She is from China.

T: No, you are wrong. She is from Japan. She is Japanese. She is a Japanese girl. 她是日本

人, 她是一个日本女孩。

(板书划线部分, 英汉对照。展示一些动画片的图片, 导入exercise, Japanese。)

T: Who can speak out some roles of Japanese cartoons?

S₁: I know Kumiko is from Japan. She is Japanese.

S₂: Xiaodingdang is from Japan, and Kangfu is a Japanese boy.

S₃: Yingtaoxiaowanzi is a Japanese girl, too.

T: You are all clever. You love cartoons. Who likes taking exercise in the cartoons? Can you tell me?

S₄: Daxiong likes taking exercise, so he is very strong.

S₅: Kangfu doesn’t like taking exercise, so he is short and weak.

T: Good, you are wonderful!

Step 2　 Presentation 第二步 　呈现(时间:10分钟)

2. (让学生进行一分钟对话, 复习现在进行时的肯定句、否定句、一般疑问句、特殊疑问句及其回答。)

(比赛规则:教师抽一排学生, 分成4组, 每组编一个对话进行比赛, 时间为一分钟。鼓励学生专注听对话内容, 提高听力能力。)

Step 1　 Review 第一步 　复习(时间:10分钟)

1. (单词竞赛。抽查三排学生, 被抽到的排, 从左到右往下轮, 每名学生读并拼出一个单词, 造一个句子。使用现在进行时态, 单词一分, 句子两分。全班学生一起找错误, 找到一个错误减两分。)

For example:

T: Please read the names of school buildings, and make sentences one by one.

S₁: Library. In the library. I’m reading in the library.

S₂: Playground. On the playground. I’m running on the playground.

S₃: Pool. The swimming pool. He’s swimming in the swimming pool.

…

(复习前面三课的单词。)

(板书)

(通过竞赛, 吸引学生注意力, 活跃课堂气氛, 调动学习积极性。)