The
fourth
period(第四课时)
Part
B
Let’s
try
&
Let’s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
·学生能够通过阅读Let’s
try板块的内容，对听力部分的重点内容进行预测?·学生能够听懂简短对话，抓住关键信息，提高听的能力并完成本板块的听力任务·学生能够在听的过程中完成对新句型的初步感知，为Let’s
talk板块的学习做好准备
Let’s
talk
·学生能够理解对话大意·学生能够按照正确的意群及语音、语调朗读对话，并进行角色扮演·学生能够运用核心句型就自然公园展开问答·学生能够在情景中运用句型“—Are
there…?
—Yes,
there
are./No,
there
aren’t.”
询问并回答某处是否有某物·学生能够在语境中理解
“building”
的意思，并能正确发音
?教学重点
1学生能够理解对话大意，并能用正确的意群及语音、语调朗读对话。
2学生能在情景中运用句型“—Are
there…?
—Yes,
there
are./No,
there
aren’t.”
询问并回答某处是否有某物。
?教学难点
学生能够运用核心句型就自然公园展开问答。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Lead-in①
1.
Greetings.
2.
Sing
a
song.
Play
the
cartoon
of
the
song—In
a
nature
park.
(出示课件)
Students
enjoy
the
song
and
try
to
sing
it.
3.
Talk
about
a
nature
park.
Show
the
picture
of
the
main
scene
of
this
unit
on
the
PPT.
(出示课件)
T:
What
a
nice
nature
park!
What’s
in
the
park?
Look
carefully
and
try
to
say.
Students
work
in
groups
to
talk
about
the
park.
Ask
several
groups
to
show.
4.
Lead-in.
T:
Cool!
Miss
White
and
the
children
are
in
the
nature
park.
There
is
a…
in
the
park.
There
are…
Is
there
a…?
Ss:
Yes,
there
is./No,
there
isn’t.
T:
Look
at
Zoom.
What
does
he
say?
Ss:
He’s
hungry.
T:
Yes!
Is
there
a
restaurant
beside
the
lake?
Ss:
No,
there
isn’t.
T:
Look!
Zip
has
some
food.
And
they
can
share.
The
children
are
hungry,
too.
They
also
have
some
food.
They
want
to
find
a
place
to
share
their
food.
But
they
need
some
tables.
Where
are
the
tables?
Let’s
go
to
see.
Write
down
the
topic
on
the
blackboard.
Step
2:
Presentation
1.
Let’s
try.②
(1)Predict
the
conversation.
Show
some
tables
on
the
PPT.
(出示课件)
T:
There
are
some
tables
in
the
park.
Where
are
the
tables?
Can
you
guess?
Students
try
to
guess.
(2)Show
the
content
of
“Let’s
try”.
(出示课件)
Students
read
the
sentence
and
predict
the
answer
by
themselves.
Show
pictures
of
a
river/lake/hill.
(出示课件)
T:
Are
they
beside
the
river/lake/hill?
Now
let’s
listen
and
find.
(3)Play
the
recording.
(出示课件)
Students
listen
to
the
dialogue
and
try
to
find
the
key
word.
Then
fill
in
the
blank.
(4)Play
the
recording
again
and
check
the
answer.
(出示课件)
(5)Play
the
recording
for
the
third
time.
Students
read
after
it.
(出示课件)
2.
Let’s
talk.
(1)Show
the
picture
of
“Let’s
talk”.
(出示课件)
Let
students
look
at
the
picture
carefully.
Ask
some
questions
to
lead
them
to
predict
the
main
idea
of
the
dialogue.③
The
questions
are
like
these:
①Who
are
they?
②Where
are
they?
③What’s
in
the
picture?
Is
there
a
lake?
Is
there
a
restaurant?
…
(2)Learn
the
new
words
and
sentence
patterns.④
①Point
to
the
picture
and
ask.
T:
Look!
Miss
White
and
Zhang
Peng
are
sitting
beside
a
lake.
What
do
they
see?
Are
there
any
people?
Write
down
the
sentence
“Are
there
any
people?”
on
the
blackboard.
Lead
students
to
answer.
Then
write
down
the
answer
“No,
there
aren’t.”
on
the
blackboard.
Write
down
“aren’t=are
not”
on
the
blackboard.
Teach
students
to
read.
②Show
a
picture
of
a
building
on
the
PPT.
(出示课件)
Teach
the
word
“building”
(build
+
ing=building)
to
students.
③Show
the
questions
on
the
PPT.
T:
Miss
White
and
Zhang
Peng
are
sitting
beside
a
lake.
What
do
they
see?
Are
there
any
tall
buildings?
Are
there
any
animals?
Now
let’s
watch.
Play
the
cartoon.
（出示课件）
Students
watch
the
cartoon
and
try
to
get
the
answers.
Check
the
answers.
T:
Are
there
any
tall
buildings?
Ss:
No,
there
aren’t.
T:
Are
there
any
animals?
Ss:
Yes,
there
are.
T:
What
are
they?
Ss:
They
are
ducks
and
rabbits.
Show
the
picture
of
“rabbit”
to
help
students
understand
the
word
“rabbit”.
（出示课件）
Then
teach
the
word.
3.
Read
and
act.⑤
(1)Play
the
recording.（出示课件）Students
read
after
the
recording.
Ask
students
to
pay
attention
to
the
pronunciation
and
the
intonation.
(2)Let
students
practice
the
dialogue
in
groups.
(3)Let
students
act
out
the
dialogue.
Step
3:
Practice
1.
Ask
and
answer.
Show
the
picture
of
“Let’s
talk”
and
the
sentence
patterns
“—Are
there…?
—Yes,
there
are.
/No,
there
aren’t.”
on
the
PPT.
(出示课件)
Let
students
ask
and
answer
questions
according
to
the
picture.
A:
Are
there
any
tall
buildings?
B:
No,
there
aren’t.
A:
Are
there
any
animals?
B:
Yes,
there
are.
A:
Are
there
any
ducks?
B:
Yes,
there
are.
…
2.
Look
and
say.
Show
a
picture
of
a
nature
park
on
the
PPT.
(出示课件)
Students
ask
and
answer
questions
according
to
the
picture.
Then
show
to
the
class.
The
other
students
listen
and
make
evaluations.
3.
Tick
a
picture
and
find
your
“friend”.⑥
(1)Show
the
pictures.
(课件出示:教材P61
Let’s
talk
板块第二部分的三幅图片)
Let
students
tick
one
picture
at
random.
(2)Make
a
model.
Make
a
model
with
two
students.
T:
Are
there
any
lakes
in
the
park?
S1:
No,
there
aren’t.
T:
Sorry.
You’re
not
my
“friend”.
T:
Are
there
any
lakes
in
the
park?
S2:
Yes,
there
are.
T:
How
many?
S2:
2.
T:
You’re
my
“friend”!
(3)Students
practice
in
groups.
(4)Show
time.
Ask
several
students
to
show
to
the
class.
The
other
students
listen
and
make
evaluations.
Step
4:
Consolidation
&
Extension
“Find
the
differences”
1.
Create
a
situation.⑦
Show
two
pictures
about
different
nature
parks.
(出示课件)
T:
There
are
two
pictures
about
nature
parks.
There
are
some
differences
between
the
two
pictures.
Please
ask
and
answer
questions
to
find
out
the
differences.
2.
Make
a
model.
Make
a
model
with
a
student.
T:
In
my
park,
there’s
a
lake.
Is
there
a
lake
in
your
park?
S1:
Yes,
there
is.
T:
Are
there
any
buildings?
S1:
No,
there
aren’t.
…
3.
Students
work
in
groups.
Students
work
in
groups.
Students
try
to
find
out
the
differences
by
asking
and
answering
questions.
4.
Show
time.
The
group
that
finishes
it
fastest
will
be
the
winner.
Then
show
to
the
class.
The
other
students
listen
and
make
evaluations.
?板书设计
?作业设计
Practice
the
dialogue.
Write
down
two
key
sentences
according
to
a
nature
park.
Do
the
exercises.
?教学反思
1在学习之前先引导学生预测对话内容，逐步帮助学生读懂题目要求，再引导学生学会听前预测听力的重点内容，培养学生的听力技巧。
2在教学过程中，设计多种活动，鼓励学生运用重点句型进行问答，增加实践机会，帮助学生掌握句型用法。
3让学生在情景中理解所学词汇及句型，并在活动中运用，突出语言的语用功能。通过创设合理情景，帮助学生在情景中真实自然地使用所学语言，突出教学重点。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?·Be
able
to
predict
the
main
content
of
the
listening
part
by
reading
the
content
of
“Let’s
try”.
?·Be
able
to
understand
the
short
dialogue,
catch
the
key
information,
improve
listening
abilities
and
complete
the
listening
task
of
this
section.
?·Be
able
to
have
an
initial
perception
of
the
new
sentence
patterns
through
the
process
of
listening.
Let’s
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogue.
?·Be
able
to
read
the
dialogue
correctly
and
act
it
out.
?·Be
able
to
ask
and
answer
questions
about
nature
parks
by
using
the
key
sentence
patterns.
?·Be
able
to
use
the
sentence
patterns“—Are
there...?—Yes,
there
are./No,
there
aren’t.”to
ask
and
answer
if
there
are
some
things
somewhere.
?·Be
able
to
understand
and
read
the
new
word
“building”
correctly.
?Teaching
Priorities
·Be
able
to
understand
and
read
the
dialogue
correctly.
·Be
able
to
use
the
sentence
patterns“—Are
there…?—Yes,
there
are./No,
there
aren’t.”to
ask
and
answer
if
there
are
some
things
somewhere.
?Teaching
Difficulties
·Be
able
to
ask
and
answer
questions
about
nature
parks
by
using
the
key
sentence
patterns.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Sing
a
song.Play
the
cartoon
of
the
song—In
a
nature
park.3.
Talk
about
a
nature
park.Show
the
picture
of
the
main
scene
of
this
unit.
Let
students
work
in
groups
to
talk
about
the
park.
Ask
several
groups
to
show.
4.
Lead-in.
Lead
in.
Write
down
the
topic
on
the
blackboard.
1.
Greetings.2.
Enjoy
the
song
and
try
to
sing
it.3.
Work
in
groups
to
talk
about
the
park.
Several
groups
show
in
class.4.
Look
at
the
picture
and
answer
questions.
Stimulate
students’
interest
in
learning.
Use
the
picture
of
the
main
scene
to
lead
in
the
topic
of
this
unit
naturally.
Presentation
1.
Let’s
try.(1)Show
some
tables.
Let
students
try
to
guess
the
position.(2)Show
the
content
of
“Let’s
try”.
Show
pictures
of
a
river/lake/hill.(3)Play
the
recording.(4)Play
the
recording
again
and
check
the
answers.(5)Play
the
recording
for
the
third
time.
(1)Try
to
guess
the
position
of
the
tables.(2)Read
the
sentence
and
predict
the
answer
by
themselves.
Look
at
the
pictures
and
learn
the
words.(3)Listen
to
the
dialogue
and
try
to
find
the
key
word.
Then
fill
in
the
blank.(4)Listen
to
the
recording
again.
Check
the
answer.(5)Listen
to
the
recording
for
the
third
time.
Read
after
it.
Lead
students
to
predict
the
listening
content
before
listening.
Cultivate
students’
listening
skills.
Help
students
know
and
understand
the
new
words
by
pictures.
2.
Let’s
talk.(1)Show
the
picture
of
“Let’s
talk”.
Let
students
look
at
the
picture
carefully.
Ask
some
questions
to
lead
students
to
predict
the
main
idea
of
the
dialogue.
Look
at
the
picture
carefully.
Answer
the
questions.
Predict
the
main
idea
of
the
dialogue.
Use
the
questions
to
lead
students
to
predict
the
main
idea
of
the
dialogue.
Cultivate
students’
observation
and
logical
reasoning
abilities.
(2)Learn
the
new
words
and
sentence
patterns.①Point
to
the
picture
and
ask.
Write
down
the
question
on
the
blackboard.
Lead
students
to
answer.
Then
write
down
the
answer
and“aren’t=are
not”on
the
blackboard.②Show
a
picture
of
a
building
to
teach
the
word
“building”.③Show
and
ask
some
questions.
Play
the
cartoon.
Check
the
answers.
Teach
the
word
“rabbit”
through
the
picture.
①Look
at
the
picture
and
answer
the
question.
Learn
the
new
sentence
patterns.②Look
at
the
picture
and
learn
the
word
“building”.③Watch
the
cartoon
and
try
to
answer
the
questions.
Check
the
answers.
Learn
and
understand
the
word
“rabbit”
through
the
picture.
Use
the
pictures
and
the
questions
to
lead
students
to
learn
the
new
words
and
sentence
patterns.
3.
Read
and
act.(1)Play
the
recording.
(2)Let
students
practice
the
dialogue
in
groups.(3)Let
students
act
out
the
dialogue.
(1)Read
after
the
recording.
Pay
attention
to
the
pronunciation
and
the
intonation.(2)Practice
the
dialogue
in
groups.(3)Act
out
the
dialogue.
Make
sure
students
can
read
the
dialogue
correctly.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Ask
and
answer.Show
the
picture
of
“Let’s
talk”
and
the
key
sentence
patterns.
Let
students
ask
and
answer
questions
according
to
the
picture.2.
Look
and
say.Show
a
picture
of
a
nature
park.3.
Tick
a
picture
and
find
your
“friend”.(1)Show
the
pictures.
Let
students
tick
one
picture
at
random.(2)Make
a
model.
Make
a
model
with
students.(3)Let
students
practice
in
groups.(4)Show
time.
1.
Ask
and
answer
questions
according
to
the
picture.2.
Ask
and
answer
questions
according
to
the
picture.
Then
show
to
the
class.
The
other
students
listen
and
make
evaluations.3.
Look
and
tick
one
picture
at
random.
Then
practice
in
pairs.
Show
to
the
class.
The
other
students
listen
and
make
evaluations.
Help
students
practice
the
key
words
and
sentence
patterns.
Consolidation&Extension
“Find
the
differences”
1.
Create
a
situation.
Show
two
pictures
about
different
nature
parks.2.
Make
a
model.3.
Students
work
in
groups.4.
Show
time.
1.
Look
at
the
pictures
and
find
the
differences.2.
Listen
to
the
model.3.
Work
in
groups.
Try
to
find
out
the
differences
by
asking
and
answering
questions.4.
The
fastest
group
shows
to
the
class.
The
other
students
listen
and
make
evaluations.
Create
a
real
situation
to
develop
students’
comprehensive
language
application
abilities.
Homework
1.
Practice
the
dialogue.2.
Write
down
two
key
sentences
according
to
a
nature
park.3.
Do
the
exercises.
Teaching
purpose①
播放歌曲，学生跟唱，激趣导入；借用主情景图，师生讨论自然公园，自然引出本课话题。
Teaching
purpose②
帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，培养学生的听力技巧。让学生提前熟悉新单词，利用图片帮助学生理解词义。
Teaching
purpose③
通过问题引导学生观察并讨论图片，借助图片预测对话内容，培养学生的观察能力和逻辑推理能力。通过预测对话内容激活已有知识，并提取与文本有关的知识，进入文本话题。
Teaching
purpose④
利用问题逐步引导学生理解文本并教授新词汇、新句型。
Teaching
purpose⑤
播放录音，学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演。
Teaching
purpose⑥
借助教材和PPT，给学生呈现一些情景片段，帮助学生操练新句型。
Teaching
purpose⑦
通过创设自然真实的情境，让学生在情境中合理运用所学语言，培养学生的综合语言运用能力。
4
9The
sixth
period(第六课时)
Part
B
Read
and
write
&
Let’s
check
&
Let’s
wrap
it
up
&
Part
C
Story
time
?教学内容与目标
课时教学内容
课时教学目标
Read
and
write
·学生能够在图片的帮助下读懂短文并补画自然公园的景物·学生能够理解短文中
“high”
的意思·学生能够按照意群朗读短文·学生能够写出三个关于自然公园的问题及答案
Let’s
check
·学生能够通过看图，学会从图片信息中推测考查点，做到有意识地去听录音并完成听后任务
Let’s
wrap
it
up
·学生能够先写出前两个问题的答句，然后补充其他问句，再写出答语
Story
time
·学生能够在图片的帮助下理解故事内容，并能在教师的帮助下表演故事·
学生能够在复习巩固核心语言的同时，拓展理解句子
“What
a
nice
day!”“There
is
so
much
corn!”“Why
don’t
you
take
a
picture
of
me?”“Later,
Zoom.”“Your
card
is
broken!”
?教学重点
学生能够根据阅读所获取的信息完成相应的阅读任务。
?教学难点
学生能够在有意义的情景中熟练运用本单元的核心句型。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Sing
a
song.
Play
the
cartoon
of
the
song—In
a
nature
park.
(出示课件)
Students
enjoy
the
song
and
sing
it.
Help
students
review
the
words
and
the
sentences
they
learned
in
this
unit.
3.
Snowball
game.
Show
a
picture
of
a
nature
park
on
the
PPT.
(出示课件)
Students
talk
about
the
nature
park
by
playing
a
snowball
game.
Start
like
this:
S1:
There
is
a
lake
in
the
nature
park.
S2:
There
is
a
lake
and
a
river
in
the
nature
park.
S3:
There
is
a
lake,
a
river
and
a
bridge
in
the
nature
park.
S4:
There
is
a
lake,
a
river，
a
bridge
and
some
houses
in
the
nature
park.
…
Students
take
turns
to
talk
about
the
park.
4.
Lead-in.
T:
What
a
nice
nature
park!
I
want
to
go
to
a
nature
park.
There
is
another
nature
park.
Let’s
go
and
see.
Write
down
the
topic
on
the
blackboard.
Step
2:
Presentation
1.
Look
and
predict.②
Show
Picture
1
of
“Read
and
write”
on
the
PPT.
(出示课件)
Let
students
look
at
the
picture
carefully.
Ask
some
questions
to
lead
them
to
predict
the
main
idea
of
the
passage.
The
questions
are
like
these:
①Who
is
he?
(Robin.)
Where
is
Robin?
(He’s
at
Mr
Jones’
house.)
What
is
he
doing?
(He’s
looking
at
the
nature
park.)
What’s
in
the
nature
park?
(...)
…
2.
Fast
reading.③
Ask
students
to
read
the
passage
for
the
first
time
quickly
to
get
the
main
idea
of
the
passage
and
try
to
circle
the
words
about
the
scenery
and
the
things
in
the
nature
park
in
the
passage.
Check
the
answer
with
students.
Answer:
Mountain,
village,
lake,
ducks.
3.
Careful
reading.④
Ask
students
to
read
the
passage
for
the
second
time
carefully
and
try
to
underline
the
sentences
about
the
positions
of
the
scenery
and
the
things.
Let
some
students
read
the
sentences
aloud
to
check
the
answers.
Lead
students
to
discuss
the
meaning
of
the
word
“high”.
Use
the
gesture
to
help
them
understand.
Help
them
read
the
word
“high”
with
the
word
“hi”.
T:
Robin
would
like
to
draw
a
picture
of
the
park.
Can
you
help
him?
Let
students
try
to
draw
the
sketch
map
of
the
nature
park
by
themselves.
Show
some
students’
sketch
maps
to
the
other
students.
4.
Read
the
passage.⑤
Play
the
recording.
(出示课件)
Ask
students
to
read
after
it
and
imitate
the
right
pause.
Students
pay
attention
to
the
pronunciation
and
the
intonation.
5.
Write
the
questions
and
the
answers.⑥
(1)Ask
questions
according
to
the
picture
by
using
the
sentence
patterns
“Is
there…?”
and
“Are
there…?”
Students
answer
the
questions.
(2)Ask
students
to
write
down
three
questions
about
the
nature
park
and
write
down
the
answers
according
to
the
picture.
(3)Check
the
answers
in
groups.
Step
3:
Practice
1.
Let’s
check.⑦
(1)Show
the
pictures
of
“Let’s
check”
on
the
PPT.
(出示课件)
Let
students
talk
about
the
pictures
in
pairs.
A:
Is
there
a
river?
B:
Yes,
there
is.
A:
Are
there
any
birds?
B:
Yes,
there
are.
…
(2)Listen
and
tick
or
cross.
Play
the
recording.
Let
students
listen
and
tick
or
cross.
Then
check
the
answers.
(出示课件)
(3)Read
the
questions.
Let
students
read
the
two
questions.
Help
students
listen
purposefully.
(4)Listen
again
and
answer
the
questions.
Play
the
recording
again.
(出示课件)
Students
write
down
the
answers.
(5)Check
the
answers.
(出示课件)
(6)Let
students
listen
and
read
after
the
recording.
(课件出示:教材P64
Let’s
check
板块的听力材料及音频)
2.
Let’s
wrap
it
up.⑧
(1)Look,
read
and
say.
Show
the
picture
of
this
part
on
the
PPT.
(出示课件)
Students
look
at
the
picture
carefully.
Ask
students
to
describe
the
picture
with
the
sentence
patterns
“There
is/are…”
(2)Write
down
the
answers.
Show
the
first
two
questions
on
the
PPT.
Lead
students
to
write
down
the
answers.
Check
the
answers.
（出示课件）
(3)Summarize
the
pattern
of
the
general
question
about
“There
be…”
(4)Look
and
write.
Students
complete
the
other
questions
according
to
the
picture
and
give
the
answers
by
themselves.
Then
check
the
answers
in
pairs.
(5)Show
time.
Show
some
students’
work
to
the
class.
Other
students
make
evaluations.
Step
4:
Consolidation
&
Extension
“Story
time”
1.
Look
and
predict.⑨
Show
the
pictures
of
“Story
time”
to
students.
(出示课件)
Let
students
look
at
the
pictures
carefully.
Ask
some
questions
to
lead
them
to
predict
the
main
idea
of
the
story.
The
questions
are
like
these:
①Who
are
they?(Zoom
and
Zip.)
②Where
are
they?
(In
a
nature
park.)
③What’s
in
the
nature
park?
Is
there
a
bridge?
Are
there
any
mountains?
…
2.
Learn
Picture
1.
Play
the
cartoon
of
Picture
1.
(出示课件)
Lead
students
to
look
at
Picture
1
carefully.
Talk
about
the
picture
with
them.
T:
Look
at
the
sky.
It’s
blue.
What
a
nice
day!
Simply
explain
the
sentence
“What
a
nice
day!”
T:
Where
do
Zoom
and
Zip
want
to
go?
Ss:
They
want
to
go
to
a
nature
park.
T:
Look!
Zip
has
a
camera.
He
can
take
some
pictures
in
the
park.
Do
the
action
to
help
students
understand
the
phrase
“take
pictures”.
3.
Learn
Pictures
2~5.
T:
What
do
they
see
in
the
nature
park?
Let’s
go
on
watching
the
video.
Play
the
cartoon
of
Pictures
2~5.
(出示课件)
Ss:
They
see
a
bridge,
mountains,
trees,
a
house,
much
corn
and
a
koala.
Show
pictures
of
some
corn
and
a
koala
on
the
PPT.
(出示课件)
Help
students
understand
the
words
“corn”
and
“koala”.
Lead
students
to
look
at
Pictures
2~5
carefully.
Talk
about
the
pictures
with
students.
T:
Is
there
a
beautiful
bridge?
Ss:
Yes,
there
is.
T:
Are
there
any
beautiful
mountains
and
trees?
Ss:
Yes,
there
are.
T:
Is
there
a
house?
Ss:
Yes,
there
is.
T:
What’s
in
the
house?
(Point
to
Picture
4.)
T:
Look!
There
is
so
much
corn!
Use
the
picture
to
help
students
understand
the
sentence.
T:
What’s
on
the
tree?
Ss:
There
is
a
koala.
T:
Yes.
Zip
wants
to
take
a
picture
of
the
koala.
What
does
Zoom
say?
Ss:
“Why
don’t
you
take
a
picture
of
me?”
Make
some
sentences
to
help
students
understand
the
sentence,
for
example,
Why
don’t
you
go
to
school
with
me?/Why
don’t
you
open
your
book?/…
T:
What
does
Zip
say?
Ss:
“Later,
Zoom.”
Help
students
understand
the
sentence.(later=wait
a
minute)
T:
Yes.
Because
Zip
wants
to
take
a
picture
of
the
koala
first.
4.
Let’s
read.
T:
What
a
beautiful
nature
park!
Zip
took
many
beautiful
pictures.
Watch
the
cartoon
of
Picture
6.
(出示课件)
T:
Are
they
happy?
Ss:
No.
T:
They
are
not
happy,
because
the
card
is
broken.
They
can’t
have
the
pictures.
Oh,
no!
Help
students
understand
the
sentence
“Your
card
is
broken.”
5.
Let’s
read.⑩
Play
the
cartoon
of
the
story.
Let
students
read
after
it.
(出示课件)
Ask
them
to
pay
attention
to
the
pronunciation,
the
intonation
and
the
emotion.
6.
Let’s
practice
and
act
out.
Ask
students
to
practice
the
story
in
groups.
Lead
students
to
pay
attention
to
the
emotional
changes
of
the
characters
in
the
story.
Then
let
students
act
it
out.
?板书设计
?作业设计
1.
Read
the
story
and
enjoy
it.
2.
Copy
the
sentences
of
“Let’s
wrap
it
up”.
3.
Do
the
exercises.
?教学反思
1通过听、说、读、写等多种形式帮助学生巩固核心语言，利用多种教学活动激发学生学习英语的兴趣。
2本课所有的教学活动都围绕着本单元所学的主要句型
“—Is
there…?
—Yes,
there
is./No,
there
isn’t.”和
“—Are
there…?
—Yes,
there
are./No,
there
aren’t.”展开，帮助学生运用所学句型对景点内容进行描述。
3最后的趣味故事是对学生知识的补充，学生在图片和教师的帮助下理解故事内容，培养了学生亲近自然、热爱自然的情感。
?Teaching
Contents
&
Teaching
Aims
Read
and
write
·Be
able
to
understand
the
passage
with
the
help
of
the
picture
and
draw
the
sketch
map
of
the
nature
park
by
themselves.
?·Be
able
to
understand
the
meaning
of
the
word
“high”
in
the
passage.
?·Be
able
to
read
the
passage
according
to
the
sense
group.
?·Be
able
to
write
down
three
questions
and
their
answers
about
the
nature
park.
Let’s
check?
·Be
able
to
infer
the
test
point
by
looking
at
the
pictures,
listen
to
the
recording
purposefully
and
complete
the
listening
task.
Let’s
wrap
it
up
·Be
able
to
write
the
answers
to
the
first
two
questions.
Then
be
able
to
complete
the
other
questions
and
write
the
answers.
Story
time
·Be
able
to
understand
the
story
with
the
help
of
the
pictures
and
act
out
the
story
with
the
help
of
the
teacher.
·Be
able
to
review
and
consolidate
the
core
language
and
understand
the
sentences
“What
a
nice
day!”
“There
is
so
much
corn!”
“Why
don’t
you
take
a
picture
of
me?”
“Later,
Zoom.”
“Your
card
is
broken!”
?Teaching
Priorities
·Be
able
to
complete
the
reading
task
according
to
the
information
obtained
from
reading.
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
patterns
of
this
unit
in
meaningful
situations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students
Activities
Teaching
Purposes
Warm-up
&
Revision&Lead-in
1.
Greetings.2.
Sing
a
song.Play
the
cartoon
of
the
song—In
a
nature
park.
Let
students
enjoy
the
song
and
sing
it.3.
Snowball
game.
Show
a
picture
of
a
nature
park.4.
Lead-in.Lead
in.
Write
down
the
topic
on
the
blackboard.
1.
Greetings.2.
Enjoy
the
song
and
sing
it.
Review
the
words
and
the
sentences
they
learned
in
this
unit.3.
Play
a
snowball
game
to
talk
about
the
nature
park.4.
Listen
to
the
teacher.
Stimulate
students’
interest
in
learning.
Help
students
review
the
relevant
words
and
sentence
patterns
to
prepare
for
the
following
study.
Presentation
1.
Look
and
predict.Show
the
picture.
Let
students
look
at
the
picture
carefully.
Ask
some
questions
to
lead
them
to
predict
the
main
idea
of
the
passage.
Look
at
the
picture
carefully.
Answer
the
questions
and
try
to
predict
the
main
idea
of
the
passage.
Lead
students
to
predict
the
main
idea
of
the
passage.
Improve
students’
observation
and
logical
reasoning
abilities.
2.
Fast
reading.
Lead
students
to
get
the
main
idea
of
the
passage
and
try
to
circle
the
words
about
the
scenery
and
the
things
in
the
nature
park
in
the
passage.
Check
the
answer
with
students.
Read
the
passage
for
the
first
time
quickly.
Get
the
main
idea
of
the
passage.
Try
to
circle
the
words
about
the
scenery
and
the
things
in
the
park.
Check
the
answer.
Lead
students
to
read
the
passage
quickly.
Help
students
get
the
main
idea
and
have
a
preliminary
understanding
of
the
text.
3.
Careful
reading.
Ask
students
to
read
the
passage
for
the
second
time
carefully
and
try
to
underline
the
sentences
about
the
positions
of
the
scenery
and
the
things.
Let
some
students
read
the
sentences
aloud
to
check
the
answers.
Help
students
understand
the
meaning
of
the
word
“high”.
Let
students
try
to
draw
the
sketch
map
of
the
nature
park
by
themselves.
Show
some
students’
sketch
maps
to
the
other
students.
Read
the
passage
for
the
second
time
carefully.
Try
to
underline
the
sentences
about
the
positions
of
the
scenery
and
the
things.
Then
check
the
answers.
Try
to
understand
the
word
“high”.
Draw
the
sketch
map
of
the
nature
park
by
themselves.
Help
students
capture
the
key
information
of
the
passage
and
understand
the
passage
better.
Infiltrate
reading
strategies.
4.
Read
the
passage.Play
the
recording.
Ask
students
to
read
after
it.
Read
after
the
recording.
Imitate
the
right
pause.
Pay
attention
to
the
pronunciation
and
the
intonation.
Make
sure
students
read
the
passage
correctly
and
fluently.
Lead
students
to
pay
attention
to
the
pronunciation
and
the
intonation.
5.
Write
the
questions
and
the
answers.(1)Ask
questions
according
to
the
picture
by
using
the
sentence
patterns
“Is
there…?”
and
“Are
there…?”(2)Ask
students
to
write
down
three
questions
about
the
nature
park
and
write
down
the
answers
according
to
the
picture.(3)Check
the
answers
in
groups.
(1)Answer
the
questions.
(2)Write
down
three
questions
about
the
nature
park.
Then
write
down
the
answers
according
to
the
picture.
(3)Check
the
answers
in
groups.
Examine
students’
abilities
of
generalization.
Cultivate
students’
divergent
thinking.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
(1)Show
the
pictures
to
students.(2)Play
the
recording.
Then
check
the
answers.(3)Ask
students
to
read
the
two
questions.
Help
students
listen
purposefully.(4)Play
the
recording
again.
Ask
students
to
write
down
the
answers.(5)Check
the
answers.(6)Let
students
listen
and
read
after
the
recording.
(1)Talk
about
the
pictures
in
pairs.(2)Listen
and
tick
or
cross.
Then
check
the
answers.(3)Read
the
two
questions.(4)Listen
again
and
try
to
write
down
the
answers.
(5)Check
the
answers.(6)Listen
and
read
after
the
recording.
Help
students
guess
the
test
points
according
to
the
pictures
and
relevant
text
information.
Lead
them
to
listen
to
the
recording
purposefully.
Develop
their
habits
of
predicting
before
listening.
Improve
their
listening
abilities.
2.
Let’s
wrap
it
up.(1)Show
the
picture
to
students.
Ask
students
to
describe
the
picture
with
the
sentence
patterns
“There
is/are…”
(2)Show
the
first
two
questions
to
students.
Lead
students
to
write
down
the
answers.
Check
the
answers.(3)Lead
students
to
summarize
the
pattern
of
the
general
question
about
“There
be…”(4)Let
students
complete
the
questions
and
give
the
answers
by
themselves.(5)Show
some
students’
work
to
the
class.
(1)Look
at
the
picture
and
describe
the
picture.(2)Write
down
the
answers.
Then
check
the
answers.(3)Try
to
summarize
the
structure
of
the
general
question
about
“There
be…”(4)Complete
the
questions
and
give
the
answers
by
themselves.
Check
the
answers
in
pairs.(5)Make
evaluations.
Lead
students
to
summarize
the
structure
of
the
general
question
about
“There
be…”
Consolidation&Extension
“Story
time”1.
Look
and
predict.Show
the
pictures
and
ask
some
questions.2.
Learn
Picture
1.Play
the
cartoon.
Talk
about
it.
Teach
the
phrase
and
the
sentence.3.
Learn
Pictures
2~5.Play
the
cartoon.
Talk
about
the
pictures.
Teach
the
words
and
the
sentences.
4.
Learn
Picture
6.Play
the
cartoon.
Talk
about
it.
Teach
the
sentence.5.
Let’s
read.Play
the
cartoon.6.
Let’s
practice
and
act
out.
1.
Look
at
the
pictures
carefully.
Answer
the
questions.
Predict
the
main
idea
of
the
story.2.
Look
at
the
picture
carefully.
Try
to
understand
the
sentence
and
the
phrase.3.
Look
at
the
pictures.
Understand
the
words
and
the
sentences.4.
Look
at
the
picture.
Try
to
understand
the
sentence.5.
Read
the
story
after
the
cartoon.6.
Practice
the
story
in
groups.
Then
act
it
out.
Use
questions
to
lead
students
to
understand
the
story
step
by
step
with
the
help
of
pictures.
Use
the
cartoon
to
help
them
pronounce
correctly.
Homework
1.
Read
the
story
and
enjoy
it.2.
Copy
the
sentences
of
“Let’s
wrap
it
up”.3.
Do
the
exercises.
Teaching
purpose①
通过有趣的歌曲和“滚雪球”描述图片的活动，活跃课堂气氛，复习本单元所学的知识，为学生进入下一步的阅读做好准备。
Teaching
purpose②
通过问题引导学生观察并讨论图片，借助图片预测短文内容，培养学生的观察能力和逻辑推理能力。通过预测图片内容,激活已有知识，并提取与文本有关的知识，进入文本话题。
Teaching
purpose③
引导学生快速阅读故事，提炼出文章的主旨大意，并找出文中所提及的景和物，初步理解文本。
Teaching
purpose④
引导学生通过任务在语篇中捕捉不同类型的信息，找出与景、物相关的句子，再画出示意图，帮助学生更好地整理文本，渗透阅读策略。
Teaching
purpose⑤
播放录音，让学生听录音跟读。引导学生模仿正确的停顿，并按照正确的意群及语音、语调朗读对话。
Teaching
purpose⑥
检测学生的归纳总结能力，培养学生的发散性思维。
Teaching
purpose⑦
帮助学生通过看图和相关文字信息，读懂题目要求，学会从中推测考查点，引导学生学会听前预测听力的重点内容，做到有目的地听录音，在活动中培养学生良好的听力习惯，帮助学生提高听力水平和能力。
Teaching
purpose⑧
引导学生通过活动，总结there
be结构的一般疑问句的用法。
Teaching
purpose⑨
利用问题逐步引导学生在语境中借助图片等帮助理解故事大意。
Teaching
purpose⑩
利用多媒体帮助学生正确发音，并提示学生注意故事中人物情绪的变化，进而很好地将故事表演出来。
4
11The
fifth
period(第五课时)
Part
B
Let’s
learn
&
Write
and
say
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn?
·学生能够听、说、读、写单词“house,
tree,
bridge,
building,
village”·学生能够熟练运用上述单词描述自然公园里的景物
Write
and
say
·学生能够观察Let’s
learn
板块的图片，运用句型
“There
is…”和
“There
are…”完成四个描述该图的句子
?教学重点
学生能够听、说、读、写并熟练运用单词“house,
tree,
bridge,
building,
village”。
?教学难点
学生能够用所学单词和句型来描述自然公园里的景物。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Sing
a
song.
Play
the
cartoon
of
the
song—In
a
nature
park.
(出示课件)
Students
enjoy
the
song
and
sing
it.
3.
Revision.
Show
the
picture
of
the
main
scene
of
this
unit
on
the
PPT.
(出示课件)
T:
Miss
White
and
the
children
are
in
a
nature
park.
Look!
What’s
in
the
park?
Is
there
a
lake?
Ss:
Yes,
there
is.
T:
Are
there
any
fish?
Ss:
Yes,
there
are.
…
Students
work
in
groups
to
talk
about
the
park.
Ask
several
groups
to
describe
the
park.
4.
Lead-in.
T:
Cool!
Miss
White
and
the
children
are
in
a
nature
park.
There
is
a
lake
in
the
park.
There
is
a
river,
too.
There
are
many
pretty
fish
in
the
river.
What
else
is
in
the
park?
Let’s
go
to
see.
Write
down
the
topic
on
the
blackboard.
Step
2:
Presentation
1.
Look
and
say.
Present
the
picture
of
“Let’s
learn”.
(出示课件)
Talk
about
the
picture
with
students.
Use
some
questions
to
lead
their
learning.
T:
Who
are
they?
Where
are
they?
What’s
in
the
picture?
Is
there
a…?
Are
there…?
2.
Learn
the
new
word
“village”.②
Point
to
the
picture
and
say.
T:
There
is
a
village
in
the
nature
park.
Now
Miss
White
and
the
children
are
in
the
village.
What
do
you
think
of
the
village?
Lead
students
to
describe
the
village.
Ss:
It’s
small/quiet/beautiful/clean/nice…
Write
down
the
word
“village”
on
the
blackboard.
Use
the
recording
to
teach
the
word.
(出示课件)
Students
read
the
word
one
by
one.
Point
to
the
picture
and
lead
students
to
practice
the
word
like
this:
Village,?↗
village.?↘
There
is
a
village.
Students
ask
and
answer
to
practice
the
word.
A:
Is
there
a
village?
B:
Yes,
there
is.
3.
Learn
the
new
word
“house”.
Point
to
the
house
in
the
picture
and
ask.
T:
Are
there
any
houses?
Ss:
Yes,
there
are.
Write
down
the
word
“house”
on
the
blackboard.
Lead
students
to
read
the
word
“house”
with
the
word
“mouse”.
Then
use
the
recording
to
teach
the
word.
(出示课件)
Teach
them
to
read
the
plural
form
“houses”.
Students
read
the
word
in
groups.
Point
to
the
picture
and
lead
students
to
practice
the
word
like
this:
Houses,
↗?
houses.?↘
There
are
many
houses.
Students
ask
and
answer
to
practice
the
word.
A:
Are
there
any
houses?
B:
Yes,
there
are.
4.
Learn
the
new
word
“building”.
Point
to
the
building
in
the
picture
and
ask.
T:
What’s
this?
Ss:
It’s
a
building.
Show
the
pictures
of
a
house
and
a
building
on
the
PPT.
(出示课件)
Help
students
understand
the
similarities
and
the
differences
between
“building”
and
“house”.
Write
down
the
word
“building
(build
+
ing=building)”
on
the
blackboard.
Use
the
recording
to
teach
the
word
“building”.
(出示课件)Students
read
the
word
three
times.
Point
to
the
picture
and
lead
students
to
practice
the
word
like
this:
Building,?↗
building.?↘
There
is
a
building.
Students
ask
and
answer
to
practice
the
word.
A:
Is
there
a
building?
B:
Yes,
there
is.
5.
Learn
the
new
word
“bridge”.
Show
the
picture
of
“Let’s
learn”
again.
(出示课件)
Talk
about
the
picture
with
students.
Use
some
questions
to
lead
their
learning.
T:
Where
are
Miss
White
and
Zhang
Peng?
Ss:
They’re
in
front
of
a
building.
T:
Where
are
Chen
Jie
and
Amy?
Can
you
find
them?
Lead
students
to
answer
“They
are
on
a
bridge.”
T:
Yes,
there
is
a
bridge
in
the
village.
Chen
Jie
and
Amy
are
on
the
bridge.
They’re
taking
pictures.
Write
down
the
word
“bridge”
on
the
blackboard.
Teach
students
to
spell
the
word
by
natural
spelling.
Use
the
recording
to
teach
the
word.
(出示课件)
Teach
them
to
read
the
plural
form
“bridges”.
Students
read
the
word
in
groups.
Point
to
the
picture
and
lead
students
to
practice
the
word
like
this:
Bridge,
↗?
bridge.
↘?There
is
a
bridge.
Students
ask
and
answer
to
practice
the
word.
A:
Is
there
a
bridge?
B:
Yes,
there
is.
6.
Learn
the
new
word
“tree”.
Point
to
the
tree
in
the
picture
and
ask.
T:
What
else
can
you
see
in
the
village?
Lead
students
to
answer
“There
are
many
trees.”
Write
down
the
word
“tree”
on
the
blackboard.
Teach
students
to
spell
the
word
by
natural
spelling.
Use
the
recording
to
teach
the
word.
(出示课件)
Teach
them
to
read
the
plural
form
“trees”.
Students
read
the
word
in
groups.
Point
to
the
picture
and
lead
students
to
practice
the
word
like
this:
Trees,?↗
trees.?↘
There
are
many
trees.
Students
ask
and
answer
to
practice
the
word.
A:
Are
there
any
trees?
B:
Yes,
there
are.
7.
Read
and
act.③
(1)Play
the
recording.
(课件出示:教材P62
Let’s
learn板块的音频)
(2)Students
read
the
words
and
the
dialogue
after
the
recording.
Then
practice
by
themselves.
(3)Students
act
out
the
dialogue
in
pairs.
Step
3:
Practice④
1.
Flashing
cards.
Use
the
word
cards
to
play
the
game.
Students
read
the
words
“village,
house,
building,
bridge,
tree”
as
fast
as
they
can.
2.
Let’s
chant.
Show
the
chant
on
the
PPT.
Let
students
practice
the
chant.
3.
Ask
and
answer.
Students
look
at
the
picture
of
“Let’s
learn”
and
make
dialogues
in
pairs.
They
can
start
like
this:
A:
Are
there
any
houses
in
the
village?
B:
Yes,
there
are.
A:
Are
there
any
bridges
in
the
village?
B:
Yes,
there
is
one.
Ask
several
pairs
to
show
to
the
class.
The
other
students
evaluate
their
performance.
Step
4:
Consolidation
&
Extension⑤
“Write
and
say”
1.
Let’s
introduce.
Students
work
in
groups
and
try
to
say
some
sentences
to
introduce
the
picture
of
“Let’s
learn”
on
page
62.
2.
Write
down
the
sentences.
Students
try
to
write
four
sentences
about
the
picture
by
using
the
sentence
patterns
“There
is…”
and
“There
are…”
Students
check
the
sentences
in
groups.
3.
Show
the
sentences.
Choose
some
students
to
show
their
sentences
to
the
class.
Other
students
try
to
make
evaluations.
?板书设计
?作业设计
1.
Copy
the
words
of
“Let’s
learn”
3
times.
2.
Describe
a
nature
park
to
your
parents.
3.
Do
the
exercises.
?教学反思
1借用主情景图引导学生进行对话练习，帮助学生复习相关句型并自然导入新课，为后面的学习做好铺垫。
2教师充分结合图片和对话，以多种方式引导学生学习新词，激发学生的学习兴趣。借用多媒体资源教授新词，并引导学生利用多种方式操练新单词。
3在操练环节，利用单词卡片和chant帮助学生操练新单词，并让学生在句型中运用新单词，很好地活跃了课堂气氛，巩固了所学新知。
4拓展部分通过“说一说，写一写”的活动，让学生在情景中合理运用并正确书写所学词汇，帮助学生打下坚实的英语基础。
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
·Be
able
to
listen,
speak,
read
and
write
the
new
words
“house,
tree,
bridge,
building,
village”.
·Be
able
to
use
the
words
above
to
describe
the
scenery
in
the
nature
park.
Write
and
say
?·Be
able
to
write
down
four
sentences
to
describe
the
picture
with
the
sentence
patterns
“There
is…”
and
“There
are…”
?Teaching
Priorities
·Be
able
to
listen,
speak,
read
and
write
the
new
words
“house,
tree,
bridge,
building,
village”
and
use
them
skillfully.
?Teaching
Difficulties
·Be
able
to
use
the
words
and
the
sentence
patterns
to
describe
the
scenery
in
the
nature
park.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Sing
a
song.Play
the
cartoon
of
the
song—In
a
nature
park.
3.
Revision.Show
the
picture
of
the
main
scene
of
this
unit
and
talk
about
it.
4.
Lead-in.Lead
in
and
write
down
the
topic
on
the
blackboard.
1.
Greetings.2.
Enjoy
the
song
and
sing
it.
3.
Answer
the
teacher’s
questions.
Work
in
groups
to
talk
about
the
park.4.
Listen
to
the
teacher.
Lead
in
the
new
words
properly.
Lead
students
to
learn
new
words
through
the
pictures
and
the
questions.
Help
students
practice
the
new
words.
Presentation
1.
Look
and
say.Present
the
picture
of
“Let’s
learn”.
Talk
about
it
with
students.
Use
some
questions
to
lead
their
learning.
Observe
the
picture
and
think
about
the
questions.
2.
Learn
the
new
word
“village”.
Point
to
the
picture
and
talk
about
it.
Write
down
the
word
“village”
on
the
blackboard.
Use
the
recording
to
teach
the
word.
Help
students
practice
the
word.
Look
at
the
picture
and
talk
about
it.
Learn
and
practice
the
word
“village”.
3.
Learn
the
new
word
“house”.Point
to
the
house
in
the
picture
and
ask.
Write
down
the
word
“house”
on
the
blackboard.
Use
the
word
“mouse”
and
the
recording
to
teach
the
word.Help
students
practice
the
word.
Look
at
the
picture
and
talk
about
it.
Learn
and
practice
the
word
“house”
and
the
plural
form
“houses”.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
4.
Learn
the
new
word
“building”.Point
to
the
building
in
the
picture
and
ask.
Show
pictures
to
help
students
distinguish
“house”
and
“building”.
Write
down
the
word
“building”
on
the
blackboard.
Use
the
recording
to
teach
the
word.
Help
students
practice
the
word.
Look
at
the
picture
and
talk
about
it.
Learn
and
practice
the
word
“building”.
5.
Learn
the
new
word
“bridge”.Show
the
picture
of
“Let’s
learn”
again.
Use
some
questions
to
lead
their
learning.
Write
down
the
word
“bridge”
on
the
blackboard.
Use
the
recording
to
teach
the
word.
Help
students
practice
the
word.
Look
at
the
picture
and
talk
about
it.
Answer
the
questions.
Learn
and
practice
the
word
“bridge”.
6.
Learn
the
new
word
“tree”.Point
to
the
tree
in
the
picture
and
ask.
Write
down
the
word
“tree”
on
the
blackboard.
Use
the
recording
to
teach
the
word.
Help
students
practice
the
word.
Look
at
the
picture
and
talk
about
it.
Learn
and
practice
the
word
“tree”.
7.
Read
and
act.
Play
the
recording
of
“Let’s
learn”.
Read
the
words
and
the
dialogue
after
the
recording.
Then
practice.
Act
out
the
dialogue
in
pairs.
Make
sure
students
read
the
words
and
the
dialogue
correctly.
Practice
1.
Flashing
cards.
Use
the
word
cards
to
play
a
game.2.
Let’s
chant.Show
the
chant
on
the
PPT.3.
Ask
and
answer.
1.
Read
the
words
as
fast
as
they
can.2.
Practice
the
chant.3.
Look
at
the
picture.
Ask
and
answer
in
pairs.
Then
show
to
the
class.
The
other
students
make
evaluations.
Activate
the
atmosphere.
Help
students
practice
the
words
and
the
sentences
by
word
cards
and
the
chant.
Consolidation&Extension
“Write
and
say”1.
Let’s
introduce.2.
Write
down
the
sentences.3.
Show
the
sentences.
Choose
some
students
to
show
their
sentences
to
the
class.
1.
Work
in
groups
to
say
some
sentences
to
introduce
the
picture.2.
Try
to
write
four
sentences
about
the
picture
by
using
the
sentence
patterns
“There
is…”
and
“There
are…”Then
check
the
sentences
in
groups.3.
Some
students
show
their
sentences
to
the
class.
Other
students
try
to
make
evaluations.
Lead
students
to
use
and
write
the
words
correctly
through
the
activities
of
speaking
and
writing.
Homework
1.
Copy
the
words
of
“Let’s
learn”
3
times.2.
Describe
a
nature
park
to
your
parents.3.
Do
the
exercises.
Teaching
purpose①
播放歌曲，学生跟唱，激趣导入；通过师生讨论主情景图中的自然公园，复习旧知并自然地引出本节课话题。
Teaching
purpose②
结合对话和图片，引导学生学习新单词。借用多媒体教授新单词，并在对话中操练新单词。
Teaching
purpose③
通过让学生听录音跟读，引导学生正确地朗读单词和对话。在小组中进行角色扮演，加深学生对所学单词及对话的印象。
Teaching
purpose④
利用单词卡片和chant,帮助学生操练新单词。让学生根据教材中的图片用所学的句型进行对话练习，帮助学生巩固新单词和新句型。
Teaching
purpose⑤
通过“说一说，写一写”的活动让学生在情景中合理运用并正确书写所学词汇，帮助学生打下坚实的英语基础。
4
9Unit
6
In
a
nature
park
教材分析
本单元学习的主题是自然公园。教学内容主要是通过Miss
White带领学生在自然公园游玩以及张鹏和Miss
White在自然公园里的对话情景来展开的。教学重点是能听、说、读、写核心句型“—Is
there
a
river
in
the
forest?
—Yes,
there
is./No,
there
isn’t.”“—Are
there
any
tall
buildings
in
the
nature
park?
—Yes,
there
are./No,
there
aren’t.”；
能听、说、读、写单词“forest,
lake,
mountain,
hill,
river,
building,
village,
house,
tree,
bridge”。
教学目标
知识与能力目标:句型·能够理解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演·能够听、说、读、写句型“—Is
there
a
river
in
the
forest?
—Yes,
there
is./No,
there
isn’t.”
“—Are
there
any
tall
buildings
in
the
nature
park?
—Yes,
there
are./No,
there
aren’t.”·能够在情景中运用句型“—Is
there…?
—Yes,
there
is./No,
there
isn’t.”“—Are
there
any…?
—Yes,
there
are./No,
there
aren’t.”询问并回答某处是否有某物·能够在图片的帮助下正确理解短文，按照正确的意群及语音、语调朗读短文，并完成补画的活动；能够根据文中描述的自然公园提出三个问题并写出答案词汇·能够听、说、读、写单词“forest,
lake,
mountain,
hill,
river,
building,
village,
house,
tree,
bridge”·能够正确使用上述词汇介绍自然公园的情况语音·能够掌握字母组合ou的发音规则，即ou在单词中发/a?/·能够读出符合ou发音规则的单词,并能够根据发音规则拼写单词情感态度?文化意识?学习策略目标:·能够亲近自然、热爱自然·能够了解一些环保常识·能够在教师的帮助下总结there
be结构疑问句的用法，并能正确运用这一结构·能够根据ou的发音规则拼读、拼写单词课时安排第一课时:
Part
ALet’s
try
&
Let’s
talk
课时安排
第一课时:
Part
A
Let’s
try
&
Let’s
talk第二课时:
Part
A
Let’s
learn
&
Draw
and
ask第三课时:
Part
A
Let’s
spell第四课时:
Part
B
Let’s
try
&
Let’s
talk
第五课时:
Part
B
Let’s
learn
&
Write
and
say
第六课时:
Part
B
Read
and
write
&
Let’s
check
&
Let’s
wrap
it
up
&
Part
C
Story
time
The
first
period(第一课时)
Part
A
Let’s
try
&
Let’s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
·学生能够通过观察图片，对听力部分的重点内容进行预测·学生能够借助图片听懂简短对话，抓住关键信息，提高听的能力并完成本板块的听力任务·学生能够在听的过程中完成对新句型的初步感知，为Let’s
talk板块的学习做好铺垫
Let’s
talk
·学生能够理解对话大意·学生能够按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演·学生能够运用核心句型就自然公园展开问答·学生能够在情景中运用句型“—Is
there…?
—Yes,
there
is./No,
there
isn’t.”询问并回答某处是否有某物·学生能够在语境中理解新词“forest,
river,
lake,
go
boating”的意思，并能正确发音
?教学重点
1.
学生能够理解对话大意，并能用正确的语音、语调朗读对话。
2.
学生能够在情景中运用句型“—Is
there…?
—Yes,
there
is./No,
there
isn’t.”询问并回答某处是否有某物。
?教学难点
学生能够在情景中灵活运用所学句型询问并回答某处是否有某物。
?教学准备
1.预习本课时的相关内容。
2.PPT课件?课文录音?视频、教学卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Revision.
Show
the
picture
of
Zhang
Peng’s
room
on
page
49
on
the
PPT.
(出示课件)
Students
look
at
the
picture
and
talk
about
it.
T:
What’s
in
the
picture?
S1:
There
is
a
picture
on
the
wall.
S2:
There
is
a
computer
on
the
desk.
…
3.
Free
talk.
Talk
about
the
things
in
the
classroom.
T:
What’s
in
our
classroom?
S3:
There’s
a
blackboard.
…
4.
Lead-in.
Show
the
main
scene
picture
of
Unit
6.
(出示课件)
T:
Look
at
the
picture.
Who
do
you
see
in
the
picture?
Where
are
they?
Lead
students
to
answer
the
questions.
T:
Yes.
They
are
Miss
White
and
the
children.
They
are
in
a
nature
park.
Use
the
picture
to
help
students
understand
the
theme
of
this
unit.
T:
In
this
unit
we’re
going
to
talk
about
“In
a
nature
park”.
Write
down
the
topic
“In
a
nature
park”
on
the
blackboard
Step
2:
Presentation
1.
Let’s
try.②
(1)
Look
and
talk.
T:
Miss
White
and
the
children
are
in
a
nature
park.
What’s
in
the
park?
Show
the
picture
of
“Let’s
try”.
(出示课件)
Let
students
look
at
the
picture
carefully.
T:
Who
are
they?
Ss:
They
are
Chen
Jie
and
Mike.
T:
They
are
looking
at
a
map
of
the
nature
park.
What’s
in
the
park?
Can
you
guess?
Students
try
to
guess.
T:
Now
let’s
go
to
see.
(2)
Finish
the
task
in
“Let’s
try”.
①Show
the
content
of
“Let’s
try”.
(出示课件)
Students
read
the
words
by
themselves.
②Show
the
pictures
on
the
PPT.
(课件出示:森林、湖、河流的图片及相应单词)
Help
students
understand
the
words.
③Play
the
recording.
(出示课件)
Students
listen
to
the
dialogue
and
try
to
tick
the
word
they
hear.
④Play
the
recording
again
and
check
the
answer.
(出示课件)
2.
Let’s
talk.
(1)Look
and
predict.③
Show
the
picture
of
“Let’s
talk”.
(出示课件)
Let
students
look
at
the
picture
carefully.
Ask
some
questions
to
lead
them
to
predict
the
main
idea
of
the
dialogue.
T:
Who
are
they?
Ss:
Miss
White,
Zhang
Peng
and
a
student.
T:
Where
are
they?
Ss:
They’re
in
a
nature
park.
T:
What
can
you
see
in
the
picture?
S1:
…
S2:
…
T:
What
a
beautiful
park！Let’s
have
a
look.
(2)Learn
the
new
words,
phrase
and
sentence
patterns.
①Show
a
picture
of
a
nature
park
on
the
PPT.
(出示课件)
T:
Miss
White
and
the
children
are
in
a
nature
park.
What’s
in
the
park?
Ss:
There’s
a
forest
in
the
park.
Show
a
picture
of
a
forest
and
the
word
“forest”
on
the
PPT.
(出示课件)
Teach
the
word
“forest”.
T:
What
a
nice
forest!
Let’s
go
to
the
forest!
T:
What
can
you
see
in
the
forest?
What
can
you
do?
What
do
you
want
to
do
in
a
forest?
Ask
several
students
to
answer
the
questions.
②T:
What
does
Zhang
Peng
want
to
do?
Let’s
watch
the
cartoon.
④
Play
the
cartoon.
(出示课件)
Students
watch
the
cartoon.
Help
students
try
to
answer.
Ss:
He
wants
to
go
boating.
Show
a
picture
of
a
boat
and
the
word
“boat”
on
the
PPT.
(出示课件)
Teach
the
word
“boat”.
Then
show
a
picture
and
the
phrase
“go
boating”
on
the
PPT.
(课件出示：划船的图片及相应词组)
Teach
the
phrase
“go
boating”.
③Learn
the
new
words
“river”
and
“lake”.
T:
Zhang
Peng
wants
to
go
boating.
Is
there
a
river
or
a
lake?
Show
the
pictures
of
a
river
and
a
lake
and
the
words
“river”
and
“lake”
on
the
PPT.
(出示课件)
Teach
the
words
“river”
and
“lake”.
Use
the
word
“cake”
to
help
students
read
the
word
“lake”.
Use
the
word
cards
to
help
students
practice
the
words.
④Learn
the
sentence
patterns
“—Is
there…?
—Yes,
there
is./No,
there
isn’t.”
T:
Zhang
Peng
wants
to
go
boating.
Is
there
a
river
in
the
forest?
Ss:
No,
there
isn’t.
T:
Is
there
a
lake?
Ss:
Yes,
there
is.
Write
down
the
sentence
patterns
on
the
blackboard
and
teach
them.
Students
practice
in
pairs.
T:
There
is
no
river
in
the
forest.
There
is
a
lake.
What’s
on
the
lake?
Ss:
There
are
some
small
boats
on
the
lake.
3.
Read
and
act.⑤
(1)Students
read
after
the
recording
of
“Let’s
talk”.
(出示课件)Pay
attention
to
the
pronunciation
and
the
intonation.
(2)Let
students
practice
the
dialogue
in
groups.
(3)Let
students
act
out
the
dialogue.
Step
3:
Practice⑥
1.
The
best
partner.
（活动说明：请两位学生到讲台前，背对背站好，两人均手持Yes和No的两张卡片。教师出示单词卡片，如lake,
forest,
river,
park等。其余学生根据卡片内容，用句型“Is
there
a…？”询问这两位同学。持有卡片的学生需举起Yes或No的卡片，并用“Yes,
there
is.”或“No，
there
isn’t.”回答。配合最默契、说出相同答案最多的一组为“黄金搭档”。）
2.
Pair
work.
(1)Students
talk
about
the
park
in
pairs.
A:
Is
there
a
forest
in
the
park?
B:
Yes,
there
is.
A:
Is
there
a
river
in
the
forest?
B:
No,
there
isn’t.
…
(2)Ask
several
students
to
show
in
the
front
of
the
class.
The
other
students
listen
and
make
evaluations.
Step
4:
Consolidation
&
Extension⑦
“Talk
about
our
school”
1.
Lead
students
to
talk
about
the
school.
T:
What
a
beautiful
nature
park!
Our
school
is
also
beautiful.
Welcome
to
our
school.
Show
the
conversation
structure
on
the
PPT.
2.
Make
a
model
with
a
student.
T:
Is
there
a
library
in
your
school?
S1:
Yes,
there
is.
T:
Is
there
a
gym
in
your
school?
S1:
No,
there
isn’t.
3.
Then
practice
in
pairs.
Ask
students
to
practice
in
pairs.
4.
Show
time.
Ask
several
students
to
show
to
the
class.
The
other
students
listen
and
make
evaluations.
?板书设计
?作业设计
Practice
the
dialogue.
Copy
the
key
sentences
three
times.
3.
Do
the
exercises.
?教学反思
1整个教学设计突出教师的引导功能，引导学生理解文本内容，教学过程自然。
2活动设计注重学生的操练，提高学生学习的主动性。
3帮助学生读懂题目要求，借助图片帮助学生初步感知新词汇，引导学生学会听前预测听力的重点内容。
4在情景中理解所学单词和句型，并在活动中运用，突出语言的语用功能。通过创设合理情景，帮助学生在情景中真实自然地使用所学语言，突出教学重点。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?·Be
able
to
predict
the
main
content
of
the
listening
part
by
observing
the
picture.
?·Be
able
to
understand
the
short
dialogue
with
the
help
of
the
picture,
catch
the
key
information,
improve
the
listening
abilities
and
complete
the
listening
task.
·Be
able
to
complete
the
initial
perception
of
the
new
sentence
patterns
through
listening.
Prepare
for
the
next
part.
Let’s
talk
·Be
able
to
understand
the
main
idea
of
the
dialogue.
·Be
able
to
read
the
dialogue
correctly
and
fluently,
then
act
it
out.
·Be
able
to
ask
and
answer
questions
about
the
nature
park
by
using
the
key
sentence
patterns.
·Be
able
to
use
the
sentence
patterns
“—Is
there…?
—Yes,
there
is./No,
there
isn’t.”
to
ask
and
answer
whether
there
is
something
somewhere.
·
Be
able
to
understand
the
new
words
“forest,
river,
lake”
and
the
phrase
“go
boating”
in
context,
and
be
able
to
pronounce
them
correctly.
?Teaching
Priorities
·Be
able
to
understand
the
main
idea
of
the
dialogue
and
read
the
dialogue
with
the
correct
pronunciation
and
intonation.
·Be
able
to
use
the
sentence
patterns
“—Is
there...?
—Yes,
there
is./No,
there
isn’t.”
to
ask
and
answer
whether
there
is
something
somewhere.
?Teaching
Difficulties
·Be
able
to
use
the
sentence
patterns
learned
flexibly
to
ask
and
answer
whether
there
is
something
somewhere
in
the
situation.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Revision&Lead-in
1.
Greetings.2.
Revision.Show
a
picture
on
the
PPT.
Ask
students
to
look
at
the
picture
and
talk
about
it.3.
Free
talk.Talk
about
the
things
in
the
classroom.4.
Lead-in.Show
the
main
scene
picture.
Ask
some
questions.
Use
the
picture
to
help
students
understand
the
theme.
Write
down
the
topic
“In
a
nature
park”
on
the
blackboard.
1.
Greetings.2.
Look
at
the
picture
and
talk
about
it.3.
Talk
about
the
things
in
the
classroom.4.
Look
at
the
main
scene
picture
and
talk
about
it.
Present
the
picture
of
Unit
5
for
students
to
discuss.
Help
students
review
the
sentence
patterns
“There
is/are…”
Use
the
main
scene
picture
of
Unit
6
to
naturally
lead
in
the
topic
of
describing
the
nature
park
in
this
unit.
Presentation
1.
Let’s
try.(1)Look
and
talk.
Show
the
picture
of
“Let’s
try”.
Talk
about
it
with
students.
Look
at
the
picture
carefully
and
talk
about
it.
Lead
students
to
understand
the
title
and
predict
the
listening
content
before
listening.
Help
students
know
the
new
words
ahead
of
time
and
understand
the
meanings
of
the
new
words
by
pictures.
(2)Finish
the
task
in
“Let’s
try”.①Show
the
content
of
“Let’s
try”.
Let
students
read
the
words
by
themselves.
②Show
the
pictures
on
the
PPT.
Help
students
understand
the
words.
③Play
the
recording.
④Play
the
recording
again
and
check
the
answer.
①Read
the
words.②Try
to
understand
the
words
through
the
pictures.③Listen
to
the
dialogue
and
try
to
tick.④Check
the
answer.
2.
Let’s
talk.(1)Look
and
predict.
Show
the
picture.
Ask
some
questions
to
lead
students
to
predict
the
main
idea
of
the
dialogue.
Look
at
the
picture
carefully.
Answer
the
questions.
Predict
the
main
idea
of
the
dialogue.(2)Learn
the
new
words,
phrase
and
sentence
patterns.①Show
a
picture
of
a
nature
park
and
a
picture
of
a
forest
to
teach
the
word
“forest”.
Ask
questions.②Ask
a
question.
Play
the
cartoon.
Show
a
picture
of
a
boat.
Teach
the
word
“boat”.
Then
show
a
picture
of
“go
boating”.
Teach
the
phrase
“go
boating”.③Show
the
pictures.
Teach
the
words
“river”
and
“lake”.
Use
the
word
cards
to
help
students
practice
the
words.④Write
down
the
sentence
patterns
on
the
blackboard
and
teach
them.
Let
students
practice
in
pairs.
①Look
at
the
pictures
and
try
to
answer
the
questions.
Learn
the
word
“forest”.②Watch
the
cartoon
and
answer.
Look
at
the
pictures
and
learn
the
word
“boat”
and
the
phrase
“go
boating”.③Learn
the
new
words
“river”
and
“lake”.
Then
practice
the
words.④Learn
and
practice
the
sentence
patterns
in
pairs.
Use
the
questions
to
lead
students
to
look
at
the
pictures
and
discuss
them.
Then
help
students
predict
the
main
idea
of
the
dialogue.
Cultivate
students’
observation
and
logical
reasoning
abilities.
Lead
students
to
watch
the
cartoon
with
the
question.Help
students
perceive
and
learn
the
new
words,
phrase
and
sentence
patterns
and
practice.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
3.
Read
and
act.(1)Play
the
recording.
(2)Let
students
practice
the
dialogue
in
groups.(3)Let
students
act
out
the
dialogue.
(1)Read
after
the
recording.
Pay
attention
to
the
pronunciation
and
the
intonation.
(2)Practice
the
dialogue
in
groups.(3)Act
out
the
dialogue.
Make
sure
students
read
the
dialogue
correctly
and
fluently.
Practice
1.
The
best
partner.Choose
some
pairs
of
students
to
play
a
game.
Play
the
game.
Help
students
practice
the
key
vocabulary
and
sentence
patterns
by
the
game.
Ask
and
answer
questions
about
the
nature
park
by
using
the
key
sentence
patterns.
Prepare
for
the
next
part.
2.
Pair
work.(1)Let
students
talk
about
the
park
in
pairs.(2)Ask
several
students
to
show
to
the
class.
(1)Talk
about
the
park
in
pairs.(2)Try
to
show
to
the
class.
Make
evaluations.
Consolidation&Extension
“Talk
about
our
school”1.
Lead
students
to
talk
about
the
school.
Show
the
conversation
structure.
2.
Make
a
model
with
a
student.3.
Then
practice
in
pairs.4.
Show
time.Ask
several
students
to
show
to
the
class.
Practice
in
pairs
to
talk
about
the
school
by
using
the
key
sentence
patterns.
Show
to
the
class
and
make
evaluations.
Create
a
natural
and
real
situation
to
develop
students’
comprehensive
language
application
abilities.
Homework
1.
Practice
the
dialogue.2.
Copy
the
key
sentences
three
times.3.
Do
the
exercises.
Teaching
purpose①
利用PPT展示上一个单元的图片，带领学生讨论图片，复习there
be句型的用法；借用主情景图自然地引出本单元描述自然公园的话题。
Teaching
purpose②
帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，并提前熟悉新单词，利用图片帮助学生理解词义。
Teaching
purpose③
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。
生理解词义。
Teaching
purpose④
引导学生带着问题观看文本动画，在文本中感知新词句并学习新词句。
Teaching
purpose⑤
播放录音，学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演。
Teaching
purpose⑥
通过“黄金搭档”游戏，帮助学生操练核心词汇和句型，提高学生的学习兴趣，为后面的学习做好铺垫。
Teaching
purpose⑦
创设情景，给出语言框架，让学生在情景中合理运用所学语言询问并回答某处是否有某物。
4
11The
second
period(第二课时)
Part
A
Let’s
learn
&
Draw
and
ask
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·学生能够听、说、读、写单词“forest,
lake,
mountain,
hill,
river”·学生能够熟练运用上述单词就自然公园展开问答
Draw
and
ask
·学生能够自己动手设计一个自然公园并在空白处画一个简单的示意图，然后在同桌之间就示意图展开问答
?教学重点
学生能够听、说、读、写并熟练运用单词“forest,
lake,
mountain,
hill,
river”。
?教学难点
学生能够掌握单词“mountain”的发音。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、教学卡片等。
?教学过程
Step
1:
Warm-up
&
Lead-in①
1
Greetings.
2
Sing
the
song—In
a
nature
park.
Play
the
cartoon
of
the
song.
(出示课件)
Students
enjoy
the
song
and
try
to
sing
it.
3
Talk
about
a
nature
park.
Show
a
video
about
a
nature
park
on
the
PPT.
(出示课件)
T:
What
a
nice
nature
park!
What’s
in
the
park?
Watch
carefully
and
try
to
say.
Students
work
in
groups
to
talk
about
the
park.
Ask
several
groups
to
show.
4
Lead-in.
T:
Cool!
There
is
a…in
the
park.
There
are…
What
else?
Is
there
a…?
Ss:
Yes,
there
is./No,
there
isn’t.
…
T:
Today
we’re
going
to
learn
the
things
in
a
nature
park.
Write
down
the
topic
on
the
blackboard.
Step
2:
Presentation
1.
Learn
the
new
word
“forest”.②
Draw
a
tree
on
the
blackboard
and
ask.
T:
What’s
this?
Ss:
It’s
a
tree.
T:
Yes,
there
is
a
tree
on
the
blackboard.
Draw
many
trees
on
the
blackboard
and
say.
T:
There
are
lots
of
trees
now.
It’s
a…
Lead
students
to
say
the
word
“forest”.
Write
down
the
word
“forest”
on
the
blackboard
and
teach
the
word.
Lead
students
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students
like
this:
Forest,
↗
forest.
↘
Is
there
a
forest
in
the
park?
↗
Yes,
there
is.
Yes,
there
is.
2.
Learn
the
new
word
“lake”.
Draw
a
lake
on
the
blackboard
and
ask.
T:
What’s
this?
Ss:
It’s
a
lake.
T:
Yes.
There
is
a
lake
on
the
blackboard.
Write
down
the
word
“lake”
on
the
blackboard
and
teach
the
word.
Show
other
words
“cake,
take,
make”
to
help
students
read
and
remember
the
word.
(出示课件)
Lead
them
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students
like
this:
Lake,?↗
lake.?↘
Is
there
a
lake
in
the
park??↗
Yes,
there
is.
Yes,
there
is.
3.
Learn
the
new
word
“river”.
Draw
a
river
on
the
blackboard
and
ask.
T:
Look!
What’s
this?
Ss:
It’s
a
river.
T:
Yes.
There
is
a
river
on
the
blackboard
now.
Write
down
the
word
“river”
on
the
blackboard
and
teach
the
word.
Ask
students
to
spell
the
word
like
this:/?/
/?/
/?/,
ri-,
ri-,
ri-,
/?/
/?/
/?/,
-ver,
-ver,
-ver,
river.
Lead
them
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students
like
this:
River,?↗
river.
↘?
Is
there
a
river
in
the
park??↗
Yes,
there
is.
Yes,
there
is.
4.
Learn
the
new
word
“hill”.
Draw
a
hill
on
the
blackboard
and
ask.
T:
Look!
Is
there
a
hill
on
the
blackboard?
Ss:
Yes,
there
is.
Write
down
the
word
“hill”
on
the
blackboard
and
teach
the
word.
Hide
the
letter
“h”
to
show
the
word
“ill”
to
help
students:
read
and
remember
the
word.
Lead
them
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students
like
this:
Hill,?↗
hill.?↘
Is
there
a
hill
in
the
park??↗
Yes,
there
is.
Yes,
there
is.
5.
Learn
the
new
word
“mountain”.
Show
a
picture
of
a
hill
and
ask.
(出示课件)
T:
Is
there
a
hill?
Ss:
Yes,
there
is.
Then
show
a
picture
of
a
mountain.
(出示课件)
T:
Is
there
a
hill?
Ss:
No,
there
isn’t.
T:
There
is
a
mountain.
Help
students
understand
the
word.
Write
down
the
word
“mountain”
on
the
blackboard
and
teach
the
word.
T:
In
this
word,
“ou”
sounds
/a?/
and
“ai”
sounds
/?/.
Ask
students
to
spell
the
word
like
this:
/a?/
/a?/
/a?/,
moun-,
moun-,
moun-,
/?/
/?/
/?/,
-tain,
-tain,
-tain,
mountain.
Lead
students
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students
like
this:
Mountain,?↗
mountain.?↘
Is
there
a
mountain
in
the
park??↗
Yes,
there
is.
Yes,
there
is.
6.
Read
and
act.③
(1)Play
the
recording.
(出示课件)
Students
read
after
the
recording
of
“Let’s
learn”.
Ask
students
to
pay
attention
to
the
pronunciation
and
the
intonation.
(2)Then
students
read
together.
At
last
students
read
and
practice
with
partners.
Step
3:
Practice④
1.
Flashing
cards.
Use
the
word
cards
to
play
the
game.
Students
read
the
words
“forest，
lake，
river，
hill，
mountain”
as
fast
as
they
can.
2.
What’s
missing?
Use
the
word
cards(forest，
lake，
river，
hill，
mountain)
to
play
this
game.
Hide
one
card
and
ask
“What’s
missing?”
The
fastest
student
has
a
chance
to
answer.
If
he
or
she
is
right,
give
a
prize
to
him
or
her.
Then
show
the
missing
card
to
students.
3.
Ask
and
answer.
Use
the
word
cards
to
play
this
game.
Assume
that
the
blackboard
is
a
nature
park.
Stick
some
word
cards
on
the
blackboard
and
ask.
T:
Is
there
a
forest/lake/river/hill/mountain
in
the
nature
park?
Ss:
Yes,
there
is./No,
there
isn’t.
…
Step
4:
Consolidation
&
Extension⑤
Draw
and
ask.
(1)Design
and
draw.
T:
Please
design
and
draw
a
nature
park
in
your
book.
You
have
3
minutes
to
do
this.
Students
design
their
own
nature
parks
and
draw
in
their
books.
(2)Pair
work.
T:
Then
please
talk
about
it
with
your
partner
by
using
the
following
sentence
patterns
and
vocabulary.
Show
the
sentence
patterns
and
some
prepositions
of
positions
on
the
PPT.
(出示课件)
Students
talk
about
their
parks.
(3)Describe
the
nature
park.
Show
these
sentences
on
the
PPT.
Students
try
to
describe
the
nature
park.
(4)Show
time.
Ask
several
students
to
show
to
the
class.
The
other
students
listen
and
make
evaluations.
?板书设计
?作业设计
1.
Copy
the
words
of
this
lesson
3
times.
2.
Do
the
exercises.
?教学反思
1课前利用ＰＰＴ播放歌曲，学生跟唱，激发学生的兴趣；并用PPT出示视频，师生讨论自然公园，自然地引出了本单元的话题。
2充分结合图片和问题引导学生学习新单词，帮助学生直观地了解所学知识，培养学生的思维能力和观察能力。
3通过“画一画，说一说”的活动让学生在情境中合理运用所学词汇，激发学生学习英语的动力，拓展使用句型，培养学生的综合语言运用能力。
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
?·Be
able
to
listen,
speak,
read
and
write
the
new
words
“forest,
lake,
mountain,
hill,
river”.
?·Be
able
to
ask
and
answer
questions
about
the
nature
park
by
using
the
words
above.
Draw
and
ask?
·Be
able
to
design
a
nature
park
by
themselves
and
draw
a
simple
diagram
in
the
blank.
Then
ask
and
answer
questions
about
the
diagram.
?Teaching
Priorities
·Be
able
to
listen,
speak,
read,
write
and
use
the
new
words
“forest,
lake,
mountain,
hill,
river”.
?Teaching
Difficulties
·Be
able
to
master
the
pronunciation
of
the
word
“mountain”.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Sing
the
song—In
a
nature
park.3.
Talk
about
a
nature
park.Show
a
video.
Let
students
work
in
groups
to
talk
about
the
park.
Ask
several
groups
to
show.4.
Lead-in.Lead
in
and
write
down
the
topic
on
the
blackboard.
1.
Greetings.2.
Watch
the
cartoon
and
sing
the
song—In
a
nature
park.3.
Work
in
groups
to
talk
about
the
park.
Several
groups
show
in
class.4.
Answer
the
questions.
Stimulate
students’
interest
in
learning
and
lead
in
the
topic.
Presentation
1.
Learn
the
new
word
“forest”.Draw
a
tree
on
the
blackboard
and
ask.
Then
draw
many
trees.
Write
down
the
word
“forest”
on
the
blackboard
and
teach
the
word.
Lead
students
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students.
Look
at
the
pictures
carefully
and
answer
the
questions.
Learn
and
practice
the
word
“forest”.
Chant
with
the
teacher.
Lead
in
the
new
words
properly.
Lead
students
to
learn
the
new
words
through
the
pictures
and
the
questions.
Help
students
practice
the
words
in
many
ways.
2.
Learn
the
new
word
“lake”.Draw
a
lake
on
the
blackboard
and
ask.
Write
down
the
word
“lake”
on
the
blackboard
and
teach
the
word.
Show
other
words
“cake,
take,
make”
to
help
students
read
and
remember
the
word
“lake”.
Lead
students
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students.
Look
at
the
picture
carefully
and
answer
the
question.
Learn
and
practice
the
word
“lake”.
Chant
with
the
teacher.
3.
Learn
the
new
word
“river”.Draw
a
river
on
the
blackboard
and
ask.
Write
down
the
word
“river”
on
the
blackboard
and
teach
the
word.
Lead
students
to
spell
the
word.
Lead
students
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students.
Look
at
the
picture
carefully
and
answer
the
question.
Learn
and
practice
the
word.
Chant
with
the
teacher.
4.
Learn
the
new
word
“hill”.Draw
a
hill
on
the
blackboard
and
ask.
Write
down
the
word
“hill”
on
the
blackboard
and
teach
the
word.
Help
students
read
and
remember
the
word.
Lead
students
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students.
Look
at
the
picture
carefully
and
answer
the
question.
Learn
and
practice
the
word.
Chant
with
the
teacher.
5.
Learn
the
new
word
“mountain”.Show
a
picture
of
a
hill
and
a
picture
of
a
mountain
and
ask.
Help
students
understand
the
word.
Write
down
the
word
“mountain”
on
the
blackboard
and
teach
the
word.
Ask
students
to
spell
the
word.
Lead
students
to
practice
the
word
in
high
and
low
voices.
Point
to
the
picture
in
the
book
and
chant
with
students.
Look
at
the
pictures
carefully
and
answer
the
questions.
Learn
and
practice
the
word.
Chant
with
the
teacher.
6.
Read
and
act.(1)Play
the
recording.(2)Let
students
read
together.
At
last
let
students
read
and
practice
with
partners.
Read
after
the
recording.
Then
read
and
practice.
Lead
students
to
read
the
words
and
the
dialogue
correctly
and
fluently
by
reading
after
the
recording.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Flashing
cards.2.
What’s
missing?Hide
one
card
at
a
time
and
ask.3.
Ask
and
answer.Stick
some
word
cards
on
the
blackboard
and
ask.
1.
Read
the
words
as
fast
as
they
can.2.
Look
at
the
cards
and
try
to
guess
the
missing
cards.
3.
Look
at
the
cards
on
the
blackboard
and
answer
the
questions.
Activate
the
atmosphere.
Help
students
practice
the
words.
Cultivate
students’
learning
interest.
Consolidation&Extension
Draw
and
ask.(1)Let
students
design
their
own
nature
parks
and
draw
in
their
books.(2)Show
the
sentence
patterns
and
the
prepositions
of
positions
on
the
PPT.(3)Show
some
sentences
on
the
PPT.(4)Ask
several
students
to
show
to
the
class.
Design
their
own
nature
parks
and
draw
in
their
books.
Then
talk
about
their
parks
with
their
partners.
Try
to
describe
the
nature
park.
Show
their
work
to
the
class.
Create
a
real
situation
to
develop
students’
comprehensive
language
application
abilities.
Homework
1.
Copy
the
words
of
this
lesson
3
times.2.
Do
the
exercises.
Teaching
purpose①
PPT播放歌曲，学生跟唱，激起学生的学习兴趣；借用PPT出示视频，师生讨论自然公园，自然引出本课话题。
Teaching
purpose②
结合教材图片，利用简笔画和图片引导学生学习新单词，多种方式操练新单词。
Teaching
purpose
结合教材图片，利用简笔画和图片引导学生学习新单词，多种方式操练新单词。
Teaching
purpose
教师播放录音，学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。
Teaching
purpose③
听录音跟读，引导学生按照正确的语音、语调朗读单词及对话。
Teaching
purpose④
利用单词卡片开展游戏活动，活跃课堂气氛，帮助学生操练新单词，在句型中练习运用新单词。
Teaching
purpose⑤
通过活动让学生在情景中合理运用所学词汇，激发学生学习英语的动力，拓展使用句型，培养学生的综合语言运用能力。
4
9The
third
period(第三课时)
Part
A
Let’s
spell
?教学内容与目标
课时教学内容
课时教学目标
Let’s
spell?
·学生能够感知并掌握字母组合ou在单词中的发音规则·学生能够拼读符合ou发音规则的单词·学生能够根据单词读音写出符合该规则的单词
?教学重点
学生能够掌握字母组合ou在单词中的发音规则，并能读准Let’s
spell板块的例词。
?教学难点
学生能够在教师的引导下感知、发现和归纳字母组合ou的发音规则，并根据发音规则拼读、拼写新单词。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、教学卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Revision.
Show
a
picture
of
a
nature
park.
(出示课件)
Ask
students
to
answer
some
questions
according
to
the
picture.
The
following
sentences
can
be
showed
beside
the
picture
on
the
PPT:
A:
Is
there
a
river/hill/lake/forest/mountain?
B:
Yes,
there
is./No,
there
isn’t.
3.
Lead-in.
Show
the
word
“mountain”
on
the
PPT.
And
mark
“ou”
in
red.
(出示课件)
Ask
several
students
to
read
the
word
and
pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”.
T:
What’s
the
sound
of
the
letter
combination
“ou”?
Let’s
learn
more
words
and
try
to
sum
up
the
pronunciation
rule.
Write
down
the
topic
on
the
blackboard.
Step
2:
Presentation
1.
Learn
the
words.②
(1)Show
a
picture
of
a
house
on
the
PPT.
(出示课件)
T:
Is
there
a
house?
Ss:
Yes,
there
is.
Write
down
the
word
“house”
on
the
blackboard.
Write
the
letter
combination
“ou”
in
red.
Students
try
to
read
the
word
and
pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”.
(2)Play
a
sound
of
a
mouse.
(出示课件)
T:
What
sound
do
you
hear?
Let’s
listen!
Ss:
…
Write
down
the
word
“sound”
on
the
blackboard.
Write
the
letter
combination
“ou”
in
red.
Students
try
to
read
the
word
and
pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”.
(3)Show
a
picture
of
a
mouse
on
the
PPT.
(出示课件)
T:
Is
there
a
mouse?
Ss:
Yes,
there
is.
Write
down
the
word
“mouse”
on
the
blackboard.
Write
the
letter
combination
“ou”
in
red.
Students
try
to
read
the
word
according
to
the
sound
of
“house”
and
pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”.
(4)Show
a
picture
of
many
mice
on
the
PPT.
(出示课件)
T:
Oh
no!
How
many
mice
can
you
see?
Let’s
count!
One,
two,
three…
Write
down
the
word
“count”
on
the
blackboard.
Write
the
letter
combination
“ou”
in
red.
Students
try
to
read
the
word
according
to
the
sound
of
“sound”
and
pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”.
2.
Look,
read
and
find.③
Show
the
four
words
to
students.
Let
students
look
at
the
words
carefully.
T:
What
can
you
find?
Ss:
They
all
have
“ou”.
T:
Yes!
Now
let’s
listen
and
read
the
words.
Play
the
recording.
(出示课件)
Students
read
the
words
after
the
recording.
Then
read
the
words
by
themselves.
T:
What
does
“ou”
sound?
Ss:
It
sounds
/??/.
T:
Cool!
They
all
have
“ou”.
It
sounds
/??/.
3.
Let’s
chant.④
Show
the
chant
on
the
PPT.
Students
read
the
chant.
Step
3:
Practice
1.
Look,
listen
and
circle.
(1)Show
the
three
groups
of
words
on
the
PPT.
(出示课件)
Students
read
the
words
by
themselves
and
underline
the
letter
combinations
that
sound
/??/.Let
students
read
the
word
“around”
through
the
word
“round”.
(2)Play
the
recording.
(出示课件)
Students
listen
and
try
to
circle
the
right
words.
(3)Play
the
recording
again.
Check
the
answers.
(出示课件)
(4)Find
more
words
with
the
letter
combination
“ow”.
T:
The
letter
combination
“ow”
also
sounds
/??/
in
some
words.
Can
you
find
more?
Lead
students
to
find
more
words
like
“wow,
down,
now,
town…”.
2.
Look,
listen
and
write.⑤
(1)Show
the
three
pictures
on
the
PPT.
(出示课件)
Students
look
at
the
pictures
carefully
and
predict
the
missing
words.
(2)Play
the
recording.
(出示课件)
Students
listen
to
the
recording
and
try
to
write
down
the
words.
(3)Play
the
recording
again
and
check
the
answers
with
students.
(出示课件)
(4)Students
read
the
sentences
loudly
by
themselves.
(5)Ask
students
to
choose
one
sentence
from
above
and
write
it
down
on
the
line.
T:
Please
pay
attention
to
these
things.
The
first
letter
of
the
sentence
is
capitalized.
There
are
spaces
between
the
words
and
a
punctuation
at
the
end
of
the
sentence.
Step
4:
Consolidation
&
Extension⑥
1.
Let’s
read.
Show
the
word
cards
to
students.
Students
try
to
read
the
words.
2.
Let’s
play.
Put
these
word
cards
in
a
box.
Ask
one
student
to
take
out
one
card
at
a
time
and
the
other
students
ask.
Ss:
Is
there
a
word
“house”/“mouse”/“sound”/“count”?
The
student
answers
according
to
the
card
he/she
takes
out.
S1:
Yes,
there
is./No,
there
isn’t.
There’s
a…
3.
Let’s
read
more
words.
Show
some
more
words
on
the
PPT.
(课件出示:out,
mouth,
shout,
loud,
south,
found,
wow,
down等单词)
Students
try
to
read
the
words.
4.
Find
and
read.
Divide
the
class
into
some
groups.
Students
try
to
find
some
more
words
with
the
letter
combination
“ou”.
Students
read
the
words
in
groups
and
then
read
them
to
the
class.
Give
some
awards
to
the
groups
which
do
a
good
job.
?板书设计
?作业设计
1.
Find
more
words
with
the
letter
combination
“ou”
which
sounds
/
??/.
Then
read
them
out.
2.
Do
the
exercises.
?教学反思
1教师充分利用多媒体出示图片和声音，自然地引出新词，并通过板书帮助学生观察记忆词形。
2突出学生学习的自主性。引导学生独立思考并逐步引导学生总结归纳发音规则，提高学生自主探究、归纳的能力。
3在学生进行听力练习之前，预留时间让学生对空缺的内容进行预测，对学生进行有效的听力技巧指导。
4通过多种活动强化所学新知，并进一步强化巩固发音规则，帮助学生在活动中感受到自信，激发学生的学习热情。
?Teaching
Contents
&
Teaching
Aims
Let’s
spell
?·Be
able
to
perceive
and
master
the
pronunciation
rule
of
the
letter
combination
“ou”
in
words.
?·Be
able
to
read
the
new
words
with
the
letter
combination
“ou”
according
to
the
pronunciation
rule.
?·Be
able
to
write
down
the
new
words
with
the
letter
combination
“ou”
according
to
the
pronunciation
rule.
?Teaching
Priorities
·Be
able
to
master
the
pronunciation
rule
of
the
letter
combination
“ou”
and
read
the
words
in
“Let’s
spell”
correctly.
?Teaching
Difficulties
·Be
able
to
perceive,
find
out
and
conclude
the
pronunciation
rule
of
the
letter
combination
“ou”
and
read
and
spell
the
new
words
according
to
the
rule.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&?Revision&Lead-in
1.
Greetings.2.
Revision.Show
a
picture
of
a
nature
park.
Ask
students
to
answer
some
questions
according
to
the
picture.
3.
Lead-in.Show
the
word
“mountain”.
And
mark
“ou”
in
red.
Ask
several
students
to
read
the
word.
Write
down
the
topic
on
the
blackboard.
1.
Greetings.2.
Answer
some
questions
according
to
the
picture.
3.
Try
to
read
the
word
“mountain”.
Pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”.
Help
students
review
the
relative
words
and
sentence
patterns
and
perceive
the
pronunciation
of
the
letter
combination
“ou”.
Help
students
review
the
relative
words
and
sentence
patterns
and
perceive
the
pronunciation
of
the
letter
combination
“ou”.
Lead
in
the
new
lesson.
Presentation
1.
Learn
the
words.(1)Show
a
picture
of
a
house
on
the
PPT.
Ask
the
question
and
write
down
the
word
“house”
on
the
blackboard.
Let
students
try
to
read
the
word.(2)Play
a
sound
of
a
mouse.
Ask
the
question
and
write
down
the
word
“sound”
on
the
blackboard.
Let
students
try
to
read
the
word.(3)Show
a
picture
of
a
mouse
on
the
PPT.
Ask
the
question
and
write
down
the
word
“mouse”
on
the
blackboard.
Let
students
try
to
read
the
word
according
to
the
sound
of
“house”.(4)Show
a
picture
of
many
mice
on
the
PPT.
Ask
the
question
and
write
down
the
word
“count”
on
the
blackboard.
Let
students
try
to
read
the
word
according
to
the
sound
of
“sound”.
(1)Look
at
the
picture
and
try
to
read
the
word
“house”.
Pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”.(2)Listen
to
the
sound
and
try
to
read
the
word
“sound”.
Pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”.(3)Try
to
read
the
word
“mouse”
according
to
the
sound
of
“house”.
Pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”.(4)Try
to
read
the
word
“count”
according
to
the
sound
of
“sound”.
Pay
attention
to
the
pronunciation
of
the
letter
combination
“ou”
.
Make
full
use
of
multi-media
to
show
pictures
and
a
sound.
Lead
in
the
new
words
naturally.
Help
students
observe
the
form
of
the
words.
2.
Look,
read
and
find.Show
the
four
words
to
students.
Let
students
look
at
the
words
carefully.
Play
the
recording
and
ask
the
questions.
Look
at
the
words
carefully.
Read
the
words
after
the
recording.
Then
read
the
words
by
themselves
and
try
to
answer
the
questions.
Lead
students
to
perceive
and
conclude
the
pronunciation
rule
of
the
letter
combination
“ou”
in
words.
3.
Let’s
chant.Show
the
chant
on
the
PPT.
Let
students
read
the
chant.
Read
the
chant.
Help
students
fully
perceive
the
pronunciation
of
the
letter
combination
“ou”
in
words
by
chanting.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Look,
listen
and
circle.(1)Show
the
three
groups
of
words
on
the
PPT.(2)Play
the
recording.(3)Play
the
recording
again.
Check
the
answers.(4)Lead
students
to
find
more
words
like
“wow,
down,
now,
town…”.
(1)Read
the
words
by
themselves.(2)Listen
and
try
to
circle
the
right
words.(3)Check
the
answers.(4)Find
more
words
with
the
letter
combination
“ow”.
Reserve
time
for
students
to
predict
the
missing
words
before
listening.
Lead
students
to
develop
their
effective
listening
skills.
2.
Look,
listen
and
write.(1)Show
the
three
pictures
on
page
60.(2)Play
the
recording.(3)Play
the
recording
again
and
check
the
answers
with
students.(4)Let
students
read
the
sentences
loudly
by
themselves.(5)Ask
students
to
choose
one
sentence
from
above
and
write
it
down
on
the
line.
(1)Look
at
the
pictures
carefully
and
predict
the
missing
words.
(2)Listen
to
the
recording
and
try
to
write
down
the
words.
(3)Listen
to
the
recording
again
and
check
the
answers.(4)Read
the
sentences
loudly
by
themselves.(5)Choose
one
sentence
from
above
and
write
it
down
on
the
line.
Consolidation&Extension
1.
Let’s
read.Show
the
word
cards
to
students.2.
Let’s
play.Put
these
word
cards
in
a
box.
Ask
one
student
to
take
out
one
card
at
a
time.3.
Let’s
read
more
words.
Show
some
more
words
on
the
PPT.
4.
Find
and
read.Divide
the
class
into
some
groups.
Give
some
awards
to
the
groups
which
do
a
good
job.
1.
Try
to
read
the
words.2.
One
student
takes
out
one
card
at
a
time.
The
other
students
ask
and
the
student
answers.3.
Try
to
read
the
words
on
the
PPT.4.
Try
to
find
some
words
with
the
letter
combination
“ou”.
Read
the
words
in
groups.
Then
read
them
to
the
class.
Strengthen
the
pronunciation
rule
through
different
activities.
Help
students
feel
confident
in
the
activities.
Stimulate
students’
study
enthusiasm.
Homework
1.
Find
more
words
with
the
letter
combination
“ou”
which
sounds
/??/.
Then
read
them
out.2.
Do
the
exercise.
Teaching
purpose①
利用图片，复习相关单词和句型，并借助上节课所学的单词“mountain”，让学生感知字母组合ou的发音，导入本课所学内容。
Teaching
purpose②
充分利用多媒体出示图片和声音，自然地引出新词，并帮助学生观察词形。
Teaching
purpose③
引导学生通过观察词形、聆听发音等方法，逐步归纳出字母组合ou的发音规则。
Teaching
purpose④
学生通过吟诵，充分感受字母组合ou的发音规则。
Teaching
purpose⑤
在学生进行听力练习之前，预留时间请学生对空缺的内容进行预测，对学生进行有效的听力技巧指导。
Teaching
purpose⑥
通过活动强化所学新知，进一步巩固字母组合ou的发音规则，帮助学生在活动中感受到自信，激发学生的学习热情。
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