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Period 3
【教学内容】
Sound time, Culture time & Cartoon time 【教学目标】：
1、 能听懂、会说、会读词汇cheer, hit, ground, reach, deep,hole, be good at, pour … into。
2、能听懂、会说、并发音准确：特殊疑问句和陈述句的降调。
3、通过对《伊索寓言》和《成语故事》的了解和阅读，体味中外文化的差异。 4、通过阅读Cartoon time故事，提高学生阅读欣赏的能力。 【教学重点】
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1、能读懂Cartoon time，并在理解的基础上进行简单的表演。 2、掌握语音：特殊疑问句和陈述句的降调。 【教学难点】
能读懂Cartoon time，并在理解的基础上进行简单的表演。 【课前准备】 单词卡片，课文图片 【教学过程】 Step1. Organization: 1. Greetings. 2. Free talk:
Do you know any other stories about Aesop’s Fables? Can you show us? 朗读Aesop’s Fables
读音比较：fable table 让学生进行尝试记忆。
Step2. Revision:
1. Tell the story about The lion and the mouse. 1). Ask some students.
叫几名学生进行故事接力赛。
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2). Tell together. 2. Act the story. Step 3. Culture time
1. Know something about Aesop’s Fables. 2. Know something about the Chinese idiom book. 1). 学习：idiom
2). Let Ss say some names of idiom. 3). Do you know these stories very much?
4). Ask students to read some on the Internet after class. 3. 小结：
这两本书的故事，都蕴含着深刻的寓意，它们都教给我们一些做人的道理。
Step 4. Sound time
1. T: So boys and girls, what are you going to do after class? Ss: We’re going to read some stories.
T: Oh, I see. But look at this boy, what is he going to do? 2. （呈现Sound time插图） 1). T: Can you guess?
Ss: He’s going to a sweet shop.
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2). 朗读：sweet shop 3). 提问：
What other shops do you know? 归纳：juice shop, bookshop等。 4). T: What does the boy want to buy? S: A lollipop. 学习：lollipop
提问：Do you like lollipops?
T: Lollipops are nice. But don’t eat too much! 5). T: Who are the man and woman? Ss: Maybe they are his father and mother.
T: Yes, they are going to buy the lollipop for the boy. 3. Try to read. 4. What do you find?
让学生说一说：这些问句后面，只要用降调来读。 小结：一般情况下，特殊疑问句和陈述句，都用降调。 5. Read this part together. 6. 朗读比赛。 Step 5. Cartoon time
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1. T: So how is the boy? S: He is happy.
T: Yes, he is happy to eat a lollipop. 2. T: How about our friends, Bobby and Sam? (呈现Bobby和Sam) Ss: They are happy, too. T: What are they doing now? S: They are playing table tennis. T: Can they play well? S: Yes, they can.
T: Right. They are good at table tennis. 学习：be good at
朗读：They are good at table tennis. 提问：What are you good at?
在学生回答时，自然渗透与归纳：be good at +名词/动词ing 3. Read the story by selves. 4. T: Do you like their story?
Which part would you like to read for us?
5. T: They are playing table tennis? But where is the ball then?
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