师：They all have “ch”. Look at these words,what does “ch” sound in these words?
生：/t∫/。
师：Yes, it sounds like/t∫/. Read after me,Who wants me to check?
生举手，教师兼顾各个层次，检查孩子们的读音。
设计意图：让学生自己观察，通过思考，发现规律，总结规律，培养学生的自主学习能力。
3）、给出任务，让学生说出更多含有ch的单词，通过新知，复习旧知，发散学生的思维。
呈现视频，让学生感知更多含有ch的拼读组合，给出小组拼读任务，让学生实践。
师：Who knows more words with “ch” sounds like /t∫/?
生：child，chair,church…生积极举手，说出更多的单词。
师：Good, I have a video for you ,there are some words with “ch”, what do you need to do? Yes, watch carefully , you may spell with it, up to you.
生认真观看，跟随视频拼读。
师：Would you like to spell some words with “ch”? Well , I have a group words with “ch”,try to spell them in groups, you may have 1 minute. Got it? OK,1,2,go!
生小组合作，然后一个接一个拼读单词，如果有拼错的单词，其他组的组员可以举手帮忙。
设计意图：
首先让学生说出更多的含有ch的字母组合，发散学生的思维，激发学生的表达欲望。当学生产生困惑时，自然地呈现视频，帮助学生了解更多的含有ch的单词和拼读方法，帮助学生解决困惑，再次激发学生的拼读欲望。最后，给出小组拼读任务，以小组合作的方式操练字母组合ch 的拼读，同时培养了学生互帮互助的小组合作态度。
2、Presentation of “sh”
1）、教师继续通过情境，与学生进行语言互动，自然地导入本课重点单词词fish/sheep/shirt/shorts。
师：Boys and girls, Look here ,Mr Jones also went to a Lake, a famous lake in China. You know where is it? Yeah ,, It is the West Lake(西湖)。He ate some food there, you know what did he eat? Look,what is it? It is fish. It is called the west lake vinegar fish（西湖醋鱼）.Oh, looks yummy.
And he went to Xinjiang,too. What did he eat in Xinjiang? Very famous, that’s mutton kebab. Do you like it? Me,too. You know why Xinjiang’s mutton kebab is more delicious, because they eat sheep,we eat goats.Look at the sheep, how fat!
After eating,Mr Jones was sad . You know why , he is fatter . His shirt and shorts are too small for him. He needs to lose weight. Wow, how delicious Chinese food is!
生基于自己的生活经验和语言基础与教师进行交流互动。
设计意图：
1、继续通过Mr Jones的故事，与学生进行语言互动，感受一些地方文化特色，自然导入本课重点单词。
2、通过一些有趣的动态表情包，让图片与故事变得更加生动，更能吸引孩子们的注意力，激发孩子们的表达热情。
2）、通过观察单词，让学生自己总结出ch的读音规则，带领学生学习发音，检查学生的读音。
师：Boys and girls ,look at the sentences here. What’s the same in these red words?
They all have the combination“sh”. What does “sh” sound in these words?
生：It sounds like/∫/.
设计意图：让学生自己观察，通过思考，发现规律，总结规律，培养学生的自主学习能力。
3）、让学生自己说出更多的含有sh发/∫/的单词。
师：Can you say more words with/∫/?
生：She, short,shark…
师：I also prepared a video for you ,there are some words with “sh”,watch carefully and try to remember,ok? Would you like to spell some words with “sh”? Well , I have a group words with “sh”,try to spell them in groups, you may have 1 minute. Got it? OK,1,2,go!
生小组合作，然后一个接一个拼读单词，如果有拼错的单词，其他组的组员可以举手帮忙。
设计意图：
首先让学生说出更多的含有sh的字母组合，发散学生的思维，激发学生的表达欲望。当学生产生困惑时，自然地呈现视频，帮助学生了解更多的含有sh的单词和拼读方法，帮助学生解决困惑，再次激发学生的拼读欲望。最后，给出小组拼读任务，以小组合作的方式操练字母组合sh 的拼读，同时培养了学生互帮互助的小组合作态度。
Post -learning
1、Listen and number
教师给出任务，让学生听音标号，进行听辨训练。
师：OK.Do you remember the rule ,that is ch ch | t∫| sh sh|∫| .If you remember , would you like to do a listening check? There are 5 phrases, please listen and number them, got it? Ok ,get ready, 1.2.start!
生听辨读音，进行标号。
师：Time is up, please show me your numbers,which is number1 ,who can tell me? Good, if you are right, please stand up and say Bingo!
生举手回答标号，说出相应短语。
设计意图：学生通过听音、标号、说出短语等方式，反复巩固了已学知识点，同时实现了语言的输出。
2、Look ,think and write
教师给出任务，进行句型范式，让学生运用单词组句。学生也可以写出更多含有ch和sh的句子。
师：Boys and girls , Here is a challenge for you. There are some words with “ch”and “sh”,you may choose the words to make a sentence like this(课件范式)，you may write some sentences with “ch”and “sh” by yourselves,up to you. You have 2 minutes, later I will call someone to write here. Are you clear? Ok,go go go!
生在课本上进行组句或造句，然后师请两位学生上台来展示，并通过希沃教学平台的手机与电脑同屏，呈现学生的句子，及时改正学生的错误，表扬正确的孩子们。
设计意图：学生通过组句的书写操练，将已学的单词进行了知识内化，通过一定的思维活动，将知识点输出成句。
3、Try to read
教师呈现2条跟ch 和sh有关的绕口令，教师示范，让学生选择自己喜欢的绕口令进行操练，然后请部分学生进行展示。