四年级英语上册Recycle1教案人教PEP版.docx

Recycle 1单元整体分析本单元是义务教育人教版（pep）小学英语教科书四年级上册复习一。这是一个针对前三个单元的重点句型和重点词汇设计的综合复习单元。 由对话阅读；说一说并连线；看一看、听一听、写一写；看一看，找一找；读一读，匹配句子与图片；玩游戏等活动组成。共分三个课时。第一课时为对话阅读活动，Chen Jie帮助John拿书包，发现他的书包很沉，就好奇地问他书包里装了什么。John的书包里居然有十本故事书。那是他朋友的。Chen Jie问谁是他的朋友。John调皮地让她猜一猜。根据John描述的特征，Chen Jie猜是Amy，最后才知道是他们的英语老师。在对话中，复习到了第一单元中发出提议的句式：Let me. 第二单元中讨论书包中的教材名称的句式：Whats in your schoolbag?以及第三单元中询问人身份及描述人物特征的句式。学生在学习对话的同时，可以复习前边学过的内容，提高自己的综合表达能力。第二课时中的说一说并连线活动及看一看，听一听并写一写两个活动是针对字母及其发音的活动。说一说并连线活动中，提供了五个人名，分别代表a, i, o在开音节里发音以及i, o在闭音节里的发音。学生需要在右边的列出的20个单词中找出含有同样发音音素的单词，连成通往城堡的路线。这个活动类似学生常玩的走迷宫，学生比较感兴趣。在教学中需要让学生多读多感受字母的发音，从而发现发音规律，完成题目要求。看一看，听一听写一写同样是复习元音字母在开音节里的发音的活动。学生需要根据图片提示以及自己听到的内容写出单词，完成句子。第一句练习字母i和a在开音节里的发音，第二句练习字母i在开单节里的发音， 第三句练习字母o在单词里的发音。每个句子都是一个绕口令。在教学中可以以练习绕口令的方式让学生快乐地学习。第三课时分为三个部分。看一看找一找中，提供了四个人物以及很多描述人物特征的词汇、短语，学生说出自己朋友的特征，请同学猜一猜是哪位。这复习了第三单元如何描述人物特征的内容。接下来的读一读匹配图片活动中，展示了两组对话，每组对话旁展示了两幅图。学生需要读出对话内容，选出相匹配的图片。之后再自编对话进行表演。Play a game部分为一个比赛登山的游戏。包括了前三个单元中的五个重点问句。两个学生进行比赛，依次答出问题，答题速度快的学生获胜。这以游戏的方式练习了前三个单元中的重点问句。在本单元的教学中，要以话题为中心，创设真实或虚拟的语言情境来复现、梳理、归纳知识，帮助学生听说、认读所学内容，达到巩固、迁移和提高综合语言运用能力的目标。单元教学目标知识目标：1.词汇：复习以下各类单词：教室物品设施：classroom, window, blackboard, light, picture, door, teachers desk, computer, fan, wall, floor 书本、文具等：schoolbag, maths book, English book, Chinese book, storybook, notebook描述他人：strong，friendly，quiet, hair, shoe, glasses 2. 句型结构：能听懂、会说、认读13单元的核心句型。3. 字母与语音：复习1-3单元中a, i, o在开音节中的发音能力目标1. 能够运用13单元中有关教室物品设施、书本文具及描述他人性格、外貌、穿着的单词或词语。2. 能够在有意义的语境中抄写上述话题词或短语。3. 能够在情景中运用句型Whats in your.? 询问并回答某处有什么物品；能够在情景中运用句型Where is.? Its in/on/under/near the.询问并回答物品的位置4. 能够在情景中运用句型介绍朋友的姓名、性格、外貌、穿着等，如：Whats his/her name? His/Her name is. Hes/Shes.He/She has.5. 能够读出符合发音规则的单词；并能根据发音拼写出符合发音规则的单词。情感态度、学习策略、文化意识目标1. 能够体会同学之间互帮互助的友谊，加强人际交往的能力。2. 能够在游戏闯关的活动中，提高语言学习的积极性，增强灵活运用语言的能力。教学重难点教学重点1. 能够复习、归纳13单元的重点词汇，并在表达中正确运用2. 能够在真实情境中综合使用13单元中的重点句型来进行交流， 3. 能够掌握a-e, i-e, o-e结构的发音规则教学难点1. 能够正确使用所学的词汇和句型进行正确而自由的交流和表达2. 能够读出符合发音规则的单词，并能根据发音拼写出符合发音规则的单词教学方法情景创设法、游戏教学法、多媒体辅助教学法、小组合作学习法教学时间本单元教学用时一周，建议使用三课时完成教学任务第一课时：Read aloud 第二课时：Connect and say; Look, listen and write第三课时：Look and find; Read aloud and match the pictures; Play a game知识视窗绕口令绕口令是一种汉语中的语言游戏，它是将一些双声、叠词词汇或发音相同、相近的字、词集中在一起，组成简单、有趣的语韵，读起来感到节奏感强，妙趣横生。尤其是快速读出时，常让人有舌头打结的感觉，是锻炼人的口语表达能力的非常好的游戏。比如下面的绕口令：司小四和史小世，四月十四日十四时四十上集市，司小四买了四十四斤四两西红柿，史小世买了十四斤四两细蚕丝。司小四要拿四十四斤四两西红柿换史小世十四斤四两细蚕丝。史小世十四斤四两细蚕丝不换司小四四十四斤四两西红柿。司小四说我四十四斤四两西红柿可以增加营养防近视，史小世说我十四斤四两细蚕丝可以织绸织缎又抽丝。是不是说起来觉得自己的舌头都大了呢？英语中同样也有绕口令。常说绕口令，能够帮助你提高音准，使你口齿更加清楚，发音更加轻松而自然。请你练练下面的绕口令吧：A big black bear sat on a big black bug。Abigblackbugbitabigblackdogonhisbigblacknose!Green glass globes glow greenly.Iftwowitcheswouldwatchtwowatches,whichwitchwouldwatchwhich watch? She sells sea shells on the seashore. The seashells she sells are seashells she is sure. 第一课时课时内容A. Read aloud课时分析 Read aloud是个阅读故事，Chen Jie帮John摘下书包，发现他的书包非常沉，就问他里边装了什么。除了一些教材之外，John的书包里居然装了十本故事书。不过这些书是他的朋友的。Chen Jie想知道他的朋友是谁。他告诉Chen Jie他的朋友非常友好，说英语说得很好，个子高高的，有一头短发和一双大眼睛。Chen Jie没有猜出到底是谁，结果John告诉她说是他们的英语老师Miss White。在这个对话过程中，我们跟随两个小主人公一起复习了在第一单元中出现的以let引导的祈使句，Let me. 来向别人发出提议；在第二单元中学习过的讨论书包里的物品的问句：Whats in your schoolbag? 以及回答：An English book, a maths book, a notebook and ten storybooks. 当然还有第三单元关于询问人物身份的问句：Who is your friend? Whats her name? 描述人物特征的句子：Shes friendly and she speaks English well. Shes tall. She has short hair and big eyes. 学生在学习这篇对话故事的同时，可以复习前三个单元的核心句式及相关词汇，能够在真实的语境中正确使用这些句式。课时目标1. 能够正确理解对话大意2. 能够用正确的语音、语调朗读对话3. 能够理解并运用13单元中的重点句式课时重难点1.重点能够正确理解对话大意能够理解并正确朗读对话，能够和他人合作表演对话能够理解并正确运用13单元中的重点句式2. 难点能够根据具体的情境选择相应的句子进行恰当的交流教学准备1. 多媒体课件、录音机、磁带2. 人物图卡或头饰、前三单元的重点单词词卡教学过程Step 1 Warm up1. 播放第一单元B歌曲My schoolbag.学生跟唱或表演唱。Teacher: Boys and girls, lets sing the song, My schoolbag.设计意图：本课时对话由schoolbag引入，因此，以My schoolbag这首歌导入课程，与本课时的内容息息相关。在上课伊始，就帮助学生回忆相关内容，为接下来的英语学习做好知识上的准备。同时，以歌曲来热身，可以帮学生放松心情，集中注意力，营造一个良好的英语学习氛围。 Step 2 Lead in1.与学生谈论其书包。Teacher：What colour is your schoolbag? Is your schoolbag heavy? What is in your schoolbag? 设计意图：以围绕schoolbag进行的自由对话来衔接热身环节中的歌曲，帮助学生复习学习过的相关知识，为对话的学习提供语言支持。Step 3 Presentation1. 导读，引出故事。带着问题看故事图片。Teacher: Look at Johns schoolbag. What colour is his schoolbag? 2. 根据看到的故事内容回答问题。再提出新的问题，吸引学生认真观看、读故事。 Teacher: Is Johns schoolbag heavy? What is in Johns schoolbag? Lets watch the story and find the answer. 设计意图：引起学生阅读的兴趣，让学生学会带着问题去听、去读，培养他们认真倾听和阅读的习惯。Step 4 Practice1. 讨论故事内容，引导学生认真观察、思考。Teacher: Is Johns schoolbag heavy? Yes, its too heavy. Whats in his schoolbag? An English book, a maths book, a notebook and ten storybooks Ten storybooks. Thats too many. Are the storybooks Johns? No. Whose storybooks? They are Johns friends storybooks. Who is his friend? Yes, Sandy White, their English teacher. Whats she like? Is she tall? Yes, shes friendly. Shes tall. She has short hair and big eyes. 2.播放课文录音。学生跟读课文。Teacher: Boys and girls, lets read the dialogue after the tape. Please listen carefully, read carefully.3. 自由读课文，分角色朗读课文。Teacher：Read the story freely. Then lets read it in roles. Teacher：Now，who wants to be Chen Jie? Who wants to be John?设计意图：通过跟读来使学生掌握对话的正确读音。自由读及分角色读课文，使学生在不同方式的读的活动中熟悉、巩固重点句式，内化语言，提高自己的综合语言运用能力。4. 讨论：请学生评价故事中出现的人物，说出自己的看法。Teacher: What do you think about Chen Jie? Is she friendly? Is she a good girl? Why? What do you think about Miss White? Please show your opinion. 设计意图：让学生根据故事中人物的表现来说出自己的评价，既锻炼学生们的判断评价能力，又为他们提供机会来练习如何正确地描述他人的性格。5. 问答比赛，两个小组同时进行问答，比一比哪组进行得又快又好。 Teacher：Chen Jie is a good girl. Miss White is a friendly teacher. Now lets play a game to find a good and friendly group. Lets ask and answer one by one. Lets PK. The group which is fast is the winner. Please ask whats in your schoolbag one by one. Are you ready? Start. 设计意图：以比赛的形式来练习重点句式的问答。这既可以帮助学生复习相关知识，也可以激发学生的学习兴趣，使原本枯燥的操练变得有意思起来。6. 猜朋友。请一个学生介绍自己班里的朋友，其他学生猜一猜是谁并说出其名字。Teacher: Everyone has a heavy schoolbag. Do you have a good friend? Who is your friend? Please come to the front and tell what your friend like. Others guess. Im the first. I have a friend in this class. She is tall. She has long hair. Her shoes are. Her schoolbag is . Who is she? Now, your turn, please. Who wants to try? 设计意图：通过老师的示范，引导学生来描述自己朋友的外貌、性格、穿着，以使他人猜出。这既考验了参与介绍同学的口语表达能力，又考验了其他同学能否听懂相关语句，是否具有良好的观察能力。Step 5 Summary1.播放第三单元B中的歌曲 Friends， 学生边唱边做出拍手、跺脚等相应的动作。Teacher：Boys and girls, its time to sing a song. Lets sing the song Friends. Please stand up and get ready. Lets sing. 设计意图：以与本课时内容紧密相关的歌曲来结束课程，帮助学生来复习总结再现相关知识。同时这首歌曲调轻快，在唱的同时还有一些动作配合，可以让学生保持愉快的心情来结束课程。课堂作业一、将下列词汇正确分类。door strong maths wall Chinese quiet floor English friendly1. _2._3._二、判断下列句子与图片是否相符。是写T，不符写F。( ) 1. Let me clean the window. ( ) 2. I have a new schoolbag. ( ) 3. She is tall. ( ) 4. He has glasses. 三、为下列句子选出正确的回应，将其序号填入题前括号内。( ) 1. Lets clean our classroom. A. Good morning. B. Hello. C. OK. ( ) 2. Whats in the classroom? A. A new computer. B. Shes tall. C. Goodbye. ( ) 3. What colour is your schoolbag? A. This is Mike. B. Im short. C. Its blue. ( ) 4. Whats in your schoolbag? A. He has glasses. B. A Chinese book. C. Its white. .四、读一读，画一画。1. This is my friend. He is a boy. He is short and thin. He is quiet. His hair is short and black. His shoes are black, too. His bag is blue. He has glasses. He is my good friend. 2. Look at my schoolbag. Its big and heavy. Whats in it? An English book, a Chinese book, a maths book, two storybooks, a notebook and my keys. 答案：一、1.door, wall, floor 2. strong, quiet, friendly 3. maths, Chinese, English二、1. T 2. F 3. F 4. T三、1. C 2. A 3. C 4. B四、略板书设计Recycle 1Read aloudWhats in your schoolbag?An English book.Who is your friend?He/ She is .Whats his/ her name? His/ Her name is. 第二课时课时内容Connect and say; Look, listen and write课时分析 Connect and say是个以走迷宫形式呈现的语音复习活动。学生首先要判断左侧的人物名字单词中的元音字母的发音，然后在右边的20个单词中找到与这个单词发音规则相同的单词，逐一用线连接起来，形成城堡，帮助左侧的人物走到城堡里。五个人物名字分别代表字母a在开音节a-e中的发音（Kate），学生需要找到单词name, race, lake, game；Mike代表字母i在开音节i-e中的发音，学生需要找到单词nine, fine, time, side; Rose代表字母o在o-e中的发音，学生需要找到单词note, Jones, Coke, hope; Tim代表字母i在闭音节里发的短音，学生需要找到单词win, big, milk, fit; Bob代表字母o在闭音节里发的短音，学生需要找到单词dog, Tom, hot, doll。每条路线串接四个单词，连向城堡。在教学中，要引导学生认真观察，朗读单词，仔细体会字母的发音，从而找到同类词语，完成活动任务。Look，listen and write也是语音练习活动。学生需要根据听到的句子将缺失的单词填写出来。第一句需要填写单词cake，第二句需要填写单词bike，第三句需要填写单词home。这三个句子为三个绕口令。第一句练习了字母a在a-e结构中的发音以及字母i在i-e结构中的发音；第二句练习了字母i在i-e结构中的发音；第三句练习了字母o在o-e结构中的发音。既然是绕口令，在教学中，就要让学生快速朗读，既感受到语言中的乐趣，又使学生能够发准字音，提高他们的表达能力。课时目标1. 能够复习巩固13单元的语音知识2. 能够读出符合1-3单元中发音规则的单词3. 能够根据发音规则将单词归类，完成连线及填空的任务课时重难点1.重点：能够复习巩固13单元中的语音知识能够读出符合发音规则的单词2. 难点：能够根据发音规则将单词归类，完成连线及填空的任务教学准备1. 多媒体课件、录音机、磁带2. 单词卡教学过程Step 1 Warm up1. 播放第三单元B中的chant: Tim is my friend. Teacher：Lets chant together. Tim is my friend. Hes a good, good boy. Hes tall and thin. Hes a good, good boy. 设计意图：以韵句热身可以使学生在有节奏感地吟唱中复习相关知识，为他们营造一个轻松而愉快的英语学习氛围。Step 2 Lead in1. 展示Tim的图片，请学生描述一下Tim。Teacher：This is Tim. Whats he like? Yes, hes tall and thin. Yes, he has short and brown hair. Oh, you think his hair is long. For a boy, his hair is long. And his shoes are blue. Very good. 设计意图：在吟唱完韵句后，请学生就韵句的主人公进行描述，既保证了课程的顺畅衔接，又使学生复习了第三单元及上一课时中如何描述人物特征的内容。同时，为下一环节的开展做好了铺垫。Step 3 Presentation1. 展示Connect and say中的其他四个人物的图片，描述人物特征，请学生猜出其名字。Teacher：Look at the four pictures. I will say something about them. Please guess who he or she is. Listen carefully. Teacher: She has a blue hat. Who is she? Yes, she is Kate. Say with me, please, Kate. Pay attention to the sound of a. Teacher: He has glasses. Who is he? Yes, he is Bob. Read it together, please. Bob. Pay attention to the sound of o.Teacher: His hair is short and brown. He has big eyes. Who is he? Yes, he is Mike. Boys read it, please, Mike. Pay attention to the sound of i.Teacher: The last one, who is she? Clever, she is Rose. Look at the two words, Rose, Bob. They both have an o. Are the sounds of o the same? No. So, read it, please, Rose, Bob. 设计意图：先通过猜人物的活动使学生既复习相关知识，又熟悉几个人物名字的发音，通过引导他们关注元音字母的发音，帮助他们回忆相关的语音知识，为完成教材中的活动做好准备。2. 请学生回忆字母发音，说出与其发音相同的其他单词。Teacher：Look at Kate. What is the sound of a? Can you say a word like this? Yes, name. What else? Look at Mike. What is the sound of i? Can you find some words like this? What is the sound of o in Rose? Can you say some other words like this? .设计意图：请学生说出字母在开音节里的发音，并请他们根据发音规则找出符合规则的单词。Step 4 Practice1. 完成Connect and say. Teacher: Look at this. Can you see the castle? They want to go to the castle. Please find the correct words and connect them. And then they can go to the castle along the line. What word is correct? Look at the road of Kate. What do you find? Yes, the pronunciation. Find the correct sound, then you find the correct word. Connect the word, please. Teacher: Show me your answer, please. Read the words. 设计意图：先帮助学生理解题目要求，发现题目的考查目的。请学生展示答案时读出单词，以检验他们能否依据发音规则来拼读单词。2. 看口型猜单词。教师以口型说出单词，请学生猜出单词名称。Teacher：Look at my mouth. I will say a word. Guess, what it is?设计意图：学生通过认真观察口型来猜单词，使他们对于语音有更加清晰的理解和把握。3. 匹配说单词。老师说出字母在开音节中的发音，学生说出发此音的单词。Teacher：Lets play a match game. If I say /e/, please say name, Kate, and so on. If I say /, please say no, note, Jones, and so on. Are you ready? Lets play!设计意图：此活动使学生将字母的发音与单词结合起来，利用学习到的字母的发音来拼读、记忆单词。4. 将单词按发音规则分类。教师说出含有元音字母的单词，请学生区分其属于开音节还是闭音节。Teacher：Look at the two words, dog, note. When I say dog, please say one. When I say note, please say two. If I say a word like dog, you sayyes, you say one. Lets do it. No, yes, you should say two. Nose, two again. Box, this time is one. You are right. .设计意图：请学生根据字母的发音将听到的单词分类。这帮助学生进一步巩固字母在开闭章节中的发音，并提高他们的听音辨意能力。5. 完成Look listen and write活动。Teacher: You know letters and sounds well. Please look, listen and write. Look at the pictures and listen carefully. Write the words you hear and fill in the blanks. Teacher: Show me your answer, please. Teacher: Can you read it sentences? Have a try, please. Teacher: Its interesting, isnt it? They are tongue twisters. We can see this in Chinese. Now, who can try to say it quickly? 设计意图：先引导学生观察图片，获得对单词的初步认识，然后再根据听到的录音将单词正确地书写出来。之后提醒学生这些句子是绕口令，让学生快速说出，感受到练习绕口令的乐趣。Step 5 Summary1. 以学生挑战绕口令结束课程。Teacher：Now lets who can say the sentences more quickly. Lets have a competition.设计意图：以竞赛形式结束课程，培养学生的竞争意识，同时让学生在快速说绕口令中锻炼自己的口语表达能力，提高他们的语音准确度。课堂作业一、下列各组中两个单词画线部分是（T）否（F）相符。( ) 1. A. big B. side ( ) 2. A. Jones B. nose( ) 3. A. Tom B. hot ( ) 4. A. win B. fine( ) 5. A. orange B. note ( ) 6. A. nine B. time( ) 7. A. dog B. Coke ( ) 8. A. name B. game二、听录音，圈出你听到的单词。1. dog box fox 2. note nose Coke3. name hat has 4. game race lake5. Mike fit milk 6. big side fit三、读一读，发现规律，写出字母，补全单词。1. Mike fine n_ne n_ce l_ke2. note Rose C_ke n_se h_me3. Kate name h_te l_ke l_te答案：一、1. 2. 3. 4. 5. 6. 7. 8. 二、1. box 2. nose 3. name 4. lake 5. milk 7. fit 三、1. nine, nice, like 2. Coke, nose, home 3. hate, lake, late板书设计Recycle 1 Kate Mike Rose bag Tim Bobname fine Coke apple big dog第三课时课时内容Look and find; Read aloud and match the pictures; Play a game课时分析 Look and find活动主要复习第三单元中有关描述人物性格、外貌、穿着特征的句式与词汇。图片中Sarah在描述她朋友的特征，Zhang Peng正在思考她的朋友到底是谁。教材中列出了两个描写性格特征的单词quiet, friendly, 三个描写外貌特征的词tall, thin, small, 以及四个描述穿着的词汇及短语：glasses, brown shoes, a blue bag, long hair，最下方展示了四个人物：Fred, Kate, Ben, Ann。学生通过观察人物获取信息，来帮助Zhang Peng找到Sarah的朋友。这个活动可以帮助学生回忆第三单元相关知识，引导学生通过描述人物特征来猜出人物的身份，从而练习相关的知识。Read aloud and match the pictures活动中包括两段对话。第一段是有关清扫教室的，复习了第一单元的相关词汇和知识。学生要根据它描述的内容在右边的两幅图片中选择相符合的一幅。第二段对话是询问朋友身份的，复习了第三单元的相关知识。学生同样要选择出符合描述的图片。之后可以引导学生根据另外两幅图片续编对话，并进行表演，从而复习巩固相关内容。Play a game中列出了涉及到前三个单元的五个问句，包括What colour.? Who is.? How many.? Whats in.? 等。问句分列在“山”的两边，两个同学进行“登山”比赛，谁答得又快又对，谁就第一个登上山顶，赢得比赛。学生在这样的竞赛游戏中复习巩固了13单元中的重点句式。课时目标1. 能够通过连一连，写一写的活动进一步复习、了解字母Aa-Ii的书写及其在单词里的发音 2. 能够根据字母的发音规律拼读含有本字母的单词课时重难点1.重点：能够通过连一连，写一写的活动进一步复习、了解字母Aa-Ii的书写及其在单词里的发音2. 难点：能够根据字母的发音规律拼读含有本字母的单词教学准备多媒体课件、录音机、磁带教学过程Step 1 Warm up1. 播放歌曲Friends. 学生齐唱歌曲并做动作。Teacher：Boys and girls, lets sing a song together. Lets song Friends together. 设计意图：本课时的第一个活动目的为复习有关描述朋友的性格和特征的内容。因此，以这首描述朋友特征的歌曲来热身，使学生在上课伊始就做好知识上的准备。同时这首歌曲在演唱的同时还可以做各种相应的动作，可以极大地激发学生的学习兴趣，并使他们集中注意力。Step 2 Lead in1. 与学生谈论其朋友，复习相关知识。Teacher：Do you have good friends? How many friends do you have? Whats your friends name? Is that a boy or a girl? Is he/ she tall? Is his/ her hair long? Is he/ she friendly? 设计意图：通过与学生之间的自由交谈，使学生在真实的语境中交流有关朋友的外貌、性格、衣着等特征，复习相关知识。为下一环节的活动做好准备。Step 3 Presentation1. 展示不同人物的图片，请学生描述其特征。 Teacher：Look at these boys and girls. Can you say something about them? Look at the first one. His name is Tom. He is short. His hair is short and brown. He has glasses. His shoes are black. His schoolbag is blue. Now its your turn. Choose one and say. 设计意图：通过指定人物让学生描述的活动，让学生复习、练习相关知识，检验学生能否正确地描述人物的特征。2. 完成Look and find活动。Teacher：Please help Mike find Sarahs friend. Read the sentence that Sarah says. Then find the correct friends. 设计意图：在学生完成上一活动，回忆了相关知识之后，进行这个活动，检验学生的认读能力。Step 4 Practice1. 请学生正确使用Look and find中的单词或短语描述活动中的其他三个人物，请同伴猜出。Teacher：Lets do a pair work. Choose one student of these to be your friend. Say something about your friend. Let your partner guess who your friend is. Teacher: Show your dialogue, please. 设计意图：检验学生能否正确认读重点词汇与短语，同时检验学生能否正确地描述人物的特征。2. 游戏：Who is he? 请一名学生到讲台上背对大家站好。教师请一名学生向他打招呼。台上的学生需要根据自己听到的声音，以及不断地提问来获得线索，猜出向他打招呼的同学的名字。Teacher: Now I will stand here. I dont look at you. One student says hello to me, please. Just one. Teacher: Is it a boy? Does he have glasses? What colour is his schoolbag? What colour are his shoes? His name is . Yes or no? Teacher: Now, who wants to guess? You, please, come to the front. Stand here, please. Look at the blackboard. Listen carefully. Say hello to him, please. （小声对某一个同学说）Who is it? Please ask and guess. 设计意图：通过这个游戏使学生能够根据相应的描述猜出同学的身份。同时，也使学生在老师的示范帮助下，学习如何通过提问去获得相应的重要信息。3. 完成Read aloud and match the pictures的活动。Teacher：Look at this picture. What are they doing? What does Mike do? What does John do? What about this picture? Whats in Teds hand? Talk about what you see, please. Teacher: Now listen to the dialogue and choose the correct picture. Teacher: Show me your answer, please. Good.Teacher: Lets talk together. Who wants to be Mike? Who wants to be John? Teacher: Please make a dialogue according to the other picture. Then show us. Teacher: Please show your dialogue now. Lets find the best group. 设计意图：先引导学生认真观察图片中人物的活动，再让学生听录音选择正确的图片。之后表演对话。并根据没被选中的图片内容来自编对话并表演。在这个过程中，学生既要能够认读相关内容，又要可以听懂相关句式，同时还能正确地表达、交流。第二段对话也依据这个过程进行。使学生在此活动中复习了第一单元和第三单元的相关重点知识。4. 完成Play a game活动。Teacher：Everyone did a good job. Now lets play a game. Look at the picture. Its a hill. Lets see who can climb the hill fast. How to climb it? Yes, you should answer the questions correctly. Lets s