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來源：幼教網(wǎng) 2018-03-25 14:57:04
4. Who’s the lucky dog?
Guess words in a turntable.
【設計意圖】通過“誰是幸運兒”游戲，變枯燥乏味的機械性訓練為學生喜愛的富有挑戰(zhàn)的游戲形式，激發(fā)學生學習和記憶單詞的熱情，使單詞操練達到效率最大化。
5. Learn to say new sentences.
⑴ Describe pictures.
Lucy went ice-skating.
Lucy wore warm clothes.
Lucy fell over, but it didn’t hurt.
Lucy learnt to skate.
�、� Find friends of the pictures and talk about them in pairs.
【設計意圖】圖配文找朋友說一說的活動，讓學生在同桌合作互動中進一步訓練所學語言。
6. Scan line by line.
Guess the pictures about Lucy’s story.
7. Talk about Lucy’s story with 6 pictures.
Lucy went on ice-skating.
Lucy went ice-skating.
The ice was very cold.
Lucy wore warm clothes.
Lucy fell over, but it didn’t hurt.
Lucy learnt to skate.
【設計意圖】教學呈現(xiàn)梯度發(fā)展，學生在老師的指導下從單詞——短句——語篇（學會說故事），一步步突破難點。
8. Listen and imitate.
【設計意圖】良好語音語調的形成是一個習慣的養(yǎng)成過程，而聽音模仿是小學生學習并形成良好語音技能的有效方式，學生在教師的指導下通過聽錄音模仿,可以較好的學習發(fā)音，體驗地道自然的語音語調，培養(yǎng)良好的發(fā)音習慣。
三、Practice
1. Talk about Lucy’s story with key words.
【設計意圖】教師進一步指導學生在抓住重點詞講故事的過程中，應注重完整性、順序性和邏輯性，使學生口頭表達能力得到進一步提升，也為后面的創(chuàng)編故事做好良好的鋪墊。
2. Read Lucy’s story and write down the missing words.
【設計意圖】此環(huán)節(jié)，遵循“聽說領先，讀寫兼顧”的原則，對所學內(nèi)容從聽讀的層面上升到寫，學生的技能得到全面的提高。
Consolidation
and extension1. Tell our story
�、� Listen and perform Sunny’s story.
�、� Children make an interesting story.
�、� Discuss in groups. ② Tell and perform the story.
Our Story
Yesterday, we went to the ______. We wore ______. We saw lots of ______.
We ate some ______. ______ fell over. ______helped him.
We had a good time.
�、� Make a class story book.
【設計意圖】學生在合作中輕松地運用所學的語言，創(chuàng)編精彩的故事，嘗到了“學了能用的甜頭”。老師將小組編擬的故事裝訂成冊又與課前所提的任務相呼應，把整堂課推向了**。
四、Summary
What have we learnt today? Who’s the winner today?
五、Assignment
1. Listen and read the text.
2. Finish off activity book, Ex 2.
3. A: Talk about your story to your friends. (選作) B: Write down your story. (選作)
【設計意圖】任務作業(yè)，延伸課外。分層布置，尊重個體差異。
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