PEP小学英语六年级上册第四单元教案
教材分析：
本单元主要的语言训练项目是有关业余爱好的英语表达和一般现在时
的简单用法，主要句型如下：What’s your hobby? I like doing something. He likes…. Does he / she live in the city? Yes, he / she does. No, he / she doesn’t. “I like doing something.”这个句型学生在以前的学习中遇到过。“ like doing sth.”这种表达形式学生曾重点练习过。因此,学生理解和运用I like doing something 这一句型应该不会有太大的困难,但它作为“What is your hobby?”的答句,学生在对话时也许会不能很快地反应过来,因此,要强化对话练习,使学生形成习惯性的语感。师生可通过不同形式的游戏、活动,展开互动,既要激发和保持学生学习的兴趣,又要使训练具有实效性。此外,学生对本课出现的5个新的动词短语的掌握和运用也会有一定困难,所以要采用多种不同的方式加以强化练习、记忆,同时还要提示学生运用
一些以前学过的动词短语,作一些拓展训练。
六上U4A1（词汇课）
教学内容：Let’s learn Group work
教学目标：1、能听、说、认读句子：What is your hobby? I like collecting stamps.
2、能听、说、读、写动词短语的ing形式：collecting stamps，riding a bike，diving，playing the violin，
making kites.
3、培养学生广泛的业余爱好和兴趣特长，张扬学生的个性。
4、通过学习,培养学生正确的人生观、价值观。
教学重点：掌握五个动词短语的ing形式，会拼写riding，diving，making。
教学难点：在具体的语境中,运用“What is your hobby? I like doing _____.”进行对话。
教学准备：录音机、A Let’s learn单词卡片、卡片、一些树叶、一本集邮册、两只风筝。
教学过程：
Step 1 Preparation
1. Sing a song 《I love going hiking》边唱边跟着教师做相应的动作。
2. Revision
A.分Group 1 和Group 2两组,表现好的就可以得到更多的单词卡片(如:swimming, singing, dancing等等,比一比看哪一组的卡片更多,Which group is the winner? Group 1 or Group 2? Come on. come on,
come on.
B. Show some cards and let students act them.( swimming, singing, dancing, skating, watching TV, listening to music, playing football, reading books, taking pictures, drawing pictures, painting, writing an
e-mail ,playing chess.)
Step 2 Presentation
1、单词导呈
A. 教师边出示各种形状的树叶，边问What are these? Yes, they’re leaves. Look, I can collect leaves. I like collecting leaves. Do you like collecting leaves? What’s your hobby? 引导学生相机回答，从而引出课题hobby. 板书课题hobby. 教学单词hobby. 教师边拿着自己收集的树叶边说I like collecting leaves. My hobby is collecting leaves. What’s your hobby? 帮助学生根据上一环节中的素材实事求是地回
答。
B. 教师拿出一本集邮册从里面取出一张邮票问学生: What’s this? It’s a stamp.教师板书stamp并带读。教师展示集邮册同时说: I like collecting stamps.然后板书并带读collecting stamps.教师问: Do you like collecting stamps?引导学生回答后拼读并操练I like collecting stamps.对于说得好的小组给予卡片奖励,奖
励之前还让全班同学认读卡片中的单词。
C. 教师出示两只风筝问: What are these? 引导学生回答They’re kites. 然后教师边做着动作边说I can make kites. I like making kites.接着出示making kites的单词卡片问What’s he doing?引导学生回答
He’s making kites.板书making kites,学生拼读,注意making的书写。
D. 教师出示diving的单词卡片问What’s he doing? 引导学生回答He’s diving. Tian Liang and Guo
Jingjing like diving. 板书diving,教读,注意diving的写。
E. 教师做骑自行车的动作, 问: What am I doing? 学生猜: You are … 教师说: Yes, I am riding a bike. I like riding a bike. 板书riding a bike,学生拼读,注意riding的拼写。让学生仔细观察making, diving,
和riding的形，总结出其变化规律都是去掉不发音的e字母再加的ing.
F. 教师边做拉小提琴的动作边说：“I like playing the violin”板书并教学playing the violin。
G. 领读黑板上所有词汇并操练。
2、听读正音
A. Just listen. B. Listen and repeat. C. Read together. E. Read by yourself.
3、合作学习
采用小组合作的方式去认读和检查单词、词组。要求：每个学生必须能达到听、说、读、写。
Step 3 Practice
1、滚雪球游戏(师和同学们一起来做示范，然后学生在组内完成)
T: I like playing basketball.
S1: I like playing basketball .I like reading books.
S2: I like playing basketball .I like reading books. I like …
S3: …
2. Chant.
教师手指板书，学生拍手练习说歌谣，如：Hobby , hobby, What’s your hobby? Collecting, collecting, I like collecting stamps. Riding, riding, I like riding a bike. Diving, diving, I like diving .Playing, playing, I
like playing the violin. Making, making, I like making kites.
3、“猜一猜”游戏 (Group work)
(师和几个同学先示范)
Ss: What’s your hobby?
T: I like collecting stamps.
Ss: No.
T: I like playing the violin.
Ss: Yes.
让学生组内完成，然后展示。
Step 4 Production
1. Give three minutes, interview some people’s hobby and give a report. ( …likes ….…
and …like….)比一比，看谁得记忆能力。
2、练一练
A. 首先从课前发下去的词卡中挑选动词词组且加ing，并试着读出，然后将词组贴在对应的图画下
面，如：play --- the piano
B. 学生发现问题，即个别单词的后面画有四条小横线，swim---- 等，教师引导学生解决问题。
C. 小组内练习，利用句型What’s your hobby? I like --- ing. 就图片进行讨论
D. 记者采访做现场报道。现实教师示范，然后学生采访。
Step 5 Progress
1、完成基础训练中的相应练习或其他配套练习。
2、作业：
A.英语卡片汇总。数一数各组有多少张英语卡片，分别是什么，读一读，认一认，评出winner.（相
当于又是一次巩固英语知识的机会。）
B. Hobby show.(特长展示)
教师先做示范，T: I like collecting stamps. What’s your hobby?
S1: I like playing the violin. ( 展示)
S2: I like playing the erhu. ( 展示)
让学生在课下和同学、朋友交流完成，并记录好。
六上U4A2（对话课）
教学内容：Let’s try Let’s talk Let’s play
教学目标：
1、能够听、说、读、写句型：What’s your hobby? I like collecting stamps. He likes collecting stamps,
too.
2、能够在实际情景中正确运用所学句型表述自己的爱好及他人的爱好。
教学重点：四会句型的掌握。
教学难点：在实际情景中正确运用句型：He/She likes….
教学准备：1、教师准备录音机及本课时的录音带。
2、课件。
3、张贴在黑板上的大幅海报一张。
4、心形状的四色卡纸。
教学过程：
Step 1 Preparation
1、同唱英文歌曲
T: Hello, boys and girls. There is a show now! It’s Zip’s show. Let’s enjoy it together. Just listen.
(课件：播放Zip唱的 “I Love Going Hiking.”) 师生一起欣赏。
T: Next, Zip is going to sing with us (教具：出示词卡with us).汉语解释。 Let’s sing together. (再播
放一遍歌曲，师生同唱。)
2. Free talk
课件展示：（Zip图和Zip活动的四个句子，going hiking, collecting leaves, fishing, taking pictures,
-----变色突出ing
T: What is zip’s hobby?
Ss: Zip likes going hiking, collecting leaves, fishing, taking pictures,…
Step 2 Presentation
1、情境导入
(1)T: My hobby is collecting stamps.（出示教具：集邮册, 让学生看一看 ）T: I like collecting stamps. What about you? 引出特殊问句：What’s your hobby? You can say: I like doing sth. Don’t forget to Add –ing. (课件：显示学过的图片如drawing pictures, taking pictures, making kites, listening to music, etc. 和句子: What’s your hobby? I like ---. ) (师板书What’s your hobby? 生伸出手指空书) 连锁问答操练。示范：T: What’s your hobby? S2: I like…. (to S3) What’s your hobby?....学生说出自己的爱好, 教师的表
扬语言:A good habit. /I like ---, too.
(2) T: I like collecting stamps. (师板书I like collecting stamps. 生伸出手指空书)
T: 教师引导学生一起问：What’s your hobby?
Ss：I like…
T：（师问其余学生）What’s his hobby？He likes….
（教师板书: He/She likes….）
(3) Let’s play. 自然转换：She / He likes doing something.
（教师板书：He likes collecting stamps, too. 生伸出手指空书）
2、机械操练
利用以前学过的内容操练（不要忘了“写”）。
(学过的短语：A. going hiking / shopping / climbing mountains / taking pictures B. playing football
/ basketball / ping-pong / sports / chess
C. playing the violin / the piano / the guitar D. cooking / painting /
collecting stamps / toys / leaves E. reading books / drawing pictures / listening to music F.
swimming / diving / catching butterflies
G. making kites / planes)
H. riding a bike / doing an experiment / watching insects)
3、意义操练
猜图
(1)（课件：Amy 头像）
T: I have a friend. She’s Amy. Guess: What’s her hobby?
S: Maybe she likes ….
(点击课件，出现整体画面：做风筝)
T: She likes making kites.
(2)（课件：Mike 头像）
T: What’s his hobby?
S: Maybe he likes ….
(点击课件，出现整体画面，骑自行车)
T: He likes riding a bike.
课件出示三张海报。
T: There are three posters here. Where is Amy going on Saturday? (课件出示三个地点，并在图上
写上英语单词)Park? Stadium? Museum? 教学个别地点名词。
教师简单领读Park, Stadium, Museum.
S: Amy is going to the Park.
T: Why?
S: Because there is a kite show on Saturday. Her hobby is making kites.
T: Where is Mike going on Saturday? Why?
T: He’s going to the Stadium. There is a bike show on Saturday. His hobby is riding a bike.
T: I like collecting stamps. Who likes collecting stamps, too? There is a stamp show on Sunday. (课件：单独一张大的集邮海报。) Let’s go together. He likes collecting stamps, too. Can he go with us?
Ss: Sure.
T: We have the same hobby. So we can go to the stamp show together.
4. Let’s try
(课件：Bill 头像和Daniel头像)
T: Look! This is Bill. He is from the UK. (课件示意)
What’s Bill’s hobby? （课件出示A、B图）
He likes …. A or B?
T: What about Daniel?
What’s his hobby? （课件出示A、B图）
He likes….
Listen to the tape and circle the right answer.
(播放Let’s try录音，然后核对答案)
5. Now write down your hobby and your partner’s hobby on your card, please! （写的环节：学生在
心卡上写下自己和搭档的爱好）
Step 3 Practice
Let’s talk
1、听音答题
T: What about Wu Yifan’s and John’s hobby? Listen to the dialogue and then tell me the answer.
(播放A Let’s talk 录音后，让学生回答问题。)
What’s Wu Yifan’s hobby?
He likes collecting stamps.
What’s John’s hobby?
He likes collecting stamps, too.
2、听音正音 听录音 Let’s talk，学生逐句跟读。
3、合作共建 小组中两人分角色操练对话
4、表演展示：分角色朗读；表演对话。
Step 4 Production
1、游戏：“My teacher”
教师将学生熟悉的六位教师的名字写在黑板上。全班学生分成六组，每组学生描述其中的一位老师。当一个小组开始描述时，其他的小组猜他们描述的是哪位老师。要求首先要描述老师的爱好，如果其他小
组猜不出，再继续描述老师的体貌特征等，直到其他学生正确猜出这位教师为止。
2、笔头练习
拿出听力材料，听录音完成练习。
Step5 Progress
1、做本课时相应的基础训练或其他配套练习。
2、作业
（1）让学生听Let’s learn 和Let’s talk部分的录音，并积极与他人交流。
（2）Write down your classmates’ hobbies.
六上U4A3（阅读课）
教学内容：Let’s read
教学目标： 1、听、说、认读两封电子邮件。
2、培养学生乐于与人交往的性格。
3、了解电子邮件的基本格式。
教学重点：阅读两封电子邮件。
教学难点：理解、认读句子： My twin sister Ann likes …We look the same, but we don’t like the same
things. Tell me something about you.
教学准备：1、老师准备录音机、磁带，学生准备课堂练习本
2、PPT课件
教学过程：
Step 1 Preparation
1. Free talk
T: Hello. What’s your name?
S: My name’s ….
T: Nice to meet you.
S: Nice to meet you, too.
T: I live in …. Tell me something about you. Where do you live?
S: I live in ….
板书 I live in …. Tell me something about you.并领读。
T: Tell me something about you. What’s your hobby?
S: I like ….
在相应位置板书I like …. What’s your hobby?
2. Let’s chant.
What’s your hobby? What’s your hobby?
Diving, diving. I like diving.
What’s your hobby? What’s your hobby?
Riding a bike, riding a bike. I like riding a bike.
What’s his hobby? What’s his hobby?
Collecting stamps, collecting stamps. He likes collecting stamps.
What’s her hobby? What’s her hobby?
Making kites, making kites. She likes making kites.
Step 2 Pre-reading
师拿出自己的笔友的照片和给自己的写的信实物展示给学生看。拿着照片介绍This is Chris. She is an American girl. She is a university student now. She is tall and pretty. She likes swimming and playing baseball. This is the letter she wrote to me. She is my pen pal. I’m her pen pal. 引导学生猜测pen pal的意思。最后点出Pen pal means pen friend. 简单学习pen pal.(设计意图：通过老师介绍自己的笔友特点及爱好，引入交友情景，为后面进入的阅读创造情景，同时排除pen pal这个障碍，为阅读打好基础。)
Step 3 In-reading
1、第一遍阅读。快速阅读第一封邮件，并回答问题：Who are they? 首先老师让学生观察第一封邮件的图片人物， T：Look at the girls in the picture．They look the same．They are twin sisters．What are their names? Let's read the first e-mail. Read quickly and find the key words．学生回答的时候，要求能说
出依据。
然后通过描述这两个女孩的共同特征，引出twin sisters. They look the same. 理解twin和They look the same.的含义，然后，出示另两对双胞胎的照片，引导学生说They are twin sisters/brothers. They look
the same.
（设计意图：本文文本量较长，有一定难度，设计时自然而然将两封邮件分成两部分进行阅读，先处理Alice给Liu Yun的邮件内容。阅读前老师描述人物图片，学生通过快速阅读找出简单信息，即这两个人物的名字。此遍阅读教会学生找关键词、句，培养学生跳读的能力。twin sister的理解放在文中进行。）
2、第二遍阅读。仔细阅读第一封邮件，并回答问题。What’s Alice’s hobby? What’s Ann’s hobby? 老师提示学生仔细读，并勾划出答案。做完后，同伴交流答案及依据。最后，老师核对答案。
由这两个问题的答案：Alice likes swimming, diving, and riding a bike. Ann likes drawing pictures
and making kites.引出新句子They don’t like the same things.并让学生猜测意思。
3、在课件的邮件开头空白处点击出现To:和From及相应网址并介绍网址、邮件开头结尾的写法。运用课件将Alice写的邮件发送出去。Liu Yun has got the e-mail. This is the e-mail from Liu Yun to Alice.
出示第二封邮件。
第一遍阅读第二封邮件。快速阅读，回答问题：Where does Liu Yun live?
4、第二遍阅读第二篇邮件。仔细阅读，回答问题：What is Liu Yun’s hobby? What is her mother’s hobby? What is her father’s hobby? 提示学生仔细读，并勾划出答案。做完后，小组交流，并说说怎么找
到答案的。最后，老师对答案。
5、通读这两封邮件，完成短文。
Alice lives in________. Her pen pal is _______. Liu Yun lives in _________. Liu Yun’s mom is a _______. She likes swimming. Her dad is a ___ reporter. He likes listening to music. Liu Yun likes
____________ and ___________. 完成后，首先小组交流，然后全班交流。
Step 4 Post-reading
1. Listen and repeat.听录音跟读课文。
2. Reading competition. A B两部分学生比赛朗读课文。
3. We’ve read two e-mails. And we can write an e-mail like this.边说边把板书补充完整。T: Liu Yun is Alice’s pen pal. I want Ann to be my pen pal. So I wrote an e-mail to Ann. You can find a pen pal and write an email to him or her. 用课件展示老师写的邮件。然后要求学生找班内同学做笔友，在自己的练习
本上仿照范文给对方写一封电子邮件，并送给他或她。然后邻近的同学一起分享收到的邮件。
Step 5 Progress
1。完成基础训练的相应练习或其他配套练习。
2．Homework：Pen pals are important. Find a new pen pal and write an e-mail to him\her.
六上U4B1（词汇课）
教学内容：Let’s learn Let’s practice
教学目标：1、能够听、说、读、写五个动词的第三人称单数形式：lives, teaches, goes, watches, reads.
2、能够听、说、认读句子：Does your pen pal live in Shanghai? No, he doesn’t. He lives in
Beijing.
3、能够听懂、会唱歌曲《My Pen Pal》。
教学重点：1、能够听、说、读、写掌握五个动词的第三人称单数形式。
2、能够掌握本课时的重点句型：Does your pen pal live in Shanghai? No, he doesn’t. He
lives in Beijing.并能在现实生活中灵活运用，做到语调自然，语音准确。
3、让学生明确第三人称单数后缀s和es的区别。
教学难点：能够掌握本课时的重点句型：Does your pen pal live in Shanghai? No, he doesn’t. He
lives in Beijing.并能在现实生活中灵活运用。
教学准备：1、与本课时相关的教学挂图和词卡。
2、录音机和本单元的教学录音带。
教学过程：
Step 1 Preparation
1. Let’s sing: My pen pal.
2. Free talk
e.g.
T: Do you have a pen pal? S: …
T: What’s his /her hobby? Does he do …every day? S: …
T: Do you often write e-mails? S: …
Step 2 Presentation
1、单词导呈
A. 接Free talk, T: I have a pen pal, she lives in Beijing. I live in Linshu. We often write e-mails.重复
并教说。然后，引导学生以此为例谈论自己的pen pal.
B. 教师接着问学生: Does your pen pal live in Shanghai / Jinan / America? 帮助学生回答：Yes, he
/ she does. No, he / she doesn’t. He / She lives in …. 板书: lives 教读、操练
C. T: I teach English .Does Mr.… teach English? 引导学生作答：“No ,he doesn’t. He teaches…,”然后再用几位其他学科的教师的名字提问，引导学生给出完整回答。板书：teaches 教读，写。操练。
D. T: I go to work on foot. How does your father / mother go to work? Ss: He / She goes to work …. T： 指着一生问：Does he / she go to school on foot / by plane?引导学生回答：Yes, he / she
does. No, he / she doesn’t. He / She goes ….
板书：goes to work 教读，写。
问答练习。
E. T: Does your pen pal read books in the evening? Ss: ….
T: Does your pen pal watch TV at night? Ss: ….
板书：reads books watches TV 教读，写。 操练。
F. 领读黑板上所有词汇并操练。
2、听读正音
A. Just listen. B. Listen and repeat. C. Read together. E. Read by yourself.
3、合作学习
采用小组合作的方式去认读和检查单词、词组。要求：每个学生必须能达到听、说、读。
Step 3 Practice
1、“闪卡”游戏。
教师将本部分的单词卡片混在一起，快速展示给学生看，让学生快速的读出来。
2、出示Let’s practice的挂图，教师先示范，然后让学生Tell about Bill’s day.
先组内描述，然后班内展示。
3、书写比赛。
Step 4 Production
1、游戏“吉姆的故事”
学生五个人一组，第一名学生说：“Jim lives in the country.”第
二名学生说：“Jim lives in the country. He lives on a farm.”第三名学生说：
“Jim lives in the country. He lives on a farm. He goes to work by car. ”依次进
行，每人在前面学生的基础上再加一句话。同桌之间也可以进行该游戏。
2. Give three minutes, interview your pen pal and give a report. ( …likes …watches.…
goes …lives…reads….)比一比，看谁介绍的最好。
3、练一练
A. 首先从课前发下去的词卡中挑选动词词组且加s / es，并试着读出，然后将词组贴在对应的图画
下面，如：go --- to work.
B. 学生发现问题，即有的单词的后面加s，有的单词的后面加es, 教师引导学生解决问题。
Step 5 Progress
1、完成基础训练中的相应练习或其他配套练习。
2、作业：
A. 听本部分的录音，仿读。
B. 抄写四会内容两遍。
C. 当小记者采访自己的父母或者老师，然后说说他们的一天。
六上U4B2（对话课）
教学内容：Let’s try Let’s talk Tick and say
教学目标：
1、能够听、说、读、写句型Does she teach English? No, she doesn’t. Yes, she does.
2、能够用上面句式询问他人一些日常生活情况。
教学重点：能够熟练掌握本课时的重点句型，并在现实生活中灵活运用，做到语调自然，语音准确。
教学难点：在实际情景中运用所学的对话。
教学准备：1、与本课时相关的教学挂图。
2、录音机和本单元的教学录音带。
教学过程：
Step 1 Preparation
1. Let’s chant.
课本44页中的chant.教师放录音，师生同完成。
2、让学生展示采访自己的父母或者老师的结果。
Step 2 Presentation
1、情境导入
(1)教师把Let’s try的教学挂图呈现给学生，师生一起讨论图意。Does the girl’s mother work in a
hospital?
Does her father work in a hospital, too?
然后教师放录音，让学生根据对话内容选出正确的答案。录音内容如下：
Boy: Does your mother work in a hospital?
Girl: Yes, she does.
Boy: Does your father work in the hospital, too?
Girl: No, he doesn’t .He works in a school.
Boy: Does your father go to work by bike?
Girl: Yes, he does.
(2) T: My father is a doctor, too. Do you want to know more about him? Ask me some questions.
教师引导学生问：Does he …? 帮助学生回答。
教师板书：Does he ….? Yes, he does. No, he doesn’t.
教读，操练。
2、机械操练
利用以前学过的内容操练，进行替换练习（不要忘了“写”）。
3、意义操练
游戏：寻找家园
教师准备一些卡片，正面写有人名，反面写有地名，如：city, country, village, farm, forest, mountain, nature park等。请一名学生上台抽取一张卡片，问台下学生：“Guess, Where does …live?” 学生猜：“Does
he /she live in /on…?”猜对的小组可以得分，最后得分最多的小组获胜。
Step 3 Practice
Let’s talk
1、听音答题
T: Oh, the girl’s mother is a doctor, what about Zhang Peng’s mother? What does she teach? Does
she teach English? (播放A Let’s talk 录音后，让学生回答问题。)
2、听音正音 听录音 Let’s talk，学生逐句跟读。
3、合作共建 小组中两人分角色操练对话
4、表演展示：分角色朗读；表演对话。
Step 4 Production
1、游戏：小记者采访
教师准备一些卡片，写上某些人物的地址，职业，生活习惯。事先发给同学，让小组内的同学运
用本课时学的句型合作完成采访任务，培养学生语言运用的实际能力。
2、教师让学生把52页的表格填好，然后每个人将个人信息填好后交给老师。教师请一名学生上台从一摞信息中抽取一张，告诉台下学生：“It’s a boy/girl.”学生分成两大组，轮流提问，如下图所示，看看哪
组先猜出填写卡片的人是谁。最后看看哪个小组得分高，教师要及时鼓励和奖励。
Step5 Progress
1、做本课时相应的基础训练或其他配套练习。
2、作业
（1）让学生听Let’s learn 和Let’s talk部分的录音，并积极与他人交流。
（2）抄写本课四会句子。
（3）调查同学或朋友的pen pal的有关情况，记录下来。班内交流。
六上U4B3（阅读课）
教学内容：Let’s read
教学目标：1、能够简单描述自己的好朋友。
2、能够完成Let’s check部分的练习。
3、熟练掌握Let’s read 部分的短文内容。
教学重点：能够理解，会读Let’s read 部分的短文内容。
教学难点：理解Let’s read中的短文，并能利用所学灵活的交际。
教学准备：1、与本课时相关的教学挂图。
2、录音机和本单元的教学录音带。
教学过程：
Step 1 Preparation
1. Let’s chant.
教师放Let’s chant部分的歌谣“Tell me about your pen pal”，让学生跟录音有节奏地说唱。
2、让学生展示其调查同学或朋友的pen pal的结果。
Step 2 Pre-reading
教师向学生展示本部分的教学挂图，
手指图中的孪生姐妹介绍：
“This is Alice .This is her twin sister. They look the same, but they don’t like the same things. They
are different. ” 教师板书different, 教读。
Step 3 In-reading
1、第一遍阅读。快速阅读第一、二段，并回答问题：Does Alice live in China? Does her father work in a school? Does her mother work in a school, too? 让学生读并找出这些问题的答案。学生回答的时候，
要求能说出依据。
2、第二遍阅读。仔细阅读第一、二封邮件，并回答问题。What’s Alice’s father? What’s Alice’s mother? 老师提示学生仔细读，并勾划出答案。做完后，同伴交流答案及依据。最后，老师核对答案。
3、第一遍阅读第三、四段。快速阅读，回答问题：Does Alice go to school by bike? Does Ann watch cartoons on TV? Is Alice’s family going to China soon? 让学生读并找出这些问题的答案及其根据。
4、第二遍阅读第三、四段。仔细阅读，回答问题：How does Alice go to school? How does Ann go to school? What does Alice do in the evening? What does Ann do in the evening? What does Ann usually do? 提示学生仔细读，并勾划出答案。做完后，小组交流，并说说怎么找到答案的。最后，老师对答案。
5、教师指导学生完成书本上的Answer and question.
6、通读这篇文章，完成下面短文。
Alice’s mother works in a ________. Her father _______ by bus. Alice _________ by bike every
morning. But Ann goes to school _______. Alice usually ________ on Saturday. Ann
usually___________ .
完成后，首先小组内交流，然后全班交流。
Step 4 Post-reading
1. Listen and repeat. 听录音跟读课文。
2. Reading competition. A B两部分学生比赛朗读课文。
3、教师指导学生完成Let’s check部分的练习Listen and write the
answers.
录音内容如下：
Woman: Bill lives in Australia .He works in a TV company. He goes to work by bus. He usually reads newspapers on the bus. He goes back home at about six. He watches TV in the evening .He likes
collecting stamps. He often plays basketball on weekends.
4、教师向学生展示story time部分的挂图，
T: “What are they doing? What does Joe see? Does Joe like monkeys? Do monkey live in the
mountains? ”让学生读故事，找出这些问题的答案。
然后教师播放该部分的录音，学生听录音跟读、分角色朗读。如果时间允许，教师指导学生进行对
话表演。
Step 5 Progress
1、完成基础训练的相应练习或其他配套练习。
2. Homework：写一段文字，简单讲述自己的好朋友的有关信息。