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(共40张PPT)
Going to a school fair
Revision
Revision
What do you know about the school fair
学校集市
at school
teachers, students, parents
have fun
sell things
buy things
sing and dance
...
Amy’s school has a school fair.
What activities are there at the
school fair
Old things sale
Fun fruit plate show
Sing & dance
Bounce house
Ice cream van
旧物出售
趣味水果拼盘秀
唱歌和跳舞
弹跳屋
冰淇凌车
Can Amy go to the school fair
Listen and answer
Yes, she can.
Listen again and answer
What would Amy like for breakfast
Some bread, milk and some fruit.
Would you like _______
Yes, please.
No, thanks.
I’d like ...
Free talk
What can they do for the school fair
Read and answer
They can make some fun fruit plates.
Read aloud.
Amy: Mum, can we go
Mum: Sounds fun! Let’s go
after breakfast.
Amy: OK. I’d like some
bread and milk.
Mum: Sure. Here you are.
Mum: Honey, would you like some fruit
Amy: Yes, please. Oh! We can make some
fun fruit plates for the fair!
Mum: Good idea!
Watch and repeat
I also have some old school things and toys.
What are they
ball
boat
car
cap
map
doll
Make a new dialogue
Where are they
on/in/under
Listen, tick or cross.
Cross out the words that don’t belong.
books cars erasers paper
pencils pens rulers
School things
bags balls boats caps
cars dolls maps
Toys
Choose and role-play.
1. What’s your name
2. Where are you from
3. Who’s that man
4. Can I use your pen
5. Do you often draw pictures
6. It has a long body and short legs.
_____
That’s my father.
Your dog is cute.
________
Thank you.
6
3
Hi! I’m Li Ming. ________
My name is
Amy Green.
_____
I’m from the UK.
Sure. Here you are.
_____
1
2
4
_____
Yes. I draw
pictures every day.
5
Play roles
Intonation 语调
Emotional 感情丰富
Body language 肢体动作
Pronunciation 发音
Cooperation 合作
Evaluation
Who’s that man
That’s my father.
Your dog is cute. It has a long body and short legs.
Thank you.
Hi! I’m Li Ming. What’s your name
My name is Amy Green.
Where are you from
I’m from the UK.
Can I use your pen
Sure. Here you are.
Do you often draw pictures
Yes. I draw pictures every day.
Read, write and discuss.
Mike: How much is this pencil box
Amy: It’s four yuan.
Mike: OK, I’ll take it. How much is this book
Amy: It’s three yuan. I have five more.
Mike: Thanks. I just want this one. Oh, what’s
this Is it a crab
Amy: Yes, it is. These are apples, oranges and
grapes.
Mike: Great! How much is it
Amy: Five yuan, or three for thirteen yuan.
Mike: OK. I’ll take three for my family.
How much is each thing
The pencil box is yuan.
The book is yuan.
One fruit plate is yuan.
Mike spends yuan.
Is Mike a good buyer What else can you tell
about Mike
Yes, he is. He is a boy from Canada. He has a cute dog. It has a long body and short legs.
He ...
Watch and repeat
game
name
Jake
cake
make
Dave
game
name
Jake
cake
make
Dave
a-e
/e /
a-e
we
he
she
be
/i /
-e
/a /
i-e
write
kite
nice
nine
five
Jone
home
cone
joke
hope
/ /
o-e
/ju /
u-e
cute
use
huge
tube
mute
Listen and chant.
We like the cat! It’s cute. It’s cute.
It has milk and cake for the fair.
The rose on the cake is red.
It’s red.
Let’s get some cake over there!
Let’s chant
Make your to-do list for a school fair.
My to-do list
Sell things.
My toys:
My school things:
Do l have old
things at home
What are they
Buy things.
I have yuan.
I need .
How many do l need
How much is it
Have fun.
Meet old and new friends.
See fun things.
Sing and dance.
整理自己的旧物并进行回收利用。
复习Unit 1-6的重点词汇及句型。
HomeworkRevision教案
教学导航
教学目标 1. 能综合运用前面单元所学的句型进行语言交际。（语言能力） 2. 整理、归置自己的物品，让旧物再次使用，充分发挥它们的利用价值。（文化意识） 3.通过在角色扮演或真实的情景中积极思考旧物相关的再利用。（思维品质） 4.能在学习过程中积极思考，并尝试解决语言问题。（学习能力）
教学重点 复习前面单元所学的重点词汇及句型。
教学难点 在实践活动中综合运用前面单元所学的重点词汇及句型。
教学过程
教学过程 批注
Step 1 Warm up&Lead in 通过自由讨论，引出本课时所学习的内容。
Warm up 1. Greetings. 教师热情地和学生打招呼问好，作简单的Free talk。 2. Lead in. 教师引出话题：The School Fair。教师请学生自由讨论他们对学校集市的了解。
Step 2 Presentation&Practice 通过创设Amy学校举办学校集市的情景，使上课流程连贯、自然。 层层引导，调动学生学习的积极性，提高学生的学习能力、分析问题的能力等。 教师引导学生听录音跟读课文对话，使学生能够充分理解课文内容，并且能以正确的语音、语调朗读对话。
1. Read aloud. （1）课件出示The School Fair的海报，教师引导学生说出关于集市的相关信息如：At school，sell things，buy things，sing and dance，have fun，teachers/students/parents，... （2）教师介绍情景：Amy’s school has a school fair. What activities are there at the school fair （3）课件出示Read aloud部分的海报并出示海报上面的关于集市的活动：Old things sale（旧物出售）、Fun fruit plate show（趣味水果拼盘秀）；Sing & dance（唱歌和跳舞）、Bounce house（弹跳屋）、Ice cream van（冰淇凌车）。 （4）Listen and answer. 教师第一遍播放Read aloud部分的音频，学生听音频并回答问题：Can Amy go to the school fair （Yes, she can.） （5）Listen again and answer. 教师第二遍播放Read aloud部分的音频，学生听音频并回答问题：What would Amy like for breakfast （Some bread, milk and some fruit.） （6）Free talk. 课件出示多种食物/饮品/水果，教师请学生两人一组，用句型“—Would you like _______ —Yes, please./No, thanks. I’d like ...”进行问答。 （7）Read and answer. 教师请学生阅读Read aloud部分的对话，回答问题：What can they do for the school fair （They can make some fun fruit plates.） （8）Watch and repeat. 教师播放Read aloud部分的视频，学生跟读，注意语音、语调。 2. Listen, tick or cross. & Cross out the words that don’t belong. （1）根据Read aloud的情景，延续情景，出示Amy说的话：I also have some old school things and toys. 课件出示关于玩具和配件的图片，学生快速说出对应的单词。 课件出示多种物品在不同位置的图片，学生用方位介词“on/in/ under”进行描述。 （2）教师播放“Listen, tick or cross.”部分的听力音频，请学生完成对应的勾选任务。 （3）教师先请学生齐读这些单词，随后请学生分别将不属于学习用品和玩具的单词划去。 3. Choose and role-play. （1）教师先请学生观察这部分的六个句子选项，理解其中的意思。随后阅读课文对话，根据情景选择合适的选项。 （2）Role play. 学生们多人一组，扮演对话中的人物，注意发音、表情和动作。教师请三组学生上台展示，评出优秀组。 4. Read, write and discuss. . （1）课件出示该部分的内容，教师请学生先仔细阅读对话内容，随后完成题目。教师提醒学生按照正确的书写要求将单词写在四线三格中。随后教师随机抽取几名学生的书写情况进行展示，其他学生进行评价。 （2）教师请学生自由讨论：Is Mike a good buyer What else can you tell about Mike 教师随后请几名学生补充更多关于Mike的信息如：Yes, he is. He is a boy from Canada. He has a cute dog. It has a long body and short legs. He ... （3）Watch and repeat. 教师播放Read, write and discuss部分的视频，学生跟读，注意语音、语调。
Step 3 Consolidation&Extension 结合实际生活，培养学生的综合语用能力。
1. Listen and chant. 课件先分别出示含有字母组合“a-e”“i-e”“o-e”“u-e”及字母 “-e”的单词，学生大声读出这些单词，复习其发音。 课件出示Listen and chant部分的内容，学生先跟读句子，教师帮助 学生理解歌谣大意。随后播放视频，学生跟随歌谣吟唱。 2. Make your to-do list for a school fair. 教师请学生思考自己在家有哪些旧物品以及自己需要在集市上买什么物品，随后完成对应的练习题目。
Step 4 Summary&Homework
1.小结：师生共同回顾本课时的重点内容。 2.作业。 （1）复习Unit 1-6的重点词汇及句型。 （2）整理自己的旧物并进行回收利用。
教学 反思 本节课的特色是通过创设情景，贯穿整个课时，使上课流程连贯、自然。通过丰富多样的活动调动学生学习积极性，提高学生的学习能力、分析问题的能力等。结合实际生活，培养学生的综合语用能力。 板书 设计 Revision —Would you like _______ —Yes, please./ No, thanks. I’d like ...

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