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Step 4 Post- listening 1. 学生通过反复模仿原文对话，巩固目检查学生是否能够通过反复朗诵1. Get the students to work in pairs to practice these 标语言。 课文，用目标词conversations. 2. 利用所学目标词汇，自己创编新的对汇和语言创编新的对话 2. Ask them to practice in pairs. Walk around the 话，拓展学生词汇及语言能力。 Work on 1c. classroom to check pronunciation and intonation. Then call some pairs to perform their conversations in front of the class. 3 Step 5 深度加工While- 知识 listening 1. 通过听力练1. 通过听力练习巩固并检测学生所学的目习，检查学生是T: Please look at the pictures in 2a. Can you say their 标词汇及句型是否掌握。 否能听懂目标词English name? 2. 通过听力原文听音模仿，进一步巩固汇与基本句型 2. 通过听力练(Teacher asks the students to name each one 所学的目标语言。 习，检查学生是否能用目标词汇individually.) 回答问题 S1: This is … 3. 通过听力练习，检查学生是S2: This is … 否能通过听音模S3: … 仿朗读课文 1. Work on 2a. T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Let’s see who will do fastest and best. 第 6 页

(Play the recording for the students to listen.) （让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。） T: Now let’s check the answers. Please hold the things you hear and say their English names, OK? (Make sure students hold the things to show them to the other students.) 2. Work on 2b. T: Now please read the words. This time you will listen to the recording again, and you will write one of the words from the box on each blank line. (Play the recording. Students listen and complete the conversation.) T: Let’s check the answers. I’d like to ask three students to read the conversation in role. (Three students read the conversation, filling the missing words. The rest of the students check their answers.) 第 7 页

Step 6 Work on 2c. 结合之前所学的物主代词，将其带入本课目1. 通过对话练习，检查学生是否能够通过学习目标句型，运用一般疑问句，并作出相应的肯定或否定回答 2. 通过对话练习，检查学生是否可以利用目标句型，结合新的话题谈论“学习用品” Post-listeni1. T: Now please practice the conversation with your 标句型，进行目标句型学习与操练。 ng partner. — Is this / that your …? 2. Ask some pairs to act out the dialogue in front of the — Yes, it is. / No, it isn’t. — Are these / those your …? class. — Yes, they are. / No, they aren’t. 3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation. 4. Ask some pairs stand up and act out their dialogue using the school things they collected. 4 Step 7 评价Role-play 学生 的学习 Work on 2d. 让学生们对自己1. 通过阅读Role play，学生能通过寻找细的表现及语言表1. T: Look at the picture and tell me the school things 节，达到掌握对话大意。 达能力进行自我评价，在小组内in the picture. 2. 通过模仿朗读，以及表演对话， 评价，然后进行 (Ss look and say the school things. Check their 达到语言真实运用的目的。 评出最优秀的小组。并鼓励学生answers with their partner.) 3. 有能力的学生可以在对话原文的基 们下一次争取做2. Now look at the screen. Read the conversation again 础上创编新的对话，并进行表演， 最优秀的小组及个人。 and match the things with its owner. 进一步培养巩固学生英语学习兴趣， 第 8 页

(Ss read the conversation and match the things with its 也检查学生是否掌握当堂课要求达到的 owner. Check their answers with their partner.) 3. Let Ss practice the conversation. 教学目标。 4. 学生利用所学目标词汇，创编新的 4. Ask some pairs to act out the conversation in front of 对话，巩固拓展学生词汇及语言能力。 the class. 5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。） Step 8 Summary 1. — Excuse me. Is this/that…? — Yes, it is. / No, it isn’t. 2. — Excuse me. Are these/those…? — Yes, they are. / No, they aren't. 3. What about …? Step 9 Make your own conversations using the things in your 巩固所学词汇及句型。 学生是否能够通过所学完成家庭作业 总结巩固课时所学内容。 Homework classroom. 第 9 页

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