人教PEP版英語六年級下冊Recycle1 Mikes happy days 集體備課教案（4課時(shí)）

第第頁人教PEP版英語六年級下冊Recycle1Mike’shappydays集體備課教案（4課時(shí)）主備人輔備人上課時(shí)間課時(shí)共4課時(shí)審核人單元主題本單元教學(xué)內(nèi)容為人教版英語六年級下冊復(fù)習(xí)單元,屬于“人與自我”“人與社會”主題范疇中“生活與學(xué)習(xí)”“做人與做事”“社會服務(wù)與溝通”主題群,涉及子主題“問路”“身邊的事物和環(huán)境”“安全法規(guī)，安全意識”“自主并合理規(guī)劃周末計(jì)劃，制定周末計(jì)劃，學(xué)會自我管理，時(shí)間管理”。單元子主題及課時(shí)安排RecycleAgraduationtripAfarewellpartyRecycleAgraduationtripAfarewellparty賞風(fēng)景，增長見識賞風(fēng)景，增長見識交朋友，品味生活話離別，暢想未來交朋友，品味生活話離別，暢想未來Day3LifeonthefarmDay4Mike’sdayonthefarmDay5Day3LifeonthefarmDay4Mike’sdayonthefarmDay5Mikeandhisnewfriends:Part1Day6Mikeandhisnewfriends:Part2Day7Day7Mike’ssurpriseDay8AfarewellpartyDay1AbeautifulfarmDay2Farmers’market學(xué)情分析本單元是復(fù)習(xí)單元，目的是幫助學(xué)生對所學(xué)內(nèi)容進(jìn)行復(fù)習(xí)鞏固及運(yùn)用。六年級已有一定的英語基礎(chǔ)，具有了較強(qiáng)的參與活動，游戲及表演能力。因此，在復(fù)習(xí)過程中引導(dǎo)學(xué)生對知識進(jìn)行整合，并采用多種的教學(xué)方式幫助學(xué)生。讓學(xué)生在感知、實(shí)踐參與中完成任務(wù)和目標(biāo)，體驗(yàn)到英語學(xué)習(xí)的樂趣。單元教材分析本單元是總復(fù)習(xí)單元，從農(nóng)場到學(xué)校，再到告別晚會，教材通過Mike的快樂時(shí)光將已學(xué)過的知識有機(jī)地整合在一起，并通過不同類型的任務(wù)，幫助學(xué)生復(fù)習(xí)鞏固語言形式，培養(yǎng)其綜合語言運(yùn)用能力以及自主學(xué)習(xí)能力，讓其學(xué)會與同學(xué)友好相處，珍惜同學(xué)友誼。單元總目標(biāo)1.在情景中恰當(dāng)運(yùn)用所學(xué)句型和詞匯“Iam/He/Sheis...Ihave/He/Shehas...”描述自己和他人的外貌。2.在情景中恰當(dāng)運(yùn)用所學(xué)句型和詞匯“Hegoes/does/plays/...Theyhave...”描述農(nóng)場的生活。3.在情景中恰當(dāng)運(yùn)用所學(xué)句型和詞匯“Inthemorning/afternoon/evening...”描述某一天的生活和工作情況。4.在情景中恰當(dāng)運(yùn)用所學(xué)句型和詞匯“I/He/She...OnMondayI/he/she...InEnglishclass,I/he/she...”描述自己和他人的學(xué)校生活。5.在情景中恰當(dāng)運(yùn)用所學(xué)句型和詞匯“Inthepast/I/he/she...NowI/he/she...”描述自己和他人從過去到現(xiàn)在的變化。6.看懂教材提供的畢業(yè)晚會邀請函并做出書面回應(yīng)。7.介紹自己的畢業(yè)典禮晚會。8.學(xué)會運(yùn)用思維導(dǎo)圖梳理歸納已學(xué)過的知識。9.學(xué)會與與同學(xué)友好相處，珍惜同學(xué)友誼。Recycle1第1課時(shí)課時(shí)內(nèi)容Day1AbeautifulfarmDay2Farmers’market上課時(shí)間審核人教材分析本課時(shí)主要通過Mike在農(nóng)場看到水果、動物等場景復(fù)習(xí)已學(xué)過的名詞及其與冠詞的搭配；通過Mike在農(nóng)場里認(rèn)識新朋友Bill和他的媽媽MrsBooth的場景以及Bill和媽媽打算購物時(shí)的場景引出描述人物外貌的句子、詞語以及與購物相關(guān)的詞句，并要求學(xué)生學(xué)會用思維導(dǎo)圖梳理歸納已學(xué)的語言知識。教學(xué)目標(biāo)能靈活運(yùn)用名詞單復(fù)數(shù)。能利用what、how、where、when等和Mindmap進(jìn)行提問，并準(zhǔn)確、熟練地運(yùn)用相關(guān)內(nèi)容于實(shí)際交流中。能根據(jù)Mindmap進(jìn)行擴(kuò)寫或創(chuàng)編小對話，進(jìn)行流暢的語言輸出。培養(yǎng)小組合作學(xué)習(xí)的能力，綜合運(yùn)用知識的能力。培養(yǎng)學(xué)生熱愛鄉(xiāng)村淳樸、清新的生活，熱愛大自然的情感。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：能靈活運(yùn)用名詞單復(fù)數(shù)，并利用特殊疑問詞what、how、where、when等和Mindmap總結(jié)擴(kuò)寫，準(zhǔn)確熟練地的運(yùn)用相關(guān)內(nèi)容于實(shí)際交流中。教學(xué)難點(diǎn)：能根據(jù)Mindmap創(chuàng)編小對話，并進(jìn)行表演型輸出。教具準(zhǔn)備PPT課件、課文錄音、視頻、教學(xué)照片等。教學(xué)過程個(gè)性修改Step1Warm－upGreetings.Brainstorming.呈現(xiàn)一些單詞盒子，以小組為單位，幫助“Babywords”找到它們的家人并拯救Tom.引導(dǎo)學(xué)生給盒子起名字，進(jìn)一步對單詞進(jìn)行歸類，并給每個(gè)盒子里的單詞加上冠詞a/an.小組討論，并思考更多的組別，然后添加盡可能多的單詞。Step2PresentationSeveraldaysago,Mikevisitedafarm.Andhepostedsomephotosandanessayonhismicroblog.Let’shavealook.LearnDay1呈現(xiàn)微博，觀賞Mike在農(nóng)場拍攝的照片。組內(nèi)討論名詞單復(fù)數(shù)形式及變化規(guī)律，做相應(yīng)習(xí)題。呈現(xiàn)其他名詞，并小組討論結(jié)果。LearnDay2出示微博MrsBooth和Bill照片。小組討論MrsBooth和Bill的外貌，并展示。出示微博上Mike的博文，并讓學(xué)生回答下列問題。Q1：Howmanypeoplearethereinthetext?Whoarethey?Q2：Whataretheygoingtodo？小組合作完成Day2Mindmap根據(jù)思維導(dǎo)圖，小組內(nèi)創(chuàng)編一個(gè)MrsBooth和Bill關(guān)于購物的問答對話。學(xué)士表演，師生共評。Step3PracticeandconsolidationPlayagame.（轉(zhuǎn)盤游戲）Makeupadialogue.創(chuàng)設(shè)情境讓學(xué)生在組內(nèi)合作繪制思維導(dǎo)圖，再根據(jù)思維導(dǎo)圖創(chuàng)編一個(gè)對話。Step4Summingup名詞分類和名詞單復(fù)數(shù)規(guī)律。Mindmap中的特殊疑問詞：what、how、where、when描述人物的外貌詞匯：thin、short、strong、longhair、young、tall作業(yè)板書設(shè)計(jì)教學(xué)反思RecycleMike’sday課時(shí)內(nèi)容Day3Lifeonthefarm上課時(shí)間審核人教材分析本單元是總復(fù)習(xí)單元，教材通過Mike參觀農(nóng)場的七天之旅以及參加畢業(yè)典禮晚會的語境把以前學(xué)過的語言知識有機(jī)地整合在一起，并通過不同類型的任務(wù)，幫助學(xué)生復(fù)習(xí)鞏固各種語言形式，培養(yǎng)其綜合語言運(yùn)用能力以及自主學(xué)習(xí)能力。教學(xué)目標(biāo)1.聽、說、讀、寫已學(xué)過的動詞短語2.運(yùn)用一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)描述農(nóng)場的日常生活。3.按照“go,do,play,have”四種動詞結(jié)構(gòu)歸類所學(xué)的動詞短語。4.獨(dú)立完成相應(yīng)練習(xí)?？磮D說話，看圖寫句子。教學(xué)重難點(diǎn)重點(diǎn)：能夠掌握一般現(xiàn)在時(shí)、現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)和相關(guān)動詞短語。難點(diǎn):能夠看圖說話，看圖寫句子。能夠在恰當(dāng)?shù)那榫爸羞\(yùn)用所學(xué)句型和詞匯描述農(nóng)場的生活。教具準(zhǔn)備圖片、英文卡片、聲音、課件。教學(xué)過程個(gè)性修改Step1:Warm-up&Revision&Lead-in1.Greetings.2.Enjoyasong—OldMacDonald.(出示課件)3.Playagame:Sharpeyes.Presentsomepicturesaboutdifferentactivities.Askstudentstolookatthepicturesandreadoutthephrasesasquicklyastheycan.(課件快閃式出示：gofishing,goswimming,goboating,dothecleaning,dohomework,playmusic,playping-pong,playthepipa,haveapicnic的圖片)4.Lead-in.Presentapictureofabusyfarm.Leadstudentstoanswerthequestionwithverbphrasestheyhavelearnedbefore,suchas“feedanimals”“pickapples”“goswimming”“gofishing”…(課件出示：繁忙的農(nóng)場圖片及相關(guān)動詞短語)T:Thisisafarm.Whatdopeopleusuallydoonthefarm?Step2:Presentation1.Readandcircle.Presentthepictureofthewordpuzzlein“Day3”.（課件出示：Day3的字謎圖片）T:Therearesomethingspeopleoftendoonthefarm.Circlethewordsinthepuzzle.Studentscirclethewordsinthepuzzleandthenchecktheanswerstogether.Theteachercancircleonewordfirstasanexample.(課件出示：示例及答案)Checktheanswerstogether.Leadstudentstoreadthesewordsonebyone.2.Lookandsay.Presentfourgroupsofpictures.Askstudentstolookattheactivitiesandsaytheverbphrases.Thentrytofindouttheformingrulesofverbphrasesineachgroup.(1)Presentthefirstgroupofpictures.(課件出示：釣魚圖、游泳圖、劃船圖)T:Canyousaytheverbphraseaboutthefirstpicture?S1:Gofishing.T:Right!Howaboutthesecondpicture?S2:Goswimming.T:Clever!Whocansaythelastone?S3:Goboating.T:Wonderful!Boysandgirls,thinkcarefully!Whatcanyoufindinthisgroupofverbphrases?Ss:Theyallhaveaword“go”./Theyallhave“-ing”./…T:You’resogreat!Theverbphrasesinthisgroupareallintheformof“go+動詞-ing形式”.Insuchaway,dealwiththeotherthreegroupsofverbphrases.(出示課件)(2)Thesecondgroup:dothecleaning,dohomework,dothedishesTheformingrule:do+名詞/動詞-ing形式(3)Thethirdgroup:playtheguitar,playthepipa,playping-pong,playbasketballTheformingrule:play(the)+樂器/運(yùn)動類名詞(4)Thefourthgroup:havesomejuice,havesomevegetables,haveanartclassTheformingrule:have+名詞（飲料、食物、課程、三餐等)3.Lookandwrite.Presentthepicturesofthefirstpartin“Day3”.（出示課件）T:Therearemanypeopleonthefarm.Whatdotheyusuallydoonthefarm?Trytowritedownwhathe/she/theydoes/doeverydayaccordingtothepictures.Checktheanswerstogether.(課件出示：該部分練習(xí)的答案)T:Lookatallthesentences.Choosethesentencesthatcananswerthequestion“Whatdoeshedoeveryday?”Ss:Hegoesfishing.Hegoesswimming.Hegoesboating.Heplaysmusic.Heplaysping-pong.Heplaysbasketball.T:Goodjob!Nowchoosethesentencesthatcananswerthequestion“Whatdoesshedoeveryday?”Ss:Shedoesthecleaning.Shedoesherhomework.Shedoesthedishes.T:Brilliant!Thenextquestion“Whatdotheydoeveryday?”Choosetherightsentences.Ss:Theyhavesomejuice.Theyhavesomevegetables.Theyhaveanartclass.T:Canyoufindthedifferencesinthesesentences?Ss:Weshoulduse“does”“goes”“plays”todescribe“he”or“she”.Weshouldusetheoriginalformofverbstodescribe“they”.T:Excellent!Presentthechangerulesofthethirdpersonsingularverb.(出示課件)4.Thinkandanswer.(1)Presentthepictureofthesecondpartin“Day3”.(課件出示：Day3第二部分的情景圖)T:Nowitismorning.Mike,Bill,MrsBoothandotherpeopleareonthefarm.Theyarehavingfunonthefarm.Whataretheydoing?Pleasetalkaboutthepicture.T:WhatisBilldoingnow?Ss:Heisplayingping-pong.T:WhatisMrsBoothdoing?Ss:Sheisplayingthepipa.T:WhatisMikedoing?Ss:Heis……(2)Letstudentscompletethewritingtaskbythemselves.Checktheanswerstogether.(課件出示：該練習(xí)的答案)(3)Askstudentstosaysomethingaboutthepresentcontinuoustense.T:Canyoufindtherulesinthesesentences?Ss:Theyallhave“be動詞+動詞-ing形式”./Theyareallintheformof“be動詞+動詞-ing形式”./…T:Youalldidagoodjob.Presentthechangerulesofthepresentcontinuoustense.(出示課件)Step3:Practice1.Readthesentences.Presentthesentencesaboutthefarmlife.Letstudentsreadthemtogetherforthreetimes.2.Discussandclassify.Letstudentsdiscussthesesentenceswiththeirpartnersandclassifythemintotwogroups.Studentsshouldbrieflytalkaboutthereasonfortheirclassification.T:Wecanputthesentences“Hegoesfishing.”and“Heplaysmusic.”inGroupA.Theyarethesametense.Wecanputthesentence“Billisplayingping-pong.”inGroupB.Itistheothertense.Now,classifytheothersentences.Checktheanswerstogether.Step4:Consolidation&Extension1.Sharpeyes.Presentsomepicturesaboutthechildren’slifeonthefarm.Askstudentstoanswerthequestions:Whatdoeshe/shedo?Whatdotheydo?(課件出示：一些小孩子在農(nóng)場活動的圖片。如：釣魚，游泳，煮飯，野餐等。)Makeamodel:S1:Hegoesfishing.S2:Theygoswimming.…Thestudentwhogetstherightanswercangetastar.2.Thedicegame.Theteachertakesoutadice.Therearesixdifferentpicturesoneachside.Studentsthrowitandtrytodescribewhathe/she/theyis/aredoinginthepicturesonthetopsideofthedice.Makeamodel:S1:Heisdrawingapicture.S2:Theyareplayingbasketball.…作業(yè)板書設(shè)計(jì)教學(xué)反思RecycleMike’sday課時(shí)內(nèi)容Day4Mike’sdayonthefarm上課時(shí)間審核人教材分析本部分通過描述Mike一天的農(nóng)場生活和Mike和Bill的卡片游戲復(fù)習(xí)鞏固一般過去時(shí)態(tài)和形容詞比較級的用法。教學(xué)目標(biāo)1.在圖片的幫助下用過去時(shí)填空，描述Mike在農(nóng)場中一天的生活。2.對自己或朋友過去某天的生活進(jìn)行口頭和書面描述。3.讀懂Mike和Bill游戲的文本描述，并根據(jù)游戲規(guī)則運(yùn)用比較級玩卡片游戲。4.提升發(fā)現(xiàn)問題、解決問題的能力。教學(xué)重難點(diǎn)重點(diǎn):鞏固一般過去時(shí)的用法，復(fù)習(xí)相關(guān)短語和形容詞的比較級。難點(diǎn)：提升學(xué)生的語言交際能力教具準(zhǔn)備PPT課件、課文錄音、視頻、單詞卡等。教學(xué)過程個(gè)性修改Step1:Warm-up&Revision&Lead-in1.Greetings.2.Enjoyasong.EnjoyasongofUnit2inthetextbook—Lastweekend.(課件出示：教材Unit2歌曲)3.Doandsay.Theteacherdoestheactions.Studentstrytosaythewordsorphrases.Makeamodel:Whentheteacherissweepingthefloor,studentsshouldsay“cleantheroom”.Whentheteacherisswimminginthewater,studentsshouldsay“goswimming”.Whentheteacherissleeping,studentsshouldsay“sleep”or“gotobed”.…4.Raptogether.(1)T:Doyoulikerap?Let’sraptogether.Ss:Yeah!T:Now,pleasefollowmyrhythm.Isay“cleantheroom”,andyousay“cleanedtheroom”.Let’sstart!T:Cleantheroom.Ss:Cleanedtheroom.T:Eatbreakfast.Ss:Atebreakfast.T:Gofishing.Ss:Wentfishing.…(2)Afterrappingthephrases,theteacheraskstwoquestions,“Doyoustillrememberthechangerulesofthepasttenseofverbs?Whocansaysomeexamples?”Theteachermakesamodelfirst:Add“-ed”totheendoftheword.Forexample:play,played.S1:Change“y”into“i”,thenadd“-ed”.Forexample:study,studied.S2:Writethelastlettertwice,thenadd“-ed”.Forexample:stop,stopped.S3:Add“-d”totheendoftheword.Forexample:live,lived.S4.:Norules.Forexample:go,went.…Theteacherwritesdownalltheexamplesstudentssaid.T:Howsmartyouare!LookatthePPT.Let’sreviewthechangerulesofthepasttenseofverbs.(出示課件)5.Lead-in.Presentthepicturesofthefirstpartin“Day4”.(課件出示：Day4的第一部分圖片)T:ThursdayisthefourthdayforMikeonthefarm.Hewasverybusy.Whatdidhedoonthatday?Lookatthesepicturesanddiscusswithyourpartners.Step2:Presentation1.Askandanswer.PresentMike’spicturesonebyone.(課件依次出示:Mike在農(nóng)場活動的圖片)Theteacherandstudentsaskandanswerlikethis:T:WhatdidMikedoonthefarm?Ss:Hehad/atebreakfast.T:WhatdidMikedoonthefarm?Ss:Hecleanedtheroom.T:WhatdidMikedoonthefarm?Ss:Hewentfishing.T:WhatdidMikedoonthefarm?Ss:Hereadastorybook.T:WhatdidMikedoonthefarm?Ss:Heusedacomputer./Hewroteane-mail./Heplayedcomputergames.T:WhatdidMikedoonthefarm?Ss:Hewenttobedat10:00p.m./Hesleptat10:00p.m.2.FinishMike’sdiary.LeadstudentstohelpMikefinishthediaryandwritedowntheanswersinthetextbook.3.Checktheanswers.Checktheanswerstogether.Studentscheckthespellingsinpairs.(課件出示：該部分答案)4.RetellMike’sdayonthefarm.T:CanyouretellMike’sday?Practicereadingthediarybyyourselffortwominutes.ThenI’llasksomeofyoutostandupandretellthediary.Payattentiontothechangeofrole.Weshouldchange“I”into…Ss:Change“I”into“he”.T:Right!Whatelse?Ss:Andchange“me”into“him”.T:You’rethebest！Students’showtimebeginsaftertwominutes.Everyonewhostandsuptoretellthediarycangetasticker.5.Listenandcircle.T:Youdidagoodjob.It’stimetorelax.MikeandBillareplayingagame.Let’sgoandhavealook.Listento“MikeandBill’sgame”.(課件出示：課本第二部分的音頻)Askstudentstolistencarefullyandcircletheadjectivesinallformsinthetextbook.6.Lookanddescribe.Presentthethreeanimalsinthesecondpartonebyone.(課件依次出示：游戲中的三種動物圖片)Leadstudentstotrytodescribethemonebyone.Makeamodel:T:What’sthis?Ss:It’sanelephant.It’sbig.T:What’sthis?Ss:It’satiger.T:Isthetigerbiggerthantheelephant?Ss:No,itisn’t.It’ssmaller.T:What’sthis?Ss:It’sawhale.T:Thewhaleisbiggerthantheelephant.It’sthebiggest.Thetigeristhesmallest.7.Learntoplaythegame.PresentthestepsofMikeandBill’sgame.Readthegametogetherandlearntoplaythegame.(課件依次出示：Mike和Bill的游戲環(huán)節(jié))8.Discussingroups.Askstudentstoreadthegamebythemselves.Anddiscussingroups:Howtoplaythisgame?Whatsentencepatterns,whatkindofwordsorphrasesdotheyneed?T:Let’sgooverthechangerulesofthecomparativeofadjectivesfirst.（出示課件）Theteacherandonestudentimitatethegamefirst.Thentheteacherasksstudentstoactoutthegameaccordingtotheirdiscussionsingroups.Step3:Practice1.Talkaboutyourdaytoyourpartner.TrytoimitatethewaythatMikewroteabouthisdayonthefarm.Chooseonedayinthepast.Andtrytodescribewhathappenedonthatday.Theteachercanmakeamodelforstudents:T:LastSundaywasabusydayforme.Igotupearly.ThenIdidmorningexercises.Afterthat,Iatemybreakfast.Next,Iwenttothezoo.Intheafternoon,IreadanEnglishbookinthelibrary.Intheevening,Icookeddinnerandwashedmyclothes.Finally,Iwenttobedat9:30p.m.Studentsshowtheirdays.2.Readthewords.Lookatalltheadjectivesinthebookthatstudentscircledbefore.First,trytowritethecomparativeandsuperlativeformsoftheseadjectives.Thentrytoreadthemaloud.Makeamodel:big—bigger—biggest…Students’showtime.Step4:Consolidation&Extension1.Doasurveyandreport.Studentscanleavehis/herseattoaskhis/herbestfriendthequestion“Whatdidyoudoyesterday?”.Trytogetinformationofhis/herlifeyesterdaywithinacertaintime.Thentrytowriteapassagetodescribehis/herlifeyesterday.Makeamodel:S1:MyfriendisXXX.Hewasbusyyesterday.Hegotuplate.Thenhe…Thestudentwhodoesagoodjobcangetasticker.2.Makeanewgame.Theteachertakesoutsomegroupsofpicturesforthecardgame.Twostudentsworkinagroup.Chooseonegroupofpicturestodothecardgame.Theycanalsodrawsomenewanimalstomaketheirowncards.DothegameasMikeandBilldid.Theteachercangivesomehelpifnecessary.Askseveralgroupstoactouttheirnewgame.…作業(yè)板書設(shè)計(jì)教學(xué)反思Recycle1第3課時(shí)課時(shí)內(nèi)容Day5Mikeandhisnewfriends&Day6Mikeandhisnewfriends上課時(shí)間審核人教材分析本課時(shí)是人教版六年級下冊Recycle-Mike’shappydays里的第三課時(shí)，讀懂關(guān)于Mike學(xué)校生活的語篇并回答相關(guān)問題；正確使用一般現(xiàn)在時(shí)的第三人稱單數(shù)描述Mike的上課情況。通過看圖讀懂Bill從小時(shí)候到少年的變化的描述，并根據(jù)描述完成判斷題。運(yùn)用一般過去時(shí)、一般現(xiàn)在時(shí)、一般將來時(shí)這三種時(shí)態(tài)以及表示時(shí)間的短語描述自己或他人的變化以及預(yù)測未來的變化。教學(xué)目標(biāo)讀懂關(guān)于Mike學(xué)校生活的語篇并回答相關(guān)問題2.正確使用一般現(xiàn)在時(shí)的第三人稱單數(shù)。3.運(yùn)用一般過去時(shí)、一般現(xiàn)在時(shí)、一般將來時(shí)這三種時(shí)態(tài)。4.展望未來，做好規(guī)劃。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)1.能夠讀懂關(guān)于Mike學(xué)校生活的語篇并完成練習(xí)。2.能夠通過看圖讀懂Bill從小時(shí)候到少年的變化的描述，并完成練習(xí)。教學(xué)難點(diǎn)1.能夠熟練掌握和運(yùn)用一般過去時(shí)、一般現(xiàn)在時(shí)、一般將來時(shí)這三種時(shí)態(tài)。教具準(zhǔn)備PPT課件、課文錄音、視頻教學(xué)過程個(gè)性修改Step1:Warm-up&Revision1.Greetings.2.Singasong.Let’ssingthesong—DaysoftheWeekSong.3.Lead-in.T:What’syourfavouritedayatschool?Ss:Myfavouritedayatschoolis…T:Howdoyoulikeyourschoollife?Ss:Ilikeitverymuch.It’sgreatfun/interesting…Step2:Presentation1.Fastreading.(1)PresentMike’sPPTabouthisschoollife.T:NowMikeistellingabouthisschoollife.Whatdoeshesay?Readthepassagequicklyandanswerthequestions.Checktheanswers.2.Carefulreading.Studentsreadagainandtrytogetmoredetails.Presentthekeysentencestructure“In…class,heoften/sometimes…”onthePPT.Leadstudentstopayattentiontothethirdpersonsingularformofverbs.3.Readaftertherecording.Studentsreadthepassageaftertherecording.Payattentiontothepronunciationandtheintonation.Readitcorrectlyandfluently.4.DescribeBill.T:Wecanseesomefacesunderthepictures.Whatdothesehappyorsadfacesmean?Ss:Thehappyfacemeans“l(fā)ike”.Thesadfacemeans“dislike”.T:Whatdidhelikewhenhewasfive?Ss:Helikedcandiesandplayingbasketball.(Leadstudentstolearntoexpressinfullsentences.)T:Whatdidn’thelike?Ss:Hedidn’tlikeskippingrope.T:Howdidhelooklikewhenhewasfive?Ss:Hewasveryshortandthin.T:So,attheageoffive,helikedcandiesandplayingbasketball,buth