step 2 presentation
play a game and learn the new sentences
1. t: yang ling wants to h**e a picnic with her friends.
so she went to the shop and bought some food. look! what’s this?
(看形状，猜物品；快速闪现猜物品)
s: it’s an egg.
t: what’s this?
s: it’s an ice cream.
s1: (引导学生问) what’s this?
t: it’s a pie
s2: what’s this?
t: it’s a piece of cake.
s: what’s this?
t: it’s a hot dog.
s: what’s this?
t: it’s an apple.
(渗透句型：what’s this? it’s a/an …)
设计意图：用游戏教授新句型，引起学生学习兴趣，让学生想学、乐学，同时教授新句型为下面的活动进行铺垫。】
2. t: oh, here are so many things in the shop.
yang ling needs some help. can you give her some advice?
s: hi, yang ling. would you like a hamburger?
y: no, thank you.
s: what about a cake?
y: yes, five please.
设计意图：在情境中自然地复习新句型。】
step 3 cartoon time
1. t: now yang ling goes home.
she is happy. so she shows us a funny story. look!
who are they?
s: they’re sam, bobby and willy.
t: look at sam. he’s hungry. can you help him?
s: yes.
t: please work in pairs. one is sam. the other is the helper.
(学生用自己学过的句型进行问答)
2. watch and judge
t: now, sam is full. what about bobby and willy.
what would they like? please watch, judge and answer. (**动画)
s: bobby would like an egg.
s: willy would not like a hot dog.
t: willy would not like a hot dog. why?
look at him carefully. is he scared or unhappy?
s: he is scared.
t: why?
s: willy误认为hot dog是一只烧熟的狗。
t: yes. so willy is scared of the hot dog. but is hot dog a real dog?
s: no.
t: hot dog is a kind of food.
t: ok. let’s read this funny story together.
s: ok.
t: please pay attention to the pronunciation and intonation.
设计意图：通过学习有趣的cartoon time，让学生整体感知故事情节，理解课文的幽默之处，从中也提高学生的思维品质。】
3. read the story
t: now boys and girls, let’s read the story together, ok? (出示小提示：注意读出故事中人物的情绪)
s: ok.
4. act the story
t: this is a very funny story. let’s try to act it, ok?
ss: ok. (act in groups)
设计意图：朗读和表演有助于学生对于文本的理解，同时也增加学生的听说机会，提升课堂的趣味性。】
5. t: yang ling is happy today.
she invites us to h**e a picnic with her. do you want to go with her?
s: yes.
t: ok. let’s go and h**e a picnic tomorrow.
设计意图：为下节课的内容埋下伏笔。】
homework 家庭作业。
1. 听磁带，读故事5遍。
2. 和同学表演cartoon time。
teaching aids 教学准备（含板书设计）
教学准备：ppt、图字卡。
板书设计。说课。
首先由游戏引出本节课的主线人物yang ling，并用yang ling来贯穿整节课的教学。接下来以yang ling要和朋友野餐，所以去商店买食物为背景，以游戏的方式复习所学食品类单词，并渗透新句型what’s this? it’s a/an …，为cartoon time的学习扫除语言障碍。
然后请学生给yang ling提建议，借此复习句型would you like …和what about …?
yang ling在得到帮助后感觉很开心，决定跟我们分享一个有趣的故事，进而教授cartoon time。在cartoon time教学时，教师先介绍故事中的主要人物，认识新人物billy。教师提出**上sam很饿，请大家一起帮助他，在这里设计一个编对话的形式，起到承上启下的作用。
接下来，通过看动画让学生整体感知文本，回答问题。通过提出不同的问题帮助学生理解文本，体会这个文本的幽默之处，从而提高学生的思维品质，并训练学生的听力和对文章的判断思维能力。通过朗读和表演，增加学生听和说的机会，同时提升课堂的趣味性。
最后，以yang ling今天很开心，邀请我们一同去野餐为契机，为下一课时的教学埋下伏笔。
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