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1、-作者xxxx-日期xxxx小学英语鲁科版五下三四单元【精品文档】Unit 3 Health单元备课教学内容Unit 3 Health教学目标1、知识目标：能听懂会说规范书写单词wrong feel bad lesson healthy sleep every;能听懂会说认读单词和短语cold fever cough headache medcine on time much better rest get well soon keepaway should enough junk food health fat 等，并能结合句型灵活运用。能熟练运用所学语言知识描述几种病情，并给别人提出一些健

2、康方面的建议。初步了解一些简单的连读规律。2、技能目标：能运用本单元的知识点，完成听、重复、阅读、游戏等任务。3、情感目标：培养学生养成良好的饮食习惯和健康的生活习惯。教学重点：能听懂会说认读句子，并熟练运用句型。教学难点：能熟练运用所学语言知识描述几种病情，并给别人提出一些健康方面的建议。教具、学具录音机、磁带、电脑、光盘、课本、课程表、头饰教学方法：实物激趣法、任务型教学教学基本策略：合作探究学习法教学中应注意的问题：会正确的运用句型给别人提出一些健康方面的建议。教学措施：通过多媒体课件，给学生直观形象地呈现，激发学生兴趣，采用多种方式使学生熟练掌握对话。课时分配每课一课时，共计四课时。U

3、nit3 Lesson1 Whats wrong with you?课型：新授教学目标：1、能够听懂、会说并认读单词wrong, feel, fever, cough, headache, bad, cold, medicine及句子Whats wrong? 2、能听懂、会说、认读、运用句型Whats wrong with you? 询问身体状况并用I cough and feel cold. I have a very bad headache. You have a bad cold. Take some medicine.描述病情并给出建议。3、通过语言交流，学会关爱他人,关注健康。教学

4、重难点：（一） 教学重点：1、单词wrong, feel, fever, cough, headache, bad, cold, medicine的听说认读；2、运用所学词汇与句型Whats wrong with you? I cough and feel cold. I have a very bad headache. You have a bad cold.谈论病情。（二） 教学难点：1、单词wrong, medicine的准确读音；2、灵活运用句型谈论病情并给出建议；教学方法：情境教学法教具准备：教学光盘,课件,单词卡片，医生帽教学过程：（一） Warming-up.1、Greetin

5、gs.2、Sing the song“How are you?”.3、Free talk. 教师问三名学生“How are you?”,之后又用“How do you feel today?”问第四个学生，引出新单词“feel”进行学习。（二）Presentation1、出示课文图片一教师接着说We all feel well today. But our friend Wang Hong doesnt feel well. Whats wrong? 出示单词卡片学习新单词“wrong”.教师要反复口型示范发音，强调发音要领与口型，让学生准确读出该单词。再板书句子“Whats wrong?”学

6、生猜意跟读。2、Dialogue.(1)播放第一部分课文，回答教师提出的问题“Whats wrong with Wang Hong?”；引导学生回答“She has a fever.”学习新单词“fever”，升降调读，男女读，开火车读。（2）看第二部分课文动画，让学生划出医生提出的问题“Whats wrong with you?”、“Do you have a headache?”以及王红对自身病情描述的语句“I cough and feel cold.”“I have a very bad headache.”学习新单词“cough”、“bad”、“headache”,爬音高读、男女读、两

7、两读、开火车读；板书句子，教师领读后再与学生问答读说，学生两两练说问答。（3）播放课文最后一部分，划出医生诊断和建议的句子“You have a bad cold.”、“Take some medicine.”，教师板书句子，告诉学生“cold”除了“寒的，冷的”外还有另一种含义“感冒，伤风”，教学新单词“medicine”。（4）运用单词卡片以Whats missing?的形式巩固单词读说。(5)Listen and repeat. (6)Read the dialogue by themselves.（三）Practice.1. Lets chant. Whats wrong? Whats

8、 wrong? Whats wrong with you? Have a headache, have a headache. I have a headache. Whats wrong? Whats wrong? Whats wrong with you? Have a bad cold, have a bad cold. I have a bad cold. Dont worry. Dont worry. Take some medicine and youll be all right.2. Lets talk. 学生两人一组问答练习.（四）Production.Play a game

9、.“医生当班”：医生戴着医生帽扮演当班医生，另三名学生扮演病人，用所学语言了解诊断病情并给出建议。（五） Summary.1、学生总结本节课收获。2、教师补充、强调。3、师生齐读板书内容。（六） Homework.1、听课文录音跟读模仿。 2、试着用所学语言表述各种病症并与同学进行交流。板书设计 Unit3 Lesson1 Whats wrong with you?I cough and feel cold. have a feverhave a bad cold.have a headacheTake some medicine. Unit3 Lesson2 How are you feel

10、ing today?课型：新授教学目标：1、能够听懂、会说并认读单词much, better, rest, soon, lesson及短语get well, keep away, on time. 2、能听懂、会说、认读并运用How are you feeling today? Much better. Take the medicine on time. Take a good rest. Drink some water. Youll get well soon.关心他人身体健康并提出合理化建议。3、在真诚的交流互动中培养学生关爱家人朋友身体健康、通过友爱的言行与话语增进友谊的积极情感。教

11、学重难点：（一） 教学重点：1、单词much, better, rest, soon, lesson及短语get well, keep away, on time的听说认读；2、熟练运用句子进行语言交流，情感互动。（二） 教学难点：在真实情境中灵活地运用句型进行语言交际。教学方法：情境教学法教具准备：教学光盘,课件,单词卡片教学过程：（一） Warming-up.1、Greetings.2、Read, act and say. 教师出示有关病情的单词卡，学生读出并做出相应动作和表情，再师问生答、生问生答，复习巩固上节课所学词汇与句型。（二）Presentation1、承接上一环节教师对学生说“

12、You have a cold. So please take the medicine on time.”引出新词汇“on time”.2、Dialogue.(1)课文导入：We know that Wang Hong had a bad cold. How is she feeling today? Lets go and see.(2)播放教学光盘，整体感知课文，回答老师的问题，教师板书答语并出示单词卡片学习新单词“much”、“better”；学生在课本中找出Miss Zhang询问王红今天身体状况的句子，教师板书在黑板上。（3）再次播放光盘，学生在书上划出大家给王红提的康复建议：Mu

13、m: Take the medicine on time and drink some water.Miss Zhang: Take a good rest. Youll get well soon.Danny: An apple a day keeps the doctor away.逐个叫学生读说出句子，教师板书，再教学新单词“rest”、“soon”与短语“get well”、“keep away”。 （4）学生自读课文，回答问题“What is Wang Hong worried about?”教学新单词“lesson”。（5）听音跟读。学生逐句跟读，在跟读中培养朗读习惯，训练朗读技巧

14、，学会简单连读，模仿语音语调。（三）Practice.1、Role play.小组分角色表演对话。2、Fill in the blanks.Wang Hong a bad yesterday.She is today. Her mother tells her to take the medicine and drink some . Miss Zhang tells her to a good .Danny gives her an . They all hope(希望)she can soon. Wang Hong is worried about her .But Miss Zhang

15、says they can help her.（四）Production.Lets do.“What can we do for our friend when he/ she doesnt feel well?” 小组合作，制作建议卡。(鼓励学生通过关爱的话语、合理的建议以及温馨的举动关怀彼此，友爱互助.)五） Summary.教师引导学生结合板书归纳本节课所学内容；齐读板书。（六） Homework.1、听课文录音，模仿跟读课文。2、查找有关健康的名言、警语、谚语等并摘抄一下，大家交流分享。板书设计 Unit3 Lesson2 How are you feeling today?How a

16、re you feeling today? Much better. Take the medicine on time. Drink some water.Take a good rest. Youll get well soon. Have some fruit.An apple a day keeps the doctor away.Unit 3 Lesson 3 How can we keep healthy?课型：新授教学目标：1、能听懂、会说并认读单词healthy, should, every, enough, sleep, junk food, health, fat。2、能听

17、懂、会说并认读句型: How can we keep healthy? We should /shouldnt It makes us healthy/strong/fat.并能熟练运用句型来讨论怎样做才能让我们保持健康。教学重难点1、教学重点：能熟练运用句型We should /shouldnt It makes us healthy/strong/fat.来讨论保持身体健康的做法。2、教学难点：should, shouldnt 的运用。教学方法：情境教学法教具：卡片，PPt课件教学过程Step 1. Warm up1、课件或者卡片出示句子：An apple a day keeps the

18、doctor away. 学生和教师一起读。2、 We know the good health is important. Now let生边做动作边说：run, jump, do sports, play computer games, eat fruit, eat vegetables。 (设计意图：通过师生互动，复习以前所学动词及动词短语,为本课谈论应该做或不应该做的事做好铺垫。)Step 2. Presentation1、 In these actions, some activities should do. Some activities shouldnt do. Lets li

19、sten to the tape. Try to find out the sentences answer.出示问句：How can we keep healthy?利用卡片学习单词：healthy，通过已经学过的单词head启发学生学习单词。教师领读，学生跟读，多种方法操练句型。让学生猜一下句子的汉语意思，在这里教师要解释keep的汉语意思是“保持”，学生能很快猜出汉语意思。2、 Listen to the text. 初步整体感知课文。3、 圈出本课的新单词，学生交流并学习新单词。 should ,shouldnt：出示单词fish,would,让学生找出sh和ould的发音，自己来认读

20、单词。出示卡片让学生了解should的汉语意思，利用笑脸和哭脸来进一步加深学生对should ,shouldnt这两个单词的理解。 every：出示everyone，利用去单词法学习every，出示单词卡，在教师领读的基础上，让学生了解单词的意思，给出短语 every day 让学生自己了解意思。 enough， sleep：enough强调字母组合ough的发音，sleep强调字母组合ee的发音，利用多种方法操练单词的读音，出示短语enough sleep ，学习短语 junk food, fat, health: 单词卡学习单词junk food；利用肢体语言学习food；利用health

21、y学习health。课件出示薯条等食物，让学生理解junk food。课件出示句子：Junk food is not good for our health. It makes us fat.熟读句子，边做动作边读句子，理解句子的意思。 （设计意图：利用多种方法学习单词，由单词到短语，再结合部分课文语句来学习、理解单词，最终达到会运用单词的目的。）4、 Whats missing小游戏，加强学生对单词的认读，进一步巩固单词。5、 播放课文动画，让学生听音，回答问题：How can we keep healthy?在学生做出正确回答后，板书：We should do sports every d

22、ay. We should have enough sleep. We shouldnt play computer games too long. We should eat fruit and vegetables every day. We shouldnt eat too much junk food.领读句子，强调should和shoulnt的意思6、听音，划出对身体健康的影响的句子。It makes us healthy and strong. Its bad for our eyes. It makes us fat.板书句子，并领读。7、跟读课文，自读课文。Step 3. Pr

23、actise 1、出示卡片：do sports, play computer games, eat fruit and vegetables, too much junk food让学生运用句型We should/ shouldnt 操练句子。 2、Lets discuss. 创设餐厅的图片，展示食物、饮料等图片，让学生用We should/ shouldnt 进行描述，教师适时用It makes us healthy.进行说明，以后学生在运用的时候都要加上对健康的影响。（通过讨论巩固了重点句型。让学生谈论自己经常吃的和喝的，以及对身体的影响，及贴近学生的生活，又对学生起到警醒的作用。）Ste

24、p 4. Production 课本Lets write.根据所给单词填空。小组内交流，最后，找学生交流。（设计意图：Lets write.是对本课教学的一个反馈，让学生在说的基础上，锻炼了对单词的识读，书写能力。）Step5. Summary and Homework.小结：齐读板书单词和句型。作业：1、listen to the tape and read the text.2、讨论什么样的活动对我们的身体有益？什么样的活动对我们的身体有害？板书设计 Lesson 3 How can we keep healthy? do sports every day. We should have

25、enough sleep. eat fruit and vegetables every day. play computer games too long. We shouldnt eat too much junk food. Unit3 Lesson 4 Again, please!课型：复习教材分析：本课时是第3单元的第4课时，主要复习本单元学习的知识，运用本单元的重点句型做练习。学情分析：通过前3课的学习，学生已经学习了health,并学会运用should,shouldnt描述句子。教学目标：（一）知识目标：1.能够听懂、会说并认读单词：wrong 、feel、 fever、 cou

26、gh、 headache 、bad、 cold、 medicine 、much 、better 、rest 、soon、 lesson、 healthy 、should 、every、 enough、 sleep、 health、 fat 及短语、句子：Whats wrong? on time、 get well、 keep away、 junk food2.能够听懂、会说并认读句子：Whats wrong with you? I cough and feel cold.How are you feeling today? Much better. Thank you.How can we k

27、eep healthy? We should We shouldntIt makes us healthy and strong.3.能够基本掌握句子中的连读。 s read.的阅读。（二）能力目标：能运用Whats wrong with you? How are you feeling today?询问别人的身体状况。能运用We should We shouldnt阐述保持身体健康应该或者不应该做的事情。（三）情感目标： 1. 培养学生运用英语关心他人的身体健康。 2. 激发学生之间的友谊与关爱。教学重点：能运用Whats wrong with you? How are you feelin

28、g today?询问别人的身体状况。能运用We should We shouldnt阐述保持身体健康应该或者不应该做的事情。教学难点：1. 课本3 Lets read.2. 句子中单词的连读。教法：讲授，口语交际教学准备：课本CD 课件 单词卡 教学过程 ：一、Warm-up二、Review: 1. Review the works: Look and say quickly. 快速闪现单词卡片，复习本单元的所有单词。2. Review the sentences:Whats wrong with you? I cough and feel cold.How are you feeling t

29、oday? Much better. Thank you.How can we keep healthy? We should have enough sleep. It makes us healthy and strong. We shouldnt eat too much junk food. It makes us fat.学生齐读句子并说出汉语意思，同桌俩互相读，教师抽测读。3. Review the dialogue: 小组根据复习的句子把本单元的句子用一个对话进行全面的概括，小组交流自创的对话。三、Practice (一) Lets listen.利用课本光盘，Listen an

30、d tick.教师放两遍，学生选择，展示听力材料让学生根据图片交流选择的答案，复述图片的内容(二) Listen and repeat. 1. 播放光盘让学生先听光盘中读的和自己有什么不同，教师领读，并讲解这是连读。2.学生试读这些句子，教师适时纠正。3.小组内读句子，全班交流。(三) lets read.1.学生自读短文，根据短文内容选择。2.学生交流，并说出根据那句话判断的。四Production ：1. Fun time Read and enjoy.五Summary1.总结本单元学到的知识。六Homework熟读本单元的对话。板书： L4 Whats wrong with you? I

31、 cough and feel cold.How are you feeling today? Much better. Thank you.How can we keep healthy? We should have enough sleep. It makes us healthy and strong. We shouldnt eat too much junk food. It makes us fat. Unit 4 Neighborhood教学内容Unit 4 Neighborhood教材分析本单元的功能是：讨论社区内的设施及社区休闲活动方式。需要掌握的句子是“He lives

32、next to me.” “There is a supermarket beside it.” Is there a gym around?” “some women are singing Beijing Opera near the lake.” “Some old men are doing taijiquan under the tree.”等的正确运用及其回答。所处的地位和作用：复习there be 句型，描述位置。学情分析五年级的学生活泼好动，纯真可爱。大部分学生喜欢我的英语课，上课时能够专心听讲，能够积极主动的发言，思想比较单纯，善于提问。但是有一部分学生不是很喜欢上英语课，学

33、习兴趣不是很高，个别学生甚至有厌恶感，同时，有些学生还是为学习而学习，谈不上兴趣问题；个别同学在课堂上纪律不是很好，还存在顽劣和懒惰倾向，一些学生对于英语都处于十分迷茫的状态，班级的英语掌握能力参差不齐.教学目标1、知识目标：能听懂会说规范书写单词idear men think supermarket beside people women 能听懂会说认读单词和短语neighbour neighbourhood garden bookshop skate taijiquan follow等，并能结合句型灵活运用。能灵活运用一般现在时的第三人称单数形式讨论他人的居住地点、兴趣爱好等。初步了解句子

34、有连读的现象。2、技能目标：能用there be句型介绍小区的设施。能用现在进行时的陈述句形式描述他人正在进行的活动。3、情感目标：让学生初步了解中西方社区的不同，培养学生的跨文化交际能力。教学重点：能听懂会说认读句子，并熟练运用句型。教学难点：能用there be句型介绍小区的设施。能用现在进行时的陈述句形式描述他人正在进行的活动。教具、学具录音机、磁带、电脑、光盘、课本、课程表、头饰教学方法：实物激趣法、任务型教学教学基本策略：合作探究学习法教学中应注意的问题：能灵活运用一般现在时第三人称单数形式讨论他人的居住地点、兴趣爱好等。教学措施：通过多媒体课件，给学生直观形象地呈现，激发学生兴趣，

35、采用多种方式使学生熟练掌握对话。课时分配每课一课时，共计四课时。Unit4 Lesson1 He lives next to me. 课型：新授教学目标：知识目标：1、能听说认读单词neighbour stay neighbourhood show around idea以及词组next to 2、能听懂、会说、认读句子He lives next to me。能力目标：灵活运用一般现在时的第三人称单数形式谈论他人的居住地点、兴趣爱好等情感目标：通过本课的学习，学会与他人相处，珍惜友谊。教学重难点：正确运用一般现在时的第三人称单数形式谈论他人的居住地点、兴趣爱好等教学方法：情境教学法教具：PPt

36、课件 卡片教学过程：Step1 Warming up1、Greetings.2、Free TalkT:Boys and girls .are you happy?Yes,me too. Because昨天我们家来了一位客人，他是我的新邻居。(呈现邻居图片)学习单词neighbour. 分章节读neighbour.请学生介绍自己的邻居。Can you introduce your neighbour?例如：Xiaoming is my neighbour. 教师指图片继续介绍Hes a cute boy. So Im very happy. He lives next to me. 学习词组ne

37、xt to 板书 He lives next to me. 强调时态，动词第三人称的用法。找学生读，教师板书时，学生书空写。师继续介绍图片，We live in the same neighbourhood.Our neighbourhood is new. 学习单词neighbourhood 社区 住宅小区 复合词用单词卡片教授neighbour-hood 教师say: I like my neighbourhood. Its very beautiful.Do you think so.Step21、 T: 刚才同学们认识了老师的邻居和小区，下面就让我们一起去认识好朋友LiMing的邻居和

38、住宅小区吧。2、听音，整体感知。思考：Who is Li Mings neighbour in Beijing?Where is Jack from? 学生齐读问题。听音，找学生呈现答案。3、听第二遍录音，思考：Who is Jacks neighbour in Canada?Does Jack enjoy his stay in Beijing?Why?学习 stay单词4、听第三遍录音，圈出新单词。打开课本，学习单词 show around idea.强调单词show 中ow的发音 around中 ou的发音 idea单词的重读章节。开火车读，男女生分组读等等5、听音，跟读 6、小组分角色

39、朗读，并完成课文填空。 Jack is Li Mings .Hes from .He next to Li Ming. Jenny was his neighbour in . Jack enjoy his in Beijing. He likes Chinese . Li Ming show them around in the new . 全班交流。Step3 Lets talk1、 请学生自己仔细观察Lets talk.部分中的四幅图片，然后同桌两人交流。2、 课件呈现第一幅图，师问： Where is Tim from? Does he enjoy his stay in China?

40、找一生回答，做示范，强调对话要求。3、 课件呈现其他三幅图，请同桌两人运用课件呈现的句型进行操练，全班交流。（生问，生答）Step4 Lets do.1、将全班学生分成四人一组，介绍活动要求，在卡片上分栏填写邻居情况，比如姓名、居住城市、工作、爱好。（这里强调城市如何写）s from Yantai. Hes a doctor. He likes singing.3、请同学全班交流。Step5 SummaryStep6 Homework 用英语向你的好朋友介绍自己的邻居。板书设计： U4L1 He lives next to me.Do you enjoy your stay in Beijin

41、g?Yes, I do.Unit4 Lesson2 Is there a gym around? 课型：新授教学目标；知识目标：能听说认读单词men garden think bookshop supermarket beside skate centre 以及词组Chinese chess，能听说认读句子Is there a gym around?能力目标：能用there be句型讨论小区的设施情感目标：教育学生爱自己的社区，爱自己的国家教学重点：正确运用there be句型讨论小区的设施教学难点：方位词next to behind beside around near教法：情景教学教具：教

42、学光盘，卡片教学过程：Step1 Warming up1、Greetings2、Free talk1、Introduce our school.T: Boys and girls. Do you like our school?Can you introduce our school? What places are there in our school?(学生运用There is 句型介绍)（builing library books trees gym playground）2、Your favourite school.（心目中的学校）T:This is our school. But

43、 I want to know which school do you like?Can you introduce your favourite school?(学生想象，继续用There is 句型)Step2 New Teaching1、老师接着学生的介绍，问：Is there a beautiful garden in your favouite school?学习单词garden 句子Is there?板书，找生读，并说出答语Yes,there is. No,there isnt.齐读，师问生答，女生问男生答。师：I think your favourite school is ve

44、ry beautiful. Do you think so?学习单词think2、师问另一名学生：Is there a sports centre in your school? 学习单词centre学生回答。T:Sports centre is useful. You can play there.And there is a sports centre in Li Mings neighbour.He often play with his friends. Now lets see.3、听音，思考：What places are there in Li Mings neighbourho

45、od? 学习单词bookshop supermarket4、听音，圈出不认识的单词学习词组Chinese chess 单词men beside skate 强调skate现在分词去e加ing 中国象棋图片呈现 men man的复数 把方位词归类next to behind beside around near5、听音，跟读6、分角色朗读。Step3 Lets talk1、课件呈现活动2中的图片，学生齐读场所单词，要求学生快速记住这些单词。2、同桌两人一组，一人背向图片，用Is there 句型猜测，另一生面向图片回答，看谁猜的准，记得牢。3、找两生交流。Step4Lets do.1、要求学生提

46、前准备，画好自己社区的平面图，小组内介绍。2、小组评选出本组的小明星，全班交流。Step5 SummaryStep6 Homework用英语向好朋友介绍自己的小区。板书： U4L2 Is there a gym around?next to behind beside around nearUnit4Lesson 3 Theyre having lots of fun. 课型：新授 一、教学目标 （一）知识目标1.学生能听懂、会说并认读下列单词：people, themselves, women, follow及短语enjoy themselves/come over.re having lo

47、ts of fun.Some women are singing Beijing Opera under the tree. some people are doing taijiquan near the lake.等句子。（二）能力目标学生能用Theyre doing taijiquan.这类语句描述他人正在进行的活动，在真实语言情景中体味英语，运用英语。（三）情感目标1.学生敢于乐于张口说英语，形成良好的学习策略。2.学生树立起社区生活的印象，初步了解中西方社区的不同，培养学生的跨文化交际能力。二、教学要点分析 （一）教学重点1.单词themselves, women, follow及短

48、语enjoy themselves的认读。re doing.进行实际的语言交流。 （二）教学难点1.单词enjoy、themselves的发音2. 现在进行时的理解和运用。三 教法：情境教学法四 教学准备教学光盘、单词卡片、有关活动的图片。五、教学过程一、热身 1、师生问候。2. Do and say复习学习过的动词短语：do taijiquan/play basketball/play football/run/skip/jump引导学生回忆学过的动词短语，激起他们对于健身活动的记忆，师生边说边做，为今天的新知呈现提供相应的氛围。二、新课 1、教师利用课件展示街区活动的图片，问生:Look!

49、 Where are the people?生观察答：（In the） park!师说：Yes, Theyre in the park!引导学生猜测people词义，并利用单词卡学习单词。师：（指图）Its Sunday morning. There are many people in the park. Theyre having lots of fun .(提示学生通过fun一词理解句意或提示They have a good time.)借机学习词组lots of.Class ,what are the people doing ?Lets go to the park and see.

50、（1）生阅读文本，整体感知课文:（Lets discuss）What are the women doing under the tree ?Where are the people doing taijiquan?Is Jack learning kung fu from Danny？生自读课文，在相应的地方做出标记。（2）小组讨论后交流，展示，请学生读出自己找到的问题答案。The women are singing Beijing Opera.Some people are doing taijiquan near the lake.Yes ,he is.同时解决句子中的生词women,利

51、用单词卡学习，并通过谈话让学生明白a woman two women(women单复数的应用)。(3)让学生大声朗读课文，划出自己不确定的单词或短语，先在小组内交流，还有问题的提出来，可以让学生自备单词卡，或直接到台前写在黑板上，有学生能自行解决的让学生教，不能解决的，教师播放光盘，让学生边看边听，逐步解决、教授单词、短语enjoy themselves、come over、follow.出示单词卡集中学习单词。（4）再次播放课文教学光盘，生模仿跟读，注意培养正确的语音语调、个别连读（There are/ learn it/come on）。（5）自行正确、流利地朗读课文，小组推举代表展示，互评。三、运用（Production）1.屏幕出示要进行选择的词语：beside/under the tree/women/lots of /people,找几个中等生读一读，说一说词义，在进行阅读前为学生先铺垫一下，有的放矢，不教待进生盲目跟从，学无所依。2.自己独立思考，完成短文填空。3.找学生台前展示，并核对答案。4、师领读短文一遍。生再回顾短文，圈出自己经学习后习得的单词、短语并积累。5、完成配套练习（看课堂时间，灵活掌握）。四、小