Lesson6 What Are They Doing？
Ⅰ.目標：
1.知識與技能：
理解并靈活運用下列句型 : What is __ doing? -- He/She is __ing …
What are you doing? -- I’ __ing …
What are they doing? ? They’re __ing …
2.過程與方法: 情景交流及對話表演
3.情感態度教育: 學會細心觀察,與他人合作和關心他人.
Ⅱ.重難點:
理解課并能夠熟練使用下面的句型
What is __ doing? -- He/She is __ing …
What are you doing? -- I’ __ing …
What are they doing? ? They’re __ing …
Ⅲ.教具學具準備
錄音機和磁帶,多媒體
Ⅳ.教學過程
Step1. Greetings and review
可以做動作，讓學生猜詞語，如hungry, thirsty, sleep,draw 等。然后出示卡片，復習這些詞。
Step2. Leading-in and listen
Show soe pictures to the class by ppt.(幻燈片)and present the sentences:
What is he doing? He is running./ What is she doing? She is singing./ What are they doing? They’re playing.

(To the class) What are you doing?
C: We’re looking and listening.
T: Good! Then do you know “ What are Jenny,Li ing and Danny doing on the train?” What are they doing?
( Write the question on the blackboard)領學生多讀幾遍。
Ok, let’s listen and find the answer. What are Jenny,Li ing and Danny doing on the train?”
播放錄音，第一遍聽，第二遍跟讀，之后讓學生回答問題。What are Jenny,Li ing and Danny doing on the train?”
Step3. Reading coprehension
Read the text and fill the chart
Who What is he/she doing?
The baby
The woan
The three en
Danny
檢查學生的完成情況，進行指導。
Step4. Practice
Do “ask and answer” in pairs like this:（利用書中的圖畫。）
What’s the baby doing? ? He is___ing.
…
教師先與一名學生示范一組，然后再讓學生聯系。
Step5: Hoework
畫一幅人物圖，并寫出句子What’s the ____ doing? ? He/She
is___ing.
Ⅴ. 板書設計
Lesson6 What are they doing?
What is __ doing? -- He/She is __ing …
What are you doing? -- I’ __ing …/ We’re __ing …
What are they doing? ? They’re __ing …
課后反思：

Lesson 7:Are You Ready For a Song?

一、教學目標：

知識目標：
1、完成本正課的句型問答，并通過句型練習，能正確地運用句型：Can you_____?及其答語，描述能在火車上做什么。
2、復習現在進行時并學習本課的歌曲。
3、完成本單元的故事和活動手冊。
4、復習單詞∶loud,quiet
能力目標：
1、利用所學的知識進行情景交際聯系。
2、通過所學歌曲，進一步加深對現在進行時的認識。
情感目標：
通過學習，培養學生對大自然的熱愛及合作意識。

二、教學重點：

1、能正確運用單詞“loud,quiet 和句型“Can you____?”及其答語。
2、完成本單元的故事和活動手冊。
3、復習現在進行時。
4、利用所學進行情景交際練習。
三、教學難點：
利用所學進行情景交際練習。故事的學習。
四、教具、學具準備：
錄音機（磁帶）或光盤，
五：教學過程：
1、Greeting
T: Hello! Boys and girls. How are you today?
Ss: I’ fine.
T: How’s the weather today?
Ss: The weather/It’s ___,
T: How do you go to school?
S: I walk to go to school./I go to school by bus.
T: What can you see on a bus?
T: I see___.
T:What can you do on a bus?
Ss: I can ___.
T:How do you go to Beijing?
Ss: I go to Beijing by bus/train/car.
T: What can you do on a train?
Ss: I can ___.
T: Can you look out of the window? Can you read a picture?
(讓學生在不知不覺中完成了本課的一部分學習任務，調動了學生的學習積極性)
2、Let’s sing a song
T: Today, Danny is on the train, too.What happened? Let’s listen to the song.
和學生一起朗讀歌詞，解答學生不懂的詞語或句子。
按節奏朗讀歌詞。達到熟練。
(打開書或看光盤，學習本課的歌曲，教師可利用手勢語或體態語言幫助學生理解本課的歌詞，邊唱邊做動作，這樣也可激發學生的學習興趣)
3、Story Book
T: Today Baby Becky doesn’t go to school. He goes for a walk with her other. What can do? Let’s look at the story.
播放故事錄音，讓學生邊看書邊聽。勾出自己不懂的地方。
然后將學生分成小組，互相幫助解決勾出的問題，小組內解決不了的，全班同學一起解決，教師指導。
再次聽故事，跟讀，并思考老師提出的問題。What can Baby Becky do?
回答老師的問題。
師生討論故事，可以互相提問，也可以自由討論。老師可以給出一些有關的問題，如：Do you like Baby Becky？why or why not?
表演故事。將學生分成小組，組內的學生分別扮演不同的角色，表演這個故事。
小組到前面展示對話表演。
(對于本課的故事教學，教師主要培養學生的合作意識，帶動那些不積極參與的學生。)
4、Class closing
Activity Book
（檢查本課所學知識的掌握情況，對于所遇到的問題及時解決）
板書設計：
Lesson 7: Are You Ready for a Song?

What can you see on a bus? I can see___.

What can you do on a bus? I can ___.

What can you do on a train? I can___.

Can you look out of the window? Yes, I can.

Can you Read a picture? No, I can read a book.
課后反思：

Lesson 8 Again, Please
一、教學目標：
知識目標：
1、掌握本單元的四會單詞和句型“Who is ____? It’s ___.
2、能流利地用英語表達你在火車上所看到的、聽到的和所能做的事情。
3、能利用所學進行情景交際練習。
能力目標：
通過本課的復習，能對本單元所學知識進行簡單的總結，能正確的表達自己在旅途中的思想感情。
情感目標：
培養學生對大自然的熱愛及其小組合作意識。
二、教學重點
1、本單元的單詞、句型“Who is ___? It’s ___.”
2、能正確表達自己在車上的所見、所聞，并能進行情景交際練習。
教學難點：
能利用所學知識進行情景交際練習。
二、教具、學具
單詞卡片、錄音機（磁帶）或光盤
四、教學過程
1、Greeting and revie
表演唱歌曲Who’s drawing? 把學生帶入課堂學習的氛圍之中。
2、教師發指令，做游戲Sion says. 重點復習本單元所學過的詞匯draw,look,point,see,sleep,quick,slow,loud,quiet,等。
教師將學生分成小組， Play “Sion Says”,繼續復習本單元的單詞：baby, an, woan, draw, look, point, see, sleep” 同時教師提問“ Are you loud/quiet?”
(當學生做動作時，比如說教師發出指令，Please point to the blackboard后，可繼續問“Who is quick? It’s ___.”并把最快小組的分數寫到黑板上，這樣既復習了單詞，又復習了本課的句型，還培養學生的合作意識，調動所有學生的學習積極性。)
（3）Play“Go fish.” 把學生分成二人組或四人組，每人一沓詞匯卡片，類似紙牌的釣魚游戲，相同的詞匯卡片可以配成一對，看誰配成堆的卡片多，誰就贏。
在玩游戲的過程當中，讓學生能正確的背著拼寫本課的四會單詞，并練習說單詞和句子。
（此環節教學中，根據學生的年齡特點，體現了玩中學，學中玩，讓學生帶著濃厚的興趣完成教學任務。
(4)小組競賽：交給分別給出每小組相同的時間，看看哪組拼寫的單詞多。
（這樣的競賽，不但培養了學生們的合作意識，還鞏固了所學的單詞）
(5)、小組利用所學的單詞編句型或對話，展示本組的成果時，教師要適當的給予鼓勵。鼓勵學生說出盡量多的英語。
教師先找一兩名學生進行示范，否則學生會覺得無所適從。
（對于五年級的學生說，句型已經是學習的重點，所以由單詞過渡到句型是非常必要的）
（6）、T: I a very happy. Are you happy?”
Ss: I a happy, too.
T: Now ,Let’s go to Beijing.(教師邊說邊做出開車的動作），
“What can you see on the train?
What can you hear on the train?
What can you do on the train?”
之后分組討論問題，小組編對話，展示成果。
（這樣的環節，可以帶動成績較差的學生，做到人人有收獲。）
五、Class Closing
公布各小組的成績，對各小組進行不同程度的鼓勵。
Activity Book
六、板書設計
Lesson 8 :Again, Please!
Group 1:
Group 2:
Group 3:
Group 4:
What can you see on the train?
What can you hear on the train?
What can you do on the train?
課后反思：

Lesson 9: Arriving in Beijing
一、教學目標：
1.掌握本課四會單詞：en, woen, children, people, any
2.能夠正確運用四會單詞：en, woen, children, people, any
3. 培養學生較好的化意識與英語語感。教育學生在社會中做到尊老愛幼、遵守社會公共秩序。小組合作，互相幫助。
二、教學重、難點
掌握與運用en, woen, children, people
三、教具學具
錄音機、磁帶、CAI（or poster）:第9課第二部分的圖片
四、教學過程
（一）
1. Greeting:
2. Chant: What do you see?
（二）
1. Show CAI （or poster）about any people in the train station.
2. Let class discuss and answer: What do you see in this CAI.
3. Learn en, woen, children and people.
4. Listen and follow
5. Let’s Chant: Leave Arrive Chant
6. Look at the CAI again, then answer these questions:
1) What are the woen doing?
2) What are the children doing?
3) What are the en doing?
7. Listen the tape carefully, then answer y question:
Who is tired and hungry?
8. Open your book and look at the second part，and then follow the tape.
9. Show the poster to practice
10. Hoework
（三）
Class closing
五、板書:
an ———— en
woan ———— woen
child ———— children

Lesson 10 A Walk in Beijing
一、教學目標：
1、知識技能：
（1）掌握四會單詞slow, slowly, quick, quickly.
（2） 能正確使用slow, slowly; quick, quickly并且造句。
（3）能把所學內容提升到實際生活的對話當中去應用。
2、能力目標：Tell a funny story of your trip to the class.
3、情感目標：根據課內容“在北京街道散步”，Danny在過馬路時的對話。培養學生對過繁華街道時應注意和了解的內容，培養學生良好的行為習慣。因此，在教學中加強助人為樂，尊老愛幼的道德情操，增強了他們的愛國情操。
二、教學重、難點：
1.形容詞變副詞的方法及用法。
2.能力的提升，對話表演
三、教具準備：單詞卡片 錄音機 磁帶 圖片 幻燈片
四、教學過程：
一 Greetings:
Teacher: Hello, boys and girls. How are you today? How do you feel?
Students: I feel happy!
T: There are any teachers. Do you feel scared?
(摘蘋果，然后領讀scared)
Now, look, there’re any apples. If you answer a question, you can choose one apple.
二 復習新授
（一）引入
T: OK. Now I know everyone likes to sing a song first. Let’s sing a song, ok?
Ss: Ok.
T: Stand up and follow e.
(sing the song of 《stop, look, listen, think》)
T: What do you listen? What can you see?
S: There are any cars, buses, a policean, children, a road……
T: Yes. There is a street. Now, look at blackboard.
Here is a street in Beijing. Can you guess : what does the street has?
S: Yes. It has a restaurant, any cars and buses.
S: It has any trucks, bicycles, children and people on the street.
S: ……
（教師把學生想象出的人物以及交通工具，建筑物等粘貼在街道上或者街道旁，看圖復習一遍圖片上的單詞，教師帶學生讀一遍）
（二）看圖（黑板上學生們想想出的圖畫）師生對話練習，新授
T: Now, look at the picture. Can you ake a sentence with quick or slow?
S: The cars and bicycles are quick.
S：The people are quick.
S：The children are slo
S：The buses and trucks are slo ……
T：Good. The cars are quick.(板書)
The children are slo(板書)
（復習slow, quick）
T: What are the children doing?
S: They are walking (down the street).
T: Yes. They’re walking.
The children walk slowly. (板書)
The cars are slo The cars go quickly. (板書)
(領讀slowly, quickly, 學生一個個的讀,并且背著拼讀，并且造句，可以是黑板上的例句)
T: Now, look e! I a juping. A I juping slowly or quickly?
Ss: You’re juping slowly.
T: Can you jup?
Ss: Yes, I can.
T: Please jup quickly—run slowly—fly quickly……（帶學生做動作，邊說邊坐）
Very good! Boys and girls, What do you find? When do we say quickly or slowly?
(由學生找規律，自己說出方法，然后教師在通過總結出規律)
(三) 練習：
T: Now, let’s play a gae and
practice!(出示幻燈圖片,學生連詞成句，看圖造句,對學生進行獎勵，發蘋果)
T: Great! Everyone does a good job. Who has an apple, coe here please.
(連詞組句，將蘋果背面單詞的排列好成為一句話，在帶大家重溫一遍今天的重點句型；然后按照他們站的位置，把蘋果正面翻過，師問：Does everyone have a happy apple? Does everyone have a sad apple? Does everyone have a scared apple? (復習everyone, 為下節課打好基礎。)
三 閱讀課，對話表演
（一）聽音回答問題：
T: Now, I feel happy. Are you happy?
Ss: Yes, I feel happy, too.
T: Do you know，how does Danny and Jenny feel? Let’s listen and answer!
（先讓學生讀一下一會將要回答的問題，讓學生有目的的去聽課，然后回答問題。）
（二）跟讀課：（一遍）
（三）設置情景，布置編對話任務，小組合作
ake up a dialogue :(you can choose one )
要求： use “slowly”and “quickly” in it
（一）人物：faily ebers and salesclerk
地點： at the zoo
內容： watch anials：panda, tiger, rabbit,
lion, fish, bird, onkey and so on.
（二）人物：an old woan and young children
地點： near our school
內容： go to school and cross a street
五、 布置作業：
Hoework:
1. Write down what do you know, when you cross the street.
2. Write down your funny story with pictures.
六、板書
slow ———— slowly scared
quick ———— quickly
七、課后反思：
Lesson 11: Tian’anen Square
一、教學目標：
1．知識目標：
a) 能聽懂、會讀、會說:loudly, quietly, easy, hard, hurt ,fly a kite .
b) 能聽懂、會讀、會說句型：1They are laughing loudly ./He is standing quietly .2This is easy/hard .
2．能力目標：
a) 使學生能把所學的單詞運用到所學過的句子中去。
b)能運用本課所學的內容及以前學過的相關句子結合實際生活情況表達自己感情和意愿。
3．情感目標：
通過學習用英語在情境中描述自己的所見所聞所做，把所學的語言與學生的生活實際結合起，激發學生學習英語的興趣，培養學生自主學習英語的能力以及交流和合作學習的能力。
二、教學重、難點：
使學生爭取掌握（包括正確地說、讀、寫、用）單詞：loudly, quietly, easy, hard, hurt ,fly a kite
三、教具學具：
多媒體,單詞圖卡,算式條,句型條,風箏
四、教學過程：
Step 1: 師生問候
??T：Hello, Boys and girls.（唱歌問候How are you, how are you ,how are you today?
??Ss：（唱歌回答）I a fine，thanks, I a fine，thanks, how a lovely day!
?（通過師生間親切的歌曲問候，建立輕松、和諧、民主的課堂氣氛，使學生很自然地進入英語學習狀態。）
Step 2: Revision:
??1.T：Are you happy today ? Let’play a gae: do the action follow y order .Boys stand up /girls sit down /boys laugh /gils walk/ children talk/sing/cry...
?Ss：OK.(listen and do the action and )
??（采用游戲緩解學生的緊張情緒，并復習了boy, girl, children, laugh ,talk, play . 等單詞,為進一步學習奠定了良好的基礎）
Step 3 : 新課呈現: (在游戲中不知不覺引入新知,銜接自然,讓學生在玩中學,學中玩)
1. loudly They are laughing loudly
T: We can see soe children .What are they doing ? They are laughing loudly (動作)教loudly在教讀過程中讓學生read loudly .
讓學生sing loudly / laugh loudly 并引導學生說I a singing/laughing loudly .
2. quietly
T(動作)Quietly please. Look .I a a cat now . I a walking quietly .教讀quietly并通過音量讓學生明白loudly\ quietly.
3 . easy, hard This is easy. This is hard.
通過一根小木棒很容易折斷和一小扎小木棒很難折斷演示單詞easy和hard。邊做邊說：This is easy. This is hard.(學生通過拿椅子\桌子以及算式1+1=2 和123x456=?體驗This is easy. This is hard)
4 fly a kite (實物教學)
T.look!What`s this .This is kite . 出示短語fly a kite,教讀(小組比賽讀).幾生上臺演示.Let`s fly a kite .
5 hurt
T : (師放風箏時不小心碰對頭) Oh ,no ,I hurt y head .
教讀hurt.
(創設情景,讓學生”體驗”語言)
(教讀全部) loudly, quietly, easy, hard, hurt ,fly a kite . 1They are laughing loudly ./He is standing quietly .2This is easy/hard .
Step 4 : 游戲鞏固(知識的輸出)
1. 起立\坐下
? T：Let’s play a gae. OK? Group1 are “loudly,” , Group2 are “quietly”….?When I say “loudly” Group1 站著,.其他組坐下.(先單詞后句子,逐步增加難度.此活動要求練習學生的聽力和對所學單詞的迅速反應能力。
說單詞猜動作.
Step 5 :
1.T :Well done! Our friend Danny and Jenny are playing on Tian`anen square . They are flying a kite .Can Danny fly a kite? Let`s watch the vedio and read loudly .
2 say the sentences that you can .
Step 6 : Task ?fulfilling(語言的輸出,綜合能力的運用)
在情境中描述自己的所見所聞所做.
Describe what can you see/hear /do on Tian`anen square (學生上臺邊貼圖邊用所學知識描述).
五、板書設計：
Lesson11: Tian’anen Square
loudly They are laughing loudly
quietly They are standing quietly.
easy This is easy/ hard.
hard It’s easy/ hard.
fly a kite Let`s fly a kite .
hurt I hurt y head.
六、課后反思：
Lesson12：The Palace useu
一、教學目標：
1、認知目標：能聽懂會讀本課的內容。
( 1 )掌握詞匯caera, picture, help, hurt，并能讀、寫、說出和聽懂這些詞匯。
（2）可以說出和聽懂fil, take a picture, ay I take your picture? I hurt y ......。Dont worry. I can help you.等用語。
2、能力目標：能在一種貼近現實生活的語境中正確地運用所學的用語進行對話，以達到“學習活動化，活動交際化”的目的。
3、情感目標：激發積極的情感因素。
（1）在學習運用Dont worry . I can help you.等用語的過程中學會關心他人，與他人進行友好的交際。
（2）通過情景對話，感受到所學知識融匯到實際交往中的樂趣，從而激發學生學習英語的興趣，培養學習英語的積極態度，使學生樂于合作參與，勇于進行交際實踐
二、教學重點、難點
教學重點：
（1）掌握詞匯caare, picture, help, hurt.
（2）會用受傷后求助及如何安慰別人等用語。
教學難點：
運用本課所學的用語進行情景對話。
三、教具、學具準備
照相機、膠卷、相片、剪刀、創可貼、紙片、錄音機等。
四、教學過程：
一、Class opening and review
1、師生間互相打招呼問好并自由對話。
Hello! Are you happy? Whats your nae? Nice to eet you.
（營造英語氛圍，讓學生進入學習英語的狀態。）
2、唱“Head, should, knees, toes”.
（學生一邊唱一邊指著身體各部位，一方面達到復習人體部位名稱的詞匯，另一方面活躍了課堂氛圍。）
3、Show e......學生按指令拿出實物并說This is a ......。
（養成良好的聽說習慣和用英語思維的習慣。）
4、How oid are you?/I a _years old.
二、New Concepts
（一）呈現新知caera, fil, take a pictrue, picture及要幫別人照相的用語。
（1）教師假裝去公園玩，對學生說：I a going to the park today. I want to take y caera.What a caera ? Look! I can show you!接著呈現實物caera， 板書單詞，教讀練說caera.
（2）呈現實物fil，教讀練說fil，This is fil.
（3）邊說邊演示Fil goes in the caera. Now I’ putting fil in y caera. 讓學生理解。
（4）T：Ok! Let’s take a picture.邊說邊演示take a picture.讓學生邊說邊做出照相動作。
（5）教師拿著照相機與一些學生對話，演示要幫別人照相的用語，并幫他們照相。
T: ay I take your picture ?
S: Sure./ No, thanks.lian
（6）練說句子，分兩大組相互問答?同桌兩人相互問答，并做出照相動作。
（7）實物呈現 picture. 板書單詞，教讀練說。
（打破常規的直接呈現單詞，直接教讀句子的教學模式，通過語境利用實物及動作演示呈現單詞和句子，讓學生很直觀的、很自然的接受新知。）
（二）操練鞏固新知
（1）游戲：猜一猜。
（2）游戲：找朋友。
（3）創設情景：小伙伴們相約去一個地方玩，然后相互幫照相。學生分組自編小對話。
（在活動在游戲、游戲活動中操練，讓全班同學熱情高漲，躍躍欲試，學生在情景會話中感受運用英語的喜悅。）
（三）呈現新知 hurt, help , 及受傷后求救和安慰別人的用語：I hurt y ..... Dont worry! I can help you .
( 1 )露出貼有創可貼的手臂，引出單詞 hurt, 板書單詞，教讀練說，讓學生口頭造句。
（2）教師剪紙，裝作傷著了手指向學生求救，讓學生幫包扎。T: Help! I hurt y finger. 引出help, 板書單詞，教讀練說單詞及句子。
（3）當最后一名說完I hurt y ......時，教師拿出創可貼邊安慰邊幫他包扎。T: Dont worry ! I can help you. 教說句子。
（四）操練鞏固新知
（1）讓幾名學生分別指著受傷的身體部位向全班同學求助。進行對話。
（2）同桌練習求助、安慰的用語。
（3）學生自己創設情景表演求助、安慰。
（五）利用教科書 No.1
（1）學生翻開書，同桌討論書上插圖，試讀單詞和句子。
（2）播放錄音磁帶，學生跟讀。
（3）齊讀。
（既緊扣教材，又拋開教材設計新知的教學，然后再回到教材，通過學生自主活動，把書本上的知識內化為實實在在的語言交際能
（六）利用教科書 No.2
（1）各小組試讀課，自學討論How old is the Palace usue ? Danny 發生了什么事？他說了什么？
（3）聽錄音磁帶跟讀。
（4）齊讀課。
四、Class closing.
作業：完成本課的活動手冊
五、板書設計
Lesson12：The Palace useu
caera I want to take y caera
fil This is fil.
picture take a pictrue
help I can help you
六、課后反思：
Lesson13: Taking Pictures
一、教學目標：
(1)幫助學生掌握四會詞語：hurt help
(2)學生能夠熟練掌握和運用一下短語：take a picture ,be careful.
二、教學重點難點：hurt help.
三、教具學具：caera 、fil 、 audiotape
四、教學過程：
Step one：
1 、Greeting.
2、Play “spell It” or “Letters” to review any vocabulary fro this unit.(caera, picture)
3、Play the “seen says” to review parts of the body.

Step two：
Take a picture
1、Introduce
Deonstrate:“ take a picture” with y caera and fil.
Play” Stop! Go!” with the phrase
2、ay I take your picture?” Each tie the students stop, they take turns saying:” Hi! ay I take your picture?” They listen to the answer and only act out taking a picture if their partners say yes.

Step three:
1. Review the story so far. Last tie, they were at the Palace useu. Danny hurt his nose, how about the caera and the fil?
2. Where are they now? And what happed? Let students look at the pictures then guess.
3. Introduce the passage.
4. Use the students ’book and audiotape. Listen and read.
Divide the class into sall groups.
Ask each group to ake up a dialogue about taking pictures.
Encourage the students to use as uch vocabulary fro this unit as possible. (caera, picture, easy, hard, help, hurt, loudly, quietly, any, everyone, en, woen, children, people, quickly, slowly ).
Step four:
Have a practice of the word“ hurt”.Teacher acts soe parts of her body hurt let students say the out. Such as y ears hurt. y head hurts. And so on.
Step five:
Use the activity book. Check for understanding.
五、板書設計：
Lesson13: Taking Pictures
ay I take your picture? Sure.
No, thanks, y nose hurts. It has a bandage on it .
Help! I a falling! Be careful!
六、課后反思：

Lesson14 ：Shopping in Beijing
一，教學目標
能力目標: Review the phrase: Let’s go to the — to —.
知識目標：Review the phrase: Let’s go to the — to —.
情感目標：Encourage the students to ake their own observations about the pictures and the story.
二、教學重點：everyone
三，教具、學具：Sae real photographs.
四、教學過程：
Class Opening and Review
1、Greeting
Hello, everyone!
2、Play “Charades” to review the phrase : Let’s go to the — to —.
Let’s go to the shop to buy .
Let’s go to the restaurant to eat .
Let’s go to the library to read a book.
Let’s go to the gy to play .
Introduce
Deonstrate: everyone with volunteers .
Ask for a series of volunteers to coe to the front of class. Ask each to perfor an action loudly or quietly.
Teacher: (point to each volunteer in turn.)
What is he /she doing?
Class: He/she is _____ing.
Teacher: Is he/she ____ing loudly or quietly?
Class: Loudly/Quietly.
Teacher: (To all t Is he/she ____ing loudly or quietly?he volunteers. ) Stop!
Please —loudly / quietly now! (To the class.)
Look! Everyone is ____ing loudly/quietly.
Use the student book and audiotape.
Review the story so far 、last tie, Jenny, Danny and Li ing were at the Palace useu. What happened? Look at pictures. What are they doing now? (shopping ) why ?Tell the to continue the action until I give a coand.
They ust listen carefully! Then lead a dialogue.
Practice
Divide the class into sall groups. Ask each group to ake up a dialogue about shopping for gifts on a trip.
Play: other, ay I ? to review adverbs fro this unit. (quickly, slowly, loudly and quietly).
Use the activity book.
Check for understanding.
Class ClosingActivity book Lesson 14 No.1
五，板書：
Lesson14 ：Shopping in Beijing
Let’s go to the — to —.
What is he /she doing?
He/she is _____ing.
Is he/she ____ing loudly or quietly?
Is he/she ____ing loudly or quietly?
六、課后反思：

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