【正文】 3. 能對外國的語言故事和我們的成語故事有所了解。 Cartoon time 集體備課教案 二次備課（手寫） 課時 4 Sound timeamp。 教學(xué)準(zhǔn)備 教學(xué)設(shè)計 Step1: Prereading 1. T: Look! Can you guess what my hobby is? S: You like reading, I think. T: Yes. I like reading stories. Do you like stories? What stories do you know? S: The king’s new clothes… T: Today we are going to read another interesting story. Look at the picture. Can you tell me the name? S: The lion and the mouse Unit1 The lion and the mouse T: Look at the lion. What do you think of it? Teach: large strong heavy T: But what is the mouse like? Is it large?... Teach: small weak light Step2: Whilereading : The large and strong lion, the small and weak mouse. What is the story about? First, we know who. What else would you like to know about the story? S: Where? When? What? How? Where? in the forest 2. T: What happened? There are some sentences for you. Let’s read them together. The lion caught the mouse but let it go. The lion and the mouse became good friends. The lion could not get out from the . The mouse helped the lion get out. The mouse woke the lion up. 3. Read and match 4. Watch and order 5. Read and think Teach: one day, the next day, just then, from then on and think Q: Why did the lion let the mouse go? Q: What happened to the lion? Q: How did the mouse help the lion? Picture1amp。 ，讓學(xué)生懂得人與人之間應(yīng)該互相幫助。s Day. The students are _________. And the English teacher aren39。 4. 能形成互相幫助的好氛圍。Exercise 集體備課教案 二次備課（手寫） 課時 6 Ticking time amp。 、演 cartoon time，并能掌握其中的知識點。 。 通過課文學(xué)習(xí)，不輕視別人，學(xué)會互相幫助。 教學(xué)重、難點 。 Checkout time(Think and write) 集體備課教案 二次備課（手寫） 教學(xué)目標(biāo) 1. 能正確完成 checkout time 練習(xí)。 教學(xué)重、難點 ，促進綜合語言運用能力的提升。 教學(xué)準(zhǔn)備 教學(xué)設(shè)計 Step 1 Revision 1. Greetings 2. T: Boys and girls, do you like sweets? S: Yes/No. T: I like lollipops best. T: Where can we buy sweets? S: In the sweet shop. Step 2 Presentation 1. Sound time T: Look at the picture. Can you say some sentences about it? For example, they are going to the sweet shop. S: … T: OK! I have some sentences for you. Let’s read them together. We are going to the sweet shop right now (馬上 ). We want to buy a lollipop. It is for the boy over there. The boy is Where are you going? When are you going to the sweet shop. What do you want to buy? Who is it for? How is the boy? T: Do you think it is rising intonation or falling intonation? S: Falling intonation. T: Let’s read together. T: They are going to buy a lollipop for the boy. What will