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Module 1Unit 1 We lived in a small house. Teaching objectives: Words and phrases: life, different, ago, any, television, us, grandchildren, lady. 2. Sentences: There weren’t any buses. We lived in a small house. There are lots of buses and cars. We live in a big house. 3. Grammar: Compare the life. Teaching properties: cards, pictures, Tape-recorder. Teaching procedures: Warming up Greeting Talking about: holiday and changing of you. Lead in T: In the winter holiday, you had a lot of changes. Now you are older and cleverer .I am very glad to see your changes. And write ‘changing’ on the blackboard. Tell students ‘Everything is changing. No change, no progresses. New teaching Show some old photos and say: Look, life was very different many years ago .But how was it different? Today, we will learn how to compare past and present life. Listen to the tape and underline the new words. Teach the new words. Show some new word cards. Correct pronunciation. Practise new words in different kinds of method. Explain important phrases. Listen to the tape-recorder and read follow it . Act out text. Practise Pay attention to SB unit1 part2 and copy them to make sentences. Show some pictures. Make some students find different in them and describe in English. Summary and homework. Summary T: Today we have learnt “How to describe past and present life, review simple past tense and present tense.” Today’s homework Listen and read Unit1 three times, try to recite and act. Compare two photos and write differences. Designs: Module 1 Changing Unit 1 We lived in a small house. weren’t lived small are live big Module 1Unit 2 She didn’t have a television. Teaching objectives: Word and phrases: fire, radio, telephone, field, hope. Sentences: She worked in the fields. She didn’t have a television. Grammar: Talk about the life of past and now. Teaching procedures: 一．Warming up. Greetings. Act out last text. Free talk: Compare ‘Old China and New China.’ 二．Lead in Yesterday, Lingling saw the programme about China, she missed her grandmother very much. So she writes a letter for Daming, tells about that programme and her feeling. 三．New teaching. Show some questions. What programme did Lingling watch last night? What was the old lady’s life like many years ago? Who does Lingling miss? Listen to the tape-recorder and find answers. Learn new words. Show some object and cards. Correct pronunciation. Practise new words in different kinds of method. Listen to the tape-recorder and act out it. 四 ．Practise Play a game. Put nine cards on the desk. Two students use cards to make dialogue. For example: A: Where was he/she seven days ago? B: He/She was … A: What did he/she do there? B: He/She … Do A B Unit 2 exercise1. Listen to the tape. Understand generalization. Choose right answer. 五．Homework Introduce the great changes of our hometown/school/home. Module 2 Unit 1 She learnt English. 一、Teaching objectives: Words and phrases: learnt these dancer Sentences: She learnt English. Did she learn any foreign languages. He is learning English now. Grammar: Talking about the past and present. Teaching properties: word cards photos tape. 二、Teaching procedures. Warming—up Greeting: T: Hello, Good morning, class. S: Good morning, teacher. T: How are you today? S: We are well. T: What day is today? S: Thursday. T: Are you ready for your English class? S: Yes. We are ready. Game: Review the past tense of some verbs. New teaching Use some pictures to learn important sentences. Did you/he /she …..? Yes, I/she/he did. No, didn’t. He is doing ……. Learn new words and phrases. Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides to learn by all kinds of methods. Listen and repeat Act out the test. (Give Ss some minutes to practise.) Practice and consolidate. Show two pictures and have Ss describe (use the important sentences) Do activity 3. Have Ss look it , give some minutes to practise in pairs ,then act it out. Task—fulfilling Game : teacher have Ss take out their photos and describe it. The others guess it. Sum the lesson Homework: Try to describe the other persons to your parents. Module 2 Unit 2 Mr Li was a teacher. 一．Teaching objectives: Words and phrases: study hard retired Sentences: Mr Li was a teacher. He taught Chinese. Chen Hai is an English teacher. He’s teaching Mr Li. 3. Grammar: Talk about the past and the present. 二．Teaching properties: word cards\ Pictures\tape 三．Teaching procedures: Warming—up Greeting : Free talk Game: “What did he do?” New teaching Lead---in Teacher has a student stand in the front of the class. T: Ten years ago ,I was a student .Now, I am a teachet. Ok, let’s come to the text. Important words and sentences Listen and underline the new words. Teacher uses all kinds of methods to guide. Show some pictures and let Ss describe them. Listen and repeat Practice in pairs Show a picture of sports player .Have Ss say out the differences between the pictures.(use the important sentences) Show three pictures and have Ss compare. 4. Pronunciation Have Ss listen and repeat. Put these words on the Bb. Let them find the similar pronunciation. Follow the tape two times. Say a poem Look. Listen and follow the tape. Then say together with actions. Summary Have Ss sum this lesson. Teacher gives complement. Homework Write the mutation in your life. Module 3Unit 1 She had eggs and sausages Teaching objectives Words and phrases: email sandwiches traditional delicious Sentences: What did she have for breakfast/lunch/dinner? She had… Function: Describing eating habits Teaching tools: card Tape-recorder pictures Teaching procedures: Warm up: T: Hello, boys and girls. S: Hello, teacher. T: What’s your favourite food? S: My favourite food is… 2、Presentation: T: I had bread this morning, what did you have? Ss: I had rice/milk/noodles… T: We always have rice, noodles, and dumplings for meals. They are Chinese food. Do you know English food? Ss: Talk about English food which they know. T: Tell the student Daming get an email from Lingling. It’s talk about English food. Now let’s see what Lingling introduces. Then write the title. Teach new lesson: Step1 Show them some new word cards and teach them the pronunciation. Step2 Open their books; listen to the tape for the first time, ask the students to find out the new words and the name of the food. And explain some English eating habits. Step3 Give the student some questions: What did Daming have got? What did Lingling have for breakfast/lunch/dinner? Listen to the tape for the second time, ask the students to answer the question, and then check the answer together. Step4 Ask the students to see the pictures and play the tape, the students read after it. At last the students read the text in pairs. Practice Ask the student to see the third part of the text. Use the sentences to make dialogues in pairs. Homework Go over the text. Pay attention to the important sentences and the name of the food. Module 3Unit2 Sam ate six hamburgers Teaching objectives: Words and phrases: ate hamburger gave tonight Sentences: What did you eat/drink last night? I ate/drank… 3、　Function: Talk about eating habits and favourite food 二、Teaching tools: 三、Teaching procedures: 1、Warmer: T: Hello. Ss: Hello teacher. T: What did you have for breakfast this morning? Ss: I had… T: What’s your favourite food? Ss: My favourite food is… Presentation: Take out a picture of hamburger and ask the students “Do you like hamburger?” “How many hamburgers can you eat? Students answer the questions. T: Let’s see how many hamburgers Sam can eat. Then write the title on the board. Teach new lesson: Step1 T: Take out some new word cards. Ask students to try to read out them, and then teach them these words. Step2 Put on a letter of this unit. Ask students to see the letter and at the same time to listen to the tape. For the first time the students should draw a line under the new words. Then ask them to try to answer these questions: Who ate hamburgers? Who had a sandwich? What is mum going to cook tonight? Step2 Play the tape, the students should read after it. Then check the answers. Step3 Ask the students to see the second part. Use the food to make some dialogues. Students do it in pairs. To see which group is the best. Step4 Game 將全班分成幾組，教師出示有關(guān)食物的卡片，要求學(xué)生看到食物后馬上造句，哪組有一名學(xué)生先站起來(lái)，就算哪組先搶達(dá)到。搶到的小組每人要迅速造一個(gè)句子，只要有一個(gè)成員沒(méi)有完成造句，就不得分，最后哪組搶達(dá)最多，造句最多，教師發(fā)給每個(gè)成員一枚粘貼作為獎(jiǎng)勵(lì)。 Step5 Summary 先讓學(xué)生總結(jié)一下本節(jié)課學(xué)到了什么，老師對(duì)總結(jié)不完整的部分加以補(bǔ)充。 Module4 Unit1 Let’s make a home library. 【內(nèi)容來(lái)源】外研版三起點(diǎn)（2013年版）五下Module4 Unit1 【主 題】Let’s make a home library. 【課 時(shí)】此教學(xué)設(shè)計(jì)按單元寫，教師可根據(jù)實(shí)際情況劃分課時(shí) 一、教學(xué)目標(biāo)(Teaching aims) （一）知識(shí)目標(biāo)(Knowledge aims) 1. 聽、說(shuō)、讀、寫單詞put, ask, idea, card, dear, wrong, heavy, library，聽、說(shuō)、認(rèn)讀單詞sent, shelf, student, dictionary, library card, CD。 2. 聽、說(shuō)、讀、寫并運(yùn)用句型Let’s ….表示請(qǐng)求；運(yùn)用Where are …?詢問(wèn)相關(guān)信息。 （二）能力目標(biāo)(Ability aims) 1. 能夠提出建議。 2. 能夠詢問(wèn)和尋找相關(guān)的信息。 二、教學(xué)重難點(diǎn)(Teaching points and difficulties) （一）重點(diǎn)(Points) 1. 聽、說(shuō)、讀、寫單詞put, ask, idea, card, dear, wrong, heavy, library。 2. 運(yùn)用句型Let’s ….表示請(qǐng)求。 （二）難點(diǎn)(Difficulties) 1. library和dictionary發(fā)音較難。 2. 運(yùn)用句型Let’s ….表示請(qǐng)求。 三、教學(xué)準(zhǔn)備(Teaching preparation) 課件（教師可以在優(yōu)教平臺(tái)直接調(diào)用或下載）。 四、教學(xué)過(guò)程 Step 1: Warm-up 1. 師生相互問(wèn)候。 2. 教師播放Module3 Unit2活動(dòng)5歌曲動(dòng)畫，學(xué)生跟唱，活躍氣氛。 3. Free talk: 師生運(yùn)用句型What did you/she/he have for breakfast/lunch/dinner yesterday? I/She/He had ….進(jìn)行簡(jiǎn)單對(duì)話。 Step 2：Presentation 1. 活動(dòng)1: Look, Listen and say. (1) 教師播放本部分動(dòng)畫，學(xué)生觀看一遍，了解本部分內(nèi)容大意。 (2) 教師再次播放本部分動(dòng)畫，學(xué)生跟讀。（student為新詞，教師需注意學(xué)生的發(fā)音） (3) 教師通過(guò)動(dòng)畫中展示的很多書，讓學(xué)生猜猜看從哪兒能借到這么多書，引出并教授新詞library及l(fā)ibrary card。 2. 活動(dòng)2: Listen, read and act out. (1) 教師由單詞library引出Lingling和Amy建的home library。 (2) 教師播放課文錄音，請(qǐng)學(xué)生邊聽邊理解課文大意。 (3) 教師再次播放課文錄音，請(qǐng)學(xué)生邊聽邊用筆勾畫出課文中的生詞、短語(yǔ)以及不熟悉的句子，并根據(jù)上下文和圖片猜生詞的意思。 (4) 教師在課件上出示本課新詞shelf, dictionary, CD的圖片，播放錄音，逐個(gè)講解； 教師在課件上出示本課新詞put, ask, idea, dear, wrong, heavy, sent，播放錄音，逐個(gè)講解； (5) 教師播放課文動(dòng)畫兩遍，學(xué)生認(rèn)真觀看，回答問(wèn)題： ① Where are the books about art? ② Where are the books about computers? 答案： ① They are on shelf C. ② They are on shelf B. (6) 教師再次播放課文動(dòng)畫，學(xué)生逐句跟讀。（提醒學(xué)生注意模仿錄音中語(yǔ)音、語(yǔ)調(diào)） Step 3: Practice 1. 學(xué)生五人一組，進(jìn)行分角色對(duì)話；教師可挑2組同學(xué)上臺(tái)表演。 2. 活動(dòng)3: Listen and say. (1) 教師播放本部分錄音，學(xué)生先聽1遍，然后跟讀。 (2) 同桌間分角色對(duì)話。 (3) 教師引導(dǎo)學(xué)生運(yùn)用Let’s …造句。 3. 教師在課件上出示一個(gè)書架，并擺放各類書籍。師生/同桌間運(yùn)用以下句型進(jìn)行簡(jiǎn)單對(duì)話： What are the books about art/computers/sports/…? They are on shelf …. Step 4: Consolidation 活動(dòng)4: Practice. 1. 教師在課件上出示本部分圖片，學(xué)生說(shuō)出相應(yīng)的英語(yǔ)單詞。 2. 教師找一名學(xué)生，仿照書上的例句進(jìn)行對(duì)話，幫助學(xué)生了解本部分內(nèi)容要求。 3. 同桌兩人一組，模仿例句進(jìn)行對(duì)話。 4. 教師可挑5組學(xué)生起來(lái)對(duì)話。 Step 5: Summary 教師引導(dǎo)學(xué)生總結(jié)本課所學(xué)的詞匯和句型，鼓勵(lì)學(xué)生提出問(wèn)題。教師點(diǎn)評(píng)學(xué)生的表現(xiàn)。 Step6: Homework 1. 登錄優(yōu)教同步學(xué)習(xí)網(wǎng)，觀看課文動(dòng)畫，按照正確的語(yǔ)音、語(yǔ)調(diào)朗讀課文對(duì)話。 2. 登錄優(yōu)教同步學(xué)習(xí)網(wǎng)，在“同步學(xué)習(xí)”下預(yù)習(xí)Module4 Unit2。 【板書設(shè)計(jì)】 Module4 Unit1 student library library card put ask idea card dear wrong heavy sent shelf dictionary CD Let’s …. Where are …? They are …. 【教學(xué)反思】 Module4 Unit2We can find information from books and CDs 【內(nèi)容來(lái)源】外研版三起點(diǎn)（2013年版）五下Module4 Unit2 【主 題】We can find information from books and CDs. 【課 時(shí)】此教學(xué)設(shè)計(jì)按單元寫，教師可根據(jù)實(shí)際情況劃分課時(shí) 一、教學(xué)目標(biāo)(Teaching aims) （一）知識(shí)目標(biāo)(Knowledge aims) 1. 聽、說(shuō)、讀、寫單詞on, way, film；聽、說(shuō)、認(rèn)讀單詞topic, project, guide, e-book, as well, information。 2. 聽、說(shuō)、讀、寫句子We can find information from books and CDs. 3. 字母組合ie, igh, ir的發(fā)音及發(fā)音規(guī)則。 （二）能力目標(biāo)(Ability aims) 能夠詢問(wèn)和尋找相關(guān)的信息。 二、教學(xué)重難點(diǎn)(Teaching points and difficulties) 1. 聽、說(shuō)、讀、寫單詞on, way, film。 2. 運(yùn)用句型We/You can …. 尋找相關(guān)的信息。 三、教學(xué)準(zhǔn)備(Teaching preparation) 課件（教師可以在優(yōu)教平臺(tái)直接調(diào)用或下載）。 四、教學(xué)過(guò)程 Step 1: Warm-up 1. 師生相互問(wèn)候。 2. 教師播放Module4 Unit2活動(dòng)5歌曲動(dòng)畫，學(xué)生先聽一遍，然后跟唱兩遍；分小組比賽唱歌。 3. 教師引導(dǎo)學(xué)生運(yùn)用Let’s ….提出建議； 教師在課件上出示一個(gè)書架，并擺放各類書籍，師生運(yùn)用以下句型進(jìn)行簡(jiǎn)單對(duì)話： Where are the books about art/computers/sports/…? They are on shelf …. Step 2：Presentation 1. 活動(dòng)1: Look, listen and say. (1) 教師在課件上出示本部分圖片，學(xué)生觀察圖片，猜猜看他們?cè)谡務(wù)撌裁础? (2) 教師播放本部分動(dòng)畫，學(xué)生先看1遍，然后跟讀。 (3) 教師詢問(wèn)學(xué)生：I want a Chinese book/…. Where can I find it? 請(qǐng)學(xué)生舉起相應(yīng)的書本。 2. 活動(dòng)2: Listen and read. (1) 教師在課件上出示本部分圖片，簡(jiǎn)單介紹主要內(nèi)容：In this part, we can learn how to find information. (2) 教師播放本部分課文錄音，學(xué)生邊聽，邊畫出新單詞。 教師在課件上出示新詞on, way, film, topic, project, guide, e-book, as well, information，播放錄音，學(xué)生跟讀。 (3) 教師再次播放本部分課文錄音，學(xué)生聽錄音，回答問(wèn)題： What are they going to do? Answers: They are going to do a science project about animals. (4) 教師播放課文動(dòng)畫，學(xué)生仔細(xì)觀看，并回答問(wèn)題： Where can they find information? Answers: They can find information from books and CDs. They can find information from films and e-books as well. (5) 教師播放課文錄音，學(xué)生逐句跟讀。（提醒學(xué)生注意模仿錄音中語(yǔ)音、語(yǔ)調(diào)） Step 3: Practice 1. 活動(dòng)3: Now talk about your school library. Then write. (1) 學(xué)生四人一組，討論話題：學(xué)校圖書館。（有哪些種類的書，關(guān)于哪些話題的書） (2) 學(xué)生寫出在學(xué)校圖書館能找到哪些方面的書。 2. 活動(dòng)6: Say and guess. (1) 教師在課件上出示本部分的圖片及例句，幫助學(xué)生了解本部分的要求。 (2) 教師挑學(xué)生示范表演對(duì)話。 (3) 學(xué)生兩人一組模仿例句，表演對(duì)話。 3. 活動(dòng)4: Listen and say. (1) 教師在課件上出示單詞pie, lie，學(xué)生自己讀，并找出發(fā)音相同的字母組合。教師教授/ai/的發(fā)音及發(fā)音規(guī)則：/ai/是雙元音，發(fā)音時(shí)聲帶振動(dòng)。發(fā)音時(shí)，由/a:/音滑向/i/音，前重后輕，口形隨之變化。 (2) 其它兩組教法同上。并提醒學(xué)生注意，前兩列發(fā)音一樣，均為/ai/。 （ir在girl和skirt中的發(fā)音為/?:/，/?:/是長(zhǎng)元音，發(fā)音時(shí)聲帶振動(dòng)。舌平放，舌尖輕抵下齒底部，舌中部略抬起。雙唇呈扁平口型。） Step 4: Consolidation Do and say: Who can be the librarian? 1. 教師在課件上出示本部分內(nèi)容的要求及示例，幫助學(xué)生了解部分內(nèi)容的要求。 2. 教師在課件上出示圖書館圖片，讓學(xué)生了解不同種類的書分別在哪個(gè)書架。 3. 其他學(xué)生提問(wèn)：Where can I find books about science? 學(xué)生輪流上去回答問(wèn)題，每回答對(duì)一個(gè)問(wèn)題得到一顆星星，誰(shuí)得到最多星星，誰(shuí)擔(dān)任圖書管理員。 Step 5: Summary 教師引導(dǎo)學(xué)生總結(jié)本課所學(xué)的詞匯和句型，鼓勵(lì)學(xué)生提出問(wèn)題。教師點(diǎn)評(píng)學(xué)生的表現(xiàn)。 Step6: Homework 1. 登錄優(yōu)教同步學(xué)習(xí)網(wǎng)，觀看課文動(dòng)畫，按照正確的語(yǔ)音、語(yǔ)調(diào)朗讀課文對(duì)話。 2. 登錄優(yōu)教同步學(xué)習(xí)網(wǎng)，在“同步學(xué)習(xí)”下預(yù)習(xí)Module5 Unit1 。 【板書設(shè)計(jì)】 Module4 Unit2 on way film topic project guide e-book as well information We can find information from books and CDs. 【教學(xué)反思】 Module 5UNIT 1 It’s big and light. Teaching objectives: Words and phrases: light broken heavy pocket Sentences: It’s big and light. It’s got two pockets. Grammar: It is …; I have got … .Use adjectives to describe objects. Teaching properties: cards tape-recorder CAI Songs: Poem of Module 4 Unit 2 Free talk: Describe your bag or a picture. New concepts: Stept1. Leading and new words Today we’re going to learn how to describe something use big, small, tall, short, fat, thin and so on. Take out your bag .Whose bag is big? (Students answer)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the new words. Have the students understand and remember them. At last, try to make sentences with these words. Step2. Text Open the book and listen to the tape recorder , listen again and repeat, (show ppt= power point) look at the screen and read the questions:(1).What does Lingling need?(2).Where are Lingling and Ms Smart?(3).What’s the black bag like?(4).What’s the green bag like?(5).Which bag has got pockets?(6).Which bag has got wheels?(7).Which bag does Lingling like?(8).Which bag does Ms. Smart like?(9).Which bag did they buy? Read the text for several times then answer the questions. At last give the answers on the screen .Read the text in groups, in pairs, one by one, boy and girl. Try to retell. Step3. Practice Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags. Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice. Stept5. Homework Describe animals. Games: Draw yourself. (Draw a picture of yourself and try to describe.) Designs: Module 5 Unit1 It’s big and light. P1porcket P2broken P3heavy P4light It’s got… It has… Module 5 UNIT 2 It’s too big for you. Teaching objectives: Words and phrase: hard has got have got Sentences: It’s …for…; It’s too big for you. Grammar: Describe objectives. Songs: Mangoes and rice, Free talk: Talk about your photo (or yourself). New concepts: Step1.Warmer and leading (Look at the screen) Can you use it? Review the words and make sentences with them. I you we she he they it me you us her him them it Step2. Words Take out a picture of a coat, and say: I have got a red coat and a blue coat. Point to the picture and: The red one is too big for me, the blue one is too small for me. Have the students make sentences with you, we, she, he, they, it. They can use have got and has got .Explain hard is difficult (hard = not easy). What does Lingling want to buy? Step3.Test. Play the tape. Listen and answer the questions (Show ppt) What does Lingling want to buy? What can you see on it? What color does Lingling buy at last? What color does Lingling like? Why does she change her mind to buy another color? At last, please the students act the dialogue. Step4. Practice Show the pictures. Have the students look, say and write. Make sentences with: It’s … for…. Draw it on the board. Then the students write the sentences on their exercise book. Show the ppt. Play the tape. Have the students listen and underline the same pronounce, and then do the AB. Step5.Game: Show many cards of fruit Students guess it. Is it … (color or shape)? Step6. Learn to sing. Listen to the tape for several times. Try to sing and do the actions. Homework：Describe your bag. Module 6 UNIT 1 I went there last year Teaching objective Words and phrases: photo .stay week Sentences: where/when/what/who did you? Teaching procedures: A: songs: mangoes and rice B: free talk: Where did you go? C: Step 1: leading (Introduce the English Where is Beijing? /London /New York /Tokyo /Moscow) Say the names of famous places in China and England Step 2: Take out many photos Introduce: This is a photo( 舉一張 ). These are photos (舉全部，多張照片) Then have the students try to describe the photos. The teacher can say: I stay there for one /two weeks. Explain: ‘stayed’ is the past tense of stay Week: from Sunday and Saturday is one week. Step 3: Playing the tape So that the students can listen to the conversations and follow in the books Tell each pupil to get a piece of paper and draw a question on it. Ask the students to close their books Play the dialogue part by part and have to listen. If they have a question, they have to hold up their pieces of paper and say questions . Now tell the students to open their books and underline all the questions in the dialogue Have the students answer the questions Do Activity book Exercise 1 Step 4: Show the pictures and have the student try to say and write. Use the drills. At last give them answers Who has got some photos? Where is Lingling? When did Lingling go there? Who did she go with? Where does her uncle live? Steps 5: Activity book Exercise 3 Homework: Talking about where you went? And write down 課題：Module 6 Unit 2 She visited the Tianchi Lake. 學(xué) 習(xí) 目 標(biāo)1、掌握單詞：eaat, best, north, rest, have a rest. 2、掌握句型：She visited the Tianchi Lake. It’s in the west west of China.描述過(guò)去的事情和位置。 3、感知“or”與“oor” “our”的讀音，“ou”與“ow”的讀音，“our”與“ur”的讀音。 學(xué)情 分析 該單元內(nèi)容主要涉及學(xué)生對(duì)過(guò)去事情的表達(dá)，描述城市所處位置。對(duì)于Where提問(wèn)學(xué)生也有了一定的基礎(chǔ)。學(xué)習(xí)重點(diǎn)Aim1、2、3 學(xué)習(xí)難點(diǎn)Aim 2、3 教法與 學(xué)法情景教學(xué)法 ，任務(wù)教學(xué)法，小組合作教學(xué)法 學(xué)習(xí)準(zhǔn)備圖片，多媒體課件，卡片 一、復(fù)習(xí)導(dǎo)入 復(fù)習(xí)west and south等詞匯； 句型：it’s in the … of China. 二、學(xué)習(xí)新知 Part I Lingling and Amy are playing game. What do theydo ? Let’s have a look. Read and show. Part II 1）聽錄音，感知全文。 2）帶著問(wèn)題看課文視頻。 We know Lingling