Unit3第3课时

第三课时Section B(1a~2e)§自主学习方案学生自学新单词(教材P20~21的单词)，看谁记得又【新词自查】根据句意和汉语提示完成句子。

1.Mr.Wang is more serious (严肃的)than any otherteacher，we are all afraid of him.2.Jim is a talented(有天赋的) boy. He always thinks aboutunusual ideas.3.The apples on the tree are too tall. I can’t reach(够到)them.4.Liu Xiang and Yao Ming are both(两个都) famous sportsstars.5.Don’t laugh(笑) at others.6.You can see yourself in the mirror(镜子).7.It is necessary(有必要的) to learn a foreign language.8.I am sorry. I don’t care(对……在意) about what yousaid.9.My mother understands me. She always touch(抓住) myheart.10.You should share(分享) your toys with your friends.§课堂导学方案Step 1 情景导入参考案例Teacher: Everyone has friends. Who is your friend? Why?Student:____________________________① Linda. Because she is good at sports.② Tom. Because he is popular in our school.…环节说明：课前的师生问答互动不仅让学生回顾了以前学过的内容，而且还可以很自然的导入到本节课的内容。

Unit 3第3课时Ⅰ.阅读理解People who like travelling have their reasons.They believe that travelling can help them expand their field of view, especially in the geographical and historical sense.They also think that touring will give them more chances to enjoy different kinds of food and experience new things that would never be brought by other activities.But those who dislike travelling also have some reasons.Travelling, in my opinion, does more good than harm. Most importantly, it broadens(使扩大)our mind.We can get in touch with other civilizations(文明), cultures, customs and ideas.Through history, most people travelled because of necessity(必要性)—not for pleasure. People travelled just in order to remain alive. They searched for food to eat or places to live in. They sometimes ran away from enemies. This is not to say that no one ever travelled just for the fun of it. In ancient times, for example, rich Romans travelled all the way to Greece to take part in the Olympic Games, and festivals. Of course, some people decided to travel just out of curiosity (好奇心). They wanted to find out what it looked like beyond the horizon (地平线). Also business travel has been going on for centuries. Traders could not only make money but also learn to speak several languages and be introduced to different cultures.So, travelling does enrich our mind and draw new ideas to us. There is no doubt that we can get much from it.1．The underlined word “expand” in Paragraph 1 can be replaced by“________”．A．widen B.protectC．lose D.decide2．According to the passage, in the past most people travelled ________.A．for fun B．for knowledgeC．to get experiences D．to make a living3．In the writer's opinion, travelling can be ________.A．expensive B．funnyC．helpful D．tiring4．What's the main idea of this passage?A．Different kinds of travelling.B．Travelling enriches our mind.C．Ways to enjoy yourself while travelling.D．The advantages and disadvantages of travelling.Ⅱ.七选五What is the secret of writing a good letter? Here are two main ones. Don't try to be fancy. Don't try to impress your reader. You will be successful if you follow these seven Cs.Clear. Use short, direct sentences. ___1___ Talk as if the reader were right there with you. Above all, don't use an introduction.Correct. ___2___ Don't guess, even for spelling. Refer to your dictionary. If you need to, check a reference(参考) book, too.Complete. Don't scatter (分散，散开) our points.___3___ This is good organization, too.Courteous(有礼貌的). Be friendly rather than overly(过于) casual. Present your information nicely even if you are complaining about something. In all letters, treat others as you want them to treat you.Concise(简洁的). Make each point as clearly and briefly as you can.Conversational. This is really the secret of good writing. ____4___ Such a letter has a natural, friendly tone(语气). Let your personality come through naturally.Considerate(体贴的). ___5___ Write about what you believe the reader needs or wants to know. Try to be helpful. This will build good feeling towards you.The seven Cs are about writing letters. But how about school papers? Use the seven Cs. Write as if you are talking to your teacher or professor. You'll be surprised. You'll almost instantly become a good writer. And you might even enjoy writing from now on.A. Just “talk” to the person.B. Think of the readers' point of view as you write.C. Make them easy to understand.D. Include long sentences in your letter.E. Make sure what you say is correct.F. Writing should not be taken too seriously.G. Finish one point completely before going on to the next.Ⅲ.书面表达某英语刊物正在进行有关旅游的征文活动，请根据以下提示，以Travelling为题目，用英语写一篇短文，以便向该刊投稿。

第三课时Lesson 15: My Helmet Saved My Life!环节1 新课导入多媒体展示骑自行车发生事故的图片。

T：Boys and girls，what happened in the pictures?Ss：It is a bike accident.T：Yes.Can you describe them?S1：Yes.The accident happened on a road.S2：A boy was riding his bicycle.All of a sudden，...T：OK.Well done！Now this lesson we will learn a bike accident.Are you ready?设计意图：此环节利用图片，通过师生问的对话导入本课的话题自行车事故，利用会话将学生带入自行车事故的场景，为下面的学习做好铺垫。

环节21. Read the lesson and do Exercise 1 on Page 39.2.Read the article aloud after the recorder. Then let the students listen to the tape and repeat it sentence by sentence.3.Do the Exercise 1and 2on page 39 ,and check the answers.4.Work in group of 8 to find out the key words，phrases and sentences.5.The teacher explains the article.6.Ask the student’s to finish the Exercise 3, then check the answers.7.要点点拨（1）There’s something wrong with me.我有点不舒服。

The third period(第三课时)Part A Letters and sounds▶教学内容与目标课时教学内容课时教学目标Letters and sounds ·能够听、说、读、写Ee，Ff，Gg，Hh，Ii五个字母·能够在学习字母音、形的基础上，初步掌握两个元音字母在单词中的发音和三个辅音字母作为单词首字母时的发音▶教学重点1能够听、说、读、写字母Ee，Ff，Gg，Hh，Ii。

2能够初步掌握两个元音字母在单词中的发音和三个辅音字母作为单词首字母时的发音。

▶教学难点能够掌握所学字母的笔顺以及相关例词的发音。

▶教学准备教学课件、课文录音、视频、字母卡片等。

▶教学过程Step 1: Warm-up & Revision①1. Greetings.2. Enjoy the song—ABC song.Play the recording of the song. （课件出示：教材P6 Let’s sing板块的歌曲音频）Ask students to sing after it.3. Revision.Students chant with the teacher and show the letter cards.Step 2: Presentation1. Teach the letters “Ee, Ff, Gg, Hh, Ii”.②Teaching purpose①通过歌曲热身，营造良好的英语语音教学氛围。

通过吟诵两段有韵律的chant，帮助学生复习字母A到D，为新授内容做铺垫。

Teaching purpose②借助课件并通过卡通动画的形式呈现字母，让知识变得生动、有趣。

引导学生联想生活中像字母的物品，培养学生的观察和联想能力。

提醒学生注意区分字母的大小写，注重对学生学习方法的指导。

第 3 页共6 页T: We have so many letter friends like “Aa” “Bb” “Cc” “Dd”. Today, we’ll meet five new letter friends. Who are they? Let’s have a look!Show the cartoon image of the letter “Ee” on the PPT. （课件出示：字母Ee的卡通形象及其录音）T:Can you find something that looks like “Ee” in your daily life?Ss：…Show some pictures that contain “Ee”. （课件出示：包含字母Ee 的图片）Write down the letter “Ee” on the blackboard. Let students show their fingers and write after the teacher. Let them pay attention to the capital letter and lowercase letter.Lead in and teach the letters “Ff, Gg, Hh, Ii” in the same way. （课件出示：字母Ff, Gg, Hh, Ii的相关图片及其录音）2. Let’s match.③Show a task of matching the capital letters to the lowercase letters. Ask students to finish it.3. Listen and repeat.④(1) Play the video. （课件出示：教材P26 Listen, repeat and chant 的视频）Let students read after it.(2) Show the picture on the PPT. （课件出示：教材P26 Listen, repeat and chant的图片）Let students read the words after the recording. Teach the words by word cards.(3) Lead students to summarize the pronunciation of the letter “e”. Let students clap their hands and chant:Ee, Ee, Ee, /e/, /e/, /e/, egg, egg, elephant, elephant. Teaching purpose③通过连线题,检测学生对字母大小写的掌握情况，并强化学生对字母大小写的区分和记忆。

第三课时课时内容A.Letters and sounds课时分析本部分为字母及语音学习课时。

本课时，学生通过听一听、唱一唱，听一听、圈一圈，写一写、说一说三个活动，学习Ee,Ff,Gg,Hh,Ii五个字母的书写及发音。

同时学习语音例词：egg,elephant,face,foot,green,gift,hand,hi,ice cream,ice。

学生需要通过朗读单词感受字母的发音。

听一听、读一读、唱一唱活动中，学生先要听四个字母的读音并重复，然后会听到与字母和语音例词相关的韵句：A,B,C,clap your knee.C,D,E,point to me. E,F,G,show me three.G,H,I,close your eyes.A,B,C,D,E,Repeat this chant after me.E,F,G,H,I,it’s time to say‘goodbye’.Goodbye!E,E,E,/e/,/e/,/e/,egg, elephant.F,F,F,/f/,/f/,/f/,face,foot;G,G,G,/g/,/g/,/g/,green,gift;H,H,H,/h/, /h/,/h/,hand,hi;I,I,I,/aɪ/,/aɪ/,/aɪ/,ice cream,ice.前半部分韵句为指令性动作，涉及到eye,knee两个身体部位，可以通过动作示范让学生理解每个指令的意思。

另一部分与字母发音相关，要在学习韵句的同时，引导学生观察口型，感受发音，具备初步的语音知识。

听一听、圈一圈活动中，教材出示了五幅图片，代表了五个语音例词。

每个图片下方各有两个字母。

学生会听到两遍字母和语音例词，然后据此选择正确的字母圈起来。

写一写、说一说活动中，学生要根据例字给出的书写方法，学习书写五个字母。

首先要让学生仔细观察五组大小写字母的占格情况，再按照笔顺一一书写。

在教学中，要引导学生认真观察字母的笔顺和运笔方法，通过比较的方法让学生感受怎样才能把字母写得好看。

第三课时一、课时内容教科书第27页：B Let’s try Let’s talk二、课时分析本课时是义务教育灵通版（pep）小学英语教科书五年级上册的第三单元第三课时，围绕“What’s your favourite food?”这个话题展开内容。

包括Let’s try和Let’s talk两个板块。

第一部分Let’s try是听力训练，是针对B 部分的核心句型What’ your favourite food/drink 专门设计的，通过听的过程完成对新句型的初步感知，并完成听录音将人物与他们喜欢的饮料连线的活动。

教师在此要训练学生借助图片信息和题目中的指令语预测将要听到的对话内容，抓住关键词汇，完成听力训练。

第二部分Let’s talk开始出示本课时的重要句型What’s your favourite food?教材通过描述张鹏与Sarah查看学校餐厅今日的菜单这一情景，介绍了他们各自的饮食喜好，在此过程中展示了对本课时、同时也是本单元的另一核心句型What’s your favourite food?本部分的教学目标是：学生掌握delicious一词的含义，并能准确读出该词；能够准确理解对话内容，能通顺、流利地朗读对话，并且进行分角色饰演；能够运用句型What’s your favourite food?进行日常交流对话。

本课时是第三单元B部分的首课时，在整个单元中起推进与深入拓展的作用。

通过对A 部分的学习，学生已经掌握了如何利用What would you like to eat/drink?这一句型来询问彼此想要吃什么、喝什么。

以此为基础，本课时的讨论重点不在于谈论人物某一时刻的具体饮食需求，而在于让学生学会如何了解对方的饮食习惯，即喜欢吃的、喝的和不喜欢吃的、喝的。

教师在教学过程中应适时引导学生对本课时重点句型What’s your favourite food？与A部分重要句型What would you like to eat/drink?的具体使用前提进行区分。

Unit3 第3课时教学设计【内容来源】人民教育出版社〔一起点〕四年级上册Unit3 Transportation【课时】第3课时一、教学目标1. 能够读懂某项活动的简要介绍，提取其中有关时间、地点、交通等关键信息，使用结构... is going to ... by ... 表达出来。

2. 能够模仿录杳，较为流利地朗读海报和对话。

3. 能够按照范例制作活动小海报。

二、教学建议A. Read and fill in the blanks.1. 复习、热身(1) 跟读Lesson 1中A项的小文段。

(2) 根据上节课的小调查，进行一次汇报，以稳固功能句的掌握。

(3) 根据上节课选用的自制调查表2，复习功能句。

同时渗透本课即将使用的句型：... is going to ... by ... 如：Lily is going to Beihai Park by bus.2. 设置情境，导入新课(1) 教师出示苹果园的图片，引导学生：It’s time to pick apples on the weekend. Would you like to go with us 随即出示A项第一张海报。

(2) 学生阅读海报内容并答复以下问题：When are we going to pick apples Where shall we meet How are we going there 学生两人结对或四人小组尝试答复以下问题。

(3) 教师可自然过渡到另一张海报，如：I think it’s fun to pick apples, but you may not like that. I know some of you like films. Look! A new film’s coming!随即出示电影信息。

(4) 依据前一张海报的学习经验，讨论答复有关when, where, how的问题。

3. 阅读对话，提取信息教师引导：If you like one of the activities, you can write down your name beside the poster. What about Joy and Yaoyao’s activities on the weekend Now read the conversation.(1) 听录音，读对话。

小学英语四年级下册Unit_3第三课时Read_and_write说课稿小学英语四年级下册Unit 3第三课时Read and write说课稿我说课的内容是小学PEP英语四年级下册Unit 3第三课时Read and write .主要从说教材、教法、学法、教学过程、板书设计、说评价五个方面展开。

一：说教材1．教学内容和地位首先谈一谈本课时的教学内容和教学地位，本课时是本单元中的第三课时，是功能型、交际型的综合训练课，是学生在A部分Let’s learn ，Let’s talk掌握了服装词组Red shirt white sweater green skirt 的基础上继续深入学习red、yellow 、green 、blue and white 五个颜色单词及句型Is this your T-shirt ? No, it isn’t的运用和书写。

2．教学目标由于本课时是综合训练课，学生不仅要能听、说、读、写还要会运用。

根据新课程标准的总体目标和具体要求，以及本人对教材的理解，并结合学生的实际情况，我把教学目标设计如下：（一）语言知识目标：1）五个颜色单词red yellow green blue white 的掌握和运用。

2）能对所属衣物进行提问及回答Is this your T-shirt? No , it isn’t .3）能在图文和场景下进行简单的交流和表演。

4）正确在四线三格中书写单词和句子。

（二）、情感态度目标通过本课的学习使学生达到初步运用英语交际的能力，培养学生的合作精神和良好的书写习惯。

3．教学重、难点学生在Let’s learn Let’s talk 部分已掌握了有关的服装词组并能用这些词组完成简单的句子，因此我把本课的教学重、难点设置为1）颜色单词及句型在交际中的运用2）五个单词及句子在四线三格中的正确书写。

4：教学准备教具的合理运用有助于突出重点、突破难点，使教学活动更容易操作，在这一节课中我准备了服装、奖励学生的贴画、进行书写比赛的英语书写纸、小红花、卡片等。

The third period(第三课时)Part A Let’s spell▶教学内容与目标课时教学内容课时教学目标Let’s spell ·能够感知并归纳o-e在单词中的发音规则·能够读出符合o-e发音规则的单词·能够根据单词的读音拼写出符合o-e发音规则的单词▶1. 能够感知并归纳o-e在单词中的发音规则。

2. 能够读出符合o-e发音规则的单词。

▶教学难点能够根据单词的读音拼写出符合o-e发音规则的单词。

▶教学准备PPT课件、语音例词单词卡等。

▶教学过程Step 1: Warm-up & Lead-in①1. Enjoy a song.Play the song—Friends. Ask students to sing after the recording. （出示课件）2. Let’s chant.Play the chant for “i-e” in Unit 2 on the PPT. Get students to chant together. （课件出示：教材P16 Let’s spell板块中Read, listen and chant 部分的chant内容）Play the chant for short sound of “o” on the PPT. Get students to chant together. （课件出示：PEP三下教材P40 Let’s spell板块中Listen，repeat and chant部分的chant内容）Step 2: Presentation1. Read the words.②T: Today, we have a new friend. Look!Show the picture of Mr Jones on the PPT.（课件出示：教材P26 Mr Jones的图片）Lead in the words of this section. Teaching purpose①以歌曲来热身，可以使学生在韵律中集中注意力，并激发学生的学习兴趣,让学生在轻松欢快的氛围中准备本课内容的学习。

Unit 3 How do you get to school ? Section A (Grammar Focus-3c)第三课时语法课展示目标T eaching and learning aims学习目标：一、知识目标1. 复习Section A 所学重点内容。

2.掌握下列词汇：drive, car, live二、能力目标1.学会运用how, how long, how far引导的特殊疑问句询问出行方式、所花费的时间和两地之间的距离。

2. 一般疑问句出行方式的表达方法。

三、学习策略1. 能根据词块记忆单词。

2.在运用基础上总结它的规律。

四、情感目标了解因地域文化差别所造成的出行方式的差异。

【设计意图】目标引领，采用尽量简单的语言表述本节课的学习目标。

Teaching and Learning Steps（教学步骤）:Step1. Revision1. Lead inListen to an English song How do you go to school?2. Role-play 2eAsk some pairs to role-play the conversation in 2e in front of class.【设计意图】通过复习，让同学们迅速回忆上节课的重点内容同时为本节课的学习作了铺垫。

Step2语境中感知语法(用How 询问出行方式，how long 询问花费的时间，how far询问两地之间的距离以及答语。

)1. HowGet the students to say out the transportation and different ways of transportation.Transportation（交通工具）bus plane ship train car bike/bicycle subwayon foot /walkride my bike by bike walk on footdifferent ways to schoolon the biketake the subway by subway take the bus by bus different ways to schoolin the subway on the busdifferent ways to schoolby boat take the boat take the trainby train in the boat in the train【设计意图】 通过复习为下一步的对话扫清障碍。

第三课时一、课时内容A.Let’s spellB.Let’s sing二、课时分析本课时是义务教育灵通版（pep）小学英语教科书四年级下册的第三单元第三课时，本课时继续围绕单元主题展开内容，包括A.Let’s spell B.Let’s sing两个板块。

本课时的A.Let’s spell .部分分为Read，listen and chant；Read ，listen and number；以及Look, listen and write 三部分。

第一部分呈现了ar 和al 在单词中发/a:/ 和/ɔ:/ 音的规则；第二部分通过读单词、听音排序的活动强化记忆ar 和al的发音规则，帮助学生根据发音规则读出新词，从而巩固学习ar 和al 的音--形的对应关系；第三部分则是通过听音写单词活动帮助学生按照发音规则拼写单词。

本节课教师通过拆音、拼音和分类等语音意识训练活动，引导学生进行发现式的学习、观察、感知、体验并自己归纳出ar 和al 在单词中发/a:/ 和/ɔ:/ 音的规则；然后围绕单元主题展开学习B.Let’s sing，灵活运用于课堂中各个教学环节，帮助学生巩固新学语言知识和复习旧知识。

三、课时目标1. 能够感知并归纳ar 和al 在单词中的发音规则。

2. 能够读出符合ar 和al 发音规则的单词。

3. 能够根据单词的读音拼写出符合ar 和al 发音规则的单词。

补全短语、句子。

4. 会唱歌曲《Thunder》5. 发挥学生的拼读能力。

四、课时重难点1. 课时重点学习字母组合ar 和al 的发音2. 课时难点字母组合all 的正确发音五、教学准备1. 本课时的单词卡片2. 教学挂图及配套PPT3. 录音机及配套磁带4. 小贴画六、教学过程Step 1 Warm up师生共同说上节课的chant。

Brrrr, it’s cold.It’s cold outside.Put on a hat.Cold ,bye --bye!Mmmm! It’s warm.It’s warm inside.Take off your shoes.It feels so nice.要求学生边说chant 边做动作。

人教PEP四年级英语上册教案Unit 3 my friends第三课时教学重点：学习书写英文字母Ss, Tt, Uu, Vv的大小写和学习拼写单词：teacher, student教学难点：1．大写T,U的笔顺和小写t的书写格式。

2．单词spoon , van的发音。

教具准备：1．图片snake, tiger, umbrella, USA, vest violin, van2．写有大小写Ss, Tt, Uu, Vv的字母卡3．单词卡student, teacher4．教材相配套的教学录音带教学过程：（一）热身、复习（Warm-up/Revision）1．听写。

教师发给学生每人一张四线三格纸，教师随意读出字母Aa-Rr，学生要在纸上书写所听到的字母。

听写完毕后学生要把写好字母的纸交给教师。

2．教师出示字母卡让学生认读字母。

3．复习单词。

注：要求听说的单词，让学生看图说单词。

要求听、说、认读的单词，让学生看单词卡读单词，并说出中文含义。

（二）呈现新课（Presentation）1．教学字母Ss（出示字母课件）和教学单词spoon教师问学生：Are you a student? 学生回答：Yes, I am a student.教师出示图片，学生说出snake。

教师让学生说一说student和snake的第一个字母是什么。

学生回答：s。

教师出示单词卡student，让学生认读。

然后，教师出示字母卡，让学生辨别字母Ss的大小写。

教师说：今天我们再来学习一个以字母s打头的单词。

教师拿出一把小勺，教说spoon。

注意p 在这个单词中的发音。

教师：这三个词都是以字母s打头的单词。

谁还记得怎样写大小Ss？可让学生书空或在黑板上书写。

对书写笔顺正确的学生给与表扬，如书写错误，教师可再找其他学生书写。

教师在四线三格中教学字母大小写Ss。

2．教学字母Tt。

（出示字母课件）教师出示图片，让学生说出单词tiger。

教师指着教室里的电视，问学生：What’s this? 让学生说出单词TV。

The third periodPart A Let’s spell内容分析本单元学习的主题是饮食。

教学内容是通过Sarah和父母在家用餐以及Sarah 和张鹏在学校餐厅里点餐的场景来展开的。

这一课时和音标有关，学生能够掌握字母组合ow在单词中的发音，能够读准Let’s spell板块的例词，并完成本部分的练习。

课时目标知识与能力1.学生能够通过听例词发音，观察例词结构中共有的特征，学习ow在单词中的发音规则。

2.学生能够根据ow的发音规则读出新单词，并能够根据发音拼写出符合规则的单词。

3.学生能够在单线上正确规范地书写句子。

过程与方法设计教学游戏，使学生掌握基于游戏进行语言学习的技巧和方法。

情感态度价值观培养学生独立思考的习惯，树立学习英语的自信心。

教学重难点教学重点学生能够掌握字母组合ow在单词中的发音，能够读准Let’s spell板块的例词，并完成本部分的练习。

教学难点学生能够自主发现并总结ow的发音规则，并根据发音规则读出新单词。

教学准备教学课件、语音例词单词卡等。

教学媒体选择多媒体，录音。

教学活动小组合作教学过程Step 1: Warm-up & Lead-in1. Greetings2. Lead-in.Show some pictures of food and drinks and ask students to practice the key sentence patterns. (出示课件)T：What would you like to eat/drink? Ss：…(课件出示：一头奶牛、一些鲜花和一些青草的图片)T：What would the cow like to eat, flowers or grass? Ss：…设计意图：通过师生问答活动复习旧知，活跃课堂气氛。

通过图片和对话，引出新知，让学生初步感知字母组合ow在单词中的发音。

Step 2: Presentation1.Look and find.Show a picture of a cow with the word “cow” on the PPT and ask, “What’s this?” (出示课件)Then show a picture of some flowers with the word “flower” and say, “Wow! There are some flowers. How beautiful!”(出示课件)At last, show a picture with the word “down”. In the picture, a girl sits down beside the flowers. (出示课件)And say, “The girl likes flowers. She sits down and enjoys the beautiful flowers.”Lead students to find the rule：All these words include the letter combination “ow”. Emphasize “ow” with red colour.(课件出示：开着窗户的房子图片，窗外有一棵树，树上有黄叶和一只蜗牛；单词“window, yellow, slow”)T：What can you see? (Point to the window in the picture.)Ss：I can see a window.T：Great! And we can see some yellow leaves and a snail. The snail is slow.Do the action to explain the word “slow”. T：Winter is coming. What can we see? (课件出示：冬天雪花纷飞的场景和单词“snow”)Ss：Snow./ 雪。

Unit 3 How do you get to school?The Third PeriodSection A (Grammar Focus­3c)I.Teaching aims1.Key words:drive,car,live2.Key phrases:drive (one’s car) to workII.Important points:1.学习how对交通方式的提问的特殊疑问句及答语2.how long对时间段的提问3.how far对距离和路程的提问III.Difficult points:take the bus 与by bus的区别IV.Teaching processStep 1 Lead inHello,boys and girls.I get to school by bike.It takes me ten minutes to get to our school.It’s about two kilometers from here.Now please tell your partner something about you like me.Step 2 Work on Grammar Focus教师列举几个含有how,how long,how far的句子,学生分小组讨论其规律,并发言,教师最后进行总结补充。

Step 3 Work on 3a­3c1.认真读3a的两组句子,并将问题和答案匹配,集体核对答案。

2. 让学生利用所给的单词组成句子,并让学生将答案展示在黑板上,要求学生两人一组互相提问,完成3b。

3. 以小组为单位,每个学生采访其他的学生(表格的问题),并把采访相符的学生的名字写在对应的name下面,然后利用采访的结果完成一篇小短文。

In our group, Jim lives about five kilometers. Mary and Kate walk toschool. Sally takes a bus to school. Tom goes to school by bike. Jim needs about an hour to get to school. Mary and Kate need about ten minutes to get to school.Language points1.drive的用法drive 动词，意为“开车；驾驶”。