µStep 1 Warm up 1. 播放第三单元B中的chant: Tim is my friend. 学生齐唱。 Teacher：Let’s chant together. µStep 2 Lead in 1. 出示教材中人物图片，询问其身份，引出语音例词。 Teacher: Look at this pictured. Who is he? Yes, he is Mike. Who is she? Yes, she is Amy. （板书单词he, she）Say with me, please. 2. 展示自己的家人图片，向学生介绍自己的家人。 Teacher: Look, he is my father. She is my mother. They love me. I love them. We are a happy family. 展示自己朋友的图片，向学生介绍自己的朋友。 Teacher: They are my friends. He is my friend Jason. She is my friend Lily. They often play with me. We are good friends. (板书单词me, we) µStep 3 Presentation 1. 播放语音韵句。学生先认真倾听。然后再跟读。 2. 学生自由说韵句，以自己的方式来打节奏。 Teacher: You can say it with your partner. And you can clap your hands. 3. 表演韵句。 Teacher：Now let’s chant together. 4. 引导学生发现字母的发音规则。 Teacher：Look at these words. What can you find? Yes, an “e” Let’s read and find. （和学生一起慢慢读每一个语音例词）Yes, it’s /i:/. Read after me. µStep 4 Practice 1. 看口型，猜单词。教师说出语音例词中的一个，但不出声，学生通过观察老师的口型，猜出单词，并大声读出来。 2.听一听，举一举。学生听教师说出的语音例词，举起相应的单词卡片。 Teacher: Look at these word cards. What’s this? What’s this? What about this? 3. 读一读，听一听，为听到的单词打对勾。播放录音，学生根据听到的内容选出听到的单词。 Teacher: Look at these letters. Listen and find the word. Tick it. Listen, please. Be, red, me, she, let. Teacher：Now let’s read these words together. 4. 听一听，圈一圈，写一写，根据听到的内容，判断单词是属于哪种发音规则，圈出相应的代表字母，然后写一写听到的单词。 5. 使用语音例词来介绍自己的家人或朋友。 Teacher：Today you know about my family and my friends. Now it’s your turn to introduce your family or friends. Show me your picture and introduce. Teacher: Who is he? Who is she? µStep 5 Summary 1. 编写语音小韵句，学生学唱。 Teacher: It’s chant time. Listen first, then say it. E, e, e; e, e, e; e is in he, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in she, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in we, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in me, /i:/, /i:/, /i:/. 2. 表演韵句。给学生练习的时间，鼓励他们加入自己的动作，也可以小组合作，选择小组展示韵句节拍的方式，来有创意地表演韵句。 Teacher：Now，let’s work in groups. | 
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