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4、语言技能目标：
①全体学生能听懂：He is playing the suona, but the phone rings. He is playing the suona for the third time, but the dog starts to bark very loudly.
②全体学生能朗读课文，阅读相关短文。
③全体学生能按要求完成语句书写。
教学重难点：
进一步复习强化现在进行时的运用，教师应注意给英语学习有困难的学生更多的巩固机会，并帮助基础较好的学生进行拓展。同时复习和巩固 “but”在句子中表示的逻辑关系。
教学具准备：单词卡、加分贴纸
教学过程：
Step1: Warming-up
T:Hello everyone, Today we are going to learn Module5 unit1 He is playing the suona, but the phone rings.
1.free talk（意图：以教师自身为例子，通过电脑“正在”接收的三封邮件引出且热身，让学生更快的从正在进行情景中找到正在进行时用法的语感。）
T：Look! I’m getting an email from my friends, it’s a photo, can you tell me what are they doing in the photo?
S:They are playing…..
T:Wow! I’m getting an new email again, they are voice mails. Lets listen and guess, what are they doing?
S:She/He is playing…..
T: I’m getting an new email for the third time, it’s an introduction of suona. Lets see.
Step2: Leading-in
（意图：通过设问青蛙在做什么，从而使用having a party为线索引出课文Daming’s birthday party,为课本中的Activity 1做准备。）
2.Look, listen and say.
T: two dogs are talking about the frogs, please listen what are the frogs doing?
S: they are singing and dancing , they are having a party.
T: I think party is very interesting, look, Daming is having a birthday party too, but something happens. Lets see. （意图:引出“生日派对”话题，从而引入课文教学）
Step3: Presentation/Practice
1.Watch and listen. （意图：无字幕带着简单的问题初听课文）
2.Read by yourselves and underline the sentences with“but”（意图：通过自读找出but的句子，引导学生初步关注but的用法，初步找出课文的3处重点。）
3.Read and check（意图：对找出的三处“but”进行检查和讲解同时教学新单词）
4.Follow and read（意图：跟字幕朗读课文，加强对课文理解，同时检测新单词的发音）
5.Read together. （意图：全班完整阅读课文，让学生对全文有一个总的概况了解）
6.Make sentences.（意图：加强课文总结性类句型的练习）
7.Retell. （意图：使用图片排序复述课文，通过图片对课文加深了解）