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难点：1. ch在不同单词中两种发音的对比；
2. 学会华氏度与摄氏度的换算。
教具准备
课件、人物图片、《泰微课》（五下）
教学过程
Step1 Choose the learning aims
Today, we’ll have a revision about Unit4. What are the learning aims for this unit?
(设计意图：提供一定的干扰项，让学生通过自主思考和判断，选出本单元的学习目标，体现学生在学习中的主体地位。)
Step2 Retell the story
The students work in four and choose one part to retell. Choose the best story teller.
Retell the whole story together.
(设计意图:让学生先自选一段在组内接龙复述，再集体讲述，复习本单元Story time的内容。)
Step3 Magic eyes
1. There are some words in the cross-word puzzle. Can you find the illnesses you know? Circle them on your paper. Write down them on the blackboard. (eye ache, headache, …) In these words, ‘ch’ is pronounced as? (/k/)
2. Here’s another word, ”wechat”. In this word, ‘ch’ is pronounced as? (/t?/) Can you say words that are pronounced as /t?/? (chair, …)
(设计意图:通过小组合作的形式让学生从单词迷宫里找出疾病名称，接着读单词小结出ch的发音，再通过wechat引出ch的另一种发音，复习本单元的Sound time内容，源于书本又高于书本。)
Step4 Let’s choose
The teacher shows the picture of Tim’s Wechat, and lets students choose the similar sentences.
(设计意图:既复习旧知，又拓展新知，让学生掌握根据语境推断句意的学习策略。)
Step5 Checkout time: Listen and choose
Finish it on the book.
Step5 Let’s summarize.
Look at the sentences, when can we use them? Feel well or not well?
What sentences do you know? Let’s work in four. And here are some more. Let’s watch the micro-lecture and find out.
(设计意图:通过”泰微课”让学生拓展询问身体状况的多种表达方式，同时带着问题去观看更能集中注意力，印象深刻。)
Step6 Let’s say
Mum tells Tim, he should have a rest. What shouldn’t he do?
Here’s another one, Yang Ling is ill. And she says “I have a fever, my temperature is 104℉”. It equals to…℃?
Here are some remarks from her friends. What should they say? What shouldn’t they say? Let’s judge.
(设计意图:通过”泰微课”让学生学会华氏度与摄氏度的换算，在与数学、科学等学科的有机融合中巧妙复习了Culture time的内容，渗透了文化教学。)