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2.掌握句型“Mum bought a new T-shirt for me.What’s the matter? That’s OK”.
难点: 用所学的知识描述过去发生的事情。
四、教学过程
Step1 Warming up
Greetings
Do you like...? Show students four pictures about costume. For example: cap, T-shirt, trousers, shorts.
设计意图：小组抢答拼出单词，一方面激发学生的学习兴趣，另一方
面通过复习旧知来引出新知a pair of shorts. 自然拼读法教单词pair、
shorts .Does Sam like this pair of shorts? 引出活动1。学生回答问题，
并跟读。
Show a picture of my T-shirt. Students try to guess who bought it for me? 引出标题句Mum bought a new T-shirt for me.
Step2 Task Presentation
直接呈现本课要掌握的四会单词以及重要语言知识，教育学生友好地对待他人。
四会单词：shorts (短裤) wear (穿) took（take过去式）拿走，取走
语言知识：Mum bought a new T-shirt for me.
设计意图：学生有清晰的学习目标，学习更具目的性及针对性。
Step3 Text learning
(1). 课件展示Amy and Sam dragged a T-shirt. Amy says: That’s my T-shirt. Sam says: It’s my T-shirt. Whose T-shirt is it? Then, watch the cartoon and find the answer. Students answer the question: Lingling’s T-shirt.
设计意图：看图听音，初步感知文本，了解本课的topic。
在整体感知文本后，课文被划分成三个部分，教师带领学生逐一进行学习。
设计意图：优化课文细节的处理，使学生充分地掌握文本。
(2). Watch and answer
T: Sam and Amy look angry. What happened? They argued for T-shirts.What did they say? Students watch the cartoon and find the answers.自然拼读法教took，wear。
T: we know the T-shirt is lingling’s. Where are Amy’s and Sam’s T-shirts？
Did Ms Smart wash lingling’s T-shirt? Then, play the video, students find the answer.
Amy and Sam took lingling’s T-shirt. Was lingling angry with them? What did lingling say ? Lingling took a cat. What will they do? Listen and find the answers.After that,what do you think of Lingling?
设计意图：看图听音，一方面吸引学生的注意力，增强英语学习兴趣，另一方面提高他们的思辨能力,情感态度价值观方面，玲玲没生气还将风筝拿出分享，说明她是一个友好的女孩。
（4）Read after the cartoon
设计意图：学生模仿课文的语音语调，加强语音语调训练。
（5）Three minutes for them, read the text by themselves.