4. Make some noises, then ask: What’s that noise? Is it a/an…

　　5. Play the cassette very softly. Ask: Can you hear? To elicit: No. Play the cassette properly for a few seconds. Ask: Can you hear? To elicit: Yes.

　　Write “Can you hear?” on the board.

　　6. Ask students to predict the answers and tick the boxes of Ask and answer. Play the cassette: Look and say. Students listen and follow in their books to check if their prediction is correct.

　　7. Play the cassette again. Students listen and repeat.

　　8. Students work in pairs to check answers by asking and answering. Invite pairs of students to read the questions and answers to the class.

　　9. Form students into groups and act the story. For more able students, encourage them to change the objects in the story.

　　Step Four: Consolidation

　　1. Students work in groups and discuss what noises they don’t like to hear while they are in the cinema or in their bedroom.

　　2.Grammer Practice book

　　Step Five: Homework

　　1. Listen to the tape

　　2. Copy the words: noise, lorry, loud, television, quiet, radio

　　如某些教學環(huán)節(jié)的過渡與銜接還不夠自然, ,這是我在日后的教學中迫切需要改進的地方。另外小學的學生英語基礎差，用英語交際的難度大。在分組討論過程中，在短短的40分鐘內教師很難及時地對每個組進行指導。所以在每一次分組與討論的過程中，如何更有效地促進不同層次的學生進行合作學習，互相幫助，縮小差距，也是值得我們探討的話題。

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小升初試題、期中期末題、小學奧數(shù)題

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