（在上课前已经要求学生提前预习并找出含有字母“l”或“ll”的单词）
Step1 Lead in
T: Good morning, boys and girls.
Ss: Good morning, Kiky.
T: Gogo, Tony and Jenny go travelling on holiday, now they’re back to school. They travel and learn about seasons and weather, can you answer?
There are four seasons in a year, what are they?
S1: They’re spring, summer, fall and winter.
T: That’s right. They don’t like winter, what season do you like?
S2. I like summer.
T: Why do you like summer?
S2: Because I can go swimming.
T: Anymore?
S3: I like summer, becasue we can eat ice-cream.
T: Very good. I think many of you like summer, summer is my favorite season. What’s your favorite season?
S4: My favorite season is winter. I can make a snowman.
T: What’s the weather like in winter?
S4: It’s cold.
T: Yes. What’s the weather like today?
S5: It’s cloudy.
T: You know many things about the seasons and the weather. That’s really important.
[评：Free talk是复习与运用。课前通过师生对话，复习前面学习过的关于季节和天气一些知识，复习了旧知，也激活了课堂。]
T：Today Tony, Jenny and Gogo are back to school, they’re going to enjoy a story, what is it? Pick up your story sheet and listen to me. A turtle and a snail.doc
Ss: Watch and listen carefully. story1.doc
T: Do you like the story?
Ss: Yes, we do.
[评：接着通过教师语言创设一个情境引入本课的学习重点，教师就新学内容创编了一个故事。老师声情并茂地讲述故事，并用夸张的动作，利用声音的高低、快慢渲染气氛，看着学生专注的眼神，可见效果不错，不但吸引了学生的注意力，而且激发了学生的学习兴趣。以此方式引入新知，有创意！]
Step2 Gogo has an idea.
T: In the story there are so many words with letter “l” and “ll”。 Let’s learn it together！： （ppt 演示书本sounds and words 的内容）
Ss: Watch and listen.
T: So what to learn today?
S1: l 和 ll 的发音
T: Good. We’re going to learn sound of letter “l” and “ll” and words with “l” and “ll”。 So, what words have you got? I remember /l/ “snail” and you?
S2: tail
T: say it again. /l/-tail
S2: /l/ -tail
T: Anymore?
S3: /l/-bell
S4: /l/- smell
S5: /l/- pencil
S6: /l/- hole
T: You’re so clever. Let’s read it together.
Ss: [l] snail, [l] tail, [l] bell, [l] smell, [l]hole, [l] pencil.
[评：通过多媒体课件演示，让学生自己习得知识，并经教师示范让学生将所得自主输出。在知识难度不大的时候采取这种方法，效果很好。
T: Practice reading in pairs.
Ss: Read with partners.
[评：同桌练习读，是学生朗读、巩固及发现不会进而自我学会的过程和方法。]
T: I can spell snail, s-n-a-i-l, can you spell tail?
S1: t-a-i-l, can you spell bell?
T: Good.
S2: b-e-l-l, can you spell smell?
T: Do you think it’s OK, good or very good?
Ss: very good.
S3: s-m-e-l-l, can you spell pencil?
T: 教师用手势提示，Ok, good or very good?
Ss Good.
S4: p-e-n-c-i-l, can you spell hole?
S5: hole.
T: 老师点名问，S6, do you think it’s OK, good or very good?
S6:Very good.
[评：教师引导学生对话并引导学生对同学的发言进行评价]
T：ppt演示chant
Ss: Listen and chant
T: Hey, boys and girls. Let’s play a game. Ask and answer between boys and girls.
Boys: Can you spell snail?
Girls: s-n-a-i-l, snail.
Boys: Can you spell tail?
Girls: t-a-i-l.
Boys: Can you spell smell?
Girls: s-m-e-l-l.
Boys: Can you spell bell?
Girls: b-e-l-l.
Boys: Can you spell small?
Girls: s-m-a-l-l.
Boys: Can you spell tall?
Girls: t-a-l-l
T: Wow, you really did a good job. But I think girls are better, they say together and almost in a voice.
[评：小游戏激发了学生学习的热情，让学生变得积极，课堂气氛再次推向一个小小的**。]
Step3: Jenny has a question.
T: “What about words begin with letter “l”？ How to read? （ppt出示一组以字母“l”开头的单词）
S1：leaves
S2：lion
S3：lamp
S4：living room
S5：lemon
S6：light.
T：Do you know how to read the sound of letter “l” here in these words? Guess.
S1: /l/
S2:/le/
T: I think both of you are right. It’s proper sound is /l/,the same with letter in the end. Sometimes we read like/le/ to help us spell and read words.
[评：让学生自主学习，通过调动学生已有的知识，或让一部分好的学生展示并教其他同学，充分发挥学生主体作用，是很好的一种教学策略。]
T: This time let’s spell and read. /le/ -/ai/-lion, can you?
S1: /le/-/i:/-leaves
S2:/le/-/am/-lamp
S3: /le/-/ai/-light
S4: /le/-/e/-lemon
S5: /le/-/i/-living room
S6: /le/-/am/-lamp
[评：在语音教学中指导学生尝试用phonics自然拼读法，拼读一些简易的单词，长此以往，学生应该能够掌握一定拼读新词的能力。]
Step4 Tony sum up
T: Now can you read the words begin with and end with letter “l”？
Ss: Yes.
T: “l” in the beginning of the words we read?
Ss:. /l/
T: “l” in the end of the words we read?
Ss:/l/
T: Good. Now let’s do some exercise.
Ss:ex.doc
[评：小结是为了帮助学生更加系统地理解知识，并让学生对知识有大概的了解和归纳记忆，加深印象。语音教学中通过“听音写词”和“见词读音”的练习，训练学生记忆单词的技巧和培养学生的语感。能够提高学生学习英语的效率。]
Step 5 Read the story with emotion.
T: Find out words with letter “l” or “ll” in the story.
S1: snail
S2: look
S3: slow
S4: turtle
S5:bell
S6: pencil
S7: smell
S8: hole,
S9: help
S10:welcome.
T: Good. This time let’s learn the story. First please read after me.
Ss: Read after T.
[评：找含有字母“l”或“ll”的单词是当堂复习所学知识，故事教学教学示范读，带读在阅读教学中占有一定的重要地位。]
Ss: Practice in four.（活动一）
Ss：Show time. （活动二）
评：开展一些课堂小活动，让学生有足够的时间模仿和展示。有感情地朗读故事，一定程度上提高了学生的学习兴趣，让学生通过不同语气读懂主人公不同的心理，培养学生积极的情感。同时，学生也形式一定的语感，对英语学习有积极的作用。小组朗读有利于培养学生的合作精神，体验团结的力量