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Unit4 Accidents教學(xué)設(shè)計(jì)
一、教學(xué)目標(biāo)
1. 掌握不規(guī)則的動(dòng)詞過去式was, had, broke, went, cut, put, found, came, saw, fell等。
2. 能初步理解和運(yùn)用過去時(shí)的一般疑問句Did he/she...?及其回答。
3. 能根據(jù)圖片和聽到的句子補(bǔ)全對(duì)話What’s the matter with you? My ... hurt(s). 并能運(yùn)用句型交流有關(guān)傷痛的信息。
4. 能根據(jù)圖片，按照故事情節(jié)發(fā)展給句子排序，并講述故事。
5. 能借助圖片讀懂故事Bad luck for Tony，并能夠正確朗讀和表演。
6. 了解人稱代詞he和物主代詞his的意義與基本用法。
7. 能學(xué)唱英語歌曲Take care。
二、教學(xué)建議
1. Look, listen and read.看一看，聽一聽，讀一讀。
Step l老師利用圖片或課件創(chuàng)設(shè)情境，引出本單元話題：Accidents，學(xué)生理解并學(xué)說單詞。
Step 2學(xué)生打開課本到第32頁，仔細(xì)觀察兩幅圖片，老師可以用問題引導(dǎo)學(xué)生初步理解，如：Who are they? Are they OK? What’s the matter? 等。
Step 3老師播放錄音，學(xué)生感知短文內(nèi)容。
Step 4老師再次播放錄音，學(xué)生在圖片的提示下，理解短文內(nèi)容。老師可以設(shè)計(jì)一些問題以引導(dǎo)學(xué)生深入理解短文，如判斷對(duì)錯(cuò)。
1. Joel had an accident when he was eight.
2. He broke his head and his left arm.
3. He was in hospital for five weeks.
4. Joseph was on holiday with his parents last year.
5. He cut his hand when he went swimming.
6. His mum put a bandage round his foot.
Step 5 師生共同核對(duì)答案，老師借助圖片和課件幫助學(xué)生理解并學(xué)說新單詞broke, cut, broken, bottle, bandage等。
Step 6老師設(shè)計(jì)動(dòng)詞原形與過去式配對(duì)的活動(dòng)，幫助學(xué)生初步學(xué)習(xí)不規(guī)則動(dòng)詞的過去式：go—went, is/am—was, have—had, break—broke, cut—cut, put—put等。
Step 7 學(xué)生自主閱讀短文，老師可以設(shè)計(jì)相應(yīng)的活動(dòng)幫助學(xué)生鞏固短文內(nèi)容，如： Choose and fill in the blanks.
broke, had, hospital, was, right, bike
When Joel _______eight, he_________an accident with his. He_______his leg and his _______arm. He was in_________for four weeks.
went, put, cut, parents, bottle
Last year Joseph was on holiday with his ________. One day he______ swimming.
He _______his foot on a broken ________.His mum ________a bandage round it
Step 8 學(xué)生在老師的指導(dǎo)下按意群進(jìn)行朗讀。
錄音稿：
When I was eight, I had an accident with my bike. I broke my leg and my right arm. I was in hospital for four weeks.
Last year I was on holiday with my parents. One day I went swimming. I cut my foot on a broken bottle. My mum put a bandage round it.
2. Fill in he or his. Then read and check.填一填，讀一讀，核答案。
Step l老師設(shè)計(jì)一些活動(dòng)，幫助學(xué)生復(fù)習(xí)和鞏固人稱代詞、物主代詞he/his，she/her
等，如選詞填空。
_______ (His/Her) name is Mike.
_______ (He/His) is ten year old.
_______ (His/Her) name is Fu Xuetong.
_______ (He/She) likes reading.
Step 2 學(xué)生打開課本到第32頁，自主閱讀小短文，完成填空練習(xí)。老師巡視指導(dǎo)。
Step 3 師生共同核對(duì)答案。
Step 4 學(xué)生大聲朗讀短文，老師注意引導(dǎo)學(xué)生按意群進(jìn)行朗讀。
Step 5老師提問，學(xué)生根據(jù)第一、二部分的短文內(nèi)容進(jìn)行回答，如：
T: Did Joel have an accident when he was eight? Ss: Yes.
T: Did he break his left arm? Ss: No. He broke his right arm.
Step 6重復(fù)以上對(duì)話幾次，確保學(xué)生理解問句，然后引導(dǎo)學(xué)生嘗試用句子Did he…? 提問。
Step 7采取師生對(duì)話、學(xué)生對(duì)話等多種形式操練對(duì)話。
Step 8學(xué)生同桌活動(dòng)，互相問答，交流以上短文內(nèi)容。
Step 9根據(jù)學(xué)生的活動(dòng)情況，請(qǐng)2-3組學(xué)生進(jìn)行展示。
答案：
1. he, his, He, his, his, He 2. his, he, He, his
3a. Look at the pictures. Put the sentences in the correct order.看一看，寫序號(hào)。
3b. Listen and check.聽一聽，核答案。
3c. Listen again and read.聽一聽，讀一讀。
Step l 利用課件或圖片，逐步呈現(xiàn)故事中的場(chǎng)景，引導(dǎo)學(xué)生進(jìn)行預(yù)測(cè)和想象，如：
What can you see in the picture? What did the children see?
What can you see in the picture? What did the children see?
What did the children Who did they call? Did the police come quickly?
want to do?
Who was at the window? What did he want to do?
What happened then?
在這個(gè)過程中，老師應(yīng)鼓勵(lì)學(xué)生大膽想象和表達(dá)，不要糾正學(xué)生的時(shí)態(tài)錯(cuò)誤。 Step 2老師根據(jù)學(xué)生對(duì)于故事的想象和描述進(jìn)行歸納，伴以體態(tài)語對(duì)故事進(jìn)行描 述。學(xué)生初步理解故事情節(jié)，在這個(gè)過程中，體會(huì)動(dòng)詞過去式的變化： break—broke, find—found, come—came, see—saw, fall—fell, call—called, go—went, put—put, want—wanted.
Step 3 學(xué)生打開課本到33頁，在老師的指導(dǎo)下看圖，認(rèn)讀句子，將圖片和相應(yīng)的句子配對(duì)，并標(biāo)號(hào)。老師可以先示范，根據(jù)圖片內(nèi)容，尋找相應(yīng)的句子標(biāo)號(hào)， 如：
1. The children went to Mr Snow’s house.
Step 4 老師播放錄音，學(xué)生感知故事內(nèi)容，并自己核對(duì)答案。
Step 5 再次播放錄音，師生共同核對(duì)答案?？梢岳谜n件，將圖片和句子配對(duì)。 Step 6 第三次播放錄音，學(xué)生模仿跟讀，進(jìn)一步熟悉故事內(nèi)容。
Step 7 老師采取不同形式，幫助學(xué)生看圖復(fù)述故事，如根據(jù)中心詞提示復(fù)述故事等。
1.__________went to_________ 2._________ a ladder__________
Step 8 老師示范，看圖復(fù)述故事，注意引導(dǎo)學(xué)生，不一定完全按書上的句子，如： The children went to a house. There was a ladder in the garden (in front of the house).等等。
Step 9 學(xué)生兩人一組，指圖復(fù)述故事。老師巡視指導(dǎo)。
Step 10 根據(jù)學(xué)生的練習(xí)情況，請(qǐng)2-3組學(xué)生進(jìn)行演示。
3b&3c錄音稿：
The children went to Mr Snow’s house.
They found a ladder in his garden.
They called the police.
The police came quickly.
They put the ladder away.
The children and the police saw a man at the window.
The man wanted to get down the ladder.
He fell from the window.
The man broke his right leg.
3a答案：
9 3 1 5 7 2 4 6 8
4. Listen and sing the song. 聽一聽，唱一唱。
Step l老師播放錄音，并利用體態(tài)語幫助學(xué)生初步感知歌曲內(nèi)容。
Step 2老師再次播放錄音，出示一組課件或圖片，幫助學(xué)生理解歌曲內(nèi)容，并利用幾組形成對(duì)比的圖片，幫助學(xué)生理解歌曲名Take care，如：小心翼翼地走路和不小心摔跤的；闖紅燈的和遵守交通規(guī)則的等。
Step 3分段理解和學(xué)習(xí)歌曲內(nèi)容。
第一步：1) 播放歌曲第一、二段，可采取選擇正確圖片的方式幫助學(xué)生理解并請(qǐng)學(xué)生學(xué)習(xí)說歌詞，如：Which one is safe?
在核對(duì)答案的過程中，引導(dǎo)學(xué)生學(xué)說：rule，safe, wear your helmet, put on your pads等，并初步了解祈使句：Listen. Take care ... Keep to these rules. Wear ... Don’t forget to…等。
2) 學(xué)唱歌曲第一、二段。
第二步：1) 播放歌曲第三、四、五段，采用同樣的方法幫助學(xué)生理解，并
讓學(xué)生學(xué)習(xí)說歌詞：put on your belt, look left and right in the street, please remember to ...等。
2) 學(xué)唱歌曲第三、四、五段。
Step 4第四次播放錄音，學(xué)生完整地學(xué)唱歌曲，并配以簡(jiǎn)單的動(dòng)作。
Step 5利用圖片或課件呈現(xiàn)生活中的規(guī)則，師生共同合作，改編歌曲。
Step 6學(xué)生分組活動(dòng)，自主選擇學(xué)習(xí)任務(wù)：演唱歌曲或創(chuàng)編歌曲。
Step 7老師可根據(jù)學(xué)生的分組活動(dòng)情況，選出2-3組進(jìn)行表演和展示，并給予積極的評(píng)價(jià)。
錄音稿：
Take care
Listen, everybody
To what I have to say.
Listen well
And keep to these rules.
Hey, hey!
Take care when you ride your bike.
Wear your helmet so that you’re safe.
Take care when you rollerblade.
Don’t forget to put on your pads.
Listen, everybody
To what I have to say.
Listen well
And keep to these rules.
Hey, hey!
There is another thing I want to say.
Please remember to put on your belt.
When you ride in a car.
Oh, yeah!
And look left and right in the street.
Listen, everybody
To what I have to say.
Listen well
And keep to these rules.
Hey, hey!
5. A story—Bad luck for Tony.故事——托尼的壞運(yùn)氣。
Step l老師利用課件或圖片，節(jié)選故事中的幾個(gè)場(chǎng)景，引導(dǎo)學(xué)生對(duì)故事情節(jié)進(jìn)行預(yù)測(cè)，在這個(gè)過程中，充分發(fā)揮學(xué)生的想象力，老師應(yīng)給予學(xué)生積極的鼓勵(lì)和評(píng)價(jià)。如：
Step 2老師播放錄音，學(xué)生邊聽邊看圖片，初步感知故事大意。引導(dǎo)學(xué)生說出故事名字Bad luck for Tony。
Step 3老師再次播放錄音，引導(dǎo)學(xué)生邊聽邊思考，并核對(duì)圖片排序的結(jié)果。
Step 4老師引導(dǎo)學(xué)生逐步學(xué)習(xí)故事。
通過填空、問答等方式幫助學(xué)生理解故事第一部分，如：Where does Tony’s family go? What is Tony going to do? What’s the matter with Tony? 等。引導(dǎo)學(xué)生在故事中理解和學(xué)說單詞campsite, blood等。
老師引導(dǎo)學(xué)生自己閱讀故事第二部分，回答問題，如：What does Tony need? Does the people there help them? Why? Who helps them? Is there a doctor in the village? Where is the doctor? 并有感情地朗讀人物對(duì)話。老師可采用將人物圖片和所說的話連線、判斷正誤等方式，引導(dǎo)學(xué)生理解故事第三部分。
Step 5老師再一次播放錄音，學(xué)生跟讀故事，注意模仿錄音中的語音、語調(diào)。
Step 6老師設(shè)計(jì)不同的活動(dòng)，讓學(xué)生自主選擇，如：1）六人一組，分角色、有感 情地讀課文；2）選擇故事中的某一個(gè)部分，表演故事；3）在圖片和板書的提示下，小組內(nèi)合作，完整地表演故事。
Step 7 老師選1-2組學(xué)生進(jìn)行展示，并給予積極的評(píng)價(jià)。
錄音稿：
(The Harris family went on holiday.)
Attendant: Welcome. Here's your key.
Mum: This is a lovely campsite. Let’s stay here for a while.
Tony: Yes, let’s do that. The beach looks great for snorkelling.
(Several days later)
Tony: I'm going down to the beach.
Mum: OK.
(Half an hour later)
Mum: Oh, no! There is blood on your foot.
Tony: I cut my foot down at the beach.
Dad: Let me see. It’s a deep cut. You need a doctor.
Mum: Here is a bandage.
Tony: Ouch, that hurts!
Dad: Excuse me, is there a doctor in the village?
(The people in the village didn’t understand English.)
(Finally Tony's dad finds a boy and a girl who speak English.)
Dad: Excuse me, is there a doctor in the village?
Girl: No, there isn't, but there is one in the next village.
Boy: I can come with you and show you.
Dad: That’s very kind.
Doctor: Your cut needs or six stitches. It mil hurt.
Tony: OK.
Tony: Thank you, doctor.
Doctor: That’s all right. Was it bad?
Tony: Well...
Doctor: No swimming for a week, OK?
(Tony couldn’t go snorkelling, but he wasn’t unhappy. The boy and the girl from the often came and played games with him.)
(Two weeks later)
Girl: Don’t forget to write.
Tony: No, I won’t.
Boy: See you again next year.
6. Complete the dialogues. Then listen and check.完成對(duì)話，聽一聽，核答案。
Step l 老師利用圖片或體態(tài)語創(chuàng)設(shè)情境，引導(dǎo)學(xué)生理解并學(xué)習(xí)對(duì)話：What’s the matter with you? My ... hurt(s).并在情境中操練對(duì)話。
Step 2 學(xué)生打開課本到第37頁，在老師的引導(dǎo)下看圖，根據(jù)問題What’s the matter with...?回答His/Her...hurt(s).
Step 3 學(xué)生在圖片的提示下，獨(dú)立完成補(bǔ)全對(duì)話的練習(xí)。
Step 4 老師播放錄音，學(xué)生自己核對(duì)答案。
Step 5 老師再次播放錄音，師生共同核對(duì)答案，理解句子：I’ve got earache. I’ve cut my finger.
Step 6 學(xué)生聽錄音，跟讀對(duì)話，模仿語音、語調(diào)。
Step 7 學(xué)生分角色朗讀對(duì)話。
Step 8 老師根據(jù)學(xué)生的學(xué)習(xí)情況，讓學(xué)生表演對(duì)話，或創(chuàng)設(shè)其他情境，創(chuàng)編對(duì)話。 錄音稿:
Doctor: What's the matter with you?
Sue: My knee hurts.
Doctor: What’s the matter with you?
Peter: I’ve got earache.
Doctor: What’s the matter with you?
Liz: My arm hurts.
Doctor: What’s the matter with you?
Tony: I've cut my finger.
答案：Peter: I’ve got earache.
Liz: My arm hurts.
Tony: I’ve cut my finger.
7. Read the safety poster. Then design your own safety poster. 讀一讀，設(shè)計(jì)海報(bào)。
Step l 老師利用圖片或課件創(chuàng)設(shè)情境，幫助學(xué)生理解并學(xué)說單詞safety。
Step 2 學(xué)生打開課本到第37頁，在老師的引導(dǎo)和文字的提示下，自己讀出poster的內(nèi)容：Safety is as easy as ABC ... Always be careful.并在老師的帶領(lǐng)下重復(fù)幾次，直到能熟練朗讀為止。
Step 3老師示范，引導(dǎo)學(xué)生自己設(shè)計(jì)一個(gè)關(guān)于安全的海報(bào)，可圖文并茂，可用如Safety is as important as our eyes.等句子。
Step 4學(xué)生互相討論后，請(qǐng)幾位學(xué)生試著說說自己的句子。老師應(yīng)給予積極的鼓勵(lì)和恰當(dāng)?shù)闹笇?dǎo)。
Step 5學(xué)生小組合作，設(shè)計(jì)自己的海報(bào)，老師巡視指導(dǎo)。
Step 6老師根據(jù)學(xué)生的活動(dòng)情況，請(qǐng)幾組學(xué)生展示并介紹自己的海報(bào)。
補(bǔ)充練習(xí)答案：
1. Situation 1: hospital/opposite the park/broken leg/plaster
Situation 2: doctor/next to the police station/problem with her arm/bandage
2. I, was, on, holiday, in, broke, my, went, to, the, doctor, put, my, in, plaster
3. Picture 1: 12, 6
Picture 2: 2, 5/7
Picture 3: 3, 10, 1, 4
Picture 4: 9, 7/5
Picture 5: 11, 8
Picture 6: 13
1. 錄音稿:
Situation 1
Tourist 1: Excuse me, can you tell me the way to the hospital?
Woman: The hospital …er …yes. Go straight ahead. It’s not far from here. At the end of this road, on the left. It’s the big yellow building opposite the park.
Tourist 1: Straight ahead. The big yellow building on the left, opposite the park.
Thanks a lot.
Woman: You’re welcome.
Tourist 1: How are you now, Philip?
Philip: It hurts, Dad. I hope we’ll get to the hospital soon.
Tourist 1: It must be here. Careful, Philip.
Philip: Ouch.
Doctor 1: Good afternoon. What can I do for you?
Tourist 1: Good afternoon, doctor. We are on holiday here. This is my son, Philip. Doctor 1: Hello, Philip.
Philip: Good afternoon.
Doctor 1: What’s the matter with you, Philip?
Philip: My leg. I was playing football…and now ...
Doctor 1: Let me see. Mm.
Philip: Ouch!
Doctor 1: Does it hurt a lot?
Philip: Yes. Ouch.
Doctor 1: That’s OK. It’s broken, I’m afraid. We’ll put it in plaster. And you can’t play football for six weeks.
Philip: OK. Thanks, doctor.
Situation 2
Tourist 2: Excuse me, is there a doctor in this village?
Man: Yes, the doctor’s house is over there. Next to the police station.
Doctor 2: Hello, please come in. What can I do for you?
Tourist 2: This is my daughter, Susan. She went for a bike ride yesterday evening.
And she had a little accident. Now her arm hurts.
Doctor 2: Hello, Susan.
Susan: Hello, doctor.
Doctor 2: Sit down here, please. Mm, yes, I can understand that it hurts.
Fortunately you arm isn’t broken. I'll put a bandage round it. I think that looks OK now. And here is some medicine for Susan as well
Tourist 2: Thanks, doctor.
Doctor 2: Please come back in a week.
Tourist 2: Thanks a lot, doctor.
Doctor 2: No problem. All the best, Susan. You’ll be OK again soon. Bye now. Susan: Bye-bye.
Tourist 2: Bye.
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Unit5 Animals in danger教學(xué)設(shè)計(jì)
一、教學(xué)目標(biāo)
1. 能運(yùn)用It is ... It has got... It lives/eats ... Its fur is ...等句型描述動(dòng)物的信息。
2. 能運(yùn)用句型Has it got…?Does it live/ eat? Is it…?進(jìn)行猜測(cè)動(dòng)物的游戲。
3. 能聽懂、讀懂有關(guān)動(dòng)物信息的短文，完成猜測(cè)動(dòng)物名稱、選擇正確答案、判斷句子正誤等活動(dòng)。
4. 能聽懂、讀懂有關(guān)panda和the South China Tiger的海報(bào)，了解它們的生活習(xí)性和生存狀態(tài)，體驗(yàn)愛護(hù)動(dòng)物的情感。
5. 能借助圖片讀懂故事The kingfishers，能夠正確朗讀并表演。
二、教學(xué)建議
1. Listen, read and guess what animals they are. 聽一聽，讀一讀，猜動(dòng)物。
Groupwork小組活動(dòng)
Step l 老師利用圖片或課件創(chuàng)設(shè)情境，如參觀動(dòng)物園，并出示動(dòng)物身體一部分的圖片，引發(fā)學(xué)生的猜測(cè)What animal is it?
Step 2 學(xué)生聽第一段錄音，初步感知描述動(dòng)物特征的語句，猜測(cè)What animal is it? 老師用課件展示elephant的圖片，并出示文本，學(xué)生認(rèn)讀。
Step 3 學(xué)生聽第二、三、四段錄音，猜測(cè)錄音內(nèi)容描述的是什么動(dòng)物。老師利用課件展示cow, polar bear, horse的圖片。
Step 4 學(xué)生使用句子It has got ... It eats/lives …等來描述elephant, cow, polar bear, horse 的特征。
Step 5老師設(shè)計(jì)看圖填寫單詞、補(bǔ)充句子等活動(dòng)，進(jìn)一步鞏固短文內(nèi)容。如
It has got _________ legs. It eats other ________. Its fur is _________.It lives in the _________.
Step 6 播放第五段錄音，學(xué)生猜測(cè)動(dòng)物并認(rèn)讀文本。老師利用課件進(jìn)行圖片對(duì)比,幫助學(xué)生理解：It’s smaller than a tiger.
Step 7 播放第六段錄音，學(xué)生再次體會(huì)比較級(jí)句型：It’s smaller than a sheep.
Step 8 學(xué)生打開課本到38頁，聽錄音，模仿跟讀全文。
Step 9老師將6個(gè)動(dòng)物圖片任意擺放在黑板上，請(qǐng)一位學(xué)生抽取一張。教師背對(duì)學(xué)生，運(yùn)用句型Has it got…? Does it live/eat…? Is it…? 進(jìn)行猜測(cè)。
Step 10 老師板書核心句型：Has it got …? Does it live/eat …? Is it …?
Step 11 學(xué)生兩人小組，運(yùn)用板書句型開展游戲活動(dòng)。
Step 12 根據(jù)學(xué)生的活動(dòng)情況，請(qǐng)2-3組學(xué)生進(jìn)行展示。
錄音稿：
It has got four legs. It has got a long nose. It's a very big animal. It lives in Africa and Asia.
It has got four legs. It eats grass. It lives on a farm. It gives us milk.
It has got four legs. It eats other animals. Its fur is white. It lives in the Arctic.
It has got four legs. It eats grass. It lives on a farm. People ride it.
It has got four legs. It eats other animals. It’s smaller than a tiger. It lives in Africa and Asia.
It has got four legs. It eats grass. It’s smaller than a sheep. Foxes like to eat it.
2. Listen and read. Then choose the best answer.聽一聽，讀一讀，選擇答案。
Step l 老師出示圖片內(nèi)容并提問：What is it? 并學(xué)習(xí)單詞kingfisher。
Step 2 老師再次播放錄音，采取分段聽的方式，借助圖片或課件，讓學(xué)生充分理解文本第一部分（前兩行）的內(nèi)容：Kingfishers are beautiful birds. They live in many countries of the world. They eat small fish.
Step 3 老師提問：Why are kingfishers in danger? 學(xué)生打開課本自讀文本第二部分 (第二行及以后），畫出答案，并學(xué)習(xí)新單詞：dirty, problem, build, nest, riverbank, change, quiet。
Step 4 學(xué)生打開課相第39頁，完整閱讀短文，獨(dú)立完成選擇練習(xí)。師生共同核對(duì)答案。
Step 5老師再次播放錄音，學(xué)生模仿跟讀。
錄音稿:
Kingfishers are beautiful birds. They live in many countries of the world. They eat small fish. Kingfishers are in danger. The water in many rivers is dirty. There are no fish in them, so there is no food for the kingfishers. There is also another problem. Kingfishers build their nests in holes in riverbanks. When people change the rivers and build new riverbanks, there is no quiet place for birds to make holes for their nests.
3. Look at the animals in danger below. Try to find out why they are in danger. 看一看，想一想。
Step l老師播放搜集到的瀕危動(dòng)物的視頻或圖片，讓學(xué)生了解瀕危動(dòng)物的生存狀況，激發(fā)學(xué)生保護(hù)動(dòng)物的情感。
Step 2 學(xué)生模仿kingfishers的短文，嘗試運(yùn)用所學(xué)的句型介紹瀕危動(dòng)物的信息，老師給予積極的評(píng)價(jià)。
4. A story—The kingfishers. 故事—翠鳥。
Step 1 老師將人物頭像呈現(xiàn)在黑板上，并進(jìn)行介紹：Emma and Mike are good friends. They like animals. In this story, they try to help an animal. What is it?
Step 2 老師播放錄音，讓學(xué)生初步感知故事，通過學(xué)生的回答引出故事主題：The kingfishers。
Step 3 老師播放第一部分的錄音（Pictures 1-3)，學(xué)生邊聽邊思考，回答老師的問題，如：Are there any kingfishers this year? Why? Why not? 可以給學(xué)生幾個(gè)選擇：A. The water is dirty. B. There are lots of fish in the river. C. They need holes in riverbanks to make nests.學(xué)生做出選擇，并操練句型：They need holes in riverbanks to make nests.
Step 4 老師再次播放第一部分的錄音，學(xué)生逐句跟讀，模仿錄音中的語音、語調(diào)。 Step 5 老師引導(dǎo)學(xué)生，對(duì)后面的故事情節(jié)進(jìn)行預(yù)測(cè)：What do they do?
Step 6 老師播放第二部分的錄音(Pictures 4-9)，學(xué)生初步感知這-部分的情節(jié)和內(nèi)容。
Step 7老師再次播放第二部分錄音，學(xué)生邊聽邊思考，將打亂的圖片重新排序，如：
（ ） （ ） （ ）
（ ） （ ） （ ）
Step 8 學(xué)生操練這一部分的重點(diǎn)句型，如：We want to help the kingfishers. Why don’t you come and help us? Let’s make the hole for the nest here. Do you think the kingfishers will come here, Emma? It’s a quiet place.
Step 9 學(xué)生分角色朗讀第二部分。
Step 10 老師播放第三部分的錄音（Pictures 10-12),讓學(xué)生閉上眼想象聽到的場(chǎng)景，注意人物的語音、語調(diào)。
Step 11學(xué)生跟讀第三部分故事，體會(huì)Aren’t they sweet? 的語氣。
Step 12老師完整播放錄音，學(xué)生跟讀，注意模仿語音、語調(diào)。
Step 13小組活動(dòng)，分角色朗讀或表演。請(qǐng)1-2組學(xué)生表演。
錄音稿：
Fisherman: There are no kingfishers this year.
Girls: Why not?
Fisherman: I don’t know. The water is OK. There are lots of fish.
Emma: Let’s find out about kingfishers on the web.
Mike: Good idea!
Emma: Ah, here it says how we can help the kingfishers.
Mike: Right. They need holes in riverbanks to make nests.
Boy: Where are you going?
Emma: To the river. We want to help the kingfishers.
Emma: Why don’t you come and help us?
Boy: No, that’s boring.
Girl: See you.
Emma: Let’s start digging here.
Mike: OK.
Emma: Let’s make the hole for the nest here.
Mike: All right.
(Five hours later)
Mike: That was a lot of work.
Emma: Yeah.
Mike: Do you think the kingfishers will come here, Emma?
Emma: I think so. It’s a quiet place.
Mike: Let’s not tell anyone.
Emma: OK.
(Three months later)
Boy: Who is that behind the bush?
Girl: I think it’s Emma and Mike.
Boy: What are you doing here?
Emma: Be quiet and have a look.
Boy: Wow, baby birds.
Emma: Aren’t they sweet?
5. Listen and read the posters.聽一聽，讀讀。
Step l 老師利用視頻和圖片，展示有關(guān)熊貓的信息。學(xué)生打開課本到第42頁，聽錄音，初步感知有關(guān)熊緙的信息，初步感知海報(bào)的文本表達(dá)形式。
Step 2 老師結(jié)合海報(bào)教授：bamboo, around the world。
Step 3 老師設(shè)計(jì)活動(dòng)，使學(xué)生進(jìn)一步熟悉熊貓的信息，如短文填空。
The panda lives in ______. It eats ________. It has beautiful _______. It is _______ and ______. People around the world love pandas. But they are in great danger. Let’s join in to help them.
Step 4 老師再次播放錄音，學(xué)生逐句跟讀并注意句子Let’s join in to help them.的朗讀語氣。
Step 5 老師出示華南虎的相關(guān)視頻或圖片，鼓勵(lì)學(xué)生模仿熊貓的海報(bào)，自己嘗試設(shè)計(jì)一張海報(bào)。教師可提供相關(guān)句型：It lives…It eats…It has…It is…等。
Step 6 老師播放華南虎的海報(bào)錄音，讓學(xué)生體會(huì)海報(bào)的表達(dá)形式。
Step 7 老師再次播放錄音，學(xué)生跟讀。
Step 8 小組活動(dòng)：選擇一個(gè)動(dòng)物，制作海報(bào)。老師選出2-3個(gè)小組進(jìn)行展示。 錄音稿：
Let’s help pandas!
The panda lives in China. It eats bamboo. It has beautiful fur. It is black and white. People around the world love pandas. But they are in great danger. Let’s join in to help them.
Save China’s tigers!
We all know Toby the Tiger and love him. But do you know the South China Tiger? The South China Tiger lived in many parts of China. But people can only see them in the zoo today. Let’s help to save China’s tigers!
6. Listen and read. Then tick True or False.聽一聽，讀一讀，勾一勾。
Step l 老師利用視頻和圖片，展示有關(guān)黑犀牛的信息，學(xué)習(xí)詞匯black rhino。
Step 2 老師播放錄音，學(xué)生打開課本到第43頁，邊聽邊思考：Where does it live? What does it eat? Why is it called black rhino? Why do people kill them?
Step 3 學(xué)生在短文中理解和學(xué)習(xí)新單詞和句子：It eats fruit and leaves. Black rhinos love mud and they often take baths in the mud. People kill rhinos and sell their horns. Then other people make medicine out of the horns and get a lot of money for it. They say this medicine helps when you are ill, but that is not true.
Step 4 學(xué)生獨(dú)立完成閱讀判斷題，全班核對(duì)答案。
Step 5 老師再次播放錄音，學(xué)生逐句跟讀。
錄音稿：
The black rhino lives in East Africa. It eats fruit and leaves. The black rhino is not black. It is grey. Why is it called black? Black rhinos love mud and they often take baths in the mud. When they come out, they look black. People kill rhinos and sell their horns. Then other people make medicine out of the horns and get a lot of money for it. They say this medicine helps when you are ill, but that is not true.
答案：
1.T 2.F 3.T 4.T 5.T
7. Look at the pictures. Tell your partner what Li Ping did last Saturday and what he didn’t do. Then change roles. 看一看，說一說?；Q角色。
Step l 老師出示圖片，學(xué)生認(rèn)讀相關(guān)的短語，如：went to the zoo, went to the cinema等。
Step 2 老師引導(dǎo)學(xué)生介紹圖片信息：Yesterday was Saturday. Li Ping didn’t go to the zoo. He went to the cinema ...
Step 3 兩人一組開展活動(dòng)，選出2-3組學(xué)生進(jìn)行展不。
補(bǔ)充練習(xí)答案
1. Picture 1: no kingfishers, I don’t know, are lots of fish
Picture 2: find out, web
Picture 3: says how, They need
Picture 4: Where are, want to
Picture 5: don’t you, boring
Picture 6: Let’s make
7 / 7
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