每个老师为了上好课需要写教案课件，大家应该开始写教案课件了。教案课件工作计划写好了之后，才能够使以后的工作更有目标性！有没有好的范文是适合教案课件？小编特地为大家精心收集和整理了“Module9Storytime”，大家不妨来参考。希望您能喜欢！

Module9Storytime
一.教学内容：
Module9Storytime
二.重点、难点：
一般过去时（II）
1.规则动词的过去式变化规则
2.一般动词过去式的基本句型
三.具体内容：
语法：一般过去时（II）
（一）规则动词的过去式变化规则：
1.直接在词尾加ed，如：
clean→cleanedtalk→talkedcook→cooked
2.若原动词词尾已有e時，則只在词尾加上d即可，如：
live→livedhate→hatedintroduce→introduced
3.若原动词词尾之后三个字母和音标的排列，均为「子音＋母音＋子音」時，则须重复字尾，再加ed，如：shop→shopped
4.若原动词词尾为「辅音字母＋y」時，则须先去掉y，而后再加ied：hurry→hurried
（二）一般动词过去式的基本句型如下：
肯定句：主语+动词的过去式……
否定句：主语+didnot+动词原形……
*Heplayedtennislastweek.（肯定句）他上周打网球了。
*Hedidnotplaytennislastweek.（否定句）上周他没打网球。
1.一般动词过去式的肯定句
Wehadagoodtimeyesterday.昨天我们过得很愉快。
Hehadagoodtimeyesterday.昨天他过得很高兴。
一般过去时没有人称和数的变化。因此，主语即使是单数、第三人称，也和其他人称一样变化。
*IwatchedTVforanhour.我看了一个小时的电视。
*ShestudiedRussiantwoyearsago.两年前他学俄语。
*Wesaidgood-byetoLiMingatfive.五点钟时，我们和李明说过了再见。
2.一般动词过去时的否定句
Wedidnothaveagoodtimeyesterday.昨天我们过得不好。
Hedidnotdohishomework.他没有做作业。
一般动词过去时的否定句的结构和一般现在时肯定句的结构一样，不论主语是第几人称，还是单、复数，在主语后面加上didnot（而不是donot,或doesnot）就可以了。
否定式didnot常用缩写形式didn’t。
*Hedidn’thaveclassesthismorning.今天上午他没课。
*Youdidn’tdoyourbesttodoit.你没有尽力去做。
课文辅导：
（1）Onceuponatime…从前……
onceuponatime是“从前”的意思，经常用在故事开头，表示事情发生在很久很久以前。
（2）Shehurriedtothehousetoaskwhereshewas.
她赶快来到那所房子前打听她在什么地方。
whereshewas是宾语从句，注意特殊疑问句+陈述式语序
Hedoesn’tknowwhathecando.他不知道他能做些什么。
（3）Onatableshecountedthreebowlswithsomenicefoodinthem.
她数了数，在桌子上有三只碗，里面有可口的食物。
Theyarelearningtocount.他们在学数数。
Shecountedtheducksandfoundthatonewasmissing.
她数了数鸭子,发现少了一只。
Hecancountfrom1to100.他能从1数到100
（4）Thetwobigchairswereuncomfortable.两张大椅子不舒服。
uncomfortable是由comfortable加否定前缀un构成的。
unfriendly不友好的
unhappy不愉快的
（5）Verysoonshewasasleep.她很快就睡着了。
asleep是形容词，表示“睡着的”意思。gotobed是动词短语。表示动作“上床睡觉”，但不一定睡着。
I’mtired.I’mgoingtobed.我累了，要上床睡觉。
Hefellasleepinthecar.他在车上睡着了。
（6）Mychairisinpieces!我的椅子都碎了。
（7）Theydidn’tnoticeGoldilocksatfirst.他们一开始没有注意到金凤花姑娘。
atfirst开始它的反义词组是atlast。
eg.Weallwenthomeatlast.我们最后都回家了。

一.根据句意，从括号中选择最佳词汇填空。
1.Ican______agirlsingingintheroom.（look,see）
　2.Heisanewstudent.Hesits________me.（after,behind）
　3.Thechildren_______manynewbooks.（have,has）
　4.Thereisabigtree_______theclassroom.（infront,infrontof）
5.SheislookingatJimand______.（I,me）
　6.Hewalked_______thanI.（fast,faster）
　7.They________inBeijinglastweek.（got,arrived）
　8.________booksareveryinteresting.（These,This）
　9.How_________peoplecanyouseeinthepicture?（much,many）
10.Therearenine________intheroom.（woman,women）
答案：
1.see2.behind3.have4.infrontof5.me6.faster7.arrived
8.These9.many10.women
二.单项选择：
1.He________somewaterandthen_____aboutthebookwithLucy.
A.drink,talkB.drank,talkC.drank,talkedD.drink,talked
2.—________milkdoyouwant?—Fourbottles.
A.HowB.WhatC.HowmanyD.Howmuch
3.Thisappleis________thanthatone.
A.bigB.bigerC.biggerD.thebigger
4.Sheis________thereand________abooknow.
A.siting;seeingB.sitting;looking　C.siting;readingD.sitting;reading
5.—Wouldyoulikesomebananas?—________.
A.No,pleaseB.Yes,thankyou　C.No,thanksD.Yes,Iwouldn’t
6.Thisappleis________thethree.
A.bigB.bigest　C.biggerD.biggest
7.I________watchingTVlastnight.I__________mygrandma.
A.A.A.didn’t；wasvisitedB.was；didn’tvisit
C.were；didn’tvisitD.am；don’tvisit
8.Icanfindagirl________underabigtree.
A.cryB.tocryC.cryingD.cries
9.Ilike________toWangfujingStreet________buygifts.
A.going；toB.togo；/C.went；toD.goes；to
10.You______eat______foodifyouwanttobethinner.
A.mustto…lessB.haveto…less
C.mustto…alittleD.hadto…little
11.Thedoctor______overtheoldmancarefullyyesterday.
A.lookingB.lookC.lookedD.looks
12.Iwon’tgotothecinema.________yougo?
A.areB.willC.canD.were
13.LiLeiisagoodstudent.He_____hishomeworkhimselfathomelastnight.
A.doB.didC.doesD.doing
14.Thereare______teachersinyourschoolthantheteachersinourschool.
A.manyB.moreC.muchD.most
15.Inthosedays,fewpeople_____takingabus.
A.likeB.likedC.isD.liking
答案：
1.C2.D3.C4.D5.C6.D7.B8.C9.A10.B
11.C12.B13.B14.B15.B
三.句型转换：　
1.Iwalkedtoschoolyesterday.（改为否定句）
I______________________schoolyesterday.
2.Wetalkaboutthefilm.（改为祈使句）
________________________thefilm.
3.—Wereyouinyourofficejustnow?（作肯定和否定回答）
—Yes,I________./No,I________.
4.Hewenttoseehisfriendyesterday.（改为一般疑问句）
________he________toseehisfriendyesterday?
答案：1.didn’twalkto2.Don’ttalkabout3.was,wasn’t4.Did,go
四.介、副词填空。
1.Theremaybesome_______theforest.
2.Don’ttellJimaboutit.It’sonly_______youandme.
3.Katedidn’tcometoschoolyesterday_______hewasill.
4.MissSmithoftenpick_______someflowersinthegarden.
5.Thereissomerice_______thebowl.
6.Mum,willyoupleasehelpme_______myhomework?
7.Theywentthere_______bus.
8.Japaneseisquitedifferent_______English.
9.WouldyoutellBrucetoringme______ifyouseehim?
10.Hewillwaitforme_______thebusstop.
答案：
1.in2.between3.because4.up5.in6.with7.by8.from9.up10.at
五.用所给词的适当形式填空.
1.Listen!She_________（sing）ABCsong.
2.Theyusually__________（go）shoppingonSaturdaybutthey____________doityesterday.
3.We________（talk）abouttheproblemlastSaturday.
4.I______（be）nothereyesterdaybutyou________here,________you?
5.He_______（clean）hisroomlastSunday.
6.What______you______（do）overtheweekend,Lily?
答案：
1.issinging2go,didnot3.talked4.was,were,weren’t5.cleaned6.did,do
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Module8Storytime学案

Module8Storytime教案
一、教材内容分析
本模块题材为童话故事，主要是关于Goldilocks的故事，另外增加了精卫填海的故事。内容和情节很容易引发学生的兴趣，语言简单易懂，描写细致生动，非常有利于开展听、说、读、写方面的语言实践活动，让学生在使用语言的过程中学习语言，促使学生更有意识地自觉学习英语。
讲故事须使用一般过去时，所以本模块继续以一般过去时作为语法学习重点。通过操练、使学生在掌握语言结构的同时、既学习语言知识、感悟语言功能、又能欣赏到美丽的童话故事，并能学会描述一个完整的故事或一件事情
二、教学目标
1.知识目标:
语音：规则动词的一般过去时的发音
词汇：once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、onceuponatime、goforaride、pickup、lookaround、changeinto
语法：规则动词的一般过去式。
功能：按时间顺序描述事情。
话题：以“童话故事”（fairytales)为话题。
2.能力目标：
听：能听懂简单故事中的主要人和事。
说：运用一般过去时表述事件，讲简单的故事。
读：能读懂简单的故事，明白主要的人物、事件以及情节。进行简单的技能训练。
写：运用一般过去时写简单的事情。
3.情感目标：通过阅读童话故事提高对英语的学习兴趣、感受学习的乐趣。
三、学习策略、文化意识
1.学习策略：形成自主学习、有效交际、信息处理、英语思维能力。
认知:联系，归纳，推测等技能。观察并归纳规则动词的一般过去式、提高自学能力。
调控：从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际：学习运用恰当词语讲解童话故事。
资源：通过其他资源获取更多简单英语的“童话故事”
自学策略：能够尝试阅读一些简写的英文童话故事。能注意发现语言现象背后的规律、并能运用规律举一反三。
合作学习策略：互相学习，取长补短，注意从他人的演示中汲取经验、注意学习策略共享。
2.文化意识：比较中国童话与外国童话的异同、通过外国童话了解世界不同地方的风俗习惯、从而拓展视野、激发学习英语的兴趣。
四、教学重点与难点
重点：通过童话故事训练学生的听、说、读、写能力，掌握规则动词的一般过去式。
难点：掌握规则动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。
五、模块任务（ModuleTask）
能够运用规则动词的一般过去式讲述简单的故事。
六、教材处理及教学设计
我们把本模块划分为4课时：
Period1:VocabularyandListening、PronunciationandSpeaking
Period2:ReadingandVocabulary
Period3:Writing、Aroundtheworld、ModuleTask
Period4:Languageinuse
教学设计Period1:VocabularyandListening、PronunciationandSpeaking
Unit1Onceuponatime…
（一）预习检测
Step1WarmingupRevision
1.Guess:
Wheretheteacherwaslastnight?
S1:---Wereyouathomelastnight?
T:----No,Iwasn’t.
S2:---Wereyouatschool?
T:----No,Iwasn’t
通过设置悬念，引发学生探究欲望、从而激起学习动机；同时又复习了前一模块的知识重点
2.Askandansweringroupsoffour:
Learnwhereyourfriendwaslastnight.Askonetostandup.
S1:---Wereyouatthecinema?
S2:---No,Iwasn’t.
S3:---Washe/she(S4)atthecinema?
S4:---No,he/shewasn’t.
S1:---Wereyouathome?
S2:---Yes,Iwas.
通过学生之间的活动，既复习旧课又了解朋友、增进友情。
Step2Lead-inandPresentation
LastlightIwasatthecinema,Isawafairyfilm“TheSnowWhite”(白雪公主）
SnowWhite
设计理念：以学生熟悉的童话故事人物－－－theSnowWhite为引子，很自然地倒入新课

Doyouknowthem?
TheLittleMermaidTheEmperor’sNewClothes

TheLittleGirlWhoIsSellingMatchesGoldilocks

展示一些童话人物，并以Goldilocks为结束，以引出新内容的学习活动。
（二）自主学习
Step3Learnsomewords
Weusuallybegin（开始）astorywith“Onceuponatime…（从前）”
golden金黄色decidetodo决定去做某事　
goforaride＝ride
bear熊
Step4Listenandcheck
Activity1
ThestoryisTheThreeBears.()
Goldilockslivedintheforest.()
Thestorybegins:Onceuponatime…()
Shedecidedtogoforarideintheforest.()
（三）合作探究
Step5Lookandlearn
1.Learn：littleadj.=verysmall
2.Lookatthepicturesandanswerthequestions.
1)WhoisGoldilocks?2)Whereisshe?
1)Goldilockswasalittlegirlwithgoldenhair.
2)Shewasintheforest.
3.Learn
knockV.敲pickv.采摘pushv.推enterv.进入
Step6Listenandnumber
a(8)b(7)c(4)d(5)
e(1)f(6)g(3)h(2)
Step7Lookandlearn（Activity5）
Pickedwaslostnoticedhurried
Knockedpushedenteredcounted
Activity7
Step8Listenandrepeat（Pronunciation）
knockedpickedwalkedpushedlikedfinishedstoppednoticed
answeredenteredhurriedlivedcounteddecided
（四）拓展提升
Step9Listenandanswer
Activity4andactivity6
1.Listentothetapeandanswer:
---Whatdidshepickintheforest?
---WherewasGoldilocks?
2.Readthedialogueinpairs，andanswerthequestionsofactivity6
3.Asksomestudentstoactitout.
4.Explain:
bowl—碗nobody—无人
all—全部的hungry—饥饿的
（五）总结收获
Step10Speaking
1.Listenandrepeatofactivity8
2.Workinpairs,retellthestoryifpossible.
（六）布置预习
Homework：
1.Readandcopythenewwords.(All)
2.Retellthestoryforyourfriend(Part)
3.Previewunit2andfindoutthenewwords.
Period2ReadingandVocabulary
Unit2Goldilocksrushedoutofthehouse
（一）检测预习师生提炼归纳确定主题
Step1WarmingupRevision
1.Readthesewords.
knockedpickedwalkedpushedlikedfinishedstoppednoticed
answeredenteredhurriedlivedcounteddecided
2.CanyouretellthestoryofGoldilocks?
Step2Lead-inandPre－read
1.Guess:---Whosehousewasit?
2.Workinpairs.SaywhathappenednextinGoldilocksandThreeBears.(Activity1)
3.Learnsomenewwords:
try—trieddestroy—destroyedcry—criedreturn—returned
point—pointedjump--jumped
阅读故事前应该先进行热身活动，有利于对故事先有一个词汇上的准备
（二）自主学习
Step3Read(借助对图片的认识，对故事有一个大致的了解)
1.Whatcanyouseeinthepicture?

2.Readthestoryandnumberthepicturesinthecorrectorder.
（三）合作探究
Step4
1.Readandcheckthetruesentences.
1)Goldilocksdidn’tlikethesmallestchair.()
2)Goldilocksdidn’tlikethesmallestbed.()
3)BabyBeardidn’tlookinthebedroom.()
4)BabyBeardidn’tnoticethelittlegirlinhisbedatfirst.()
5)Goldilocksdidn’tnoticethethreeBearsatfirst()
6)Goldilocksdidn’tlikethethreeBears.()
2.Listenandrepeat
First,Goldilockswantedtositdownbecauseshewastired．Thetwobigchairswereuncomfortable．Shedidn’tlikethem，soshetriedthesmallestchair．Itwasnice,butGoldilockswasveryheavyandshedestroyedit．
Shewasunhappyandtired．Shewalkedintothebedroom．Therewerethreebeds．Shedidn’tlikethetwobigbeds．Thesmallestbedwasverycomfortable．Verysoonshewasasleepinit．
ThethreeBearsreturned．Theylookedatthebowlsandthechairs．BabyBearcried,“There’snothinginmybowlandmychairisinpieces!’’Hewasveryunhappy!
Next,theBearslookedintheirbedroom．Theydidn’tnoticeGoldilocksatfirst．
ThenBabyBearpointedatthelittlegirlinhisbed，andcried,“Look!There’sthenaughtygirl!”
Finally,Goldilocksopenedhereyes．ThethreeBearswerearoundher，soGoldilocksjumpedoutofbedandhurriedoutofthehousewithoutherbasket．Shedidn’treturntotheforestagain．
学生关上书本，对故事进行听和跟读的活动，既能练习听力又对故事进行了更深的了解。
Step5Expression
1.unhappy---adj.不高兴
2.asleep---adj.睡着的
3.pointat---指着
4.without---prep.没有
（四）拓展提升
Step6Readthestoryagain
1.Readthestoryagainandmatchthesentenceswiththepictures.(Activity3)
2.Lookatthesesentences.
--First,theylookedatthebowlsandthechairs.
--NexttheBearslookedintheirbedroom.
--ThenBabyBearpointedatthelittlegirlinhisbed.
--Finally,Goldilocksopenedhereyes.
这些句子实际是为以后的写作打下铺垫。
（五）总结收获
1.短语翻译
首先，起初_________指着____________冲出房间___________走进…____________
入睡_____________成碎片______________睁开双眼______________从床上跳下来______________返回______________看某物______________
2.翻译句子
她想坐下来，因为她很累。
一开始，他们没有注意到我。
她没有洗脸就去上去了。
她环顾四周，但是什么也没有看到。
没有敲门不能进办公室。
（六）布置预习
Homework
1.Usefirst,next,then,finallytowriteashortpassageorretellthestory.(part)
2.Readthestoryloudlythreetimes.(all)
3.DotheexercisesinUnit3and
Period3
WritingAroundtheworldModuletask
（一）检测预习师生提炼归纳确定主题
Step1Revision
1.Usefirst,next,then,finallytoretellthestory.
2.Revisethewordsandphrasesinlastperiod.
Step2Numberthesentencesinactivity6
1.Askthestudentstonumberthesentencesindividuallyandchecktheiranswerwithafriend.
2.Rewritethemusingfirst,next,thenandfinally.
3.Readthesesentencesloudly.
（二）自主学习
Step3Write
1.Ifpossible,givethemanexample.
2.AskthestudentstorewritethestoryofGoldilocksandtheThreeBears.
3.Checksomeexamplesfromtheclass.
4.Givethemsomesummarize.
（三）合作探究
Step4ModuleTask
Tellingastory:
1.Activity3onP61.Askthestudentstotalkaboutwhattheycansee.
2.Letthemputthesentencestogether.
3.Checktheiranswers.
（四）拓展提升
Step5Aroundtheworld
Learnsomethingaboutfairytales.
Iftheyhavequestionsaboutit,helpthem.
（五）总结收获
短语翻译
一遍又一遍变成
全世界返回森林
听…冲出…去
喜欢做某事匆忙从…出去
以…开始入睡
（六）布置预习
Homework
1.DotheSelf-assessmentoftheworkbook.(all)
2.Writeafairytalethatyouknew.(part)
Period4
Unit3Languageinuse
（一）检测预习师生提炼归纳确定主题
Step1Revision
pickedwaslostnoticedhurried
knockedpushedenteredcounted。
（二）自主学习
Step2Summary
规则动词过去式的构成：
一般动词加-ed。如：looked,stayed
以e结尾的动词只加-d。如：hoped,lived
末尾只有一个辅音字母结尾的重读闭音节的动词，应先双写这个辅音字母，再加-ed.如：stop→stopped,plan(计划)→planned
结尾是“辅音字母+y”的动词，先将y改为i,再加-ed.如：study－studied,carry－carried
–ed(或-d)的读音：
在清辅音结尾的词后读[t].如：work→worked[kt],help－helped[pt];在浊辅音和元音后读[d]。如：call→called[ld],play－played[pleid];在[t]和[d]音后面发[id]。如：want－wanted[tid]，need－needed[did].
Step3Practice
Activity2Completethesentenceswiththecorrectformofthewordsinthebox
answerenterhurryjumplikenoticepointreturnrush
Goldilocksrushedoutofthehouse
Goldilocksdidn’tlive(not)intheforest
BabyBear_________tothegirlinhisbed
She_______________thehouse
Goldilocks______________outofbed
She_____________tothelittlehouse
ThethreeBears____________(not)thedoorbecausetheywereoutintheforest
Goldilocks__________(not)thefoodinthebiggestbowl
ThethreeBears______________(not)Goldilocksinbedatfirst.
Goldilocks_______________(not)tothatpartoftheforestagain
Step4Practise
Activity1:Doitindividually.Theanswers:
1.didn’tlive2.picked3.noticed4.knocked5.entered6.counted7.picked8.didn’tlike9.finished10.tried11.destroyed12.looked13.returned14.didn’tnotice15.cried16.pointed17.cried18.jumped19.hurried20.didn’tlook21.returned
（三）合作探究
Step5Workinpairs
Lookatthepictureandmakesentencesusingthewordsgiven
Step5Makeastory
Putthesentencestogethertomakeastory.Usewordslikeand,so,but,because,first,next,thenandfinally.
（四）拓展提升
1.–When____Jessy_____toNewYork?
-Yesterday.
A.does;getB.did;getC.has;gotD.had;got
2.He____forataxi,sohewalkedhome.
A.hadsomemoneyB.hadanymoneyC.didn’thavesomemoney
D.didn’thaveanymoney
3.I_________,soIdidn’tknowwhereIwas.
A.lostB.waslostC.loseD.amlost
4.---____________?
__Itwassunnyandhot.
A.WhatwasthedateB.WhatwastheweatherC.Howwasitgoing
D.Howwastheweather
5.Themoneythoughthard,thenhe_____idea.
A.haveaB.hasanC.hadaD.hadan
（五）总结收获
1.Summarizethepasttenseofregularverbs.
2.Someirregularverbs
begin----beganbuy----boughtdo----did
come----cameeat----atefall----fell
feel----feltforget----forgotfind----found
get----gotgive-----gaveknow----knew
learn----learntleave----leftlet----let
make-----mademeet----metput----put
read---readrun-----ransee----saw
（六）布置预习
Homework
1.Finishtheworkbook.(all)
2.Reciteallthewordsandexpressions.(all)
3.Writeyourownfairytale.(part)
4.PreviewthewordsofModule10

Storytime教案

作为老师的任务写教案课件是少不了的，大家在用心的考虑自己的教案课件。只有规划好了教案课件新的工作计划，才能促进我们的工作进一步发展！你们会写多少教案课件范文呢？为了让您在使用时更加简单方便，下面是小编整理的“Storytime教案”，欢迎您参考，希望对您有所助益！

Storytime教案
7B-Modlue9备课材料
一、教材分析
本模块题材为童话故事，主要是关于Goldilocks的故事，另外增加了精卫填海的故事。内容和情节很容易引发学生的兴趣，语言简单易懂，描写细致生动，非常有利于开展听、说、读、写方面的语言实践活动，让学生在使用语言的过程中学习语言，促使学生更有意识地自觉学习英语。
讲故事须使用一般过去时，所以本模块继续以一般过去时作为语法学习重点。通过操练、使学生在掌握语言结构的同时、既学习语言知识、感悟语言功能、又能欣赏到美丽的童话故事，并能学会描述一个完整的故事或一件事情
二、教学目标
1.知识目标:
语音：规则动词的一般过去时的发音
词汇：once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、onceuponatime、goforaride、pickup、lookaround、changeinto
语法：规则动词的一般过去式。
功能：按时间顺序描述事情。
话题：以“童话故事”（fairytales)为话题。
2.能力目标：
听：能听懂简单故事中的主要人和事。
说：运用一般过去时表述事件，讲简单的故事。
读：能读懂简单的故事，明白主要的人物、事件以及情节。进行简单的技能训练。
写：运用一般过去时写简单的事情。
3.情感目标：通过阅读童话故事提高对英语的学习兴趣、感受学习的乐趣。
三、学习策略、文化意识
1.学习策略：形成自主学习、有效交际、信息处理、英语思维能力。
认知:联系，归纳，推测等技能。观察并归纳规则动词的一般过去式、提高自学能力。
调控：从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际：学习运用恰当词语讲解童话故事。
资源：通过其他资源获取更多简单英语的“童话故事”
自学策略：能够尝试阅读一些简写的英文童话故事。能注意发现语言现象背后的规律、并能运用规律举一反三。
合作学习策略：互相学习，取长补短，注意从他人的演示中汲取经验、注意学习策略共享。
2.文化意识：比较中国童话与外国童话的异同、通过外国童话了解世界不同地方的风俗习惯、从而拓展视野、激发学习英语的兴趣。
四、教学重点与难点
重点：通过童话故事训练学生的听、说、读、写能力，掌握规则动词的一般过去式。
难点：掌握规则动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。
五、模块任务（ModuleTask）
能够运用规则动词的一般过去式讲述简单的故事。
六、教材处理及教学设计
我们把本模块划分为4课时：
Period1:VocabularyandListening、PronunciationandSpeaking
Period2:ReadingandVocabulary
Period3:Writing、Aroundtheworld、ModuleTask
Period4:Languageinuse
教学设计
Period1:
VocabularyandListening、PronunciationandSpeaking
Unit1Onceuponatime

Step1WarmingupRevision
1.Guess:
Wheretheteacherwaslastnight?
S1:---Wereyouathomelastnight?
T:----No,Iwasn’t.
S2:---Wereyouatschool?
T:----No,Iwasn’t
设计理念:
通过设置悬念，引发学生探究欲望、从而激起学习动机；同时又复习了前一模块的知识重点

2.Askandansweringroupsoffour:
Learnwhereyourfriendwaslastnight.Askonetostandup.
S1:---Wereyouatthecinema?
S2:---No,Iwasn’t.
S3:---Washe/she(S4)atthecinema?
S4:---No,he/shewasn’t.
S1:---Wereyouathome?
S2:---Yes,Iwas.
设计理念：通过学生之间的活动，既复习旧课又了解朋友、增进友情。
Step2Presentation
LastlightIwasatthecinema,Isawafairyfilm“TheSnowWhite”(白雪公主）
SnowWhite
设计理念：以学生熟悉的童话故事人物－－－theSnowWhite为引子，很自然地倒入新课

Doyouknowthem?
TheLittleMermaidTheEmperor’sNewClothes

TheLittleGirlWhoIsSellingMatchesGoldilocks

设计理念：展示一些童话人物，并以Goldilocks为结束，以引出新内容的学习活动。
Step3Learnsomewords
Weusuallybegin（开始）astorywith“Onceuponatime…（从前）”
golden金黄色decidetodo决定去做某事　
goforaride＝ride
bear熊
设计理念：无论多新的教法，单词还得实实在在得教、读。
Step4Listenandcheck
Activity1
ThestoryisTheThreeBears.()
Goldilockslivedintheforest.()
Thestorybegins:Onceuponatime…()
Shedecidedtogoforarideintheforest.()
设计理念：
刚刚学好单词，可以趁热打铁，训练听的能力，使学习活动更加有效。
Step5Lookandlearn
1.Learn：little=verysmall
2.Lookatthepicturesandanswerthequestions.
1)WhoisGoldilocks?2)Whereisshe?
1)Goldilockswasalittlegirlwithgoldenhair.
2)Shewasintheforest.
3.Learn
knockV.敲pickv.采摘pushv.推enterv.进入

设计理念:
根据图片学习单词有助于学生掌握。
Step6Listenandnumber
a(8)b(7)c(4)d(5)
e(1)f(6)g(3)h(2)
设计理念:
初步感知一般过去时的读音及巩固刚才所学
Step7Lookandlearn（Activity5）
Pickedwaslostnoticedhurried
Knockedpushedenteredcounted
设计理念:以刚获得的知识进行巩固并借此认识规则动词的一般过去时，同时将第五部分处理好。
Activity7
Step8Listenandrepeat（Pronunciation）
knockedpickedwalkedpushed
likedfinishedstoppednoticed
answeredenteredhurriedlived
counteddecided
设计理念:
简要理解一下规则动词的一般过去时的构成
Step9Listenandanswer
Activity4andactivity6
1.Listentothetapeandanswer:
---Whatdidshepickintheforest?
---WherewasGoldilocks?
2.Readthedialogueinpairs，andanswerthequestionsofactivity6
3.Asksomestudentstoactitout.
4.Explain:
bowl—碗nobody—无人
all—全部的hungry—饥饿的
设计理念:
听力的训练离不开知识的积累，这一步骤力争与前面更好的衔接。
Step10Speaking
1.Listenandrepeatofactivity8
2.Workinpairs,retellthestoryifpossible.
设计理念:
一方面先巩固故事情节，一方面又可以锻炼说英文故事的能力。考虑到内容较多，针对学习能力强的同学可以课堂内完成复述。
Homework：
1.Readandcopythenewwords.(All)
2.Retellthestoryforyourfriend(Part)
设计理念:
课后单词一定要读,否则容易忘记。分层作业对不同的学生有不同的要求，体现以人为本的教育理念。
Period2
ReadingandVocabulary
Unit2
Goldilocksrushedoutofthehouse
Step1WarmingupRevision
1.Canyoureadthese?
knockedpickedwalkedpushed
likedfinishedstoppednoticed
answeredenteredhurriedlived
counteddecided
2.CanyouretellthestoryofGoldilocks?
设计理念：复习环节要突出实效，一般刚开始上课学生注意力更集中，有利于对前面的知识及时有效的复习。
Step2Pre－read
1.Guess:---Whosehousewasit?
2.Workinpairs.SaywhathappenednextinGoldilocksandThreeBears.(Activity1)
3.Learnsomenewwords:
try—trieddestroy—destroyed
cry—criedreturn—returned
point—pointedjump--jumped
设计理念：阅读故事前应该先进行热身活动，有利于对故事先有一个词汇上的准备
Step3Read
1.Whatcanyouseeinthepicture?

设计理念:借助对图片的认识，对故事有一个大致的了解。
2.Readthestoryandnumberthepicturesinthecorrectorder.
设计理念:改变以往快速阅读后回答一二个简单的问题的形式，重新排列图片使学生对故事有进一步的认识。
3.Readandcheckthetruesentences.
1)Goldilocksdidn’tlikethesmallestchair.()
2)Goldilocksdidn’tlikethesmallestbed.()
3)BabyBeardidn’tlookinthebedroom.()
4)BabyBeardidn’tnoticethelittlegirlinhisbedatfirst.()
5)Goldilocksdidn’tnoticethethreeBearsatfirst()
6)Goldilocksdidn’tlikethethreeBears.()
设计理念:
精读故事之后，对故事的细节需要有一定的认识，可以自己另外设计一些选择题目。
Step4Listenandrepeat
First,Goldilockswantedtositdownbecauseshewastired．Thetwobigchairswereuncomfortable．Shedidn’tlikethem，soshetriedthesmallestchair．Itwasnice,butGoldilockswasveryheavyandshedestroyedit．
Shewasunhappyandtired．Shewalkedintothebedroom．Therewerethreebeds．Shedidn’tlikethetwobigbeds．Thesmallestbedwasverycomfortable．Verysoonshewasasleepinit．
ThethreeBearsreturned．Theylookedatthebowlsandthechairs．BabyBearcried,“There’snothinginmybowlandmychairisinpieces!’’Hewasveryunhappy!
Next,theBearslookedintheirbedroom．Theydidn’tnoticeGoldilocksatfirst．
ThenBabyBearpointedatthelittlegirlinhisbed，andcried,“Look!There’sthenaughtygirl!”
Finally,Goldilocksopenedhereyes．ThethreeBearswerearoundher，soGoldilocksjumpedoutofbedandhurriedoutofthehousewithoutherbasket．Shedidn’treturntotheforestagain．
设计理念:
学生关上书本，对故事进行听和跟读的活动，既能练习听力又对故事进行了更深的了解。
Step5Expression
1.unhappy---adj.不高兴
2.asleep---adj.睡着的
3.pointat---指着
4.without---prep.没有
设计理念:
将剩余的词汇以解释的形式学习，并适当举例进行活动。
Step6Readthestoryagain
1.Readthestoryagainandmatchthesentenceswiththepictures.(Activity3)
2.Lookatthesesentences.
--First,theylookedatthebowlsandthechairs.
--NexttheBearslookedintheirbedroom.
--ThenBabyBearpointedatthelittlegirlinhisbed.
--Finally,Goldilocksopenedhereyes.
设计理念:这些句子实际是为以后的写作打下铺垫。
Homework
1.Usefirst,next,then,finallytowriteashortpassageorretellthestory.(part)
2.Readthestoryloudlythreetimes.(all)
设计理念：读完故事要求最好会说故事，考虑到难度问题故此分层做。
Period3
WritingAroundtheworld
Moduletask
Step1Revision
1.Usefirst,next,then,finallytoretellthestory.
2.Revisethewordsandphrasesinlastperiod.
设计理念:本节课时主要完成写作任务，在写作之前对上一课时的词汇与短语进行复习是必要的，复述课文有利于写作的开展。
Step2Numberthesentencesinactivity6
1.Askthestudentstonumberthesentencesindividuallyandchecktheiranswerwithafriend.
2.Rewritethemusingfirst,next,thenandfinally.
3.Readthesesentencesloudly.
设计理念：
把写作可能出现的难处预先处理好，为写作做好充分的准备。
Step3Write
1.Ifpossible,givethemanexample.
2.AskthestudentstorewritethestoryofGoldilocksandtheThreeBears.
3.Checksomeexamplesfromtheclass.
4.Givethemsomesummarize.
设计理念：课堂效益的提高不是在口头上或是花样上，而应该是实用性较强的双基上。写作课一定要让学生去实践、去体验、去交流。
Step4Aroundtheworld
Learnsomethingaboutfairytales.
Iftheyhavequestionsaboutit,helpthem.
设计理念：这一环节可以简单处理，若没有时间则不处理。我们是用教材去教而不是教教材。
Step5ModuleTask
Tellingastory:
1.Activity3onP61.Askthestudentstotalkaboutwhattheycansee.
2.Letthemputthesentencestogether.
3.Checktheiranswers.
设计理念：模块任务体现在写作课时中，能更好地帮助学生学习整个模块。
Homework
1.DotheSelf-assessmentoftheworkbook.(all)
2.Writeafairytalethatyouknew.(part)
设计理念：拓展学生学习资源，利用已有的经验进行写故事对学生是一种更好的激励。自我评价也是各类评价中的一种，也可以互相评价。
Period4
Unit3Languageinuse
Step1Revision
pickedwaslostnoticedhurried
knockedpushedenteredcounted
设计理念：重复前面的内容，以便于学生因熟悉而更好掌握。
Step2Summary
规则动词过去式的构成：
一般动词加-ed。如：looked,stayed
以e结尾的动词只加-d。如：hoped,lived
末尾只有一个辅音字母结尾的重读闭音节的动词，应先双写这个辅音字母，再加-ed.如：stop→stopped,plan(计划)→planned
结尾是“辅音字母+y”的动词，先将y改为i,再加-ed.如：study－studied,carry－carried
–ed(或-d)的读音：
在清辅音结尾的词后读[t].如：work→worked[kt],help－helped[pt];在浊辅音和元音后读[d]。如：call→called[ld],play－played[pleid];在[t]和[d]音后面发[id]。如：want－wanted[tid]，need－needed[did].
设计理念：语法的归纳，虽然老套，但必不可少。
Step3Practice
Activity2Completethesentenceswiththecorrectformofthewordsinthebox
answerenterhurryjumplikenoticepointreturnrush
Goldilocksrushedoutofthehouse
Goldilocksdidn’tlive(not)intheforest
BabyBear_________tothegirlinhisbed
She_______________thehouse
Goldilocks______________outofbed
She_____________tothelittlehouse
ThethreeBears____________(not)thedoorbecausetheywereoutintheforest
Goldilocks__________(not)thefoodinthebiggestbowl
ThethreeBears______________(not)Goldilocksinbedatfirst.
Goldilocks_______________(not)tothatpartoftheforestagain
设计理念：运用过去式的基本形式，通过练习，帮助学生查漏补缺。
Step4Practise
Activity1:Doitindividually.Theanswers:
1.didn’tlive2.picked3.noticed4.knocked5.entered6.counted7.picked8.didn’tlike9.finished10.tried11.destroyed12.looked13.returned14.didn’tnotice15.cried16.pointed17.cried18.jumped19.hurried20.didn’tlook21.returned
设计理念：继续运用过去式，对课本进行更深入的研究学习。
Step5Workinpairs
Lookatthepictureandmakesentencesusingthewordsgiven
设计理念：重回模块任务，以实例验证学生掌握的情况。
Step5Makeastory
Putthesentencestogethertomakeastory.Usewordslikeand,so,but,because,first,next,thenandfinally.
设计理念：根据学生掌握的情况，决定这一环节是否需要。
Homework
1.Finishtheworkbook.(all)
2.Reciteallthewordsandexpressions.(all)
3.Writeyourownfairytale.(part)
设计理念：背诵单词与词组是不可少的，而自己编写一个童话故事，则有利于激发学生的学习兴趣。
整体设计理念
教材是供我们使用的，我们是用教材教，而不是教教材。新课程的理念要求我们以人为本进行素质教育，如果我们的学生本身英语基础一般，那我们应该有一个站得高看得远的终身学习的理念。相信通过教师自身的努力，我们的课改会真正落实在课堂教学的实践中。

MODULE9Atriptothezoo

MODULE9Atriptothezoo
Part1TeachingDesign
第一部分教学设计
FunctionTalkingaboutone’sfavouriteanimal
StructurePresentsimplequestions

Listening/Speaking
Findingspecificinformation;recognizingthirdpersonverbendings-s
Askingandansweringquestionsaboutanimals

Reading/WritingFindingspecificinformationDescribingaplace;usingpunctuation:capitalletters
CulturePandasandtigers
TaskMakingaposterofyourfavouriteanimal
Unit1Doesthetigereatmeat?
■Warmingup
Hello,class!Todaywestartournewlesson.Iwilltakeyoutothezoo.Ofcoursewewillnotgototherealone,butthezooinourtextbook.Whatisyourfavouriteanimal?Doyoulikecamel,elephant,lion,giraffeorkangaroo?Doyoulikemonkey,panda,snake,tiger,wolforpolarbear?ThekangaroocomesfromAustralia,thepolarbearfromtheArctic,thetigerfromAsiaandthewolffromEurope.Whatdoesthepolarbeareat?Iteatsmeat.Doesthetigereatmeat?Yes,itdoes.Iteatsmeatanditlikestorun.Isthereapandainourzoo?Yes,thereis.Doesthepandaeatmeat?No,itdoesn’t.Iteatsbamboo.Nowlet’sturntopage54andhavealookatouranimals!
■Listeningandvocabulary
1Lookatthepictures．Whichanimalscanyousee?
Therearesixpictureshere.Therearesixkindsofanimalsonthepictures.Isthefirstoneasnake?Yes,itis.Threegiraffesareinthefourthpicture.DotheycomefromEurope?No,theydon’t.TheycomefromAfrica.DoesthepandainthesecondpicturecomefromtheUK?No,itdoesn’t.ItcomesfromChina.Doyouknowthenamesofalltheseanimals?Doyouknowallthewordsinthebox?
1→snake2→panda3→elephant4→giraffe5→tiger6→monkey
2Listenandcheck.
Listentothetape.Whatanimalscanyouhearfromthetape?
Nowworkinpairsandsaywhatyoucansee.
Workwithyourpartner.TalkabouttheanimalsinActivity1.Whatcanyouseeintheabovepictures?Wecanseeapanda,asnake,anelephant,giraffes,monkeysandatigerinthesepictures.That’satiger.Yes,andthereisasnake.That’sanelephant.Yes,andtherearesomemonkeys.
---That’sapanda.---Yes,andtherearesomegiraffes.
---That’sasnake.---Yes,andtherearesomemonkeys.
---That’sanelephant.---Yes,andthereisatiger.
3Listenandread.
Nowwearegoingtolistenandread.
LinglingandDamingarevisitingBeijingZoorightnow.Theguideistellingthemsomethingabouttheanimalsinthezoo.Theguidealsoanswersthemquestionstotheanimals.Listencarefully.
Nowlet’sgoontoreadtheconversation.Whilereadingtrytocut(断句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（划线）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
4Check(√)thetruesentences.
Hi,class!Letmeaskyousomequestionsaboutthezooandtheanimals.Howmanyanimalsarethereinthezoo?Therearefivethousandanimalsinit.DoesthekangarooliveinEurope?No,itdoesn’t.ThekangaroolivesinAustralia.Wheredoesthepolarbearcomefrom?ItcomesfromtheArctic.Doesthetigereatmeat?Yes,itdoes.Thetigereatsmeat.Readtheconversationagainandcheck(√)thetruesentences.
1Thereare7,000animalsinthezoo.
2ThekangaroolivesinEurope.
3ThepolarbearlivesintheArctic.(√)
4ThepolarbearcomesfromChina.
5Thetigereatsmeat.(√)
6ThetigercomesfromAsia.(√)
7ThepandacomesfromChina.(√)
8Thepandadoesn’teatbamboo.
Nowcorrecttheanswers:
Thereare5,000animalsinthezoo.
ThekangaroolivesinAustralia.
ThepolarbearcomesfromArctic.
Thepandaeatsbamboo.
■Pronunciationandspeaking
5Listenandrepeat.
Wearegoingtodoapronunciationpractice.Herearetwosoundsandtwolinesofwords.Listenandrepeatafterthetaperecorder.Payattentiontothepronunciationofthenativespeaker.
//here
//bearthere

6Listenandrepeatthequestionsandanswers.
Listentothetape.Wecanhearquestionsandanswersabouttheanimals.Payattentiontothestructureofthesentences.Readaloudthequestionsandanswersbelow.
---Doesthepandaeatbamboo?---Yes，itdoes.Iteatsbamboo.
---DoesthetigercomefromEurope?---No,itdoesn’t.ItcomesfromAsia.
7Workinpairs．Askandanswerthequestions.
Workwithyourpartner.Askeachotherquestionsabouttheanimalsinthezoo.Trytoanswerthesequestions.Youcanalsomakeyourownquestionsifyoulike.
---Doesthepolarbearliketoswim?---Yes,itdoes.Itlikestoswim.
---Doesthetigereatmeat?---Yes,itdoes.Iteatsmeat.
---Doesthepandaeatbamboo?---Yes,itdoes.Iteatsbamboo.
---Doestigerliketoswim?---Yes,itdoes.Itlikestorun.
---Doesthepolarbeareatbamboo?---No,itdoesn’t.Iteatsmeat.
---DoesthepolarbearcomefromChina?---No,itdoesn’t.ItcomesfromtheArctic.

Unit2IsitanAfricanelephant?
■Warmingup
Hi,class!Thereareallkindsofanimalsaroundtheworld.SomeanimalsliveinAsia.Forexample,somesortsofcamels,snakesandelephantsliveinAsia.KangaroolivesinAustralia.ItisAustralian.Kangaroolivesingrassland.Iteatsgrassandleaves.Itdoesn’teatmeat.PandalivesinChina.ItisChinese.Pandalivesintheforest.Iteatsbamboo.Itdoesn’teatmeat.Let’sturntopage56andhavealookatournewlesson.
■Vocabularyandreading
1Findtheseplacesonthemap.
Thisisaworldmap.Whatcanyouseeonthemap?WecanseeAsia,Europe,Africa,Oceania,NorthAmericaandSouthAmericaonthemap.ThedesertisinAfrica.CamelsliveinAfrica.ThereareAfricancamelsinthedesert.Camelseatgrassanddon’toftendrink.ThegrasslandisinAustralia.TherearemanysheepinAustralia.TheyareAustraliansheep.Theyeatgrassandlikedrinking.
AfricaAmericaAsiaOceaniaEurope
2Matchtheplaceswiththesewords.
Hi,class!Thereisanelephantinourzoo.ItisanAsianelephant.ItcomesfromAsia.Itlikeswaterverymuch.DoesthatmonkeycomefromAmerica?Yes,itdoes.ItisanAmericanmonkey.Itlikestoplayandalwayseatsfruit.Whatdoesthatwolfeat?Iteatsmeat.Itdoesn’teatvegetables.Wheredoesitcomefrom?ItcomesfromEurope.It’sEuropean.Now,doyouknowhowtousethesenewwords?Practicetheminyourspeaking.Payattentiontotheirspellingsandpronunciations.
Africa→AfricanAmerica→AmericanAsia→Asian
Oceania→OceaniaEurope→European
3Lookatthemapagainandcompletethesentences.
Lookatthemapagain.Wecanseefoursmallpicturesaroundthemap.Whatarethesepicturesabout?Whatcanthesepicturestellus?IsthedesertinAfrica?Yes,itis.ThedesertisinAfrica.Whereisthegrassland?ThegrasslandisinOceania.Completethesentencesbelowwiththewordsinthemap.
ThedesertisinAfrica.
TheforestisinAsia,NorthAmericaandSouthAmerica.
ThegrasslandisinOceania.
ThejungleisinEurope.
4Readthetextandchoosethecorrectanswers.
Nowwearegoingtoreadthetext.
Thisisatextaboutanimalsaroundtheworld.Therearesixkindsofanimalshere.Eachofthemisdifferentfromtheothers.Someofthemlikewater.Whilesomeliveinthedesertanddon’toftendrinkwater.Someofthemcomefromthegrassland.Whilesomecomefromthejungle.Readthetextandtrytogetthemeaningofit.
Whilereadingtrytocut(断句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（划线）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
Nowwereadthetextonceagain.Thistimepayattentiontothedetailsofthetext.Choosethecorrectanswersforthefollowingquestions.Payattentiontothesentencestructure.Afteryouchoosethecorrectanswers,pleasereadaloudthecompletesentences.
Doesthecameleatfruit?Yes，itdoes.／No，itdoesn’t.
IsthecamelAfrican?Yes，itis.／No，itisn’t.
Doestheelephantlikewater?Yes,itdoes.／No,itdoesn’t.
IstheelephantAsian?Yes,itis.／No,itisn’t.
IsthekangarooAustralian?Yes,itis.／No,itisnt.
Doesthemonkeyliveinthedesert?Yes,itdoes／No,itdoesn’t.
IsthesnakefromtheArctic?Yes，itis.／No，itisn’t.
Doesthesnakeeatmeat?Yes，itdoes.／No，itdoesn’t.
IsthewolfEuropean?Yes,itis.／No,itisn’t.
Doesthewolfeatfruit?Yes,itdoes.／No，itdoesn’t.
■Writing
5Writetheplaceswithcapitalletters.
Nowwearegoingtostudyanewruleofwriting.Wordsofplacesarewrittenwithcapitalletters.Forexample,wevisitBeijingZoo.ThemonkeycomesfromSouthAmerica.TheelephantisAfrican.Pleaswritetheplaceswithcapitallettersinthefollowingpassage.

Unit3Languageinuse
■Warmingup
Hi,class.Welearnalotaboutanimalsinthismodule.Theyareinteresting.Buttodayweshalldosomethinguninteresting.Weputlanguageinuse.ThatisweshalllearnaboutEnglishGrammarandEnglishVocabulary.
■Grammar
DoesthepandacomefromChina?
Yes,itdoes.
IsthekangarooAustralia?
Yes,itis
1Look,askandanswerabouttheanimalsafterDamingandTony.
Onpage58DamingandTonyaretalkingaboutthepandaMeimeiandthemonkeyLingling.CanyouaskandansweraboutthesetwolovelyanimalsasDamingandTonydo?
A:DoesMeimeicomefromSichuan,China?
B:Yes,itdoes.
A:Whatishisfavouritefood?
B:Itisbamboo.
A:Whatishisfavouriteactivity?
B:Itisclimbingtrees.
A:Whatisthismonkey’sname?
B:ItisLingling.
A:Wheredoesitcomefrom?
B:ItcomesfromSichuan,China.
A:Whatishisfavouritefood?
B:Itisfruit.
A:Whatishisfavouriteactivity?
B:itisjumpingandclimbingtrees.
2Writedownthequestionsandanswersofyourpartner.
Workwithyourpartner.Pleasewritedownthequestionsandanswersofyourpartner.AskasmanyquestionsaboutMeimeiandLinglingasyoucan.Useyourimagination.
---DoesMeimeicomefromSichuan,China?
---Yes,itdoes.
DoesMeimeiliketoeatbamboos?
Yes,itdoes.
DoesMeimeilikejumpingtrees?
Yes,itdoesn’t.Itlikesclimbingtrees.
DoesLinglingcomefromGuangdong,China?
No,itdoesn’t.ItcomesfromSichuan,China.
DoesLinglinglikefruit?
Yes,itdoes.
DoesLinglinglikejumpingandclimbingtrees?
Yes,itdoes.
3Writesentences.
Doyouseethedifferencesamongthesesentenceshere?Youareright.Theverbsaredifferent.Forexample,thepandaeatsbamboos.Pandaseatbamboos.Thegiraffelivesingrassland.Giraffesliveingrassland.Completethefollowingsentenceswiththecorrectformoftheverb.
Theelephantlikes(like)water.
1Thesnakecomes(come)fromAmerica.
2Snakeslive(live)inAsia,Africa,America,AustraliaandEurope.
3Themonkeyeats(eat)fruit.
4Monkeyscome(come)fromSouthAmerica.
5Thewolflives(live)intheEuropeanforests.
4Completethewordmapwiththesewords.
Now,let’sdoaninterestingjob.Let’scompletethewordmapwiththesewordsbelow.Inthecenterofthewordmap,wecanseeTHEWORLDOFANIMALS.Whatwordsshouldweputaroundit?WhatlivesintheAmericanjungle?ThemonkeyinourtextlivesintheAmericanjungle.Wheredoesthecamelcomefrom?ItcomesfromAfrica.Itlivesinthedesert.WhichkindofanimalslivesintheArcticandeatsmeat?ThepolarbearlivesintheArcticandeatsmeat.Completethemaplikethis.Let’sseewhoisthefastest!
AfricaAsiadesertEuropepandamonkeypolarbearwolfcameltheArcticmeatAmericasnakejungleforesttiger
■Aroundtheworld
Let’sgoaroundtheworldnow!ThistimewearegoingtotravelaroundChina.DoyouknowanythingaboutpandasandtigersinChina?Wheredotheylive?Whatdotheyeat?HowmanypandasandtigersarethereinChina?
Readthetexttwice.Forthefirsttime,Pleasetrytocut(断句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（划线）theexpressions.
Thesecondtimeyouread,trytoreaditaloud.
■Moduletask→Makingaposterofyourfavouriteanimal
5Workinpairs.Talkaboutyourfavouriteanimal.
Workwithyourpartner.Iwouldlikeyoutotalkaboutyourfavouriteanimal.Myfavouriteanimalisthepanda.Itlikestoeatbamboos.ItlivesintheforestinSichuan,China.Itisverylovely.Itismyfavouriteanimal.Pleasesayasmanysentencesasyoucan.
---What’syourfavouriteanimal?---Myfavouriteanimalistheelephant.
---DoesitliveinAustralia?---No,itdoesn’t.ItlivesinAfricaandIndia.
---Doesitlikewater?---Yes,itdoes.
---Whatisyourfavouriteanimal?---Myfavouriteanimalisthekangaroo.
---Wheredoesitlive?---Itlivesingrassland.
---IsthekangarooAustralian?---Yes,itis.
---Doesitofteneatmeat?---No,itdoesn’t.Itnevereatsmeat.Itlikestoeatgrassandleaves.
6Findoutaboutyourfavouriteanimal.
Betty’sfavouriteanimalisthecamel.ItcomesfromAsiaandAfrica.Itlivesinthedesert.Iteatsgrass.Itdoesn’toftendrink.Let’sfindoutaboutyourfavouriteanimalusingthefollowingtable.
Ourfavouriteanimal
ItcomesfromAsia.Itlivesintheforest.Iteatsbamboo.Itispanda.
7Makeaposteraboutyourfavouriteanimal.Drawitorfindaphoto.
Hi,everybody!It’stimeforyoutomakeaposteraboutyourfavourtiteanimalnow.Iamsureyouallknowalotaboutyourfavouriteanimalafterourstudyofthismodule.Drawitonapieceofpaperorfindaphotoofit.YoucanalsologontotheInternetandfindoutmorethingsaboutyourfavouriteanimalbesidesourtextbook.
8Showandtalkaboutthepostertootherstudents.
Shareyourposterwithyourclassmates.Talkaboutyourposterinfrontoftheothersinyourgroup.Inthisway,wecanpracticeourspeakingandlistening.Wecanlearnalotofknowledgeaboutdifferentkindsofanimalsaswell.
Myfavouriteanimalisdog.
Thedogisman’sfriendforatleast24,800years.Dogslivewithandworkwithman.Heis"man’sbestfriend."Myfavouriteanimaliselephant.
Elephantsarethelargestlandanimals.Theymayliveaslongas70years.Elephantsworkforman.Theyareman’sgoodfriends.

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