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过观看两遍动物世界视频，发挥多数学生的视觉优势，滚动复习动物词汇及已学的动词-ing形式，搭建词汇支架。为下面的学习和运用奠定基础。 1.???? Listen to the tape: “Let’s try”. 2.???? Encourage Ss to listen to it carefully. Q1: What is the elephant doing? Q2: What is the tiger doing? Q3: What is the monkey doing? 3. Check the answers. Give Ss the positive appraisal. Listen and match. ? ? ? It’s walking. ? It’s running. ? It’s jumping. ? ? ? ? 通过Let’s try,发挥听力学生的优势，同时引导其他学生有效倾听，初步感知本节课的主功能句，为Let’s talk的学习做好准备。图片和单词起到一定的辅助作用。 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? While-task ? ? 1. Let’s talk. Introduce the background of this talk. Then play the video and ask the question: Q: What animal does Chen Jie see? 2. Introduce four groups of pictures: Mother and baby animals. Emotional education: Mothers love babies, so do the animals. ? 3. Go back to the mother and baby elephants. Play the video again and ask: Q1: What is she doing? Q2: What is it doing? Watch the video and elicit main sentences. ? ? ? ? ? ? Mother elephant， baby elephant; Mother panda, baby panda; Mother monkey, baby monkey; Mother tiger, baby tiger. ? ? ? ? ? She is walking. ? It’s running. 通过带问题视听，达成课标对听的二级要求，针对较多的视觉优势学生，通过两遍视听，引导学生逐步理解、内化文本内容；以课本为真实语境，呈现现在进行时第三人称单数拟人化用法，为学生理解文本内容搭建支架，同时进行情感渗透。 Show the Bb chart and teach the main sentences. Read and learn. 通过呈现主句型，既是巩固，也是为下一步搭建语言支架 Ask students to practice in their own ways. For example: Sing out, act out and so on. Practice in the ways they like. 通过让学生用自己喜欢的方式进行主功能句的练习，充分发挥每个学生的学习优势。 Play the tape of the text. ? Listen and imitate together with the right pronunciation and intonation. 通过听音正音，训练语音语调，为下一步的小组自由朗读和表演搭建语音语调支架。 1. Ask students to read in groups. ? ? 2. Give a model and ask students to practice in roles with actions. 1. Read the text in groups. ? ? ? 2. Practice in groups with actions. 1. 延续上一步的范听跟读环节，学生组内自由朗读，为下一步的表演搭建支架。 2. 让组内学生轮流扮演文本中的角色，可以充分顾及到不同优势学生的学习特点。 通过组内自由读和角色表演，更好地达成课标中对二级“说”的要求。 Invite students to act out the dialogue. ? Act out the dialogue in groups. ? 通过这个活动发挥学生的学习优势，进