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e.g. S1: I can cook. Can you cook?
S2: No, I can’t. But I can…
2、Have a discussion：I would like to be the class/PE/cleaning monitor for my class. Because I can …
通过这个环节既能活跃课堂气氛，又能为以下教学内容作好铺垫
Step2 Pre-reading
New words learning：Show Ss some pictures and have a free talk between T& Ss, teach the new words and expressions.
Learn new words and phrases by free talk.
引导学生直观谈论图片，训练学生的口头表达能力，在描述和谈论图片的同时学习新单词和新句型。
Step3 While-reading
1、Scanning
Ask the Ss to scan the passage and answer: How many paragraphs are there？
1、Scan the passage and find out and answer: How many paragraphs are there？.
让学生带着任务(问题)去阅读课文、去找答案，有助于学生更加准确地获取信息，提高阅读效果和阅读技巧。而分层阅读文章更能把知识点和对课文内容的理解得以突破；小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。
2、Skimming
Ask the Ss to skim the passage and match.
2、Skim the passage and match what Daming, Tony and Ling would like to be.
1. Daming A. Class monitor
2. Tony B. PE monitor
3. Lingling C. Cleaning monitor
3、Careful reading
（1）Paragraph 1：
①Choose the best answers of the two questions..
②Let the Ss read Paragraph1 in groups of four and then find out the difficulties.
③Solve the difficulties.
（2）Paragraph 2：
①Present Ss some statements and ask them to write “T” or “F”，also correct the wrong sentences after reading Paragraph 2.
②Ask a student to be “a little teacher”to check the answers.
③Let one team students read Paragraph 2 and the other students listen carefully to point out the importance and difficulties.
④Solve the difficulties.
（3）Paragraph 3：