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会表达“I’m thirsty/hungry/tired.”
四、教学难点
学生理解并表演图片内容，结合新单词表演故事
五、教学设计
Step1. Warm up.
How’s the weather? It’s sunny. Let’s go to the forest and sing a song.
(设计意图：设置在晴天去森林游玩的教学情境，激发学生的学习兴趣，为Baby Bear 的出现做铺垫。)
Step2. Lead in the story.
In the forest, we met Baby Bear and his family. (播放音频)say hello to Baby Bear. (播放音频) who can introduce Baby Bear’s family?
(设计意图：引导学生用句型This is …来介绍Baby Bear’s family)
I’ll tell you a story. Watch the story and answer questions:
Are the three bears at home?
Who came to the house?
(设计意图：播放故事引导学生入境，提出问题，启发学生思考，使学生基本了解故事的概况，为模仿和体验做好基本准备。)
Step3. Presentation.
Listen and answer: Are the three bears at home? (播放音频)
Ss:No.
T: It’s sunny. Let’s go out.
S2: OK, Let’s go. 引导学生进行对话练习
Look and say. It’s sunny. I want to skate. What do you want to do?看图对话，引导学生练习I want to…句型。
What can you see? A nice house.感知nice 的含义。
师生进行自由对话，鼓励学生大胆发言
(设计意图：情境式故事输入，学生带着问题进入故事情境，了解故事的基本内容，探究活动使教学自然展开，学生学习积极而有趣。)
Let’s say. (播放音频，提出问题) Who is hungry, thirsty and tired?
将hungry, thirsty, 两个单词展开，学习句型: I’m… I want some…
Listen and say. 根据课文提出问题Does Lucy like the soup? Why?
(设计意图：新词呈现部分，采用问题情境来引发学生的学习思维，让学生用自主探究的方式去获取新知。)
Step4. Exercise
Let’s act. If you were animals in the forest, you’re hungry, thirsty, what do you want to eat? What do you want to drink?
Let’s say. I’m tired. Are you tired? I want to …借助图片讲解sleep, 学生练习I want to …句式。强调字母组合ee发音，让学生感知字母组合ee在其他单词中的发音。