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(1) 能够听懂，会说，认读，会写单词heavy, bear, answer.
(2) 能够听懂，会说，认读pumpkin, roll, ask.
2.?Ability objectives:
(1)能够理解故事，并尝试表演故事。
(2)Foster the Ss’ reading skills by answering the questions in the context.
3. Emotion objectives:
Help Ss understand the new words and the whole text. So language should be learned in real situations, and reading might offer them the situations and help them learn more.
五: Teaching Keys and difficulties:
1．通过问题的引领和上下文的联系，以利于学生形成有效的阅读技巧。
六: Teaching Procedures
Step 1 Before-reading tasks
(1) Greeting.
(2) Sing a song about the pandas.
T will ask Ss“ This is a funny song. What anmimals can you see ?”
Ss “It is a panda.”
T: “Yes, it’s a panda. Do you like the panda ?”
[设计意图]让学生欣赏动物歌曲，引导学生认识本节课的主要人物panda .
Step 2 While-reading tasks
(1)Learn something about the pandas.
Talking about the background of the pandas, and let the students know more about the pandas.
[设计意图] 通过扩充故事的背景知识，激发学生对熊猫的喜爱和进一步阅读的兴趣，会让学生的理解更加深刻,同时引领学生深入故事。
(2)Listen and answer and circle the answers.
T：“What dose the little panda see? ” “Dose he want to get it home?”
[设计意图]出示图片，并完整听录音一遍，引导学生猜故事的剧情。通过第一次看图听音阅读，让学生初步感知故事的内容，引发学生对故事的兴趣。
(3)Show the picture 1, and ask Ss listen the dialogue and circle the answers. . Then read the dialogue following the tape.
[设计意图]让学生带着问题听录音，既能有效地帮助学生获得本课的重点内容，又能锻炼学生的听力。并且学生能在老师的帮助下圈出答案，也是对阅读能力的一种训练。
再次提出问题“What does the pumpkin looks like? ‘It is too big and heavy’回答问题中的单词heavy 是个新词，（搬出南瓜，让学生传下去，一边表演说 It is too big and heavy.）
接着T: Does he want to get it home? Yes, he does. He wants to get it home. (然后带学生复述一遍A little panda sees a pumpkin. He wants to get it home. But it is too big and heavy.)
T: The pumpkin is too big and heavy. He can’t carry (搬不动） it. Can you help him? 你有什么方法吗？
(问几个学生，看看他们有什么方法, 用 clever表扬他们)