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2能力目标：
能够通过听、读理解篇章大意，并能回答简单的问题。
看图复述整体故事或某一片段。
熟练运用一至五课的主题句进行对话，并能运用到日常交际当中。
3情感目标：激发学生学习兴趣，使学生乐于表达，勇于表达。
教学过程：
1 Song:
目的：吸引学生注意力，激发学习兴趣。
复习 Hello/Nice to meet you.交际用语。
T: Hello , boys and girls!
T: Hi, little boy! What’s your name?
T:Who can ask me?
目的：通过与学生问答，复习What’s your name?句型。
T:I can do some magic. Look, who am I? I am Rabbit.
What about you? Check your desks. Put on your head wears. Wow, cat, dog. So many animals. Let’s sing a song.
Hi, are you Rabbit?
目的：师通过情景变身兔子，并给学生准备好相应头饰，学生的头饰会根据课文内容来安排，用歌曲复习动物单词，用对话复习句型 Are you..? Look, what’s this? It’s a letter. Read after me . Write after me.
目的：师拿出信封让学生直观认知，并教授读法及拼法。
Look at the name , can you spell? Panda! Today let’s learn ……
目的：在情境中教授熊猫的读法与拼法，并引出课题.
Where is Mr. Panda? Looking, looking for Panda , a letter for Mr. Panda..Hello ,hi ,hello, hi, are you Mr. Panda?
I cannot find Mr. Panda, what about you? Who can try? Let’s sing the song together.
目的：师运用歌曲创设情境，演绎课文对话，并在情境中引出dog和duck.。We cannot find Mr. Panda. Let’s listen the story, and then answer my question. Does rabbit find Mr. Panda? Yes or no.
目的：通过听及大问题的设置，考察学生对整体篇章的理解。
Now listen it again. Who does rabbit meet?通过问题设置，复习新单词duck，引出bear。此处可灵活，因为头饰为提前准备，可根据生的理解决定bear 或duck教授的前后顺序。
OK. This time, please read by yourself and try to fill in these blanks, read after me and practice.
学生自读，引出本课重点句型，并进行适当操练。师通过实物及图片对重点句型适当扩充，帮助生学会在生活中运用，利用chant 调动学习兴趣，强化句型结构。
This time, please read after the tape .One sentence by one sentence. Try to imitate the tape.
模仿录音，逐句跟读课文。强化语音训练。
Look at the blackboard. I can sing a song for you。通过歌曲复述课文，并让孩子借助板书复述片段或篇章。