Unit 2 第五课时 教案
冀教版八年级英语上册教案Unit 2 第5课时
第五课时Lesson 11: Lily Learns about China！重点单词recently adv.最近；不久前；近来southern adj.南部的；来自南方的tourist n.游客,游人,观光者重点短语Children’s Day 儿童节Mother’s Day 母亲节Father’s Day 父亲节重点句子 1.I’m good at maths and science, but my favourite subject issocial studies. 我很擅长数学和科学,但我最喜欢的科目是社会学。
2.A few days ago, our teacher took us to a Chinese grocerystore and a Chinese restaurant. 几天前,老师带我们去了一个中式杂货店和一家中餐馆。
教学难点学会谈论自己的喜好环节1 新课导入Ask some questions to students：1.Have you learned about other countries in school?Which one is the most interesting？2.What foreign holidays do you know about?Let the students answer the questions in class.设计意图：明确本课的教学内容,引导学生进入本课的话题。
环节21. Ask some Ss translate the title.2.Give them some time to read the text themselves. Then let them act out the dialogue in groups. Correct their pronunciation when necessary.3.At last,the teacher explain the text in Chinese,make sure the Ss can understand the meaning of text.4.Make the Ss listen the text,then let them read follow the tape.5.Finish the practice “Let’s Do It!”.6.要点点拨。
(完整版)最新版PEP五年级下册Unit2教案
五年级英语学科第二单元第 1 课请各小组就上节课Production环节对Let’s sing歌曲进行对话创建展示，评选出最佳团队。
二、新课呈现（Presentation）1、白雪公主去救白马王子，经过一扇门须会打四个问题，问：我给你一天去和你心爱的人在一起，哪一天？答：有他的一天。
问：那我给你两天？答：白天和黑天。
问：我给你三天？答：今天、明天、后天。
问：我给你四天？答？请同学们帮助回答，引导生说出：春天、夏天、秋天和冬天。
2、T：Now, we’ll learn the four seasons.利用PPT播放视频初步感知四个单词：spring, spring是春天，草儿绿了雪化了;summer, summer是夏天，知了叫了天热了；autumn, autumn是秋天，苹果红了麦收了；winter, winter是冬天，小熊睡了下雪了。
3、逐个讲解单词发音，并根据图片进行句型操练：① ing→ring→pring→spring② but→u→susummerteacher\father\mother→er→mmer③ au+tu+mn=autumn④ in→win→win+ter→winter⑤ can后没有人称和数的变化，后面跟动词原形。
4、Listen and repeat.5、Read in groups.三、趣味操练 (Practice)1、“我的季节我表达”：请生自由发挥说出自己最爱的季节及原因，仿照课本中句型拓展2、Read and match:五年级英语学科第二单元第 2 课五年级英语学科第二单元第 3 课五年级英语学科第二单元第 4 课五年级英语学科第二单元第 5 课五年级英语学科第二单元第 6 课T：From this unit we know: Mike likes winter. WuYifan likes spring. Amy likes autumn best. Which season does Robin like best? 出示Read and write中的四幅图片，请同学们争相猜测，引导生观察事物：Look at the green trees and pick flowers. The weather is hot! The leaves fall and fall and fall. There is lots of snow. It’s white everywhere.In-reading—阅读中活动1、General readingRead quickly and find“Which season does Robin like best?”2、Detailed reading3、Read and writePost-reading—阅读后活动1、Read the “Story time” and find out“Which season does koala like best?”2、情感升华：Every season brings its joy.三、巩固延伸（Consolidation & Extension）1、Let’s check.2、Let’s wrap it upChoose and write the words in the correcy rows.课堂小结：师生一起总结本单元学习的词汇和句型。
六年级英语上册Unit2Waystogotoschool第五课时教案人教PEP版
The fifth period（第五课时）Part B Read and write▶教学内容与目标课时教学内容课时教学目标Read and write ·通过头脑风暴活动汇总自己所知的各种上学方式,激活已有的背景知识和储备词汇·通过阅读问题训练,能够在语篇中寻找关键词,并能就细节进行推理·能够根据示范的海报完成安全海报的设计·能够根据例句提示在文段中找到更多同类现象,最终正确朗读句子能够听懂、读懂“Read and write”板块的短文,并能够根据短文内容完成相应的练习. ▶教学难点能够了解不同国家的文化差异和出行方式.▶教学准备1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容.2.PPT课件､课文录音､视频、交通信号灯模型等.▶教学过程Step 1: Pre-reading1. Greetings.2. Review.Hold a model of traffic lights. Talk with students.T：What do the traffic lights mean?Ss：Red means… Green means… Yellow means…T：You are so clever! Do you know different countries have different traffic rules? For example, in China, we walk on the right of the road. But in England, people should walk on the left. Do you know any other countries’ ways of transportation? Now, let’s see what we will learn today!3.Lead-in.Show some pictures. (出示课件) Help students know the names of these places.Students read after the teacher.Step 2: While-reading1. Brainstorm.T：How many ways can you think of to go to school? Please talk with your partner.Students do the “Brainstorm”. Gather all the ways they know to go to school.（课件出示：本单元学过的上学的方式by car/bus/bike/subway/taxi/plane/ship/train和on foot的相关内容）Teaching purpose通过与学生互动,调动学生参与课堂的积极性.通过复习旧知引入本课将要学习的内容,为后面的学习做好铺垫.Teaching purpose通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力.通过预测教学内容激活已有知识,并提取与文本有关的知识,进入文本话题.32.Look and predict.Show the pictures of “Read and write” on the PPT.（课件出示：教材P18 Read and write板块的图片）Let students observe the pictures,read the dialogue and discuss the questions.Questions：①Who are they? (Robin and Wu Yifan’s grandpa. And the grandpa is ill.)②What does Robin want to do? (He wants to read a magazine to the grandpa.)③What’s the magazine about? (Different ways to go to school in different countries.)3.Listen and say.(1)Show the four pictures one by one. （课件出示：依次出示教材P18 Read and write板块的四幅图片） Let students observe the pictures and discuss the questions.Questions:①Who are they? (They are students/kids/children.)②Where are they? (In Munich, Germany. In Alaska, USA. In Jiangxi, China. In Papa Westray, Scotland.)③How do they go to school?Let students read the text quickly and find the ways of the children to go to school.(2)Play the recording. （课件出示：教材P18 Read and write板块的音频）Let students listen to it and answer the questions below the passage in the book.(3)Check the answers.4. Learn the new words and sentences.(1)Play the recording again. （课件出示：教材P18 Read and write 板块的音频） Lead students to learn the new words and sentences.①Show the picture of the sled and do the action to help students understand the phrase “by sled”. （课件出示：雪橇图片）Do the action fast first, then do the same action slowly. Let student s understand the word “fast”.Ask students to do and say the sentences “Some kids go to school by sled. It’s fast.” “Don’t let the dogs run too fast. You must drive slowly.”②Show the pictures of a boat, a ferry and a ship on the PPT. Teaching purpose引导学生带着问题阅读文本,整体感知文本,获取有用信息.利用问题逐步引导学生理解文本,逐步跟随文本学习新句型.Teaching purpose运用任务型教学方法,设计不同的任务,环环相扣,逐步引导学生跟随文本学习新词汇、新句型,对重点句型进行认知和操练,突破教学重点,降低学习的难度.5Help students und erstand the differences among “ship, boat and ferry”.Do the action and teach the phrase “by ferry”. Wear a life jacket to help students understand the sentence “We must wear a life jacket by ferry. And don’t run on the ferry.”Write down the sentence str ucture “Some kids go to school by…” on the blackboard. Do the actions and let students use the sentence structure to make sentences.③Lead students to look at Picture 4. Ask them to read the sentences and try to answer the questions.T ：How do the children in Papa Westray go to school? Ss ：By ferry.T ：How did they go to school in 2009? Ss ：By plane. T ：Why?Ss ：Because the ferry didn’t work.(2)Play the recording. （课件出示：教材P18 Read and write 板块的音频） Let students read after the recording. Pay attention to the pronunciation and the intonation.5. Read and choose.(1)Let students practice the passage. (2)Let students act out.(3)Let students retell the ways of the kids to go to school in groups by looking at the pictures.(4)Let students give some suggestions for the kids.Divide students into six groups. Let them read the suggestions on page 19 one by one. Then ask them to choose the suitable suggestions for the kids and write them down on page 18.6. Practice the words and the sentences. (1)Play the game of “Drive the train”.Make up a chant of the words and the phrases.Ask students to chant it one by one in lines. Give a sticker to the student who does a good job.Teaching purpose播放录音,让学生听录音跟读.引导学生按照正确的意群及语音、语调朗读对话.Teaching purpose利用插图引导学生分组复述原文.最后,带领学生阅读后文给出的关于选择不同交通方式的建议,引导学生对前文的孩子们的不同的出行方式提供合适的建议.(2)Play the game of “Roll the snowball”.Lead students to practice the key sentences “Some kids go to school on foot./By sled, you must drive slowly./On foot, don’t go at a red light.”Make students stand in a line. Let the first student say the first word “some” of the sentence. Then the second student says “somekids”. The third student says “some kids go” …Students say till the last student speaks out the whole sentence “Some kids go to school on foot.” Once one of the students says it wrong, the team loses the game. Oppositely, the team can get a sticker if all the students say it correctly.Step 3: Post-reading1. Play the recording of “Tips for pronunciation”. （课件出示：教材P19 Tips for pronunciation的音频）Let students listen and compare, then find out the rule of pronunciation. Tell students the law of linking sounds. Ask students to listen again and repeat. Then let students find and say more words like these from the text on page 18.2.Do a survey.(1)Make a model：A: How do you go to school?B: I go to school by/on…(2)Let students ask and answer in groups. Finish the chart. (课件出示：调查表) Then let the group leader make a report with the sentence structure “… goes to school by/on…”3. Make a poster.(1)Let students list the ways of the group members to go to school.(2)Let students write down at least two suggestions for each way. Make a modal:By ferry, you must wear a life jacket. / Don’t run on the ferry.(3)Let students make a poster in groups.(4)Show time.▶板书设计▶作业设计1.Read after the recording.Teaching purpose滚雪球游戏可以锻炼学生的快速反应能力,让学生在游戏中进一步巩固所学知识,加深对本课重点词汇和句型的理解,体现在玩中学、学中玩的思想,让学生在课上及时吸收消化所学知识.Teaching purpose利用小组调查活动,创造学生说英语的机会,使学生能够在实际情景中运用核心词汇和句型.Teaching purpose紧密联系前面布置的小组调查活动,环环相扣,让学生能够在熟练运用核心词汇和句型之后,自由设计海报,学以致用.2.Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.在本堂课中,以学生为主体、训练为主线,开展多类型的小组活动,使学生在学中用、用中学.学用结合,激发学生的多元智能学习能力.2.这节课以句型教学为主,配以简单的词组来运用所学句型.采用chant、滚雪球等多种形式来逐步引导学生操练词汇和句型,有效地帮助学生巩固重点词汇和句型.3.呈现活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养.以学生为本,以解决问题为导向,引导学生自主学习.4.突出语用功能,联系学生和班级的实际情况,设置多个环节,环环相扣,层层深入,帮助学生在真实情景中.自然地使用所学语言Read and write·Gather all kinds of ways to go to school they know through the brainstorm and activate the background knowledge and the vocabulary they have learned.·Be able to find the key words in the text and reason about details through solving the problems below the text.·Be able to complete the design of a safety poster according to the demonstration poster.·Be able to find more similar sentences in the passage according to the example sentence prompt and read the sentences correctly.▶Teaching Priorities·Be able to listen and read the passage and complete the corresponding exercises according to the passage.▶Teaching Difficulties·Be able to learn about the cultural differences and the ways of travelling in different countries. ▶Teaching Procedures7（续表）9。
人教版五年级英语下册Unit2教案
Unit 2 My favourite season单元教材及学情分析1.单元教材分析本单元主要学习季节名词和谈论喜爱的季节、每个季节的天气状况以及在每个季节中的活动,突出四季单词以及特殊疑问词which 和why 的用法,并会正确地回答问句。
进一步巩固和掌握一般现在时态。
本单元的教学重点是学习四季单词 “spring, summer, autumn/fall, winter” 和动词短语“go on a picnic, go swimming, pick apples, make a snowman, play in the snow, plant flowers, eat ice cre am”。
学生在日常生活中根据四季的特点,很容易掌握本单元的知识,教师在交际对话中可以适当地拓展。
其中动词短语的运用和一般现在时态也是本单元的教学难点。
此外A 和B 部分Let's talk 的对话既是重点也是难点。
教师要给学生提供适当情景,在情景中认知、熟悉新知,在交际中运用并掌握新知。
在教学中,教师要注意结合学生已有的知识水平和生活实际,由浅入深,联系实际交流运用,在学习新知识的同时,提高学生的听、说、读、写的能力。
同时,培养学生善于观察生活、努力学习的好习惯。
2.学情分析五年级的学生经过了三、四年级两年的英语学习,已经有了一定的英语知识基础,他们能准确地理解简单的日常生活用语。
自主学习能力也有了很大的提高,学生的学习热情更高了。
而且本单元的学习与日常生活紧密联系在一起,在此基础上学生们更容易进入本单元的学习。
单元教学目标1.知识目标(1)能听、说、读、写本单元的单词和句型。
(2)能听、说、读、写本单元的动词短语。
(3)掌握一般现在时态,能用本单元的句型进行问答。
(4)掌握字母组合br, gr 的发音。
(5)了解Story time 的内容并能简单地进行复述。
(6)理解Let's wrap it up,掌握助动词do 的用法;能听懂Let's try 和Let's check 中的内容并能够按要求完成练习。
人教版PEP五年级英语上册Unit2教案
3.They don’t have classes on Saturday and Sunday.
We call Saturday and Sunday “weekend.”,边说边在黑板上与出单词。
4.播放动画，带领全班学生跟读，纠正错误发音。
四、小结
（Summary）
The students talk about the contents of this class.
五、作业设计
1. Make a short talk on your notebook, show with your partner next class.
创编一个小对话，下节课和你的搭档一起展示。
课型
PartB Let’s try Let’s talk
主备人
王耀培
课时
3
一、课程标准
1.能根据录音模仿说话；
2.能交流简单的个人信息；
3.能在教师的指导下用英语做游戏并进行简单的交际和角色扮演。
二、教材解析
本课时在A部分的基础上，继续学习情境下的关于周末活动的对话。文本通过张鹏和Sarah的对话，引出句型“Do you often read books in this park?”，以及肯定、否定回答，“Yes,I do.”和“No, I don’t.”多使用核心句型会使学生产生感性认识。通过情境创设及交际训练，学生学会在日常生活中询问对方喜欢做什么，描述自己经常做什么。
五评价设计借助卡片或幻灯片指认读出单词检测目标1的达成情况借助录音体会发音规律找出听到的单词并标号检测目标听音选出正确的单词并书写单词和句子检测目标课时教学环节教学预设一热身复习warmuprevision导入和热身字母操说唱上一单元的歌谣复习带有y的单词体会的单词
外研版八年级英语上册教案 Module 2第五课时
第五课时 Unit 3 Language in use写出下列形容词的比较级并总结规律。
tall taller long longer short shorternice nicer fine finer_ large largerbig bigger hot hotter red redder busy busier early earlier easy easier结论：形容词(单音节和部分双音节的)比较级的构成： ①单音节形容词以及少数双音节形容词的比较级的构成是在其原级后面加 -er 。
②许多单音节形容词以e 结尾，这些形容词只需在原级形式后加 -r 。
③以重读闭音节结尾，且末尾只有一个辅音字母的，变比较级时，这个辅音字母要 双写。
④有些形容词以-y 结尾，而-y 前是一个辅音字母。
这些形容词一般有两个音节。
变成比较级时，-y 要变成 -i ，末尾再加 -er 。
⑤有少数形容词的比较级是不规则的，必须熟记。
如：good betterill/bad worsemany/much _more_ little lessfar further/farther_ old older环节1 新课导入教师带领全班学生阅读Language practice 方框中的语句，提醒学生注意加黑的单词，并进行解释。
设计意图：教师通过对形容词的规则比较级形式及主要句型进行讲解，使学生系统地学习语法，为接下来的训练与应用活动打好基础。
环节2学习活动1－61.让学生观察活动1中方框的形容词，思考其比较级形式，完成活动1的练习。
2.教师核对答案，学生齐声朗读活动1的句子。
3.让学生观察活动2中的两幅图并列出可以比较的事物，然后教师引导学生使用方框中的提示词对两幅图进行比较。
4.让学生两人一组进行口头练习。
5.教师邀请学生当堂表演对话。
6.学生阅读并理解活动3的表格中的信息，然后根据表格中的信息仿照例句写句子。
7.教师组织学生展示完整句子，核对答案。
人教版(新目标)英语八年级上Unit2教案第五课时 Section B (3a - Selfcheck)
第五课时Section B (3a～Self Check)【学习目标】1．学生能询问或谈论别人饮食、锻炼的频率、休息的时间及选择不同频率的理由。
2．学生能够综合总结回顾所有的频率词，并学会运用所学的频率词书面描述某人的生活习惯。
3．学生能够养成良好的生活习惯，合理安排时间。
【学习重点】学生能综合运用所学的重难点词汇来完成相关任务。
【学习难点】总结回顾所有的频率词，并学会运用所学的频率词书面描述某人的生活习惯Learning action tips：The main content of this lesson is about talking about their own or others' living habits. Ask students to talk about their own living habits according to the knowledge learned.Learning action tips：Preview the words on Page 15－16 in the word list. Students read the words by phoneticsymbols, then underline new words in 3a and mark the Chinese meaning.【Method coach】▲however和but区别(1)however作副词，意为“然而，可是”，表示转折关系，可放在句首、句中或句末，其前或其后通常要加逗号。
(2)but作连词，一般位于它所引出的分句之首，其后直接跟句子，but后一般不用逗号。
【导练】(1)She is very smart，however，she is quite lazy.(2)She is very smart，but she is quite lazy.Task 2Learning action tips：1．Students talk about the frequency of doing something according to the sentences learned in the unit and make the dialogue according to them.2．Students read 3a and finish the exercises in 3a, answer the questions according to the main idea of the passage.3．Students sum up their own good habits and bad habits and their frequency.4．Students imitate 3a and string together the sentences they write to introduce their own living habits.情景导入生成问题1．T：What are your good habits?S：________________________________________________________________________2．T：What are your bad habits?S：________________________________________________________________________自学互研生成能力Task 1Let's read the new words and the phrases.1．I can read.(我会读)dentist，magazine，however，than，almost，less，none，point2．I can write.(我会写)翻译下列短语。
冀教版英语七年级上册Unit 2 第5课时教案与反思牛老师
第11课时lesson11 Clothes around the World 祸兮福之所倚，福兮祸之所伏。
《老子·五十八章》涵亚学校陈冠宇教学过程环节1 新课导入展示两张图片，让学生猜想下列问题：1.What does the woman wear in Picture 1？Where does she come from？2.What do the students wear in Picture 2？设计意图：通过图片引入，激发学生的学习激情与好奇心，自然进入课题。
环节2 学习活动1.听录音，口头回答以下问题。
（1）In some places，men wear________.（2）Some people wear________for work.2.教师教读并讲解课文内容。
3.学生读熟课文，和同桌一起练习。
4.听录音，完成练习题2，给图片排序。
教师抽一名同学起来回答，然后订正答案。
5.根据课文内容，完成练习题1。
然后请几名学生起来答。
6.学生阅读练习题3的短文，选择恰当的词语填到横线上。
教师请学生起来读一读，人然后订正答案。
7.学生四人为一组，编一则对话，讨论各地人们的衣着及特点，相互询问并作答。
S1：I like traditional clothes.S2: Why?S1:Because...S2: ...S3: ...8.教师随机挑选三组学生表演对话，其他组的学生点评。
9. 学生课后收集我国各地的一些传统服饰的图片，仿照练习题4的例子，写2-3段话。
10.要点点拨。
(1).Li Mingwrites a report about clothes around the world?about意为“关于”；around the world 意为“世界各地”，前面可以加all，表示“全世界”。
（2）Their clothes are so colourful!colourful 意为“五颜六色的”，它是由“colour”+“ful”构成的形容词。
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Unit 2 I’ll help clean the city parks? Period 5 (2a-2e,Section B)第三课时阅读课 Section B( 2a-2e)Learning goals:一、功能：通过“小狗Lucky”的故事，讨论关心、帮助残疾人的不同方法、手段。
二、词汇和常用表达法：letter, Miss, set up, disable, make a difference,blind, deaf, imagine, difficulty, open, door, carry,train, excited, training, kindness, clever,understand, change, interest三、学习策略：1.依据文章题目和所给图片，预测(predicting)文章内容2. 在阅读中通过词性判断及理解词义。
3.通过略读(skimming)的方式，猜测文章大意。
4.借助关键词，通过寻读 (scanning)的方式，找寻细节内容。
四、文化知识：通过由整体到细节多层次的阅读，培养学生热爱社会公益事业、扶危济困、乐于助人的优秀品质。
Step I Preview1. Ask the students to put the following phrases into English. After that let the students write them down.(1)影响；有作用__________________(2)接电话___________________(3)开关门__________________(4)一条特殊训练的狗___________________(5)做某事感到幸运_________________(6) 六个月的训练之后 __________________(7)送给某人某物 _____________________2. Show the students the following sentences and have the students translate these sentences into English orally.(1) 你帮我成功拥有了Lucky。
(2)看不见或者听不见将会是什么样子。
(3)拥有一只狗的想法让我感到很兴奋。
(4)由于你的好心，我能拥有一只“狗助手”。
(5)再次感谢你改不了我的生活。
(设计意图：学生们具备自己阅读并找出重点词组的能力，这一项预习作业能够帮助学生熟悉整个文章，还可以让学生自行学习关键的词组，节省课上分析的时间。
学生逐步养成预习后主动识记这些词组的习惯，对于巩固也很有帮助。
) Step II Lead inT: In our society, there are some unlucky people. They need our help very much. Please look at pictures about them.be blindcan’t walkbe deafcan’t use handseasilyIntroduce those people simply. Then guide the studentsto saysomething about the disabled people by using the following picture.Do you think their lives are easy or difficult?Can they do these things easily?answer the phone open or closethe doorThere are many difficultiesin their livescarry thingsBy this way present some new words in 2b to the students.（设计意图：利用图片，设置语境，呈现本课的部分生词及短语，有利于学生准确地理解和记忆。
）T: The disabled people have so many difficulties. We should help them.Do you know a kind of dog can also help them? Let’s watch a short video about this kind of dag?Let the students to watch a short video from a movie called “Dog Helper—little Q”After that, guide the students to say something about the dag.T: Is it a normal dag?S: No, it isn’t.T: It’s a special trained dag. It can understand some orders.Little Q is special trained dog.He can understand many orders.He is very clever.He is a dog helper.（设计意图：播放一段关于导盲犬的视频，让学生充分感知导盲犬的作用，并通过对短片中一些图片的谈论进一步呈现一些新单词，进而引“狗助手”这一话题，为下步的阅读做铺垫。
）Step III Before-readingT: Next let’s read an article of another dog. His name is Lucky. Here is his photo. Can you guess what the article is about?Choose several students to say their ideas.S1: It’s about the dog. S2: It’s about the man. S3: It’s about the woman……T: You have different ideas. Let’s read the article and check which answer is right.(设计意图：通过课本上的图片引发学生猜测文章内容，当学生带着这种期待去阅读文章时，就会努力为他们的猜想寻找证据，从而把注意力更加集中在文章的内容上，这就为阅读的顺利开展做好准备)Step IV While readingFast reading: Ask the students to read the whole letter in silence. Then finish the following tasks.(设计意图: 快速浏览全文，初步感知文本，引导学生运用略读技巧，初步了解文章的主要内容，培养学生阅读概括能力。
)Careful reading: Guide the students to read each paragraph loudly and carefully for details.Task 1: Ask the students to read the first paragraph and answer the questions:Task 2: Ask the students to read the second paragraph and fill in the blanks below.Task 3: Ask the students to read the third and fourth paragraph answer the questions:Task 4： Ask the students to read the letter again to finish the matchtask.Match three parts to make sentences.Miss LiBen Smith LuckyAnimal Helpers can gettrainssentisunable to move well.money to Animal Helper.animals like Lucky.things for disabled people.（设计意图：针对于每一段的内容，设计出不同类型的题目来帮助学生实施有效的分段阅读，同时进行恰当的阅读策略指导，使学生在准确获取文章细节内容的同时，掌握不同的阅读技巧，提高他们的阅读能力。
）Step V Post-reading1. Play the tape and ask the students to listen and read with the player. Then let them read the article freely and loudly.（设计意图：先让学生跟着录音仿读，纠正学生的语音和语调，然后让学生自由读，进一步熟悉课文。
）2. Show the students the mind-map and ask them to fill in the blanks with right form of the given words.( 1 )( 3 )Animal Helpers LuckyMiss Li(设计意图：利用思维导图帮助学生理清课文的思路，让学生掌握全文的轮廓，搞清人物关系，为下一步复述做准备。
)3. Present the students two ways of retelling the article. Let thestudents choose one of them to retell the article.The first way:Animal HelpersLuckyMiss Liare difficult, get a …dog from 2. a group, set up, disabledpeople, feel lucky, call it Lucky3clever, some Englishwords, understand when …, help , cheer …up4 write a letter to for...give money （设计意图：通过总结复述，使学生在阅读之后对文章的框架更加清晰，巩固了语篇所学的内容，同时锻炼了学生口语表达的能力。
另外，设计两种不同的复述方式，照顾到了学生在英语能力上的差异，使大多数学生都能参与到活动中来。