3.Choose some students to read, get the others to guess what animals they are (Section B 4).

设计意图：学生写下对动物的描述，教师一旁指导，写完后由学生读给其他人听，让其他人猜测是何种动物，这样既检验了自己的写作水平，又启发了基础薄弱的同学。

Step6 Homework

2.Write a description of another animal(Section B 3c).

1.Look at the lion in 3a, fill in the blanks (Section B 3b).

2.Talk about Tuantuan and Yuanyuan .

They’re lovely animals.

　He is Tuantuan .

　She is Yuanyuan .

　He is …years old.

　She is …years old.

　　　 …

设计意图：从模仿说和机械说到发散性说与创造性说，从第一人称到第三人称，既渗透了德育的功能，又进一步提高了学生的口语表达能力。

Step5 Writing

1.Choose one of the animals above, act out like this:

I’m Ling Ling. I’m five years old. I’m from China. I’m very beautiful but very shy, so please be very quiet.

设计意图：以第一人称的方式进行动物角色扮演，并配以动物头饰，这一步的仿说为下文写作做铺垫，起到承上启下的过渡作用。

2.Read

　Read Section B 3a again, then answer:

A. How old is Molly?　　　　 Where is she from?　　　

What does she like to do ?

B. How old is Ling Ling?　　 Where is she from?　　

What does she look like?

C. How old is Bill?　　　　　 Where is he from?　

When does he sleep and when does he eat his meals?

Step4 Talking

1.Match

Read Section B 3a,match them with the right picture.

2.Present the new words during, quiet, sleep, relax.

Step3 Reading

1.Show some pictures. Ask these following questions:

What animal is this?

Where is it from?

What does it eat?

Do you like it?

How much do you know about it?

…

3.Finish off the exercises of workbook.

Period 4

　　　　　　　 Section B 3a,3b,3c, 4 Self Check

Step 1 Revision

Introduce the map of your wild animal zoo you have designed, say something about why you have these wild animals.

Step2 Presentation