Step 1: Warm up and lead in

1. Greetings: Are you ready for English class? OK! Let’s begin our class. Hello, everybody!

2. Review: What can you do?

T: I can play basketball. I can run fast. I can ride a bike. What can you do?

S: I can sing. / I can play football well. / I can…

T: You can do a lot. What about animals?

【设计意图】通过TPR热身活动让学生使用can描述自己的能力，既复习第六模块关于can的用法，又为学习新课内容做好铺垫。

3. Part1. Listen and chant

T: Let’s enjoy a TV show about animals. This is a presenter. What does the presenter say?

S: Dogs are clever/cool/cute.

T: They can do a lot. They are very useful.

单词卡片呈现并教授a lot /useful.

T: Let’s chant together.

T: Great! You are so clever and so cool, too.

【设计意图】为课文学习搭桥，降低难度。让学生在看、听和说的过程中对文本关于狗帮助人类的行为有一个初步的感知。

Step2: Task presentation

T: Dogs are very useful. Do you like dogs/elephants/monkeys/birds? 

This class, let’s make a poster of your favorite animals.

【设计意图】学习课文之前呈现本课的任务，让学生在任务的驱动下学习新知，最后运用所学新知完成任务，以达到学以致用的目的。

Step3: Text learning

T: Look! Lingling, Sam and Amy are watching a TV show, too.

1.     Watch and answer these two questions.

1) There’s a TV show about _______.

2) The presenter says, “Dogs are very _______.”

【设计意图】学生通过观看视频，整体理解文本大意；通过问题为学生搭建语言学习的支架，锻炼学生提取有效信息的能力。

2. Listen and choose: Why are they useful?

T: Try to underline the answers with your pen.

教师通过PPT呈现学生六幅图片，学生在听完录音后选择相对应的图片并尝试用简短词组或语句描述图片内容。

T: Dogs can help the blind man, the deaf girl and the firefighters.

教师通过TPR动作引导学生理解blind/deaf/firefighter生单词。

3.教师指导学生看第一幅图和文本内容。

T: Look at this picture. Listen carefully.

This man is blind. He can’t see. This dog helps him.

教师板书blind并领读，呈现blind单词卡片并学习从而进一步理解其含义。自然拼读法教学: find/ kind/ mind/ blind       

T: Well done! Try to say.

S: This man is blind. He can’t see. This dog helps him.

教师通过PPT呈现一位男士帮助一位盲童读书。

This boy is ______. He ________. This man __________.

T: Let’s look and say. Think it over. Try to say them by yourselves.

Practise in pairs. Talk about this picture with your partner.

S1: This boy is blind. He can’t see. This man helps him.

T: Here is your present.

课件呈现一只导盲犬帮助一位盲人过马路。

T: Think it over. Try to say them by yourselves.

Now, practise in pairs. Talk about this picture with your partner.

S: This man is blind. He can’t see. This dog helps him.

教师板书并引导学生齐说This man is blind. He can’t see.

T: This dog can help the blind man. Dogs are very useful. We call them “seeing eye dog”.

【设计意图】教师在呈现新授单词和句型之后，结合真实语境，给学生营造语言场景，及时训练学生把新知运用到实践，帮助学生理解can’t可以描述能力的不足，从整体到局部、从全体到个体，关注每位学生的学习差异。

4.教师指导学生看第二幅图和文本内容。

T: Look at this picture. Listen carefully.

This girl is deaf. She can’t hear. This dog helps her.

教师板书deaf并领读，呈现deaf单词卡片并学习从而进一步理解其含义。自然拼读法教学: head/ bread/ dead/ deaf

T: Bingo! Try to say.

S: This girl is deaf. She can’t hear. This dog helps her.

教师板书并引导学生齐说This girl is deaf. She can’t hear.

T: This dog can help the deaf girl. Dogs are very useful. We call them “hearing dog”.

课件呈现一位医生在帮助一位失聪男孩测试听力。

This boy is _____. He _______. This doctor __________.

T: Let’s look and say. Think it over. Try to say them by yourselves.

Now, practise in pairs. Talk about this picture with your partner.

S1: This boy is deaf. He can’t hear. This doctor helps him.

T: Here is your present.

【设计意图】教师在课堂上对于表现优秀的学生赠送了礼物，学生并不知道信封里装的礼物究竟是什么，从而引导学生积极参与课堂互动，课堂气氛越来越高涨，最后一个教学环节学生才得知原来信封里装的礼物是制作海报用的卡纸。

5.教师通过PPT呈现Helen Keller以及她的一本名著《Three Days to See.》

T: This is Helen Keller.

S: She is blind. She can’t see. She is deaf. She can’t hear.

教师引导学生齐说句子She is blind. She can’t see. She is deaf. She can’t hear.

T: But she helped many people. She learned to read and write. She wrote a book about her dream, Three Days to See. So children, we should learn from her. Help each other!

【设计意图】通过Helen Keller的事迹引导学生巩固学习新授单词并培养学生互相帮助的情感。

6.教师指导学生看第三幅图和文本内容。

T: Dogs help this blind man and this deaf girl. Dogs can help the firefighters. Listen and look.

S: Last week, there was a fire. This dog helped the firefighters.

教师通过呈现单词卡fire/firefighter进一步巩固。

S1: Last week, there was a fire.

S2: This dog helped the firefighters.

T: Here is your present.

T: This dog can help the firefighters. Dogs are very useful. We call them “sniffer dog”.

T: Why are dogs useful? 教师引导学生尝试复述这三幅图。

7.阅读第五段文本，回答问题。

T: Dog are very useful! Do you like dogs? Can you have a dog? Can Sam have a dog? Read the fifth paragraph and answer.

教师板书Can we have a dog, Mum?并粘贴Sam头饰。

T: Can we have a dog, Mum?

教师模仿Sam声音询问学生，引导学生模仿Ms Smart声音进行回答。

S: No, we can’t. I’m sorry.

教师板书No, we can’t. I’m sorry.并粘贴Ms Smart头饰。

教师与学生角色扮演模仿说对话，进一步过渡到学生与学生角色扮演模仿对话。

教师通过PPT呈现hot dogs.

T: Are they dogs?       They are sausages and bread.

8. Listen and repeat.

T: This time, let’s read this dialogue after the tape. Try to imitate the pronunciation and intonation.

【设计意图】教师指导学生在理解的基础上朗读短文，为下一步语言生成做铺垫。

Step4: Practise

1.教师通过PPT呈现给学生四幅图片，引导同桌之间互相用所学语言描述图片信息。

T: Let’s make an example. I am A, you are B

T: He is blind. He can’t see.

S: This dog helps him.

    T：Good job! Can you say something about these four pictures? Now, practise in your groups. Talk about them with your group members.

2.     教师通过PPT呈现一位能唱歌的盲人歌手杨光。

This man is_____. He ________. But he can _____ very well.

T: First, try to say by yourselves. Who can try to say something?

S1: This man is blind. He can’t see. But he can sing very well.

T: Wonderful! Here is your present.

课件呈现一位骑车的耳聋运动员。

T: Who can try to say? Think it over.

S2: This man is deaf. He can’t hear. But he can ride a bike.

T: Excellent! Here is your present.

T: Boys and girls, don’t look down upon the blind man and the deaf man. They are respectable.

【设计意图】通过练习环节，进一步巩固新知，学生根据板书提示，对本课知识进行归纳和总结，达到提高学生整理、分析和运用信息能力的目的。通过盲人歌手和耳聋运动员的优秀事迹，让学生意识到残疾人也有他们精彩的一面，德育目标得以渗透。

Step5: Task completion

T: Children, dogs are very useful to us. They can do a lot. How about other animals? Now, let’s talk about our favorite animals. Let me do an example. My favourite animal is Panda. It’s clever and cute. It can run but it can’t run fast. It can jump but it can’t jump high. It can climb up a tree. I love it very much.

If you want to talk about your favourite animal, you can say like this: My favourite animal is … It’s … It can ….It can’t… I love it very much.

T: First, talk about your favourite animal with your group members, then write them on your paper. Later, put them on your blackboard. You can use the presents.

小组合作完成介绍动物能力的海报。

【设计意图】教师让学生在真实、自然的任务型活动中拓展运用信息。通过小组合作设计海报，不仅培养学生的合作意识，也达到了训练思维、提高写作技能的目的。

Step6: Summary and homework

T: This class, we learned how to describe others with “can’t”. Animals bring a lot of fun to our life. They can help a lot. Please love animals and be their friends. So we should help each other, because you and me, from one world, we are family! Let the world be full of love!    

Homework for this lesson:

1. Listen read and recite the text.

2. Finish your favourite animal posters.