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四、教学步骤：
1. 情景创设与热身活动
①师生问候及老师展示魔术师的照片，让孩子们思考魔术师能做些什么？吸引学生的兴趣，引出今天的主题——魔术表演。
T: Good morning boys and girls.
S: Good morning, Jason.
②教师展示魔术师的帽子、披风等，孩子们猜是什么东西，老师化身魔术师。
T: Look, kids. What's this? It's a magic hat. And what's this? It's a cape. I am a magician now.
2. Presentation呈现部分
①教师继续在帽子里变出一些文具，让孩子们尝试全班用“What's this? It's a ...”来问与答。同时呈现小狗与小鸭子的塑胶动物，并学习这两个单词。
T: Now look here. What's this? What's this? It's a pen. What's this? What's this? It's a ... Come here, touch and guess. What's this? It's a ...
设计意图：通过摸帽子里东西的游戏，集中孩子们的注意力，引导他们试用目标语言，激发他们运用目标语言进行提问的欲望，进一步提升对目标语言的理解。同时，用塑胶玩具动物教授dog, duck和bear三种动物。
3. Practice
A. 看高级魔术表演。
教师展示一只手问学生What's this? It's a hand. 再展示另一只手询问学生What's this?学生回答，It's a hand. 紧接着，老师用双手，借助射灯，在屏幕上做出鸭子的手影，然后再一次问What's this?学生会惊讶地回答It's a duck.并且非常感兴趣这一魔术表演。
T: Look! What's this? It's a hand. What's this? It's a hand, too. Then what's this? It's a ... (duck)
B. 看图初步了解课文大意
教师引出吴一凡和Mike也在玩魔术，给学生展示课文图，看图，提出问题：1. What are they doing? 3. What are they making? 4. Can they make bears? 引起孩子们的思考。
C．组织学生看课文的图联想，猜猜图中人物在说什么，然后组织学生听课文录音。
T: Mike and Wu Yifan are playing magic, too. Look at the pictures, guess 1. What are they doing? 3. What are they making? 4. Can they make bears?
T: Look at picture 1, what are they talking?
Ss: What's this? It's a ...
T: Maybe / Good try. / It could be ... Now let's listen to the tape.
C．教师检验问题的答案。师生再一次重温对话内容。
T: So in picture 1, what are they talking?
Ss: What's this? It's a ...
T: Yes, you are right. And picture 2?
Now let's read after the tape.
Can anyone come here and act out the dialogue?
Pay attention to the last picture. Oh, it's Zoom. They are so disappointed.
设计意图：在学课文前的提问，有效地激发学生的思维，让孩子们开动脑筋，思考一些深层的问题，并对图片进行预测，然后带着问题去听录音，学生的注意力更集中，更容易理解课文。