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培养学生合作意识，乐于和同伴合作，并渗透三思而行和模仿榜样的意识。
教学重难点：
熟练掌握本课的新单词短语，并能较准确的模仿故事人物的语音语调。
教学策略：
通过任务型教学Task-based approach让学生以another king为线索，明了故事情节，以完成任务的过程为学习过程，以展示合作读、表演故事体现教学的成就，培养学生的综合语言运用能力。
辅助手段：课件 简笔画 卡片
教学过程：
Lead-in (5 minutes)
Free talk with Ss to elicite the story.
T: Hello, boys and girls.
Ss: Hello, Miss Zhou.
T: Are you ready for the lesson?
T: Now, it’s time to know about me. Hey, look at the screen. Who’s that?
Haha, it’s me. There are some key words. You can know more about me. Discuss with your group.
(给学生们几个句型和一些关键词，让他们自己去处理得出我的信息，比如，You are Zhou Yang. You are form Jiang Kou. You can play basketball. You like Ke Nan and Afanti.)
Good job. I like Ke Nan and Afanti, because they are very brave, just and thoughtful. Today this group you are Ke Nan. And you are Afanti. Let’s see who’s more thoughtful and brave. You can get this, magnifying glass. (用榜样给他们分组命名，让孩子们在无形中向他们学习)
Pre-listening (3 minutes)
Answer a question and show the main charactors of the story before listening
Q: who’s the king in the forest?(理解king,通过给出的图片，用简笔画出示在黑板上，并引导学生会说和理解Tiger is big and strong.)
T: The story is about a tiger and a ____. ( 用猜的方式，让学生说另一个主人公，最终由老师画出来，让学生会认读fox)
3. While-Listening
1) First Listening (3minutes)
Listen and answer: the tiger is not happy because _______. (出示图片，让生明白tiger的情感)
There is no fish. B. There is another king.
(练习认读新词another后,让学生先猜，再听)
2) Second Listening (4 minutes)
T: The tiger has some questions about another king. Look. Let’s listen and find out the answers.(出示两个问题，让学生自读，重点理解新词now, lake和第二个问题)
3) Third Listening (6 minutes)
T: What is the tiger’s plan? Play basketball with the king? Dance with the king?
Ss: ...