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1.Show the picture of Fred’s family:Who love ice cream,too?
(1).Learn the new word “Fred”
(2).Lead to :Today we’ll read a story about Fred’s family.
2.The first reading:
(1).Read and judge：Write down the answer on the paper.
(2).Check the answer:
a.No.1,underline the corresponding sentence；
b.No.2,learn the new word “broccoli”,read the corresponding sentence in different tone；
c. No.3,learn the new word “carrots”,read the corresponding sentence in different tone；
【设计意图：阅读短文肯定会遇到生词，指导学生第一次阅读不必会读生词，只要能在短文中找到相应的句子即可。同时，在解决这个题的同时带领学生学习新单词，模仿不同语气读同一个句子，为学生灌输Fred 和Mum是真的不喜欢吃broccoli and carrots，为后来We all love ice cream的反转夯实基础。】
3. The second reading:
(1).Read and choose：Write down the answer on the paper.
(2).Check the answer:
a.No.1, learn the new word “an hour”,show the card of “watch TV for an hour”on the blackboard.
b.No.2, learn the new word “laundry” and “dishes”,show the card of “do the laundry , do the dishes”on the blackboard，ask the studengts put the correct picture on the right phrase.
c. No.3, learn the new word “bowl”,show the card of “make a big bowl of ice cream”on the blackboard.
【设计意图：指导学生第二次阅读要试着理解新生词并画出对应的句型。在这个设计中有生词的教读和词组的辨认，特别是对do the laundry , do the dishes的贴图辨认更是要求学生再次理解短文。同时，第3题的设计不光是为了新授单词bowl，更是为了自然过渡到下一环节的情感教育。】
4．Emotion teaching:
(1).Free talk: Who makes a big bowl of ice cream?But what should Fred and Mum do?
(2).Find:Do they eat their own broccoli and carrots?
(3).Emotion:So ,they don’t really unlike broccoli and carrots.引出情感教育：Choosy in food is unhealthy.We should eat every food.
Step3 consolitation
1.Sum up the blackboard:
What else can Fred do if he eat the broccoli?
Lead to “go to bed late”
【设计意图：这个环节的设计有总结归纳全文的意图，把板书整体化，让学生通过板书能对短文内容更加理解透彻，充分发挥板书的教学作用。同时可以为接下来的Retell the story起到提示作用，避免学生一听到Retell就害怕，增强学生学习的自信心。】
2.Free reading:Read in four.
3.Retell the story.Choose and complete.
Step4 Summary: Reading tips
Step5 Homework