1. 知识与技能目标
（1） 复习有关身体部位的词汇并会应用I hurt my______.
（2） 掌握短语take a picture及句型May I take your picture?且能在适当的情境中熟练应用。
（3） 理解短文“At the Palace Museum”。
2. 情感目标
（1） 通过本课的学习，培养学生关心他人，乐于助人的意识。
（2） 引导学生认识到我国古老的文明，悠久的历史，并培养他们的爱国主义情感。
（3） 通过本课的学习培养学生的安全意识。
三． 教学重难点
教学重点：知识与技能目标中的（2）（3）。
教学难点：句型I hurt my______.及May I take your picture?的运用。
四． 教学资源及教具准备
数码相机，创可贴，录音机，磁带，CAI课件等。
五． 教学过程
Step1. Warming-up and leading-in
T: Good morning, boys and girls!
Ss: Good morning, Ms Ma!
T: How are you?
Ss: I’m fine, thanks….
T: What day is it today?(To S1)
S1: It’s Monday, March 20th.
T: How’s the weather today?(ToS2)
S2: It’s a sunny day.
T: Yeah! It’s a warm and sunny day. So I’m very happy. Are you happy? Let’s sing a song, OK?
(Sing the song “Head, shoulders, knees.toes.” 师生共同表演唱)
﹝设计意图：以歌曲尤其是表演唱开始一节课总是能够极大地调动学生的积极性，并使他们的身心得到放松，他们在轻松快乐中复习了旧知，也为下一步句型的操练打下了基础。﹞
Step2. Game”Help! Help!”
(教师假装在表演唱刚刚结束时受了伤，带着痛苦的表情向学生求助……)
T: Help! Help! I hurt my nose! (将此句板书) Who can help me?
S1: Don’t worry. I can help you.
T: I have a bandage here. Can you put it on my nose?(拿出创可贴给生)
S1: Sure.(生将创可贴贴在师鼻子上)
T: Thank you very much. Ouch!
(smile)T: It’s just a game. Let’s play together,ok?(学生两人一组练习并表演)
﹝设计意图：此环节中教师夸张的表演可能会吓学生一大跳，不过这恰恰说明了情境创设的成功，师生对话中“I hurt my_____.”这一中心内容通过老师的表演及鲜明的板书，给学生的分组表演提供了很好的参考，重点突出，也必然在学生的表演中得到巩固。﹞
Step3. Presentation
1. T: Look! What’s this? (拿着相机问)
Ss: It’s a camera.
T: What can you do with a camera?
Ss: Take a picture.
T: Yes, we can take a picture with a camera.(板书take a picture)
Now, I take a picture for you.(拿着相机为全班学生拍照，同时领读take a picture)
T: Can you take a picture for me?(请一名学生为自己拍照)
S1：Yes,I can.(为教师拍照)
T: Oh, no! There is a bandage on my nose!(照完后翻看照片时说)
（to S2）May I take your picture?(板书此句并领读) May I take your picture?
S2: Yes, you may./ Yes, thank you.
﹝设计意图：此时边拍照边与学生交流，并把相机依次传递下去，由师生互动到生生互动交流，他们在享受拍照片的同时，自然而然地掌握了take a picture以及May I take your picture? 这种自然情境中的真实表达正所谓“用中学，学中用”。 ﹞
2. T: Cameras are easy. All of you can take pictures now. Can Danny take a picture too?
Ss: Yes.
T: But today Danny hurts himself again. What happens? Let's listen to Part 1 and answer this question: What happens to Danny?
(Students listen to the tape with this question.And then check the answer.)
﹝设计意图：此环节设计旨在培养学生的听力理解能力，使学生在了解故事大意的同时，也获取了特定的信息。﹞
3. Reading
Read the text and fill in the blanks.
(这部分内容将用CAI课件展示，内容如下：)
（Jenny, Li Ming and Danny are at the Palace Museum now.）
J: Danny! May I ____your picture?
D: No, thanks. Look at my nose. It ____ a bandage on it.
L: Come on, Jenny and Li Ming!
D: What can you ____?
L: A _____! Let’s look ____ the window.
D: ____ ___ take your picture, Jenny?
J: Sure!
D: And your picture, too, Li Ming. Please stand _____ Jenny.
Ok! Smile!
J: Danny! Be careful!
D: Help! I’m _____. Ouch!
﹝设计意图：这是一个根据课文内容改编的对话，主要考察学生的阅读理解能力，空出的都是一些关键词，学生在完成这个练习的过程中既要特别关注这些词句，又为下一步的对话练习打下了良好的基础，在订正练习的过程中要及时地教育学生时时处处注意安全。﹞
Step4. Practice
Encourage the students to make up a dialogue according to the text.(可将上一环节的“Fill in the blanks” 作为示范出示给学生。)
﹝设计意图：Pair-work 永远不失为一个很好的学习形式，既培养了学生合作学习的意识和能力，又为他们的语言运用提供了一个很好的交流机会。﹞
Step5. Consolidation and extention
Show some pictures of Fenghuangshan Park, Dazhao Park, Nanhu Park,
Dachengshan Park, Douhe Dam, etc. by CAI, then tell the students:
The May Day(The International Workers’ Day) is coming. Do you want to go to these places? Do you want to take pictures? Make up a dialogue with your partners. These key words may help you:
Where do you want to go? I want to go to…….
What can you see there? I can see……
May I take your picture? ……
﹝设计意图：图片展示的都是学生们身边的事物，贴近他们的生活，能激起他们的兴趣，同时key words的出示也为他们的交流扫除了障碍，因此这个看似很难得任务对它们来说也就不难了。﹞
Step6. Homework
1. Go on to discuss with your classmates where you want to go in the May Holiday, what you want to do there----go to a restaurant, go shopping, or fly a kite?
2. Finish the exercises on your exercise books.