1、 [Task 1](Pre-reading) Listen and point: Let’s meet Hello Kitty’s friends.
[Task 2] (While-reading) Match the picture with the sentences.
Time to seek!
Who can she __________?
Look at that ___________.
Can you see _
2、
Can you _________________________?
___________can it be?
Peak!
_____________________
[Task 3] (Post-reading) Draw pictures and continue the story.
附设计意图：
Ⅰ.Pre-reading（Preparation）
1．Sing a song. Brown bear, brown, what do you see?
2．Listen and p
3、oint: Let’s meet Hello Kitty and her friends.
3. Read the sentence with the words which has “ee”.
4． Read the new words.
【设计意图：活跃课堂气氛，并创设情境，复习旧知识，为新知识的学习铺垫。】
Ⅱ.While-reading(Input & Internalization)
1. Cover Reading.
What do you know from the cover?
【设计意图：引导学生观察绘本封面，提高文本意识，培养学生读前预测的策略，激
4、发阅读兴趣。】
2. Picture tour.
Let’s enjoy more pictures about this book. And think about: What is this book about?
【设计意图：教师呈现图片，利用学生已有生活经验迁迻到学习中。】
3. Jigsaw reading. Part 1 of the book
问题引导观察：Do you see…? What do you see? Who can she see?
【设计意图：引导学生阅读绘本，提取信息理解阅读文本。】
4. Information gap reading.
5、
Read Part 2 or Part 3 of the story in pairs. And then ask questions each other.
Do you see…? What do you see? Who can she see?
【设计意图：同桌通过信息沟的阅读，让学生通过提问获取想要知道的信息，培养学生提取和整理信息的能力。】
Ⅲ. Post-reading(Output)
1. Listen to the story.
2. Read the story in pairs.
3. Task1: Match the sentences with the right pictures.
4. Let’s play hide-and-seek.
5. Task 2: Continue the story.
【设计意图：完整的听一次故事，让学生对故事有一个整体的认识；然后让学生在读的过程尝试解决遇到的新单词问题，然后对故事进行拓展：续写故事，让学生大胆放飞思维。】
浙ICP备2021020529号-1 | 浙B2-20240490 
