（在上課前先連續播放英語兒歌：Follow me.輕鬆課前氣氛，潛移默化給學生接觸有關身體部位的單詞）
T: Now, let’s enjoy our English class today. First, let’s sing a song. Please stand up. Sing the song and do the action after me. Follow me, please.
S: sing the song and do the action.
（ Follow me, follow me, hands up, hands up. Follow me, follow me, hands down, hands down. Follow me, follow me, wave your arms, follow me, follow me, bend your knees.）
（評：課前老師把學生髮組，明確評價方式，激發學生學習積極性，在歌曲中自然呈現單詞目標，並給學生以熱身的好機會，為以更高的熱情投入下面的學習做鋪墊。）
T: Now, one of my best friends comes to my class. Let’s welcome him.
（ppt自動出現聲音：Hello, I am Mr. Puppet. Nice to meet you.）
T: Let’s say hello to Mr. Puppet.
S: Nice to meet you, too.
T: Today we are going to talk about his body. That’s what we are going to learn in unit 10. this is his body. Read the title after me.
S: This is his body.
（評：利用有趣的卡通木偶形象引出課題，吸引孩子的注意力。）
T: Now let’s look at his body. What’s this?
S: This is his head.
T: Good jobs. Read after me.
S: Head.
T: Touch your head please.
S: （touch the head） Head, head.
T: Nod your head.
S: （Nod the head） head, head.
T: Shake your head.
S: （shake the head） head,head.
T: Good. Now, What are these?
S: This is his eyes.
T: How many eyes?
S: Two eyes.
T: So we say these are his eyes.
S: These are his eyes.
T: Yes, that’s right. Open your eyes.
S: （open the eyes） eyes, eyes.
T: Close your eyes.
S: （Close the eyes.） eyes, eyes.
T: Good, let’s move on. How to say this?
S: This is his nose.
T: Shall I put here or here? Who can help me to put the picture on the right column?
S: （Put the picture）
T: Is he right?
S: Yes, he’s right.
T: Are these his eyes?
S: No, these are his ears.
T: Yes. Read after me.
S: ears.
T: boys and girls, as we know. We can hear with our…
S: ears.
T: We can see with our…
S: eyes.
T: We can smell with our…
S: nose.
T: We can talk with our…
S: mouth.
T: Great. They are our senses. Understand?
S: yes.
T: Ok. Now let’s go on.（use the same way to teach the other words.）
（評： 這一部分把五官和四肢的單詞分層教學，學生容易掌握，不會被突如其來的大單詞量嚇退，並且和生活實際中感官的'認知結合得很好，對身體部分的單數複數通過How many的問題來做突破口，深入淺出讓學生明白單數和複數在表達上有不同，並請同學實際操作擺放圖片來加深印象。）
T: now let’s look at the picture and do some practice.
S: look at the pictures and practice this is his… or these are his…
T: boys and girls, our body is very useful. Now let’s look at the people. How do they use the body? and make a sentence about the picture.
S: These are his eyes.
T: Look at the picture, she’s a lady.
S: These are her eyes.
（using the same way to talk about all the pictures.）
（對身體能在社會中做出多大的貢獻，通過圖片觸動學生，在此環節中是對this is … 和 these are…的提升練習，層次提高了，練習鞏固了，並觸動學生心裡深處對身體的認識，在此環節中還通過圖片突破his/her的用法區別。最後的圖片又自然過度到木偶身上，以呈現接下來的對話教學。）
T: Did you still remember who he is?
S: Mr. Puppet.
T: yes. But where is Mr. Puppet? Do you want to see him?
S: yes.
T: Look at the box. Who can open the box for me?
S: Let me try.
T: oh. Thank you. Oh. It’s Mr. Puppet. Do you want to play?
S: （raise hands.）
T: Touch his nose.
S: （touch his nose.）
T: Hold it. Can you say something about his body?
S: These are his hands.
Etc.
T: Look, what’s he doing?
S: He’s dancing.
T: （put the puppet back to the box.）What’s he doing?
S: He’s sleeping.
T: Yes, he’s sleeping. Ssh…（put down the puppet） ok, Mr. puppet is sleeping. Let’s go on our class. Gogo has a puppet like this, do you want to see it?
S: Yes.
T: ok. Let’s listen to the conversation. Watch carefully. See what happened?
（評：學生對提線木偶產生濃厚的興趣，在訓練聽力指認身體部位和描述身體部位都起到很關鍵的作用，通過提線讓木偶做跳舞的動作和放下讓它睡在盒子裡，都提前呈現對話內容，讓學生對接下來的學習更容易上手，這裡的過度非常自然。）
T: now this is the first time. Just watch and listen carefully.
S: （watch and listen.）
T: now this time, let’s follow and read the conversation.
S: （read the conversation.）
（評：教師注意對學生朗讀技巧的指導，特別是對話的最後一句，要讀出感情，使整段對話更生動活潑）
T: now, please open yours books and read again. Pay attention to the last sentence. He’s sleeping. Ssh…
S: （read the conversation.）
T: boys and girls, now who can fill in these blanks?
S: （raise hands and fill in the blanks according to the pictures of the conversation.）
T: You did a good job.
（評：分層次朗讀和練習對話使學生掌握透徹，對課文對話的挖空填空能及時把學習情況反饋給教師。）
T: now it’s our fun time. Look at these fruits. What are they?
S: apple, watermelon, pear, pineapple, banana…
T: I can use these fruits to make a body. let’s welcome Mr. Fruity.
S: （smile and watch）
T: Look, the watermelon is his head. （introduce the body.）
S: （listen and watch.）
T: Look at this Mr. Fruity. Now it’s your turn to introduce.
S: The pear is his body.
S: The oranges are his feet.
Etc.
（評：學生對身體部分的理解只停留在自己身體的侷限認識，在練習環節中以提升到對身體在社會中舉足輕重的作用，在這拓展環節中，創意的活動能開闊學生思維，讓學生學得有趣，思想放飛，享受學習和知識整合和遷移的樂趣。）
T: Is it interesting?
S: yes.
T: now, I know you all have lots of stationeries. It will be fun to make a creative body using those. Now I give you three minutes. Let’s make a Mr. Stationary in groups.
S: （discuss and make.）
T: （take the picture and give them help）Finish? Let’s look at this work. Which group?
S: （introduce the body.） the rulers are the legs. The eraser is the nose. Etc.
（評：創意的動手練習更加深對身體各部位的練習，小組反饋加強對重點句型的練習和拓展。教師用相機在小組活動時實際拍下學生的作品並及時反饋，具有實效性。）
T: Excellent. Now, I need to tell you the homework today.
Actually, we can use anything we like to make a body. so your homework is : make a creative body and write something about it. This is the sample.
S: （ look at the sample and listen.）
T: you can also send your homework to my email box. Do you have any questions?
S: No.
T: Well. Let’s see which group is the winner. That’s all today. Good bye, boys and girls. Class is over.
S: Good bye, Jessie.
