T: Excellent. Look here! I have another bag. It's nice. Now can you guess which bag is heavy? Which one is light? (出示单词卡片heavy and light,用动作表示)

音标教学heavy and light（单词教学四遍）

T:(给两个书包编号1和2) which one is heavy ? which one is light? Who want to have a try?

S:(请几个学生进行猜测)

T: who want to hold the bag that you can know heavy or light?(请一个学生提下)

T: which one is heavy?

S: it's heavy. It's light. (请1个学生提包进行验证后进行小组评价)

T: yes, it's heavy. (再请3-4个学生提包并说it's heavy. It's light.)

T: 拿起单词卡片，heavy, heavy it's heavy.(用动作表示)The desk is ...(重点词语空着让学生自己说出来) 板书heavy

T: 拿起单词卡片，light, light it's light.(用动作表示)The book is ...(重点词语空着让学生自己说出来) 板书light.

让学生用light heavy说说自己或周围的物品）

（设计意图：通过对课文的初步整体感知，对其重点句型和词语进行提炼，有一定的语言背景支撑，学生能更有效地学习新语言点。把课堂和生活实际充分结合，调动学生的一切感官：视觉、听觉、触觉，有利于单词的理解和加深印象）

2. Teach "pockets"和It's got two pockets.

教师指着自己的口袋说：Look, I've got two pockets.　　

Show me your pockets.

Teach "pocket "(课件出示单词pocket)出示单词卡片，音标教学法（四遍）

(指着身上的衣服说，one pocket two pockets 动作慢 语言清晰)

T: Count your pockets请3-4个学生说one pocket two pockets

T: (教师指着自己身上的衣服说)It's got two pockets.

点击课件出示It's got two pockets.

并教读It's got two pockets.

3. Teach "broken"

Point to a bag.

Look carefully, what's the matter with the bag?

T: It's broken. (音标教学法教学broken,单词卡片先读四遍，请一排学生朗读，{评价})

T:点击课件出示 It is broken .(课件)齐读

T: 出现实物（一张破洞的纸，一把断的尺子,一本破旧的书）it's broken.(要求学生一起说出来)

T: 板书 broken (要求学生进行拼读，写完后齐读一遍)

（设计意图：创设英语学习情景，通过图片学习新单词，形象易懂，直接导入，简单明了切入本课的对话背景。）