And there are mascots on my chair. When there is a test at school, I am always really cool. I feel easy, I feel free,
Because my mascots write for me.
2. Can you spot the differences? 看一看，找不同。 PAIRWORK双人活动
Step l 师生自由对话，复习有关幸运物品的单词，如：What’s this? It’s ...What about these? They are…等，为后面的学习做好铺垫和准备。
Step 2 老师出示图A让学生观察，引导学生用there be片中物品的数量及位置进行描述，如：There are three pink elephants on the desk. There is a ring on the desk. There are five dogs on the bed.等。
Step 3 老师展示图B，请学生跟同桌讨论图B与图A的不同点，将8处不同点圈出来，进一步熟练运用there be句型。 Step 4 全班核对答案。 答案：
In picture A there are three pink elephants on the desk. In picture B there are two pink elephants on the desk.
In picture A there is an elephant on the wardrobe. In picture B there are two elephants on the wardrobe.
In picture A there is a ring on the desk. In picture B there is a necklace on the desk. In picture A there are five bells under the desk. In picture B there are eight bells under the desk.
In picture A there are three shells on the pencil case. In picture B there are four shells on the pencil case.
In picture A there are five dogs on the bed. In picture B there are four dogs on the bed. In picture A there is a necklace on the table. In picture B there isn’t a necklace on the table.
In picture A there are six elephants on the chair. In picture B there are five elephants
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on the chair.
3a. Listen and tick.听一听，勾一勾。 3b. Write sentences about the children.写一写。
Step 1 师生自由对话，学习句型：Have you got a mascot? What is it? How many have you got?
Step 2 学生打开课本到第16页，老师引导学生观察图片和表格，认读人物名字及 表格中的物品。
Step 3 老师播放录音，学生根据对话勾出与人物相对应的物品。
Step 4 师生共同核对答案，老师提问：What has Juliet/... got? 引导学生用句型回答，如：Juliet has got a necklace.
Step 5 要求学生补全3b的句子，并大声朗读。 录音稿： Situation 1:
Interviewer: Hi. What’s your name? Juliet: I’m Juliet.
Interviewer: Have you got a mascot, Juliet? Juliet: Yes, look. Here it is.
Interviewer: Oh, a necklace. It’s beautiful. Situation 2:
Interviewer: And you are? Tim: I’m Tim.
Interviewer: Tim, have you got a mascot?
Tim: Yes, I’ve got three. A necklace, a friendship band and a ring. Interviewer: Oh, wow, that’s a lot. Situation 3:
Interviewer: What is your name? Sarah: I’m Sarah.
Interviewer: Do you have any mascots?
Sarah: Yes, I’ve got a big shell. I keep it on the desk in my room.
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Interviewer: That’s nice. Thanks. Situation 4:
Interviewer: Simon, what about you? Simon: I’ve got toy animals.
Interviewer: Hmm. How many have you got? Simon: Two, a hippo and a crocodile. Interviewer: Thank you, Simon. 3b答案：
1. Juliet has got a necklace.
2. Tim has got a necklace, a friendship band and a ring. 3. Sarah has got a big shell.
4. Simon has got two toy animals, a hippo and a crocodile. 4. Read and learn.读一读，学一学。
Step l 老师通过课件或图片展示福娃的模糊形象，介绍并提问：They are the Beijing Olympic Mascots. Do you know them? What are their names? Step 2 打开课本到第17页，播放第一段录音，学生感知、理解短文。 Step 3 学生根据福娃图片进行介绍，如：Fuwa are the Beijing Olympic Mascots. They are Beibei, Jingjing, Huanhuan，Yingying and Nini.
Step 4 老师与学生开展对话，如： T: Do you like mascots? S: Yes, we do.
T: Me, too. They are popular everywhere. Why do people like them? 通过课件或图片让学生尝试说出：They can bring good luck. T: Right. People believe mascots bring good luck. Step 5 老师播放第二段录音，学生跟读。
Step 6 老师完整播放录音，学生跟读。老师可组织小组朗读比赛，并予以评价。 录音稿：
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We all know Fuwa — Beibei, Jingjing, Huanhuan, Yingying and Nini. They are the Beijing Olympic Mascots.
Mascots are popular everywhere. People believe mascots bring good luck. So many of them have mascots.
5. Look, listen and learn. Then practise in pairs.看一看，听一听，学一学，练一练。
Step 1 老师与学生自由对话，复习核心句型：Have you got a mascot, (Lily)? What is it? 并引导学生进行回答。
Step 2老师播放录音，学生根据图片和提示语补全对话。 Step 3 学生打开课本到第17页，分角色朗读对话。
Step 4 同桌之间可根据课前带来的吉祥物或画出的吉祥物进行对话。 录音稿：
Girl: Have you got a mascot, Lily? Lily: Yes, I have. Girl: What is it?
Lily: A soft toy panda. Here it is. Girl: Oh, it’s beautiful! Lily: Yeah. I like it very much.
6. A story —— The necklace.故事——项链。
Step 1 老师利用图片或课件，向学生介绍Puma Ranch。学生打开课本到第18页， 老师播放录音，学生边听边看图片，初步感知整个故事。
Step 2 老师播放图片1-5的录音，学生边听边思考，适当用问题进行引导：What
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