幼师英语口语（第二版）课件汇 Unit 10 Society -Unit 18 Other Games

Collective

TeachingActivitiesChapter2YOUR

STUDENTUNION

LOGOUnitTen

SocietyYOUR

STUDENTUNION

LOGOLearningObjectives01Phonics0203WarmingUpPresentation04LearningObjectives05FunctionalSentences06Practice0708FunTimeLearningObjectivesWordsandExpressionsLearningObjectives

01StudentsareexpectedtoknowhowtoorganizesocietyactivitiesinEnglish.Studentsareexpectedtomasterthekeywordsandexpressionsaboutsocietyteaching.Studentsareexpectedtolearnsometeachingskills.Phonics

02WhatIsOVEPattern(Vowelowiththelongvowelsound/əʊ/)?TheOVEpatternfeaturesthevowel“o”followedbyaconsonantandthesilent“e”attheendoftheword.Thisstructuretypicallyproducesthelong/əʊ/sound，asheardinwordslikecomposeandimplode.UnderstandingthispatterniskeytoimprovingpronunciationandspellingofmanycommonlyusedEnglishwords.HowtoPronouncetheLongOSound(/əʊ/):MouthPosition:Topronouncethelong“o”sound，shapeyourmouthintoarounded“o”shape.Thetongueshouldbetowardsthebackofthemouth，butnottouchingtheroofofthemouth.Thiscreatesasmooth，fullsound.Sound:Thelong“o”sound(/əʊ/)ispronouncedlikethe“o”inwordslikegoorhome.Itisadiphthong，meaningitbeginswithan“ə”soundandglidesintoaslight“ʊ”sound，makingitatwo-partvowelsound.CommonMistakes:Shorto/ɒ/vs.Longo/əʊ/:Learnersoftenconfusetheshort“o”sound(/ɒ/)，asindog，withthelong“o”sound(/əʊ/)，asinstone.Thekeydifferenceisthatthelong“o”isdrawnoutandsoundsmorelikethe“o”ingo，whiletheshort“o”isshorterandmoreopen.PracticewithMinimalPairsforOVE:hope(/həʊp/)vs.hop(/hɒp/)note(/nəʊt/)vs.not(/nɒt/)stone(/stəʊn/)vs.ston(/stɒn/)poke(/pəʊk/)vs.pock(/pɒk/)WordswiththeOVEPatternPatternExampleWordPhoneticTranscriptionExampleSentenceodeimplode/ɪmˈpləʊd/Thecompany’srapidexpansionledtoaninternalcollapse,causingittoimplode.opeelope/ɪˈləʊp/Theyoungcoupledecidedtoelopeandgetmarriedinsecret.oleconsole/kənˈsəʊl/Hetriedtoconsolehisfriendaftershereceivedbadnews.omechrome/krəʊm/Thecar’schromefinishgleamedunderthesunlight.WordswiththeOVEPatternPatternExampleWordPhoneticTranscriptionExampleSentenceonepostpone/pəʊstˈpəʊn/Duetobadweather,theyhadtopostponetheoutdoorevent.otepromote/prəˈməʊt/Themanagerwastaskedwithpromotingthenewproducttoaglobalaudience.osecompose/kəmˈpəʊz/Themusicianspentmonthscomposingthesymphonythatwouldlaterbecomehismasterpiece.WarmingUp03Presentation

04DialogueOneTeacher:Children,Ihavebroughtyouanappletree.(Theteacherpointsatatreeinapictureonthewall.)Teacher:WecancallitUncleTree.But,UncleTreelooksinpain.What’sup?Whoknows?Children:Look,therearemanyholesinthistree.Teacher:Yes,whyaretheresomanyholesinUncleTree’sbody?Children:Hum..Idon’tknow.Teacher:UncleTreeissick,becausemanywormshavegotintoUncleTree’strunk.HowcouldUncleTreefeelbetter,babies?Children:Gotohospital.Children:Seeadoctor.DialogueOneTeacher:Yes,UncleTreeshouldseeabirddoctor.Yousee,somanybirdsflyheresoastotreatUncleTree.Whatarethosebirds?Canyouguess?(Theteachershowsapicture.)Child1:Amagpie.Child2:Aswallow.Child3:Asparrow.Child4:Aparrot.Child5:Ared-crownedcrane.Child6:Awoodpecker.Teacher:Good.Thereisamagpie,aswallow,asparrow,aparrot,ared-crownedcraneandawoodpecker.Allthosebirdsthinktheycancatchworms.Well,whomshouldUncleTreeaskforhelp?Babies,doyouknow?Children:Sorry,I’venoideaaboutit.DialogueOneTeacher:Well,let’sseewhowillhelpUncleTreetocatchworms.(Theteachershowsthepictureofawoodpecker.)Children:Thewoodpecker.Teacher:Good,thewoodpecker.WhydoestheUncleTresschoosethewoodpeckertohelphim?Howdoesthewoodpeckertreatthetree?Let’swatchthevideocarefullytogettheanswer,shallwe?Children:OK.(Afterseveralminutes)Teacher:Kids,whatdoesthewoodpeckerlooklike?Whowannatrytotalkaboutit?Child1:Thewoodpecker’sbeakishardandsharp.Child2:Itsclawissharp,too.Child3:Itstailcansupportitselftostandonthebrancheasilyandfirmly.DialogueOneTeacher:Goodjob.Thewoodpecker’sclawandbeakareverysharp,anditcanstandonthetreefirmlyandeasily.HowdoesthewoodpeckertreatUncleTree?Children:Thewoodpeckerknocksatthetree.Teacher:Good.Actually,thewoodpeckerrapsonthetreehereandtherewithitsbeaktofindwherethewormsare.Andthenitsticksitssharpbeakintotheholeofthetreetooperateonthetreetocatchworms.Children:Wow,thewoodpeckerissocool!Teacher:Yes,Ithinkso.Well,isUncleTreestillpainfulnow?Children:Nope.Teacher:Yes,look,UncleTreeissmilingnow.Hehasbeeningoodconditionbecauseofthewoodpecker’shelp,right?Children:Yes.DialogueOneTeacher:Thewoodpeckerisagreatdoctor.Doyoulikethewoodpecker?Why?Children:Sure.Ilikethewoodpecker,becauseitcancatchworms.Teacher:Nice,woodpeckerscancatchwormsfortrees.Treesareourfriends,sowoodpeckersareourgoodfriends,too.Wecancallthembeneficialbirds.Wehavetoprotectthoselovelybeneficialbirds.OK?Children:OK.Teacher:Well,children,howtoprotectthebeneficialbirds?Children:Don’thurtthem.Teacher:Great,andweshouldconsiderthosebeneficialbirdsasourfriends.DialogueTwoTeacher:Hey,children,haveyoureadthestory—SnowWhite?Children:Yes.Teacher:DoyoulikeSnowWhite?Children:Yes.Sheisbeautiful.Teacher:Right.Ilikehertoo,becauseSnowWhiteisverybeautifulandkind.Butherstep-mother,thequeen,isveryvicious.SheisjealousofSnowWhite’sbeauty,soshetriestokillhermanytimes,butSnowWhiteisfinallysavedbythosehelpfulDwarfs.Well,let’senjoyaperiodofthefilmSnowWhitetogether.Children:Wow,great.DialogueTwo(Afterwatchingthevideo.)Teacher:Babies,what’sthevideoabout?Children:TheSnowWhitewaspoisoned.Teacher:Yes,whoknockedatthedoor?Children:Theoldwitch.Teacher:Whodressedupastheoldwitch?Children:Theevilqueen.Teacher:WhydidtheSnowWhitefaint?Child1:Sheatetheapple.Child2:Theapplewaspoisonous.Child3:Thewitchwantedtokillher.DialogueTwoTeacher:Bingo.Thewitchliedtohertopoisonherwiththepoisonousapple.SupposeyouwouldseeSnowWhite,whatwouldyoutalktoher?Child1:Theoldwomanisthebadqueen.Child2:Don’teattheapple.Child3:Don’tbelieveotherswhoyoudon’tknow.Child4:Don’topenthedoorforothersyoudon’tknow.Teacher:Welldone.Thepeopleyoudon’tknowarestrangers.Children,don’tbelievestrangerseasily.Don’topenthedoorforstrangerswhenyouareathomealone.Don’tbelievewhatstrangershavetoldyoueasily.Anddon’ttalktoomuchtostrangers.Youhavetobecarefulbecauseyoudon’tknowstrangers.Theymaybebadguys.Keepthatinmind,please.Children:Igotit,madam.DialogueTwoTeacher:Good.Babies,myfriendBunnyhastoldmethatthereisaSafetyKnowledgeCompetition.Bunnyhaspreparedsomeexercisestotestus,babies.Ifwecananswerallthequestionscorrectly,wecantakepartinthecompetition.Doyouwanttotry?Children:Sure,Ido.Teacher:Verygood.LittleLambalwayslikestoeatstrangers’cake.Isthatsafe?Children:No,don’teatstrangers’foodlikeSnowWhite.Teacher:Excellent.LittleBearalwayslikestoacceptstrangers’toys.Isthatright?Children:No,don’tacceptstrangers’toys.It’sdangerous.Teacher:Nice.LittleMonkeylikestogoouttotalkwithstrangersforfun.IsLittleMonkeysafe?Children:No,it’sdangeroustotalktostrangers.Teacher:Excellent,boysandgirls.DialogueThreeTeacher:Goodmorning,children.I’llintroducealovelyanimaltoyou.Let’sseewhoitis.(Theteacherplaysthevideo.)Children:Wow,that’snice.(Afterwatchingthevideo.)Teacher:Kids,whoisitinthisvideo?Children:Alittlepanda.Teacher:Nice.What’sthelittlepandadoing?Children:Thelittlepandaiscallinghisfriendstojoinhisbirthdayparty.Teacher:Good.Ifyouwanttoplaywithyourfriends,howdoyoucontactthem?Whowannatellme?Child1:I’llgotomyfriends’home.Child2:Gotofindthem.Child3:Waitfortheminthekindergarten.Child4:Callthemlikemymum.DialogueThreeTeacher:Wow,youhavesomanywaystocontactyourfriends.Whichwayisthemostconvenientone?Children:Callingfriends.Teacher:Wow,that’strue.Well,whatshouldwedialwhenwecallothers,kids?Children:Dialphonenumbers.Teacher:Yougotit.Children,whosephonenumberscanyouremember?Children:Hum..Ican’t.Teacher:Well,nevermind.Let’sseewhat’sthephonenumberlike.It’smycellphonenumber.(Theteacherwritesacellphonenumberonthewhiteboard.)Teacher:Children,howmanynumbersarethereinmycellphonenumber?Children:Nine.DialogueThreeTeacher:Good.ThisisMissWang’scellphonenumber.(Theteachershowsanothercellphonenumberonthewhiteboard.)Teacher:HowmanynumbersarethereinMissWang’scellphonenumber?Children:Nine.Teacher:Yes,thereareninenumbersinbothcellphonenumbers.Sothereareninenumbersineveryone’scellphonenumber.ButmycellphonenumberandMissWang’saredifferent.Namelyeveryone’scellphonenumberisdifferent.Children,doyouwanttocallyourparentslikethelittlepanda?Children:Sure,Ido.Teacher:Good,howtocallyourparents?Whoknows?Children:Dialthecellphonenumbers.DialogueThreeTeacher:Great,beforecallingthem,wehavetorememberparents’number.Soboysandgirls，whenyougobackhome，trytoaskyourparents’cellphonenumbersandrememberthem，OK?Children:OK.Teacher:Well，children，butsomephonenumbersarepublicandquitedifferentfromprivatecellphonenumbers，like119.119isthefireemergencynumber.Whencanwecall119?Doyouknow?Children:Nope.Teacher:Well，let’strytogettheanswerfromthevideo.Look，whathappenedtothelittlepanda?Children:Fire，thereisafire.Teacher:Yes，thelittlepanda’shouseiscaughtinfire，andheisathomenow.DialogueThreeChildren:Wow，thelittlepandaissodangerous.(Afterenjoyingthevideo.)Teacher:Whatdoesthelittlepanda’sfriendlittlemonkeydotohelphim?Children:Hecallsfiremenforhelp.Teacher:Goodjob.What’sthephonenumber?(Theteacherwrites119onthewhiteboard.)Children:119.Teacher:Excellent.Thelittlepandaissavedsoonbecausethelittlemonkeycalled119.So119isthefireemergencynumber.Ifwearecaughtinfire，wehavetocall119immediately.Notes01UncleTreeissick，becausemanywormshavegotintoUncleTree’strunk.树伯伯生病了，因为许多小虫子钻进了树伯伯的身体里。02Yousee，somanybirdsflyheresoastotreatUncleTree.你们瞧，许多鸟儿飞到这里来给树伯伯治病。03Thewoodpecker’sbeakishardandsharp.Itsclawissharp，too.啄木鸟的嘴巴又硬又尖。它的爪子也很锋利。Notes04Itstailcansupportitselftostandonthebrancheasilyandfirmly.它的尾巴可以轻松而稳固地支撑在树枝上。05Actually，thewoodpeckerrapsonthetreehereandtherewithitsbeaktofindwherethewormsare.实际上，啄木鸟用嘴在树上这里敲敲、那里敲敲来找小虫子在哪儿。06Andthenitsticksitssharpbeakintotheholeofthetreetooperateonthetreetocatchworms.然后啄木鸟把自己坚硬的嘴伸进树洞里给树动手术，把虫子抓出来。Notes07Hehasbeeningoodconditionbecauseofthewoodpecker’shelp，right?他因为啄木鸟的帮忙，现在身体已经棒棒的，对吧？08Wecancallthembeneficialbirds.Wehavetoprotectthoselovelybeneficialbirds.我们称这些鸟为益鸟。我们必须保护这些可爱的益鸟。09Thewitchliedtohertopoisonherwiththepoisonousapple.女巫骗她吃掉这个有毒的苹果，想毒死她。Notes10SupposeyouwouldseeSnowWhite，whatwouldyoutalktoher?如果你能见到白雪公主，你会对她说什么呢？11119isthefireemergencynumber.119是火警电话。12Ifwearecaughtinfire，wehavetocall119immediately.如果遇到火灾，我们必须立即拨打119。

05WordsandExpressionsmagpie[ˈmægpaɪ]n.鹊，喜鹊；饶舌的人swallow[ˈswɒləʊ]n.燕子；一次吞咽的量sparrow[ˈspærəʊ]n.麻雀；矮小的人parrot[ˈpærət]n.鹦鹉；学舌者，应声虫；机械模仿别人的人woodpecker[ˈwʊdpekə]n.啄木鸟beak[biːk]n.鸟嘴claw[klɔː]n.爪，螯，钳；爪形器具tail[teɪl]n.尾巴operate[ˈɒpəreɪt]vi.运转；动手术；起作用vt.对……开刀vicious[ˈvɪʃəs]adj.恶毒的dwarf[dwɔːf]小矮人poison[ˈpɔɪz(ə)n]vi.放毒，下毒n.毒药，毒物vt.使中毒poisonous[ˈpɒzənəs]adj.有毒的faint[feɪnt]v.昏倒dial[ˈdaɪəl]vi.拨号vt.给……打电话namely[ˈneɪmli]adv.也就是；即；换句话说red-crownedcrane丹顶鹤ingoodcondition身体健康，情况良好，状态良好beneficialbird益鸟step-mother继母bejealousof妒忌dressup打扮FunctionalSentences061.What’sup?Whoknows?2.Don’thurtthosebeneficialbirds.3.Weshouldconsiderthosebeneficialbirdsasourfriends.4.Children，don’topenthedoorforstrangerswhenyouareathomealone.5.Don’tbelievewhatstrangershavetoldyoueasily.1.发生了什么？谁知道吗？2.不要伤害那些益鸟。3.我们应该把那些益鸟视为我们的朋友。4.孩子们，当你们一个人独自在家的时候，不要给陌生人开门。5.不要轻易相信陌生人对你说的话。6.Keepthatinmindplease.7.I’llintroducealovelyanimaltoyou.Let’sseewhoitis.8.Let’sseewhat’sthephonenumberlike.9.Whatcanwedotohelpthelittlepanda?10.Well，let’strytogettheanswerfromthevideo.6.请记住这一点。7.我要给你们介绍一个可爱的动物。我们看看是谁呀。8.我们看一下这电话号码像什么。9.我们可以做什么来帮助小熊猫呢？10.那么，我们试着通过看视频来找答案吧。Practice071.TranslatethefollowingsentencesintoEnglish.(1)如果你想和你的朋友玩，你会怎么联系他们呢？(2)拨打手机号码。(3)瞧，小熊猫的房子着火了，他现在在家里。(4)瞧，小熊猫出了什么事？(5)他给消防员打电话求助。2.TranslatethefollowingsentencesintoChinese.(1)UncleTreelooksinpain.(2)Whodressedupastheoldwitch?(3)Youhavesomanywaystocontactyourfriends.Whichwayisthemostconvenientone?(4)Butsomephonenumbersarepublicandquitedifferentfromprivatecellphonenumber.(5)Thereareninenumbersinbothcellphonenumbers.(6)Namelyeveryone’scellphonenumberisdifferent.(7)Fire，thereisafire.3.Discussthequestionsbelow.Howtohelpkidsknowtheimportanceofobeyingtherule?Howtoguidethemtoobeyrulesinclass?Whatrulesshouldtheyobeyinkindergarten?Ifyouweretheteacher，whatsocietyactivitiescanyouorganize?4.Roleplay.AboynamedTimisverynaughty.Heisfouryearsold.Hedoesn’tlikesharingwithothersorplaywithothers.Helikescryingwhenhecouldn’tgetsomethinghelikes.What’sworse，helikestopushotherchildrenandrunawayespeciallyduringoutdooractivities.Ifyouweretheteacher，howwouldyouhelpthekid?FunTime

08Thisismyfather.Helikestoread.Thisismymother.Shelikestosing.Thisismysister.Shelikestopaint.Thisismybrother.Helikestoswing.Oh，sayhellotothepeopleinmyfamily.Sayhello，hello，hello.Oh，sayhellotothepeopleinmyfamily.Sayhello，hello，hello.Thisismyuncle.Helikestocook.Thisismyaunt.Shelikestowalk.Thisismygrandmother.Shelikestolaugh.Thisismygrandfather.Helikestotalk.Let'ssingThePeopleinMyFamilyOh，sayhellotothepeopleinmyfamily.Sayhello，hello，hello.Oh，sayhellotothepeopleinmyfamily.Sayhello，hello，hello.Thesearemycousins.Somanycousins.Oh，Ihavelotsandlotsofcousins.Andtheyliketoplay.Oh，sayhellotothepeopleinmyfamily.Sayhello，hello，hello.Oh，sayhellotothepeopleinmyfamily.Sayhello，hello，hello.Sayhello，hello，hello.MyToyStoreTrip!Zoom，zoom，carsgovroom，Teddybearsfilluptheroom!Bounce，bounce，ballssohigh，Arocketshipthatcantouchthesky!Ding，ding，toysontheshelf，Iwantarobot，can’thelpmyself!Wiggle，wiggle，dollsthatsing，DinosaursthatdoabigROARthing!Grabmybag，toysinhand，Thistoystoreissupergrand!Seeyousoon，I’llcomeagain，Shoppingfortoysisthebest，myfriend!Let'schantRedmeansstop，handuphigh，(Raiseyourhand，palmfacingout，likesaying“stop”)Greenmeansgo，wavegoodbye!(Waveyourhandforward，likesaying“go”)Yellowisslow，fingerscrawl，(Moveyourfingersslowly，liketheyarecrawling)Lookbothways，safeforall!(Turnyourheadleftandright，mimickinglookingbothways)Let'sPlayTrafficLightsInthetimeofEmperorYao，thegodlyarcherinheavenwascalledHouyi.Hewasaheroofchivalryandrighteousness.Atthattime，theruleroftheheavenswastheHeavenlyEmperor，whohadtenSunSonswiththeGoddessXihe.TheTenSunslivedinYanggu.Therewasalargetreewithleaves，namedFusang，wheretheTenSunsresided.Undertheirmother’scarefularrangement，theSunstookturnsonduty.Peopleworkedfromsunrisetosunset，livingahappyandharmoniouslife.However，theTenSunsbegantogrowtiredoftheirrepetitiveandmonotonouslife.Theydiscussedgoingouttoplaytogether.Asaresult，theTenSunsappearedintheskyallatonce，liketenfireballswarmingtheearth.Thecropsandtreeswerescorched，theriversdriedup，andsmallanimalsdiedofthirst.Peoplewerehungry，thirsty，andattackedbymonsters.Let'sTellHouyiShottheSunEmperorYaosawthesufferingofthepeople.Theyprayedeveryday，piouslyrequestingtheJadeEmperor’sgracetosavetheworld.Inresponse，theJadeEmperorsentHouyitoEarth.TheJadeEmperorgaveHouyiapowerfulbowandarrowtofrightenhismischievoussons.TheTenSuns，however，werenotafraidofHouyibecausetheywereprotectedbythegodofheaven.Realizingthehardshipofhumanlife，Houyidecidedtotakeaction.HeshotdownnineoftheSunsatonce.Theredfireballsexplodedonebyone，shakingtheearth.ThelastSunfledinfear.HouyiwasabouttoshootthefinalSun，buthechosetospareitinordertopreservethehumanrace.Xihe，themotheroftheSuns，broughtthelastSunbacktoFusangandtaughthimnottobereckless.Fromthatdayon，onlyoneSunroseintheeastandsetinthewest，followingaconsistentcycleeveryday.Later，HouyieliminatedallthemonstersonEarth.Fromthenon，peoplelivedinpeaceandsafety.Let'sTellTHANKSCollective

TeachingActivitiesChapter2YOUR

STUDENTUNION

LOGOUnitEleven

ScienceYOUR

STUDENTUNION

LOGOLearningObjectives01Phonics0203WarmingUpPresentation04LearningObjectives05FunctionalSentences06Practice0708FunTimeLearningObjectivesWordsandExpressionsLearningObjectives

01StudentsareexpectedtoknowhowtoorganizescienceactivitiesinEnglish.Studentsareexpectedtomasterthekeywordsandexpressionsaboutscienceteaching.Studentsareexpectedtolearnsometeachingskills.Phonics

02WhatIsUVEPattern(Voweluwiththelongvowelsound/juː/)?TheUVEpatternconsistsofthevowel“u”followedbyaconsonantandasilent“e”attheendoftheword.Thisstructureproducesthelong/juː/sound,asheardinwordslikevalue,pure,andcute.HowtoPronouncetheLongUSound(/juː/):MouthPosition:Whenpronouncingthelong“u”sound,formaslightsmilewithyourlips.Thetongueshouldmoveupwardtowardtheroofofthemouthbutnottouchit.Sound:Thelong“u”(/juː/)ispronouncedlikethe“you”soundinwordslikecuteoruse.Itisadiphthong,beginningwiththe/j/sound(similartothe“y”soundin“yes”)andglidingintothe/uː/sound.CommonMistakes:Short/ʌ/vs.Long/juː/:Learnersoftenconfusetheshort“u”sound(/ʌ/),asincut,withthelong“u”sound(/juː/),asincute.Thelong“u”ispronouncedwitha“y”soundatthebeginning,whiletheshort“u”ismoreabruptandwithouttheglide.PracticewithMinimalPairs:use(/juːz/)vs.us(/ʌs/)cute(/kjuːt/)vs.cut(/kʌt/)mute(/mjuːt/)vs.mutt(/mʌt/)tube(/tjuːb/)vs.tub(/tʌb/)PracticeWordsfortheUVEPattern:PatternExampleWordPhoneticTranscriptionExampleSentenceuseinfuse/ɪnˈfjuːz/Theteacheraimedtoinfuseherstudentswithapassionforlearning.ulemule/mjuːl/Themulecarriedtheheavybagsofsaltupthemountaintrail.umeconsume/kənˈsuːm/Modernsocietiesconsumevastamountsofnaturalresourcesdaily.unecommune/ˈkɒmjuːn/Theartistlivedinaremotecommunededicatedtosustainableliving.utecompute/kəmˈpjuːt/Thesoftwareisdesignedtocomputelargeamountsofdatainseconds.udeexclude/ɪkˈskluːd/Thereportexcludescertaindatathatwasdeemedirrelevanttothestudy.WarmingUp03.Presentation

04DialogueOneTeacher:Hello,babies.It’stimeforourscienceactivity.Attention,please.Children:One,two.Teacher:Verygood.Listen,what’sthatsound?(Theteacherplaysthesoundofsettingofffirecrackers.)Children:Firecrackers.Teacher:Yes,thesoundofsettingofffirecrackers.Mysnackbarhasopened.Boysandgirls,welcometotastedeliciousfoodfrommysnackbar.Look,therearesomecupsonyourdesks.Let’stastewhatthefoodisinthosecups,shallwe?Children:Wow,great!DialogueOneTeacher:Bytheway,whatshouldwedobeforeeating,kids?Children:Washourhands.Teacher:Nice,boysandgirls,gotowashyourhandsonebyoneandcomebacktoyourseat.Children:I’mdone.Teacher:Good,youcantastethefoodinfrontofyounow.(Infiveminutes.)Teacher:Whatdidyoutaste?What’stheflavor?Whowannatellme?Berry:Letmetry.Iateabanana.Ilovebananas,becausetheyaresweet.Teacher:Bananasaresweet,good!Howaboutyou,Nancy?Nancy:Iatethehawslice.It’ssourandsweet.DialogueOneTeacher:Goodgirl,sourandsweethawslices.Tom,howaboutyou?Tom:Iatecookies.Theflavorissalty.Mike:Iatebitter-melon.It’sbitter.Momsaidit’sgoodforustoeatinsummer.Teacher:Wonderful.Well,what’sthefood?(Theteacherpointsatacupwiththepepperinit.)Children:Pepper.Teacher:Whynottasteit?Children:Becauseit’sspicy.Idarenottoeatspicyfood.Teacher:Hahaha.Wehavetasteddifferentflavorsbyenjoyingdifferentfoods.Theyaresweet,sour,salty,bitterorspicyflavor.DialogueOne(Theteachershowsdifferentfoodonebyone.)Teacher:Well,howdoyoutastethoseflavors?Children:Withourmouths.Teacher:Yes,exactly,wecantasteflavorswithourtonguesinourmouths.Whyareourtonguessomagic?Whycanthetonguetastedifferentflavors?Doyouknow?Children:Nope,wedon’tknow.Teacher:Becausetherearealotoflittlebumpsonthesurfaceofourtongues.Thosebumpsarecalledtastebuds.Theflavoristastedthroughtastebuds.(Theteachershowsapictureofthetongue.)Children:Oh,nowonder.DialogueOneTeacher:Althoughthetongueisverysmall,itsvariouspartsplaydifferentroles.Doyouwanttoknowwhattheroleofdifferentpartsofthetongueare?Children:Yes.Teacher:Yousee,it’sthetipofthetongue.Thispartissensitivetosweetness.Thepartsarethetwofrontendsofthetongueandtheyaresensitivetosalt.Look,theyarethebackendsofbothsidesofthetongue,andtheyaresensitivetosourtaste.Thispartiscalledthebaseofthetongue.Itissensitivetobitternessandspicyflavor.Children:Wow,soamazing!Teacher:Ithinkso.Well,I’mverybusycookingnow.Whocanbemylittlehelpertogivemeahand?Children:Letmetry!Letmetry!Teacher:Thankyou.Thenyoucanclassifythefoodhereintofivesortsaccordingtodifferentflavors.Theyaresweet,sour,salty,bitterandspicyflavors.DialogueTwoTeacher:Boysandgirls,look,whatinterestingtoysIhavebroughtforyoutoday?(Theteachershowssomeballoonswhicharenotblown.)Children:Wow,balloons.Teacher:Yes,balloons.Doyouwanttoplaywithballoons?Children:Sure,Ido.Teacher:Alright,everyonehasaballoononyourdesk.Youcantrytoplaywithitnow.Well,canyoumakeballoonsbigger?Justtryit.Children:OK.Teacher:Children,howtomakeyourballoonbigger?Tom:Usemymouth.Youseemybigballoon.Teacher:Goodidea.Justblowtheballoonwithourmouths.DialogueTwo(Somechildrenblowhardintotheballoonstomakethembigger.)Teacher:What’sup,Nancy?Nancy:Ican’tmakemyballoonbigger.Teacher:Mysweetie,don’tbesad,takeiteasy.(Theteacherhugsthelittlegirl.)Teacher:Nancy’sstrengthistoosmalltoblowtheballoonbigger.HowtohelpNancymakeballoonsbigger?Well,what’sthis?(Theteachershowsapump.)Children:Apump.Wecanusethepump.Teacher:Bingo.Wecanusethepumptoblowairintotheballoontomakeitbigger.Nancy,doyouwanttotrytousethepump?DialogueTwoNancy:Yes,Ido.Thanks,madam.Teacher:Notatall.JustdoasIdo.Well,whatelsecanwedotomakeballoonsbigger?Tom:Wecanusewatertomakeballoonsbigger.Teacher:You’reright.Wecanfilltheballoonwithwater,sothatitcanbecomebigger.Let’strythisway,OK?Children:OK,that’sinteresting.Teacher:Wecanuseourmouths,pumpsorwatertomakeballoonsbigger.That’samazing,right?Thenhowcanwemakeballoonssmaller?Children:Releaseourhands.Teacher:Goodidea.Wecanloosenourhandstodeflateballoons.Children,whatelsethingscanbecomebiggerorsmaller?Let’sdoamagictrick.Children:Wow,Ilovethat.DialogueThreeTeacher:Hey,kids,look,what’sinmyhand?Children:Paper.Teacher:Nice.It’sapieceofpaper.Thepaperbabywantstostandup.Canitdothat?Children:No,itcan’t.Teacher:Yeah,itcan’tstandupanditalwaysfallsdown.Well,boysandgirls,howdidyoulearntostandupandwalkwhenyouwerejustlittlebabies?Child1:Myparentshelpedme.Child2:Mygrandpataughtmetostandup.Child3:Mysistertaughtme.Child4:Iwalkedagainstthetable.Teacher:Wonderful.Youlearnedtostandupandwalkwiththehelpofyourparents,grandparentsortablesandchairs.Well,thepaperbabyisn’thappybecauseitdoesn’twanttosleepallday.Itwantstostanduplikeyou.Children,doyouwanttohelpthepaperbabytostandup?Children:Sure,Ido.DialogueThreeTeacher:Goodkids.Sohowtohelpthepaperbabytostandup?It’stimeforyoutothinkofsomewaystohelpthepaperbabyinfrontofyounow.Let’shelpitrightnow.(Inseveralminutes.)Teacher:Wow,Ihavefoundthatyouhavesomanywaystohelpthepaperbabytostandup.Whowannatalkaboutyourwaytohelpthepaperbabytostandup?Linda:Letmetry.Ifoldthispaper,anditcanstandupli