幼师英语口语（第二版）课件 Unit 9 Health、Unit 10 Society

Collective

TeachingActivitiesChapter2YOUR

STUDENTUNION

LOGOUnitNine

HealthYOUR

STUDENTUNION

LOGOLearningObjectives01Phonics0203WarmingUpPresentation04LearningObjectives05FunctionalSentences06Practice0708FunTimeLearningObjectivesWordsandExpressionsLearningObjectives

01StudentsareexpectedtoknowhowtoorganizehealthactivitiesinEnglish.Studentsareexpectedtomasterthekeywordsandexpressionsabouthealthteaching.Studentsareexpectedtotalkaboutcommonillnessesandpossiblesolutions.Phonics

02WhatIsIVEPattern(Vowel“i”withthelongvowelsound/aɪ/)?TheIVEpatternfeaturesthevowel“i”followedbyaconsonantandthesilent“e”attheendoftheword.Thisstructuretypicallyproducesthelong/aɪ/sound,asheardinwordslikederiveandcollide.Understandingthispatternwillhelplearnersimproveboththeirpronunciationandspellingofmanycommonwords.HowtoPronouncetheLongISound(/aɪ/):MouthPosition:Topronouncethelong“i”sound,beginbyshapingyourmouthintoaslightsmile.Asyousaythesound,yourtongueshouldmoveslightlyupwardinyourmouth,butnottouchtheroofofyourmouth.Sound:Thelong“i”sound(/aɪ/)ispronouncedlikethe“eye”soundinwordslikerideortime.Itisadiphthong,meaningitstartswiththe/a/soundandglidesintothe/ɪ/sound,makingitatwo-partvowelsound.CommonMistakes:Shorti/ɪ/vs.Longi/aɪ/:Learnersoftenconfusetheshort“i”sound(/ɪ/),asinbit,withthelong“i”sound(/aɪ/),asintime.Thekeydifferenceisthelengthandqualityofthesound—thelong“i”isdrawnoutandpronouncedlikethewordeye,whiletheshort“i”isshorterandmoreabrupt.PracticewithMinimalPairs:ride(/raɪd/)vs.rid(/rɪd/)time(/taɪm/)vs.tim(/tɪm/)pine(/paɪn/)vs.pin(/pɪn/)PracticeWordsfortheACEPattern:PatternExampleWordPhoneticTranscriptionExampleSentenceivederive/dɪˈraɪv/Theword“democracy”derivesfromtheGreeklanguage.idecollide/kəˈlaɪd/Thetwocarscollidedattheintersection,causingamajortrafficjam.ifestrife/straɪf/Thecountryhasbeentornapartbyinternalstrifefordecades.ilecompile/kəmˈpaɪl/Theresearcherspentyearscompilingdataforthestudy.imesublime/səˈblaɪm/Theartist’sworkwashailedasasublimeexampleofmodernsculpture.PracticeWordsfortheACEPattern:PatternExampleWordPhoneticTranscriptionExampleSentenceinedefine/dɪˈfaɪn/It’simportanttoclearlydefinetherolesandresponsibilitiesinaproject.iceslice/slaɪs/Shecarefullyslicedthebreadintoevenpieces.iseadvise/ədˈvaɪz/Iwouldadviseyoutostartpreparingfortheexamearly.ibevibe/vaɪb/Thepartyhadsuchagreatvibethateveryonewantedtostaylonger.iteignite/ɪɡˈnaɪt/Thespeaker’spassionatewordsignitedafireofenthusiasmintheaudience.WarmingUp03Presentation

04DialogueOneTeacher:Hey,babies.It'ssummernow.What'stheweatherliketoday?Children:It'ssunny.Teacher:Yes,howdoyoufeelafterdoingmorningexercise?Children:Veryhot.Teacher:That'strue.Sowhatcanwedotokeepcool?Child1:Wecaneatwatermelon.Child2:Right,wecanalsodrinkicedwater.Child3:That'snotgood.Wewillhaveastomachache.Teacher:Verygood.Wecandrinkwarmwateroreatwatermelon.Butdon'tdrinkicedwater,orelsewe'llhavediarrhea.Well,whatelsecanwedotokeepcoolatschool?Child4:Whataboutfanningwithourhands?DialogueOneTeacher:Goodidea,wecanfeelcool.Child5:Canwewipesweatbyusingtissues?Teacher:Sure,itsoundsgood.Whatelse?Child6:Wecanstoprunningandhavearest.Teacher:Wow,smartidea.Child7:Wecanalsoshelterunderatree.Teacher:Bingo.Shelteringunderatreeisagoodwaytokeepcool.Look,therearesomanybigtreesinourkindergartenthatwecanrestintheshadeunderthosetrees.Besidesthetrees,whereelsecanwefindtoenjoythecool?Let'sgoouttolookfortheplaces,shallwe?Children:Oh,goody!DialogueTwoTeacher:Babies,I'llshowyouthreepictures.Look,what'sthisinthispicture?What'sitlike?Children:Aball.Teacher:Yes,it'slikearoundball,butit'snotaball.Wecallitasthecoccus.Peoplecan'tseecocciwithnakedeyes.Thispicturewastakenunderthemicroscope.Children:Wow.Teacher:Lookatthesecondpicture.Whatdoesitlooklike?Children:Acaterpillar.Teacher:Right,itlookslikeacaterpillar.It'scalledbacillus.Wecan'tseeitwithnakedeyes,neither.Children:Really?Teacher:Yes,let'slookatthethirdpicture.Whatdoesitlooklike,babies?DialogueTwoChildren:Theslide.Teacher:Yes,butit'snottheslide,it'shelicine.It'scalledspirillum.Children:Isthatsomethingwecaneat?Teacher:Nope,thethingsarecalledbacteria.Therearealotofbacteriainourlife,andthecoccus,bacillusandspirillumarethreeofthem.Child1:Mymomsaidifwetouchedthebacteria,wewouldgetsick.Teacher:That'strue.Thesebacteriaaresolightandtinythattheycantravelinthewind.Whentheweatheriswarm,bacteriamothersbegintogivebirthtosmallbacteria,andthensmallbacteriabegintohavesmallerbacteria.Finally,thebacteriafamilyisgettingbiggerandbigger,sothatbacteriacanbefoundanywhereintheair,onthegroundorinthewater.Children:Wow,that'sterrible.Teacher:Yes.David,comeheretopasstheballonthegroundtome.DialogueTwoDavid:OK.Teacher:Thankyou,boy.Well,kids,arethereanybacteriaonDavid'shands?Children:Yes,Ithinkso.Teacher:CanDavideatanapplenow?Children:No,hecan't,becausebacteriaareonhishands.Child2:Davidshouldwashhands.Teacher:Yes,youareright.Orelsebacteriawouldcomeintohismouth,thendanceandjumpintohisstomach.AndthenDavidwouldhaveastomachache.Children:Soweshouldwashourhands.Teacher:Bingo.Weshouldwashourhandsbeforeeatinganddrinking.Children:OK.Isee.DialogueTwoTeacher:Bytheway,whatcanwedotokeepfarawayfrombacteria?Whoknows?Child3:Washourhands.Child4:Usesoaptowashhands.Teacher:Nice,whatelse?Child5:Mydadalwaystalkstomethatdon'tpickupsomethingdirtyonthefloortoeat.Teacher:Yeah,thatmakessense.Whatelsecanwedo?Child6:Cutnails.Teacher:Goodidea.Wehavetocutnailsandwashhandswithsoapfrequently.Anddon’tpickupsomethingdirtyonthefloor.DialogueThreeTeacher:Babyrabbits,it’stimetogetup.(Theteacherwearsamotherrabbitheaddressandjumpsintotheclassroom.)Children:OK.Teacher:Whatalovelydayitistoday!Wouldyouliketogoouttohavefunwithme?Children:Sure,I’dloveto.Teacher:Well,

Let’sgototheforesttotakemushrooms,shallwe?Children:Wow,that’sgreat.Ilovemushrooms.Teacher:Followmetogoacrossthepathfirst,babyrabbits.But,look,whatisthepathlike?(Theteacherpointsatthe“path”drawnbytwolines.)Children:It’sverynarrow.Teacher:Yes,thepathissonarrowthatwehavetotiptoewithopenarms.PleasedoasIdo,babies.Children:OK.DialogueThreeTeacher:Wow,goodjob.Now,wehavewalkedacrossthepath.Butwhat’sinfrontofus?(Theteacherpointsata“river”madebythebluelongpaper.)Children:Ariver.Teacher:Good,it’sawideanddeepriver.Thebroadriverblockstheway,sowehavetogoacrosstherivernow.Babyrabbits,areyouready?Children:Yeah,weareready.Teacher:Bravebabies.Buthowcouldwegoacrosstheriver?Whoknows?Children:Rocks.Wecanjumpontherocks.Teacher:Bingo.Therearesomerocksintheriver.Wecanleapfromrocktorocktogoacrosstheriver.Babyrabbits,becarefulnottofallintotheriver.Children:OK,Isee.Teacher:Followmetobendyourkneesandjumplikethis.Pleasegoacrosstheriveronebyoneanddon’tpush.Children:Yes,madam.DialogueThreeTeacher:Wonderful.Everybabyisgood.I'mproudofyou.Wehavecometotheforestnow.Look,therearelotsofmushrooms!Letmeseewhowillpickthemostmushrooms.Let'sstartpickingmushroomsandputthemintoyourownbaskets.Ready,go!Children:Hahaha,that'sexciting.(Tenminuteslater.)Teacher:Timeisup.Letmecountthemushroomsyouhavepicked.Howmanymushroomshaveyoupicked,babyrabbits?Child1:Three.Child2:Four.Child3:Two....DialogueThreeTeacher:OK,let'scheckthenumber.Oh,Nancyhaspickedsixmushrooms,shegotthemostmushrooms.Sheisthewinner.Let'sclapforNancy.Children:Wow,Nancyisgood.Teacher:Well,babies,acunningwolfiscomingtocatchus.Becareful.Whenthewolfcomestocatchyou,youneedtosquatdownorhideunderthemushrooms,thenyou'llbesafe.Butdon'trunoutoftheforestorknockdownthemushrooms.Takecarenottofalldown.Children:OK.Notes01Whataboutfanningwithourhands?用手扇风怎么样？02Look,therearesomanybigtreesinourkindergartenthatwecanrestintheshadeunderthosetrees.看，我们幼儿园有这么多大树，我们可以在这些树下乘凉休息。03Besidesthetrees,whereelsecanwefindtoenjoythecool?除了这些树，我们还可以找到哪些地方乘凉呢？Notes04Wecallitasthecoccus.Peoplecan'tseecocciwithnakedeyes.我们称它为球菌。人们用肉眼是看不到球菌的。05Thispicturewastakenunderthemicroscope.这张照片是在显微镜下拍摄的。06Therearealotofbacteriainourlife,andthecoccus,bacillusandspirillumarethreeofthem.我们的生活中有许许多多的细菌，而球菌、杆菌和螺旋菌只是细菌中的三种。Notes07Thesebacteriaaresolightandtinythattheycantravelinthewind.这些细菌又轻又小，它们可以随风飘散。08Whentheweatheriswarm，bacteriamothersbegintogivebirthtosmallbacteria，andthensmallbacteriabegintohavesmallerbacteria.当天气暖和了，细菌妈妈开始生小细菌，小细菌又开始生小小细菌。09Finally，thebacteriafamilyisgettingbiggerandbigger，sothatbacteriacanbefoundanywhereintheair，onthegroundorinthewater.最终，细菌家族越来越大，细菌在空中、地面和水中随处可见。Notes10Bytheway，whatcanwedotokeepfarawayfrombacteria?那我问一下，我们该怎么做才能远离细菌呢？11Yes，thepathissonarrowthatwehavetotiptoewithopenarms.是的，这条小路如此狭窄，我们只有张开双臂，踮着脚尖走。12Wecanleapfromrocktorocktogoacrosstheriver.Babyrabbits，becarefulnottofallintotheriver.我们可以从一块岩石跳到另一块岩石上过河。兔宝宝们，小心别掉进河里了。

05WordsandExpressionsdiarrhea[ˌdaɪəˈriə]n.腹泻；痢疾shelter[ˈʃeltə]n.遮盖物；避难所v.躲避，避难shade[ʃeɪd]n.树荫；阴影；阴凉处；遮阳物tissue[ˈtʃuː；ˈtɪsjuː]n.纸巾；薄纱；组织goody[ˈɡʊdi]int.太好啦coccus[ˈkɒkəs]n.球菌；小干果cocci[ˈkɒksaɪ]n.球菌（coccus的复数）microscope[ˈmaɪkrəskəʊp]n.显微镜caterpillar[ˈkætəpɪlə]n.[无脊椎]毛毛虫bacillus[bəˈsɪləs]n.杆菌；细菌bacilli[bəˈsɪlaɪ]n.杆菌（bacillus的复数）；细菌slide[slaɪd]n.滑梯；幻灯片helicine[helɪsaɪn]adj.螺旋状的spirillum[spaɪˈrɪləm]n.螺旋菌tiny[ˈtaɪni]adj.微小的；很少的tiptoe[ˈtɪptəʊ]v.用脚尖走adj.踮着脚走的；偷偷摸摸的adv.用脚尖cunning[ˈkʌnɪŋ]adj.狡猾的；巧妙的；可爱的havediarrhea腹泻enjoythecool乘凉walkontiptoes踮着脚尖走blocktheway挡路squatdown蹲下knockdown撞倒；击倒FunctionalSentences061.Don’tdrinkicedwater，orelsewe’llhavediarrhea.2.Comeheretopasstheballonthegroundtome.3.Wehavetocutnailsandwashhandswithsoapfrequently.4.Don’tpickupsomethingdirtyonthefloor.5.Weshouldwashourhandsbeforeeatinganddrinking.1.不要喝冰水，否则我们会拉肚子。2.过来把地上的球递给我。3.我们应该勤剪指甲，勤用肥皂洗手。4.不要在地上捡脏东西吃。5.我们应该在吃东西和喝水之前洗手。6.Thatmakessense.7.PleasedoasIdo，babies.8.Whatalovelydayitistoday!9.Followmetobendyourkneesandjumplikethis.10.

Sheisthewinner.Let’sclapforNancy.11.Takecarenottofalldown.12.Bingo.I’mproudofyou.13.Butdon’trunoutoftheforestorknockdownthemushrooms.6.有道理。7.宝贝们，照着我做。8.今天天气真好呀！9.像我这样，弯曲膝盖然后跳跃。10.她赢了。让我们为南希鼓掌。11.小心，不要摔倒。12.猜对了。我真为你感到自豪。13.但是不要跑出森林或者是撞倒蘑菇。Practice071.TranslatethefollowingsentencesintoEnglish.(1)闭上眼睛，不许偷看。(2)伸出你的手指。(3)拍一下手，拍两下膝盖。(4)孩子们，面对面坐下，手拉着手。我们都是好朋友。(5)啊，狼来了。快点！小心！(6)还没有轮到你呢。请等一会儿。(7)宝贝们，该起床了！2.TranslatethefollowingsentencesintoChinese.(1)Mymomoncesaidifwetouchedthebacteria，wewouldgetsick.(2)Followmetogoacrossthepathfirst，babyrabbits.(3)Thewideanddeepriverblockstheway，sowehavetogoacrossthebroadrivernow.(4)Pleasegoacrosstheriveronebyoneanddon’tpush.(5)Look，therearelotsofmushrooms!Letmeseewhowillpickthemostmushrooms.(6)Whenthewolfcomestocatchyou，youneedtosquatdownorhideunderthemushrooms，thenyou’llbesafe.3.Discussthequestionsbelow.WhatgoodlivinghabitsshouldchildrenforminGradeOne，GradeTwoandGradeThreeinkindergarten?Asateacher，howtohelpchildrenformgoodlivinghabitsinhealthactivities?4.Roleplay.AboynamedDavidisapicky-eater.Heseldomeatsgreenvegetablesandalwayseatsextremelyslowly.Ifyouweretheteacher，whatwouldyoudotohelphimtogetintogoodhabitofhealthyeating?Makeaconversationaccordingtothesituation.FunTime

08Thisisthewaywewashourface.Washourface，washourface.Thisisthewaywewashourface，soearlyinthemorning.ThisisthewaywebrushourteethBrushourteeth,brushourteeth.Thisisthewaywebrushourteeth,soearlyinthemorning.Thisisthewayweputonourclothes.Putonourclothes,putonourclothes.Thisisthewayweputonourclothes,soearlyinthemorning.Thisisthewaywecombourhair,Combourhair,combourhair.Thisisthewaywecombourhair,soearlyinthemorning.Let'ssingThisIstheWayWeWashOurFaceBye-Bye,FluAchoo,achoo,herecomesflu,“Nottoday!”saysmeandyou!Wash,wash,bubblespop,Scrubthosegerms,makethemstop!Maskontight,germscan’tplay,Shoo,shoo,flu,goaway!Drinksomewater,eatgoodfood,Stayhealthy,that’sthemood!Sleep,sleep,restiskey,Strongandhappy,nogermsonme!Flu,flu,youcan’tstay,Bye-byegerms,we’reokay!Let'schantBrushourteeth,upanddown.Brushourteeth,roundandround.Brushourteeth,fromlefttoright.Brushourteeth,fromsidetoside.Brush,brush,brush,brush,brush,brush,Brushourteeth,tokeepthemwhite.Let'sPlayBrushOurTeethOnceuponatime,therewasageneralnamedLiJing,whowasinchargeofguardingChentangPass.Hiswifegavebirthtoaroundballoffleshafterbeingpregnantforthreeyears.LiJingwassosurprisedthathethoughtitwasanominoussign,soheraisedhisswordandsplittheballopen.Inside,therewasalittleboywithagoldenbraceletandredsilk.Hewasplumpandverycute.Taiyi,awiseimmortal,appearedandsaid,“Therearetwomagicalitemsthebabyiswearing:oneiscalledHuntianSilk,andtheotheristheQiankunRing.Iwanttotakeyoursonasmyapprentice.Whydon’tyounamehimNezha?”Uponhearingthis,LiJingfeltrelievedandagreedtothename.WhenNezhaturnedseven,theDragonKingoftheEastSeastoppedbringingrain,causingriverstodryupandthelandtocrack.Thepeopleweresufferingfromhunger.What’smore,theDragonKing’sminionsoftenkidnappedboysandgirls.Oneday,theheatwasunbearable.Let'sTellNezhaConquerstheDragonKingNezharantotheEastSeatocooloff.Asheplayedinthewater,heswungtheHuntianSilkafewtimes.ThewaterbecamesoturbulentthatthecrystalpalaceoftheDragonKingshookviolently.Suddenly,thecriesofchildrenfilledtheair—itturnedoutthattheYechaMonsterfromtheEastSeawasonceagainkidnappingchildren.Seeingthis,NezhawasfilledwithrageandfoughtwiththeYechaMonster.HethrewtheQiankunRingatthemonster’shead.Thoughtheringseemedsmall,itwasheavierthanamountain.YechaMonstercouldn’tdodgeitintimeandwaskilledinstantly.WhenAoBing,thethirdPrinceoftheDragonKing,arrivedandsawYechaMonsterdead,hebecamefuriousanddemandedanexplanationfromNezha.ButNezharefusedtobackdown,andafiercestruggleensued.NezhajumpedontothebackofAoBing’sdragon,tyinghimwiththeHuntianSilksohecouldn’tmove.ThenNezhathrewtheQiankunRingatAoBing’shead,killinghimtoo.Let'sTellTheDragonKingoftheEastSeawasenragedatthedeathofhisson.HeorderedamassivefloodtosubmergeChentangPass,threateningtodrownthepeopleunlessLiJinghandedoverNezha.Notwantingtocausefurtherharmtohisfamilyorthepeople,NezhasadlydrewhisswordandtookhisownlifeinfrontoftheDragonKing.AtthesightofNezha’ssuicide,thefloodwatersbegantorecede.Atthismoment,Taiyiarrivedandcollectedlotusflowers,leaves,andtenderlotusrootsfromanearbypond.Usinghismagic,TaiyitransformedtheseintoNezha’sbodyandlimbs.Nezhawasrevived.TaiyialsogaveNezhatwonewmagicalweapons:theFireSpearandtheWindFireWheels.Afterhisrebirth,NezhamountedtheWindFireWheelsandrodetotheEastSea.Thistime,NezhaattackedtheDragonPalaceandcapturedtheDragonKingalive,becomingaherointheeyesofthepeople.Let'sTellTHANKSCollective

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,thereareninenumbersinbothcellp