Unit 2 Time公开课教案

Teaching Plan for Oxford English (Shanghai Edition) 4B M3 U1

Sounds Book：Oxford English (Shanghai Edition) 4B M3 U1

Sounds Teaching aids: Multi-media, word cards, flash, Work sheet, etc.

教学设计说明

学生情况分析：

四年级学生活泼好动，有着极强的求知欲与表现欲，对故事学习尤感兴趣。经过了三年多的英语学习后，他们已经积累了一定的语言知识（包括词汇与语言结构），对身边的人和事物产生着较为浓厚的兴趣，也具备了一定的听说读写能力。

在学习本单元内容之前，他们已经了解了不少场所以及可以进行的相关的活动，能感受不同的感官以及功能；同时，他们也能较为熟练地运用to be、Can句型、there be句型、一般现在时态的各种相关句型。

模块教学任务分析: 主题：Things around us

单元：Unit 1 Sounds

Unit 2 Time

Unit 3

Days of the week

4B M3的学习主题为

Things around us（我们周围的事物）。这个模块涉及到的词汇包括与声音相关的名词与形容词、频率副词、星期表达、时间类词组以及常见的日常生活类动词词组等；句型与时态包括to be句型、there be句型、一般现在时态（含各种句式）以及重点时态现在进行时态（着重于一般疑问句以及问答、特殊疑问句以及回答）。

纵观三个单元的学习内容，从以往较为形象的内容学习转到了较为抽象的、无形的事物的理解和表述上，其中包括不时不在的声音、日常生活的时间以及星期概念；同时，还涉及了频率副词的合理区分与运用、精确的时间表达与人物的言行的合理匹配以及现在进行时态所涉及的各种句式等。可以说，学习空间更为广阔、学习内容也更加丰富多样。

通过本模块的学习，要求学生在感受声音、辨别声音的基础上猜测所发生的动作、事情或活动；通过实物展示学习与掌握时间的合理表达；通过实际生活的回归，合理表达在不同的时间段所做的事儿；通过日常生活的安排来感受与合理运用频率副词。在此过程中，告诫学生能感受生活、观察世界，合理安排学习与生活时间，形成良好的生活与学习习惯。

单元教学任务分析: 声音无处不在。

通过本单元的学习，要求学生能合理感受与表达声音的强弱、快速捕捉和学习声音的来源类词汇，借助声音来进一步学习、运用现在进行时态的一般疑问句，如Is / Are … doing? Yes, … is /are. No, … isn’t / aren’t. 等；在感受声音、辨别声音的基础上学会猜测所发生的动作、事情或活动，在鼓励学生感受声音无处不在的同时，学会辨证地看待声音的轻与响（即声音的响亮相对于环境而言），并在实际学习和生活中进行熟练地掌握与运用。

1、各学习项目分析

Look and learn: 核心学习板块。主要进行词汇学习，重点包括quiet, loud, bell, television (TV)等相关词汇。

Look and say: 核心学习板块。主要进行句型学习，重点是现在进行时态的一般疑问句以及回答，如：--- Is / Are… (doing)? --- Yes, …is / are. (No, … isn’t / aren’t.)

Make and play: 语言活动与练习板块。通过做一做、玩一玩的形式，初步了解风铃的制作过程，感受风铃的不同声音，体验声音的美妙。

Say and act: 语言活动与练习板块。通过男孩Peter在公园中骑车的遭遇，进一步巩固与操练单元学习核心；同时，通过一般现在时态和现在进行时态的比较，实现旧知的复习和新知的巩固。

Read a story: 语言活动与练习板块。通过一则动物故事的阅读，感受生动的故事情节，激发学生的学习兴趣，拓充言语的训练时空。

Listen and enjoy: 语言欣赏板块。借助轻松愉快的语言训练活动，巩固所学、激发兴趣、活跃气氛、感受语言。

Learn the sound: 语音学习板块。通过语音学习，感受元音字母组合的发音，进一步树立音素概念，做到发音准确、到位。

2、知识要点介绍

（1）能学习和掌握与声音相关的词汇，如：quiet, loud, bell, television (TV), sound, noisy, ring, watch TV等，做到音、形、义的统一；

（2）能学习并掌握现在进行时态的一般疑问句及其问答，如：Is/Are… (doing)? Yes, …is / are. No, … isn’t / aren’t.

注意其使用范围与特点；

（3）能熟练掌握并运用如下句型与结构，如：There are some students outside. Listen,… Be careful. Be quiet. （4）能熟练运用相关连词：and, but. 感受并合理运用；

（5）学习并掌握字母组合-are, -ear, -air的发音，如：square, bear, hair等。同时，能学一组而记一串。

单元课时划分：

第一课时：Look and learn, Make and play 第二课时：Look and say, Listen and enjoy 第三课时：Say and act, Listen and enjoy 第四课时：Read a story 第五课时：Learn the sound & Revision

分课时教学目标：

课时

词汇学习运用

句型学习运用

综合运用

1．初步学习、操练与声音相关的词汇，如：quiet, loud, noisy, television, bell等，做到音、形、义的统一；

2．能利用be doing的陈述形式、to be和I can …

do…等已学的句型合理介绍日常生活；

3．在感受风铃声音多样的同时，初步感受风铃的制作过程；

备注说明

第…am/is/are …

quiet, loud,

一…am/ is/ are noisy, television,

(doing) …

课bell … can …

时

4．通过对不同声音、不同音量的聆听，了解声音

对生活的影响，学会倾听周围的事物。

1．进一步操练与巩固有关声音的单元核心词汇；

本单元以2．通过Tony 到Peter家做客，两人之间展开的Tony为主对话情境，初步学习现在进行时态的一般疑问句要人物线及其回答，如：Is/Are…(doing)? Yes, …is/are./ 索，通过其第Is / Are…(doing)?

操练与巩固有关No,…isn’t/aren’t.；重点关注be动词和现在分词在家声音二Yes, …am/ is/ are.

声音的单元核心(No,…am not/ isn’t

/ 的用法；

的感受、在课词汇

3．进一步巩固现在进行时态的陈述语句，能比较aren’t.) 朋友Peter时

熟练地与现在进行时态的一般疑问句进行互换，家声音的能表演、运用所学对话；

感受以及4．学会关注不同的生活空间以及声音响声的不Peter骑车同，积累一定的生活经验。

1．在进一步掌握单元核心词汇与句型的基础上，在公园的初步感受与操练doze, awake, puzzled等相关词遭遇展开1．进一步巩固现在进行第1．进一步掌握单汇以及句型It’s too _______. 等；

学习过程。

时态的各种形式

三元核心词汇

2．

进一步巩固现在进行时态的各种形式表达；

2．

Excuse me!

Be 课2．doze, awake, 3．初步了解与简单使用如下功能性语言：Excuse careful!

Sh…Be me!

Be careful!

Sh…Be quiet!等；

时

puzzled quiet!等

4．能理解声音轻响的相对性的同时，能根据周围的环境来判断声音对他人的影响。

1．在熟练掌握本单元核心词汇与关键句型的基础1．熟练掌握本单上，初步感受与学习如下词汇：have a bath, have 第元核心词汇

a nap, unhappy等；

四2．have a bath, 2．根据问题引导、录音聆听、看图等多种形式阅课have a nap, 读故事，在抓住关键信息的同时，有序阅读故事；

时

3．通过故事阅读，辨证地看待声音，并感受到：unhappy 声音能让生活变得更加丰富与多彩。

第五Learn the sound & 单元复习

课时

第一课时教学目标：

1．初步学习、操练与声音相关的词汇，如：quiet, loud, noisy, television, bell等，做到音、形、义的统一；

2．能利用be doing的陈述形式、to be和I can do…等已学的句型合理介绍日常生活；

3．在感受风铃声音多样的同时，初步感受风铃的制作过程；

4．通过对不同声音、不同音量的聆听，了解声音对生活的影响，学会倾听周围的事物。

Topic: Sounds at home Procedure

Teacher’s activities Students’ activities

Purpose Pre-task

preparation 1. Show a song 2. Ask some questions To teach’ sound’

1. Teach: quiet a. Show Tony’s recording b. Ask questions c. Teach: quiet

d. Show a sentence

e. Teach Be quiet

f. Show a chant g. Role play 1. Read a hyme ‘ The windbell ‘. 2. Answer some questions

To learn ‘sound’

1. Learn: quiet a. Listen to Tony b. Answer questions and read

c. Read quiet d. Make some sentences

__________ is quiet. I can __________. e. Learn Be quiet and try to say: Look, _______ is _______ (doing).

Sh！Be quiet. f. Say a chant g. Role play 通过歌曲活跃气氛，同时引出主题：Sounds at home。

通过图片，让学生联想哪些公共场所需要保持安静；在此基础上，进一步感受Be quiet! 强化文明意识。

While-task procedure

Post-task activity 2.Teach:loud, noisy, bell a. Show Tony’s recording and ask b. Teach: bell c. Show different bells

d. Show how to make a wind-bell

e. Teach: loud, noisy f. Show and ask g. Show some tips

h. Role play 3.Teach: television and how to make a wind-bell a. Show the recording and ask b. Teach: television c. Show some short forms

d. Do pair works

e. Role play 1. Read Tony’s day 2. Introduce Tony’s day 3. Let the Ss introduce their daily life

2. Learn: loud, noisy, bell a. Listen to Tony’s recording and answer b. Learn: bell c. Listen and guess d. Make some sentences Listen! The ______ is ringing. e. Watch how to make a wind-bell f. Match the picture g. Read the procedures e. Enjoy some wind-bells

e. Learn: loud, noisy f. Listen and answer g. Enjoy some tips of how to protect our ears h. Role play 4. Learn: television and how to make a wind-bell

a. Listen to the recording and answer b. Learn: television c. Learn some short forms KFC, OTV, STV, USA, Uk, etc

d. Do pair works A: What do you like doing? B: I like_____. Do you like watching TV? A:Yes / No…. e. Role play 1. Read Tony’s day 2. Try to introduce Tony’s day 3. Introduce your daily life

通过对声音的感知，让学生了解不同的声音，体会音量的高低；学会在日常生活中形成良好的生活习惯，保护好自己的耳朵。

通过晚上一家人其乐融融的氛围，让学生感受Tony一家平淡却甜蜜温暖，为下一环节的情感输出作好铺垫工作。

Assignment 1. Read and copy the new words 2. Do Workbook on Page 50 3. Write about your daily life 4. Read and make a wind-bell

教学反思

再次整体呈现文本，让学生形成整体感受。

最后借助音效，让学生学以致用。

注意作业的分层与递进，保证对学生各项技能训练的兼顾。

板

书

设

计

4B M3 U1

Look and learn

Sounds at home I am … (place) .

…

is/are…(doing).

It’s …

…morning

图片

quiet …afternoon

bell

ring(ing)

loud, noisy …evening

图片

watch(ing) television

sweet I enjoy my life.

Material:

Hi! I’m Tony. I’m at home. I am a blind. I can’t see, but I can hear clearly. In the morning, the birds are singing. The sun is rising. The wind is blowing. It is so quiet. What a nice morning! In the afternoon, I can hear many sounds. Beep-beep. The cars are running. Boop-boop. The buses are booping. The bells on the bikes are ringing. It is so loud and noisy, but I like afternoon. In the evening, I can hear my mother. She is cooking dinner in the kitchen. My father is

watching television in the living room. Listen! My wind-bell is ringing. It’s from my friend, Peter. Wow! So sweet evening! What a nice day! I enjoy my life.

第二课时教学目标：

1．进一步操练与巩固有关声音的单元核心词汇；

2．通过Tony 到Peter家做客，两人之间展开的对话情境，初步学习现在进行时态的一般疑问句及其回答，如：Is/Are…(doing)? Yes, …is/are./ No,…isn’t/aren’t.；重点关注be动词和现在分词的用法；

3．进一步巩固现在进行时态的陈述语句，能比较熟练地与现在进行时态的一般疑问句进行互换，能表演、运用所学对话；

4．学会关注不同的生活空间以及声音响声的不同，积累一定的生活经验。

Topic: Sounds around Tony Procedure

Teacher’s activities

Students’ activities

Purpose Pre-task

preparation 1. Review the sounds at home a. Show Tony b. Elicit the sounds at home

2. How to make the wind-bell a. Look and read

b. Read and match

3. Show the ryhme 1. Teach: Are you…(doing)?

Yes, I am. No, I’m not.

a. Show Tony’s friend, Peter

b. Show the dialogue Part 1 c. Read the sentences d. Show the pictures of students e. Show some noises and make dialogues

f. Role play with a student

1. Review the sounds at home

a. Show Tony b. Do pair work

2. Show the pictures about the wind-bell. a. Read and match b. Read freely 3. Enjoy a rhyme ‘The wind-bell’

1. Learn:

Are you …(doing)?

Yes, I am. / No, I’m not.

a. Listen to the sound of bell b. Listen to Tony and Peter c. Read: Are you playing the triangle? d. Look at the pictures and ask

e. Ask and answer --- I can hear the sound. Are you ____ (doing) now?

---Yes, I am. / No, I’m not. f. Role-play dialogue Part 1 展示制作的风铃，伴着风铃声朗读儿歌，既复习又活跃气氛。

引入主线人物，为故事铺垫；揭示主题的过程中带出有关声音的词汇。

在整体感知对话的同时，借助不同的生活空间以及声音响声的辨别推进学习进程，感受新知结构；

在帮助学生积累一定的生活经验，即学会捕捉声音的同时，操练新知结构。

While-task procedure

Post-task activity 2.Teach:

Is he/she/it… (doing) ? Yes, …

is. /No,…isn’t.

a. Show Peter’s parents b. Show dialogue Part 2

c. Ask and anser d. Show the pictures

e. Role-play 3.Teach:

Are they…outside? Yes, they are./No, they aren’t.

a. Show the sound outside and ask b. Show dialogue Part 3 and ask c. Make a dialogue 1. Show the whole dialogue 2. Look and say 3. Show Peter’s family at the beach 2. Learn:

Is he/she/…(doing) ? Yes, … No, …

a. Listen to the dialogue 2 b. Answer the questions c. Read the structions d. Listen to some sounds and pictures and ask e. Role–play the dialogue 2 3. Learn:

Are they…outside? Yes, they are. / No, they aren’t.

a. Listen to the sound outside and guess b. Listen to dialogue Part 3 and answer c. Make a dialogue a. Read the whole dialogue

b. Do pair works c. Make a new dialogue ‘Sounds at the beach’

通过提问帮助学生感知新知；

通过一问一答推进新句型的学习；

通过声音和图片的结合整合与操练其语法结构。

难度递进，由扶到放，让学生在情境下运用重点句型进行会话交流。

Assignment * Listen, read and copy P32 * Do workbook on Page 51, 52 ** Read the dialogue ‘Sounds around Tony’

** Try to write the dialogue ‘Sounds at the beach’

教学反思

再次整体感知，呼应课始，完整学习内容。在此基础上，配上音效，学以致用。

注意作业的分层与递进，保证对学生各项技能训练的兼顾。

板

书

设

计

4B M3 U1 Sounds Sounds around Tony I can hear

the …. It’s … ( quiet/loud/noisy/…) Are you…(doing) ?

… be doing…

Yes, I am. /No, I’m not. Is he/she … (doing) ?

…

can

…

Yes, he/she is. No,he/she isn’t. Are they…(doing) ?

… like/likes…

Yes, they are. No, they aren’t.

Materials: Dialogue 1 Peter: Welcome to my home, Tony. Tony: Thank you. Peter, are you watching television? Peter: No, I’m not.

Tony: Are you making the wind-bell? Peter: Yes, I am. Tony: How nice!

Dialogue 2 Tony: Where are your father and mother?

Peter: They’re in the kitchen. Tony: Is your father washing the plates? Peter: Yes, he is.

Tony: Is your mother washing, too? Peter: No, she isn’t. She’s cooking the dinner. She can cook well. She likes cooking.

Dialogue 3 Tony: Peter, it’s noisy outside. Peter: Yes, some children are playing . Tony: Are they playing football? Peter: No, they aren’t.

Tony: Are they playing badminton?

Peter: No, they are playing basketball. Tony: How happy!

第三课时教学目标：

1．在进一步掌握单元核心词汇与句型的基础上，初步感受与操练doze, awake, puzzled等相关词汇以及句型It’s too _______. 等；

3．

进一步巩固现在进行时态的各种形式表达；

3．初步了解与简单使用如下功能性语言：Excuse me!

Be careful!

Sh…Be quiet!等；

4．能理解声音轻响的相对性的同时，能根据周围的环境来判断声音对他人的影响。

Topic: Peter’s new bicycle bell

Procedure Pre-task Preparation Teacher’s activities

1. Show a song. 2. Elicit Tony and play the sounds.

3. Introduce Peter 1. Elicit the background 1) Show Peter’s new bicycle bell and the sentence. 2) Ask: Where is he riding his bicycle? Play a recording and ask again. 3) Show the sentences

2. Introduce Picture 1&2 1) Ask a question, and Show a flash: Is the bell loud? 2) Show a flash and ask again: Is the bell loud?

3) Teach: It’s too quiet.

Students’ activities

Enjoy the song Listen and Guess: 1) Is __ _____ (doing)? 2）I can hear ___. It’s__(loud/quiet)

Look and listen

Read: Peter has a new bell for his bicycle. Listen and answer

Read the sentences

Watch the flash and answer the question

1) Read: The bell is too quiet. The girl and the old man can’t hear it. 2) Look and say: ___is/are too ___. ___ can’t ____.

Purse 通过歌曲活跃课堂气氛。

在角色扮演中复习前两课时的词汇和句型。

呈现相关情境，引出新课。

通过猜测Peter高兴的原因引发学生的好奇心。

通过猜、听、答多种方式了解故事主体和背景。

通过问题引发思考，初步感知故事前半部分。

通过回答引出前半部分的核心：It’s too quiet.

通过朗读感知句子内容；通过看图造句，加While-task procedure

3. Teach Picture 1 1) Show picture 1 and ask: a. What does the boy say? b. Is the girl afraid? c. What does she answer? 2) Play the recording of the girl. 3) Show the girl’s words. 4) Show Paragraph 1 5) Act Picture1 out with the students.

4. Teach Picture 2 1) Show picture2 and ask: a. Is the man happy? b. How is he? 2) Have students make a dialogue 3) Play the recording of the old man 4) Teach: Be careful!

5）Show paragraph2 with blanks

6) Act picture2 out with the students

5. Review Picture 1&2

6. Teach Picture 3 1) Show picture3 and ask: a. What is Ginger doing? b. Is it afraid? 2) Show a flash of picture3 3) Teach: doze-dozing

7. Teach Picture 4 1) Role play a. Have students doze as the old ladies and ring the bell. b. Ask: How do you feel？

2) Teach: awake

3) Read some sentences of ‘too’ with different meanings

Discuss in pairs and guess.

Listen and repeat. Try to read as the girl. Read the paragraph. Say and act together.

Look and answer

Make a dialogue

Listen and repeat.

1）Read. 2）Make some warnings: Be careful! Don’t

…

It’s dangerous!

1) Fill in the blanks 2) Read

Say and act together

Choose one picture and act it out in a group

Look and answer

Watch the flash 1) Look and answer 2）Read and spell 3）Say a chant

Doze as the old ladies.

Answer

1）Read and spell 深对句意的理解。

通过观察图片，了解女孩的心情。

通过猜、听、复述，加深对女孩回答的印象。

通过集体角色扮演，感受故事第一段。

通过观察，了解老者的心情。

在编对话中巩固前面所学，体验角色感情。

通过给孩子们提出警告的活动中理解和运用Be careful!.

在集体角色扮演中体验各个角色。

在小组表演中巩固所学语言，体验情感。

在观察Ginger和观看flash中了解故事后半部分的发生背景。

在朗读chant中感受dozing，并学会语句。

在角色扮演中体会the old ladies听到车铃后的感受，帮助理解故事的转折。

展示冬眠动物醒来的图片，加深对awake的理

2) Look and say: 3) Show picture4 and ask: It is spring now. __ are awake. How do the old ladies feel?

4) Show the old ladies’ words.

1) Listen to the recording

2) Read as the old ladies 5) Teach: puzzled

1) Read and spell

2) Do the action

3) Quick respond: 6) Show: Isn’t my bell too quiet?

Indentify different feelings 7) Summarize: Loud and quiet Read it as Peter. are relative.

8. Show the flash of Picture3&4 Watch the flash 9. Have students perform it. Act it out Post-task 1. Show the whole story 1. Watch the video. activity 2. Have the students read the 2. Read the story individually. story.

3. Show the pictures with 3. Choose one part , then say dialogues and key words and act in a group of 3. Assignment 1. Read the story after the tape 2. Say and act the story

3. Review the story ‘The old tortoise and the little bird’

M3U1

Say and act

Peter’s new bicycle bell

板

(the girl)

I’m sorry!

教

书

rings can’t hear

too quiet

学

设

(the old man)

Be careful! 反

计

思

(the old ladies) dozing

awake

angry

Sh…Be quiet!

(Peter)

puzzled

Isn’t __too __?

学习材料见教材P34

第4课时教学目标：

解。

用动作、表情辅助puzzled一词的理解。在辨认不同感觉的活动中巩固理解。

在呈现Peter疑惑的同时进行归纳，点出故事的中心。

再次整体感受故事，加深对故事情节与内容的理解。

通过阅读再次感知；在演一演中输出所学。

1．在熟练掌握本单元核心词汇与关键句型的基础上，初步感受与学习如下词汇：have a bath, have a nap, unhappy等；

2．根据问题引导、录音聆听、看图等多种形式阅读故事，在抓住关键信息的同时，有序阅读故事；

3．通过故事阅读，辨证地看待声音，并感受到：声音能让生活变得更加丰富与多彩。

Topic: The old tortoise and the little bird Teaching procedure Steps Pre-task preparation Teacher’s activities

1.Listen and enjoy

Students’ activities

Purpose 1. Sing a song 习氛围。

2. Say and act

While-task procedure 1.To teach Picture 1

2. Say and act 承接第三课时的学习情境，复习、巩固核心词汇。

1. To learn Picture 1 鼓励学生自由阅读短文，1) Look, read and answer 尝试回答问题，培养阅读2) Read the sentence ‘It’s my pond.’

能力。

3) Read the Passage1 2. To learn Picture 2 1) Look and answer

2) Learn the phrase: have a bath a. Read the phrase b. Ask and answer c. Say a rhyme d. Watch a video 3) Read the Passage 2 4) Fill in the blanks 3.To learn Picture 3 1) Listen to the dialogue 2) Role play 3) Complete the paragraph

4) Read the Passage 3 4.To learn Picture 4 1) Read the sentence ‘It’s my pond now.’

2) Learn the phrase: have a nap a. Read the phrase b. Enjoy the pictures 2) Learn the word: unhappy a. Read the word b. Play a game 4) Read the sentence ‘It’s too quiet.’

5) Read the paragraph 1. Watch the story again 2. Read the story 3. Answer the questions

学生观察图片，回答问题。通过观看动画、朗读儿歌等形式，学习词组have a bath 2.To teach Picture 2 3.To teach Picture 3 通过学生间的分角色尝试表演，丰富了人物的性格，使故事更加有趣，同时也激发学生的学习兴趣。

让学生欣赏直观的图片，玩猜谜游戏，

学习have a nap和unhappy，

激发学生学习英语的兴趣。

4. To teach Picture 4 Post-task activities 1. The whole story 呈现整个故事情节，并通过朗读、回答问题，让学生回顾整个故事，加深对故事的理解。

通过故事结尾的想象与不同结尾的语段阅读，拓展学生的思维，增强课堂的趣味性。

2.Discuss: 1. Discuss and say (If the little bird Will the little bird come doesn’t come back, who will comes again? and what happens?) ★

2. Discuss and act (If the little bird comes back, What does the old tortoise say to her?) ★★★

Assignment 1. Listen and read the story 回家作业的设计既复习2. Talk about your own ending of the story and write down the 了课堂知识，又有思维的ending 拓展与能力发展的兼顾。

板

书

设

计

4B M3U1 Read a story The old tortoise and the little bird

have a bath

have a nap

unhappy Picture 1

by a small pond

like the pond

It’s my pond.

Picture 3

It’s too loud.

don’t like it

I’m sorry.

fly away

Picture 2

come

like the pond

have a bath

sing some songs

Picture 4

It’s my pond now.

drink some water

have a nap

unhappy again

It’s too quiet.

教学反思

Material 1: The old tortoise and the little bird

An old tortoise lives by a small pond. It is nice and quiet He likes the pond very much. ‘It’s my pond,’ he says.

One day, a little bird comes. She likes the pond too, and she comes everyday. She always has a bath in the pond and sings some songs.

The old tortoise says, ‘Are you singing or crying? It’s too loud. I don’t like it.’ ‘ I’m sorry,’ The little bird says and flies away. The pond is quiet again.

‘ It’s my pond now,’ the old tortoise thinks. He drinks some water, and then has a nap. He is happy. But a week later, he is unhappy again. ‘It’s too quiet,’ He says.

Material 2: Bird: Tweet! Tweet! Tortoise: Hey, Little Bird! Are you singing or crying? Bird: I’m singing, Old Tortoise.

Tortoise: It is too loud. I don’t like it.

Bird: Ah！！

Tortoise: Please don’t sing here.

Bird: Oh, I’m sorry.