英语-教学与研究出版社-新标准版-五年级上册-Module1-Unit2 We bought ice creams(公开课PPT课件)
No, she didn't.
Did she send you an email?
No, she didn't.
Here's a postcard from Lingling.
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词汇大讲堂
phone n. 打电话
Love, Lingling
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Answer the question
1.Who wrote this postcard? 2. Who did Lingling sent the postcard to?
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一般过去时一般疑问句的结构：
did 放在句子前， 主语动词原形 其他部分 依次站。
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找出短文中的过去式：
went---go met----meet ran---run dropped---drop was---is bought---buy
No, he/she didn't.
Listen and read
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Now answer the question
Did Lingling go to the park yesterday? Yes, she did. Did they meet John? Yes, they did. Did they buy ice creams? Yes, they did. Did they go home by bike? No, they didn't. Did lingling walk to the bus? No, she didn't. Did Lingling drop her ice cream? Yes, she did.
"Look at that!" high up in
the sky.
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Look, listen and say
How can Daming get the postcard?
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Look, listen and say
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一般过去时一般疑问句及答语：
• Did you watch TV last night? • Yes,I did / No,I didn’t • Did you go home by bike yesterday? • Yes,I did / No,I didn’t • Did you have rice yesterday? • Yes,I did / No,I didn’t
词汇大讲堂
send an email
寄一封电子邮件 Did she send you an email? 她有寄过一封电子邮件给你吗？
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对话练习
Did sb....?
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Yes, he/she did.
外研版小学英语五年级上册
Module 1
Unit 2 We bought ice creams
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The London Eye gose round and round, round and round, round and round. The London Eye gose round and round, high up in the sky. The people on the Eye say, "Look at that ! look at that ! Look at that!" The people on the Eye say
Did Lingling phone you? 玲玲有打电话给你吗？
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词汇大讲堂
postcard n. 明信片
Here's a postcard from Lingling. 这里有一张来自玲玲的明信片。
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Think and talk about you
Did you walk to school yesterday? Did you see a film yesterday? Did you have an ice cream yesterday? Did you go home by bike yesterday? Did you have rice yesterday?
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Did+Βιβλιοθήκη 语+动词原形+其他？ 主语+动词过去式+其他。
walk to school see a film
have an ice cream go home have rice
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请同学们读一读，把这空白处补充完整
Dear Daming， Yesterday I went to the park with Sam and Amy. We met John in the park. He’s Sam and Amy’s friend. we bought ice creams. Then we went home by bus. I ran to the bus. And I dropped my ice cream on John’s new shoes! I was very sorry.
外研版五年级英语上册Module1Unit2Weboughticecreams教案
外研版五年级英语上册Module1Unit2Weboughticecreams教案教案一、教学目标1. This is a letter about Lingling’s funny experience with Sam and Amy in London.2. 了解字母、字母组合e, ea, i, a 在单词中常见的读音歌曲：The London Eye.3. 游戏：猜一猜你的同学上个星期日都做了什么事.4. 给自己的好友寄一张名信片，附上一些简短的文字，记录昨天的活动.二、教学重点1. Did you..?Yes, I did./No, I didn’t.2. Module 1 Unit 2 part 2, part 3, part 4部分重点练习.三、教学难点1. 使用动词的过去式,描述已经发生的事情.2. 了解字母、字母组合e, ea, i, a 在单词中常见的读音.四、教学过程1. 热身复习借助挂图复习Unit 1.2. 任务呈现与课文导入review the words of Module 1 Unit 1. Let some students read the text. 教师应对学生的描述给予鼓励和肯定.3. 课文教学（1）用动画或大挂图加录音带呈现Module 1 Unit 2 part 1 放第一遍录音让学生学习单词.放第二遍录音，学生检查.学生跟读课文，教师对学生给予鼓励和表扬.（2）Module 1 Unit 2 part 2 播放录音，在每一句话后停顿，学生重复，模仿录音中的语音、语调. 抽几组学生汇报.如果该组学生说的句子不够，其他组补充，直到把能说的句子都说出来为止.4. 任务完成（1）全班完成Unit 2 part3部分.（2）语音教学，学习Unit 2 part 4部分.教师出示一些单词卡片，上面的词包括Chinese, listen, give, tell, then, cat, apple单词划线处的元音字母写成红色.教师出示单词卡片，学生读出单词.学生听录音，思考划线处的发音.教师举起写有Chinese的卡片，请学生判断e字母在这个单词中的发音.再举一些例子.学生可以两人合作，或小组合作来想单词.以同样的方式来学习其他元音字母及字母组合在单词中的发音.（3）歌曲教学Unit 2 part 5部分，并搜集相关图片视频介绍伦敦眼，顺带介绍各国比较有名的名胜古迹，帮助学生了解，开阔视野.放第一遍歌曲录音，学生听.放第二遍录音，在每一句后暂停，学生跟唱.用此种方式让学生跟录音唱几遍，直到学生学会为止.5. 课后作业（1）把学习过的歌曲唱给家人听.（2）听磁带跟读Unit 2 part 1, part 2, part 3中的内容，模仿标准地道的英语.（3）完成Unit 2 part 3的练习.（4）Copy the letter three times.。
Module1Unit2Mywaytoschool(教学设计)牛津上海版(试用本)五年级上册
Module1 Unit2 My way to school （教学设计）牛津上海版（试用本）五年级上册一、教学内容分析本节课的主要教学内容是牛津上海版（试用本）五年级上册Module1 Unit2 My way to school。
课程主要内容包括询问和描述上学的方式，以及描述路线。
教学内容与学生已有知识的联系主要体现在以下几个方面：1. 学生已经掌握了基本的英语语法和词汇，能够进行简单的日常交流。
2. 学生已经了解了一些描述地点和路线的词汇，如“street”、“turn left/right”等。
3. 学生已经学习了一些描述日常活动的词汇，如“go to school”、“walk”等。
4. 学生已经具备了一定的听力理解能力，能够理解简单的对话和描述。
二、核心素养目标本节课的核心素养目标主要是培养学生的语言能力和思维品质。
1. 语言能力方面，学生能够运用所学词汇和句型，进行简单的日常交流，询问和描述上学的方式，以及描述路线。
2. 思维品质方面，学生能够通过观察图片和听力理解，分析并总结出不同的上学方式，以及描述路线的方法。
三、重点难点及解决办法本节课的重点是能够运用所学词汇和句型，进行简单的日常交流，询问和描述上学的方式，以及描述路线。
难点是学生可能不熟悉描述路线的词汇和句型。
解决方法：通过图片和听力理解，让学生在实际情境中学习和运用这些词汇和句型，通过反复练习和实际运用，帮助学生掌握这些重点难点。
四、教学方法与手段1. 教学方法：（1）情景教学法：通过设置真实的生活场景，让学生在实际情境中学习和运用所学的词汇和句型，提高学生的语言运用能力。
（2）任务型教学法：通过设计一系列的任务，让学生在完成任务的过程中，运用所学的知识，培养学生的合作能力和解决问题的能力。
（3）互动教学法：通过师生互动、生生互动，激发学生的学习兴趣，提高学生的参与度和积极性。
2. 教学手段：（1）多媒体教学：利用多媒体设备，如投影仪、电脑等，展示图片、视频等，丰富教学内容，提高学生的学习兴趣。
五年级英语上册Module1Unit2Weboughticecreams教案
Module1 Unit2 We bought ice creams.一．教学目标1.能够掌握并运用一般过去时态来描述过去发生的动作。
2.能够听，说，认读以下单词：send,email,ran(run),love....3.培养学生综合运用语言的能力。
二．教学重点1.能够掌握并熟练运用一般过去时态。
1.掌握不规那么动词过去式ran(run)，bought(buy),went(go),met(meet)..三．教学难点1.掌握一般过去时中，动词的变化。
2通过小组操练灵活运用所学句型。
3.初步了解明信片的书写格式。
四．教学过程Step1:Warm-up1.教师出示PPT3，教唱歌曲“The London Eye〞T:let’s learn a new song “The London Eye〞.Step2:Lead -in1.让学生翻到课本第5页；教师出示PPT4,通过看图图片引导学生复习上一课的故事。
’s learn Module1Unit2We bought ice creams.(板书标题：Module1Unit2We bought ice creams.)T：Read after me:We bought ice creams. 〔Clap hands and read the title〕Who can read it?S1:We bought ice creams.T:Read after the “little teacher〞!S:We bought ice creams.Step3:Presentation1.教师出示PPT,播放课文视频，让学生一边跟读一边圈新单词,然后小组讨论，自主学习一局部新单词。
2.教师出示PPT6-8，学习重点单词。
T:Now,please turn to page 2 .Let’s read after the tape and circle the new words.T:Can you tell me the new words?S：E-M-A-I-L. R-A-N. L-O-V-E〔学生读单词或者念出单词的组成字母，教师把新单词板书在黑板上〕T：Thank you. Let’s learn the new words together.(播放单词音频，让学生跟读)“Email〞Read after me.S:“Email〞!T:Did she send you an email?(Use the same way to teach other new words.)3.教师出示PPT9-11，播放课文〔活动二〕视频，让学生跟读，然后小组讨论。
外研版小学英语(三起)五年级上册Module1Unit2基础知识解析
外研版小学英语（三起）五年级上册Module1Unit2基础知识解析Module1Unit2基础知识解析Module1Unit2 We bought ice creams.我们买了冰激凌。
1.Look,listen and say.看一看，听一听，说一说。
——Did Lingling phone you?玲玲给你打电话了吗？ ——No,she didn ’t.不，她没有。
——Did she send you an email?——No,she didn ’t.不，她没有。
——Here ’s a postcard from Lingling.It ’s for you.这里有一张来自玲玲的明信片。
它是给你的。
2.Listen and read.听一听，读一读。
Dear Daming,亲爱的大明： Yesterday I went to the park with Sam 昨天我和萨姆、埃米去公园了。
and Amy.We met John in the park.He ’s 我们在公园里遇见了约翰。
他 Sam and Amy ’s friend.We bought ice 是萨姆和埃米的朋友。
我们买了 creams.Then we went home by bus. 冰激凌。
然后我们乘公共汽车回 “Here 来自……”，表示由某人发出或给出，其后可以跟表示人的名词或代词，如果是代词须用其宾格形式。
例如： 那位男士是我的英语老师。
我有一本他给我的书。
3.Now answer the questions.现在回答问题。
Did Lingling go to the park yesterday?昨天玲玲去公园了吗？ Did she meet John?她遇到约翰了吗？Did they buy ice creams?他们买冰激凌了吗？Did they go home by bike?他们乘自行车回家了吗？ Did Lingling walk to the bus?玲玲走向公共汽车了吗？Did Lingling drop her ice cream?玲玲弄掉了她的冰激凌吗？ 【答案链接】Yes,she did. Yes,she did. Yes,they did. No,they didn ’t.They went home by bus.No,she didn ’t.She ran to the bus. Yes,she did. The London Eye 伦敦眼The London Eye goes round and round, 伦敦眼转啊转， round and round, round and round. 转啊转，转啊转。
小学英语外研版五年级上册《Module1Unit2》教案
五年级上册Module 1 Unit 2教案单元重点：1、学会描述过去发生的事情:Did you ...? Yes, I did. / No, I didn’t. I ....2、学习不规则动词过去式的用法3、学习词组come back, live in, run to,come with等的用法Unit 2 We bought ice creams.Warm-up: Say the chant on P2，Lingling went to London Town.Review the text: Lingling went to London. She met John. He’s.... He bought ice creams. Lingling ran to ....Then she dropped ....Lead-in: Yesterday I went to the supermarket and bought something to eat. Can you guess and ask me: Did you buy ...?Guessing game:Activity 1: Lingling is in London with Sam and Amy. What about Daming? What’s the matter with him?让学生带着问题看活动1视频学习an email, 归类并学习。
Activity2: Lingling sent a postcard to Daming. What did she say? Let’s have a look.Answer the questions: Where did Lingling go? Who did she meet? What did they buy?Retell the text by using the structure.Activity 3: Now answer the questions.Activity 4:Listen and repeat.Activity 5: Sing the song.Homework: Recite the text.Make sentences.。
外研版(三起点)小学五年级英语上册Module1_Unit2_精讲精练课件
Read and answer.
★Did Lingling go to the park yesterday? Yes, she did. .
★Did she meet John? Yes, she did.
.
★Did they buy ice creams? Yes, they did.
.
★Did they go home by bike? No, they didn't.
S1: Did you watch TV yesterday? S2: Yes, I did. Did you clean your room yesterday? S3: …
Review.
We know Lingling is in London. What happened to her?
Look, listen and say.
二、将下列字母组合成一个单词。
1. o,e,p,n,h ___p_ho_n_e___
2. m,e,i,l,a __e_m_a_i_l _
3. o,p,t,s,r,c,a,d _p_o_st_c_a_r_d_ 4. p,r,d,o __d_ro_p__
三、看图填空。 Did you watch TV yesterday? Did you play football yesterday? Did you send an email yesterday?
Listen and say. Then sing.
There is a song from Lingling’s postcard! Let’s listen!
Watch the video.
Listen and sing with it.
外研版(一起)五年级英语上册教案Module1Unit2(1)
外研版（一起）五年级英语上册教案Module 1 Unit 2 There are tall trees一、教学目标与要求1. 知识与能力目标能熟练掌握单词before, now, playground能初步运用句型There was…, There were… , There is…, There are…描述事物或场景的变化。
在图文或场景下能用英语描述事物或场景的变化。
能在真实的情景中灵活运用本节课所学内容。
2. 情感态度目标培养小组合作意识，爱校爱家的美好情感。
鼓励学生仔细观察，积极动脑。
二、教学重点及难点1.本课的教学重点是运用句型there was, there were, there is, there are描述事物或场景的变化。
2. 本课的教学难点是there was, there were, there is, there are句型结构的理解和运用。
三、课前准备1. 教材的配套光盘。
2. 教材配套的单词卡片。
3. 教师准备的图片，挂图。
四、教学过程Step 1：Warm up1. Brainstorm.出示五张图片，学生认读记忆图片(图片内容以单数形式出现)。
再出示十张图片，其中包含刚才学生读过的五张图，学生根据自己的记忆用There was a…before. There wasn’t a…before.来说。
同样方法出示内容为复数形式的图片，There were…before. There weren’t… before. Step 2：Presentation and practice1.Before Listening:（出示挂图）T: Look at the pictures of the school.Does it look different now?S: Yes, it does.2. While listening:1).听CD-ROM,每一遍解决一个问题，可通过pair work巩固操练。
(沪教牛津版)五年级英语上册教案Module1Unit2(2)
沪教牛津版五年级上册英语Module 1 Getting to know youUnit 2 This is what I want第二课时（2nd PERIOD）一、主要新授内容（New contents）Words: BigMac, McChicken, vegetable, cherry, kiwi fruit, litchi, honeydew, Structure: What does Ben/Alice want? He/She wants…Function：1. Asking “wh-“question to find out specific information:What do you want? What does he/she want?2. Using the simple present tense to make requests:I want a McChicken and some orange juice, please.He wants a McChicken and some orange juice.二、学习目标（Learning objectives）1．能正确拼读[πι⎤]，[bι⎤]，[πI]，[b I] ，初步掌握辅音与元音相拼的本领，并能正确书写这些音标词。
2．在复习已经学习过的水果类、食品类单词的基础上，正确认读单词BigMac, McChicken, vegetable, cherry, kiwi fruit, litchi, honeydew，以及这些单词中可数与不可数名词的记忆与区分。
3．通过复习，巩固对want 含义的理解，掌握主语为第三人称单数时动词的变化形式wants ，能在语境中正确运用；能结合实际情景用what 对主语为第三人称单数提问What does Ben/Alice want? He/She wants….，询问对方的需求，也能正确地表达自己的需要。
英语-外语教学与研究出版社-新标准版-五年级上册-Module6-Unit 1 You can play football well
a good goalkeeper ,too. Amy is her first fan.
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Role Play
三人一小组进行角色扮演。
Amy：Lingling, do you want to be in our
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goalkeeper catch
fantastic
n. 守门员 v. 抓住 adj. 极出色的
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control the ball v. 控制
Other players can control the ball well. 其他运动员能够很好地控制球。
Lingling can’t
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Can的用法
I can play football.
She can play football.
You can play football.
They can play football.
我发现：
can的本领无限大，没有人称数变化。
play football well.
Look and say
Can you _ju_m__p_h_i_gh ? Yes, I can.
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Look and say
can can’t
He
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外研社新标准小学英语五年级上册(一年级起点)全册教案
按住 Ctrl 键单击鼠标打开教学视频动画全册播放Teaching Plan9 月1 日Title NSE Book 9 Module 1 Unit 1 There wasn’t a pond.Aims i.Get students to grasp a new dialogue and some new wordsii.Consoliating simple past tenseand the usage of“ There was ⋯There were ⋯”i.let students grasp the 4-skill words: year before duck playgroundii.Help students grasp the key sentences ：Focus There wasn?t a pond here before.There weren?t any swings here before.iii.Enable students to use the drills fluently and correctly.Aids some cards tape recorder stickers ect.Teacher’s Activity Students’A ctivity Re-preparationI.Warming up and Revision1、Greeting 1、Greeting. 1There be 句型的过去式There was 单数/There were 复数, 一般现在式2、Organize pupils to say the chant inbook 8 2、Say the chant and dothe actions.T here is (a)/Thereare, 及否定形式Therewasn’t/There3、Sing a songII.Leading-in1、Show the pictures of the dialogue 3、Clap hands and sing thesong.1、The students look andlisten.w eren’t和Thereisn’t/There aren ’t.2 否定句some 变any.2、Say something about the picture in 2、The students look andChinese. understand. TeachingProcess 3、Sam ,lingling and Amy are in the park 3、Read the title loudly andnow.It?s a beautiful park inclearly.London.Let?s go and see i t O.k nowlet?s learn the dialogue.III.Listening & Reading Activities1、Play the tape. 1、Listen and point.2、Play the tape. 2、Listen and underlinethe new words.3、Put the new words on the blackboard, 3、Learn the new words indrill the words. different ways.4、Play the tape. 4、The students listen andrepeat.5、Give them some questions: 5、Answer the questions.①How long were they in China?②Does the park look differentnow?Why?③Can they feed the ducksbefore?Why?6、Practise the difficulty sentences . 6、The students say the keywords and sentences indifferent ways.IV.Further Development1、Give them 2 minutes to practise the 1、The students practise indialogue in groups. groups.2、Check the students. 2、Act it out.(The best group will get aprize.)3、Ask them look at Exercise 3 ，then 3、The students read thework with a partner. sentencesin turns andthe other person pointto the picture.4、Check the students. 4、The students say thesentences as quickly aspossible.5、Have a test. 5、Finish the Activity bookV.Homework1、Read and act the dialogue after class.2、Copy the new words four times.Feed Back 反思；They can well mast this module. Most of them can spell the words and drills correctly. But some of them can?t finish the exercises by themselves. They need help and more practice.Teaching Plan9 月2 日Title NSE Book 9 Module 1 Unit 2i. Through this lesson,get the students to grasp imperative sentence: “There was/were⋯⋯.”“There is/are⋯⋯”Aims ii. Enable the students to use imperative sentence fluently and correctly.iii. Enable the students to cooperate with each other.iiii.Cultivate the students to have a good habit of learning English.i. Key point:1 Key words: “playground tall tree ”.Focus 2 Key sentences“:There are tall trees. There were lots of little trees here”.ii.Difficult point: How to use imperative sentence fluently and correctly.Aids Cards TapeTeacher’s Activity Students’A ctivity Re-preparationI.Warming up and Revision To draw a form,1.Greetings. 1Say, H ello ?with teather . let them to fill in2.Have a race:(The fastest is the winner.) the form, thenT:Guess the words.Acorrding to the text, make sentencesI?m going to say one word from an by looking atinstruction in the book. You have to listen the form, aftercarefully and say the complete instruction. they can use itExample: frequently, takeT:It ?s a plant. There are lots of leaves on S:It?s a tree. off the form, toit. What?s it? make sentences T:Right! by themselves.II.Leading-inT:Open the books ,please. Turn to Page4 S1:Two pictures of theTeaching Look at the pictures. What are they? school.Process T:Very good.What are they different? S2:Some little trees.What can you see? S3: I can see some talltrees..T: Look carefully.It ?s not a park. It?s part S4:They are in a park.of a school so i t?s called a playground.(Write the word on the board)T:playground. S:playgroundIII.Listening & Reading ActivitiesListen and repeat 1.Listen to the tape.1.Play the tape.2.Listen to the tape and2.Play the tape again.This time I?ll pause repeat the words.it after each sentence. Then I want you torepeat it . Let?s begin.3.I ?l make some sentences about thepictures. You must listen and say Yes ifthey are correct or No if they?re incorrect. 3.S:NoT:There are some small trees. S:Yes.T:There are some little trees.(And so on)4.T:Well done. Now I ?l talk about ourschool.Listen carefully and answer Yes orNo. 4.S:NoT:There is a small playground. S:Yes.T:There is a big playground. S:Yes.T:There are trees.(I continues to make statements about theschool and the students respond.) 5.S continue the activity5.T:Now work in pairs.Talk about our in pairs.school.Look and say1.T:Class, I?d like you to look at Activity S1:There are two2,please. What can you see? classrooms.S2:I can see some smalldesks and some big desks 2.T:Let?s play a game. S3:There are some chairsT:There were some small desks before. and blackboards.T: There was a chair before.(The teacher and student continue to S1:There are some bigdescribe the pictures.) desks now.T:Now work with a partner. S2:There is a chair now.Listen and say. Then sing. The students work inPlay the tape. pairs and makestatements about each Game: Find the differences and say picture.T:Class,look at Activity 4,please. Nowyou have to work in pairs. You must take 1Listen and sing together.turns to compare the pictures. 2.Sing and do the minesLet?s do one example first:Can you find at the same time.one different between the two pictures.S1:There were some Ⅳ.Practise small houses. Now there1.Do Activity Book are some big houses.V.Homework (The student work in1. Recite Part 1. pairs and take turns to2. Compitition: “My classroom”find the differences in thepictures.)Do Activity BookFeed They can well mast this class.They can spell the words and drills correctly. Most of them Back can recite the text.反思But some of them can?t finish the exercises by themselves. They need help and more practice.Teaching plan 9 月7 日NSE Book 9 Module1 RevisionTitleAims 1Get students to review the new dialogue and the new words2.Through this lesson,get the students to grasp imperative sentence:“There was/were⋯⋯.”“There is/are⋯⋯”3 Enable the students to use imperative sentence fluently and correctly.1.let students grasp the 4-skill words: year before duck playground tall tree2Help students grasp the key sentence：sThere wasn?t a pond here before. FocusThere weren?t any swings here before.There are tall trees.There were lots of little trees here.3Difficult point: How to use imperative sentence fluently and correctly. Aids Cards TapeActivity-BooksTeacher's activity Students ’activity Re-preparationⅠ.Warming up Ⅱ. Revision Sing a song or chant. 1There be 句型的过去式There was 单数1sum up the 4-skill words. year before duck playground tall tree 1Read and spell the words,then make sentences by thewords./There were 复数,一般现在式There is(a)/There are, 及否定形式There wasn’t/Thereweren tThere’和2sum up the important drills in this lesson..There wasn?t a pond here 2read and spell thesentences.i sn’t/There aren ’t.2 否定句some变any.Teaching Process b efore.There weren?t any swingshere before.There are tall trees.3过去现在单was is数wasn’t isn’t复were are数weren’t aren’t There were lots of little treeshere.3 sum up the grammar anduseful phrases.3practise it in oral way.Ⅲ. Exercises Ⅲ..finish the exercises.Ⅳ.finish the readingⅣ.Reading comprehensionsmaterials.Ⅴ.homework Review thismodule.Pre-view next module.They can well mast this module. Most of them can spell the words and drills correctly.FeedBack But some of them can ?t finish the exercises by themselves. They need help and morepractice.Revision lesson :9 月8 日1. 通过问答练习，复习there be 句型，掌握其特点。