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Module 6 unit1She said China was a veryexciting place一．教学背景：本节课以娱乐为话题，对话关于萨利来中国访问演出的情况.本节是听说课，主要通过合作讨论、游戏、竞赛等多种活动形式，实现在用中学，学而能用的原则，让学生理解直接引语和间接引语的转化。
直接引语和间接引语在JEFC教材中初中阶段并没有单独作为一个独立的语法体系加以呈现，是高中要求掌握的一个重点，现在初二阶段就提出来，不管是老师还是学生都感觉到难度较大。
这需要老师很好地设计课堂教学活动。
二．课题：Module 6 unit1She said China was a very exciting place教案设计三．教材分析：本模块从学生兴趣的话题切入，谈论自己所喜爱的电影、音乐、电视节目等以及名星，在与他人分享的过程中转述他人的话，从而掌握从直接引语向间接引语转变的表达方法及注意点。
四．教学方法：英语采用发现式语法学习法:呈现---提问---发现---总结, 培养学生自主学习的能力Module 6 unit1She said China was a very exciting place课前延伸【课前朗读】大声朗读本单元的词汇课内探究预习检测：词汇乐园1.在…之中_____________2.醒着的_______________3.困乏的，欲睡的_______4.太；过于；也_________5.烦躁的；焦虑的_______6.照顾____________ _7.交朋友___________ 8.太困了__________学习目标1．知识目标：(1)学会本单元的词汇： among, awake,sleepy,worried.(2)掌握本单元的语法：直接引语和间接引语和间接引语的用法2.技能目标：能听懂有关娱乐方面的话题的讨论3.情感目标：通过对间接引语的学习使学生会转述他人的话并从中吸取对自己有益的部分来提升自己新课导入Look at pictures and say “what did he/she say?”总结：一般现在时的陈述句的转述1) 间接引语使用（）引导宾语从句2)（）要随主语做适当的变化3) 谓语动词（）的变化一般现在时4) 其它变化趁热打铁：将下列直接引语变间接引语1.“ I am doing my homework now.” He said.2.To ny said, “ I can’t finish my homework3. Lingling said, “ I’m very proud of Sally.”听力训练听对话回答activity1中的问题1. Who is speaking ?2. Where does it take place ?3. What time of day is it ?对话处理听对话，回答活动4中的问题1.Why didn’t Betty hear Sally’s interview on the radio?A.Because she was too sleepy.B. Because her radio didn’t work.2. What does Sally think is the main reason for her visit?A.to visit some exciting placesB. to make friends3. Why did Daming want to clap and cheer?A.Because Sally played the violin very well.B.Because Sally’s words was so touching(感动人心）。
Unit 1Were you at home yesterday?一、选出与句中画线单词同类的一项。
( ) 1. I will go to the zoo tomorrow.A. monthB. grandmaC. yesterday( ) 2. I’m fine, thank you.A. wellB. areC. is( ) 3. We want to play on the moon.A. threeB. sunC. five( ) 4. It was sunny in Shanghai yesterday.A. snowB. rainC. windy( ) 5. I was at home yesterday.A. areB. wereC. am二、红花配绿叶。
(将花中的字母与叶子中的字母连起来，组成完整的单词)1. 2. 3. 4. 5.A B. C. D. E.三、将下列图片与对应的短语连起来。
1. A. at the park2. B. at school3. C. at home4. D. at the zoo5. E. in the library四、用所给单词的正确形式填空。
1. I ________ (be) at s chool yesterday.2. ________ (be) you at home yesterday?3. I want ________ (play) football this afternoon.4. —How ________ (be) you?—I’ m fine, thanks.5. It was ________ (sun) in Beijing yesterday.五、从Ⅱ栏中选出Ⅰ栏中句子的正确答语。
ⅠⅡ( ) 1. Were you at the zoo yesterday? A. Yes, it is.( ) 2. How are you, Tom? B. No, I’m not.( ) 3. Is it windy in Changchun? C. Yes, I was.( ) 4. Was it sunny in Tianjin? D. I’m fine, thank you. ( ) 5. Are you at school now? E. No, it wasn’t.答案：一、1. C 2. A 3. B 4. C 5. B二、1. C 2. A 3. E 4. B 5. D三、1—C 2—B 3—A 4—E 5—D四、 1. wa s 2. Were 3. to play 4. are 5. sunny五、 1. C 2. D 3. A 4. E 5. B 六年级英语期末检测题1乡镇__________________ 学校_____________________ 班级____________ 姓名____________ 座号__________ ……………………密………………………………….封……………………….线…………………………………………………………………………..题次一二三四五六七八九十十一十二总评记分A. 听力部分(30分)一、听录音，选出正确的单词，把答案序号填入括号里。
新标准英语Module 6 Unit 1 It was Daming’s birthday yesterday.教学设计教学内容：本课围绕“谈论生日礼物”展开教学。
以一般过去时态为主，借助重点句型展开教学，使学生在情景中掌握教学内容，运用含有动词过去形式的陈述句和谈论过去发生的事，培养学生的综合语言运用能力。
教材分析：1.本课的故事是讲述Daming生日礼物的故事，主要学习一般过去时态。
2.运用一般过去时态陈述过去发生的活动，重点是用陈述句叙述和谈论过去发生的事。
教学目标：基础知识：1. 掌握本课中的“四会”单词：home got(get的过去式）等，能听懂，会说，会读“三会”单词：space interested fininshdecide.2. 掌握短语：be interested in space travel3.掌握句型：It was Daming’s birthday yesterday.Simon’smum bought him a present.It was a book aboutspace travel. Simon was interested in the booktoo.基本技能：1. 熟练掌握本节课的单词，短语和句型，能够利用本节课所学词句和语法谈论自己或他人过去发生的事。
2.能将所学语言运用到现实生活中，提高学生的语言运用能力，培养学生自主学习的能力。
教学重难点：重点 1.能够掌握“四会”单词和短语。
2.能够掌握一般过去时态的“四会”句子：It was Daming’s birthday yesterday.Simon’s mum bought him a present.It was a book about space travel.Simon was interested in the book too.3.能够运用新语句陈述自己或他人过去发生的事。
难点：运用新语句陈述自己或他人过去发生的事。
Unit1 Whenistheschool-leavers’party?目标导航教学过程一、方法指导1.学生自主预习本单元中新的词汇和短语,注意重点单词的发音和意思。
2.预习课文,将不懂的地方标记出来与同伴讨论。
二、预习检测Ⅰ.根据句意及汉语提示完成单词1.I’m starving, Mum. Would you please give me some bread (面包)?2.It’s reported that the meeting will be held (举行) at the Town Hall.3.—Did you go to Jim’s birthday party?—No. I wasn’t invited (邀请).4.What is your favourite dish (一道菜)?5.In most Western countries, people often eat with knives and forks (叉子).Ⅱ.根据句意用所给词的适当形式填空1.The latest movie directed by Zhang Yimou will be shown (show) next month.2.Teenagers shouldn’t be allowed (allow) to go out alone at night.3.As we all know, China has changed (change) a lot in the past thirty years.4.Pizza can be eaten (eat) everywhere in England.5.It’s no good talking (talk) to him, because he never listens.Step1情景导入Teacher: Good morning, boys and girls. Have you ever been invited to the party? What will you take to join the party? What do you usually do at the party?Step2巩固词汇和短语老师在黑板上写出新的单词和短语，并带领学生朗读。
外研版一起小学英语四年级下册《Module6Unit1I’lldrawthepictures.》教学设计教学目标：知识与能力目标：1. 全体学生能理解和运用:I’ll write the reports. I’ll draw the pictures.What will you do, Sam? I will cut the paper.2.能够听说读写的语句：I’ll write the reports. I’ll draw the pictures.What will you do, Sam? I will cut the paper.3.能够听说认读的语句：Will you stick the pictures on the newspaper?It can be about our school.Let's make an English newspaper.4.能够听说读写的单词和短语：fantastic, play football, fly our kites, watch TV, idea, report, stick情感、态度、价值观目标：5．通过制作英语报纸，进一步注意到中外文化的异同。
6. 在小组活动中能与其他同学积极配合和合作。
重、难点:1. 全体学生能运用已学语言说明计划和打算；2．重点句子：I’ll write the reports. I’ll draw the pictures.What will you do, Sam? I will cut the paper.学情分析：本模块的任务是制作英语手抄报。
从四年级下学期开始，教师应逐步加强对学生英语写作的要求，因此这一任务非常适合在这个阶段进行。
学生从三年级开始，已有独立完成英语手抄报的能力，可以是以图为主，以文字为辅。
本模块主要是让学生运用一般将来时态说明计划和打算，这对学生并不算陌生，关键是帮助学生在合作中进行听、说、读、写的综合运用。
Module6 Unit1We‟ll see lots of stones.Ⅰ.Knowledge:1. Learn the words: stonehenge,circle,mystery.2.The sentence:We‟ll see lots of stones.Ⅱ.Ability:To talk about the things in the future.Ⅲ.Moral training:Let the students like to learn English.Ⅳ.Teaching steps：Step1.Warming up(4‟)1.GreetingSay “Hello” to everyone.2. Sing an English song.(Ask the students look at the screen.Sing the song of Module8 Unit2.)（设计意图：活跃课堂气氛。
）3.Play a game(Teacher show a picture of a house in the screen.Then teacher choose a picture of a desk from an envelop,and say:We‟ll see a desk in the house.After that,ask some students do the same things,and say:We‟ll see…in the house.)（设计意图:引出本课重点句型We‟ll see…,导入新课。
）Step2.Presentation(26‟)Ⅰ.1.T:Please look at the screen.What‟s this?...Yes,it‟s a stone.Look,there are so many stones.(PPT)T:Now,let‟s watch a picture about stones,ok？（PPT）2.T:Where is it?Ss:It‟s stonehenge.(Read…stonehenge‟by role,by line and together.)(Ask students spell it together and the teacher write it on the blackboard.)Teach…circle‟in the same way.3.T:Do you know stonehenge?Can you talk about it?T:Yes,it‟s a very old place.It‟s five thousand years old.In China,the Great Wall is a very old place,too.Do you know others?(Ss say 1-2 places.The teacher show two pictures of the Forbidden City and the Summer Palace with PPT.)（设计意图：通过PPT展示可以让孩子们更加直观的去理解巨石阵以及它的一些特征。
Module1 Unit1 She’s a nice teacher.一．教学目标1.能够听，说，认读下列单词：nice, clever, shy, answer, call, naughty, bad...2.能够使用“This is ...”句型介绍人物，并能使用“She/He/It is....”描述人或者动物的性格特点。
3.情感目标：学会观察自己的身边的亲朋好友，学会发现他人的优点和长处。
二．教学重点1.教授描述性格的单词：shy, clever, nice, naughty, bad2.如何使用句型“This is....”和“She/He/It is....”3.Be动词（am, is, are）的使用三．教学难点1.比较难的单词或短语：naughty, answer the phone2.如何来描述一个人或者动物的性格特点。
四．教学过程Step1: Greeting and Warm upT:Good morning,boys and girls! Nice to see you again. Let’s chant together.(一边chant一边做动作，chant 还可以配上韵律)T ：Great! I’ll divide you into four groups:Group 1,Group2, Group3, Group4. If you did a good job, I’ll give you one star .(在课堂中加入竞争机制，有效管理课堂，并能调动学生参与的积极性)Step2：Lead -inT:Please look at the picture(出示一张女老师的照片).Who is she?S:She’s Miss He. She’s a teacher.T:Great! She’s a teacher. She’s a nice teacher. Today, we’re going to learn “Module 1 Unit1 She’s a nice teacher.”(在黑板上板书标题)Read after me ‘She’s a nice teacher.’Please pay attention to this word ‘nice’.(升降调教读或者听单词音频，让学生跟读)T：Group4----Nice! Group3----Nice!Group2----Nice! Group1----Nice!(分组读，然后酌情加分，声音洪亮，读音标准都可以加分。
科普版小学英语四年级下册教案5篇科普版小学英语四年级下册教案5篇教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。
以下是带来的科普版小学英语四年级下册教案内容，感谢您的阅读，希望能帮助到您!科普版小学英语四年级下册教案1通过上个学期的学习,学生们对英语已经有了一定的了解,并掌握了一些日常对话用语和一定量的词汇。
三班大多数的孩子对英语学习有浓厚的学习兴趣而且上学期打好了英语学习的基础。
但是仍然有一部分学生对学习英语有一定的困难，需要本学期来加强学习英语的能力，同时本学期应该在课堂上加强学生的英语口头表达能力和自主学习的能力，以增强孩子们的综合语言运用能力。
Module 1Unit1 It’s the ABC song Unit2 Alphabet主要学习字母的读音以及正确的书写方式。
Module2Unit1 They are monkeys Unit2 That man is short.询问这是什么。
并且学会描述物体的特点。
Module3 Unit1I like football Unit2 I don’t like riding my bike.学会描述自己的喜好。
Module4 Unit1 Do youlike meat? Unit2 Does Lingling like orange? 学会询问别人的喜好。
Module5 Unit1 She goes toschool on Mondays.Unit2 Does your mum go to work onSaturday?学会谈论家庭成员的日常活动。
Module6 Unit1 What do you do on Sunday? Unit2 What doesLingling have at school?谈论周末活动安排和学校课程。
《英语》（外研社新标准）（一年级起点）四年级上册Module 6 Unit1 It didn’t become gold.一、教材分析本课是外研社新标准英语（一起）四年级上册M6一般过去时讲故事。
四年级的小学生理解并运用一般过去时态难度程度不大。
但本课的学习重点是含有不规则动词过去式的否定句，要学生理解并掌握。
因此，教师课上需要请先学生感知，再进一步理解运用。
二、学情分析四年级学生年龄十岁左右，生性活泼好动，喜欢直观形象思维。
这时学生对英语学习已经有了一定的经验并养成了良好的学习习惯，形成了有效的学习策略，他们对英语学习有着浓厚的兴趣，渴望获得更多的锻炼机会，因此采用“话题牵引，情景体验”将是本课的主要学习方法，通过用英语讲故事的话题拓展学生们的思维，提升学生们的核心素养。
三、教学目标1、语言知识目标功能：使用行为动词一般过去时讲故事。
语法：全体学生运用It didn’t become gold.词汇：became , gold, magic, paintbrush, real, bad, took2、语言技能目标听：全体学生能听懂：It didn’t become gold.说：全体能说：It didn’t become gold.读：全体学生认读：became , gold, magic, paintbrush, real, bad, took看：全体学生能够看懂故事中的配图，并且会从图片中发现信息、提取信息。
写：全体学生能根据情节的发展续写故事。
3、情感态度学生能积极在小组活动中与他人进行英语交流，懂得分享，懂得要做善良和有帮助的孩子。
4、学习策略尝试阅读英语故事及其他英语课外读物5、文化意识通过读民间故事进一步注意到中外文化异同四、教学重、难点1、重点行为动词一般过去时态的否定形式：It didn’t….2、难点不规则动词的变化形式五、教学准备PPT课件,教材，CD-ROM，教学卡片。
六、教学过程（一）导入Warm-up and lead in1. Free talkT: Do you like stories? What stories do you know?S: I like…2. Watch a video about stories.( 微课)3. Guessing game:T: Look and guess: What story is it?4. Lead in.T: Today，we’ll read a Chinese traditional fable story.[设计意图] 通过故事的讨论，了解故事分类，激发学生的学习兴趣，为课文的学习做好情感的铺垫。
外研版（一起）四年级英语下册Module 6 Unit 1 练习题【模拟试题】一、用书写体形式正确抄写下列单词和词组。
（10分）friendly how manypolicewoman each otherhousewife taxi driverhappy your handgrandma there are二、按要求完成下列各题。
（10分）例如：he is 的缩写形式he’s1.I am的缩写形式________2.yes的反义词____________3.she is的缩写形式________4.mother的同义词_________5.What is的缩写形式_______6.boy 的对应词___________7.that is的缩写形式________ 8.book 的复数形式________9.they are的缩写形式_______ 10.people的复数形式______三、根据英语，选择正确的中文意思。
（20分）（）1.his dad A.他的爸爸 B.她的爸爸（）2.your uncle A.你的叔叔 B.我的叔叔（）3.on the beach A.在树上 B.在海滩上（）4.an engineer A.一位警察 B.一位工程师（）5.a barber A.一位理发师 B.一位护士（）6.in the cinema A.在电影院 B.在操场上（）7.my name A.我的名字 B.我的书桌（）8.a taxi driver A.一位公交车司机 B.一位出租车司机（）9.ten people A.三口人 B.十口人（）10.happy family A.友好的家庭 B.幸福的家庭四、连词成句。
（注意字母大小写及标点符号的使用10分）1.is she cook a2.them I love3.is name my Alice4.are they who5.is my this aunt五、问答句连线。
外研版小学英语四年级下册Module6Unit1教材内容全解Module6Unit1教材内容全解Module6Unit1 Were you at home yesterday?你昨天在家吗？1.Listen and chant.听一听，唱一唱。
【课文全译】Were you at school? 你在学校吗？Were you at the zoo? 你在动物园吗？Were you at the park yesterday? 昨天你在公园吗？Yes,I was.Yes,I was. 是的，我在。
是的，我在。
I was out yesterday. 昨天我出去了。
【课文注解】①yesterday（副词或名词）昨天，today今天，tomorrow 明天，the day before yesterday前天，the day after tomorrow后天，例句：I played football yesterday.我昨天踢足球了。
【注意】yesteday，today，tomorrow，the day before yesterday，the day after tomorrow 等词在句中，其前不要再加介词on或in等。
②out(副词)在外面（的）/不在家（的），反义词in在里面（在家里），形近词our我们的，outside在外面/在……外面，go out出去，例句：I was out yesterday.我昨天在外面。
I want to go out to play after dinner.晚饭后我想出去玩。
【注意】be out=be not in=be not at home不在家/在外面，例句：I was out yesterday.=I was not in yesterday.=I was not at home yesterday.2.Listen,point and find“Was/Were…？”.听一听，指一指，并找到“Was/Were…？”【情景详解】英语描述：Tom phoned Grandma.They talked about theweather in London and what Grandma didyesterday.汉语描述：汤姆给（外）祖母打电话。
Module 6 Unit 1 Can I have some sweets板书设计Module 6Unit 1 Can I have some sweets?Can I have ···？Yes, you can./Sorry，you can’t1、Thank you very much for taking me with you on that splendid outing to London. It was the first time that I had seen the Tower or any of the other famous sights. If I'd gone alone, I couldn't have seen nearly as much, because I wouldn't have known my way about.The weather was splendid on that day, which I thought was rare. I still remember some people told me that in Britain there was weather and no climate. During the same day, it might snow in the morning, rain at noon, shine in the afternoon and be windy before the night falls. So I think I was lucky。
20.8.78.7.202015:3615:36:05Aug-2015:362、最困难的事情就是认识自己。
二〇二〇年八月七日2020年8月7日星期五3、有勇气承担命运这才是英雄好汉。
15:368.7.202015:368.7.202015:3615:36:058.7.202015:368.7.20204、与肝胆人共事，无字句处读书。
Module 6Unit 1 were you at home yesterday备课时间：上课时间：教材分析：外研社新标准（三起）第四册Module 3 Unit 1 第一单元的课文情境是Tom给远在英国的奶奶打电话。
电话中，Tom先问了奶奶伦敦今天和昨天的天气状况，接着又询问了奶奶昨天是否在家。
奶奶告诉Tom昨天自己和爷爷去上汉语课，于是接着问奶奶现在在不在家，奶奶大笑。
原来Tom是和奶奶用座机在通话，奶奶当然在家里，而Tom还太小，不太明白，所以才会问出这样的问题。
教学思路：四年级的学生，虽然有一年的英语基础，可是在自由表达方面还存在困难，我从学生的知识和生活环境出发多方面考虑，在教学环节设计上由易到难，环环相扣，层层递进，让学生在潜移默化中轻松掌握和巩固知识以及文化技能。
教学方法：听说法，情景教学法，任务教学法。
教学目标:1语言知识目标: 能听、说、认读本课的重点单词：yesterday、out，well，thanks, sun, lesson, village ;全体学生能运用Were you at home yesterday? Was it a big city then? 谈论过去事物或人物的特征和状态。
感知一般疑问句的语音语调特质。
2语言能力目标: 能根据课件、图片展示听、说相应的单词；能根据设计的场景运用Were you at home yesterday? Was it a big city then? 询问过去实物或人物的特征和状态。
3情感、策略和文化目标:巩固英语中的称谓语和问候语，使学生乐于感知和积极尝试使用英语，鼓励学生积极合作学习，突破学习重难点。
教学内容:单词：yesterday、out，well，thanks, sun, lesson, village句型：Were you at home yesterday? Was it a big city then?教学过程:第一课时：Step 1 创设情境，激发兴趣（Warming-up）1. (the teacher greets the whole class, and then greets individual students.)T: Hello, everyone! How are you?S: I’m fine, thank you. And how are you?T: I’m very well.Step 2呈现学习新单词1. Free talk:T: Boys and girls, just now I said I’m very well, now look at this card how to read this word “well” yeah very good! (呈现单词卡片)反复纠正发音.learn the new words. Take the new words in sentences and to learn 教学生词“thanks, sun lessonyesterday ”板书句子: Were you at home yesterday? Then ask and answer.学生读句子: Were you at home yesterday ?Yes I was / no, I wasn’t.2. 反馈：Do you like music? Now Let’s have a chant. Show activity1’s chant first listen second follow the tape to read and then ask student to show us.Were you at home yesterday?Were you at school yesterday?Were you at zoo yesterday?Yes I was yes I wasI was out yesterday.Step 3利用图片向句型和课文过渡(Activity)2.Listen,point and find “Was/Were……？”1、First time underline the words “was/were”.2、Second time read after the tape.3、Third time answer the following questions.Questions:1、Is it sunny in London?2、Was Grandma at home yesterday?第二课时：Step 1 Revison.Revise the words and the useful expressions.Step 2.Read the text.Step3课文教学听说训练（Text-teaching）1、Work in pairs to read this dialogue and show us.(1) Read the text together(2) Divided the roles to read the dialogue.2、呈现三组图片，展示问句并进行问答。
（1）Is it sunny in London? No, it isn’t.（2）Was it sunny in London yesterday? Yes, it was.（3）Were you at home yesterday? Yes I was（4）A re you at home now? Yes, I am.3、Let’s chantYesterday yesterday, it was sunny.Now now now, it is windy.Yesterday yesterday, I was out.Now now now, I am at home.Step 4 practice1. Listen and say2. ChoiceStep 5总结评价(Summary)评价（结合内容和学生课堂的表现给予合适的评价）Step6 Homework1. 熟读单词。
2. 流利地读懂课文。
3.小组内相互讨论昨天在哪里，用英语问答。
板书设计Module 6Unit 1 was you at home yesterday?Were you at home yesterday?Yes I was / no, I wasn’t.教学反思1、本课力求通过一系列贴近小学生生活实际的生动活泼的教学设计，激发学生学习英语的兴趣，培养学生自主学习以及团结合作的能力，使学生初步形成该话题的会话能力。
2、教学过程中根据学生的心理和生理特征，采用游戏与教学相结合的方法，同时积极鼓励学生进行情景交际，让学生在教师的指导下通过感知、体验、实践、参与和合作等方式实现任务目标，感受成功。
3、教学过程中注重环节与环节之间的有机联系，精心设计，努力自然导入，做到环环相扣，步步为营，使学生真正做到学以致用。
4、讲评结合，及时鼓励，激发学生主动参与的热情。
不足之处：1、没有很好的结合具体情境学习练习本课目标语句；2、教学过程中缺乏灵活性与开放性；3、语法的讲解需要遵循渗透原则。
Module 10 Unit 1 Sam fell off his bike.模块备课Module 10 Unit 1 Sam fell off his bike.备课时间：上课时间：一．教学目标1.知识目标：A、能听、说、读、写并正确使用单词“happen, ride, t hirsty, watermelon, carry, bump，fell/fall off, went/go, bought/buy ”。
B、能理解并灵活掌握句型：We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. 。
2.能力目标：1.在知识目标的基础上，要求学生在实际生活中运用动词过去时态句型We went for a bike ride/were hungry and th irsty/bought a watermelon/fell off/carried….来谈论或描述过去发生的事情，同时在课文的教学中培养学生的阅读能力，从而提高他们的综合语言运用能力3.情感目标：让学生通过运用语言来完成学习任务，感受成功，从而引发和培养学生学习英语的内在动机，最终使他们形成英语学习的积极态度。
4.重难点：本节课的重点是：能理解并灵活使用句型We went for a bike ride/were hungry andthirsty/bought a watermel on/fell off/carried…. ，掌握过去时态的表达方式。
难点是：过去时态的运用及利用教师设计的各种阅读训练活动，通过输入和输出的方式，使得学生感知并理解教学内容，并以此话题展开“说”与“写”的训练，培养学生的综合运用语言的技能。
二、教学过程第一课时：Step1.Warm up 1.Greetings.T:Hello,boys and girls. Ss:Hello,Ms Wang.T: How are you? Ss: Fine ,thank you ! And you ?T: I’m fine , too. Thank you !2. Sing a song.T: Let’s sing a song. 《We walked and walked》Ok? Ss: Ok!3. Free talk.T: I went to the supermarket. And I bought some apples, bananas and a bigwatermelon.(Teacher shows pictures and new words.)Who can introduce : What did you do yesterday?( Teacher shows the questions.)师生互相问候、听唱歌曲，营造活跃轻松的学习氛围。
由于歌曲和所做动作在内容上有一定的联系，所以学生在边唱边跳中很自然地进入一种语言状态，同时也为以下的学习做了铺垫。
师生自由对话，创设宽松的学习氛围，这样既复习了旧知，又让学生感知新知，为学习新内容打下基础，从而使知识连成线，织成网，滚成球。
step2.Presentation1. 活动1）巧设情景，引入新课。
（师事先与一位学生S1共同创设情景：在老师与学生Free talk时，突然S1坐在座位不小心摔倒了，这时老师与他进行对话并通过表情动作）T:“What happened to you ?Ss: I fell off my chair.T: Oh,it is an accident.(教学).(同时，借助多媒体展示Sam 从自行车上摔倒的图片)引出课题T: Today we’ll learn Module10 Accidents Unit 1“Sam fell off his bike.”(Ss read the sentence.)提出任务：教师告诉学生通过本节课的学习过后，同学们来谈论偶发事件，小组合作自编自演故事。
