五年级北师大英语第一课

北师大版五年级英语上册教案Unit 1 My Day.一、教学目标。

1. 语言知识目标。

- 学生能够听、说、读、写单词：get up, have breakfast, go to school, have lunch, go home, have dinner, do homework, go to bed。

- 能够熟练运用句型“What do you do in the morning/afternoon/evening?”“I...”进行问答。

2. 语言技能目标。

- 听：能听懂关于日常活动的简单对话。

- 说：能够用英语流利地描述自己一天的活动。

- 读：能读懂简单的关于日常活动的短文。

- 写：能正确写出描述自己日常活动的句子。

3. 情感态度目标。

- 培养学生合理安排自己一天时间的意识。

4. 文化意识目标。

- 了解不同国家孩子的日常活动可能存在差异。

二、教学重难点。

1. 重点。

- 掌握重点单词和句型的正确用法。

- 能够准确描述自己的日常活动。

2. 难点。

- 对“have breakfast/lunch/dinner”中“have”的理解和运用。

- 学生能够在实际情境中灵活运用所学句型进行交流。

三、教学方法。

情景教学法、任务驱动法、交际教学法。

四、教学过程。

1. Warming - up (5 minutes)- Greet the students and sing a song about daily activities, such as “This is the way we get up early” (教师可以自编简单的歌曲，曲调可以用熟悉的儿歌曲调)。

- Have a free talk with students. For example, ask them “How are you today?”“What did you do yesterday?”2. Presentation (15 minutes)- Show some pictures on the PPT about different daily activities like getting up, having breakfast, etc. Teach the new words one by one. For example, when showing the picture of a boy getting up, say “get up”clearly and let students repeat several times. Then write the word on the blackboard.- Use the pictures to make simple sentences. For example, for the picture of having breakfast, say “I have breakfast in the morning.” and let students follow.- Present the key sentence pattern “What do you do in themorning/afternoon/evening?” by asking students questions and guiding them to answer using the new words they just learned.3. Practice (20 minutes)- Pair work: Let students work in pairs. One student asks the question “What do you do in the morning?” using the sentence pattern, and the other answers. Then they change roles. Walk around the classroom to offer help if needed.- Group work: Divide the students into groups of four. Each group makes a short dialogue about their daily activities and then performs it in front of the class.- Fill in the blanks exercise: Show some sentences with blanks on the PPT, such as “I ______ (get up) at 7:00 in the morning.” Let studentsfill in the correct words.4. Consolidation (10 minutes)- Let students write a short passage about their own day. They should include at least five of the new words and sentence patterns they have learned.- Invite some students to read their passages in front of the class. Give positive feedback and correct any mistakes gently.5. Summary and Homework (5 minutes)- Summarize the key words and sentence patterns learned in this class.- Homework:- Read the new words and sentences three times.- Ask your parents about their daily activities and write them down in English.Unit 2 My School.一、教学目标。

Unit 1 JobsLesson 1Get Ready1.猜谜游戏教师出示一些不完整的职业图片，学生通过观察和联想，猜职业、说词汇。

T：Guess. What job is it?2.思考并讨论（1）出示Get Ready 中的四幅图片，引导学生说出他们所看到的人分别从事什么职业，然后呈现四个单词卡片，并带读。

T：We know song jobs. Let’s look. What does she/he do?Ss: She/ He is a/ an…（2）引导学生将以上图片、词卡进行搭配。

（3）出示Ann和Wang Ling谈话的图片，引导学生猜测她们说话的内容，呈现人物对话，可以让学生跟读。

（4）师生就上面四幅图片中人物的职业开展问答活动。

T: What does she/he do?Ss: She/ He is a/ an…Enjoy the Story1.导入故事呈现故事第一幅图，引导学生思考并说明故事人物和地点。

T: Look at the picture. Where are they? Who can you see? Guess, what does Miss White do? How do you know that?2.学习故事（1）完整播放故事动画，或者学生看连环画，讨论主人公们遇到了几个人以及他们的职业，并形成板书。

T: Who do they meet? What does she /he do?Ss: She is a teacher. / He is a doctor/ vet.（2）带领学生一起看图1，引导学生讨论Mocky和朋友们在做什么。

T: Do the go to school or go home?（3）带领学生看图2、图3，引导学生说一说Mocky看到的人是什么职业，并判读Mocky是否喜欢杂耍，以及他是否会杂耍。

引导学生看图5，说说在Mocky受伤之后，朋友们的反应是什么，此时Mocky的身体状况和情绪如何。

北师大版小学五年级英语上册全教案全册备课本册书共六个单元，其中五个单元是精读课文，一个复习单元.Unit 1: JobUnit 2: AnimalsUnit 3:ClothesUnit 4: PositionUnit 5: PlacesUnit 6: ReviewTeaching aims:UNIT ONEJobthe1st perTeaching aims:1 Use greetings and polite expressions in life2 Can understand and read the dialogue3 Can read and write the words correctly4 Can make the dialogueTeaching emphasis:1 use greetings and polite expression in life2 understand the sentencesTeaching process:Step 1:use greetings and polite expression in life.Example:T: Good morning/afternoonS: Good morning/afternoonStep 2:show new wordsT: show the new words cards like a student a teacher a policeman a vet a doctor Read the words after the teacherStep 3:model the dialogueT: hold up the flashcard for dance. Say “She is a dancer”and “She can dance”S: repeat the sentences after the teacherLike this to do other sentencesT: review the word can and can’tS: to know the differences into can and can’t.T: hold the flashcard for doctor. Say “he is a doctor . He can’t help animals.S: to repeat itStep 4:T: look at the picture and think some questionPicture1: where are Ann, Ken and Mocky?Picture2: what are Ann, Ken and Mocky looking at?Picture3/4: what is happening now?Picture5: what is Ann pointing to?Picture8: who is the man in the green shirt?Picture9/10: what is happening now?S: to look at the book and answer the questions in ChineseStep5:T: listen to the radio “what did they say?”S: by listening by lookingBy listening by reading with the radioBlackboard writingShe/he is a dancerShe/he can danceStep7: homeworkHomeworkAsk the children to tell the story to their families课后反思：学生对所学习的故事很感兴趣，学习兴趣浓厚.能够根据图片复述故事内容.The 2nd perTeaching aims:1 to review the sentences2 to learn some new wordsTeaching emphasis:1 can understand the teacher’s speaking in classroom.2 ask and answer with “what does he/she do?”and “she’s a...3 can answer “yes, she can /No, she can’tTeaching difficulty:1 ask and answer with “what does he/she do?”and “she’s a …”2 read and write the sentences correctlyTeaching process:Step1:Step2:sentencesT: to write “what does she/he do”in the blackboard and explain it ,then read itS: to read it after the teacherT: hold up each flashcard in turn, ask “what does he do?”. Elicit the student to answer “he is a teacher”S: answer “he is a teacher”Like this to review the other jobs flashcards.Step3:exerciseT: have the children look at the pictures at the top of the page4, by listening the tape by touching the matching pictures or the wordS: listen and point outT: listen to the radioS: repeat after the radioT: look at the picture and read the wordS: read the word correctlyT: point to Ann and ask “what does she do?”S: to answer with old wordsLike this do othersT: listen to the radio and point to the corresponding personS: can point outT: play again and write the corresponding sentence number in the box below the matchingT: to read the sentences correctlyS: to readBlackboard writingWhat does he do?He is a teacher.HomeworkTo write two sentences with “what does he do?”and “he is a …”课后反思：大部分学生能够掌握所学习的几种职业名称，并能够根据图片读出单词，并能够用英语询问某个人的职业.The 3rd perTeaching aims:1 To practices the sentences “what does she/he do?”and “she/he is a ….”2 can understand and answer “yes, he is./ No, (he) isn’t.3 to review some job’s wordsTeaching emphasis:1 can answer “yes, (he) is./ no , (he) isn’t.”2 can ask “Are you a doctor?”and answer “yes, I am.”Teaching difficulty:1 can understand “what does he/she do?”and answer “he/she is a (doctor)”2 can answer “yes, (he) is/ no ,(he ) isn’t.”Teaching process:Step1:ReviewT: hold up the flashcards to ask “Is he a doctor?”S: yes, he is /no, he isn’tLike this to do review others wordsStep2:Game“what does he do?”S: he is a doctorS: to ask one “are you a doctor”S: to answer “yes, I am”Like this to doStep3:Do exercisetalks togetherDo exercise page 6, read the sentences in the first speech bubble aloud as you point to each word. Have the children repeat the words after you. Like this to do othersDivide the class into groups and have the children repeat the dialogue in a role play, and encourage them to substitute other job names.2 listen and matchT: show the picture and ask “what does he/she do?”S: answer “he/she is …”T: listen to the radio and point out the pictureS: can understand and point outLike this to do othersT: listen again and write the sentence number next to the matching picture.S: write the number and read the sentence togetherStep4:ReadingT: to look the picture and tell the children that in this activity they will read about a boy’s family.To meet a new friends Jack and to know others numbers of his familyPoint to the grandfather to ask “who is he?”S: grandfatherLike this to know othersHomeworkCan introduce the jack’s family to your parents.Blackboard writing:Is he a doctor? Are you a doctor?Yes, he is Yes, I am.No, he isn’t.课后反思：学生能够较熟练的询问某个人的职业，并能作出相应的回答.学习积极性很高.The 4th perTeaching aims:1 to practice the pronunciation of “a , e ,I ,o ,u”2 can read the words correctlyTeaching emphasis:To readTeaching difficulty:Teaching process:Step1:Do exercise page 8T: listen to the radio and practice some sounds. Work with the ‘a’sounds first. Play the tape and have the children point to each word as they hear itS: to hear and read after the radioT: by listening by read after the radio and to check outS: read with the tape and read it yourselfStep2:T: to point to the first word “snake”and play the tape of the ‘snake’to listen S: to listen carefully ‘snake’T: listen for the word in the second row that has the same long soundS: listen and find the same long soundLike this to do other wordsT: to read the same long sound togetherStep3:T: listen to the radio and point out the words of you heard.S: listen carefully and point outT: speak some same wordsS: to think and answerT: to read the words after the radioStep4:T: open the book page 9 and read the sentencesS: to read after the radio and read the sentences togetherStep5:T: point to the picture of the page 9 and ask“what does she do?”S: answer “she is a doctor.”Like this to do other profession wordsT: point to the picture of the page 9 to ask “Is she a nurse?”S: to answer “yes, she is.”Read the sentences after the teacherT: to do others exercise with page 9Step 6:To do oral exercise in pairs with “what does she do?”and “she is…”“Is she a …?”and “yes, she is / no, she isn’t”Blackboard writing:What does she do? Is he a doctor? Are you a nurse?She is a …yes, she is Yes, I am.No, she isn’t.课后反思：大部分学生掌握了字母的发音规则，并能够根据读音规则拼读单词.The 5th perTeaching aims:1 can sing the song and can change some words2 use the English to do some thingTeaching emphasis:Sing the song correctly and can change some wordsCan use the knowledge in the lifeTeaching difficulty:Use the knowledge in lifeTeaching process:Step 1:Acting gameRequires: take the flashcard and play about the card. Example: if you pick up a card showing a dancer.They must pretend to be a dancer and act out dancing movements.T: to play the cards and ask the others to guess, "what does she do?"S: to active and others to guess "she is a dancer."T: have the children to ask, "Are you a dancer"S: answer "yes, I am /no, I am not"Like this to do othersStep 2:Read and writeTo do exercise pate 10T: read the questions, and then ask the children to trace the correct answers. For example the first two answer.S: to look the exampleT: look at the picture and ask, "What does she do"S: Answer, "She is a nurse" and trace the correct answer on lineLike this to do othersStep3:T: we will learn a chat. Look at the picture and ask, "What does she do?"S: she is a teacherT: to read the first four lines and read after the teacherS: to read after the teacherT: listen to the tape carefullyPlay again and stopping after each sentence, have the children to repeatS: to repeat with the tapeT: play again and sing after the tapeS: say the chat with the tapeStep4:Color the pictures on page 10HomeworkSay the new chat to their family members课后反思：大部分学生基本掌握了本课所学内容，并能够把所学习的内容运用到实际生活中.The 6th perTeaching aims:1 to improve the student's reading skill and know some foreign knowledge2 to self-assessmentTeaching emphasis:Understand the story and know some foreign knowledgeTeaching difficulty:Can read the sentences and words correctlyTeaching process:Step1:T: tell the children that they are going to read a story about a boy visiting AfricaAnd ask what they know about AfricaS: say black people giraffe cornT: to read the story you and look around the class, providing helps where children needS: read self and be providing helps with the teacherT: look at the picture one to ask, "what happen?" and point the sentences that you readS: read the sentences after the teacherLike this to do othersT: listen to the tape and point out the pictureS: can point out the picture of you heardT: play the tape, stopping after each picture and readS: to read after the tapeStep2:T: to pick out 9 cards and can pick out the card that you readS: to understand and pick out the cardLike this to do, until all the student have covered a full column down their cardsStep3:Self assessmentT: look at the picture and ask, "What does she do?"S: she is a nurseT: read it and spell itS: read and spell after the teacherT: to find out the wordsS: to find and circle itLike this to do othersT: Ask, "What do they do?"S: Answer, "He is a pilot" and write the sentences on the line.Can write the others sentences on the lineStep4:ReflectionUNIT TWOAnimalsTeaching aims:1 listeningcan understand “I like…”Can hear the new words and point out2 speakingcan express “I like …”in lifeCan use the words in life3 readingcan read the words correctly and “I like …”4 writingCan write the words correctly and can write the sentences过程方法：1 利用录音机对学生进行发音、听力的练习，使学生能够掌握比较纯正的英语语音、语调.2 利用图片，彩色挂图，多媒体教学软件，为学生提供一个比较真实的语言环境.使学生能够掌握一定的语言色彩.直观的教学可以激发学生的学习兴趣，帮助他们更深刻的记忆所学的知识.3 为学生提供较多的使用语言的机会，多让学生做一些英语游戏，英语小对话等，提高学生的表达和表演的技巧，活跃课堂的氛围，调动学生的情趣.将英语教学轻松快乐的进行. Teaching emphasis:1 can express “I like…”and “I don’t like …”in life2 can ask and understand “do you like…”or “does she like…”and answer “yes, I do/ no,I don’t”“yes, she does/no, she doesn’t”3 can read the words correctly and the sentencesTeaching difficulty:1 can express “I like…”and “I don’t like …”in life2 can ask and understand “do you like…”or “does she like…”and answer “yes, I do/ no,I don’t”“yes, she does/no, she doesn’t”Lessons oneTeaching aims:1 can express “I like …/ I don’t like…”in life2 can ask “do you like …”and answer “yes, I like (him) a lot /no, I don’t like (him).”3 can read and understand the new wordsTeaching emphasis:1 can express “I like …/ I don’t like…”in life2 can ask “do you like …”and answer “yes, I like (him) a lot /no, I don’t like (him).”3 some animalsTeaching difficulty:1 can express “I like …/ I don’t like…”in life2 can ask “do you like …”and answer “yes, I like (him) a lot /no, I don’t like (him).”Teaching process:The 1st perTeaching aims:1 can understand and express “I like …”and “I don’t like…”2 learn some new words3 can understand the story and tell the story to their families.Teaching emphasis:1 can express “I like…”and “I don’t like…”in life2 can understand the story and talk about storyTeaching difficulty:1 can express “I like…”and “I don’t like…”in life2 can read and write the new words correct3can read and understand the storyTeaching process:Step1:T: to ask what kind of animals they knowS: to say some animalsT: to ask what kind of animals they like and write on the blackboardS: to say some animals that they likeT: read the wordsS: read after the teacherLike this to ask what kind of animals they don’t likeT: pick up the flashcard of tiger, read and teachS: read after the teacherStep2:Point to one of the animal names of they like and say “I like…”Read after the teacherLet student to say “I like …”Like this to do othersPoint to one of the animal names of they don’t like and say “I don’t like…”Read after the teacherLet student to say “I like …Like this to do othersStep3:Look at the book page14 and 15T: look at the picture and think the flow questionsPicture 1: where are Ann and Ken?Who can they see?Picture 2/3: what do you think is happening now?Picture4: what is bobby doing?(Present the English word glasses.)Picture5/6: What animals are Bobby, Ann and Ken looking at?Do they like these animals?Picture7: What animals is this?(Present the English word fox)Picture8: Does bobby like the fox?Picture 9: What is happening now?Step4:T: Listen to the radio and to hear what the characters saidS: by listening by look at the pictureT: play again, pausing at each new pictureS: repeat the sentencesStep5:Encourage the children to tell the story to their families.Blackboard writing:I Like I Don’LikeDog cat duck sheep monkey snake crocodile frog课后反思：学生对所学习的故事很感兴趣，学习兴趣浓厚.能够根据图片复述故事内容.The 2nd perTeaching aims:1 can read and write the new words2can understand and answer “Does she like…?”“yes, (she) like (them)/no, (she) doesn’t like (them)”3 can understand and answer “Do they like…?”“Yes, they like (them)/no, they don’t like (them)”Teaching emphasis:1 can understand, read, write and speak the new words2 can answer the question with “yes, ( ) like (them)/no, ( )doesn’t(don’t) like them”Teaching difficulty:1 read the words correctly2 can answer the question correctly and understand the sentencesTeaching process:Step1:T: use the flashcard to teach the new wordsHold he flashcard and say “this is a tiger-tiger”S: read after the teacher and say the meaning in ChineseLike this to teach other wordsT: hold up one flashcards to ask “do you like tiger”and express it in ChineseS: yes/noT: if like you can say “yes, I do”otherwise “no, I don’t”S: “yes, I do/no, I don’t”Like this to do exerciseT: “do you like tiger?”S: “yes, I do/no, I don’t”T: point to the student to ask “does she like tiger?”S: “yes, she does/ no, she doesn’t”T: to ask other “do you like tiger?”S: “yes, I do/no, I don’t”T: point to the students to ask “do they like tiger?”and express itS: “yes, they like them/no, they don’t like them”Step2:Listen to the radio and point out what you heardListen and read after the radioStep3:Look at the book page16 and let student to say what you seeT: look at the picture and ask “what are they?”S: answer “they are squirrels”Like this to do othersT: listen to the radio and think “do they them?”By listening by point out the pictureS: listen the radioStopping after each questions and answer. like () don’t like ()Check the answers with the childrenStep4:T: look at the picture and ask “what’s this?”S: It is a snakeLike this to review the wordsT: read the questions and answersS: repeat after the teacherTo explain the game’s rulesTwo in pairs to do the gameStep5:To copy the wordsBlackboard writingDo you like …? Dose she like…? Do they like …”Yes, I do Yes, she likes them yes, they like themNo, I don’t . No, she doesn’t like them no ,they don’t like them.课后反思：大部分学生能够掌握所学习的几种动物名称，并能够根据图片读出单词，并能够用英语说出自己喜欢的动物.The 3rd perTeaching aims:1 can hear, speak and read the sentences2 can understand the sentencesTeaching emphasis:1 can use the sentences in life2 can understand and read the sentencesTeaching difficulty:1 can understand the text2 can use the sentences in lifeTeaching process:Step1:ReviewT: to say one animals in EnglishS: to act the animals of the teacher saidLike this to review the old wordsStep2:Page 18T: look at the picture and ask “what’s the name of the girl?”S: her name is sueT: ask “what’s the name of the girl who Ann is speaking to?”S: her name is BettyT: read the sentences of the Ann saidS: point the words and read after the teacherLike this to do othersT: look at the second picture and ask “what Ken and Tommy are looking at?”S: strawberriesT: to practice others (remind the children that the word them is a plural pronoun. In this situation them refers to strawberries)To do exercise, divide the class into two groupsStep3:T: point the picture and ask “what is this?”S: answer “panda”T: play the tape and ask “what does Ann like?”S: to point out the animals that Ann likeLike this to do othersT: play again and ask the children to matchS: match the sentencesT: review the answers in a class drillStep4:T: ask the children what they know about catsS: to say what they know about catsT: look at the picture and read the sentencesS: to read with the teacherT: read again and ask some questions about the text。

Unit 7 Days of the week单元教学目标技能目标1、能够指认、说出一周每天的名称；2、能够询问、说明一周的主要日程安排或活动；3、能够理解故事内容；4、能朗读人物对话，表演故事。

知识目标1、语音学习字母组合ow和ou在单词中的发音。

2、词汇话题词汇：能指认，说出一周每天的名称Sunday，Monday，Tuesday，Wednesday，Thursday，Friday，Saturday。

情景词汇：能够在语境中理解every day，week，today，tomorrow等词汇意义。

3、句型：能够在语境中运用以下表达法询问和说明一周每天的名称或安排。

What day is it today？ Today is……What do you do on……？ I…What does she/he do on…？She/He…情感，策略，文化意识目标通过故事的学习，渗透在日常生活中做计划的意识与习惯的培养。

第一课教学目标在本课结束时，学生能：1.在插图帮助下，读懂故事主要内容；2.模仿并朗读故事人物对话;3.在图片的帮助下，指认和说明星期的名称;4.在故事情景中，询问或说明当天是星期几：What day is it today/It’s…教学重点在插图的帮助子啊理解故事主要内容，模仿朗读人物对话。

教学难点识别，区别故事中出现的星期名称。

教学准备配套地盘媒体教学光盘，故事图片，人物面具。

教学过程：Get Ready1.猜一猜、说一说（1）教师出示某几天的课程表，让学生根据课程安排猜测分别是哪一天。

结合学生猜测，利用月历呈现，示范星期的名称。

T：Look at the timetable. What day is it today？（2）出示当天的日历，让学生说一说是星期几。

在月历中指认，然后呈现，示范相应的词汇。

T：What day is it today？ Ss：Today is …（3）拿出以上步骤呈现的星期词汇，教师示范朗读，学生跟读词汇。

Unit 1 JobsLesson 1 Mocky the juggler一、教材分析（一）本课教材分析坚持故事教学特色，推动语言学习与素质教育同步发展是本套教材的最大特色。

第一课是单元主要语言输入课时，以连环画故事为语言输入的载体和平台，为学生理解语言的意思、体验语言的语用创设有趣、有意义的语境，并渗透品德教育，体现文化意识的培养。

每课的故事主要呈现单元主要语言现象，使学生在语境中理解故事，体会语言的运用，重点学习故事中出现的词汇和句型，第一课也是单元的主要学习内容，与后续课时、板块有直接密切的联系。

例如Show Time、阅读以及Round Up在内容上都与故事有联系。

五年级的课文为一个完整的故事，占两页内容，需要一个课时完成。

故事由十幅连环画组成，为学生理解故事提供辅助，发展学生连续阅读能力。

二、学情分析北师大版小学英语教材是三年级起始版本，内容难度设置呈螺旋上升的趋势，多以鼓励学习者学习兴趣，培养系统的英语学习习惯为主。

我校英语课程开始于一年级，学生通过一、二年级系统学习了《新起点》四册教材，内容涵盖了动物、人物、天气、时间、日期等多模块基础词汇后，学生对英语学习有着浓厚的兴趣，爱表现。

课堂上积极参与英语游戏、比赛、角色扮演等各种活动。

但在以教师主导的课堂上，学生学习缺乏自主性和合作意识，在阅读学习中学生缺乏自主建构意义的过程，学生难以自主建立新的知识结构。

班额学生较大，教师难以兼顾每个学生的学习需要。

基于此，本课采用拼图阅读教学模式，以语篇为载体，将语言的学习与技能的发展融入主题、语篇和语用之中，将育人目标融入学习能容与学习过程之中，帮助学生在实践活动中由浅入深循序渐进的学习语言，促进学生英语学科核心素养的形成和发展。

三、教学目标1.能借助插图理解故事内容2. 能跟随录音朗读故事。

3. 能在情境中，理解What does he\she do? He\She is a\an....等询问、说明某人职业的句型。

北师大版小学英语五年级上册Unit 1 Ann’s dream生词：afraid 害怕的，担心的air 大气，空气 a lot of 许多astronaut 宇航员become 成为，变成dream 梦，梦想finally 最终，终于friendly 有好的hadlast night 昨天夜间moon 月球，月亮planet 行星space 太空spaceship 宇宙飞船star 星星then 然后，那时was were yesterday 昨天句型：I had a dream last night.Are you ready?We are on Mars now!It’s very cold here.What are they?Who are they?Where are you from?We are from the earth.There are no water/air/trees.We were afraid of the Martians, but they were friendly.We had a lot of fun on Mars.Where were you yesterday ?I/He/She was in the kitchen.They/We were in a spaceship.语法：初步了解一般过去时态的用法及动词has，have，be（am,is，are）的过去式had，was，were.Unit 2 Mocky’s bad day生词：again 再，又back 背，背后clean 清理，清扫cough 咳，咳嗽everywhere 到处give 给make 导致，造成next 下一次的，紧挨着的Pat 拍，打sick 有病的，患病的slowly 慢的visit 拜访，探望watch 观察，看句型：Come in.What are you doing?We’re eating breakfast.Do you want a banana ?Eat slowly.Ann gave Mocky a big banana.Mocky was hungry, so he ate the banana very quickly. What’s the matter?You weren’t at school yesterday.What did you do at school yesterday?语法：了解一般过去式行为动词规则与不规则的变化形式以及在肯定、否定句中的运用。