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外研版 (一年级起点)四年级下册Unit 2 She went into a shop.教案
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这是一份外研版 (一年级起点)四年级下册Unit 2 She went into a shop.教案，共10页。
整体设计思路、指导据依说明
本节课是新标准英语四年级下册第3模块第2单元第一课时。整体设计理念是基于中国学生发展的核心素养，围绕孩子的语言能力、思维品质、学习能力、文化品格等核心素养进行教学设计。语言功能：围绕故事内容展开学习。教学中，我采取了激趣导入、图片理解、预测猜想、动作伴读、思维导图等多种方式，有助于体验感知理解文本，朗读文本，创编文本。
教
学
背
景
分
析
教学内容分析：本节课是Module 3 Unit 2 的第一课时，教材以“A story happened last month”为中心话题，运用过去式时，围绕“When, Where, Who, What”展开。本课时主要由导入部分和课文故事进行语言呈现和场景构建，在图片和情景的帮助下理解核心词汇和句型。在适当的语境和图片的帮助下尝试运用目标语言表达。
学生情况分析：兴趣是关键，培养学生的学习热情和主动学习的能力，对英语学习产生浓厚兴趣。四年级学生已初步养成英语课堂学习习惯，有一定语言学习能力，除了大量的听的输入，还需要通过各种形式的目标词汇及句子的操练，并通过自主观察和小组活动，不断形成与主题相关的自主输出。
教
学
目
标
分
析
1、 语言能力
1） 学生能理解并运用语言符号：went into / month / cheese / scared / run away
语言结构：I __ed_______. she __ed______. He__ed_______.
2) 学生能在故事中感知理解一般过去时态的用法。
3) 部分学生能尝试根据课文内容表演故事。
4) 部分学生能运用老师所给的图片材料创编新故事。
2、学习目标
1）学生能借助固有旧知、图片理解、动作伴读等多种形式体验感知文本、理解文本并复述文本。
2）学生能够运用板书内容并根据老师所给材料创编新故事。
3、文化素养
学生能用英语过去时态讲述一个故事，并掌握故事的四大要素：When, Where, Who, What。
4、思维品质
1）激活创新思维，根据老师所给材料创编新故事。
2）学生能结合实际，正确使用过去时态描述发生过的事。
Module 3 Unit 2 She went into a shop.
教学重点、难点分析
教学重点：感知并理解过去时态，正确运用过去时态。
教学难点：学生能根据板书内容，从四大要素 When, Where, Who, What 出发，讲述故事。
教
学
评
价
设
计
评价内容：
1）学生对文本情景词汇和核心词汇的掌握方面。
2）学生对文本的朗读语气模仿方面。
3）学生学习的积极性、主动性、参与性。
4）小组的合作意识，互帮互助意识。
5）学生的想象力，发散思维方面。
评价方法：
全班按座位分为四个大组，四人为一讨论小组。黑板按照四个大组进行爬楼梯奖励评价，通过回答问题、表演等方式登顶并获取老师提供的资料包。促进学生小组合作精神。小组竞赛中，获胜小组爬楼梯奖励。评价手段主要是采取激励性评价的方法，对学生评价机会很多。师生评价，通过教师评价学生在课堂上的反馈的情况；生生互评，学生与学生之间，观察做得好的地方；小组内部评价，开展小组活动，小老师点评本组学生的优势与不足；学生自评，通过对比学习，明确自己的优势。教师对每一位（组）学生的发言，都给予积极的评价，评价中注意理解、尊重学生。教师对学生的评价，学生对学生的认可，往往能使学生获得自信和成就感，满足他们的心理需要，让学生从评价中体验成长发展的快乐，受人赞赏的自豪和奋发向上的冲动。
板
书
设
计
Module 3 Unit 2 She went into a shop.
教学过程设计（方法、手段）
步骤一：新授前准备Pre-teaching
1. 师生问候--Greeting.
T：Class begins. Good morning, boys and girls.
S: Good morning! Alice.
T: How are you today?
S: I’m very well. How are you?
T: I’m very happy today. Thank you, sit down, please.
Step2. Warming up
2. 自由谈话—— What did you do yesterday?
T: Look, there are so many teachers here in our class today. So I worked very hard yesterday. How about you? What did you do yesterday? (板书动词过去式)
S1: I ed yesterday.
S2:
S3:
S4:
S5:
T: Wow, you did so many interesting things yesterday.
设计意图：通过描述自己昨天做的事操练句型：I ___ed yesterday. 唤起学生对过去时态的旧知，并为学习课文内容和后续小组活动做准备。
步骤二：教学过程 While-teaching
1. 开题——CAI shows the title of this lesson.
T: Now look here, today we are going to learn_____
S: Module3, Unit2.
T: Yes, we will learn Module 3, Unit2 today.
2. 儿歌导入——CAI shows some pictures.
T: Now look at our old friends, the____
S: Sheep.
T: Do you know:
Where did he go yesterday?
What did he do?
Let’s enjoy a chant and find the answer.
3. 听音回答——CAI plays the flash.
T: Now who knows: Where did he go yesterday? （板书动词过去式）
S: He went to a shop.
T: Yes, very good. And what did he do?
S1: He bought some apples and he ate two apples,
T: Then?
S: Then he went to school.
T: Wow, what a wonderful day! Now let’s learn the chant.
4. 学习儿歌——Let’s learn the chant.
5. 自主诵唱——Let’s chant together.
T: Now, let’s chant together.
G1 and G2, stand up, please.
You chant the girl sheep, you go first.
This time, let’s exchange. G3 and G4, stand up, please.
Wow, you did a very good job, let’s clap for ourselves.
设计意图：通过学习新儿歌，激发学生兴趣，并对动词过去式进行进一步感知。
6. 故事角色介绍——Let’s meet new friend: Tilly.
T: We know, the sheep are our old friends. And today, I want to introduce a new friend to you. Let’s welcome Tilly! (T shows a mouse toy)
Tilly: Hello, boys and girls. My nane is Tilly. I’m a mouse. Nice to meet you!
S: Nice to meet you, too.
Tilly: Oh, thank you. You are all good children. I like you very much. So look here, I have a surprise for you. Do you like surprise?
S: Yes!
Tilly: Do you want to get my surprise?
S: Yes!
Tilly: Very good! Look, I put the surprise here. If you do a good job, you can come here and climb up the stairs, then get my surprise. Are you ready?
S：Yes!
Tilly: Very good! And today I have a story for you, too. Do you like stories?
S: Yes!
设计意图：用手偶玩具介绍故事角色，激发孩子们的学习兴趣，同时陈述评价机制，让所有的学生积极参加课堂活动，并培养他们的思考和表达能力。
7. 看图预测——Let’s look and guess the story.
T: OK! Please look at Tilly’s story. Can you guess:
When did the story happen?
Where did the story happen?
Who can you see in the story?
T: Question 1: When did the story happen? Maybe______
S: Yesterday.
T: Very good. How about you?
S: Last week.
T: Maybe. Nice try! And you?
S: Last Sunday.
T: Yes, maybe. I don’t know. And: Where did the story happen?
S: In a shop.
T: Yes, very good. Look at the shop, there are so many______ in the shop.
S: Cheese.
T: Yes. So it’s a cheese shop. Together: cheese, cheese. And question 3: Who can you see in the story? Of course, we can see Tilly. And ______
S: A mouse.
S: A cat.
T：Yes, you are so good! But do you know: What happened in the shop? We know the mouse is afraid of the cat, and the cat doesn’t like the mouse. But in this story, I think maybe Tilly and the cat become good friends because they both like cheese. What do you think? Maybe Tilly____. Maybe the cat______.
……
T: Wow, you have a wonderful imagination!
设计意图：看图预测故事中的四个要素：When, Where, Who和 what。 黑板上呈现思维导图，帮助孩子理解课文。
8．听故事，图片排序及看图说话——Let’s listen, order and talk ahout the pictures.
T： Now, let’s listen and find: What happened between Tilly and the cat?
……
T: Now, we know: this story happened in ______.
S: Last month.
T: Yes, together: month, month, last month. We know,this month is _____.
S: May.
T: So, last month was_____.
S: April.
T: Very good. Now please look at these pictures. Let’s order them. Which is number 1?
S: B.
T: Yes. B is number 1. Can you say: Tilly____
S: Tilly went into a shop.
T: Yes, Tilly went into a shop. Together: went into, went into. Now, please discuss in groups, order and talk about these pictures.
……
T: So, which is number 2?
S: A.
T: Yes, very good. Can you say: Tilly_____
S: Tilly bought some cheese.
T: Wonderful! Tilly bought some cheese. How about number 3?
S: E. And she ate the cheese.
T: Yes, she ate the cheese. And number 4?
S: D. Tilly saw a cat and she was scared!
T: Yes, she saw a cat and she was scared. Together: scared, scared. Look here, I saw a monster, I was very scared! How about you?
S: I saw a monster, I was very scared!
T: Very good. And how about this one? You please.
S: I saw a cake, I was very happy.
T: Nice. And I saw the cake, I was very hungry. The last one, you please.
S: I saw a snake, I was very scared!
T: Yes, the snake is very dangerous. Now, look, of course, number 5 is picture____
S: C.
T: Yes, who can say: The cat_______
S: The cat shouted:“Come to my shop again!”
T: Wonderful! Now you are the cats, let’s shout together: Come to my_____. One, two, go!
S: Come to may shop again!
设计意图：听故事，图片排序并进一步理解故事内容并整理第四个要素：What。板书呈现思维导图帮助孩子理解文本内容。同时纠正孩子发音错误，为朗读故事做准备。注重提醒孩子恰当模仿故事情节中各个角色情绪变化，培养孩子英语表演能力。
步骤三：教学巩固 Post-teaching
1．听音跟读——Let’s listen and repeat.
T: Wow, you understand the story very well. This time, let’s listen and repeat together. Please open your books, turn to P17. Point to your books, one, two, go!
……
2. 齐读课文——Let’s read together..
T: Can you read the story now?
S: Yes!
T: OK, let’s read together. Tilly is a mouse, one, two go!
……
3: 复述课文——Let’s retell the story together.
T: Wow, you all read very well. You can go one stair. Now please close your books. This time, let’s retell the story. Please look at the blackboard, there are 4 important parts in the story. They are: _________
S: When, where, who and what.
T: Yes, you are so clever! And look at these pictures and words, they can help you to retell. Are you ready?
S: Yes.
T: OK. Let’s retell together: Tilly is a mouse: _________
……
4: 小组复述课文—— Retell the story in groups.
T: Wow, you did a very good job. Now please retell the story in groups from: when, where, who and what. Pay attention: look at the pictures and words on the blackboard, work in groups, help each other and retell it one by one.
……
Which group wants to show for us?
……
设计意图：老师示范复述故事，帮助孩子理解并记忆故事。小组展开活动复述课文，孩子分工合作，培养孩子小组合作能力。注重引导孩子互评，自评。
5. 创编故事—— Let’s make a new story.
T: Today, all of you did a very good job and you all get Tilly’s surprise. Are you happy?
S: Yes!
T: Good! I’m very proud of you. Look, Tilly gives me a surprise, too! Now, let me open it. Look, Tilly gives me some beautiful pictures. Let’s see, wow, it’s a new _______
S: Story!
T: Yes, it’s a new story. Look, when did the story happen?
S: Last Sunday.
T: Yes. And where did the story happen?
S; At the school.
T: Right. Who was in the story?
S: Sam.
T: Wonderful! And what did Sam do?
S: ……
T: Why did he cry? Maybe he lost his money in school, so he cried and cried. Look here, who can continue the story? At last, he ________
S: At last ……
T: Wow, we make a new story together. I’ll tell the story for you, please listen to me carefully: Last Friday, Sam went to school. He lost his money in school. So he cried and cried. At last, his friends: Lingling and Amy helped him find the money. They bought a cake and ate the cake together. They were very happy! Do you like my story?
S: Yes!
T: Please clap for me. Thank you! Now let’s open your surprise, it’s a story, too. Can you tell the story to the teachers?
S: Yes.
T: Very good! But before that, I want to help you. Please look here, this is a words bank for you. You can use these words to tell your story from: when, where, who and what in your groups. Understand?
S: Yes!
T: OK! Go!
……
Which group wants to tell your story for us?
……
T: Wow, your stories are wonderful! So today we learnt how to tell a story. There are 4 important parts in a story, they are:
S: When, where, who and what.
T: Very good! Today you learnt how to tell a story. I believe you can tell our Chinese stories to the world in the future. OK, class is over today. Stand up please. Good bye, children.
S: Good bye, Alice.
T: Please turn left and say “Good bye” to the teachers.
S: Good bye, teachers.
设计意图：本堂课上涉及到的动词过去式，最后汇总成为一个 Word bank，学生利用这些词汇及老师准备的材料包，创编新故事，检测学生对动词过去式运用的掌握情况。小组内进一步的学习探讨，把知识同实际生活联系起来，关注身边的一切，并且培养他们的合作意识。
整体设计思路、指导据依说明
本节课是新标准英语四年级下册第3模块第2单元第一课时。整体设计理念是基于中国学生发展的核心素养，围绕孩子的语言能力、思维品质、学习能力、文化品格等核心素养进行教学设计。语言功能：围绕故事内容展开学习。教学中，我采取了激趣导入、图片理解、预测猜想、动作伴读、思维导图等多种方式，有助于体验感知理解文本，朗读文本，创编文本。
教
学
背
景
分
析
教学内容分析：本节课是Module 3 Unit 2 的第一课时，教材以“A story happened last month”为中心话题，运用过去式时，围绕“When, Where, Who, What”展开。本课时主要由导入部分和课文故事进行语言呈现和场景构建，在图片和情景的帮助下理解核心词汇和句型。在适当的语境和图片的帮助下尝试运用目标语言表达。
学生情况分析：兴趣是关键，培养学生的学习热情和主动学习的能力，对英语学习产生浓厚兴趣。四年级学生已初步养成英语课堂学习习惯，有一定语言学习能力，除了大量的听的输入，还需要通过各种形式的目标词汇及句子的操练，并通过自主观察和小组活动，不断形成与主题相关的自主输出。
教
学
目
标
分
析
1、 语言能力
1） 学生能理解并运用语言符号：went into / month / cheese / scared / run away
语言结构：I __ed_______. she __ed______. He__ed_______.
2) 学生能在故事中感知理解一般过去时态的用法。
3) 部分学生能尝试根据课文内容表演故事。
4) 部分学生能运用老师所给的图片材料创编新故事。
2、学习目标
1）学生能借助固有旧知、图片理解、动作伴读等多种形式体验感知文本、理解文本并复述文本。
2）学生能够运用板书内容并根据老师所给材料创编新故事。
3、文化素养
学生能用英语过去时态讲述一个故事，并掌握故事的四大要素：When, Where, Who, What。
4、思维品质
1）激活创新思维，根据老师所给材料创编新故事。
2）学生能结合实际，正确使用过去时态描述发生过的事。
Module 3 Unit 2 She went into a shop.
教学重点、难点分析
教学重点：感知并理解过去时态，正确运用过去时态。
教学难点：学生能根据板书内容，从四大要素 When, Where, Who, What 出发，讲述故事。
教
学
评
价
设
计
评价内容：
1）学生对文本情景词汇和核心词汇的掌握方面。
2）学生对文本的朗读语气模仿方面。
3）学生学习的积极性、主动性、参与性。
4）小组的合作意识，互帮互助意识。
5）学生的想象力，发散思维方面。
评价方法：
全班按座位分为四个大组，四人为一讨论小组。黑板按照四个大组进行爬楼梯奖励评价，通过回答问题、表演等方式登顶并获取老师提供的资料包。促进学生小组合作精神。小组竞赛中，获胜小组爬楼梯奖励。评价手段主要是采取激励性评价的方法，对学生评价机会很多。师生评价，通过教师评价学生在课堂上的反馈的情况；生生互评，学生与学生之间，观察做得好的地方；小组内部评价，开展小组活动，小老师点评本组学生的优势与不足；学生自评，通过对比学习，明确自己的优势。教师对每一位（组）学生的发言，都给予积极的评价，评价中注意理解、尊重学生。教师对学生的评价，学生对学生的认可，往往能使学生获得自信和成就感，满足他们的心理需要，让学生从评价中体验成长发展的快乐，受人赞赏的自豪和奋发向上的冲动。
板
书
设
计
Module 3 Unit 2 She went into a shop.
教学过程设计（方法、手段）
步骤一：新授前准备Pre-teaching
1. 师生问候--Greeting.
T：Class begins. Good morning, boys and girls.
S: Good morning! Alice.
T: How are you today?
S: I’m very well. How are you?
T: I’m very happy today. Thank you, sit down, please.
Step2. Warming up
2. 自由谈话—— What did you do yesterday?
T: Look, there are so many teachers here in our class today. So I worked very hard yesterday. How about you? What did you do yesterday? (板书动词过去式)
S1: I ed yesterday.
S2:
S3:
S4:
S5:
T: Wow, you did so many interesting things yesterday.
设计意图：通过描述自己昨天做的事操练句型：I ___ed yesterday. 唤起学生对过去时态的旧知，并为学习课文内容和后续小组活动做准备。
步骤二：教学过程 While-teaching
1. 开题——CAI shows the title of this lesson.
T: Now look here, today we are going to learn_____
S: Module3, Unit2.
T: Yes, we will learn Module 3, Unit2 today.
2. 儿歌导入——CAI shows some pictures.
T: Now look at our old friends, the____
S: Sheep.
T: Do you know:
Where did he go yesterday?
What did he do?
Let’s enjoy a chant and find the answer.
3. 听音回答——CAI plays the flash.
T: Now who knows: Where did he go yesterday? （板书动词过去式）
S: He went to a shop.
T: Yes, very good. And what did he do?
S1: He bought some apples and he ate two apples,
T: Then?
S: Then he went to school.
T: Wow, what a wonderful day! Now let’s learn the chant.
4. 学习儿歌——Let’s learn the chant.
5. 自主诵唱——Let’s chant together.
T: Now, let’s chant together.
G1 and G2, stand up, please.
You chant the girl sheep, you go first.
This time, let’s exchange. G3 and G4, stand up, please.
Wow, you did a very good job, let’s clap for ourselves.
设计意图：通过学习新儿歌，激发学生兴趣，并对动词过去式进行进一步感知。
6. 故事角色介绍——Let’s meet new friend: Tilly.
T: We know, the sheep are our old friends. And today, I want to introduce a new friend to you. Let’s welcome Tilly! (T shows a mouse toy)
Tilly: Hello, boys and girls. My nane is Tilly. I’m a mouse. Nice to meet you!
S: Nice to meet you, too.
Tilly: Oh, thank you. You are all good children. I like you very much. So look here, I have a surprise for you. Do you like surprise?
S: Yes!
Tilly: Do you want to get my surprise?
S: Yes!
Tilly: Very good! Look, I put the surprise here. If you do a good job, you can come here and climb up the stairs, then get my surprise. Are you ready?
S：Yes!
Tilly: Very good! And today I have a story for you, too. Do you like stories?
S: Yes!
设计意图：用手偶玩具介绍故事角色，激发孩子们的学习兴趣，同时陈述评价机制，让所有的学生积极参加课堂活动，并培养他们的思考和表达能力。
7. 看图预测——Let’s look and guess the story.
T: OK! Please look at Tilly’s story. Can you guess:
When did the story happen?
Where did the story happen?
Who can you see in the story?
T: Question 1: When did the story happen? Maybe______
S: Yesterday.
T: Very good. How about you?
S: Last week.
T: Maybe. Nice try! And you?
S: Last Sunday.
T: Yes, maybe. I don’t know. And: Where did the story happen?
S: In a shop.
T: Yes, very good. Look at the shop, there are so many______ in the shop.
S: Cheese.
T: Yes. So it’s a cheese shop. Together: cheese, cheese. And question 3: Who can you see in the story? Of course, we can see Tilly. And ______
S: A mouse.
S: A cat.
T：Yes, you are so good! But do you know: What happened in the shop? We know the mouse is afraid of the cat, and the cat doesn’t like the mouse. But in this story, I think maybe Tilly and the cat become good friends because they both like cheese. What do you think? Maybe Tilly____. Maybe the cat______.
……
T: Wow, you have a wonderful imagination!
设计意图：看图预测故事中的四个要素：When, Where, Who和 what。 黑板上呈现思维导图，帮助孩子理解课文。
8．听故事，图片排序及看图说话——Let’s listen, order and talk ahout the pictures.
T： Now, let’s listen and find: What happened between Tilly and the cat?
……
T: Now, we know: this story happened in ______.
S: Last month.
T: Yes, together: month, month, last month. We know,this month is _____.
S: May.
T: So, last month was_____.
S: April.
T: Very good. Now please look at these pictures. Let’s order them. Which is number 1?
S: B.
T: Yes. B is number 1. Can you say: Tilly____
S: Tilly went into a shop.
T: Yes, Tilly went into a shop. Together: went into, went into. Now, please discuss in groups, order and talk about these pictures.
……
T: So, which is number 2?
S: A.
T: Yes, very good. Can you say: Tilly_____
S: Tilly bought some cheese.
T: Wonderful! Tilly bought some cheese. How about number 3?
S: E. And she ate the cheese.
T: Yes, she ate the cheese. And number 4?
S: D. Tilly saw a cat and she was scared!
T: Yes, she saw a cat and she was scared. Together: scared, scared. Look here, I saw a monster, I was very scared! How about you?
S: I saw a monster, I was very scared!
T: Very good. And how about this one? You please.
S: I saw a cake, I was very happy.
T: Nice. And I saw the cake, I was very hungry. The last one, you please.
S: I saw a snake, I was very scared!
T: Yes, the snake is very dangerous. Now, look, of course, number 5 is picture____
S: C.
T: Yes, who can say: The cat_______
S: The cat shouted:“Come to my shop again!”
T: Wonderful! Now you are the cats, let’s shout together: Come to my_____. One, two, go!
S: Come to may shop again!
设计意图：听故事，图片排序并进一步理解故事内容并整理第四个要素：What。板书呈现思维导图帮助孩子理解文本内容。同时纠正孩子发音错误，为朗读故事做准备。注重提醒孩子恰当模仿故事情节中各个角色情绪变化，培养孩子英语表演能力。
步骤三：教学巩固 Post-teaching
1．听音跟读——Let’s listen and repeat.
T: Wow, you understand the story very well. This time, let’s listen and repeat together. Please open your books, turn to P17. Point to your books, one, two, go!
……
2. 齐读课文——Let’s read together..
T: Can you read the story now?
S: Yes!
T: OK, let’s read together. Tilly is a mouse, one, two go!
……
3: 复述课文——Let’s retell the story together.
T: Wow, you all read very well. You can go one stair. Now please close your books. This time, let’s retell the story. Please look at the blackboard, there are 4 important parts in the story. They are: _________
S: When, where, who and what.
T: Yes, you are so clever! And look at these pictures and words, they can help you to retell. Are you ready?
S: Yes.
T: OK. Let’s retell together: Tilly is a mouse: _________
……
4: 小组复述课文—— Retell the story in groups.
T: Wow, you did a very good job. Now please retell the story in groups from: when, where, who and what. Pay attention: look at the pictures and words on the blackboard, work in groups, help each other and retell it one by one.
……
Which group wants to show for us?
……
设计意图：老师示范复述故事，帮助孩子理解并记忆故事。小组展开活动复述课文，孩子分工合作，培养孩子小组合作能力。注重引导孩子互评，自评。
5. 创编故事—— Let’s make a new story.
T: Today, all of you did a very good job and you all get Tilly’s surprise. Are you happy?
S: Yes!
T: Good! I’m very proud of you. Look, Tilly gives me a surprise, too! Now, let me open it. Look, Tilly gives me some beautiful pictures. Let’s see, wow, it’s a new _______
S: Story!
T: Yes, it’s a new story. Look, when did the story happen?
S: Last Sunday.
T: Yes. And where did the story happen?
S; At the school.
T: Right. Who was in the story?
S: Sam.
T: Wonderful! And what did Sam do?
S: ……
T: Why did he cry? Maybe he lost his money in school, so he cried and cried. Look here, who can continue the story? At last, he ________
S: At last ……
T: Wow, we make a new story together. I’ll tell the story for you, please listen to me carefully: Last Friday, Sam went to school. He lost his money in school. So he cried and cried. At last, his friends: Lingling and Amy helped him find the money. They bought a cake and ate the cake together. They were very happy! Do you like my story?
S: Yes!
T: Please clap for me. Thank you! Now let’s open your surprise, it’s a story, too. Can you tell the story to the teachers?
S: Yes.
T: Very good! But before that, I want to help you. Please look here, this is a words bank for you. You can use these words to tell your story from: when, where, who and what in your groups. Understand?
S: Yes!
T: OK! Go!
……
Which group wants to tell your story for us?
……
T: Wow, your stories are wonderful! So today we learnt how to tell a story. There are 4 important parts in a story, they are:
S: When, where, who and what.
T: Very good! Today you learnt how to tell a story. I believe you can tell our Chinese stories to the world in the future. OK, class is over today. Stand up please. Good bye, children.
S: Good bye, Alice.
T: Please turn left and say “Good bye” to the teachers.
S: Good bye, teachers.
设计意图：本堂课上涉及到的动词过去式，最后汇总成为一个 Word bank，学生利用这些词汇及老师准备的材料包，创编新故事，检测学生对动词过去式运用的掌握情况。小组内进一步的学习探讨，把知识同实际生活联系起来，关注身边的一切，并且培养他们的合作意识。
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