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Step 2: Lead in
Listen to activity 1 and chant together.
Look at the pictures of activity 1 and guess “When did it happen?”
Students guess: “ Maybe yesterday. ...”
Teacher say: “ It happened in the past.” Then teach the new words “ learnt, taught, language, wrote”
（通过猜想发生的时间，观察谓语动词的变化，关注过去时的单词，接下来进行新单词讲解，并学会应用新单词）
Teacher will divide students into 3 groups. And named them “learnt, taught, wrote”
（将学生用新单词分组，学生可以反复联系这三个重要的过去时单词）
Step 3: Task presentation
全体学生会读写四会单词：wrote
全体学生会读三会单词：learnt， taught，language，foreign，dancer。
全体学生掌握功能句：Did she learn any foreign languages?
Yes, she learnt English.
He's learning English now.
Introduce others about their past. 学会介绍其他人的过去。
（让学生清楚本节课的学习任务）
Step 4: Text learning
Show the picture of the text. And introduce the background information about this dialogue. Then ask the students to guess “What are they doing?” Listen to the first part of the dialogue. Then answer the question.
（让学生初步了解这个对话的人物、地点的小背景）
Teacher: There are so many pictures in Lingling’s hand. Do you want to see them? Let’s see them together. Listen to the video and answer the questions: “What was she/he? What did she/he do?...” Teach the new word “dancer”.
（感知整个对话的内容，并回答两个比较简单的问题）
Listen again and answer the questions: “ Did she/he learn any foreign languages?”Teach the new word “foreign”.
（练习功能句型，并听更详细的对话信息）
Finish the mind map. Show the mind map again and tell students, if we want to introduce someone’s past. You can talk about his/her job, and what did she/he do, and you can ask “ Did she/he learn any foreign languages?”to know more about them. And I think if you introduce their age it will be perfect.
（利用思维导图的形式，讲述从哪些方面来介绍别人的过去，并把思维导图呈现在黑板上）
Listen and imitate.
（跟读并模仿视频的语音语调）
Role play the dialogue in groups.
（角色扮演的小游戏既可以练习读的能力，理解对话的能力，又能提高学生的兴趣）
Retell the text. Ask students to introduce Lingling’s grandparents to the class.