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---Yes, she did./No, she didn’t.
（2）She learnt English.
（3）He is learning English now.
2．Ability aims
能听懂Did your grandma learn English? Yes, she did. 这类语句询问过去所发生的事情，能用She learnt English.He is learning English now.这样的英语句子来介绍他人过去和现在的状态。
三、教学过程
Step1.Warming up
Greetings.
2.T: First, look at the screen,出示家庭成员的家庭树，让所有的孩子复习一下家庭成员的英文说法，让孩子知道家庭数中，家庭成员的排位，便呈现便让孩子复习他们的英文说法，为学习课文和学后介绍自己家人做铺垫，并叫孩子们拍手齐说加强趣味记忆。
（开始上课，给学生一个轻松的环境，让孩子先来认识一下在家庭树上猜猜他们都是谁？随后家庭成员的英文。）
??T: N ow let’s say a chant together, clapping the hands.
make? made She made a cake.
buy? bought She bought a book.
eat? ate?? She ate an ice cream.
go? went? He went to the zoo.
watch watched He watched TV.
do did?? She did homework.
（设计意图： 本活动在活跃气氛，缓冲紧张的同时，让学生复习到前面学过的一般过去时，为后面的继续学习做准备。）
Step2.Presentation
T:Today,We’ll learn Module2Unit1 She learnt English.
1.Look at the screen, can you guess what is she?(show a picture of YangLiping.)
T:Yes ,she is a dancer. She danced in lots of Chinese cities.(dance-danced-dancer)
T: We’re learning English now. English is a foreign language.(出示单词卡教学foreign，language）
2. T：Boys and girls, yesterday I watched TV and did housework. Did you go to the zoo yesterday?
The student answers: Yes, I did. / No, I didn’t.
3. The teacher asks: Did she/he …?
? The students answer: Yes, she/he did. No,she/he didn’t.（设计意图：用与学生有密切联系的生活事件作为导入，为后面的学习提供了一个缓坡，有助于学生对新内容的学习与理解。在难以创建情景的情况下，借助于课本上的图片作为操练材料，在有效的对教材进行了整合应用的同时，又巩固操练了新知识。）
Step3. Learn the text.
T: We know Lingling is still in London with Sam and Amy. Lingling is looking at some photos. Now let’s listen and underline the sentences with “did”.
2. Listen again and answer the questions: