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学生能用已学语言简单谈论过去、现在和将来发生的事。
教学准备：
单词卡片、教材人物头像，点读笔互动系统，希沃白板5教学系统，明信卡片
教学过程：
Step 1 Warm up and lead in
T: Good morning, boys and girls.
Ss: Good morning, teacher.
T: I’m very happy to be your teacher today. Do you want to know more about me?
Ss: Yes.
T: Ok. Any questions?引导学生对教师进行提问，拉近距离。
I like collecting postcards. Do you like them? If you did a good job, you can get one, and you can write a letter on it （凸显过程性评价，同时为后面的书写环节提供铺垫。）And I like reading. Do you like reading? I’ve got lots of books. Look at the two pictures. Here are lots of books. Do they like reading? Let’s listen to a chant. 教师播放活动一视频动画。
图片环游，提示动词过去式的用法。 新授单词borrow. Which one do you like? 引导孩子得出结论。
There are some verbs here. Look! They are used in the things happened in the past. 课件出示动词过去式，解释时间轴概念，简单回顾一般过去时，现在进行时和一般将来时,同时处理教材活动三练习，强化运用能力。
Step 2 Presentation
T: Look! Daming is reading a letter. Do you want to know what the letter talked about? Let’s watch and get the main idea. Who and what?(教师板书)教师播放活动二动画，提问学生了解课文大意。
Who? 帖Simon一家头像。
What? 读问题。
T: Let’s read the text for the second time. Please try to read and find the answers of the questions. 师生同读问题，教师解释。
教师点读教材互动系统，学生跟读。变换形式逐个解决问题。新授单词history, question, another（直接回答，补充句子，思维导图:如下图）。
课件出示信内容，学生自读课文，提示学生圈出和划出过去式单词和带有be going to的句子，个别提问回答。
Do you have any questions about this letter?
Does Simon like Chinese music? 处理信件第二段。
Step 3 Practice
利用思维导图复述课文，逐级展开，心中形成Mind map。
Talk about Simon’s family. (nice, friendly, helpful, ...)
If Daming will visit you, what will you or your family do?
鼓励孩子利用所学句式，发挥想象，大胆表达。
Step 4 Production
Write a letter to Lily.（自读图片，教师引导提取信息Who and What）利用课上奖励的明信片，完成书信，个别展示。
Finish the teacher’s letter.（通过信件留白的方式，鼓励独立思考，培养孩子的思维品质。）