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（2）学生能正确认读并理解句子：This game is stupid. No, we’ve got another game. I was angry.
2.教学难点
学生能够理解句子I was angry，即初步感知”was”是一般过去时态。
教学准备：多媒体、教学课件、人物头饰、板书磁条、游戏、礼物教具
教学过程
Step1:Warming-up
1.通过歌曲复习心情，并活跃课堂气氛。
2.Freetalk：用How are you feeling?与学生对话。
Step2: Pre-reading
给出Mike的图片，让学生观察图片并问：How is Mike feeling? Why is he happy?让学生猜测，给出生日的图片引导学生说出今天是Mike的生日，并提出两个问题：
1.Who gives him a present?
2.What’s the present?
Step3: While-reading
1. Listen and answer(P1-P3)
(1)听P1-P3前4句对话并找出2个问题的答案。
(2)看图读前4句对话，并猜Do Mike’s friends want to play with him?
(3)听P1-P3的第5句话（No,we’ve got another game.），并回答问题。在此过程中，利用手中的两个游戏道具做出演示解释：There are two games.This is a game.This is another game.然后带读单词another,并请学生造句，再带读句子：No,we’ve got another game.（给出小窗口解释:we’ve got= we have got）
(4)让学生跟读P1-P3
(5)请学生上台表演这段对话，演完后询问：How is Mike feeling now?
2. Read and think(P4-P7)
(1)阅读 P4-P7,并思考：How is Mike feeling now?追问：How do you know?
(2)学生回答原因时提到句子：This game is stupid.在此解释stupid，给出图片AB选项，帮助学生理解单词及句子意思。并给出一张积木的图片，标明是给0-2岁儿童玩的，问学生：Do you want to play this game?What do you think of this game?让学生再次理解stupid的含义。然后点几位学生起来模仿Mike说出这句话：This game is stupid.。并追问：Why does he think the game is stupid?
(3)询问学生-How is Mike’s dad feeling?-He is sad.-How do you know?-“But Mike!”
让学生通过我读这句话的语气感受意思，理解but的含义，并举例：Emma’s dad likes pink.But Emma hates pink.
(4)请学生观察P5，补充爸爸可能想说却没来得及说出口的话。
(5)引导学生观察P6图片，并提问： How is he feeling now? Angry？What is he thinking?让学生回忆每个小图片代表的相应对话。
(6)告诉学生Mike脑海中有两个小人在争执，Mike1says: I should say sorry. Mike2 says:I hate this stupid game.那么谁赢了？
3.Watch and say(P8-P10)
(1)看视频并说：1.-How is Mike feeling now?-He is sorry.所以他说：I’m sorry,Dad.The game isn’t stupid. ( 给出isn’t=is not,并带读isn’t) ，再提问：Why does he think the game isn’t stupid now?
(2)And he says: I was angry.给出图片让学生选择：When was he angry？