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1、 7B Unit 4 Amazing things單元分析、課時(shí)教案及練習(xí) 　 一、教材分析 7BUnit4談?wù)摰氖莂mazingthings，整個(gè)單元的話題圍繞我們身邊各種各樣令人驚訝的現(xiàn)象或事件展開(kāi)，很容易引起學(xué)生的興趣并激發(fā)學(xué)生去了解更多令人驚訝的事情，并且在了解的前提下提高交際和運(yùn)用英語(yǔ)的的能力。Reading 中以the Ghost in the Park 的小故事非常吸引同學(xué)的眼球和注意力，在不知不覺(jué)中滲透了對(duì)一般過(guò)去時(shí)態(tài)的初步感知，從而為后面的本單元的重中之重的語(yǔ)法教學(xué)做了很好的鋪墊。學(xué)習(xí)技能和中心任務(wù)部分繼續(xù)跟進(jìn)了學(xué)生身邊的amazingthings，從

2、而順利的完成整個(gè)單元的所學(xué)知識(shí)和信息的輸出（output）. 二、單元目標(biāo) 1.知識(shí)目標(biāo)： 在整個(gè)單元通過(guò)各個(gè)板塊的學(xué)習(xí)應(yīng)該掌握一些常用單詞的用法、描述喜好的詞匯的用法、掌握動(dòng)詞過(guò)去式的構(gòu)成，了解一般過(guò)去時(shí)的構(gòu)成與用法，根據(jù)情境正確使用一般過(guò)去時(shí)談?wù)撨^(guò)去的事件。 2.能力目標(biāo): 學(xué)會(huì)用正確的詞語(yǔ)表達(dá)對(duì)事物的喜好，能運(yùn)用閱讀技能掌握文章內(nèi)容，并能進(jìn)行復(fù)述故事；知道運(yùn)用列出寫(xiě)作提綱為寫(xiě)作服務(wù)；通過(guò)語(yǔ)言技能的訓(xùn)練以達(dá)到本單元的一般過(guò)去時(shí)態(tài)的學(xué)習(xí)目標(biāo)。 3.情感目標(biāo): 本單元通過(guò)對(duì)令人驚訝的事物的學(xué)習(xí)和討論，不僅使學(xué)生掌握樂(lè)科學(xué)知識(shí)，而且教育了學(xué)生熱愛(ài)自然、相信科學(xué)，并讓學(xué)生在使用他們

3、在使用他們感興趣的的英語(yǔ)過(guò)程中提高他們的自信能力。 三、教學(xué)的重點(diǎn)和難點(diǎn) 1、重點(diǎn)：1）相關(guān)大的詞匯、短語(yǔ)和句子。 2）談?wù)撓埠玫男稳菰~和動(dòng)詞的運(yùn)用。 3）動(dòng)詞過(guò)去式的構(gòu)成和發(fā)音。 4）談?wù)摵蛯?xiě)作身邊的令人驚訝的人和事物。 2、難點(diǎn)：1）一般過(guò)去時(shí)態(tài)的熟練掌握，并能夠熟練運(yùn)用到過(guò)去事件的談?wù)摵蛯?xiě)作中。 四、學(xué)情的分析和教學(xué)建議 1. 學(xué)情分析：七年級(jí)學(xué)生性格活潑，對(duì)新鮮事物特別敏感，容易接受新鮮事物，對(duì)英語(yǔ)充滿好奇心。因此在教學(xué)過(guò)程中，本單元的話題--Amazing things是學(xué)生非常感興趣的話題，reading

4、 中的故事很吸引學(xué)生，學(xué)生應(yīng)該樂(lè)學(xué)。The Simple Past Tense 雖然學(xué)生在小學(xué)有過(guò)一點(diǎn)的接觸，但那只是蜻蜓點(diǎn)水，老師應(yīng)注意創(chuàng)設(shè)情境，情境應(yīng)生動(dòng)活潑且貼近學(xué)生的生活，從而激發(fā)學(xué)生的興趣，引起學(xué)生的注意，調(diào)動(dòng)學(xué)生的主動(dòng)性和積極性，進(jìn)行系統(tǒng)的強(qiáng)化訓(xùn)練，讓學(xué)生完全掌握。 2. 教學(xué)建議：教師應(yīng)該改變過(guò)于強(qiáng)調(diào)接受學(xué)習(xí)、死記硬背、機(jī)械練習(xí)過(guò)多的現(xiàn)象，倡導(dǎo)學(xué)生主動(dòng)參與，樂(lè)于探究，勤于動(dòng)手，培養(yǎng)學(xué)生搜集和處理信息的能力、獲取新知識(shí)的能力及交流、合作的能力。一般過(guò)去時(shí)是學(xué)習(xí)現(xiàn)在完成時(shí)，過(guò)去進(jìn)行時(shí)和過(guò)去完成時(shí)的基礎(chǔ)，因此一般過(guò)去時(shí)，在初中階段就顯得尤為重要，是學(xué)生必須掌握的，在常見(jiàn)的幾種時(shí)態(tài)和語(yǔ)

5、態(tài)中起著橋梁和紐帶的作用，新課程強(qiáng)調(diào)教學(xué)過(guò)程是師生交往，共同發(fā)展的互動(dòng)過(guò)程，在教學(xué)一般過(guò)去時(shí)中要處理好傳授知識(shí)與培養(yǎng)能力的關(guān)系，注意培養(yǎng)學(xué)生的獨(dú)立性和自主性，引導(dǎo)學(xué)生質(zhì)疑、調(diào)查、探究，使學(xué)習(xí)成為在教師指導(dǎo)下主動(dòng)的、富有個(gè)性的過(guò)程。 教師可以采取聯(lián)系日常實(shí)際、分組練習(xí)和小游戲和充分利用多媒體的優(yōu)勢(shì)等方式，讓學(xué)生主體參與，主動(dòng)探究，合作互動(dòng)，充分發(fā)展，針對(duì)英語(yǔ)最主要的語(yǔ)言特點(diǎn)進(jìn)行聽(tīng)、說(shuō)、讀和寫(xiě)的訓(xùn)練。各個(gè)板塊的側(cè)重點(diǎn)不同，所以各個(gè)板塊的安排也不相同。 Welcome主要任務(wù)是總領(lǐng)單元知識(shí)，在于引發(fā)學(xué)生的學(xué)習(xí)興趣。為本單元以后的學(xué)習(xí)服務(wù)。本課內(nèi)容是通過(guò)六幅圖片描述六件奇聞，讓學(xué)生對(duì)這些奇聞?dòng)?/p>

6、簡(jiǎn)單的一個(gè)或兩個(gè)詞做出簡(jiǎn)單評(píng)價(jià)，談?wù)勛约旱母惺?。而HOBO，EDDIE的對(duì)話也圍繞UFO展開(kāi)，進(jìn)一步激發(fā)學(xué)生對(duì)奇聞的興趣和求知欲。本課的內(nèi)容本身就具有很大的趣味性，學(xué)生非常樂(lè)于學(xué)。 Reading部分給大家講了個(gè)故事，學(xué)完故事后要求學(xué)生掌握文中的語(yǔ)言點(diǎn)并能清楚的復(fù)述，并在情感上教育學(xué)生熱愛(ài)自然，熱愛(ài)科學(xué)，不要迷信。 Vocabulary部分讓學(xué)生運(yùn)用談?wù)撓埠玫男稳菰~和動(dòng)詞展開(kāi)對(duì)身邊事物的熱烈的討論。 Grammar一般過(guò)去時(shí)的教學(xué)是整個(gè)單元的核心部分，建議在講授新的知識(shí)的時(shí)候讓學(xué)生參與到其中，并適當(dāng)?shù)匾龑?dǎo)他們自己探索、總結(jié)，這樣可以培養(yǎng)學(xué)生的自主學(xué)習(xí)能力，也能加快他們掌握的速度，加深他們

7、的印象。同時(shí)建議把教材中的be 動(dòng)詞的過(guò)去式的教學(xué)和行為動(dòng)詞的過(guò)去式的教學(xué)順序互換一下，這樣可能更利于學(xué)生的掌握。 Integrated skills是整個(gè)單元的綜合運(yùn)用部分。本部分的內(nèi)容是讓學(xué)生對(duì)身邊一些動(dòng)物做一些了解和描述。這些東西是學(xué)生很感興趣的內(nèi)容，很容易使學(xué)生參與到其中，做到共同提高。 Pronuciation主要是掌握以-ed 結(jié)尾的動(dòng)詞過(guò)去式的發(fā)音；了解英語(yǔ)中的一些讀音規(guī)則；并培養(yǎng)學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣。 Main task、Checkout是訓(xùn)練學(xué)生的寫(xiě)作能力和自我檢測(cè)能力。先通過(guò)創(chuàng)設(shè)情景讓學(xué)生學(xué)會(huì)仔細(xì)觀察、收集資料，為寫(xiě)作做好鋪墊。然后提醒學(xué)生寫(xiě)作前列出一定的提綱對(duì)于寫(xiě)

8、作是有很大的幫助的。最后可以讓少部分學(xué)生板書(shū)或互相交換批閱，彼此了解學(xué)生的掌握情況，好為下一步的學(xué)習(xí)做好準(zhǔn)備。 五、課時(shí)的安排 新課程提出教師要善于結(jié)合實(shí)際教學(xué)需要,靈活地和有創(chuàng)造性地使用教材,對(duì)教材的內(nèi)容、編排順序等方面進(jìn)行適當(dāng)?shù)卣{(diào)整和整合。 本單元建議用11課時(shí)進(jìn)行教學(xué)，具體安排如下： 第一課時(shí) Comic strip and Welcome to the unit 第二課時(shí) Reading （1） 第三課時(shí) Reading (2 )　　 第四課時(shí) Vocabulary 第五課時(shí) Grammar（1） 第六課時(shí) Grammar（2） 第七課時(shí) Gram

9、mar (3) 第八課時(shí) Integrated Skills (Part A) 第九課時(shí) Speak up and Pronunciation 第十課時(shí) Main task 第十一課時(shí) Checkout Unit 4 Amazing things The First Period Comic strip and Welcome to the unit Teaching aims： 1. 知識(shí)目標(biāo)： （1） 詞匯：yesterday ,bright,travel, earth,moon,elephant,plant,stra

10、nge （2） 理解并識(shí)記下列短語(yǔ)：come on ,the light on the plane ,unusual things keep …… open , walk on tiptoe, （3） 重點(diǎn)句型：Fish sleep with their eyes open. There is no plant life without lightning 2. 技能目標(biāo)：利用所學(xué)形容詞談?wù)摮泽@ 、喜歡、恐懼等方面的事情。 3. 情感目標(biāo)：了解世界上一些令人吃驚的事情，激發(fā)學(xué)生的求知欲 Teaching aids： Record , pict

11、ures Teaching procedure： Step 1 Warm-up activity 1 Capture students interest by focusing on UFOs. Bring in a picture of a UFO or ask students to make large drawings of UFOs for homework before this lesson. 2 Ask some general questions about the comic strip. 3 Do a quick class

12、survey. Ask Do you think/believe that there are UFOs? Ask students to raise their hands and do a count of the answers. Ask them if they have ever seen a UFO or if they know someone who has seen one. Do another quick class count. Step 2 Practice 1 Play the tape for students to listen and repe

13、at 2 Ask students to role-play the play. Then ask several pairs to act out the play. Step 3 Presentation 1 Present the first picture in Part A, Page 61. Learn the words lightning plant by asking students What can you see in the picture? Help them answer the question. 2 Use the same

14、way to teach other words travel, sneeze, Earth, elephant, without, rocket Step 4 Doing Task 1．Ask students to do Part A. 2．Divide the class into pairs. Ask students to compare their answers and discuss any disagreements. 3．Read out sentences a-f one at a time. 4．Ask students

15、 to read the conversation in Part B. In pairs, they prepare a similar conversation about the strange things in Part A. Step 5 Game Ask students about any other strange things they know of. This could be strange facts or imaginary things. Ask students to work in pairs and write down key

16、words and draw pictures of their stories. Step 6 Homework 1 Memorize the new words 2 Master the phrases and sentences patterns Unit 4 Amazing things The second period --Reading (Part 1) Teaching aims： 1.知識(shí)目標(biāo)： 1) To introduce the style of the ghost story 2) To identify specific meanin

17、g by scanning the text 3) To predict meanings of specific words from context 4) To summarize key points of a story by sequencing statements 5) To identify key events and infer general meaning 2.技能目標(biāo)：培養(yǎng)學(xué)生的閱讀理解能力 3.情感目標(biāo)：教育學(xué)生要相信科學(xué)不要迷信。 Teaching focus ： 1 To summarize key points of a story b

18、y sequencing statements 2 To identify key events and infer general meaning Teaching aids：Picture Teaching procedure： Step 1 Revision 1 Ask students about any other strange things they know of. Step 2 Presentation 1 Teach the new words on the list of new words, pronouncing each word

19、carefully. Get students to repeat in chorus. 2 Give students 2 minutes to memorize the new words. Check their pronunciation Step 3 Reading 1 Students often like ghost stories. Some even like making up ghost stories. Ask students whether they have heard about ghost stories in their

20、home town. 2 Encourage students to consider some key points before they start reading. 3 Explain the context. 4 Check understanding. Ask Wh- questions, e.g., 5 Ask students to do Part B1 on their own. 6 Ask six students to read one sentence each. Check the answers with the class. 7 Di

21、vide the class into pairs or groups of four. Ask students to make a story board. Encourage students to draw pictures to represent the different parts of the story, e.g., Picture 1: Sunshine Park -- big tree --bushes behind the tree -- two girls chatting and laughing Picture 2: whisper from behind

22、the tree -- girls frightened -- no change to scene Picture 3: girls running away looking terrified Picture 4: Help! -- Theres a ghost. (picture with speech bubble) Help students with their interpretation of the story as you go around the class. 8 Share the pictures with other students in the cl

23、ass. Ask students to make a list of Andys sequence of steps to find the ghost. 9 Ask students to identify any remaining words they do not know or cannot remember. Go through the list of new words, pronouncing each word carefully. Get students to repeat in chorus. Step 4 Homework Unit 4 Amazi

24、ng things The Third Period-- Reading (Part 2) Teaching aims： 1. 知識(shí)目標(biāo)：1) To know the use of some words and phrases 2）To complete the exercises 2. 技能目標(biāo)：能正確使用所學(xué)知識(shí)描述事情發(fā)生的經(jīng)過(guò)。 3. 情感目標(biāo)：培養(yǎng)學(xué)生熱愛(ài)自然,熱愛(ài)科學(xué).。 Teaching focus ： 1 phrases: as usual take care of turn around

25、 something unusual listen carefully run away quickly on ones way to ... say to oneself the animal centre have a great time sound like put ... into ... the next Sunday in the bushes later that day the f

26、ollowing Sunday 2 patterns: They turned around but could not see anything unusual What happened? He was not sure the sound came from the bushes. When it miaowed, it made a sound like a whisper. Teaching procedure： Step 1 Revision 1 Check the words by asking students to read the

27、 words 2 Revise the passage by asking students questions Step 2 Reading 1 Ask several students to read the story paragraph by paragraph. 2 Divide students into groups of four. Ask them to read the story and underline the words or phrases they can’t understand or use 3 Share their und

28、erstanding. First in groups, then in the whole class 4 Ask students to practise reading the story and try to retell the story according to the keywords. Ask volunteers to share. Step 3 Task 1 Explain instructions to Part B2 carefully. Revise the keywords first if necessary. 2 Ask students

29、to read the conversation in Part B2 individually and write the correct words to fill the gaps. In pairs, students compare their choice of words. 3 Ask students to say the words they have chosen. Invite students to give you the reason for their choice. Then explain and agree on the correct word.

30、4 Ask students to read the conversation in pairs. Step 4 Task 1 Explain the context. Millie is telling her friend about what happened in the park. 2 Ask students to do Part C1. Tell them to refer to the reading passage on page 62. 3 Students check answers with a partner. Then check answ

31、ers as a class. Identify reasons for errors and ask students to check the text. Ask more able students to write correct statements for those they marked as F. 4 Ask students to do Part C2 on their own. Then check the sequence of events as a class. Ask students to read out the sentences in the cor

32、rect order. Identify reasons for errors and ask students to check the text. Step 5 Homework Unit 4 Amazing things The Fourth Period---Vocabulary Teaching aims： 1.知識(shí)目標(biāo)： 1） To recognize a range of adjectives describing feelings of likes 2） To differentiate meanings between a range of semant

33、ically related words 2. 技能目標(biāo)： To use appropriate adjectives to describe feelings 3. 情感目標(biāo)： 教育學(xué)生要有正當(dāng)?shù)膼?ài)好。 Teaching focus ： 1 To describe feelings of likes using suitable adjectives 2 Phrases: be fond of… be crazy about… wake up practise doing… bark at.. 3 Sentence: He

34、barks at anyone who wakes him up before 11 o’clock. Teaching aids：Picture Teaching procedure： Step 1 Leading-in 1 Present this table， ☆☆☆☆☆☆ ☆☆☆☆☆ ☆☆☆☆ ☆☆☆ ☆☆ ☆ Ice cream Dogs Cartoons Films roller skating computer games

35、 2 Ask students to talk about their likes and dislikes. Then ask several students to fill the table. Step 2 Presentation 1 Present students my own table, tell students I’ll tell you about my favourite things I’m crazy about… I love… I am fond of… I like… I dislike… I hate…

36、 2 Teach students the new words and phrases. Step 3 Presentation 1 Use the table on the blackboard to ask students What are you/ is he/ she crazy about? What do you love? What do you fond of? What do you like? What do you d

37、islike? What do you hate? Help students to answer. 2 Then use other students’ table to ask questions 3 Ask students to write down the things that people like. Tell them to choose one of the adjectives which best describe their feelings about each situation or thing

38、. 4 Do a class survey. Choose between 5 and 10 things that students think are wonderful. Remind students of the interview question T:How do you like ... ? S:I am crazy about/love/am fond of/like ... 5 Ask students to work in groups to prepare a graph. Step 4 Task 1 Tell students to look a

39、t the table in Part A to find out what Simon and his friends like and dislike and how strongly they feel about these things. Then ask each student to tell his/her partner how strongly he/she feels about football, dogs, music, fish, food. basketball. Remind them to us

40、e the expressions like, fond of, love, crazy about, dislike and hate. Then ask individual students about their partners feelings, e.g., How strongly does Peter feel about football? to elicit Peter loves playing football. 2 Explain the instructions to Part B and ask students to fill in t

41、he blanks. Tell them that neither choice is grammatically incorrect in some sentences, but one expression is grammatically better than the other in each case. 3 Ask volunteers to share their answers. Step 5 Homework (1) Suzy __ red. She has very few red clothes.

42、 (dislikes) (2) Mrs Brown __ watching football match on TV, but her son loves watching very much. (dislikes) (3) He __ so much homework. He wants to spend more time on his hobbies. (hates) (4) Amy is __ music. When she sleeps, she dreams about singing. (crazy about) (5) Daniel is __ p

43、laying football. He plays football every day. (fond of) (6) We all ___ Sandy because she is polite and helpful. (like) Unit 4 Amazing things The Fifth Period Teaching content：Grammar (Part 2) Simple past tense of the verb ‘to be’ Teaching aims： 1. 知識(shí)目標(biāo)：1）

44、Make sure students can recognize the tense freely. 詞匯：excited,ago,appear,however,scientist,weigh,grass,baby,lay,kilogram, 重點(diǎn)句型：I was very excited to see so many amazing things. I was a little afraid. 2. 技能目標(biāo)：1) To use the Simple Past Tense. 2) To recognize typical cont

45、exts which use the Simple Past Tense. 3. 情感目標(biāo)：能根據(jù)情境正確使用be動(dòng)詞的一般過(guò)去時(shí)，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。 Teaching focus ： The simple past tense of “to be” Teaching procedure： Step 1 Revision Step 2 Presentation 1 Revise the seven days in a week by asking students: How many days are there in a week? What

46、are they? 2 continue to ask students: What day is it today? What day was it yesterday? Help students answer and write down the sentences What day is it today? It is … today. What day was it yesterday? It was …

47、 yesterday. 3 Let students look at the sentences and find the differences of the sentences. is → was Step 3 Presentation 1 Put a bag in the desk ,talk with students T: Where is the bag? S: It is in the desk. Put the bag on

48、 the desk ,continue to talk T: Where is the bag now? S: It is on the desk. Write: The bag is on the desk now. Ask students : But where was the bag a moment ago? Help students answer and write : The bag was in the desk a moment ago. The bag is on the desk now

49、. The bag was in the desk a moment ago. Let students find the changes 2 Ask students to make up similar dialogues. Remember to use ‘is’ and ‘ was’ e.g., A: Where is my book now? B: It’s on your desk. A: But where was it just now? B: It was in your left

50、 hand. 3 Use the same way to elicit were 4 Repeat step2. Practise using were. Step 4 Presentation 1 Teach them how to use the simple past tense of ‘to be ’ to make positive and negative sentences, ask and answer questions. a, Positive and negative sentences I He/Sh

51、e/It was wasn’t/was not at home yesterday. You We They Were weren’t/were not b, Question sentences and answers Was I/he/she/it at home yesterday? Were you/we/they Yes, I/he/she/it was No, I/he/she/it wasn’t/was not you/we/they

52、 were you/we/they weren’t/were not Let students conclude: (1) We use was when the subject is __ (I). __ (he), __ (she) or __ (it). We use were when the subject is ___(you), __ (we) or __ (they). (2) Negative structures

53、of the verb to be in simple past tense are: I/He/She/It __ / ___... (was not wasnt) We/You/They __ / ___ ... (were not werent) 2 Ask students some questions and students give answers. When were you born?

54、 Were you born …? Was he/she born…? Were they born…? 3 Explain the instructions to Part B1 on Page 68. Remind them to use the past tense form of “to be”. Ask them to complete the exercise. Then share their answers in a whole. Step 5 Homework

55、 Unit 4 Amazing things The Sixth Period Teaching content : Grammar (Part 1) Simple past tense Teaching aims： 1. 知識(shí)目標(biāo)：1 )To know how to form the past tense of verbs a, regular forms b, irregular forms 2 )To be able to form the past tense of verbs 2. 技能目標(biāo)：掌握一般過(guò)去時(shí)的

56、用法并能簡(jiǎn)單地使用。 Teaching focus ： The past tense forms of regular & irregular verbs Teaching aids： Pictures Teaching procedure： Step 1 Presentation 1 Draw the following timeline on the blackboard and tell the students the difference among the Simple Present Tense, the Present Cont

57、inuous Tense and the Simple Past Tense. 2002 2006 2008 Past Present Future 2 Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ag

58、o and make sure they can use the simple past tense to talk about things in the past. e.g. 1. Eddie met Millie 3 years ago. 2. Eddie was ill yesterday. 3 Teach them how to form the simple past tense a, regular verbs: Most verbs +ed walk-walked Verbs ending in e +d live-lived

59、 Verbs ending in a consonant +y －y+ ied try- tried Short verbs ending in a vowel + a consonant double the consonant +ed stop-stopped Writing about the past. Present the following words and let students change them into the simple past tense forms. 1. start → started 2. dres

60、s → dressed 3. play → played 4. help → helped 5. use → used 6. like → liked 7. look → looked 8. study → studied 9. plan → planned 10. cry → cried Then ask students to fill in the blanks with the past tense forms of these words. Ask

61、several students to share their answers. b, irregular verbs: We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’ Then give students some words and change them into the past forms. If they don’t know , they can check the wordlist on Page 120. 1

62、 cut → cut 2 let → let 3 begin → began 4 sit → sat 5 build → built 6 lose → lost 7 leave → left 8 say → said 4 Explain the instructions to Part A2 on Page 67 and ask students to fill in the blanks. Tel

63、l them they must use the simple past tense form of the verbs. If they don’t know the past tense forms of these words, they can check the wordlist on Page 120. Step 2 Homework In pairs, one students give some verbs, the other students must find the simple past tense forms of these words.

64、For some irregular verbs, they can see the words on Page 112. Unit 4 Amazing things The Seventh Period Teaching content： Grammar (Part 3) Teaching aims： 1. Make sure students can recognize the tense freely. 2. To

65、use the Simple Past Tense. 3. To recognize typical contexts which use the Simple Past Tense Teaching focus ： The simple past tense of “to do” Teaching procedure： Step 1 Revision Revise the past tense forms of “to be” 1 Positive sentence S+ was/were +P. 2 Negative

66、 sentence S+ wasn’t/weren’t +P. 3 Question sentence Was/Were +S +P? Yes, S + was/were. No, S + wasn’t/weren’t. Step 2 Presentation 1 Ask a student to open the door, ask T: What do you do? S: I open the door Write: I open the door. Continue to ask: What did you do a moment ago? Help students to answer and write I opened the do