【正文】 third, Ss listen carefully and find 1 to 10 on the book.(It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)Ⅳ.ConsolidationA task of teacher shows a big picture with some boys and girls on the students look at this picture for 5 the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.(This is a transitional part for unit 2)Ⅴ.AssessmentLet the students to count all the things arround them after to tell their friends or to mark on the paper.(revision is so important that Ss should speak English as much as they can in class)Above is my lesson,I try my best to make my students happy in I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their , the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, storyteaching and sentence ’s all!Thank you!It’s my great honor to be here sharing my lesson with content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching 、Teaching materialThe topic of this module is “Changes”.The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”.The main patterns “They were young.” and “I was two.” are close to Ss’ daily , they would show their great interests in this lesson and try to use what they have learnt in their real studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”.二、StudentsThe Ss in grade four have got some English also have higher learning enthusiasm and lively a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more , the abilities of observing and selfstudy , the habits of independent thinking and positive participation are fostered in the 、Teaching aims（一）Aims on the knowledge1．The Ss can understand and speak the words: who, grandparents, then, me, hair, ．The Ss can understand and speak the sentence patterns: They were was two.（二）Aims on the abilities1．The Ss can read the dialogue ．The Ss can municate with “was/were” according to the photos.（三）Aims on the emotionThrough the Ss’ parison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the 、Teaching points（一）Key points1．The Ss can understand and speak the new words and the sentence ．The Ss can describe the things past with “was/were”.（二）Difficult points1．The Ss know the usage and relationship between “am/is/are” and “was/ were”.2．The Ss can discuss the real life with the sentence patterns freely and 、Teaching preparationTape, recorder, photos, multimedia, cards, 、Teaching processStep the song “The family”. talkT: Here is a family ’s describe this photo, Father is …(choose the appropriate adjectives)S: ….T: Mother/Brother/Sister/Baby is……[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English free talk can help them review the adjectives which are used to describe the personalities and T: Here is another family you know who the baby is?S: …T: It’s me!(Teach the word “me” at this moment.)I was two, I am 30.(Show Ss the current photo.)T: Our friend Lingling has got some photos, you want to have a look?[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text (1)Listen and try to find out the words they don’t them in T consolidates the meaning of “who, grandparents, then, hair, so”.(2)Listen read and underline the sentences with “was/were”.T: What’s the difference between “am/is/are” and “was/ were”?（Explain it under the help of the photos.）[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the the past tense appropriately and design the blackboard writing Ss know the meaning and usage of “was/ were” clearly.（3）Listen and read the dialogue 1．Look, listen and Ss four pairs of pictures, choose the correct one after listening to T’s ．Do Activity 3 on page the answers in groups.[Design intent] Through the activities, let Ss practice the sentence patterns step by Ss39。second, guess how many students.(t