2016-2017牛津译林版初中英语七年级上下册全套精品教案【推荐】

2016-2017牛津译林版初中英语七年级

上下册全套精品教案

牛津初中英语7A

Unit 1. This is me!

The 1st period Welcome to the unit

Teaching aims：

1. To use appropriate greetings.

2. To introduce oneself.

Key points:

To greet new friends properly.

Difficult Points:

Different ways of expressing time

Procedures:

Step 1: Self-introduction

The teacher introduces himself or herself to the class, including Chinese name and English name. Then ask several students to tell them Chinese and English names.

T: Do you have an English name? How old are you? Where are you from?

S: My name is……My English name is Jack. I‘m 13 years old. I‘m from No. 2 middle school.

Step 2: Presentation

1. Ask ―What‘s the time, please?‖, and encourage students to

answer it.

2. Present a clock, adjust it to a certain place, and ask the students to

answer what the time is, and how to greet at this time.

3. A Game: Divide the students into 4 groups to do the above

activity. Look which team wins it.

Step 3: Practice

Role play: 4 students a group, make a small dialogue about how to greet at a certain time.

Step 4: Read and learn

1. Books open to page 3

2. Part A, read the dialogue and let the students followed.

3. Part B, let the students do B1 individually and then check

together.

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Step 5: Presentation

1. Ask the students about their hobbies (dogs).Let them talk about

their dogs‘ appearance and names. Teach them the new word

―master‖.

2. Take out a picture of Eddie and Hobo, teach the new words

―e-dog, look after‖, and review ―look up, look like, look at‖.

3. Let the students read the dialogue on page 2 after the teacher, then

ask several students to read it for the class.

S t e p6:P r a c t i c e

Teacher: Do you think it‘s in the morning? Why?

Sl: Yes, they say ―Good Morning.‖

T: What will you say to your friend at this time?

8:30 A.M, 2:30 P.M 9:00 P.M

10:00 A.M 4:15 P.M 11:45 A.M

Homework:

1. Make a dialogue in pairs with the knowledge learnt today.

2. Copy the new words three times.

3. Recite the dialogue on page 2.

The 2nd period Vocabulary

Teaching aims：

1. Verbs and nouns about sports.

2. Describe different kinds of sports.

Key points:

Describe different kinds of sports.

Difficult Points:

1. What do they like?

2. What are they like?

Procedures:

Step 1: Check homework

Ask several pairs to come to act out their dialogues.

Step 2: Revision

Say ―We met 6 new friends yesterday, do you remember their names?‖ Let the students answer it.

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Step 3: Listen and answer

1. Let the students listen to the tape with these questions: What are their Chinese names? What do they like?

2. Let them write the answers on a piece of paper.

3. Listen to the tape again to check the answers and answer:

What are they like? Are they short or tall? Are they slim or fat? Are their hairs short or long? Do they wear glasses? Write the underlined words on the Bb and explain them.

Step 4: Read and learn

Open the books and turn to page 4, read after the tape, check ―What are they like?‖ While repeating explain the lang uage points grammatical points.

Step 5: Consolidation

Draw this table on the board. Add more columns, one column for one sport.

add to the table.

Homework:

1. Copy new words.

2. Write a profile of yourself like what we learnt today.

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The 3rd period

Teaching aims：

1. To recognize the use of language in giving personal information.

2. To use personal pronouns correctly.

Key points:

The use of personal pronouns.

Difficult Points:

The use of personal pronouns.

Procedures:

S t e p1.R e v i s i o n

T: Let‘s make friends. Hello! My name is … What‘s your name?

S1: Hello! My name is …

T: How do you do!

S1: How do you do!

T: Hello! My name is … What‘s your mane?

S2: Hello! My name is …

T: Nice to meet you!

S2: Nice to meet you, too.

(Ask some other students to do this practice.)

T: Now, make friends with your classmates.

Work in groups of 4.

S t e p2.L i s t e n i n g a n d p r a c t i c e

T: Do you remember the six new friends in the book?

S: Yes.

T: What are their names? Do you remember?

T & Ss: Millie, Simon, Sandy, Kitty, Amy, and Daniel.

T: Yes, very good. But do you know more about them? What do they like? How old are they? What do they look like?

(Students shake their heads.)

T: Well, we only know their names, but we don‘t know more about them. Let‘s listen to the tape, and find out the answers.

(Play the tape recorder once.)

T: Do they tell you how old they are?

Ss: Yes.

T: Do they tell you what they like doing?

Ss: Yes.

T: And do they tell you what they look like? Are they tall? Are they slim? Do they have short hair or long hair?

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Ss: Yes.

T: OK! Now answer my questions, please.

1. How old is Millie? (She is 12 years old.)

2. Where does she live now? (She lives in Beijing.)

3. What does she like doing? (She likes reading books.)

4. What is Simon‘s Chinese name? (His Chinese name is Luo Sang.)

5. What does he like? ( He likes playing football.)

6. What does Sandy like? (She likes listening to music.)

7. Does Kitty like swimming? (No, she doesn‘t. She likes dancing.)

8. Who likes swimming? (Amy does.)

9. Does Daniel like playing computer games? ( Yes, he does.)

T: Very good! Now, open your books, and turn to page 6.

Look at Part D1. Finish this exercise quickly.

T: OK, let‘s check out the answers. What does Millie like?

S1. She likes reading books.

T: Yes, you are right. What about Simon?

S2: He likes playing football.

T: Then what about Kitty?

…

(Write the new words on the blackboard.)

(New words: music)

T: Well done!

Read the whole passage all together. Work in groups, try to finish the

T: Which group wants to talk about Millie? OK, Group 1, please.

(Check out the answers. Write down the new words on the board:

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short, ponytail, glasses, wear, slim, quite, flat, hard)

T: Listen Part A again. Read after the tape sentence by sentence.

(Play the tape recorder again.)

T: Now say ?True or false‘. Close your books, please.

1. Millie is 11 years old. F

2. Simon was born in Shanghai. T

3. Sandy doesn‘t like listening to music. F

4. Kitty loves dancing. T

5. Amy has black hair in a ponytail. F

6. Daniel wears glasses. T

7. Millie lives in a flat in Shanghai. F

8. Andy is good at maths. T

9. Simon‘s cousin‘s name is Annie. T

10. Sandy is short. F Step 3. Homework

Copy the new words, read the textbook carefully, and write a simple profile of yourself.

The 4th period

Teaching aims：

1. To recognize the use of language in giving personal information.

2. To use personal pronouns correctly.

Key points:

1. he use of language in giving personal information.

2. The use personal pronouns.

Difficult Points:

1. he use of language in giving personal information.

2. The use personal pronouns.

Procedures:

Step 1. Revision.

T: First, let‘s have a dictation. Open your dictation books. Write down the

date, please: music, ponytail, wear, slim, quite, glasses, flat, short, hard, be born

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T: Now, listen to the tape and read after it sentence by sentence. Pay attention

to the details. Then answer my questions.

(Play the tape recorder.)

T: Answer my questions, please.

1. Who has a ponytail? (Sandy)

2. Who has short hair? (Millie)

3. Who has a cousin? (Millie/Simon)

4. Who has a dog? What is the name of the dog? (Millie, Eddie)

5. Who wears glasses? (Sandy and Daniel)

6. Who likes football / basketball / dancing / swimming?

(Simon/Andy/Kitty/Amy)

Step 2. Doing exercises.

1. Open your books and turn to page 5. Look at Part B. Help Millie to complete the note from memory. You‘d better not look at Part A. I‘ll give you 3 minutes.

(The students complete the notes.)

2. Now, compare your answers with your partner.

3: Read the passage on page 4 quickly and check your answers. You should

not read every word but just find out the information only. I‘ll give you 2

minutes.

4. Who can give us his/her answers? Please put up your hands. Good,

Tom,

you please.

(Ask some other students to read their answers and check the answers all

together.)

5. This time, read the notes all together. Pay attention to the personal pronouns: she, he.

(All the students read the notes.)

6. We‘ve read the profiles of the six new friends in this book. Can you

talk

about yourselves? You may use the sentence patterns in Part A. (Ask some students to give information about themselves.)

7. Now, take out a piece of paper, and write a personal profile of a

classmate,

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the class teacher, or anyone else whom we know very well.

8. Who can read his/her passage? Jim, you please.

(The student reads his passage.)

(Ask more students to read their passages and let others guess.)

Step 3. Homework

1. Listen to the tape for three times; complete the profile of yourselves

in Part

D2; tell your classmates about the six students; and do the workbook.

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The 5th period

Teaching aims：

the simple Present Tense

Key points:

The Simple Present Tense

(Verb form changes for the simple present tense in the third person singular.)

Difficult Points:

Different sentences with the third person singular

Procedures:

Step 1. Revision

Revise some action or some verb phrases.

What do you like doing?

Revise these verb phrases:

swim, read, sing, play football, play games and so on.

Step 2. Presentation

Task: What do you like to do after school?

Do you often go fishing in your summer holiday?

Do you like fish?

Who else likes fish too?

1. Cats eat fish.(things that are always true)

2. T: Where do you live?

She lives in Beijing.(Things that are true now)

T: What do you often do after school; Ss answer

What does Simon often do after school?

He plays football after school (things that we do regularly) Conclusion: The Simple Present Tense is used when we talk about :thing that are always true, things that are true now and things that people do regularly.

Step 3. Drills

Glue them some verb phrases—let them ask and answer with these phrases

eg: do housework

Do you do some housework at home?

Who does some housework at home?

Does your father/mother do some housework at home?

Ask several pairs to act their dialogue.

Step 4. Practice (part A)

Let Ss complete the sentences with the words in the box. then check their answers.

Step 5.Presentation

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How to make positive and negative sentences in the simple present tense?

We can use one sentence in Part A as a model:

eg. I live in a flat in Beijing.

I don‘t live in a flat in Beijing.

Do you live in a flat in Beijing.

Yes, I do. No, I don‘t.

He plays football after school.

He doesn‘t play football after school.

Does he play football after school/

Conclude: we add ―s‖ to the verb after ―he‖, ―she‖ or ―it‖. However, there are some exceptions.

page 9.The table.

Step 6.Drills

Ask Ss practice with different pronunciations orally.

Eg. He likes reading.

He doesn‘t like reading.

Do he like reading.

Step 7.Practise(Part B)

1. Ask Ss to complete the dialogue.

2. Check their answers

3. Ss read the dialogue

Step 8.Work out the rule:

1. Let Ss write the rule by themselves

2. let Ss recite the rule

Homework:

1. Recite the new words

2. Recite the rule

3. Write a similar dialogue as Part B

4. Prepare for the next lesson (New words and exercises on page 10-11)

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The 6th period

Teaching aims：

Revise how to use ―to be‖ in the Simple Present Tense and the positive and negative sentences in the Simple Present Tense.

Key points:

To use ―to be‖ in the Simple Present Tense.

Difficult Points:

How to use ―to be‖ in the Simple Present Tense.

Procedures:

Step 1 Revision

Revise positive and negative sentences in the Simple Present Tense with different subjects;

Revise like this orally:

SA:I do my housework in the evening.

I don‘t watch TV in the evening.

SB: She does her homework in the evening.

She doesn‘t watch TV.

Step 2.Practise (Part C)

Millie‘s penfriend.

1.Do you have a penfriend?

Mill ie‘s penfriend e-mailed her some pictures of his family. Do you know who the penfriend is?

2 Let Ss read the letter to try to find the answer.(Raymond).

3.Let Ss complete the sentences with the correct forms of the verbs. Step 3.Simple Present Tense of the verb “to be”.

1. Positive and negative sentences with ―to be‖ in the Simple Present Tense.

Ask Ss make sentences orally like this:

T: I am a teacher.

S1: I am a student. I am not a teacher.

S2: S1 is a student. He isn‘t a teacher.

S3: S1 and S2 are students.

We are students. We aren‘t teachers.

2. Let them see the table.

Step 4:Drills

A: let Ss finish the dialogue on Page 10B:Ask Ss to practise the similar dialogues in pairs

Step 5:Presentation

1: ―To be ―is used in the Simple Present Tense in asking a nd answering questions.

Eg:Am I ……? Are you ……? Yes/no. Is she ……?

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Ss ask and answer in pairs.

2: Look at the table on page 11.

Step 6.Drills

1.Let Ss complete the conversations.

2.Check the answers

3.Read the dialogue

Step 7.Practise (Part F)

1: Let Ss complete the letter, then check their answers.

2: Pay attention to the pattern of the English letter.

3: Some new words and phrases

a: a member of

b. at the weekend

c: ran for half an hour

d: be good at; do well in

e: have dinner

f: restaurant

g: sometimes

First let them guess their meanings

Then introduce them to the students in English.

E g: Are you a member of the school football team?

Step 8:Homework

1.Recite the new words and phrases

2.Recite the two tables on Page 10 and Page 11.

3.Prepare for the next lesson (New words and finish the exercises on

Page 12 and Page 13)

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The 7th period

Teaching aims：

1.To train the Ss to read an English article.

2.To train the listening skill .

3.To train the Ss to read the article .

Key points:

listen, read , say and write

Difficult Points:

The new words: player, sports, score, kick, goal, join, wonderful, Basketball, football, match, the World Cup

Procedures:

Step 1. Presentation 5

Show a picture with a football player kicking a goal .Talking about it with the students .Using the sentences below, try to help the Ss learn the new words.

(1)Do you like sports?

(2)What sport do you like, football, or basketball?

(3)What is your favorite football player?

Which football player do you like best?

(4)Look at the picture what‘s the man doing?

(He is kicking the ball. He is kicking a goal. Can he score a goal?(Kick the ball into the goal).

(5)Two teams play together that is a---match.

(6)What is the biggest football match?

The World Cup.

Step 2.Reading

Read Part A1, try to finish the notes.

Explain the new words.

Age: How old

Appearance: What does he look like?

Birthplace: Where was he born?

Step 3.Listening

Listen to the tape, try to find more information about Li Guanhua. Then finish the notes.

Step 4.Reading

Help the Ss read the notes.

Step 5.Write

Read Part A1 again, then finish the article.

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Step 6:Writing

Offer some information to the Ss. Ask them to help each other, write an article.

(1)姓名：郝海东

(2)年龄：33

(3)外貌；身材高大，体格健壮

(4)出生：大连

(5)职业：足球运动员，效力于大连实德足球俱乐部（club）

(6)许多人喜欢看他的球赛

Step 6.Reading

Ask some Ss from different groups to read their articles. Assignment :(1)Write an article about Hao Haidong

(2)copy some phrases.

Homework: Read part A1 fluently.

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The 8th period

Teaching aims：

1. To establish and maintain relationship and routines in school

2. To use everyday expressions to give instructions, make requests, and give responses

Procedures:

Step 1. Revision

Tell the students that they need to speak in English in your class, so it is important to lean some common expressions. Tell them to write down frequently used words and phases in a dedicated book which they should always bring to class.

Step 2. Practice

Alternatively, you could create a card system with your students.

1. They write phrases on small pieces of cards, one phrase per card.

2. Students draw symbols/pictures next to each phrase or instruction to help them memorize the phrases.

3. Students show their symbols/pictures to a partner who has to guess what the phrase is.

Step 3. Presentation

Introduce the word ?borrow‘. Ask students to work in pairs to exchange requests and responses as presented on page 14. Ask students to memorize the whole sentences and look at their partner when they speak.

Step 4. Practice

Walk around the class and check for understanding. Encourage students to repeat whole sentences from memory.

Homework:

1. Make a dialogue.

2. Copy the new words and phrases.

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The 9th period

Teaching aims：

Writing about yourself

Key points:

How to write

Difficult Points:

How to write

Procedures:

Step 1：Presentation

1. The teacher tells each student that they will have a parents meeting, and they must let the parents know them well .ask ：How should they do? Get the students to answer. Help them if possible.

2. Ask: ―How to write a profile？‖

Step 2: Reading

1. Get the students to read Millie‘s and Daniel‘s profile by themselves first.

2. Ask some questions about the ―name, age, birthplace, birthday, hobby, appearance and so on.‖ Analyze the new words and expressions:

Step 3: Presentation and practice

1.Ask the students how they can write a profile again .See if

student can tell you. Help them to say:＂Age birthplace

birthday…＂and so on .

2.Practice writing the profile on page 16. Give them about

seven minutes to finish it .Tell them to attend to

something.

3.Check the answers. First in pairs, then together, share

some good ones.

Step 4: Homework

Ask the students to finish off their profiles. Stick their best

photos on it, bring it to school tomorrow.

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The 10th period

Teaching aims：

Check out

Procedures:

Step 1: Revision

1.Ask the students to hand in their homework. Show the

pictures to them and let them guess who he/she is.

2.Get one or two students to read the profiles.

Step 2: Presentation& practice

1.Show them the pictures of the six students in this unit. Ask

something about them:＂name, age, birthday, hobby＂and

etc. If they can‘t answer the questions, ask them to open

their books.

2.Review the vocabulary about sports and equipment.

3.Review something about integrated skills.

4.Ask the students to group the words on page 17 Part B.

Check the answers and ask them to write down their scores

on the paws.

Add some words and remind them how to learn and

remember the new words from now on.

Step 3: Grammar

Ask them to tell something about the simple present tense,

write down to be/to do on the blackboard. Analysis how to

use ＂to be＂and＂to do＂.

Step 4: Practice

Practise page17, Part A

Step 5: Workbook

Unit 2 My day

Period(1)

一教学内容：Comic strip+ Welcome to the unit

二教学目标

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1能听、说、读、写单词fun,sleep,a.m,p.m,homework。能听懂、会读单词wake,just,activety并理解单词assembly,after-school；

2能用所学英语谈论一天的活动安排；

3培养学生在日常生活中运用语言进行实践的能力，从而激发学生学习英语的积极性。

三教学重点

1生词和日常交际用语；

2描述一天活动安排的动词词组。

四教学难点

1一般现在时的助动词do/does的用法；

2能比较各自的活动时间表或日程纪录并互相问答。

五教学用具

1 投影仪2、图片(第18页)四张3、白纸若干(依照第19页事先划好表格)

六教学步骤

1 简单回顾第一单元所学。让一两名学生到前面进行该单元重点内容“介绍”的表演：Introduce oneself,表演完后，教师问：Do you think they do them very well?(Yes),然后说:I think all of you do very well in learning Unit 1. Congratulations!(带领全班同学一场鼓掌)。接着，问学生：Do you remember Eddie and Hobo? (Yes) Please look at the time-table of Edie.在黑板上画出一张简单的表格，分别写出时间和活动名称。Say : This table can tell us Eddie‘s daily activities.(教生词activities)Let‘s have a short talk about it. What time does Eddie get up? What time does Eddie have breakfast ?

2 出示第18页图片，为学生朗读对话，并借助于图片、动作教单词wake,just,sleep,fun及短语wake up,然后问学生：What is Eddie going to do after breakfast/lunch?

打开书本，带领学生朗读数遍后，需求学生分组对话，最后选出几组到前面，他们用动作、表情来进行表演。然后问学生：Do you want to be like Eddie?(No)Then, What‘s your daily activities?点出本单元所学重点：Today we‘re going to learn Unit 2.In this unit, we‘ll learn how to talk about our daily activities .

3 让学生分成3人一组，就日常生活和活动进行集体自由讨论并已划好表格的白纸上记下各自的时间及活动名称，要求学生进行这样的提问：When do you get up/have breakfast?etc.

4 书本第19页，与学生们一道先浏览Millie‘s day,让学生猜出

a.m. , p.m.的中文意思，教单词assembly.

5 让学生装把自己讨论的日程活动安排草表，对照A部分

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Millie‘s day的内容，加上a.m., p.m.,填入―My day‖的表格中。然后让几位学生到前面向全班同学描述自己的一天，最后分组进行组内发言。

6 游戏：将A部分表示活动名称的动词词组写在黑板上，领读数遍后分成休闲——运动——用餐——上学四种类别，分四个大组，让学生分类别写在白纸上，并可适当增加一些。然后合上书本，进行组与组之间的词组竞赛，看哪一组的词汇再现量居多，评出优胜组。

7 家庭作业：《全程训练与测评》第二单元第一课时练习。

Period(2)

一教学内容：Reading(A) School life

二教学目标：

1 能听、说、读、写单词beause, buy, whole, day, other, spend, Tuesday , Friday, also, volleyball,swimmer,e-mail及短语more,than;能听懂、会读单词snack,hall,practice;能理解单词tuck,principal;

2 能通过图片与关键词来推测单词的大意，并通过阅读对语篇内容的正确理解；准确地获取对北京阳光中学的具体信息。

三教学重点

1 对语篇内容的正确理解；

2 生词和习惯用语。

四教学难点

1 阅读技巧的培养；

2 通过比较能模仿范文，用英语简单描述出学校的大致情况。五教学用具：1 、投影仪2、录音机3、图片若干

六教学步骤

1 复习上一课时中的日常生活问题：When do you get up every morning? When do you have breakfast? etc.

让一两个学生到讲台前根据自己的日程纪录，用英语简单描述一天的活动时间安排，可作为一个free talk. 教师这样说：Now, please take out your diary and try to talk about your daily activities briefly. 2 问学生：Do you get up early every morning? ( Yes) Do you like your school? Why?

Is your school big or small? Are there any trees in your school?

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What class are you in?

What do you often do at school?

(有些问题可以让学生自由讨论片刻，再回答)

然后说：Here is an e-mail from Millie to her new e-friend Tommy. Listen first, and try to answer the question: What are her favourite lessons? 让学生猜出e-friend的意思：再放一遍录音或为学生朗读一遍课文，帮助学生找出问题答案。3 打开书本，让学生快速浏览第20页上的文章，并帮助他们划出生词。将学生分为三人一组利用图片及上下文意思猜出生词含义，必要时可用学生装所学过的英语给予适当的解释。最后翻到―单词表‖，核对全心全意的猜测，对猜对率高的一组进行表扬，鼓励并告诉学生：这是一种良好的有效的快速阅读技巧，希望他们以后多加重视、尝试。4放录音或读米莉的电子邮件，学生跟读。教师提醒学生注意生词的正确语音及语句的正确语调。5设计一些理解性问题并出示在投影仪上，帮助学生检查对课文信息的正确识别和捕捉。

1)Is Beijing Sunshine Secondary School a big school?

2)How many students are there in it ?

3)What class is Millie in?

4)Why does she like her classroom?

5)What‘s in the playground?

6)Who is Millie‘s best friend? etc

然后鼓励学生针对课文其余部分，互相提出问题，并分小组进行问答活动。6让学生把自己的学校与北京阳光中学作比较，依照课文，写一段话，简单地描述。教师可在班上巡视，给予必要指导。最后选出一两篇完成较快的作为范文，在全班朗读让其他同学进行创造性补充或点评。

7 家庭作业

①以My school为题，写一篇描述自己学校的e-mail.

②《全程训练与测评》第二课时练习。

Period(3)

一教学内容：Reading (B)(C)(D)

二教学目标

1 能听、说、读、写单词something,other,kind,head,并听懂会说单词meal,improve,skill,use及短语twice a week；

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2 能识别有关学校生活和各种活动的具体信息；

3 能选择一些想法并用完整的句子表达出来。

三教学重点

1 在不同的情景和语境下运用英语；

2 能获取有关学校的准确信息并进行问答。

四教学难点

1 运用动词和名词谈论课外活动；

2 培养学生用英语思维的能力。

五教学步骤

1 复习第19页My day 内容，让学生到讲台前做free talk.根据自己的日程安排表简单描述自己一天的主要活动。复习第20页课文内容，用上一课时中设计的理解性问题问学生，以帮助学生巩固对e-mail信息的识别。然后做书本第22页上的判断正误练习。可先告诉学生该项的语境：汤米阅读了e-mail后，向他的朋友介绍米莉。教生词twice,week并解释,再要求学生把错误的表达改正过来。

2 复习第20页课文中的词汇，可借助《全程训练》中相关内容，也可自行设计相关练习，出示在投影上，然后做书本第21页B2的练习，(事先应通过上面的英文提示提醒学生本练习的语言背景)要求学生学会用所的词解释生词，从而鼓励学生积极用英语思维（可借助于学过的词教右边短语中的生词）。

3 出示第21页的四张图片，利用图片帮助学生回忆第20页所学单词。

问：Where are the students? 待同学们正确识别并回答出以后，告诉他们：这此词汇可以帮助学生了解学校里的不同场所。然后做书上第21页B1，在不同的图景下填上相应的词（组）。

4看书本第22页D: Millie‘s Day.根据第19页上米莉的日程纪录，用方框中所提供的时间先让学生回答出以下问题：

What does Millie do at 6:30 am? What does Millie do at 7:00 am? etc.

然后在白纸上按图片顺序写出答案：

Picture 1:Millie does after-school activities at 3:30p.mm-4:30p.m.。等选出部分学生朗读他们的句子予以适当的点评后，让所有学生在图片下面的横线上写出相应的时间。最后利用时间和图片分组问答：What does Millie do at …？

5 归纳整个Reading部分材料中的useful expressions.写在黑板上，领读数遍后。圈出其中的动词或名词短语，让学生分组进行相关的信息交流：

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