高中教案教案

Unit4Howdoyoucometoschool?教案。

Unit4Howdoyoucometoschool?教案

一.教育教學(xué)目標(biāo):Teachingaims:

1.目標(biāo)語言:Howdoyougettoschool?Itakethebus.

Howlongdoesittake?Ittakes20minutes.

Howfarisit?It’s10miles.

2.能力目標(biāo):1)聽能目標(biāo):能聽懂以

Howdoyougettoschool?

Howlongdoesittake?

為中心話題的相關(guān)詞組和對(duì)話

2)說能目標(biāo):

能以howtogettoschool為話題展開對(duì)話進(jìn)行交際

3)寫能目標(biāo):能圍繞HowIorHowmyfriendget/getstoschool為題寫一篇60字左右的短文.

3.情感目標(biāo):本單元通過對(duì)許多不同種交通工具和交通方式的介紹.讓學(xué)生在這個(gè)交通和信息都快速發(fā)展的今天有更強(qiáng)的交通意識(shí)為今后發(fā)展打好基礎(chǔ).

二.教學(xué)工具:多媒體

三.重點(diǎn).難點(diǎn):怎樣以話題進(jìn)行交際

四.教學(xué)過程:Teachingprocedures:

Step1Revision:

Haveamatch:Revisesomephrasesabouttransportation.

Saythesephrasesasquicklyastheycan.Forexample:takethebus…….

Step2Pairwork:

Askandanswerinpairs:A:Howdoyougettoschool?B:Igettoschoolbysubway.

Itakethesubwaytoschool.etc…….

Step3Makeasurvey

Fourstudentsinagroup.

NamesHowdoeshe/shegettoschool?

Step4Makesomeconversations

Lookatthesepictures,askandanswerinpairs

Forexample:A:Howdoyougettoschool?

B:Itakethesubway.

A:Howfarisitfromyourhometoschool?

B:It’sthreemiles.

A:Howlongisittakeyoutogetfromhometoschool?

B:Ittakes25minutes.

Step5Writing

Writeashortpassageabouthowyourgoodfriendsoryourselfgettoschool.

(描述一下你的好友或你自己是如何去上學(xué)的)Youcanusethesewords

myhomemyfriend’snameishishome/herhomeis…kilometers

getupshoweratfiveo’clockhaveaquickbreakfastleaveforschool……

bybus…….Ittakes………

延伸閱讀

Module4Unit4AvisittotheSpaceMuseum教案

每個(gè)老師為了上好課需要寫教案課件，大家在認(rèn)真寫教案課件了。我們要寫好教案課件計(jì)劃，這對(duì)我們接下來發(fā)展有著重要的意義！你們會(huì)寫多少教案課件范文呢？以下是小編收集整理的“Module4Unit4AvisittotheSpaceMuseum教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！

Module4Thenaturalelements
Unit4AvisittotheSpaceMuseum
1
Languagefocus:
Usingnouns/nounphrasetoidentifypeople,animals,events,objectsandactivites.
e.g.planet,Earth.
Usingdefinitearticlestorefertoacosmicobject.
e.g.theSun.
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.
e.g.MissGuoandherstudentsarewatchingaslideshowintheSpaceMuseum.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Useappropriateregisterswhenspeakingtofamiliarinterlocutorssuchasteachersandpeers.
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.
Materials:
Student’sBook7Bpage82
Workbook7Bpage45

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.AskstudentsiftheyhavebeentotheSpaceMuseum.AskthemwhattheysawattheSpaceMuseum.InvitestudentstotelltheclassabouttheirexperiencesattheSpaceMuseum;whattheysaw,whattheydidandwheretheywent,etc.
2.Askstudentswhattheyknowaboutthesolarsystem.Askthemquestionslike:Howmanyplanetsarethereinoursolarsystem?Whataretheirnames?
3.Introducethenamesofthenineplanetstostudents.Makesurestudentscanpronounceandspellthenamescorrectly.
4.Studentsworkinpairstowritethenamesoftheplanetsinthecorrectorder;startingfromtheplanetclosesttotheSuntotheplanetfarthestfromtheSun.Getstudentstodiscussinpairs.
5.Whenstudentshavecompletedthetask,haveafewpairsgivetheiranswerstotheclassandthewholeclasscheckstheanswerstogether.
6.Studentsworkingroups.Inviteeachgrouptochooseaplanetinthesolarsystemtheywouldliketoknowmoreabout.Encouragestudentstogotolibrarytofindoutsomeinformationontheirchosenplanet.Askstudentstosharetheirfindingsinclass.

Consolidation
Workbookpage45

2
Languagefocus:
Usingadjectivetomakecomparisons.
e.g.Jupiteristhelargestplanetinoursolarsystem.
Usingprepositions/prepositionalphrasestoindicateposition/place/direction
e.g.WhichistheclosestplanettotheSun?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Listenforspecificinformation.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Recognizerecurrentpatternsinlanguagestructure.

Materials:
Student’sBook7Bpage83
Cassette7Bandacassetteplayer
Workbook7Bpage46

Preparation:
Cuethecassette.
Pre-taskpreparation
1.Reviewthecomparativeadjective:largest,longestandsmallestwithstudents.Introduceothercomparativeadjectivestostudents,e.g.closest,farthest,hottest,coldest,shortest.Youmayusepicturestoconveythemeaningofthewordstostudents.Makesurestudentknowtheformoftheadjectives,themeaningandthepronunciation.
2.Playtherecording:Read,thinkandwrite.Studentlistenandfollowintheirbooks.

Consolidation
GrammarPracticeBook7Bpage1

3
Languagefocus:
Usingrelativeclausetodescribepeople.
e.g.Ineedsomeonewhocandosomeimportantexperiments.
Usingnouns/nounphrasestoidentifypeople,animals,events,objectsandactivities.
e.g.authors,pilots,nurses,doctors

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduselanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation.
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.

Materials:
Student’sBook7Bpages84and85
Workbook7Bpage47.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewthedifferentoccupationsonpage84oftheStudent’sBookwithstudents.Makesurestudentsarefamiliarwiththemeaningandpronunciationofthewords.
2.HavestudentslookatReadandthink.Studentsaretoworkindividually.Askthemtoplantheirjourneysintospacebyselectingthemostappropriatecrewmembers.Studentshavetodecidehowmanypeopletoallocateforeachtypeofjobandwhotheyaregoingtotakewiththemontheirjourneys.

3.Whenstudentshavefinishedselectingtheircrewmembers,askafewstudentstobrieflyexplaintheirselectiontotheclass.

Consolidation
GrammarPracticeBook7Bpage72
Workbookpage47

4
Languagefocus:
Usingadjectivestodescribepeople,animals,objectsandconditions.
e.g.British,American,Korean,Italian.
Asking‘Wh-’and‘How’questionstofindoutvariouskindsofspecificinformationaboutaperson,objectoranevent.
e.g.Howmanypilotshaveyouchosen?/What’shis/hernationarlity?
Usingconnectivestogivereason.
e.g.…Iprefer…to…because…

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Openaninteractionbyelicitingaresponse.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.

Materials:
Student’sBook7Bpage85
Workbook7Bpage48
PicturesorPhotographsofpeopleofdifferentnationations.

Preparation:
Bringpicturesorphotographsofpeopleofdifferentnationalitiestoclass.

Post-taskactivity
Workbookpage48

Consolidation
GrammarPracticeBook7Bpages73to74

5
Languagefocus:
Usingimperativesanddirections.
e.g.WriteareportaboutyourvisittotheSpaceMuseum.
Usingmodalstomakeanofferorinvitation.
e.g.Wouldyourecommendthisvisittoyourschoolmates?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statement,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.
Writing
Developwrittentextsbyusingbasicnarrativestructurethatcomprisessetting,characters,eventsanddialoguewhenwritingaboutrealandimaginaryexperience.
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.Writeoutopieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary.
Materials:
Student’sBook7Bpage86
Cassette7Bandacassetteplayer.
Photocopiablepage85

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage85foreachstudent.

Consolidation
GrammarPracticeBook7Bpage76
Photocopiablepages77to81.

Unit 4 I used to be afraid of the dark 教案4

Unit4Iusedtobeafraidofthedark教案

一.本周教學(xué)內(nèi)容：

[話題](Topic)Howwehavechanged

[重點(diǎn)詞組](KeyPhrases)

1.intheend最后,終于2.makeadecision下決定

3.toone’ssurprise令某人驚奇的事4.beafraidof害怕

5.beterrifiedof害怕6.withthelighton燈開著做…

7.worryabout擔(dān)心8.chewgum嚼口香糖

9.thesedays目前，如今10.not…anymore不再

11.usedtodosth.過去經(jīng)常12.beinterestedin對(duì)…感興趣

13.beontheswimteam是游泳隊(duì)成員14.chatwithsb.同……聊天

15.stressedout憂慮不安的16.beusedto習(xí)慣于…

[交際用語]

1.IusedtobeshortwhenIwasyoung.

我年輕時(shí)個(gè)子很矮。

2.—Didyouusetohavestraighthair?

你過去是直發(fā)嗎？

—Yes,Idid.是的。

3.—Didyouusetoplaythepiano?

你過去彈鋼琴嗎？

—No,Ididn’t.不，我不彈。

4.Iusedtobeafraidofdark.

我過去害怕黑暗。

5.I’mterrifiedofthesnakes.

我害怕蛇。

6.—Didyouusetobeafraidofbeingalone?

你過去害怕獨(dú)自一人呆著嗎？

—Yes,Idid.是的，我怕。

7.Iusedtowalktoschool.

我過去走著上學(xué)。

[重點(diǎn)難點(diǎn)釋義](LanguagePoints)

1.“主語+usedto+動(dòng)詞原形+其它”。在這個(gè)句型結(jié)構(gòu)中usedto的含義為“過去常?！?。表示過去的習(xí)

慣，暗示現(xiàn)在已無此習(xí)慣，請(qǐng)看圖：

Dave在過去幾年中一直在factory（工廠）中工作，但現(xiàn)在他在Supermarket（超市）中工作，所以Dave

usedtoworkinafactory.隱含的意思是：Daveworkedinafactorybeforebuthedoesn’t

work

therenow.

如果用時(shí)間軸表示的話，應(yīng)該是這樣的。

2.我們可以說Iusedtowork…/Sheusedtohave…/theyusedtobe…等等，也就是說used這個(gè)詞沒

有人稱的變化，to后面接動(dòng)詞原形。

usedtobe

work

have

playetc.

請(qǐng)看例句：

?WhenIwasachild,Iusedtolikechocolate

?IusedtoreadalotofbooksbutIdon’treadmuchthesedays.

?Lizhasgotshorthairnowbutitusedtobeverylong.

Liz現(xiàn)在梳短發(fā)，但以前她是長發(fā)。

?Theyusedtoliveinthesamestreetasus,soweoftenusedtoseethem.

Butwedon’t

seethemveryoftenthesedays.

他們過去和我們住在同一條街道，所以我們經(jīng)常能看見他們，但現(xiàn)在我們不能經(jīng)常見到他們了。

?Annusedtohaveapiano,butshesolditafewyearsago.

Ann過去有一架鋼琴，但幾年前她把鋼琴賣了。

usedto的否定形式是Ididn’tuseto….

?WhenIwasachild,Ididn’tusetoliketomatoes.

當(dāng)我還是個(gè)孩子時(shí)，我不喜歡西紅柿。

問句形式是didyouuseto…?

?Wheredidyouusetolivebeforeyoucamehere?

當(dāng)你來這兒之前你住哪兒？

3.usedto這個(gè)詞組只用于講述過去，我們不能用useto來講述現(xiàn)在

?Iusedtoplaytennis.ThesedaysIplaygolf.

（不說Iusetoplaygolf.）

?Weusuallygetupearly.

（不說Weusetogetupearly）

二、anymore

我們用anymore來表示情況或活動(dòng)的變化。（Weuseanymoretoshowachangeinasituationor

activity.）

?SheusedtoliveinNewYork,butshedoesn’tlivethereanymore.

如果動(dòng)詞（或動(dòng)詞短語）相同，則第二個(gè)動(dòng)詞可省略。（IftheSecondVerbphrasehasthesame

verb,youcanomitit.）

?SheusedtoliveinLondon,butshedoesn’tanymore.

anymore可不與usedto連用（Youcanuseanymorewithoutusedto）

?Shedoesn’tliveinNewYorkanymore.

anymore只能和否定詞連用

?Wedon’tgothereanymore.

?Theynevertalktomeanymore.

?Noonelikeshimanymore.

三、still

我們用still來說明某人或某物沒有變化。（Usestilltoshowthatsomethingorsomeonehasnot

changed）

ShestilllivesinMexico.

still應(yīng)放在主要?jiǎng)釉~前面（Usestillbeforethemainverb）

HestilllivesinNewZealand.

still應(yīng)放在be動(dòng)詞后面。

Heisstillcrazyafteralltheseyears.

still應(yīng)放在像can,may,should這樣的助動(dòng)詞之后

Shecanstillplaythepiano.

四、頻率副詞

頻率副詞（如always）在句中位置不同。（Adverbsoffrequencycanappearindifferent

positionsinasentence.）

它們的位置應(yīng)是：在主要?jiǎng)釉~之前，在be動(dòng)詞之后，在助動(dòng)詞（will,can,have等）之后，在usedto

之前。

?Iusuallygetupatsix.

?Youwererarelyhappy.你很少高興。

?Youwillsometimeshearfromthem.

?Ihaveseldomspokentoher.

?Theyneverusedtodance.

?Healwaysusedtocallher.五、詞語辨析

1.usedto和would

①usedto和would都可表示過去的習(xí)慣或行為，?？蓳Q用。

Whenwewerechildrenweusedto/wouldgoskatingeverywinter.我們小時(shí)候每年冬天都去滑

冰。

②usedto含有較強(qiáng)的“今昔對(duì)比”的含義，而would無此含義

IdonotswimsooftenasIusedto

我不像過去那樣常游泳了。（不能用would代替）

Hewouldsometimesworkintothenight.

以前他常工作到深夜。（不表示現(xiàn)在他不工作到深夜）

③用would時(shí)，有時(shí)應(yīng)有時(shí)間狀語來加以限制，而usedto則可無時(shí)間狀語

HewouldgotoseeMothereveryvacation.

（那時(shí)）他每個(gè)假期去看望媽媽

Heisn’twhatheusedtobe.他不再是過去的他。

2.usedtodo和beusedtodoing.

①beusedto是“習(xí)慣于”某一客觀事實(shí)和狀態(tài)，不強(qiáng)調(diào)動(dòng)作，to是介詞，后面接名詞或動(dòng)名詞，

如：

Iamusedtotheweatherhere.

我已經(jīng)習(xí)慣于這里的天氣了。

Heisusedtohardwork.他習(xí)慣于艱苦的工作。

②get（或become）usedto指的是從不習(xí)慣到習(xí)慣這一過程的轉(zhuǎn)變，另外，它往往包含著克服困難去適

應(yīng)的意思。

如：Youwillsoongetusedtotheweatherhere.

你會(huì)習(xí)慣于這里的天氣的。

Intheend,Igotusedtodoingthehardwork.

最后，我終于習(xí)慣干苦活了。

［單元課文重點(diǎn)分析］

1.I’montheswimteam.(SectionA2b)

我是游泳隊(duì)成員。

類似的說法還有：I’monthesoccerteam或Iplayonthesoccerteam.

2.Peoplesurechange.(SectionA2b)

人們的確是要變的。

sure在這里為副詞。

如：Itsurewascold.天氣確實(shí)很冷。

3.Areyoustillafraidofthedark?

I’mterrifiedofthedark.

（SectionA3b）

afraid的詞組有beafraidofsth害怕某物

如：She’safraidofdogs.

He’safraidofseeingstrangers.

在口語中也說I’mafraidhe’soutatthemoment.

我想他現(xiàn)在出去了。

beterrifiedofdoingsth是個(gè)同義詞組。

如：I’mterrifiedofbeingalone.

我害怕獨(dú)自一人呆著。

4.Igotosleepwithmybedroomlighton.(SectionA3b)

我把臥室的燈開著睡覺。

with的短語表方式

5.課文SectionB3a難點(diǎn)

5.thesedays

“…butthesedaysIgetupearlyandstayinschoolallday.”

thesedays是個(gè)詞組，意思是“現(xiàn)在，這幾天”

Yourson’stroubleisverycommonthesedays.

你兒子的毛病現(xiàn)在是極常見的。

6.right

ThenIgorighthomeandeatdinner.

right在這里是副詞，意為“直接地”。

如：Thewindblewrightinourfaces.

風(fēng)迎面吹來。

7.haveto

butnow.Ihavetostudy.

haveto意為“必須”側(cè)重于客觀上的必要。

其句型為have(has)to+動(dòng)詞原形

如：Wehavetoleavenow.

HehastoworkonSunday.

IhadtodomyhomeworklastSunday.

8.hardlyever.

Thesedays,Ihardlyeverhavetimeforconcerts.

hardlyever=veryseldom.很少

Hehardlyevergoestobedbeforemidnight.

他很少在午夜以前就寢。

9.miss

Ireallymisstheolddays.

①miss在這里為“懷念”的意思。

HowhemisseshismotherwhilesheisawayinLondon!

他媽媽在倫敦期間，他多么想念她??！

②此外miss還有“缺”的意思。

I’mafraidthatJimwillmissalotofhislessons.

恐怕Jim會(huì)缺很多課。

③錯(cuò)過

Imissedcatchingthe2：15train.

我未趕上2點(diǎn)15分的火車。

④missing失去的，缺少的，不在的，失蹤的。

Theyarelookingforthemissingchild.

他們?cè)趯ふ沂й櫟暮⒆印?/p>

10.Itseemsthat…(Selfcheck)

ItseemsthatYuMeihaschangedalot.

Itseemsasifhewouldrecover.

看來他好像會(huì)康復(fù)的。

Itseemedthatthedaywouldneverend.

那天好像沒有盡頭似的。

Unit4Educationalexchanges教案

Unit4Educationalexchanges

日期:2010年4月23日

:八年級(jí)下冊(cè)第四單元的語法和寫作兩部分

:

1語言知識(shí)目標(biāo):

使學(xué)生在具體語境中正確使用thoughalthough。.

使學(xué)生預(yù)測(cè)一個(gè)人在新環(huán)境中遇到的難題并學(xué)會(huì)處理它們。

學(xué)生能夠用英文表達(dá)在這類問題上給予別人的建議。

2能力目標(biāo):

培養(yǎng)學(xué)生在真實(shí)生活中應(yīng)用thoughalthough的能力.

培養(yǎng)學(xué)生解決獨(dú)自在國外生活遇到困難的能力。.

培養(yǎng)學(xué)生用英語說和寫的能力。

3情感目標(biāo):

鼓勵(lì)學(xué)生盡量在課堂上開口講英語，并用筆頭表達(dá)自己的意見或建議。

使學(xué)生關(guān)心他人，并學(xué)會(huì)對(duì)別人遇到的難題提出有用的建議。

：though和although的用法。

：學(xué)生用英文（口語和書面）表達(dá)自己的觀點(diǎn)或建議。

:多媒體平臺(tái)

:

Ⅰ.向?qū)W生呈現(xiàn)本課第一部分的學(xué)習(xí)目標(biāo)。:

學(xué)生學(xué)習(xí)thoughalthough的用法，了解這兩個(gè)詞的相同點(diǎn)和不同點(diǎn)。

Ⅱ.引入第一部分。

向?qū)W生展示姚明的相片，并提問相關(guān)信息。

讓學(xué)生用although和though.翻譯三個(gè)有關(guān)姚明的句子。

Ⅲ.語法:Though和although.

列出thoughandalthough的用法并舉例子。

學(xué)生完成A冊(cè)課文55頁練習(xí)A。

學(xué)生完成A冊(cè)課文56頁練習(xí)B。

Ⅳ.向?qū)W生呈現(xiàn)第二部分的學(xué)習(xí)目標(biāo)。

學(xué)會(huì)解決一些獨(dú)自在國處生活會(huì)遇到的難題。

學(xué)會(huì)給別人建議，并用英語表達(dá)出來。

Ⅴ.引入。

用姚明初到美國時(shí)作為例子，讓學(xué)生自由發(fā)言他可能會(huì)遇到什么困難。

Ⅵ.寫作：寫一封建議信

頭腦風(fēng)暴：能過問學(xué)生以下問題引入本部分的主題：李潔在英國會(huì)遇到什么樣的困難？

學(xué)生瀏覽Simon寫給李潔的信并把段落和相應(yīng)的關(guān)鍵詞連起來。

學(xué)生認(rèn)真閱讀信件并完成A冊(cè)59頁A2的練習(xí)。

學(xué)生根據(jù)中文提示給Sophie寫一封建議信。學(xué)生動(dòng)手寫前，老師引導(dǎo)先進(jìn)行口頭表述。

Ⅶ.作業(yè)布置：

《導(dǎo)航》P63-64

《No.38英語周報(bào)》Languagewriting