第一篇：牛津初中英语教案
9A Unit 3 Main task
泰兴市姚王镇中心初中 任祥元
一、教学分析（Teaching analyses）
1.教学内容：9A Unit 3 Main task，该节课的内容是该单元的 meaning of the word “cause”)(2)T: Do you know how to help him? Elicit from the students the ways to deal with the problems.(on the blackboard)the cause of stress / how to deal with it
T: My son is a boy of your age.I think it’s easier for him to accept your advice.Encourage the students to help the teacher’s son using words.(3)T: Just now you gave my son a lot of advice, are they useful? Listen to my son’s response.(Play the recording)The teacher’s son’s words: Thanks for your valuable advice.I feel much better now.I decide to try my best to improve my maths.)(设计意图： 引导学生思考如何帮助处于压力中的人，引导学生学会找到解决任务的策略。这一任务设计切口较小，激活学生原有的经验及知识，任务较开放，学生可以从多角度回答，从而培养了学生的求异思维。能使各个学生充满自信地参与完成，并在完成任务的过程中体验到成功的喜悦。)Step3 Analyze the answers to the task to focus on language(1)Encouraging words:
Don’t lose heart.It’s not the end of the world.Don’t give up.I believe everything will be OK.Nothing is difficult if you put your heart into it.It’s common for teenagers to have stress.Nobody is perfect.Be confident!Nobody can be good at everything!(2)Specific advice:
You should listen to the teacher more carefully in class.Why not spend more time on maths? My advice is to ask the maths teacher for help.One way to deal with the problem is to do some extra maths homework.Read the maths problems more slowly and carefully.Be careful not to make mistakes when you do your maths homework.You can ask your friends for some advice on how to learn maths.(设计意图：通过任务聚焦，引导学生归纳、总结如何给他人提供建议。由语意的理解、交流转入语言功能、形式的操练，为学生更多的语言素材的积累，保证任务型英语课堂教学更扎实、有效。)Step 4 Cooperate to finish another small task T: Thanks for encouraging my son and giving him so much advice.I think you are like the Youth worker---Sigmund here, why not speak out your worries/ It’s a good chance for you to get some valuable advice.Come on!It’s common for speak out some of their problems and offer some useful advice.(设计意图：在师生合作学习、完成前一个小任务的过程中，学生们已经掌握了如何寻求帮助、如何提供帮助的功能。教师趁热打铁又布置了个任务链中的小任务，鼓励学生说出自己的一些成长中的烦恼，向其他同学求助。学生们学以致用，结合自己的经验，畅所欲言，多角度地提出自己的方法。在完成任务的过程中，学生们学会了合作，提高了英语运用能力，在完成任务的过程中，学生们学会了合作，提高了英语运用能力，在完成任务的过程中体验到了的喜悦。)Step 5 Analyze the causes of stress T: You are suffering from so much stress because of different causes.Luckily, you’ve got so much advice.Sharing stress is wonderful!So many causes are complicated.Can you divide them into several aspects? For example: Some students feel stressed because of too much homework, too many tests, less time for hobbies.In these situations, stress comes from schoolwork.Elicit from the students the different kinds of causes: 1 schoolwork 2 parents 3 friends 4 students themselves 5 teachers(设计意图：在学生们完成“说出烦恼，共商解决办法”小任务的前提下，利用图表引导学生进行压力原因的分类，此举有助于学生理清头绪，将知识进行分析、汇总、融合，同时也达到任务后学生聚焦语言的目的。)Step 6 Do a quiz(1)T: Old problems have gone, new problems will come.It’s natural.Next time when you have problems, what will you do? You have 3 choice answers.Circle the best answer and tell the reason, try to think of some other advice.A keep worries to yourself
B speak out worries
C feel ashamed(2)T: If you put a lot of questions like this with choice answers together and write
them on the piece of paper, we get a quiz.Mr.Wu has given his students a quiz to find out whether his students know how to deal with stress.Can you help them do the quiz?(Complete the quiz in the book)(3)Complete the quiz in pairs or in groups.(设计意图：通过教学设计引导学生了解quiz如何构成，为学生能自己设计quiz提供了素材。同时通过语境的设计也巧妙引导学生理解、学会运用了一些生词，为学生完成下一个任务提供了铺垫，降低了任务的难度)Step 7 Write a letter T: I can see sunshine on your face.Why are you so happy? Is it because you’ve share a lot today.Why not make more teenagers of your age know how to deal with stress when they meet the same problems? How can you make more teenagers know that?(1)Remind the students how to write a letter on stress? 1 introduction 2 mainbody(cause of stress and how to deal with it)
conclusion(2)What does a conclusion include?(3)Encourage the students to help Millie write a letter, swap their letters in pairs, check and correct each other’s mistakes.(4)Ask some volunteers to show their letters, encourage the others to make some comments.(设计意图：激发学生帮助Millie 写信告知同龄人如何克服压力的动机，引导学生回忆如何写信。由于有了前面多个子任务的铺垫，学生们学以致用，这项写作任务同时也是本节课、本单元的中心任务，对于大多数学生而言并不太难，学生通过合作和教师的帮助都能顺利完成。在此基础上，教师引导小组同学互评，教师也参与点评，这一形式学生容易接受，教学效果也较好)Step 8 Millie’s another problem
T: Everybody is happy now except Millie.Why? Guess
Nobody in your class has replied to Millie since you heard from her.She is afraid that you will not reply to her any more.Can you help her?
(设计意图：再次设计一个悬念，调动学生思考的积极性，既是对本单元先前所学知识的灵活运用，也为下个任务的设计埋伏下了伏笔。此任务设计源于教材，又高于教材，对教材的拓展、学生能力的提高起到了推波助澜的作用)。Step 9 Summary T: In this class, we talk about stress and how to deal with it.Sharing your worries with your friends and family members can help a lot.If we try our best, we can get support from our parents.We can get help from our parents.We can get confidence from ourselves.Happiness will surround us!Sunshine will be on our faces, in our hearts!(设计意图：艺术性的结课可感染学生，唤起学生激情，起到任务前后呼应的效果)Step 10 Homework
(1)Remember the words and expressions.(2)Write a letter to your friends to tell him or her about the problems you have and how you deal with them.(设计意图：适当的口头和书面练习可以帮助学生进一步巩固本节课的学习内容，从而实现本课的教学目标)
第二篇：牛津英语教案3B
牛津英语教案
活动名称：牛津英语3B Unit 2 I Want Corn 活动目标：认识单词，tomato potato
听懂句型，并可以回答What do you want?
I want … 活动准备：西红柿，土豆。
经验准备：对于游戏都可以熟练操练玩fingers „ game, pass the ball.重难点：重点：单词认知。
难点：句型熟悉，并可以听懂，回答。活动过程：
Hello, my children, Nice to meet you!
How do you do?
How are you? OK, children, let‟s stand up, and sing a song, OK?
第三篇：7a牛津英语教案
Module 1 : Relationships unit 1: relatives in Beijing tasks in this unit:
talking about relatives;starting relationship, where they live and ages;making travel arrangements;planning departure dates and length of holidays;writing about travel plans, means of transport and costs;talking about places of interest in Beijing;reading about timetables;writing a personal letter about holiday plans.Listening and speaking : Planning a trip to Beijing Knowledge objectives: Using the present perfect tense to relate past events to the present Skill and ability objectives: listening: listen for specific information speaking: open and maintain an interaction by asking and answering questions reading: scan a text to locate specific information Emotional objectives Help students make plans for the things they want to do Key point Using the present perfect tense to relate past events to the present Difficulties Using the present perfect tense to relate past events to the present
Pre-task preparation: read and answer: Dear David We haven’t seen each other for a long time.How are you and your family in Garden City?
We would like to invite you to stay with us in Beijing in August.My children haven’t seen their cousins before.They want to see them very much.They also want to take them to some interesting places in Beijing.We will be very happy if you can come in August.It won’t be very hot here.Please write to me soon.Yours Weiming questions: 1
Where do Weiming and his family live?
When would Weiming like to invite them to Beijing? 3
Have Ben and Kitty seen their cousins before? 4
What do Ben and Kitty’s cousins want to do? while-task procedure: look and learn: invite/invitation cheap/ expensive agent/ brochure listen and say: read the passage after the tape practice reading look, read and answer: read the passage after the tape practice reading Post-task activies Think and talk Listen and choose Homework: Workbook 7A, pages 1 and 3.*act out the dialogue
say and act& listen and say& read and write Knowledge objectives: using modal verbs to express preferences using adjectives to describe objects Skill and ability objectives: llistening:listen for specific information speaking: maintain an interaction by replying and asking reading: skim a text to obtain a general impression and the main ideas writing: gather and share information by using strategies such as questioning Emotional objectives Help students make plans for the things they want to do Key point using modal verbs to express preferences using adjectives to describe objects Difficulties How long does it take to do? Pre-task preparation: read and write: Kitty is telling Mr Hu about their trip plan to Beijing.Can you complete what she says?
Mr Hu, I will travel to(1)_______ in the summer holidays.My uncle lives there.He has(2)_______ us to visit them in(3)_______(month).He has a son called(4)_______ who is(5)_______ years old and a daughter of(6)_______ years old called
(7)_______.Ben and I have(8)_______ seen our cousins before.So we are happy we can go there.while-task procedure: think and say: Sally __________(be)to Thailand.We __________(get)a letter from our cousin, Judy.Billy __________(invite)Andy to his birthday party.Wendy __________(send)an e-mail to Mary.It takes __________________ hours to travel from Shanghai to Beijing by train.It costs __________________ ________________________ yuan.It takes __________________ hours to travel from Shanghai to Guangzhou by train.It costs __________________ ________________________ yuan.It takes … hours to travel from Shanghai to … by _____.It costs … yuan.look and read: Where is Mr Li? At the travel agent’s.read the passage after the tape practice reading
listen and say: at the end of August /Back to Garden City read the passage after the tape practice reading answer the questions: • When are the Lis going to leave for Beijing? • When are they going to come back from Beijing? • How long are they going to stay there? • How are they going to travel to Beijing? • Why won’t they take the train there?
read and write: The Lis have decided to go to Beijing.Mr Li is writing a letter to his brother, Weiming.Can you help him complete the letter to Uncle Weiming? Post-task activies Look and say Listen and answer Homework: Workbook 7A, pages 2 and 4.*look and say(ppt)
reading : welcome to Beijing Knowledge objectives: using proper nouns to refer to places using nouns to show position using adverbs to show position Skill and ability objectives: listening: using visual clues, context and knowledge of the world to work out the meaning of unknown words speaking: open and maintain an interaction by asking and answering questions reading: read written language in meaningful chunks writing: gather and share information and ideas by using strategies such as brainstorming Emotional objectives Help students make plans for the things they want to do Key point read written language in meaningful chunks Difficulties using nouns to show position using adverbs to show position
Pre-task preparation: look and talk: Work in pairs.Suppose you are at the travel agent’s.You are S2 and you are asking the agent for some information.S1, the agent, should try to answer your questions.make a dialogue according to the sentence structure: think and write: Mr Li received a(1)__________ from his
(2)__________, Weiming.Weiming is Ben and Kitty’s(3)__________.He lives in(4)__________.He has a(5)__________ called Simon and a
(6)__________ called Lucy.Simon is(7)__________ years old and Lucy is(8)__________.Weiming asked Mr Li to stay with them in
(9)__________(month).They can go there by
(10)__________ or by(11)__________.The next day, Mr Li went to visit a(12)__________(13)__________ because he wanted to get some
(14)__________.Mr Li knew that it takes about(15)______________ hours to travel from Garden City to Beijing by plane and it costs
(16)__________ yuan.That’s(17)__________.But it takes about(18)__________ hours by train.It is too(19)__________.It costs only(20)__________ yuan.while-task procedure: listen and say: The Li family has arrived in Beijing.Simon and Lucy want to take Ben and Kitty to some interesting places.look and learn: new words and phrases:the summer palace/ the great wall/ tian’anmen square/ the palace museum/swan/ mountain/brick/stone/national/raise
read：
read the passage after the tape practice reading answer the questions: • Where is the Summer Palace? • What are there at the palace? • What is the name of the lake? • What can you see on the lake? • Where is the Great Wall? • What did people build it with? • What can you see on the wall? • What can you see from the wall? • Where is Tian’anmen Square? • How many people can it hold? • What do soldiers do every morning in Tian’anmen Square? • Where is the Palace Museum? • What can people see at the Palace Museum? • Why do many people visit the museum? Post-task activies Listen and number Homework: Workbook 7A, page 7 *Watch and say(ppt)
look and read & look, write and say Knowledge objectives: using going to to talk about future activities using wh-questions to find out place using modal verbs to express ability Skill and ability objectives: listening: use visual clues, context and knowledge of the world to work out the meaning of unknown words speaking: open and maintain an interaction by asking and answering questions reading: scan a text to locate specific information writing: gather and share information and ideas by using strategies such as brainstorming Emotional objectives Help students make plans for the things they want to do Key point using going to to talk about future activities using modal verbs to express ability Difficulties using going to to talk about future activities using wh-questions to find out place
Pre-task preparation: look ,read and say:
Suppose you have just come back from a trip to Beijing.You want to tell your friends about these four interesting places in Beijing.Look at the photos and the captions you have written on the back of the photos.Then tell in your own words.while-task procedure: look and say: Lucy and Simon have made a holiday plan for Ben and Kitty.Look at the calendar and tell what they are going to do each day.They are going to visit … on … look and learn: new words and phrases: places of interest
look and read: The children are planning to visit different places of interest in Beijing.read the passages after the tapes practice reading
look, write and say: Look at the calendar on the next slide and page 5 in Student’s Book again.Pretend you are Ben, Kitty, Simon and Lucy, and talk about your visits.make a dialogue Post-task activies Look and talk Homework: page 5 *Look, ask and answer
Lucy’s holiday plan
Knowledge objectives: using formulaic expressions to begin and end a letter using the simple past tense to talk about past activities Skill and ability objectives: listening: listen for specific information speaking: maintain an interaction by replying and asking questions reading: read written language in meaningful chunks writing: develop written texts by expressing own ideas and feelings Emotional objectives Help students make plans for the things they want to do Key point using the simple past tense to talk about past activities Difficulties
using formulaic expressions to begin and end a letter
Pre-task preparation:
look and write: You are going to read four pages from Kitty’s diary in her blog.She wrote the diary when she came back to Garden City.But some words are missing.Can you help her complete them? fill in the blanks
while-task procedure:
think and say: Suppose your cousin is visiting you in Shanghai now.Look at the pictures and notes.Talk about the visits.look and read: read the passage after the tape practice reading
read and choose: Read Kitty’s letter again and pick out which two photos Kitty is going to send together with her letter to Lucy.answer the questions according the given passage:
write: You are Lucy.You want to write a letter to Kitty about your holiday plan for the Spring Festival.Post-task activies Read and answer Homework:
page 8 *Read and write
第四篇：牛津7A 英语教案
汲水二中七年级英语教案
Teaching Plan of 7B Unit 1 Comic strip and Welcome to the unit
汲水二中邢鑫鑫
The aims of teaching：
1、Talk about the students’ own dream homes.Lead them to think about the livings in different countries.2、Learn about the sign buildings in different countries.3、Get to know about capitals of some countries.The emphasis of teaching： 1 Words and phrases:
dream
capital
would like to
live in
next to the capital of 2 Sentences:
Would you like to live in a palace?
I’d like to live next to a restaurant.Which restaurant is your favorite?
The capital of Japan is Tokyo.The steps of teaching：
Step 1:
Greetings f.g Happy New Year!Wish you a happy new year!Step2: Presentation 1 This is a map of the world.What countries in the world do you know?
第1页（共4页）The USA, the UK, Japan, etc.2
(Review some countries’ names that presented in Part A, Page 7)
Here are some pictures about the famous interests and some sign buildings of the world.Do you know something about them? 3
Here are some beautiful pictures in my hands.They are some of the most famous places in the world.Do you know where they are? Look at this mountain.What is its name?It’s Mount Fuji.What country is it in?It’s in Japan.4
Write the word of “Japan” on the blackboard and let the students read it aloud to make sure their pronunciations are right
Present as the same way:
The White House(the USA)，the Eiffel Tower(France), the CN Tower(Canada)，Big Ben(the UK)，Red Square(Russia).Ask the students to complete the writing of Part A, Page 7.Step 3 Presentation T: Here is a picture of Tiananmen Square.Do you know what country it is in? Ss: Yes.It’s in China.T: What city is it in? Ss: It’s in Beijing.第2页（共4页）T: As we all know, Beijing is the capital of China.(Write “capital” on the blackboard and ask the students read it aloud.)2 T:(Write these words on the blackboard)Do you know the capital cities of the countries in Part A? Look at the capital cities in the right column and match them with the correct countries.The USA
Tokyo The UK
Ottawa France
Moscow Japan
Washington DC Russia
London Canada
Paris 3(Ask one student to come to the blackboard to match them then check out)Make dialogues like this:-----What city is the capital of the USA?-----The capital of the USA is Washington DC.------And what is the capital of France?------The capital of the France is Paris.Step 4 Practice 1 Get the students to read the conversation after the tape first.2 Practice in pairs.Step 5 Presentation 1 Ask: What country would you like to live in?
第3页（共4页）2 Look, there are two places here.One is a restaurant and the other is a palace.(Write “palace” on the blackboard and ask the students read it aloud)Then ask: Where would you like to live?.Where do you think Eddie would like to live? Play the tape of Comic strip for the students.Ask the students to find the answer.He would like to live next to a restaurant.4 Ask the students to read the dialogue aloud in the Comic strip and answer the questions : Why would Eddie like to live next to a restaurant? Which is Eddie’s favorite restaurant?
Why does he like the biggest one? Can you guess? Step 6 Acting 1 Read the dialogue with your partner, then I will ask some groups to come to the blackboard to act it out.(Encourage them)2 Practice in pairs.Step 9 Homework Learn the new vocabulary and the dialogues by heart.2 Write something about your own dream homes.第4页（共4页）
第五篇：初中英语教案
说课 Unit1 Good morning, Ladies and gentlemen : I’m Zhang Qing.My topic is Unit 1 How often do you exercise? Section A from Junior English For China Students’ Book(Grade 8).I hope you can enjoy my presentation.First, the language goal in this unit is to make students talk about how often do you do things.Through this unit, students must master some new words and phrase and the grammar point--Adverbs of frequency.There are some structures are also important , like : What do you usually do on weekends? How often do you read English books? What does she /he do on weekends? And so on.I may use some cards, pictures and a tape recorder to help my teaching.In my teaching plan, I mainly divide my teaching process into 3 periods.The first Period(1a-1c)The first Period is from 1a to 1c in page 1.Teaching aims are name of activities in the pictures and Adverbs of frequency.Through this class, I hope the writing skill, Listening skill, Communicative competence of students' will be developed.OK.Let's get in the teaching procedure: Step1.Greet the class I will introduce myself briefly and talk about something the students did in summer vacation.T : First I’ll introduce myself.I’ll be your English teacher this term.I hope we’ll get along very well.I’m not only your teacher, but I can be your friends.We’ll be happy together.OK , I want to know what did you do in the summer vacation ,did you have some interesting stories? Did you have travelling ? Did you have shopping ? Did you have eating many delicious food ? Did you have doing homework or reading books? Did you have doing some exercise? Let's share together.After the students answering...Now let’s begin our class.This class we’ll learn Unit1.How often do you exercise? Please open books at page 1.Step 2.Teaching the Section A 1a in Page1 First look at the picture.I will ask a few students to say what they see in in the pictures.Like--T: What are they doing ?(Each picture shows what a person does on weekends.Help the students to answer)Then let students name each activity.Ask them to repeat each one.a.The girl is shopping.b.Another girl is reading.c.This boy isexercising d.The boy is watching TV.e.These girls are skateboarding.Then ask students to list all the activities in the pictures.Then ask the students who finishes first to write the answers on the board.At last , check the answers on the board and ask students to correct their own activities.(1.Look at the picture（学
生
识图).2.Name each activity.T: What are they doing ? —
—They are shopping /reading /exercising /watching TV /skateboarding.(Help the students to answer)3.Write the activities on the line 4.Check the answers on the blackboard.Correct their own activities.5.Practise reading.)Step 3.Teaching the Section A 1c in Page 1 First I will ask two students to read the dialogue in the picture.What do you do on weekends? ——I often go to the movies.Now work with a partner.Make your own conversations about the people in the picture.For example.What does she/he do on weedends ? ——She /He is often watching TV.1.First ,Focus on the conversation in the box 2.Let students practise reading.3.Then go into the Pairwork : Use the activities in pictures to make new conversations.Step4.Teaching the Section A 1b in Page 1 1.First read these adverbs and explain: always, usually, often, sometimes, hardly ever, never, explain them.How often多久一次 Hardly adv.几乎不；几乎没有 Ever adv.曾；曾经
2.Play the tape twice.Let students write the letters on the line.3.Then check the answer Step5.Make summary of this class.Watching TV, skateboarding, reading, shopping, exercising Always, usually, often, never, hardly ever, sometimes This class we’ve learnt some names of activities: watching TV, reading, skate boarding, exercising, shopping.And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.Step6.Give homework to students Today's homework is : keep a weekend dairy showing what you do on weekend.(You can write down what you have do from the time you get up until you go to sleep.)Next class,we will learn 2a to 2c , please preview it.Ok , class is over , see you The second Period(2a-2c)The second Period is from 2a to 2c and the grammar focus in page 2.Teaching aims are name of activities in the pictures and Adverbs of frequency.This part is also useful to students' Writing skill , Listening skill, Communicative competence and also Reading skill.OK, Let's get in the teaching procedure: Step1.Greet the class Step 2.Learn some new words Now please look at the list of activities and read after me.Watch TV Exercise …
1.Let students read the activities and the answers of “how often …sentences”
2.Let students practise reading.Step3.Teaching the Section A 2a in Page 2 In 2a students should know the activities they hear.First ,Play the tape , students only listen.Play the tape for the second time, let the students number the activities.After they heard from the tape, Let one student read his/her answer.Play the tape the third time.Check the answers.Step4.Teaching the Section A 2b in Page 2 In 2b students should know the answers of how often Cheng does the activities.First,Play the tape , let the students match Cheng's activities with the number of times he does them.Let one student read his/her answer.Play the tape again.Check the answers Notice : In this part ,we should pay attention to “how often”引起的特殊疑问句及回答.Now please look at the chart in Activity 2a again: The heading—How often? Ever day Once a week Twice a week Three times a week Once a month Twice a month Match them with correct activity according the tape Step5.Teaching the Section A 2c in Page 2 First ask a student to read the list of activities to the class: Watch TV , Surf the Internet , Read English books, Go to the movies , Exercise Let them practice reading.Then tell me how often do these activities: You can write your answers under the list of How often.After filling the chart,check the answer and let them do pairwork to make conversations.1.Focus on the conversation.2.Read the activities in the left box.3.Fill in the chart.4.check the answer 5.Pair work: Make conversations.Step 6.Teaching the Section A Grammar Focus in Page 2 Explain “how often”引起的特殊疑问句及回答.Let them Practise reading : Let students read the questions and answers.Step 7.Make summary of this class.This class we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month.And we leant to talk about how often people do things.Step 8.Give homework to students Today 's homework is : 1.Copy the new words.2.Review Section A 1a-2c Next class ,we will learn 3a to 4 in page 3 , please preview it.Ok , class is over , see you The third Period(3-4)The third Period is from 3a to 4 in page 3.Teaching aims are Adverbs of frequency and how often sentence and the answer.Reading and writing skills is important in this lesson.OK , Let's get in the teaching procedure: Step 1.Greet the class and check the homework Step 2.Teach some new words of this period Show the new words on the screen and teach students how to read , explain them and ask them to repeat.Step 3.Teach the Part 3 of section A in page 3 Now please open your books at page 3.Look at 3 first.1.First Call students' attention to the survey Make sure the Students understand the chart.T: What activity do ninety-five percent of Green High students do every day ? ——Students answer.（If necessary , give them help.）
2.Then look at the information in the green box with Students.3.Let the students read the article.4.Then let them look at the survey and fill in the blanks in the article.5.Next I read it to the class and explain s(I’ll read each line of the survey to you.)
：
6.Check the answers.7.Let them practise reading.Step 4.Begin the Group work in page 3 1.Put a question : What can you do improve your English? 2.Let students think of more things they can do to improve your English and write them here.3.Ask several Students each question.——Read English books Sing English songs watch English movies How often do you do the things?(Collect the answers on the blackboard.)4.See: Who is the best English students in the class Step 5.Make a free discussion(if time is enough)Ask students to talk about how often their family members do things.For example, My mother cooks dinner every day.We eat in a restaurant once a week.My father goes to the United States once a year.… Step 6.Make summary of this class.This class we’ve read a magazine article and done an exercise.I hope you can study hard and to be good students.Step 7.Give homework to students Today 's homework is : 1.Revise and copy the new words.2.Prepare for Section B.(If time isn’t enough, leave the exercises of workbook as homework.)Ne
xt class ,we will learn section B in page 4 , please preview it.Ok , class is over , see you That’s all.Thanks for listen my presentation.
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