最新版牛津英语七年级预备课程Stater 教案

牛津英语StarterU3全英文教案牛津英语七年级预备课程unit 3教案the first lesson[teaching content]unit 3 welcome and listening[teaching aims and demands]knowledge aims:1. learn the new words, especially, some personal pronouns and some useful adj, like big and strong, small and thin, tall and thin, tall and slim, short and pretty.2. ss get to know the grammar: in a simple present tense sentence, which includes “be”, when can ss use “am, is, are”?ability aims:1. communicative ability, teach students how to greet suitably and how to ask one’s ages.[teaching difficulties and importance]1. the spelling of some words, such as, classmate, twelve, polite, helpful, england, english, america, american and know.2. learn personal pronouns “we, they, me”3. this is the most difficult: in a simple present tense sentence, which includes “be”, when can ss use “am, is, are”?[teaching tools] projector and students’ book[teaching procedure]pre-teaching1.teach the new wordsask the students to read all of the new words before teaching. one student reads five words, so that the teacher can correct their mistakes in phonetics.2. ask students to read all of the new words, so that they are familiar with them before coming into the text.3. the teacher needn’t lead them by himself/ herself, because students have already learned the words in the primary school, and they are all very easy and usual words.4. as for the spelling of the new words, there are some in which students always have difficulty, such as, classmate, twelve, polite, helpful, england, english, america, american and know. step 1 presentationhave a casual chat with students, asking these questions: do you have friends?who are they?who is your best friend?what’s his/ her name?so that the teacher can lead to the subject of this unit.step 2 welcome to the unit1. ask the students to read the dialogues of this part first, and see if they can read it correctly.2. ask them to read the dialogues again to grasp the meaning of it, and answer these questions:what’s the name of the girl in a pink dress?who is the girl in a yellow dress?who is andy?how old is millie?how old is jill?are jill and millie classmates?how is andy?3. guide students to replace all of the names in the dialogues with the names of their classmates and use some similar words and similar sentences to make another dialogue of their own.for example, i’m twelve= i’m 12 years old, i’m 12 years.i’m twelve too= i’m also 12.he is polite and helpful= he is helpful and he is polite 4. let ss do pair work and give students chances to show their dialogues.step 3 listening1. pre-listening.1） ask students to read the pairs of words in part a, and then instruct them to find the opposite word of each word.2） afterwards, ask students to make sentences with each word and each pair, using the structure: “sb. is …” “sb. is … and …”3) at last, the teacher asks questions like:who is big and strong in our class?who is small and thin in our class?who is tall and slim in our class?who is short and pretty in our class?so that they can understand the words well and at the same time learn to use english.2. do the exercises of part b.3. post- listening. take the chance to teach students grammar of a simple present tense sentence, which includes “be”.主语控制谓语，谓语动词什么时候用am, is, are, 要看主语，口诀：单数is，复数are，i 配am，you 配are。

牛津英语Starter U1 精品全英文教案牛津英语七年级预备程Unit1教案TheFirstLessn[Teahingntent]Unit1eleandlistening[Teahingaisanddeands]nledgeais:1learnthenerds2learnhtgreeteahtherheneetingAbilitais:1uniativeabilit,teahstudentstgreetsuitablatdifferen ttiesfada2perativeabilit,diretstudentstdltsfralpratiefgreeti ngs[Teahingdiffiultiesandiprtane]1Paattentintthespellingftheserds:be,hell,right,r,an drs2Htgreetsuitablatdifferenttiesfadaandgreetindiffere ntas[Teahingtls]Pretr,Students’bandrb[Teahingsteps]Pre-teahing1Teahthenerds Asthestudentstreadallfthenerdsbefreteahingnestudent sreadsfiverds,sthattheteaheranfinduttheiristaesinph netisandthenrret2Asallstudentstreadallfthenerds,sthatthearefailiari ththebefregingintthetext3Theteaherneedn’tleadthetreadthenerds,beausethsearerdshihstudentsha vealreadlearnedinthepriarshl,andtheareallvereasandu sualrds4Asfrthespellingfthenerds,thereareseinhihstudentsal ashavediffiult,suhas,be,hell,right,r,andrsStep1ar-upandPresentatin aeSsreallthegreetingshihthelearnedinthepriarshlbdin gsenandeasgreetingsithstudents,leadingtthesubetfthi sunitStep2eletthisunit1Asstudentstreadthefurdialguesfthispartfrtie,andgetr eadfrthefllingquestinstheifthestudentsunderstandthe eaningfthedialgues:hisAnd?hisillie?hisLil?hisNi?hisissFang?hentheeet,hatdthesa?hentheeetintherning,hatdthesa?henthepart,hatdthesa?2Teahstudentssesiilarrdsandsiilarsentenesfthefurdial gues,andatthesaetieasthetreplaeallfthenaesinthedial guesiththethsesftheirlassatesTherefre,studentsanaea ntherfurdialguesftheirnandfdifferentpatternsbutfthe saeeaningFrexaple,Hi=Hell,Gdrning=Gdrningtu,Gdbe=Be-be,Be,Seeu,seeuarund,seeulater3PairrandashtieStep3Listening1Pre-listeningThereisalntheallinPiture1fPartA,sasSsfrtherrettieAf terthattheteaherguidesthestudentstbservethetiesfthetherthreedialguesinthispartandteahesthedifferentasf greeting2Asstudentstdthelisteningexerisesnthetapeandtitherre tanser3Dsepst-listeningrGuidestudentstreplaeallfthenaesint hedialguesiththenaesftheirlassatesandusesesiilarrds andsiilarsentenestaeantherdialgueftheirn,sthatSsann thedifferentasfgreetingFrexaple,Gdafternn=Gdafternntu,Hareu=Hareuding,I’fine=I’,,Fine,Gd,Great,hi=hell,Andu=hatabutu, Thanu=Thans4PairrandashtieSuar,asSstfindandlearnthesedifferentastgreeteahther 1)uneahther:Hi,gdrning/afternn;Hareu?2)udn’tneahther:Hell,hat’surnae?3)udn’tneahther,butuneahther’snae:Hell,u’re----,right?Step4Furthernledgeandabilit1Hareu?的回答一般是肯定，它的不同回答有:Fine,thanu/I'fine,thanu/Ntbad,thanu/I'/verell/Allri ght/usts-s身体状况确实不好，我们可以说：Ntsgd/Terrible/Idn’tfeelingverell2对女性和男性的称呼如下：对男性我们一律称rsands，对未婚女性我们称isssands,而对已婚和不明婚姻状况的女性分别称rssands,和ssands，并将rrs或iss，s放在姓之前。

牛津少儿英语Starter教案一、教学目标：帮助学员掌握牛津少儿英语Starter阶段的基础词汇和句型，包括问候、介绍、颜色、数字等主题。

提高学员的英语听说能力，培养学员的口语表达兴趣，建立自信心。

通过各种课堂活动，培养学员的团队合作精神和创造力。

二、教学内容及方法：问候与自我介绍：通过模仿和角色扮演，让学员掌握基本的问候语和自我介绍句型。

颜色词汇学习：通过图片、实物和游戏，帮助学员掌握常见颜色的英语表达。

数字词汇学习：通过歌曲、游戏和互动，让学员掌握1-10的数字词汇。

课堂活动：通过小组讨论、角色扮演和手工制作等活动，培养学员的口语表达能力和团队合作精神。

三、教学步骤：热身活动：通过歌曲和游戏，激发学员的学习兴趣，让他们进入英语学习的状态。

新课导入：通过展示图片、实物和模型等教具，引导学员进入本节课的主题。

知识讲解：通过示范、讲解和互动，帮助学员掌握本节课的词汇和句型。

课堂活动：通过小组讨论、角色扮演和手工制作等活动，让学员巩固所学知识，培养口语表达能力和团队合作精神。

课堂评估：通过观察学员的参与度、表现和作业，了解学员的学习情况，及时调整教学策略。

四、教学难点及解决方法：学员发音不准确：通过模仿和重复练习，帮助学员纠正发音问题。

学员参与度不高：通过设置有趣的课堂活动和奖励机制，激发学员的学习兴趣和参与度。

学员记不住单词：通过图片、实物和联想等方法，帮助学员记忆单词。

同时，鼓励学员多复习巩固。

学员不敢开口说英语：通过鼓励、支持和角色扮演等方式，帮助学员建立自信心，鼓励他们大胆开口说英语。

五、教具准备及使用方法：图片卡：用于展示各种物品的图片，帮助学员记忆单词。

使用方法：教师出示图片卡，让学员用英文说出图片的名称。

实物模型：用于展示各种物品的实物模型，帮助学员记忆单词。

使用方法：教师出示实物模型，让学员用英文说出模型的名称。

歌曲磁带/CD：用于教授英文歌曲，提高学员的听说能力。

使用方法：教师播放歌曲磁带/CD，让学员听歌曲并跟唱。

牛津英语StarterU3全英文教案牛津英语七年级预备课程Unit3教案TheFirstLesson[Teachingcontent]Unit3welcomeandListening[Teachingaimsanddemands]knowledgeaims:1.learnthenewwords,especially,somepersonalpronounsa ndsomeusefuladj,likebigandstrong,smallandthin,talla ndthin,tallandslim,shortandpretty.2.Ssgettoknowthegrammar:Inasimplepresenttensesenten ce,whichincludes“be”,whencanSsuse“am,is,are”? Abilityaims:municativeability,teachstudentshowtogreetsuita blyandhowtoaskone’sages.[Teachingdifficultiesandimportance]1.Thespellingofsomewords,suchas,classmate,twelve,po lite,helpful,England,English,America,Americanandkno w.2.Learnpersonalpronouns“we,they,me”3.Thisisthemostdifficult:Inasimplepresenttensesente nce,whichincludes“be”,whencanSsuse“am,is,are”?[Teachingtools]ProjectorandStudents’book [Teachingprocedure]Pre-teaching1.Teachthenewwords Askthestudentstoreadallofthenewwordsbeforeteaching. onestudentreadsfivewords,sothattheteachercancorrect theirmistakesinphonetics.2.Askstudentstoreadallofthenewwords,sothattheyarefamiliarwiththembeforecomingintothetext.3.Theteacherneedn’tleadthembyhimself/herself,becausestudentshavealrea dylearnedthewordsintheprimaryschool,andtheyareallve ryeasyandusualwords.4.Asforthespellingofthenewwords,therearesomeinwhich studentsalwayshavedifficulty,suchas,classmate,twelv e,polite,helpful,England,English,America,Americanan dknow.Step1PresentationHaveacasualchatwithstudents,askingthesequestions: Doyouhavefriends?whoarethey?whoisyourbestfriend?what’shis/hername? Sothattheteachercanleadtothesubjectofthisunit.Step2welcometotheunit1.Askthestudentstoreadthedialoguesofthispartfirst,a ndseeiftheycanreaditcorrectly.2.Askthemtoreadthedialoguesagaintograspthemeaningof it,andanswerthesequestions:what’sthenameofthegirlinapinkdress? whoisthegirlinayellowdress?whoisAndy?Howoldismillie?Howoldisjill?Arejillandmillieclassmates?HowisAndy?3.Guidestudentstoreplaceallofthenamesinthedialogues withthenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown. Forexample,I’mtwelve=I’m12yearsold,I’m12years.I’mtwelvetoo=I’malso12.Heispoliteandhelpful=Heishelpfulandheispolite4.LetSsdoPairworkandgivestudentschancestoshowtheird ialogues.Step3Listening1.Pre-listening.1）AskstudentstoreadthepairsofwordsinPartA,andtheninst ructthemtofindtheoppositewordofeachword.2）Afterwards,askstudentstomakesentenceswitheachwordan deachpair,usingthestructure:“sb.is…”“sb.is…and…”3)Atlast,theteacherasksquestionslike: whoisbigandstronginourclass?whoissmallandthininourclass?whoistallandsliminourclass?whoisshortandprettyinourclass?Sothattheycanunderstandthewordswellandatthesametime learntouseEnglish.2.DotheexercisesofPartB.3.Post-listening.Takethechancetoteachstudentsgramma rofasimplepresenttensesentence,whichincludes“be”. 主语控制谓语，谓语动词什么时候用am,is,are,要看主语，口诀：单数is，复数are，I配am，you配are。

牛津英语StarterU12全英文教案（通用2篇）牛津英语Starter U12 全英文精品教案（通用2篇）牛津英语Starter U12 全英文精品教案篇2牛津英语七年级预备课程unit 12教案the first lesson[teaching content]unit 12 welcome and listening[teaching aims and demands]knowledge aims: 1. know further about the simple present tense.2. know the differences between countable nouns and uncountable nouns.ability aims: 1. ss get to know some preparation work before a birthday party.2. ss learn to use the sentences pattern “would you like sth?” and “would you like to do sth.”[teaching difficulties and importance]1. in “would you do sth?” and “would you like sth?”, “would” has nothing to do with the past tense. instead, it just means a courteous tone of speech.2. we use “some” instead of “any” in the sentence “would you like some bread?”, because it means ask for something.[teaching tools] projector , workbo ok and students’ book[teaching procedure]step1 welcome and presentation1. have a chat with ss about when their birthdays are, what they usually get for their birthday, and what they want as their gifts. teach new words in this way, saying:maybe you can get some birthday cards from your friends and write “card ” on the blackboard .maybe you can get some chocolates from your parents, and write “chocolate ” on the blackboard .maybe you can get some toys from your grandparents, and write “toy” on the blackboard.2. let the students listen to the tape and answer the question:who is the girl in yellow?who is the girl in blue?why is she happy?would lily come to millie’s birthday party?what does millie usually get for her birthday?what does lily want to give millie for her birthday?therefore, the teacher will know if they grasp the main idea of the dialogue.3. ask ss to play the role.step 2 sentence pattern1. teach the grammar.in sentence patterns “would you like sth?” and “would you do sth”, there is a “would”. “would” is the past tense of “will”, but in these sentences patterns, it has nothing to do with the past tense. instead, it just means a courteous tone of speech.2. want=would like, want to do = would like to do, would you like….?= do you want …? what would you like? = what do you want?3. in order to master those important sentence patterns,ss have to do lots of practice. for example, ask ss to make such sentences with the five words, which are a cake, a banana, an orange, juice, and milk, in listening part a in advance, like “would you like a cake for your birthday? would you like to drink some juice? would you like to e at a banana?”4. in sentence making exercised, ss are likely to meet the problem of whether to us “some” or “any”. to solve the problem, tell ss that we use “some” instead of “any” in the sentence “would you like some bread?”, because it means ask for something.step 3 listening1. pre-listeningreview the important sentence patterns “would you like sth? and teach ss the affirmative reply “yes, i’d like one.” and the negative reply “no, thanks”.2. tell ss the differences between countable nouns and uncountable nouns.3. before listening, have a chat about the two pictures in part b with the students---who is in the picture? what are they talking about?in addition, introduce the situation of the dialogue: millie an d her mum are talking about what to buy for millie’s birthday party. listen to their conversation and try to complete their shopping list.4. do the listening exercise of part b. later on, invite some students to read their present lists and then ask them to talk about their favorite presents. the following is what i suggest:ask: millie is going to have a birthday party. there are many kinds of food in the party. what would you like to eat?help the students to say their favorite food.(take out the pictures and things)ask: would you like some bananas/sweets/ice cream/orange juice/cakes?write the new words on the blackboard and read them.step 4 summary, and do workbook.step 5 homeworkthe second lesson[teaching content]unit 12 speaking and reading[teaching aims and demands]knowledge aims: 1. master the simple present tense and useit freely.2. learn what interrogative words are and get to know interrogative sentences by doing the exercise under reading part.ability aims: ss get to know some activities in a birthday party, and try to retell the reading part to express millie’s birthday party in the simple present tense. in addition, ss write another article “my birthday”, following the model article.[teaching difficulties and importance]1. ss learn to retell the reading part.2. following the model article, write another article “my birthday”.[teaching tools] projector, workbook and students’ book[teaching procedure]step 1. speaking1. make ss read the dialogue alone, and make them to answer these questions afterwards:whose birthday is tomorrow?who are the two girls?do the two girl want to buy her any presents?what does the girl on the right want to buy her?what does the girl on the left want to buy her?where can they buy those presents?when do they want to do the shopping?teach some similar words and sentences to ss:tomorrow is millie’s birthday. = it’s millie’s birthday tomorrow.present = gifti want to buy her a present. = i’d like to buy her a present. buy her a present = buy a present for herwhat do you want to buy? = what would you like to buy?i’d like to buy her a teddy bear. = i want to buy her a teddy bear.i want to buy her some stickers. = i’d like to buy her some stickers.would you like to go with me? = do you want to go with me?and at the same time, instruct ss to replace the blue words with what they want to by, with the names of classmates, and with other times and places, in order to make a similar dialogue about their shopping plans. then take a few minutes to tell their neighbors about their shopping lists.step2 reading1. let the students look at the pictures under the text, before entering the text, and communicate with the students. the following is the plan suggested:t: let’s look at the pictures for millie’s bir thday party.what can you see on the table in picture 1?s: i can see cds, hair clips, stickers, and so on.t: how dose millie look?s: she looks excited/ pleased.t: let’s look at picture 2. what’s this? it’s a sofa. where are her friends?s: they are on the sofa.2. write the new words “sofa” on the blackboard and read them. then go on communicating with the students:let’s look at picture 3.t: what birthday present does millie get from her friends?s: millie’s friends have cds, hair clips, a teddy bear, etc. for her.t: let’s look at picture 4. what are they doing?s: they are singing a birthday song for her and sharing the big cake.3. make the ss to read the text and ready to answer some questions, so as to know well about the meaning of the text:what day is it today?whose birthday is today?what clothes does she wear?does she look cool?what is on the table?who has a lot of presents for her?what are they?does everyone enjoy the party?what do they do on the birthday party?at last, what do they do to her?after they sing the song, what do they do?is millie happy on her party?do all her friends have a good time?surely, when asking and answering the questions, the teacher and the ss can sing the world- famous birthday song “happy birthday to you, happy birthday to you, happy birthday my dear friend, happy birthday to you.”4. do the two exercises under the text.5. grammarteach ss the different meanings and different usages of the interrogative words in part b:when 什么时间 (问时间)what 什么事 (问事情)who 什么人 (问人)where 什么地方 (问地点)how 怎样 (问程度或方式)5. do group work for consolidation.write some clue words under each picture and guide them to describe the picture according to the giving words and phrases. divide ss onto groups, four students in a group:picture 1: wear, cool, such as, excited, wonderfulpicture 2: sofa, talk, chat, have fun, interestingpicture 3: hair clips, chocolate, presents, happypicture 4: a big cake, share, singask each group to describe their pictures.step 3homework1. describe the four pictures in exercise books in ss’ own words.2. guide the ss to retell the passage3. following the model article, write another article “my birthday”.the third lesson[teaching content]unit 12 grammar and task[teaching aims and demands]knowledge aims: 1. review the simple present tense2. learn the different meanings and usages of different interrogative words3. how to use interrogative words and make interrogative sentences.ability aims:1. ss can talk about how to prepare a birthday party and what they see in a birthday party, using interrogative sentences correctly[teaching difficulties and importance]1. the different meanings and usages of different interrogative words2. how to make interrogative sentences correctly[teaching tools] projector, workbook and students’ book[teaching procedure]step 1 grammar1. grammar teachinginstruct ss to learn the meanings and usages of different interrogative words.when 什么时间 (问时间)what 什么事 (问事情)who 什么人 (问人)where 什么地方 (问地点)how 怎样 (问程度或方式)how many + 复数可数名词 (问数量)how much + 不行数名词 (问数量)how long 多久时间 (问时间段)how soon 多久时间以后(才做某事)whose 谁的 (问全部格)which 哪个；哪些why 为什么 (问缘由)what time 什么时刻 (问时刻)attach importance to the difference meanings between “when” which means “何时”, “what time” which means “什么时刻” and “how long” which means “多久时间”. a nd teach ss their different usages.2. presentationwrite “8 april” on the blackboard, say: it’s lily’s birthday. can you tell me the date in english? (write “the eighth of april” on the blackboard) then communicate with the students:t: how dose lily celebrate her birthday? can you guess?s: i think she has a party or a big dinner.t: maybe. where does she have the party or the dinner?s: at home.t: who will come to her birthday party?s: her grandfather and grandmother, her aunts, her uncles and her cousins.t: what presents can she get?s: many interesting things, such as books, hair clips, clothes and shoes.t: ok, here is a dialogue about lily’s birthday between millie and lily, try to fill in the blanks and complete their conversation.2. let the students read and complete the dialogue. afterwards, the teacher checks the answers. let the students read the text again, then ask them to answer the questions on lily’s birthday.2. make ss read the text together for consolidation.3. do the fill – in – blank exercise of this part on interrogative words.step 2 task1. instruct ss to analysis the post below the dialogue between millie and peter, which is about mi llie’s birthday party, using as many interrogative sentences as possible.2. direct ss to learn the dialogue, following what the post tells.3. ask the students to have a talk about partners’ birthday, then make a similar post in their exercise book. at last, ask some students to show their post on the blackboard. ss can learn how to design a birthday party by finishing the task.step 3 homeworkss ask each other how he/she spent his/her birthday. write down the dialogue between them andtheir friends.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。

Unit 2 My family(2)主备: 徐永梅审核: 王红梅班级：__________ 姓名：____________ 家长签字：__________【教学目标】1.能正确询问职业并回答2.能正确、熟练地认读和书写字母O-Z大小写【课堂训练】一．写出下列字母的相邻字母，注意大小写：N____P ____P____ R____T ____R____ T____V ____W________Y____ ____U____ r____t ____q____ ____s____ ____v____ 二．.写出下列字母或单词的大写或小写形式：P____ I____ L____ R____ G____ Y____ Q____Z____ T____ S____ w____ o____ r____ m____n____ THAT ________ OPEN________ RIGHT ________ BROTHER ________ KIND ________ YELLOW________ candle________ wonderful ________ homework ________ newspaper ________.【课后巩固】一、写出下列词语的缩写形式：1. I am = ________2. you are ________3. what is ________4.who is ________5. he is ________6. she is ________7. it is ________8.what is ________ 二．判断下列字母是否为相邻字母，对的打“√”，错的打“×”：1. OPR（）2. RST（）3. SUV（）4. MOP（）5. PQR（）6. xyz（）7. vwx（）8. stv（）9. qrt（）10. qrs（）三、找出选项中含有与其它元音音素不同的选项：（）1. A. Aa B. Ss C. Xx D. Mm（）2. A. Uu B. Qq C. Ww D. Yy（）3. A. Bb B. Pp C. Ll D. Tt（）4. A. Oo B. Pp C. Ee D. Tt（）5. A. Uu B. Xx C. Mm D. Nn【课后拓展】一．汉译英，每空一词。

牛津英语Starter U12 全英文精品教案牛津英语七年级预备课程Unit 12教案The First Lesson[Teaching]Unit 12 Welcome and Listening[Teaching aims and demands]Knowledge aims: 1. Know further aboul2. Know the dbetween countable nouns and uncountable nouns. ability aims: 1. Ss gwaration work before a birthday party.2. Ss learn to uattern “Would you like sth?” and “Would you like to do sth.”[Teaching difficulties and importance]1. In “Would you do sth?” and “Would you like sth?”, “would” hag to do waInstead, it just means a courteou2. We use “some” instead of“any”“would you lbread?”, becauans ag. [Teaching tools] Pworkbook and Students’ book [Teaching procedure]Step１welcome andaHave a chat with Ss about wbirthdays are, what they usually gbirthday, and what they want agifts. Teach new wordway, saying:Maybe you can gbirthday cardur friends and write “card ”blackboard .Maybe you can glaur parents, and write “chocolate ”blackboard .Maybe you can gur grandparents, and Write“toy”blackboard.2. Ludents lape and answer the question:Wgirl in yellow?Wgirl in blue?Wappy?Would Lilllie’s birthday party?What does Millie usually gbirthday?What does Lily want to give Millbirthday?Tacher will knowgraain ideadialogue.3. Alal2aTeach the grammar.Iatterns “Would you like sth?” and “Would you do sth”a “would”. “would”a“will”, buaag to do waInstead, it just means a courteou2. want=would like, want to do = would like to do, Would you like….?= Do you want …? What would you like? = What do you want?3. In order to maaaave to do lactice. For example,aake suwve words, which are a cake, a banana, an orange, juice, and milk, in Listening Part A in advance, like “Would you like a caur birthday? Would you like to duice? Would you lat a ba nana?”4. Iaking exercised, Ss are likelblem of wus “some” or “any”. To solvblem, Tell Ss that we use “some” instead of “any”“would you lbread?”, becauans agListening1. Pre-listeningReviewaatterns “Would you like sth? and teaaffirmative reply “Yes, I’d l” and the negative reply “No, thanks”.2. Telldbetween countable nouns and uncountable nouns.3. Before listening, have a chat about the two pictures in Part B wudents---Wure? What aalking about?In addduuadialogue: Millie and her mum are talking about wha t to bullie’s birthday party. Lversation andlg lDo the listening exPart B. Lavudadlists and then aalk abouavThe following is what I suggest: Ask: Millie is going to have a birthday party. Thereare many kinddarty. What would you lat? Heludaavd.(Take ouures and things)Ask: would you lbananas/sweets/ice cream/orange juice/cakes?Ww wordblackboard and readummary, and do workbHomeworkTd Lesson[Teaching]Unit 12 Speaking and Reading[Teaching aims and demands]Knowledge aims: 1. Maland uly.2. Learn whagative words are and gwgativby doing the exercise under Reading Part.Ability aims: Ss gw some activa birthday party, andll the Reading Part to exllie’s birthday palIn addwrite another article “My birthday”, following the model article.[Teaching difficulties and importance]leall the Reading Part.2. Following the model article, write another article “My birthday”.[Teaching tools] Pworkbook and Students’ book [Teaching procedure]aking1. Maad the dialogue alone, and maanswquafterwards: Whose birthdaw?Who awo girls?Do the two girl want to buy her a?What dgirlght want to buy her?What dgirlleft want to buy her?Where can they bu?When do they want to dg?Tealar words and:Tomorrow is Millie’s birthday. = It’s Millie’s birthdawgiftI want to buy her aI’d like to buy her abuy her abuy aWhat do you want to buy? = What would you like to buy?I’d like to buy her a teddy bear. = I want to buy her a teddy bear.I want to buI’d like to buWould you like to go with me? = Do you want to go with me?And at the saulace the blue words with what they want to by, walassmates, and wand plader to make a similardialogue aboug plans. Then take a few minullghbors aboug l2 Reading1. Ludents look aures undxt, bg the text, and communicate wudents. The followinglan suggested: T: Let’s look aullie’s birthday party.What can youable in Picture 1?S: I can see CDs, hair clandT: How dose Millie look? S: she looks excited/ pleased.T: Let’s look at Picture 2. What’s this? It’s a sofa. Where ads?S: They aa.2. Ww words “sofa”blackboard and read them. Then gunicating wudents:Let’s look at Picture 3.T: What birthdadoes Millie gds?S: Millie’s friends have CDs, hair clips, a teddy beaT: Let’s look at Picture 4. What adoing?S: They are singing a birthday songand sharing the big caaad the text and ready to answquaw well abouaningxt:What daday?Whose birthday is today?What clothes dwear?Dlook cool?Whaable?Who has a l?What are they?Does evarty?What do they dbirthday party?At last, what do they d?Agg, what do they do?Is Millie haarty?Do allds have a good time?Surely, when asking and answering the quacher andan sing the world- famous birthday song “Happy birthday to you, happy birthday to you, happy birthday my dear friend, happy birthday to you.”4. Do the two exundxt.5. GrammarTeadanings and dusaggative words in Part B:When 什么时间 (问时间)What 什么事 (问事情)Who 什么人 (问人)Where 什么地方 (问地点)How 怎样 (问程度或方式)5. Do group wlidation.Wlue words under each picture and guiddescribure accordinggiving words and phrases. Dividgroups, four studa group:Picture 1: wear, cool, such as, excited, wonderful Picture 2: sofa, talk, chat, have fugPicture 3: hair cllaappyPicture 4: a big cake, share, singAsk each group to describuHomework1. Describur pictuxercise b’ own words.2. Guidll the passage3. Following the model article, write another article “My birthday”.The Third Lesson[Teaching]Unit 12 Grammar and Task[Teaching aims and demands]Knowledge aims: 1. Reviewle Present Tense2. Learn the danings and usages of dgative words3. How to ugative words and magativAbility aims:an talk about howare a birthday party and whaa birthdayparty, usinggativly[Teaching difficulties and importance]1. The danings and usages of dgative words2. How to magativly[Teaching tools] Pworkbook and Students’ book [Teaching procedure]Grammar1. Grammar teachingInstruleaanings and usages of dgative words. When 什么时间 (问时间)What 什么事 (问事情)Who 什么人 (问人)Where 什么地方 (问地点)How 怎样 (问程度或方式)How many + 复数可数名词 (问数量)How much + 不可数名词 (问数量)How long 多久时间 (问时间段)How soon 多久时间以后(才做某事)Whose 谁的 (问所有格)Which 哪个；哪些Why 为什么 (问原因)What time 什么时刻 (问时刻)Attaadanings between “when” which means “何时”,“what time” which means “什么时刻” and “how long” which means “多久时间”. And teadusages. 2. PresentationWrite “8 April”blackboard, say: It’s Lily’s birthday. C an you telldaglish? (Write “the eighth of April”blackboard) Tunicate wudents:T: How dose Lily celebrate her birthday? Can you guess?S: Ias a party or a big dinner.T: Maybe. Where dave the padinner?S: AT: Who willbirthday party?S: Her grandfather and grandauuncles and her cousins. T: Whaan she get?S: Mag things, such as books, hair clips, clothes andT:a dialogue about lily’s birthday between Millie and Lilllblanks and complversation.2. Ludents read and compldialogue. Afterwardaanswers. Ludents read the text agaaanswer the quLily’s birthday.2. Maad the text toglidaDll –in –blank exagative word2 Task1. Instruanalbelow the dialogue between Millie andPeter, wabout Millie’s birthday party, using as magativas possible.2. Dlearn the dialogue, following whalls.3. Audave a talk about partners’ birthdaake a similaxercise book. At last, audwblackboard. Ss can learn how to design a birthday party bg the taHomeworkSs ask eaw he//her birthday. Write down the dialogue betwandds。

初一英语总复习教学案一体化预备教程Unit 1～Unit 8知识回顾一、词组：1. my family 我的家庭2. a photo of my family 一张我的全家福a photo of Jim’s family 一张吉姆的全家福3. Aunt Mary 玛丽阿姨Mary’s aunt 玛丽的阿姨4. mother’s job 母亲的工作5. be happy / sad 高兴的/悲伤的6. be polite and helpful 既有礼貌又乐于助人7. thank you = (many) thanks 谢谢你thank him 谢谢他8. two new friends 两个新朋友9. be from = come from 来自be from England / America / China10. have a look 看一看have a look at your new watch 看看你的新年表11. let sb.（用宾语）have a look at sth. 让某人看一看某物Let them have a look at our new school. 让他们看一看我们的新学校。

12. look at the picture 看着图片13. look at me / her / him 看着我/她/他14. all (of) my new classmates 我的所有的新同学15. open / close the door 开/关门Don’t open the window(s). 别开窗户16. go to the park 去公园17. go to school 去上学18. be late 迟到19. be late for school / class 上学/上课迟到20. Don’t be late again. 不要再迟到。

21. in Class One = in Class 1 在一班in Grade One = in Grade 1 在一年级22. in my class 在我的班上in class 在课堂上23. on the wall 在墙上on the wall of the classroom 在教室里的墙上There are four windows in the wall. 在墙上有4扇窗户。

牛津英语Starter U10 全英文精品教案牛津英语七年级预备课程Unit10教案TheFirstLesson[Teachingcontent]Unit10welcomeandListening [Teachingaimsanddemands]knowledgeaims:1.Enablethestudentstomastersomenewwor ds.2.TeachSstoaskaboutthetime,andhowtosaythetime3.Reviewimperativesentencesabilityaims:1.Ssgettoknowsomeactivitiesbothinclassa ndatschool.2.TraintheSstohavesomesocialmoralities.[Teachingdifficultiesandimportance] Saythetimeindifferentways.[Teachingtools]Aclockmadebypaper,Projector,workbookandStudents’book[Teachingprocedure]Step１welcomeandpresentation1.Setatimeseventhirtyonapaperclock,andholditup.Look atthepaperclockandaskSs,“what’sthetime?”Thenpresentthosetimes7.50,7.00,8.15inthesameway.2.GuideSstohavethesimilardialoguewitheachother,soth attheycantotallymasterthesentencepattern.3.BeforelearningthedialoguesofwelcomePart,teachsome importantphrasesbydoingtheseactions:Pointtotheclock andsay,“oh,it’sseveno’clock.Imustgetup.”Introducethefollowingphrasesinthesameway:hurryup,go toschool,havebreakfast.4.AskSstolistentothetapeandanswer:whattimeisit?Itistimetodowhat?IsLilylateforschool?Bytheway,reviewtherhymeonP21withinaveryshorttime.5.TellSsthattheycansaythetimeindifferentways.Forexa mple,sevenfifty=tentoeight,seventhirty=halfpastseve n,eightfifteen=aquarterpasteight manySsfeelitdifficulttousethemcorrectly,becausether eare“to”and “past”.ThefollowingisthewaywhichIuseandsuggest: past表示“路过”，halfpastseven，把half想象成一个人，他散步路过seven，所以halfpastseven表示“过了七点半个小时”to表示“到达”，tentoeight，把ten也想象成一个人，他朝eight走，但还没到eight，所以表示“离八点还差十分钟”6.withthehelpofthepaperclock,pointtoanytimeandaskth estudentstosaythetimesinvariouswaysonebyone,suchas1 2:30,6:15,4:40,4:45,2:50,2:00,etc.Step2Listening1.Dopre-listeningwork.AskSstoreadthepairsofwordsandphrases.Afterthat,pointto“we”assubject,andaskSstomakethreesentenceswiththewordsa ndphraseswhichshowtheschoollife,like wehaveachineselessononmonday.onTuesday,wehaveamathslesson.onFriday,wehaveacomputerlesson.Atthesametime,askthestudentstopayattentiontotheprep osition“on”2.Asforthenamesofsubjects,theteachercanaddart,chemi stry,history,P.E.physics,biology,geography,algebra, andgeometry3.DothelisteningexerciseofPartB.TellSsnotonlyknowwh etherthesentencesaretrueorfalse,butalsoknowwhat’swrongwitheachfalsesentence.Step3Summaryanddoworkbook.Step4HomeworkTheSecondLesson[Teachingcontent]Unit10speakingandreading [Teachingaimsanddemands]knowledgeaims:Gettoknowthesimplepresenttenseandtherelativefrequen cywords.Abilityaims:1.Sstrytodescribeone’sschoollifewiththesimplepresenttense.2.knowtheimportanceofthetimeandcherishthetime. [Teachingdifficultiesandimportance]1.Theusagesandformationofthesimplepresenttense.2.Thesentencetransformationsofthesimplepresenttense.[Teachingtools]Projector,workbookandStudents’book[Teachingprocedure]Step1.Speaking1.writesometimesontheblackboard,suchas7:00,6:10,6:3 0,6:45,letstudentssaytheminEnglish2.AskSstoreadthedialogueofthispart,playtherole,anda tthesametimegetreadyforthesequestionsaboutthedialog ue:whendoesPetergotoschooleveryday? whendoesNickgotoschooleveryday? Dotheyplaybasketballeveryday? whendotheyplaybasketball? Dotheyhaveacomputerlessontoday? whatlessondotheyhave? Dothetwoboysoftenchatwitheachotheratlunchtime?3.GuideSstoreplacethebluewordswithotherwords,sothat theycanmaketheirowndialogue.4.whentheydowith“everyday”,theconceptoffrequencywordoccurs,giving theteacherachancetoteachitandintroduceotherfrequencywords,likeusually,often,sometime,everyday,everywee k,everymorning,everyevening,onceaday,twiceamonth,et c.Step2Reading1.Reviewthemainstructure“Doyou…?”byaskingSssomequestions,andthenintroduceNick’sday. Getthestudentstoreadthetextthemselves,andanswerthef ollowingquestions:what’sthenameoftheboy? whendoeshegetupeverymorning? whendoeshehavebreakfast?whendotheclassesbegin? whatclassesdoeshehaveinthemorning?Afterclass,whatdotheydo?Afterlunch,whatdotheydo?From1.30to3.50p.m,whatdotheydo?Afterschool,whatdoesheoftendo? whatsportsdoeshelike? whendoeshegohomeanddohishomework?whendoesheusuallyhavedinner?Afterdinner,whatdoeshedo?whendoeshegotobed?2.HelpNicktofillinthetimetableofNick.3.DoexerciseofPartBStep3Grammar 1．whenteachingtheusagesandformationofthesimplepres enttense,theteacherhastodothatinasimplewaythatcanbe easilyunderstoodbycommonSsincommonschool.Thefollowi ngiswhatIuseandsuggest:1）“时态”，就是动作发生的时间和状态。

中学英语“任务型语言教学”初探教育部颁布的国家《英语课程标准（实验稿）》指出：“课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。

”任务型教学模式应成为教学的新策略，以引导学生形成积极的学习态度，促进学生语言能力的提高。

课改新形势下应该对其产生全新的诠释。

任务型语言学习（Task-based Learning）是近一两年来教育理论与实践领域提出的一个崭新的研究课题，是在素质教育和创新的思想观念下催生出来的一种新的教学方式。

它包括教师们教的方式和学生学的方式。

任务型教学需要老师对每一教学单元设计一个总任务。

在每节课中又要设计若干个小任务来帮助总任务的完成，以最终实现单元教学任务的完成。

再设计任务的过程中，要把课中的语言点和语言基础知识包括进去，并需要同时考虑到学生在完成任务的过程中，会出现什么问题，会提出什么样的问题，这就要依据课程的总体目标并结合教学内容，创造性设计贴近学生实际的教学活动，吸引和组织他们积极参与，学生通过思考、调查、讨论、交流、合作等方式，学习和使用英语，最终完成学习任务。

因此，在教学时应注意：1．教学内容应符合学生认知水平教学内容的真实性是进行任务型语言教学的主要特征之一。

在选择教学内容时充分考虑到中学生所关注的人、事件和事物，选择贴近学生实际生活的话题内容，教师所设计出的各种活动应符合学生的知识水平。

任务太容易或太难都会使学生失去兴趣。

教师在课堂实践中，必须具备较强的组织能力，给学生充分发挥想象力和创新能力的空间，指导他们在可能表达的活动中进行锻炼，不能游离学生知识结构之外。

如在谈论学生的个人爱好时，可以提供学生所熟悉的活动，如play basketball,watch TV,dance等。

通过采访、调查等方式；激发学生参与真实语言活动的动机。

2．教学活动形式应丰富多样活动是任务型语言教学中任务的基本组成部分之一。

牛津英语Starter U12 全英文精品教案牛津英语七年级预备课程Unit12教案TheFirstLesson[Teachingcontent]Unit12welcomeandListening [Teachingaimsanddemands]knowledgeaims:1.knowfurtheraboutthesimplepresenttense.2.knowthedifferencesbetweencountablenounsanduncount ablenouns.abilityaims:1.Ssgettoknowsomepreparationworkbeforea birthdayparty.2.Sslearntousethesentencespattern“wouldyoulikesth?”and“wouldyouliketodosth.”[Teachingdifficultiesandimportance]1.In“wouldyoudosth?”and“wouldyoulikesth?”,“would”hasnothingtodowiththepasttense.Instead,itjustmeansacourteoustoneofspeech.2.weuse“some”insteadof“any”inthesentence “wouldyoulikesomebread?”,becauseitmeansaskforsome thing.[Teachingtools]Projector,workbookandStudents’book [Teachingprocedure]Step１welcomeandpresentation1.HaveachatwithSsaboutwhentheirbirthdaysare,whattheyu suallygetfortheirbirthday,andwhattheywantastheirgif ts.Teachnewwordsinthisway,saying: maybeyoucangetsomebirthdaycardsfromyourfriendsandwr ite“card”ontheblackboard. maybeyoucangetsomechocolatesfromyourparents,andwrite“chocolate”ontheblackboard. maybeyoucangetsometoysfromyourgrandparents,andwrite “toy”ontheblackboard.2.Letthestudentslistentothetapeandanswerthequestion:whoisthegirlinyellow?whoisthegirlinblue?whyisshehappy?wouldLilycometomillie’sbirthdayparty? whatdoesmillieusuallygetforherbirthday? whatdoesLilywanttogivemillieforherbirthday? Therefore,theteacherwillknowiftheygraspthemainideao fthedialogue.3.AskSstoplaytherole.Step2sentencepattern1.Teachthegrammar.Insentencepatterns“wouldyoulikesth?”and “wouldyoudosth”,thereisa“would”.“would”isthepasttenseof“will”,butinthesesentencespatterns,ithasnothingto dowiththepasttense.Instead,itjustmeansacourteouston eofspeech.2.want=wouldlike,wanttodo=wouldliketodo,wouldyoulike….?=Doyouwant…?whatwouldyoulike?=whatdoyouwant?3.Inordertomasterthoseimportantsentencepatterns,Ssh avetodolotsofpractice.Forexample,askSstomakesuchsen tenceswiththefivewords,whichareacake,abanana,anoran ge,juice,andmilk,inListeningPartAinadvance,like “wouldyoulikeacakeforyourbirthday?wouldyouliketodrinksomejuice?wouldyouliketoeatabanana?”4.Insentencemakingexercised,Ssarelikelytomeetthepro blemofwhethertous“some”or “any”.Tosolvetheproblem,TellSsthatweuse“some”insteadof“any”inthesentence “wouldyoulikesomebread?”,becauseitmeansaskforsome thing.Step3Listening1.Pre-listeningReviewtheimportantsentencepatterns “wouldyoulikesth?andteachSstheaffirmativereply “yes,I’dlikeone.”andthenegativereply“No,thanks”.2.TellSsthedifferencesbetweencountablenounsanduncou ntablenouns.3.Beforelistening,haveachataboutthetwopicturesinPar tBwiththestudents---whoisinthepicture?whataretheytalkingabout?Inaddition,introducethesituationofthedialogue:milli eandhermumaretalkingaboutwhattobuyformillie’sbirthdayparty.Listentotheirconversationandtrytocom pletetheirshoppinglist.teron,invitesomes tudentstoreadtheirpresentlistsandthenaskthemtotalka bouttheirfavoritepresents.ThefollowingiswhatIsugges t:Ask:millieisgoingtohaveabirthdayparty.Therearemanyk indsoffoodintheparty.whatwouldyouliketoeat? Helpthestudentstosaytheirfavoritefood.Ask:wouldyoulikesomebananas/sweets/icecream/orangej uice/cakes? writethenewwordsontheblackboardandreadthem.Step4Summary,anddoworkbook.Step5HomeworkTheSecondLesson[Teachingcontent]Unit12SpeakingandReading [Teachingaimsanddemands]knowledgeaims:1.masterthesimplepresenttenseanduseitfreely.2.Learnwhatinterrogativewordsareandgettoknowinterro gativesentencesbydoingtheexerciseunderReadingPart.Abilityaims:Ssgettoknowsomeactivitiesinabirthdayparty,andtrytor etelltheReadingParttoexpressmillie’sbirthdaypartyinthesimplepresenttense.Inaddition,Ss writeanotherarticle“mybirthday”,followingthemodelarticle.[Teachingdifficultiesandimportance]1.SslearntoretelltheReadingPart.2.Followingthemodelarticle,writeanotherarticle “mybirthday”.[Teachingtools]Projector,workbookandStudents’book[Teachingprocedure]Step1.Speaking1.makeSsreadthedialoguealone,andmakethemtoanswerthe sequestionsafterwards:whosebirthdayistomorrow?whoarethetwogirls? Dothetwogirlwanttobuyheranypresents? whatdoesthegirlontherightwanttobuyher? whatdoesthegirlontheleftwanttobuyher? wherecantheybuythosepresents? whendotheywanttodotheshopping?TeachsomesimilarwordsandsentencestoSs: Tomorrowismillie’sbirthday.=It’smillie’sbirthdaytomorrow.present=giftIwanttobuyherapresent.=I’dliketobuyherapresent. buyherapresent=buyapresentforher whatdoyouwanttobuy?=whatwouldyouliketobuy?I’dliketobuyherateddybear.=Iwanttobuyherateddybear. Iwanttobuyhersomestickers.=I’dliketobuyhersomestickers. wouldyouliketogowithme?=Doyouwanttogowithme? Andatthesametime,instructSstoreplacethebluewordswit hwhattheywanttoby,withthenamesofclassmates,andwitho thertimesandplaces,inordertomakeasimilardialogueabouttheirshoppingplans.Thentakeafewminutestotelltheirne ighborsabouttheirshoppinglists.Step2Reading1.Letthestudentslookatthepicturesunderthetext,befor eenteringthetext,andcommunicatewiththestudents.Thef ollowingistheplansuggested:T:Let’slookatthepicturesformillie’sbirthdayparty.whatcanyouseeonthetableinPicture1?S:IcanseecDs,hairclips,stickers,andsoon.T:Howdosemillielook?S:shelooksexcited/pleased.T:Let’slookatPicture2.what’sthis?It’sasofa.whereareherfriends?S:Theyareonthesofa.2.writethenewwords“sofa”ontheblackboardandreadthem.Thengooncommunicatingwiththestudents:Let’slookatPicture3.T:whatbirthdaypresentdoesmilliegetfromherfriends? S:millie’sfriendshavecDs,hairclips,ateddybear,etc.forher. T:Let’slookatPicture4.whataretheydoing?S:Theyaresingingabirthdaysongforherandsharingthebig cake.3.maketheSstoreadthetextandreadytoanswersomequestio ns,soastoknowwellaboutthemeaningofthetext: whatdayisittoday?whosebirthdayistoday?whatclothesdoesshewear?Doesshelookcool?whatisonthetable?whohasalotofpresentsforher?whatarethey?Doeseveryoneenjoytheparty? whatdotheydoonthebirthdayparty?Atlast,whatdotheydotoher?Aftertheysingthesong,whatdotheydo? Ismilliehappyonherparty?Doallherfriendshaveagoodtime?Surely,whenaskingandansweringthequestions,theteache randtheSscansingtheworld-famousbirthdaysong “Happybirthdaytoyou,happybirthdaytoyou,happybirthd aymydearfriend,happybirthdaytoyou.”4.Dothetwoexercisesunderthetext.5.Grammar TeachSsthedifferentmeaningsanddifferentusagesofthei nterrogativewordsinPartB:when什么时间what什么事who什么人where什么地方How怎样5.Dogroupworkforconsolidation. writesomecluewordsundereachpictureandguidethemtodes cribethepictureaccordingtothegivingwordsandphrases. DivideSsontogroups,fourstudentsinagroup:Picture1:wear,cool,suchas,excited,wonderfulPicture2:sofa,talk,chat,havefun,interestingPicture3:hairclips,chocolate,presents,happyPicture4:abigcake,share,sing Askeachgrouptodescribetheirpictures.Step3Homework1.DescribethefourpicturesinexercisebooksinSs’ownwords.2.GuidetheSstoretellthepassage3.Followingthemodelarticle,writeanotherarticle “mybirthday”.TheThirdLesson[Teachingcontent]Unit12GrammarandTask [Teachingaimsanddemands]knowledgeaims:1.ReviewtheSimplePresentTense2.Learnthedifferentmeaningsandusagesofdifferentinte rrogativewords3.Howtouseinterrogativewordsandmakeinterrogativesen tences.Abilityaims:1.Sscantalkabouthowtoprepareabirthdaypartyandwhatth eyseeinabirthdayparty,usinginterrogativesentencesco rrectly[Teachingdifficultiesandimportance]1.Thedifferentmeaningsandusagesofdifferentinterrogativewords2.Howtomakeinterrogativesentencescorrectly[Teachingtools]Projector,workbookandStudents’book[Teachingprocedure]Step1Grammar1.Grammarteaching InstructSstolearnthemeaningsandusagesofdifferentint errogativewords.when什么时间what什么事who什么人where什么地方How怎样Howmany+复数可数名词Howmuch+不可数名词Howlong多久时间Howsoon多久时间以后whose谁的which哪个；哪些why为什么whattime什么时刻Attachimportancetothedifferencemeaningsbetween “when”whichmeans“何时”,“whattime”whichmeans“什么时刻”and“howlong”whichmeans“多久时间”.AndteachSstheirdifferentusages.2.Presentationwrite“8April”ontheblackboard,say:It’sLily’sbirthday.canyoutellmethedateinEnglish?Thencommunicatewiththestudents:T:HowdoseLilycelebrateherbirthday?canyouguess?S:Ithinkshehasapartyorabigdinner.T:maybe.wheredoesshehavethepartyorthedinner?S:Athome.T:whowillcometoherbirthdayparty?S:Hergrandfatherandgrandmother,heraunts,herunclesan dhercousins.T:whatpresentscansheget?S:manyinterestingthings,suchasbooks,hairclips,cloth esandshoes.T:ok,hereisadialogueaboutlily’sbirthdaybetweenmillieandLily,trytofillintheblanksa ndcompletetheirconversation.2.Letthestudentsreadandcompletethedialogue.Afterwar ds,theteachercheckstheanswers.Letthestudentsreadthe textagain,thenaskthemtoanswerthequestionsonLily’sbirthday.2.makeSsreadthetexttogetherforconsolidation.3.Dothefill–in–blankexerciseofthispartoninterrogativewords.Step2Task1.InstructSstoanalysisthepostbelowthedialoguebetwee nmillieandPeter,whichisaboutmillie’sbirthdayparty,usingasmanyinterrogativesentencesasp ossible.2.DirectSstolearnthedialogue,followingwhatthepostte lls.3.Askthestudentstohaveatalkaboutpartners’birthday,thenmakeasimilarpostintheirexercisebook.At last,asksomestudentstoshowtheirpostontheblackboard. Sscanlearnhowtodesignabirthdaypartybyfinishingtheta sk.Step3HomeworkSsaskeachotherhowhe/shespenthis/herbirthday.writedo wnthedialoguebetweenthemand theirfriends.。