2021外研版英语七上M54《Myschoolday》word教案

外研版英语七年级上册M5-2《My school day》教学设计一. 教材分析《外研版英语七年级上册》 Module 5-2 《My school day》主要讲述了学生在校的一天活动。

本课通过描述不同学科的课堂活动，让学生学会用英语描述日常活动。

教材内容贴近学生生活，易于激发学生的学习兴趣。

二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇，但他们的英语听说能力仍有待提高。

在学习本课内容时，学生需要将已学的知识运用到实际场景中，提高他们的语言运用能力。

三. 教学目标1.知识目标：学生能听懂、会说、会读本课的生词和短语，如“havephysics”, “have chemistry”, “play sports” 等。

2.能力目标：学生能用英语简单描述自己的学校生活。

3.情感目标：通过学习，学生能意识到合理安排学习时间的重要性。

四. 教学重难点1.重点：学生能听懂、会说、会读本课的生词和短语。

2.难点：学生能用英语描述自己的学校生活，并在实际场景中运用。

五. 教学方法1.任务型教学法：通过设置不同的任务，让学生在完成任务的过程中运用英语。

2.情境教学法：创设真实的学校生活场景，让学生在情景中学习。

3.小组合作学习：鼓励学生分组讨论，提高他们的参与度和合作意识。

六. 教学准备1.教师准备：提前准备好本课的生词和短语卡片，以及与学校生活相关的图片或视频。

2.学生准备：提前预习本课内容，熟悉生词和短语。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们的一天，例如：“What do you do in a day?”，让学生复习已学的日常活动词汇。

2.呈现（10分钟）教师展示与学校生活相关的图片或视频，如课堂、操场、图书馆等场景，同时呈现本课的生词和短语。

引导学生用英语描述图片中的活动。

3.操练（10分钟）教师学生进行小组活动，让学生用英语扮演不同角色，如学生、老师等，模拟学校生活中的场景。

Module 5 My School Day教案2(外研版七年级上) I. Teaching objectives 模块教学目标II. Teaching materials analyzing教材分析Module 7以“My school day”为话题，以完成“介绍自己一天的学校生活”的任务为目标，通过3个单元的学与练，紧密结合初中学生学习、生活实际，让学生在这一学习与体验的过程中，能够就自己的学科与别人进行提问与回答，能够听懂并能简单地向他人介绍自己一天学校生活的情况。

Unit 1要求学生通过听、读、说训练，学会讨论所学课程。

Vocabulary和Listening两个部分共设计了5个训练活动。

Part 1要求学生在注意观察钟表所表示的时间及相应的英文表达后，通过听力来反复练习这些表示时间的句子。

这一部分练习可以使学生在复习已有知识的基础上，初步了解本单元所要学习的语言知识，为相关语言技能的训练奠定基础。

Part 2要求学生根据图片找出与之相对应的时间描述。

通过这一部分的练习，要求学生熟练操作整点和半点的句型表达。

Part 3学习科目名称，掌握单词正确发音后，要求学生独立完成单词和图片匹配活动。

Part 4要求学生在完成Parts 1，2，3的基础上，通过听Daming, Betty and Lingling的一段关于他们学校生活的对话，在理解听力内容的基础上，听录音跟读对话，学习简介自己学校生活的语言材料。

Part 5要求快速浏览问题，然后通过听录音，捕捉和判断听力材料中的信息，对所给句子作出判断。

Pronunciation and speaking包括3部分。

Part 6帮助学生掌握四个双元音的发音规律。

Part 7 要求学生根据实际情况回答问题。

Part 8 要求以pair work形式，谈论学校课程。

Unit 2中训练活动围绕Alex Greenall一天的学校生活展开，包括他的饮食起居、学校及其学习和生活情况等。

外研版英语七年级上册M5-4《My school day》教学设计一. 教材分析《外研版英语七年级上册》Module 5-4的话题是《My school day》，主要让学生学习和掌握关于学校日常活动的词汇和表达方式，如get up, go to school, have lessons, play sports等。

通过本节课的学习，学生能够用英语简单描述自己的学校生活，提高他们的语言运用能力。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

他们在日常生活中也积累了一些关于学校活动的经验，这为学习本节课内容奠定了基础。

然而，部分学生可能在词汇量和语言方面存在一定的困难，需要教师的引导和帮助。

三. 教学目标1.知识目标：学生能够掌握关于学校日常活动的词汇和表达方式，如get up, go to school, have lessons, play sports等。

2.能力目标：学生能够用英语简单描述自己的学校生活，提高他们的语言运用能力。

3.情感目标：通过本节课的学习，学生能够培养对学校生活的热爱，增强对英语学习的兴趣。

四. 教学重难点1.重点：学生能够掌握关于学校日常活动的词汇和表达方式。

2.难点：学生能够用英语简单描述自己的学校生活，提高他们的语言运用能力。

五. 教学方法1.情境教学法：通过设置学校日常活动的情境，让学生在实际语境中学习和运用词汇和表达方式。

2.交际法：引导学生进行小组交流和讨论，提高他们的口语表达能力。

3.任务型教学法：通过完成各种任务，让学生在实践中运用所学知识。

六. 教学准备1.教师准备：提前准备好与学校日常活动相关的词汇和表达方式的图片、卡片等教学辅助材料。

2.学生准备：学生预习本节课的内容，了解学校日常活动的词汇和表达方式。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论自己学校的日常活动，如：“What time do you get up?”、“Do you play sports after school?”等。

外研版英语七年级上册《Module 5 My school day Unit 2 》教学设计一. 教材分析外研版英语七年级上册《Module 5 My school day Unit 2》主要讲述了学生们在学校的一天。

通过本节课的学习，学生能够掌握关于学校日常活动的词汇，如：get up, go to school, have lessons, have lunch等。

同时，学生还能够学会使用一般现在时描述自己的日常作息。

本节课的主要语言点是一般现在时态的运用，以及如何用英语描述日常活动。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，对日常的交流已经有了初步的认识。

但是，对于一般现在时态的运用和如何用英语描述具体的日常活动还有一定的困难。

因此，在教学过程中，需要针对这些困难进行针对性的讲解和操练。

三. 教学目标1.知识目标：–学生能够掌握关于学校日常活动的词汇。

–学生能够正确运用一般现在时态描述自己的日常作息。

2.能力目标：–学生能够听懂、会说、会读本节课的主要词汇和句型。

–学生能够用英语简单描述自己的日常活动。

3.情感目标：–学生能够养成良好的学习习惯，提高学习英语的兴趣。

四. 教学重难点•学生能够掌握本节课的主要词汇和句型。

•学生能够用英语描述自己的日常作息。

•学生能够正确运用一般现在时态描述自己的日常作息。

五. 教学方法1.任务型教学法：通过设定各种实际情境，让学生在完成任务的过程中运用所学知识。

2.情境教学法：通过创设各种生活情境，让学生在真实的环境中学习英语。

3.游戏教学法：通过设计各种趣味游戏，激发学生的学习兴趣，提高学生的学习积极性。

六. 教学准备1.教材：外研版英语七年级上册。

2.多媒体设备：投影仪、电脑、音响等。

3.教学道具：图片、卡片等。

4.教学课件：根据教学内容制作相应的课件。

七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生谈论自己的日常作息，激发学生的学习兴趣。

外研版七年级英语上册教学设计：《Module 5 My school day Unit 1 》一. 教材分析《Module 5 My school day Unit 1》主要介绍了学生的一天，包括早上的活动、课程安排以及课后的活动。

本节课主要让学生掌握日常的学校活动用语，并能够运用所学的句子进行简单的交流。

教材内容丰富，插图生动，有利于激发学生的学习兴趣。

二. 学情分析七年级的学生已经具备了一定的英语基础，对于日常的英语交流已经有了一定的掌握。

但部分学生可能在口语表达方面还存在一定的困难，需要教师在课堂上多加引导和鼓励。

此外，学生对于学校的日常生活可能存在不同的经历，因此在课堂上教师应注重激发学生的共鸣，让学生能够积极参与到课堂活动中。

三. 教学目标1.知识目标：学生能够掌握本节课所学的单词和短语，如 morning,afternoon, evening, classes, sports等。

2.能力目标：学生能够运用所学的句子进行简单的交流，如描述自己的一天、询问他人的一天等。

3.情感目标：培养学生热爱学校生活，积极参与学校活动的态度。

四. 教学重难点1.重点：学生能够掌握本节课所学的单词和短语，并能够运用到实际交流中。

2.难点：学生能够正确运用所学的句子描述自己的一天，并进行适当的拓展。

五. 教学方法1.任务型教学法：通过设置不同的任务，让学生在完成任务的过程中运用所学知识。

2.情境教学法：创设生动的场景，让学生在真实的环境中学习英语。

3.交际法：引导学生进行互动交流，提高学生的口语表达能力。

六. 教学准备1.教学课件：制作课件，包括单词和短语的图片、句型练习等。

2.教学素材：准备与学校生活相关的话题，如课程表、活动照片等。

3.教学用具：录音机、单词卡片等。

七. 教学过程1.导入（5分钟）利用歌曲《Hello》引导学生唱出学校的美好，激发学生的学习兴趣。

然后教师提问：“What do you do at school?”，让学生回顾学校的日常生活。

外研版英语七年级上册M5-1《My school day》教学设计一. 教材分析《My school day》是外研版英语七年级上册Module 5 Unit 1的内容，本节课主要讲述学生的一天，通过本节课的学习，让学生能够运用所学知识描述自己的一天。

本节课的主要语言点是一般现在时态的疑问句和回答，以及一些日常的动词短语。

二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对于一般现在时态已经有了一定的了解。

但是学生的英语水平参差不齐，有的学生基础较好，能熟练运用一般现在时态，而有的学生基础较差，还需要加强对一般现在时态的掌握。

此外，学生对于描述自己的一天的语言表达还不够熟练，需要通过本节课的学习进行巩固和提高。

三. 教学目标1.能够运用一般现在时态询问和回答别人的一天。

2.能够运用所学动词短语描述自己的一天的活动。

3.提高学生描述自己生活的能力，培养学生的语言表达能力。

四. 教学重难点1.一般现在时态的疑问句和回答。

2.动词短语的运用。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中运用所学知识。

2.情境教学法：创设各种情境，让学生在实际情境中运用所学知识。

3.小组合作学习：通过小组合作，让学生互相交流，互相学习，提高学生的语言表达能力。

六. 教学准备1.教学课件：制作课件，展示本节课的主要内容。

2.图片：准备一些与本节课相关的图片，帮助学生更好地理解和学习。

3.录音机：准备录音机，播放相关的录音材料。

七. 教学过程1.导入（5分钟）通过播放一段录音，让学生听懂并回答以下问题：•What can you hear in the recording?•What is the mn idea of the recording?通过导入，激发学生的学习兴趣，引入本节课的主题。

2.呈现（10分钟）通过展示图片，呈现本节课的主要内容，让学生回答以下问题：•What are the pictures about?•Can you guess what the passage is about?通过呈现，帮助学生更好地理解和学习本节课的内容。

外研版英语七年级上册M5-2《My school day》说课稿一. 教材分析《外研版英语七年级上册》第五模块第二课《My school day》主要讲述学生在学校的一天。

通过本课的学习，学生可以了解如何用英语描述日常的学校生活，提高英语口语表达能力。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。

二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇，具备一定的英语听说读写能力。

但部分学生在口语表达方面仍有困难，对英语学习信心不足。

因此，在教学过程中，需要关注学生的个体差异，鼓励他们大胆开口说英语，提高他们的自信心。

三. 说教学目标1.知识目标：学生能够掌握描述日常学校生活的相关词汇和句型，如“What time does school start?”、“I have two lessons this morning.”等。

2.能力目标：学生能够在真实情境中运用所学词汇和句型，用英语描述自己的学校生活。

3.情感目标：培养学生热爱学校生活，乐于观察和分享身边的事物。

四. 说教学重难点1.教学重点：学生能够熟练运用所学词汇和句型，用英语描述自己的学校生活。

2.教学难点：如何引导学生运用所学知识，在真实情境中进行口语交流。

五. 说教学方法与手段1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用所学知识，提高口语表达能力。

2.情境教学法：创设各种贴近学生生活的情境，激发学生的学习兴趣，提高他们的参与度。

3.小组合作学习：鼓励学生相互合作，共同完成学习任务，培养他们的团队精神。

六. 说教学过程1.导入：通过谈论学生熟悉的学校生活，激发学生的学习兴趣，引出本课主题。

2.新课呈现：教师展示教材图片，引导学生用英语描述图片内容，从而引入本课所学词汇和句型。

3.课堂练习：学生分成小组，用所学词汇和句型描述自己的学校生活，教师巡回指导。

4.口语交际：设置真实情境，让学生运用所学知识进行口语交流，如模拟面试、角色扮演等。

最新外研版初中英语七年级上册 My schoolday公开课教学设计My School Day - Public Class Teaching DesignIntroduction:The teaching design presented here is for the topic "My School Day" from the latest edition of the Foreign Language Teaching and Research Press (FLTRP) Junior English textbook for seventh graders. This design aims to engage students in an interactive and immersive learning experience, focusing on developing their listening, speaking, reading, and writing skills. The class duration is approximately 45 minutes.Objectives:1. To introduce and familiarize students with vocabulary related to school activities.2. To enable students to describe their daily school routine using appropriate language structures.3. To enhance students' listening comprehension skills through audio materials.4. To encourage students to express their opinions and share their experiences related to school activities.5. To provide opportunities for students to practice reading and writing skills by creating a short paragraph about their typical school day.Materials:1. FLTRP Junior English textbook - Grade 7, Unit 1: My School Day.2. Whiteboard, markers, and eraser.3. Flashcards with illustrations of school activities.4. Audio recording of a conversation about a typical school day.5. Worksheets for writing practice.Procedure:1. Warm-up (5 minutes):- Greet the students and create a positive classroom atmosphere.- Engage students in a short discussion about their favorite school activity.- Introduce the topic "My School Day" and ask students to share their daily routine.2. Vocabulary Introduction (10 minutes):- Display flashcards of various school activities on the whiteboard.- Elicit the names of the activities from the students and explain any unfamiliar vocabulary.- Practice pronunciation and spelling of the words as a class.- Use the flashcards to play a memory game, where students match the activity with its corresponding name.3. Listening Comprehension (10 minutes):- Play the audio recording of a conversation about a typical school day.- Ask students to listen carefully and identify the activities mentioned.- Discuss the answers as a class and clarify any doubts.- Play the recording again for reinforcement, if necessary.4. Speaking Activity (10 minutes):- Divide the class into pairs or small groups.- Provide each group with a set of conversation cards related to school activities.- In turns, students pick a card and discuss their opinions and experiences about the activity mentioned.- Encourage students to use appropriate language structures and ask follow-up questions to their peers.5. Reading and Writing Practice (10 minutes):- Distribute worksheets to each student.- Instruct students to write a short paragraph describing their typical school day.- Encourage them to include at least three different activities and use appropriate connectors.- Monitor students' progress and provide assistance where necessary.- Collect the completed worksheets for evaluation.6. Wrap-up and Conclusion (5 minutes):- Recap the main points discussed during the class.- Encourage students to share their paragraphs with the class, if time allows.- Provide positive feedback and praise for students' participation and effort.- Assign relevant exercises from the textbook for homework.Conclusion:This teaching design for the "My School Day" topic provides a comprehensive approach to engage seventh-grade students in learning English. By incorporating various activities such as vocabulary introduction, listening comprehension, speaking practice, and reading and writing exercises, students have the opportunity to develop their language skills effectively. The design aims to create an engaging and interactive classroom environment, fostering students' confidence in using English to express themselves.。

My school day适用年七年级上册（外研版）级所需时课内共用3课时；课外共用1课时间主题单元学习概述本单元的中心话题是运用行为动词的一般现在时谈论自己的学校生活。

本模块共有三个单元，每个单元预计使用一个课时。

第一单元从介绍时间的表达方式入手设计了一个与我国大部分地区七年级学生需要学习的科目的对话，让学生倍感亲切。

第二单元课文介绍了英国的中学生亚历克斯在学校一天的生活，与第一单元的对话相比，第二单元的课文包含了更多的信息，有利于培养学生在阅读中提取细节信息的能力，同时又可以促进学生思维能力的发展。

第三单元集中学习本模块的主要语法项目即实义动词的一般现时学校生活是学生们非常熟悉的话题，容易产生较大的兴趣，有利于师生在课堂上展开语言实践活动。

本模块是初一学生首次接触行为动词的一般现在时的肯定句和否定句，后面三个单元还将继续研究和学习其三单形式，一般疑问句和特殊疑问句形式。

因此，本模块是以后的基础，必须认真学习，好好理解。

本单元的学习重、难点: （1）语言技能方面：通过听录音，运用抓关键词的听力学习策略获取有效信息。

通过观看PPT呈现的图片及题目预测文章的大意。

并运用所学时态和句型与同伴就学校生活的话题进行口头交流；能运用所学写一篇介绍自己平时上学的一日活动安排的短文（50词左右）。

（2）语言知识方面：21个课标新词和7个常用短语和固定搭配；行为动词的一般现在时（3）学习策略：通过听录音，运用抓关键词的听力学习策略获取有效信息。

通过观看PPT呈现的图片，预测听力的相关话题。

运用找读（Scanning）等阅读学习策略，快速获取有效信息。

通过上网搜集该话题下的相关音频资源及阅读课外相关话题的小短文，拓展视野。

利用PPT，在教师的引导和帮助下，对所学内容进行复习、归纳和运用。

依据语言学习“感知、体会、理解、运用”的认知规律，将本单元的学习划分为两个专题。

专题一：如何用英语熟练表达与学校课程和学校的生活有关的话题？专题二：如何运用所学与他人交流有关自己理想的学校生活的话题？两者是递进的关系。

Module 5《My school day教案 (外研版七年级上)The main knowledge:本模块围绕“我的一天学校生活”这个话题展开，内容紧紧接合初中学生现实的学习、生活展开。

Teaching Aims:1. Talk about something about school life.2. Learn the grammar.3. Learn the new words: half, past, history, What about, get up, break…Teaching Methods:Formal and interactive approachTeaching steps:Unit 1 I like maths!1. Look at the pictures, listen and repeat the time.①Ask the students to look at the pictures. Elicit what they can see (e.g.clocks,different times, and, if possible, what time it is.)② Play the recording and have them listen and look at the words and pictures.③ Then play it again and have them repeat chorally and individually. Extension:① Introduce the question “What’s the time?” by asking and point ing to the first clock.② Elicit the answer “It’s twelve o’clock.”③Next elicit the question and answers from the students for the other three clocks.2. Match the pictures and the sentences.① Ask the students to match the times and the pi ctures individually, then checkwith a partner.② Call back the answers from the whole class, having one student ask “What’s thetime?” and point to a picture, and another student answer.Extension:Put the students into pairs to practise asking and answering about the times in Activities 1 and 2.Listening:3. Listen and read.① Ask the students to read the conversation silently. At this stage, it’s agood idea not to explain every word they don’t understand.② Play the recording and ask the students to l isten and read the conversation. Extension:① Play the recording again and pause after each phrase, a sking the students to repeatchorally and individually.② Put the students into groups of four to practise the conversation.③ They should repeat it several times, changing roles each time.Tapescript:1. It’s twelve o’clock.2. It’s half past six.3. It’s eleven o’clock.4. It’s half past one.4. Check (√) the true sentences.① Read through the statements and have the students repeat them after you.② Ask them to check the true sentences individually, then check with a partner.③Call back the answers from the whole class, having them read out each sentences,then say “True/False”.Answers:1. ×2. √3. ×4. √5. √6. ×Extension:① Put the students into groups of three to practise the conversation.② They should do it at least three times, changing roles each time. Pronunciation and speaking:5. Listen and repeat:① Explain that this activity focuses on some English ph onemes which are difficultto pronounce for speakers of Chinese.② Play the recording once without stopping.③ Play the recording again and stop at the end of each line.Ask the whole class to repeat.④ Play the recording again and stop at the end of each line.Ask individual students to repeat.⑤ Ask the students to practise the sounds in pairs.6. Answer the questions about you.① Ask the students to work alone and to answer the questions.② Ask them to check their answers in pairs.7. Work in pairs. Talk about your lessons.① Go through the language in the substitution table with the students.② Put them in pairs to ask and answer questions.③ Circulate and monitor their production.Do excises:Ⅰ1. My f lesson is science.2. It’s five o’ now.3. They often play on the p .4. The class f at three P.M.5. W comes after Tuesday.Ⅱ 补全对话A：What 1 is it today?B：It’s Friday. 2 are your lessons today?A：Today we have maths, Chinese and English.B：Do you 3 maths?A：Yes, I like it very much. What 4 you?B：I don’t like maths. What 5 is it now?A：It’s five o’clock.B：Thank you. Let’s go home.Key:Ⅰ.1.favourite 2. o’clock 3. playground 4. finishes 5. Wednesday.Ⅱ.1. day 2. What 3. like 4. about 5. timeUnit 2 Lessons start at nine o’clock.Reading and vocabulary:1. Read the passage and put the pictures in order.① Ask the students to read through the passage and order it individually, themcheck with a partner.② Call back the answers from the whole class, having individuals read out thesections in order and saying which picture goes with it.2. Match the times with the pictures in Activity 1.① Read out the times and have the students repeat them after you.② Ask them to match the times and the pictures individually, then check witha partner.③ Call back the answers from the whole class.Answers:3:30-c 7:30-f 9:00-e10:00-b 11:00-d 12:30-aNow write: In the morning, in the afternoon, in the evening.① Ask the students to do this individually, then check with a partner.② Call back the answers from the whole class.Answers:3:30-in the afternoon 7:30-in the morning9:00-in the morning 10:00-in the evening11:00-in the morning 12:30-in the afternoon\3. Check (√) the true sentences for Alex.① Read through the sentences and have the students follow.② Ask them to answer individually, then check their work with a partner.③ Call back the answers from the whole class, asking them to read the sentence,then say whether it is true or not.Answers:1. ×2.√3. ×4. √5. √6. ×Extension:① Put students in pairs to role play Alex talking about his day.(e.g. I get up at half past seven.)②They should check each other’s pronunciation.Writing and speaking:4. Rewrite the sentences in Activity 3 for you.① Ask the students to do this individually.② They can then exchange work with a partner for peer correction.③Call back some answers in a whole-class setting.5. Work in pairs. Talk about your school day.① Run through the verbs in the box, having the students repeat them after you.② Pair them to talk.③ Circulate and monitor their production.④ Call back some examples in a whole-class setting.6. Look at these sentences. Now join these sentences with and.① Read through the examples with the students.② Ask them to do the activity individually, then check with a partner.③ Ask the whole class to call out their answers.Answers:1. In the morning we get up and go to school.2. In the morning we have a break and play football.3. In the afternoon we watch TV and play computer games.4. In the evening I have my dinner and do my homework.5. In the evening I do my homework and go to bed.Do excises:Ⅰ英汉互译1. go home2. get up3. have breakfast4. in the morning5. go to bed6. 有一节英语课7. 在十点半 8. 喝水9. 踢足球 10. 和我的朋友交谈Ⅱ单句改错1. What does Jim does at home?2. We have Chinese in the morning.3. Jim has lunches at school.4. We don’t have any books and pens.5. Li Ping bag is red.Key:Ⅰ1.回家 2. 起床 3. 吃早饭 4. 在上午 5. 上床睡觉6. have an English lesson7. at half past ten8.drink water9. play football 10. talk to my friendsⅡ1.第二个does →do2. Chinese→ Chinese3. lunches→lunch4. and→or5. Li Ping→Li Ping’sUnit 3 Language in use1. Talk about your weekend:①Ask the students what they do and don’t do at the weekend with questions suchas “Do you go to school?” “Do you go to the park?” Elicit the correct answers.②Ask the students to work alone and to make notes about their weekend. Encouragethem to look back at earlier modules in this book to think of ideas. Ask them to make a list of the things they usually do.③ Ask them to work in pairs and to talk about their weekend activities. Makesure they include things they don’t do.2. Write the sentences about Jack.① Ask the students to work alone and to complete the sentences for Jack.② Check their answer with the whole class.③ Call back the answers from the whole class as complete sentences.3. Complete the sentences with at, in or on.① Ask the students to do these individually, then check with a partner.② Call back the answers from the whole class as complete sentences. Answers:1. in2. on3. at4. on5. in6. at4. Make phrases with do, have or go.① Ask the students to do these individually, then check with a partner.② Call back the answers from the whole class as complete phrases.Answers:1. have2. do3. go4. have5. have6. do7. go8. goLearning to learn① These three verbs very often feature in phrasal and preposition verbs, and area very useful way of simplifying the language (e.g. go in =enter; go out=leave;go out with somebody=date somebody.).② Point out examples to the students when they occur, and suggest that they keepa page for each verb in their notebooks to make a list.Around the world① Look at the picture and discuss it with the students.② Compare the information with what happens in China.Culture box: British customs and habits①In Britain, “tea” can be a meal as well as a drink. Tea is served with sandwiches and cakes with jam and cream. It’s very popular with people on holiday in the summer. British adults like to rink tea between four and five o’clock in the afternoon.②Most shops and offices open at nine o‘clock in the morning and close at fiveo’clock in the evening, although food shops and supermarkets often stay open much later. Shops are open on Saturdays, and sometimes on Sundays, but offices are usually only open from Monday to Friday. There are eight national public holidays in the UK, when shops and offices are closed and the workers have a paid holiday.③Schools start between half past eight and nine o’clock in t he morning and finishat half past three of four o’clock in the afternoon. Most children go to school from Monday to Friday. They don’t usually go to school on Saturday or Sunday.They have six weeks holiday from school in the summer.Module task: Talking about my school day5. Complete the table with information about your school day.① Ask the students to complete the table individually.② Then they can share their ideas with as partner.③You can call back a few of the answers from students in a whole-class setting.6. Write a paragraph called My School Day.Use the passage in Unit 2, Activity 1 to help you.① You may care to re-read the text in Unit 2, activity 1 with the class first.② Ask them to write individually, using the table in Activity 6 as a guide.③ They can then exchange their writing with a partner for peer correction of thelanguage.④ You may wish to have some students read their work in a whole-class setting.7. Send your writing to your class journal.。