外研版新版七年级英语下全册教案

Fourshortwordssumupwhathasliftedmostsuccessfulindividualsabovethecrowd:alittlebitmore.------------------------------------------author------------------------------------------date外研版新版七年级英语下全册 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 授课内容授课内容----------------------------------------------------------------------------------------------------授课内容--------------------------------------------------七年级 下册 数学七年级下册拔高题下载二年级下册除法运算下载七年级下册数学试卷免费下载二年级下册语文生字表部编三年级下册语文教材分析 英语外研版宫现鹏2017.2.14Module1LostandfoundUnit1Whosebagisthis?I.课时1课时II.Typeoflesson:ListeningandspeakingIII.Teachingaims:Knowledgeaim:学习和掌握名词性物主代词Abilityaim:能听懂有关失物招领的对话并 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 演在失物招领处发生的事情Emotionaim:学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢IV.Teachingimportantanddifficultpointsi.Teachingimportantpoints:Makethestudentsunderstandandusethedialogueii.Teachingdifficultpoints:MakesurethestudentscanusethedialogueV.TeachingAids:Multi-MediaTape,recorderVI.TeachingProcedureStep1Lead-inUseapenthatwaslostlasttermandaskwhosepenisthis?Purpose:MakethestudentsinterestedinthetopicStep2LearningthedialogueLearnthenewwordsActivity1Matchthewordsfromtheboxwiththepictures同步练习：用方框中所给词组的适当形式填空，使句子完整、通顺。Firstofall,fromnowon,hereis/are,becarefulwith,match…with…1.–Howmuchisthebook?--20yuan.--__________________themoney.2.______________,finishyourhomeworkafteryougethome.3.Everyone,please______________yourthingswhenyoutakeabus.4.I’myournewEnglishteacher______________.5.Everyone,please_______________thepictures____________therightthingsii.ListenandreadListentothetapeandreadthedialogueiii.Matchthepeoplewiththethingsiv.ExplainthelanguagepointsMsLi:Welcomebacktoschool,everyone!Firstofall,comeandlookinthelostandfoundbox!Therearealotofthingsinit.Whosebagisthis?Lingling:Ohsorry!It’smine.Aremycrayonstheretoo?MsLi:Arethesecrayonsyours?Lingling:Yes,theyareandthiserasertoo.Thankyou.MsLi:Whosetapesarethese?Daming:They’remine.MsLi:Here’spurplewallet!Tony:It’smine.Look!Here’smyname“Tony”!Thankyou.MsLi:You’rewelcome!Lookatthisnicewatch.Isityourstoo,Daming?Daming:No,itisn’t.Ithinkit’sBetty’s.Lingling:Yes,it’shers.MsLi:Everyone,pleasebecarefulwithyourthingsfromnowon.Daming:Herearesomenicegloves.Whoseglovesarethey?MsLi:Letmesee.…Oh,they’remine.Thankyou!v.Activity4andactivity5Step3Makingthedialogue(Activity7)Workingroupsofthree,putfourorfiveschoolthingsonthedesk,askandanswer.Step4PronunciationStep5Sumupandexercise1.--________carinfrontoftheofficeisit?--Ithinkit’sMrGreen’s.Hedrivesthecartoworkeveryday.A.WhoB.WhoseC.HowD.What2.–Whatisthetimenow?--Letmelookatmy_________.Oh,it’snineo’clock.A.numberB.planC.watchD.camera3.–IsthisyourEnglishbook,Amy?--No.__________isinmyschoolbag.A.MineB.MyC.MeD.I4.–Howcanwestayhealthy?--_________,weshouldeathealthyfoodandtakeexerciseeveryday.A.AswellasB.FirstofallC.AtthemomentD.Inaminute5.–Mike,here__________somelettersforyou.--Thankyou.TheyarefrommyAmericanpenfriendJohn.A.isB.beC.areD.were6.WhereisSimon?Hismotheris__________himnow.A.lookingatB.lookingforC.findingD.findingout7.Whenyou___________things,youcangototheLostandFoundOfficeinourcity.A.loseB.buyC.getD.sell8.–David,isthisyoursister’sdoll?--Yes,it’s_________.Sheplayswithiteveryday.A.herB.hisC.hersD.sheStep6:HomeworkVII.BlackboardwritingModule1LostandfoundUnit1Whosebagisthis?whosefirstofallmymineloselostandfoundboxouroursfindbecarefulwithyouryoursfromnowonyouryourshereis/areherhershishisitsitstheirtheirsVIII.反思Unit2Aretheyyours?I.课时2课时（课文讲解&练习）II.Typeoflesson:ReadingandwritingIII.Teachingaims:Knowledgeaim:学习和掌握新单词Abilityaim:能读懂有关失物招领的短文，能写出一则招领启事Emotionaim:学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢IV.Teachingimportantanddifficultpointsi.Teachingimportantpoints:Makethestudentsunderstandthepassageii.Teachingdifficultpoints:Makesurethestudentscanfindsomeusefulinformationfromthepassageandwritealostandfoundnote.V.TeachingAids:Multi-MediaTape,recorderVI.TeachingProcedureStep1Pre-readingLearnthenewwordsandshowthestudentsalostandfoundnote,leadinthepassage.Step2While-readingActivity1:Listenandreadthepassage.Activity2:Readthepassageandanswerthequestions.1.Whendopeopleoftenlosethings?2.Whyaretherelostandfoundofficesatairportsandstations?3.Whatdopeopledoatthelostandfoundoffice?4.WhatstrangethingsarethereattheNewYorkCityLostandFoundOffice?Activity3:TranslateandexplainthelanguagepointsTheLostandFoundOfficeinNewYorkCityWelcometoNewYorkCityLostandFoundOffice.Peopleoftenlosethingswhenthey’retravellingorwhenthey’reinahurry.Theyleavethingsonplanes,ontrains,onbusesandintaxis.That’swhytherearelostandfoundofficesatairportsandstations.TheNewYorkCityLostandFoundOfficeisverybig.Hundredsofpeoplecomehereeveryday.Theyarelookingfortheirphones,cameras,watched,computersandmanyotherthings.Weusuallyhaveabouttwothousandmobilephonesandonethousandcameras.Atthemoment,therearealsosomestrangethingsatNewYorkCityLostandFoundOffice.Thereareaboutahundredbikesandalargeboat.Therearealsoalotofanimals.Thisweek,therearethreedogs,twoducksandapig!Whosearethey?Aretheyyours?Wedon’tknow!Areyourlookingforfifteenkilosofsausages?They’reheretoo!Activity4:Completethepassagewiththecorrectformofthewordsandexpressionsfromthebox.(Activity3onP5)Step3Post-readingWriting(Activity4onP5)Step4SumupandexerciseA.完成句子1、人们在旅行时或是匆忙时经常丢东西。Peopleoftenlosethings________they’retravelling_________theyareinahurry.2.他们把东西落在飞机、火车、公交车和出租车上。They___________________onplanes,ortrains,onbuses_________intaxis.3.那就是为什么在机场和车站有失物招领办公室的原因。____________________therearelostandfoundofficesatairportsandstations.4.他们正在寻找他们的电话、相机、手表、电脑和许多其他的东西。They______________________________theirphones,cameras,watches,computersand___________________________.B、单项选择1.Pleasecallme__________63002371_________Mondaymorning.A.at,forB.at,onC.with,inD.on,of2.–CanyouspeakEnglish?--Yes,butonly__________.A.afewB.alittleC.alotD.muchSomescientiststhinkthatitwilltake_________ofyearstomakerobotsdomostworkforhumans.A.hundredsB.hundredC.thousand4.Youdon’thavetoworryaboutme.I’moldenoughto________myself.A.lookafterB.lookforC.lookupD.lookat5.Ifyoudothings________,usuallyyoudon’tdothemwell.A.inahurryB.fromnowonC.justnowD.atonce6.Theyaregoingtothestation__________taxi.A.inB.withC.byD.on7.Therearemany_________thingsinthelostandfoundbox.A.otherB.theotherC.othersD.another8.Listentotheteacher_________,ortheteachermaybeangry.A.carefulB.carefullyC.carelessD.carelessly9.Theyliketoeatfruits,_________applesandpears.A.forexampleB.suchasC.infactD.fromnowonStep5:HomeworkVII.Blackboardwritinginahurryplaneplaneleaveforairtrainhundredsofbytaxitakea/an/thetaxilookforboatbusfindVIII.反思Unit3LanguageinuseI.课时2课时（课本练习&练习册）II.Typeoflesson:GrammarIII.Teachingaims:Knowledgeaim:名词性物主代词和形容词性物主代词的用法Abilityaim:能利用名词性物主代词和形容词性物主代词解决一些问题Emotionaim:学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢IV.Teachingimportantanddifficultpointsi.Teachingimportantpoints:Makethestudentssolvesomequestionsii.Teachingdifficultpoints:MakesurethestudentsdotheexercisesV.TeachingAids:Multi-MediaTape,recorderVI.TeachingProcedureStep1:Activity1:Workinpairs.Askandanswerquestions.Theteacherpreparesomeschoolthings,askeverypairtochooseaschoolthing,showthestudentsamodel,likethis:--Whosebagisthis?Isityours?--No,it’snotmine.It’shis.Givethestudentstwominutestomakethedialogue,thenpresentintheclass.Activity2:Completethesentenceswiththecorrectformofthewordsfromthebox.Givethestudentsthreeminutestofinishitthemselves,thenchecktheanswerstogether.Step3:MatchthewordsfromBoxAwiththewordsfromBoxB.Thisactivityisveryeasy,sothestudentscandoittogether.Step4:Aroundtheworld---TheInternetlostandfoundAskthestudentsreadbythemselves,thentranslateonebyone,theteacherexplainthelanguagepoints.Step5:Activity4:Workinpairs.Theteacherpreparessomethingssuchascamera,crayons,football,gloves,mobilephone,wallet,watchandsoon.StudentA:Thinkofthreeorfourthingshe/shehaslostorhe/shecanchoosefromthebox.Describethem.StudentB:Thinkoffiveorsixthingsyouhaveinyourlostandfoundofficeoryoucanchoosefromthebox.Describethem.Thenaskandanswerquestions.StudentA:AskStudentBifthey’vegotthethingsyouhavelost.Answerquestionsaboutdetails.StudentB:AnswerquestionsaboutthethingsStudentAhaslost.Askquestionsaboutdetails.Givethestudentsfiveminutestoprepare,thenactoutintheclass.Step6:HomeworkVII.BlackboardwritingUnit3LanguageinuseVIII.反思Module2Whatcanyoudo?Teachingaims:1.Knowledgeaim:学习和掌握情态动词“can”.2.Abilityaim:能正确使用情态动词“can”表示能力的肯定、否定与疑问形式。3.Emotionaim:帮助学生认识并肯定自己的能力，增强自信心，培养竞争意识和为班级体服务的意识。Uint1Icanplaythepiano.Ⅰ.Typeoflesson:ListeningandspeakingⅡ.Teachingaims:1.Tounderstandconversationsaboutjoiningschoolclubs2.Totalkaboutone'sabilitiesⅢ.Teachingaids:Taperecorder，videos，OHPⅣ.课时安排：1课时Ⅴ.TeachingprocedureStep1.Lead-inInpairs，studentssaywhattheylikedoingandtheirpartnerssaywhattheycando.Step2Learningthedialogue1.Usepicturestoshownewvocabulary2.Askstudentstorepeatnewwordsandexpressionschorallypayingattentiontopronunciation.3.Tellstudentstolookatthepicturesandmatchthemwiththewordsandexpressionsfromtheboxontheirown，thencheckinpairs.Step3.Listenandcheck(√)thethingsinActivityIwhichTony'sdadcando.1.Tellstudentstolookatthepicturesagainandtalkabouttheminpairs.2.AskthemtolistenandcheckthethingsTony'sdadcando.3.Playtherecordingthroughwhiletheylistenandthenanswerthequestion.4.Playitagainforthemtocheckandthenchecktheiranswerinpairs.Step4.Listenandread.1.PutDarning，Betty，LinglingandTony'snameontheboard.2.AskstudentstolookatthepicturesinActivity1andtalkaboutwhattheythinkthefourcharacterscandoinpairs.3.Playtherecordingandaskstudentstolistenandread.4.AskstudentstocovertheconversationintheirbooksandlistenonlytowhatDarning，Betty，TonyandLinglingcandoandchecktheclubstheywanttojoin.5Playtherecordingagain.Thentellstudentstocheckinpairs.AnswersMusicClubDanceClubTableTennisClubFoodandDrinkClubDarning√Betty√Lingling√Tony√Step5.Completethepassagewiththecorrectformofthewordsfromthebox.1.Askstudentstoreadthewordsintheboxaloud.2.Tellthemtocompletethepassageindividually，thencheckwiththeirpartners.3.Checkanswerswiththewholeclass.Step6.Workinpairs.Lookattheinformation.Askandanswer.1.Lookattheinformationinthetable.ElicitwhatDarningcanandcan'tdo.ThenelicitaquestionaboutDarningandhaveanotherstudentanswerit.2.AskotherstudentstomakequestionsaboutBetty，LinglingandTonyandhaveothersanswerthem.3.Askstudentstoaskandanswerinpairsasintheexamples.Step7.Homework1.RememberthenewwordsandexpressionsinUnit1.2.Practiceactingoutthedialoguewithpartner=6\*ROMAN\*MERGEFORMATVI.BlackboardshowingUnit1Icanplaythepiano.playtabletennisDon’tworryabout….---CanDamingspeakChinese?playthepianoWhichclubcanshejoin?---Yes,hecan.ontheboard---CanBettyplaytabletennis?wouldlikesth./todosth.---No,shecan’t.That’sall=7\*ROMAN\*MERGEFORMATVIISelf-reflectionUnit2Icanrunreallyfast.Ⅰ.Typeoflesson:readingandwritingⅡ.Teachingaims:1.Tounderstandthereadingmaterialaboutrunningforclassmonitors2.TolearntowriteaspeechaboutrunningforaclassmonitorⅢ.Teachingaids:Taperecorder，videos，OHPⅣ.课时安排：2课时Ⅴ.TeachingprocedureStep1.Lead-in1.Askstudentswhattheycandoverywellandsay，"He/Sheisgoodat..."2.Askthestudentstomodelthequestion"Whatareyougoodat?"Askthemtointerviewtheirpartnersandmakenotes.Step2.Workinpairs.Askandanswerthequestions.1.Writethethreemonitortitlesontheboard.Asktheclasswhattheyare.2.Putstudentsinpairstoaskeachotherbothquestions.Tellthemtomakealistofwhattheythinkeachmonitordoes3.Askthreestudentstocomeuptotheboardandwriteonethingunderoneofthetitles.Thengivethechalksorpenstosomeoneelse.Step3.Readthepassageandcheck(√)thetruesentences.1.TellstudentsthatLingling,DarningandTonywanttobemonitors.Askstudentstoreadquicklytofindwhichmonitorstheywanttobe.2.Askstudentstoreadagain.ThistimetheycanusetheirfingerstoskimthroughandunderlinethethingsLingling，DarningandTonyaregoodat.3.Askstudentstocheckinpairsandelicitanswersfromthewholeclass.4.Askstudentstoreadthesentencesonpage11，andtalkabouttheminpairsandguesstheanswers.5.Askstudentstoreadthepassageagainanddecideifthesentencesaretrueorfalse.Iffalse，thensaywhy.6.Askstudentstocheckwiththeirpartners.Iftheiranswersaredifferent，tellthemtogobacktothetext，readagainandcheck.7.Askstudentstoreadoutthesentencesandsayiftheyaretrueornot.Ifnot，askthemtosaywhy.Step4Underlinethecorrectwords.1.Askstudentstoworkinpairs.Tellthemtoreadthroughthepassageandchoosethecorrectwords.2.Checkanswersbyreadingthepassagealoudandpausingtoallowthewholeclasstocompleteitwiththecorrectwords.Step5Completethesentenceswiththecorrectformoftheexpressionsfromthebox.1.Askstudentstolookattheexpressionsinthebox.2.Askstudentscompletethesentencesontheirownandbecarefulwiththelanguageforms.3.Checkinpairs.Elicitanswersfromthewholeclassinfullsentences.Step6Workinpairs.ChoosethebestpeopleinyourclasstobethemonitorsinActivity1.Say:whotheyareandwhatjobtheycandoandwhytheycandoit1.Writetitlesofthethreemonitorsacrosstheboard.2.Asktheclassfortwovolunteersforeachmonitor.Writetheirnamesunderneath.3.Putvolunteersinpairstotalkaboutwhattheyaregoodat，candowellandhowtheycanhelp.4.Asktherestofthestudentstomakeatableasbelowwiththreequestionsabouttheirabilitiestoaskthevolunteers.Putitontheboard.QuestionsStudent1Student2Student3Student4Student5Student6Goodat?Cando?Canhelp?5.Tellstudentstotalkingroupsabouttheirnotes，anddecidewhoshouldbetheirmonitorsandsaywhy.Step7Homework1.RememberthenewwordsandexpressionsinUnit2.2.WriteapassageaboutoneofthemonitorsinActivity5.ⅥBlackboardshowingUnit2Icanrunreallyfast.thestartofthenewtermbegoodatjustlikegetonwellwithgetthebestscorepromisetodosth.workharddocleaningbe/getreadytodosth.besureⅦSelf-reflection.Unit3LanguageinuseⅠ.Typeoflesson:revisionandapplicationⅡ.Teachingaims:1.Tosummariseandconsolidatetheusageofcan2.TorevisenewwordsandphrasesⅢ.Teachingaids:Taperecorder，videos，OHPⅣ.课时安排：2课时Ⅴ.TeachingprocedureStep1Lead-in1.Lookatthelanguageinthepracticeboxwiththestudents.2.Askforsomevolunteerstocometothefrontoneatatime.Whisperanactivityintheirearandaskthemtoactitout.Theclassguesswhatthevolunteercan/can'tdoStep2Workinpairs.Addtwoorthreemoreactivitiestothelist.1.Askstudentstoreadthelistofactivities.Tellstudentstotalkaboutotheractivitiesinpairsandaddthemtotheirlists.2.Askstudentstopractiseinpairsbyaskingabouttheactivitiesontheirlists.3.Tellstudentstolookatthequestioninthelanguageboxandtomakeasimilarquestionfromthelist.4.Tellstudentstowriteonequestionforeachactivityon.thelist.5.Askstudentstopractiseinpairsbyaskingabouttheactivitiesontheirlists.Step3.Completethesentenceswithcanorcan't.1.Tellstudentstoreadthesentencesandthinkcarefullyaboutwhethertouse"can"or"can't".2.Askstudentstocompletethesentencesontheirownandthencheckinpairs.3.Askpairsofstudentstoreadthedialoguesaloud.Step4.Completethepassagewiththecorrectformofthewordsfromthebox.1.Tellstudentstoreadthepassageanddecideifthestudentistidyoruntidy.Elicittheanswer"Tidy."2.Thentellthemtoreadagainandtrytoguessthemissingword.Thencompletethepassagewiththewordsintheboxindividually.3.Checktheiranswersinpairs.4.Askstudentstoreadouteachsentence.Step4Aroundtheworld:Languages1Lookatthedifferentscripts.Askstudents，"Howmanylanguagesarethere?Whatarethey?"2Answeranyquestionsstudentsmayhave.Step5.Workingroupsofthreeorfour.Talkaboutanewschoolclub.1Tellstudentstheyaregoingtosetupanewschoolclub.AskthemtolookattheadvertfortheMusicClubasanexample.2Elicitwhatinformationisgiven.Askhowtheclubisadvertised3.Putstudentsingroupsof3-4.Tellthemtochoosethetypeofclubtheyaregoingtosetup，andwhereandwhenitisgoingtobeheld.Theyneedtothinkofideastomaketheclubinteresting.4Goaroundandhelpwithideasifnecessary.Step6.HomeworkMakeaposterforaclub.ⅥBlackboardshowingUnit3LanguageinuseCanyouflyakite?Yes,Ican./No,Ican’t.ⅦSelf-reflection.Module3MakingPlansI.Teachingaimsandrequirements:1.Graspingthefollowingnewwordsandexpressions:buy,enjoy,revise,take,lie,stay,picnic,email,test,party,because,lookforwardto,dosomesightseeing,likeforeignculture.2.MasteringtheGrammar:Theuseof“begoingtodo”.3.Learningthefollowingsunds:/bl/tabletennis,/kl/clothes,/pl/plans,play.II.Teachingmainpointsanddifficultpoints:1.Tounderstandconversationsaboutweekendplans.2.Toprocessinformationofweekendplansinthelisteningmaterial.3.Totalkaboutweekendplanswithgiveninformation.4.Togetinformationfromthereadingmaterialaboutpersonalinformation.5.Tosummariseandconsolidate“begoingto”andthenewvocabulary.III.Teachingwithtools.Taperecorder,Teachingpicturesandcards,Video,OHPandsoon.IV.Timeallocation:sixclasses.V.Teachingsteps:UnitoneWhatareyougoingtodoattheweekend?Listeningandvocabulary1.ListenandmatchthewordsinBox1withthewordsinBox2.*ReadthroughthewordsinbothboxeswhiletheSsfollowthem;thenreadthemthroughagainandhavetheSsrepeatthem.*Checkthewordstressinthemulti-syllablewords(revise,piano,lesson,party,picnic,homework,email).*AsktheSstocoverthedialoguebelow,and,inpairs,todecidewhichverbsinBox1gowithwhichnounsinBox2.Theycanchecktheiranswerswithanotherpair.*Withthedialoguestillcovered,playtherecordingthroughandaskthemtojustlistenandfocusonthewordsintheboxes.*Thenplayitagainandaskthemtochecktheirsuggestedmatching.*Collectanswersasphrases.*Listthephrasesontheboardasyouaregiventhem.Checkmyemail,haveapianolesson,haveapicnic,getupearly,gotoaparty,reviseformytest,stayinbed,domyhomework,buysomeclothes.2.WritethephrasesinActivity1underthepictures.*AsktheSstolookatthepicturesandwritethecorrectphrasesunderthemindividually.*Thentheycancheckwithapartner.*Collecttheanswersfromtheclass.3.Listenandread.*AsktheSstolistentothetextwhiletheyfollowitintheirbooks.4.Choosethecorrectanswers.*AsktheSstodothisactivityindividually,thencheckwithapartner.*CollecttheanswersasacompletequestionandanswerpairfromtwoSs.*HavetheSspractiseaskingandansweringthequestionsinpairs.Pronunciationandspeaking5.Listenandrepeat.*PlaythroughtherecordingwhiletheSsfollow.*Playtherecordingagain,pausingforthemtorepeat.Theyshoulddothischorallyasawholeclass,ingroupsandindividually.*Puttheminpairstopractise.Encouragethemtobecriticalandhelpeachothergetthepronunciationright.*Circulateandmonitortheirproduction.6.Listenandrepeat.Payattentiontothepronunciationof/l/.*PlaythroughtherecordingwhiletheSsfollow.*Playtherecordingagain,pausingforthemtorepeat.Theyshoulddothischorallyasawholeclass,ingroupsandindividually.*Puttheminpairstopractise.7.Workinpairs.Askandanswertocompletethediary.*ReadthroughtheexamplessothattheSsknowwhattodo.*Pairthemtoaskandanswer,takingitinturns.*Collecttheanswersfromthepairs,havingthemaskandanswer.*Completethechartontheboardifyoufeelitwillhelp.8.Homework.1.DoexercisesinWorkbook,from1to2.2.DoexercisesinExerciseBookUnitone.3.GetreadyforthetestofModuletwo.UnittwoWe’regoingtowalkuptheGreatWallReadingandvocabulary1.Readthepassagesandmatchthemwiththephotos.*AsktheSstolookatthethreephotosfirst,andaskthemwhattheycansee.*Makesuretheyunderstandthemeaningoftheverb“tolookforwardtosth.”*Beforetheyread,asktheSstofollowtheLearningtolearnboxwhileyoureaditout.Askthemtoapplythisprincipletotheirreading.*Askthemtoreadthethreepassagesindividuallyanddecidewhichphotogoeswithwhichpassage.*Theycancheckwithapartner.*Collecttheanswersfromtheclassasfullsentences.2.SaywhatHelen,LiandLucyarelookingforwardto.*AsktheSstoanswerthesewithashortsentence.*Theyshoulddoitindividually,thencheckwithapartner.*Checktheanswersinawhole-classsetting.3.Matchthequestionswiththeanswers.*AsktheSstomatchthequestionsandanswersindividually,thencheckwithapartner.*Collecttheanswersfromtheclass,withonestudentaskingthequestionandanotheranswering.4.Answerthequestions.Usethewordsinthebox.*AsktheSstodothisexerciseindividually,thencheckwithapartner.*Collecttheanswersfromtheclasswithonestudentaskingandanotheranswering.Writing5.Writefullanswers.Usebecause.*AsktheSstodothisexerciseindividually,thencheckwithapartner.Collecttheanswersfromtheclasswithonestudentaskingandanotheranswering.6.Workinpairsandanswerthequestions.*AsktheSstodecideonaneventinthefuturethatwillbeenjoyable.*Youmightwantthemtomakesomenotesinanswertothethreequestions.*Pairthemtoaskandanswerthequestions.7.Writeyourpartner’sanswerstoActivity6.*TheSswritethisindividually.*Theyshouldthenexchangewritingwiththeirpartnerandpeercorrectforfactualandlanguageaccuracy..8.Homework.1.DoexercisesinWorkbook,from3to5.2.DoexercisesinExerciseBookUnittwo.3.Getreadyforthenextlesson.UnitthreeLanguageinuseLanguagepractice*GothroughthegrammartablewiththeSs.*Makesurethattheyunderstandthatweuse“begoingto”futuretotalkaboutplansforthefuturewhicharealreadydefinite(E.g.Ialreadyhavetheticket,soIknowthatI’mgoingtoflytoLo