澶栫爺鐗?涓�骞寸骇璧风偣)涓夊勾绾ц嫳璇�涓婂唽浼樿川鏁欐�堝叏鍐屽悎闆?- 鐧惧害鏂囧簱

Teaching steps: Step 1

To read it by themselves, and line the new words. Step 2

To read it for them and ask them to translate it. Step 3

To ask them to write one passage about themselves.

Module7 Unit2 She's got a cold.

Teaching aims:

1. the word: where and the sentence including where 2. 一般疑问句：Has Sara got a cough? And its answers: Yes, she has./No, she hasn’t. Teaching important points: He’s got … Has he got…?

Teaching difficult points:

The students could make clear with the differences between have and has. Teaching preparation: Tape,pictures Teaching steps:

Step one:warming up

The teacher shows some pictres about the illness. One picture is shown and then the teacher asks students to guess what illness it is. Firstly, the interests of students are aroused through the activity and then the students could review the words learned in the last lesson. Cough, stomach ache, cold. Step two:

The teacher tells a story about the absence of Jake and Sara. And then the students could make a guess about the reasons of absence. A situation can be created here. The teacher asks students to listen to the tape and understand the main idea of this story. Some questions can be listed. Where is Jake? What about Sara?

Has Daming got a cold too?

After answering these questions, the teacher can ask them to listen again and then they are required to read in roles in groups. Step three: considation

The students are required to make a dialogue according to the content they have learned. Step four: homework

The students are required to write down the dialogue they have made. Activity for module seven: Purpose of activity:

Let the students understand the basic asking ways of health. They can talk about illness freely and actively.

Preparation of activity: Pictures, word cards Process of activity:

The students are formed into several groups. One student in one group shows the pictures about the illness. Another student guess what illness it is. Then the two students make a dialogue with the picture reminding. Then the other students are required to practice again. The following sentence pattern should be used. She has got a … He has got a … Has he got a …? Yes, he has. No, he hasn’t Has she got a …? Yes, she has. No, he hasn’t. I have got… Reading lesson: Title: by the sea Content:

Look, Sam, what is this?

It’s a starfish, Amy. But don’t touch it. Look at this beautiful shell. You can hear the sea.

Come and look at this funny animal. It’s a crab.

Dad, come and look at the fish. They are beautiful. Mum, come and look at my sand castle. Reading steps:

I find out some pictures about the beautiful sea and ask students to say some sentences about the sea. They say as following: I like the beautiful sea. It is big. How beautiful!

Then I tell students to read this passage. Let’s know of some animals and shell. The students read for the first time by themselves. The difficult words they have lined out can be explained later. The teacher should tell them the correct pronunciation about these words.

For the second time, the teacher can read firstly and then create a situation. In the situation the students are required to read in groups.

After reading this passage,the teacher can ask them to discuss this story. For example, the teacher tells students to protect environment. The students can talk about the story.