外研版新版七年级英语下全册教案

Module 1 Lost and found
Unit 1 Whose bag is this?
I. 课时1课时
II. Type of lesson: Listening and speaking
III. Teaching aims:
i.Knowledge aim: 学习和掌握名词性物主代词
ii.Ability aim: 能听懂有关失物招领的对话并表演在失物招领处发生的事情
iii.Emotion aim: 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. Teaching important and difficult points
i. Teaching important points: Make the students understand and use the dialogue
ii. Teaching difficult points: Make sure the students can use the dialogue
V. Teaching Aids: Multi-Media Tape , recorder
VI. Teaching Procedure
Step 1 Lead-in
Use a pen that was lost last term and ask whose pen is this?
Purpose: Make the students interested in the topic
Step 2 Learning the dialogue
i.Learn the new words
Activity1 Match the words from the box with the pictures
同步练习：
--20 yuan.
--__________________ the money.
2. ______________, finish your homework after you get home.
3. Everyone, please ______________ your things when you take a bus.
4. I’m your new English teacher ______________.
5. Everyone, please _______________ the pictures ____________ the right things
ii. Listen and read
Listen to the tape and read the dialogue
iii. Match the people with the things
iv. Explain the language points
Ms Li: Welcome back to school, everyone! First of all, come and look in the lost and found box! There are a lot of things in it. Whose bag is this?
Lingling: Oh sorry! It’s mine. Are my crayons there too?
Ms Li: Are these crayons yours?
Lingling: Yes, they are and this eraser too. Thank you.
Ms Li: Whose tapes are these?
Daming: They’re mine.
Ms Li: Here’s purple wallet!
Tony: It’s mine. Look! Here’s my name ―Tony‖! Thank you.
Ms Li: You’re welcome! Look at this nice watch. Is it yours too, Daming?
Daming: No, it isn’t. I think it’s Betty’s.
Lingling: Yes, it’s hers.
Ms Li: Everyone, please be careful with your things from now on.
Daming: Here are some nice gloves. Whose gloves are they?
Ms Li: Let me see. …Oh, they’re mine. Thank you!
v. Activity 4 and activity 5
Step 3 Making the dialogue (Activity 7)
Work in groups of three, put four or five school things on the desk, ask and answer.
Step 4 Pronunciation
Step 5 Sum up and exercise
1. --________ car in front of the office is it?
--I think it’s Mr Green’s. He drives the car to work every day.
A. Who
B. Whose
C. How
D. What
2. –What is the time now?
--Let me look at my _________. Oh, it’s nine o’clock.
A. number
B. plan
C. watch
D. camera
3. –Is this your English book, Amy?
--No. __________ is in my schoolbag.
A. Mine
B. My
C. Me
D. I
4. –How can we stay healthy?
-- _________, we should eat healthy food and take exercise every day.
A. As well as
B. First of all
C. At the moment
D. In a minute
5. –Mike, here __________ some letters for you.
--Thank you. They are from my American pen friend John.
A. is
B. be
C. are
D. were
6. Where is Simon? His mother is __________ him now.
A. looking at
B. looking for
C. finding
D. finding out
7. When you ___________ things, you can go to the Lost and Found Office in our city.
A. lose
B. buy
C. get
D. sell
8. –David, is this your sister’s doll?
-- Yes, it’s _________. She plays with it every day.
A. her
B. his
C. hers
D. she
Step 6: Homework
VII. Blackboard writing
Module 1 Lost and found
Unit 1 Whose bag is this?
whose first of all my mine lose lost and found box our ours find be careful with your yours
from now on your yours
here is/are her hers
his his
its its
their theirs
VIII. 反思
Unit 2 Are they yours?
I. 课时2课时（课文讲解&练习）
II. Type of lesson: Reading and writing
III. Teaching aims:
iv.Knowledge aim: 学习和掌握新单词
v.Ability aim: 能读懂有关失物招领的短文，能写出一则招领启事
vi.Emotion aim: 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. Teaching important and difficult points
i. Teaching important points: Make the students understand the passage
ii. Teaching difficult points: Make sure the students can find some useful information from the passage and write a lost and found note.
V. Teaching Aids: Multi-Media Tape , recorder
VI. Teaching Procedure
Step 1 Pre-reading
Learn the new words and show the students a lost and found note, lead in the passage.
Step 2 While-reading
Activity 1: Listen and read the passage.
Activity 2: Read the passage and answer the questions.
1. When do people often lose things?
2. Why are there lost and found offices at airports and stations?
3. What do people do at the lost and found office?
4. What strange things are there at the New York City Lost and Found Office?
Activity3: Translate and explain the language points
The Lost and Found Office in New York City
Welcome to New York City Lost and Found Office. People often lose things when they’re travelling or when they’re in a hurry. They leave things on planes, on trains, on buses and in taxis. Tha t’s why there are lost and found offices at airports and stations.
The New York City Lost and Found Office is very big. Hundreds of people come here every day. They are looking for their phones, cameras, watched, computers and many other things. We usually have about two thousand mobile phones and one thousand cameras.
At the moment, there are also some strange things at New York City Lost and Found Office. There are about a hundred bikes and a large boat. There are also a lot of animals. This week, there are three dogs, two ducks and a pig! Whose are they? Are they yours? We don’t know! Are your looking for fifteen kilos of sausages? They’re here too!
Activity 4: Complete the passage with the correct form of the words and expressions from the box. (Activity3 on P5)
Step 3 Post-reading
Writing (Activity 4 on P5)
Step 4 Sum up and exercise
A.完成句子
1、人们在旅行时或是匆忙时经常丢东西。

People often lose things ________ they’re travelling _________ they are in a hurry.
2. 他们把东西落在飞机、火车、公交车和出租车上。

They _________ __________ on planes, or trains, on buses _________ in taxis.
3. 那就是为什么在机场和车站有失物招领办公室的原因。

_________ ___________ there are lost and found offices at airports and stations.
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 ___________ _________ __________ their phones, cameras, watches, computers and ________ ________ ___________.
B、单项选择
1. Please call me __________ 63002371 _________ Monday morning.
A. at, for
B. at, on
C. with, in
D. on, of
2. –Can you speak English?
-- Yes, but only __________.
A. a few
B. a little
C. a lot
D. much
3.Some scientists think that it will take _________ of years to make robots do most
work for humans.
A. hundreds
B. hundred
C. thousand
4. You don’t have to worry about me. I’m old enough to ________ myself.
A. look after
B. look for
C. look up
D. look at
5. If you do things ________, usually you don’t do them well.
A. in a hurry
B. from now on
C. just now
D. at once
6. They are going to the station __________ taxi.
A. in
B. with
C. by
D. on
7. There are many _________ things in the lost and found box.
A. other
B. the other
C. others
D. another
8. Listen to the teacher _________, or the teacher may be angry.
A. careful
B. carefully
C. careless
D. carelessly
9. They like to eat fruits, _________ apples and pears.
A. for example
B. such as
C. in fact
D. from now on
Step 5: Homework
VII. Blackboard writing
in a hurry plane plane
leave for air train
hundreds of by taxi take a/an/the taxi
look for boat bus
find
VIII. 反思
Unit 3 Language in use
I. 课时2课时（课本练习&练习册）
II. Type of lesson: Grammar
III. Teaching aims:
vii.Knowledge aim: 名词性物主代词和形容词性物主代词的用法
viii.Ability aim: 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
ix.Emotion aim: 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. Teaching important and difficult points
i. Teaching important points: Make the students solve some questions
ii. Teaching difficult points: Make sure the students do the exercises
V. Teaching Aids: Multi-Media Tape , recorder
VI. Teaching Procedure
Step 1: Activity 1: Work in pairs. Ask and answer questions.
The teacher prepare some school things, ask every pair to choose a school thing, show the students a model, like this:
--Whose bag is this? Is it yours?
--No, it’s not mine. It’s his.
Give the students two minutes to make the dialogue, then present in the class.
Activity 2: Complete the sentences with the correct form of the words from the box.
Give the students three minutes to finish it themselves, then check the answers together.
Step 3: Match the words from Box A with the words from Box B.
This activity is very easy, so the students can do it together.
Step 4: Around the world---The Internet lost and found
Ask the students read by themselves, then translate one by one, the teacher explain the language points.
Step 5: Activity 4: Work in pairs.
The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on.
Student A: Think of three or four things he/she has lost or he/she can choose from the box. Describe them.
Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them.
Then ask and answer questions.
Student A: Ask Student B if they’ve got the things you have lost. Answer questions about details. Student B: Answer questions about the things Student A has lost. Ask questions about details. Give the students five minutes to prepare, then act out in the class.
Step 6: Homework
VII. Blackboard writing
Unit 3 Language in use
VIII. 反思
Module 2 What can you do?
Teaching aims:
1. Knowledge aim: 学习和掌握情态动词“can”.
2. Ability aim: 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. Emotion aim: 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。

Uint 1 I can play the piano.
Ⅰ.Type of lesson: Listening and speaking
Ⅱ.Teaching aims:
1.To understand conversations about joining school clubs
2.To talk about one's abilities
Ⅲ.Teaching aids: Tape recorder，videos，OHP
Ⅳ. 课时安排：1 课时
Ⅴ. Teaching procedure
Step 1. Lead-in
In pairs，students say what they like doing and their partners say what they can do.
Step 2 Learning the dialogue
e pictures to show new vocabulary
2.Ask students to repeat new words and expressions chorally paying attention to pronunciation.
3.Tell students to look at the pictures and match them with the words and expressions from the box on their own，then check in pairs.
Step3.Listen and check (√) the things in Activity I which Tony's dad can do.
1.Tell students to look at the pictures again and talk about them in pairs.
2.Ask them to listen and check the things Tony's dad can do.
3. Play the recording through while they listen and then answer the question.
4. Play it again for them to check and then check their answer in pairs.
Step 4. Listen and read.
1. Put Darning，Betty，Lingling and Tony's name on the board.
2. Ask students to look at the pictures in Activity 1 and talk about what they think the four characters can do in pairs.
3. Play the recording and ask students to listen and read.
4. Ask students to cover the conversation in their books and listen only to what Darning，Betty，Tony and Lingling can do and check the clubs they want to join.
5 Play the recording again. Then tell students to check in pairs.
1. Ask students to read the words in the box aloud.
2. Tell them to complete the passage individually，then check with their partners.
3. Check answers with the whole class.
Step 6. Work in pairs. Look at the information. Ask and answer.
1. Look at the information in the table. Elicit what Darning can and can't do. Then elicit a question
about Darning and have another student answer i t.
2. Ask other students to make questions about Betty，Lingling and Tony and have others answer them.
3. Ask students to ask and answer in pairs as in the examples.
Step 7. Homework
1. Remember the new words and expressions in Unit 1.
2 .Practice acting out the dialogue with partner
VI.Blackboard showing
Unit 1 I can play the piano.
play table tennis Don’t worry about … . --- Can Daming speak Chinese?
play the piano Which club can she join? --- Yes , he can.
on the board --- Can Betty play table tennis?
would like sth./to do sth. --- No, she can’t. That’s all
VII Self-reflection
Unit 2 I can run really fast.
Ⅰ.Type of lesson: reading and writing
Ⅱ.Teaching aims:
1.To understand the reading material about running for class monitors
2.To learn to write a speech about running for a class monitor
Ⅲ.Teaching aids: Tape recorder，videos，OHP
Ⅳ. 课时安排：2 课时
Ⅴ. Teaching procedure
Step 1. Lead-in
1.Ask students what they can do very well and say，"He/She is good at..."
2.Ask the students to model the question "What are you good at?" Ask them to interview their
partners and make notes.
Step 2 . Work in pairs. Ask and answer the questions.
1. Write the three monitor titles on the board. Ask the class what they are.
2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think
each monitor does
3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks or
pens to someone else.
Step 3 .Read the passage and check ( √ ) the true sentences.
1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly
to find which monitors they want to be.
2. Ask students to read again. This time they can use their fingers to skim through and underline the
things Lingling，Darning and Tony are good at.
3. Ask students to check in pairs and elicit answers from the whole class.
4. Ask students to read the sentences on page 11，and talk about them in pairs and guess the answers.
5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why.
6. Ask students to check with their partners.If their answers are different，tell them to go back to the
text，read again and check.
7.Ask students to read out the sentences and say if they are true or not. If not ，ask them to say why. Step 4 Underline the correct words.
1. Ask students to work in pairs. Tell them to read through the passage and choose the correct
words.
2. Check answers by reading the passage aloud and pausing to allow the whole class to complete it
with the correct words.
Step 5 Complete the sentences with the correct form of the expressions from the box.
1. Ask students to look at the expressions in the box.
2. Ask students complete the sentences on their own and be careful with the language forms.
3. Check in pairs. Elicit answers from the whole class in full sentences.
Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1.
Say: who they are and what job they can do and why they can do it
1. Write titles of the three monitors across the board.
2. Ask the class for two volunteers for each monitor. Write their names underneath.
3. Put volunteers in pairs to talk about what they are good at，can do well and how they can help.
4. Ask the rest of the students to make a table as below with three questions about their abilities to
ask the volunteers. Put it on the board.
Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6
Good at?
Can do?
Can help?
5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why.
Step 7 Homework
1. Remember the new words and expressions in Unit
2.
2 . Write a passage about one of the monitors in Activity 5.
ⅥBlackboard showing
Unit 2 I can run really fast.
the start of the new term be good at just like
get on well with get the best score promise to do sth.
work hard do cleaning
be/get ready to do sth. be sure
ⅦSelf-reflection.
Unit 3 Language in use
Ⅰ.Type of lesson: revision and application
Ⅱ.Teaching aims:
1.To summarise and consolidate the usage of can
2.To revise new words and phrases
Ⅲ.Teaching aids: Tape recorder，videos，OHP
Ⅳ. 课时安排：2 课时
Ⅴ. Teaching procedure
Step 1 Lead-in
1.Look at the language in the practice box with the students.
2.Ask for some volunteers to come to the front one at a time.Whisper an activity in their ear and ask them to act it out. The class guess what the volunteer can/can't do
Step 2 Work in pairs. Add two or three more activities to the list.
1.Ask students to read the list of activities.
Tell students to talk about other activities in pairs and add them to their lists.
2. Ask students to practise in pairs by asking about the activities on their lists.
3. Tell students to look at the question in the language box and to make a similar question from the list.
4 .Tell students to write one question for each activity on. the list.
5.Ask students to practise in pairs by asking about the activities on their lists.
Step 3. Complete the sentences with can or can't.
1. Tell students to read the sentences and think carefully about whether to use "can" or "can't".
2. Ask students to complete the sentences on their own and then check in pairs.
3. Ask pairs of students to read the dialogues aloud.
Step 4. Complete the passage with the correct form of the words from the box.
1. Tell students to read the passage and decide if the student is tidy or untidy. Elicit the answer "Tidy."
2. Then tell them to read again and try to guess the missing word. Then complete the passage with the words in the box individually.
3. Check their answers in pairs.
4. Ask students to read out each sentence.
Step 4 Around the world: Languages
1 Look at the different scripts. Ask students，"How many languages are there? What are they?"
2 Answer any questions students may have.
Step 5. Work in groups of three or four. Talk about a new school club.
1 Tell students they are going to set up a new school club. Ask them to look at the advert for the Music Club as an example.
2 Elicit what information is given. Ask how the club is advertised
3. Put students in groups of 3-
4. Tell them to choose the type of club they are going to set up，and where and when it is going to be held. They need to think of ideas to make the club interesting.
4 Go around and help with ideas if necessary.
Step 6. Homework
Make a poster for a club .
ⅥBlackboard showing
Unit 3 Language in use
Can you fly a kite ?
Yes , I can . / No, I can’t.
ⅦSelf-reflection.
Module 3 Making Plans
I.Teaching aims and requirements:
1.Grasping the following new words and expressions:
buy, enjoy, revise, take, lie, stay, picnic, email, test, party, because, look forward to, do some sightseeing, like foreign culture.
2.Mastering the Grammar:
The use of “be going to do”.
3.Learning the following sunds:
/bl/ ta bl e tennis, /kl/ cl othes, /pl/ pl ans, pl ay.
II.Teaching main points and difficult points:
1.To understand conversations about weekend plans.
2.To process information of weekend plans in the listening material.
3.To talk about weekend plans with given information.
4.To get information from the reading material about personal information.
5.To summarise and consolidate “be going to”and the new vocabulary.
III.Teaching with tools.
Tape recorder, Teaching pictures and cards, Video, OHP and so on.
IV.Time allocation: six classes.
V.Teaching steps:
Unit one What are you going to do at the weekend?
Listening and vocabulary
1.Listen and match the words in Box 1 with the words in Box
2.
*Read through the words in both boxes while the Ss follow them;then read them through again and have the Ss repeat them.
*Check the word stress in the multi-syllable words (revise,piano,lesson,party, picnic,homework, email).
*Ask the Ss to cover the dialogue below, and,in pairs,to decide which verbs in Box 1 go with which nouns in Box 2.They can check their answers with another pair.
*With the dialogue still covered,play the recording through and ask them to just listen and focus on the words in the boxes.
*Then play it again and ask them to check their suggested matching.
*Collect answers as phrases.
*List the phrases on the board as you are given them.
Check my email, have a piano lesson, have a picnic, get up early, go to a party, revise for my test, stay in bed, do my homework, buy some clothes.
2.Write the phrases in Activity 1 under the pictures.
*Ask the Ss to look at the pictures and write the correct phrases under them individually.
*Then they can check with a partner.
*Collect the answers from the class.
3.Listen and read.
*Ask the Ss to listen to the text while they follow it in their books.
4.Choose the correct answers.
*Ask the Ss to do this activity individually,then check with a partner.
*Collect the answers as a complete question and answer pair from two Ss.
*Have the Ss practise asking and answering the questions in pairs.
Pronunciation and speaking
5.Listen and repeat.
*Play through the recording while the Ss follow.
*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class,in groups and individually.
*Put them in pairs to practise. Encourage them to be critical and help each other get the pronunciation right.
*Circulate and monitor their production.
6.Listen and repeat. Pay attention to the pronunciation of /l/.
*Play through the recording while the Ss follow.
*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class, in groups and individually.
*Put them in pairs to practise.
7.Work in pairs. Ask and answer to complete the diary.
*Read through the examples so that the Ss know what to do.
*Pair them to ask and answer,taking it in turns.
*Collect the answers from the pairs,having them ask and answer.
*Complete the chart on the board if you feel it will help.
8.Homework.
1.Do exercises in Workbook, from 1 to
2.
2.Do exercises in Exercise Book Unit one.
3.Get ready for the test of Module two.
Unit two We’re going to walk up the Great Wall
Reading and vocabulary
1.Read the passages and match them with the photos.
*Ask the Ss to look at the three photos first,and ask them what they can see.
*Make sure they understand the meaning of the verb “to look forward to sth.”
*Before they read, ask the Ss to follow the Learning to learn box while you read it out. Ask them to apply this principle to their reading.
*Ask them to read the three passages individually and decide which photo goes with which passage.
*They can check with a partner.
*Collect the answers from the class as full sentences.
2.Say what Helen, Li and Lucy are looking forward to.
*Ask the Ss to answer these with a short sentence.
*They should do it individually, then check with a partner.
*Check the answers in a whole-class setting.
3.Match the questions with the answers.
*Ask the Ss to match the questions and answers individually, then check with a partner.
*Collect the answers from the class, with one student asking the question and another answering.
4.Answer the questions. Use the words in the box.
*Ask the Ss to do this exercise individually, then check with a partner.
*Collect the answers from the class with one student asking and another answering.
Writing
5.Write full answers. Use because.
*Ask the Ss to do this exercise individually, then check with a partner.
Collect the answers from the class with one student asking and another answering.
6.Work in pairs and answer the questions.
*Ask the Ss to decide on an event in the future that will be enjoyable.
*You might want them to make some notes in answer to the three questions.
*Pair them to ask and answer the questions.
7.Write your partner’s answers to Activity 6.
*The Ss write this individually.
*They should then exchange writing with their partner and peer correct for factual and language accuracy..
8.Homework.
1.Do exercises in Workbook, from 3 to 5.
2.Do exercises in Exercise Book Unit two.
3.Get ready for the next lesson.
Unit three Language in use
Language practice
*Go through the grammar table with the Ss.
*Make sure that they understand that we use “be going to”future to talk about plans for the future which are already definite(E.g. I already have the ticket, so I know that I’m going to fly to London next Monday.) or which are what you want/except to do in a future situation.
1.Ask and answer questions about Saturday and Sunday.
*Read the example and ensure that the Ss know what to do.
*Ask them to do the exercise in pairs.
*Collect answers from the class.
plete the sentences with the words in the box.
*Read through the verbs in the box,and have the Ss say them after you.
*Ensure that the two two-syllable verbs(enjoy/revise) are stressed correctly,both with the stress on the second syllable.
*Ask them to complete the sentences individually, then check with a partner.
*Collect the answers from the class as complete sentences.
Around the world:What are they going to do?
*Ask the Ss to look at the picture and tell you what they can see.
*Read the text and answer any questions the Ss have.
Module task: Saying what you’re going to do at the weekend.
3.Work in groups of three.Each chooses one of the roles below. Discuss what you’d like to do at the weekend and make plans to do things together.
*Read through the three pieces of role information with the class, and ensure they understand them.
*Put the Ss into threes to take one role each,then ask and answer questions about themselves in that role.
*Circulate and monitor production for later remedail work, as necessary.
plete your diary for next weekend.
*Ask the Ss to complete the diary with what they are really going to do next weekend. If they don’t have any plans, they can add things that they would like to and realistically could do. They should only write
notes ,not full sentences.
*The Ss can work in pairs and ask and answer to find out what their partner is going to do.
5.Homework.
1.Do the exercises in Workbook, from 6 to 8.
2.Do the exercises in Exercises Book Unit three.
3.Get ready for the next lesson.
Workbook
Grammar and speaking
1.Read the table. Then make and complete the questionaire about the persons after the example.
1.Q:What’s Betty’s uncle going to do next week?
A:He’s going to enjoy the sun and the sea.
Q:Why is he going to enjoy the sun and the sea?
A:Because he’s got a holiday.
…………
2.Q:What’s Lingling’s mum going to do this evening?
A:She’s going to go to the theatre.
Q:Why is she going to go to the theatre?
A:Because she likes concert.
2.Work in pairs.Ask and answer the questions.Write down your partner’s answers.
Ss’own answers.
Vocabulary
3.Match the words in Column A with the words in Column B.
1—f, 2—h, 4—g, 5—c, 6—b, 7—e, 8—a, 9—d
4.Find the phrases.
take the plane do some sightseeing
enjoy the sun and the sea like foreign culture
stay in a hotel
5.Look at the pictures and complete the sentences.
1.get up early
2.have a piano lesson
3.check; email
4.do; homework
5.revise for her test
6.have a picnic
7.buy some clothes 8.go to a party 9.stay in bed
Listening and pronunciation
6.Listen and check the true sentences.
7.Listen and underline the words in Activity 6 which are stressed.
1.Daming’s aunt is going to visit him.
2.They’re going to go to the park.
…………
6.His mum’going to make a cake.
7.Daming knows what he’s going to do.
Reading
8.Read the passage about Betty’s uncle and answer the questions.
1.England,
2.By plane,
3.By train.
4.In hotels.
5.Theatres,cinemas and parks,
6.Because he enjoys the sun and the sea and he loves swimming.
7.Yes, he is.
Writing and speaking
9.Answer the following questions in full sentences. Use because.
1.He’s going to travel in England by train because he doesn’t like cars.
……………
4.Betty’s looking forward to seeing him because he’s going to buy her a present.
10.Homework.
1.Do exercises in Workbook, from 9 V.Review:
教学反思：
Module 4 Life In the Future
一. 教材分析
1.本模块以未来的教室及学习为切入点，谈论将来我们生活的各个方面,学生较为有兴趣,。