新外研版初中七年级上册英语全册教案

Module 1 My teacher and my friends.Unit 1 Good morning, Miss Zhou.Ⅰ. Analysis of the text:This is the first English lesson. Students should know how to greet with the teacher and other students.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of daily greetings.Key vocabulary and phrases: hello, class, my, name, is, Miss, good, morning, good morning, afternoon, good afternoon, goodbye2. Be skilled in oral expression of greetings.Ⅳ.Teaching aims:1. Function: Greetings in students’ daily life.2. Listening: Students can understand others’ greetings by listening.3. Speaking: Students can introduce themselves and greet with others.4. Reading: Students can understand the similar dialogue of greetings.5. Writing: Students can write greeting words in their daily life.Ⅴ.Character building:Motivate students’ interest in learning English. Make friends with all students.Ⅵ.Teaching Procedures:Part I: Lead in:Step 1: Greeting with the students.Step 2: Introduce myself and ask students to introduce themselves to the class.Step 3: Sing a song: Good morning.Part II: Vocabulary study:Step 1: Play the recording and have them point out the words and phrases.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the phrases and pictures in PPT.Part Ⅲ: Dialogue study:Step 1: Practise the dialogue with the whole class and have them make corresponding reacts.Step 2: Have students to practise the previous dialogue with their partner.Step 3: Listen and read.—Hello, class. My name’s Miss Zhou.—Good morning, Miss Zhou—Good afternoon, class.—Good afternoon, Miss Zhou.—Goodbye, class.—Goodbye, Miss Zhou.Listen again and repeat.Step 4: Match1. Hello, my name’s Daming. a) Goodbye, Tom.2. Good morning, Lingling, b) Hello, my name is Lingling.3. Good afternoon, Carla. c) Good morning, Carla.4. Goodbye, Mike, d) Good afternoon, MikeStep 5: Listen and checkKeys: 1. b 2. c 3. d 4.aStep 6: Work in pairs. SayA: Hello, my name’s ….B: Good morning, …A: Good afternoon, …B: …A: Goodbye, …B: …Part Ⅳ: Letters study:Step 1: Sing A B C Song.Step 2: Listen letters in Activity 5 and read after the tape.Step 2: Listen letters in Activity 6 and have them number the letters in Activity4.Step 3: Have some of them to write down letters on the blackboard and check in the class.Step 4: Listen again and write.Step 5: Work in pairs and check your answers.Unit 2 Good morning, I’m Chen Zhong.Ⅰ.Analysis of the text:In this text students will learn how to introduce themselves to others, and make relative greetings.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of self-introduction and greetings in the situation of first meeting. Key vocabulary and phrases: Mr., I, what, your, please, sorry, can (can’t), you, spell, it, yes, thank, how, fine, thanks, Mrs. too2. Be skilled in oral expression of self-introduction and greetings in the situation of first meeting.Ⅳ. Teaching aims:1. Function: Self-introduction and greetings in the situation of first meeting.2. Listening: Students can un derstand others’ introduction and greetings by listening.3. Speaking: Students can introduce themselves and greet with others.4. Reading: Students can understand the similar dialogue of self-introduction and greetings.5. Writing: Students can write their self-introduction.Ⅴ. Teaching Procedures:Part I: Lead in:Step 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask students to introduce themselves to the class.Step 3: Enjoy Flash: What’s your name?Part II: Vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1. Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the sentences in Activity 3 and check their answer with their partner.Keys: 1. c 2. a 3. bStep 4: Listen the dialogue in Activity 4 and check their answers.Step 5: Write the sentences in Activity 5.Part Ⅲ: Dialogue study:Step 1: Listen sentences in Activity 6 and have them number the sentences in Activity 6. Step 2: Teacher practise a dialogue with single student as follows:— Good afternoon. How are you?—I’m fine, thanks. How are you?—I’m fine too, thanks. What’s your name?—I’m Tom.What’s your name?—I’m Sarah.Step3: Work in pairs and practise the dialogue. Have some of them to perform their dialogue for the whole class.Unit 3 This is my friends.Ⅰ.Analysis of the text:In this text students will learn how to introduce their friends and family members to others.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of introducing friends and family to others.Key vocabulary and phrases: this, she, teacher, friend, her, his, nice, to, meet, time, go, now, bye, see, tomorrow2. Be skilled in oral expression of introducing someone to others.Ⅳ.Teaching aims:1. Function: Introduction of friends and family members.2. Listening: Students can understand othe rs’ introduction of someone.3. Speaking: Students can introduce their friends and family members to others.4. Reading: Students can understand the similar dialogue of introducing others.5. Writing: Students can write the introduction of their friends and their family members.Ⅴ.Teaching Procedures:Part I: Lead in:Step 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask students to introduce themselves to the class.Step3: Enjoy a song: Make new friends.Part II: Vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1. Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the sentences in Activity 3 and check their answer withtheir partner.Step 4: Listen the dialogue in Activity 3 and check their answers.Step 5: Write the sentences in Activity 3.Part Ⅲ: Dialogue study:Step 1: Listen sentences in Activity 4 and have them number the sentences in Activity 4. Step 2: Match1. This is my friend. a) His name’s Tony.2. She is my friend. b) Goodbye.3. Hello. c) Nice to meet you.4 . It’s time to go now. d) Her name’s Betty.Step 3: Listen and check.Keys: 1.a 2. d 3. c 4. bStep 4: Listen and numbera) Goodbye. See you tomorrow.b) Hello, Daming. This is my friend, Amy.c) It’s time to go now. Goodbye.d). Hello, Amy, nice to meet you.e) Hello, Daming, nice to meet you too.Keys: b d e c aStep 5: Listen again and say.Step6: Work in groups. Say.This is my friend. … name’s … Hello…, nice to meet you.Step 7: Work in group of 4 and fill the blanks in Activity 7, then have some groups of them to perform the dialogue for the whole class.1. This is my friend. ________ name’s Tony.2. This is my ________. Her ___________ Betty.3. Nice to _________ you.4. It’s time to go now.___________.5. Goodbye. See you __________.Step 7: Now listen and check.Keys: 1.His 2. friend, name’s 3.meet 4. Goodbye 5.tomorrowModule 2 My English lessonUnit 1 Open your book.Ⅰ.Analysis of the text:In this text students will learn how to recognize objects in the class.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking the name of specific objects in the class, and master the words of objects in the class.Key vocabulary and phrases: sit, down, sit down, open, book, listen, draw, put, up, hand, stand, stand up, c lose What’s this in English?, What’s this?, It’s…, instruction pronoun this.2. Be skilled in oral expression of asking the name of specific objects in the class and givecorresponding answers.Ⅳ.Teaching aims:1. Function: recognition of objects in the class.2. Listening: Students can understand others’ questions of asking the names of specificobjects, and give corresponding answers.3. Speaking: Students can ask and answer objects’ names.4. Reading: Students can understand the similar dialogue of asking and answering objects’ names.5. Writing: Students can write the names of objects in the class.Ⅴ.Teaching Procedures:Part I: Lead in:Step 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.Step 2: Ask some students to introduce their partners to the class.Step3. Enjoy a song: Hello and how are you?Part II: Vocabulary study:Step 1: Show some pictures of objects in the class by PPT, give students the names of the objects.Step2: Play the recording and have them point out the words and phrases in Activity 1. Step3: Listen and read.Good morning, class.Good morning, Miss Zhou.Please sit down.Step 4: Play the recording and have them point out the words and phrases in Activity 2. Sit down.Open your bookListen.Draw.Put up your hand.Stand up.Close your book.Step 5: Play the recording again and have them read after the tape.Step 6: Listen again and do.Step 7: Enjoy a song: Nice to meet you!Part Ⅲ: Dialogue study:Step 1: Teacher ask the whole class the objects in the PPT’s names.Step 2: Match the expressions in Activity 3.1. Put up a) your book2. Open b) …down3. Stand c)… up4. Sit d)…your hand.Step3: Call back the answers from the whole class.Keys: 1. d 2. a 3. c 4. bStep4: Write the letters in Activity 5.Step5: Listen and check.Step 6: Work in pairs, one student point one object in the PPT, the other answer the question.Step 7: Work in pairs and fill the blanks in Activity 6. Have some of them to perform the dialogue for the whole class.Stand up.Yes.Open your book.Yes.Step 8: Work in pairs. Say and do.Unit 2 What’s your number?Ⅰ.Analysis of the text:In this text students will learn how to express English number.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking the name of body and master the names of body.Key vocabulary and phrases: student, new, here, in, one, two, three, four, five, six, seven, eight, nine, ten, telephone, number2. Be skilled in oral expression of asking the name of specific part’s name of body.Ⅳ. Teaching aims:1. Function: recognition of parts of body.2. Listening: Students can understand others’ questions of asking the names of specific parts of body, and give corresponding answers.3. Speaking: Students can ask and answer parts of body’s names.4. Reading: Students can understand the similar dialogue of asking and answering parts of body’s names.5. Writing: Students can write the names of parts of body.Ⅴ. Teaching Procedures:Part I: Lead in:Step 1: Review the objects’ names in the classroom.Step 2: Point one object and ask students to give its name.Part II: Vocabulary study:Step 1: Learn English number from one to five.Step 2: Enjoy a song: Three blind mice.Step 3: Learn English number from six to ten.Step 4: Enjoy a song: Ten little Indians.Part Ⅲ: Lis tening practice.Step 1: Look at the pictures in Activity 1.Step 2: Listen and read.—Hello. Are you a new student here?—Yes, I am.— What class are you in?—I’m in Class 3. Mr. Chen’s class.Step 3: Listen and repeat.one two three four fivesix seven eight nine tenStep 4: Listen and chant.One, two, three, four, five.Once I caught a fish alive.Six, seven, eight, nine, ten,Step 5: Then I let it go again.Part Ⅳ: Dialogue study:Step 1: Ask the students to read the conversation silently.Step 2: Play the recording and ask the students to listen and read the conversation. Step 3: Read the conversation.Step 4: Act it out.Part Ⅴ: Do exercises:Step 1: Listen and point the number in Activity 5.a. 816 275 b .975 146 c. 359 412 d. 384 926keys: d b a cStep 2: Call back the answer from the whole class and check the answer.Step 3: Listen and write the number in Activity 6.What’s your number?1 Sam: ________2 Lisa: _________3 Kate: _________4 Mike : _________Keys: 1. 975146 2. 816275 3. 384926 4. 359412Step 4: Call back the answer from the whole class and check the answer.Step 5: Now listen again and check.Step 6: Listen and write.1 one2 ______3 ______4 ______5 ______6 ______7 ______8______9. ______10 _______ Step 7: Call back the answer from the whole class and check the answer.Step 8: Listen and write.Keys: Lisa one four one, five six two, sevenMike one five one, eight nine three, fourStep 9: Call back the answer from the whole class and check the answer.Part Ⅵ Work in pairs.Ask and answer.What’s your number?It’s 179 456.What’s your number?It’s 942 381.Unit 3 I’m twelve.Ⅰ. Analysis of the text:In this text students will learn numbers.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking number, and master the numbers.Key vocabulary and phrases: old, eleven, twelve, thirteen, fourteen, fifteen, sixteen, eighteen, nineteen, twenty, boy, girl, desk, chair, bag2. Be skilled in oral expression of asking and answering numbers.Ⅳ. Teaching aims:1. Function: recognition of numbers.2. Listening: Students can understand others’ questions of asking numbers, and give corresponding answers.3. Speaking: Students can ask and answer numbers.4. Reading: Students can understand the similar dialogue of asking and answering numbers.5. Writing: Students can write numbers.Ⅴ. Teaching Procedures:Part I: Lead in:Step 1: Review the objects’ names in the classroom.Step 2: Point one object and ask students to give its name. Step 3: Review the English number.Part II: Vocabulary study:Step 1: Show some pictures.Step 2: Ask and answer.Step 3: Learn the new words.Part Ⅲ: Listening practice.Step 1: Look at the pictures in Activity 1.Step 2: Listen and read.—What’s your name, please?—I’m Daming.—How old are you?—I’m twelve.Step 3: Read the conversation.Step 4: Act it out.Part Ⅳ: Do exercises:Step 1: Listen and repeat the number in Activity 2.11 12 13 14 15 eleven twelve thirteen fourteen fifteen16 17 18 19 20 sixteen seventeen eighteen nineteen twentyStep 2: Match the number in Activity 3.seventeen twelve nineteen fifteen sixteen thirteen twenty eleven fourteen eighteen11 12 13 14 16 17 18 19 20 Step 3: Call back the answer from the whole class and check the answer. Step 4: Listen and point.1. 11+ 4 = 152. 12+6 = 183. 14+6= 204. 17+2= 19Step 5: Listen and write.1. 11+________= _______2. _______+4 = _______3. _______+2= ________4. 3+ ________ = _______5. _______+1= _______6. 2+ _______= ________Keys: 1. 11+6=17 2. 15+4=19 3. 18+2=20 4. 3+13=16 5. 16+1=17 6. 2+12=14Step 6: Call back the answer from the whole class and check the answer. Step 7: Listen and write.1 eleven2 ______3 ______4 ______ 5_______6_______7 ______ 8 ______ 9 ______ 10_______Step 8: Call back the answer from the whole class and check the answer. Step 9: Listen and match12 13 14 15 16 17 18 19 20boys girls desks chairs books bagsKeys: 12 17 20 19 16 14Step 10: Call back the answer from the whole class and check the answer. Part Ⅴ Work in pairs.Ask and answer.Module 3 My English bookUnit 1 What’s this in En glish?Ⅰ. Analysis of the text:In this text students will learn how to recognize objects in the class.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking the things in the class, and master the English expressions of them.Key vocabulary and phrases: English, a/an, write, on, the, blackboard, OK, pen, no, pencil, do, bird, cat, dog, flower, map.2. Be skilled in oral expression of asking and answering the things in the class.Ⅳ. Teaching aims:1. Function: To recognize objects in the class.2. Listening: Students can understand others’ questions of asking objects in the class., and give corresponding answers.3. Speaking: Students can ask and answer objects in the class..4. Reading: Students can understand the similar dialogue of asking and answering objects in the class..5. Writing: Students can write objects in the class.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review English expression of numbers.2. Show some numbers by PPT, have students give the number of things.3. Review the objects’ names in the classroom.4. Point one object and ask students to give its name.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer: What’s th is in English?3. Enjoy Flash.4. Learn the new words.5. Read the new words.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.4. Act it out.Step 4 Listen and point.1. Ask the students to look at the pictures in Activity2.2. Ask and answer like this:—What’s this in English?—It’s a dog. (1. a bird 2 .a book 3. a cat 4. a dog 5. a flower 6. a pen 7. a pencil3. Work in pairs.Step 5 Listening practice.1. Play the recording of Activity 3 and listen and write.2. Play the recording of Activity 5 and listen and write.1) What’s ____________________?2) ______________ cat.3) How _______________ spell “cat”?4) _____________________4. Listen again and check.5. Call back the answer from the whole class and check the answer. Keys:1. this in English2. It’s a3. do you4. C-A-T, cat.Step 6 Work in pairs.1. Ask and answer like this.A: What’s this in English?B: A pen?A: No.B: A pencil?A: Yes, a pencil.B: How do you spell “ pencil ”?A: P-E-N-C-I-L, pencil.2. Work in pairs.Unit 2 Can you help me, please?Ⅰ.Analysis of the text:In this text students will learn how to spell the words.Ⅱ.Arrangement of teachi ng in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking positions of things, and master the English expressions of positions.Key vocabulary and phrases: help, me, classroom, know, say, that, again, welcome, you’re welcome.2. Be skilled in oral expression of asking and answering the position of things.Ⅳ.Teaching aims:1. Function: recognition of positions.2. Listening: Students can understand others’ questions of spelling, and give corresponding answers.3. Speaking: Students can ask and answer “how to spell”.4. Reading: Students can understand the similar dialogue of asking and answering spelling.5. Writing: Students can write spelling of the words.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review the text of Unit 1.2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer:What’s this i n English?How can you spell it?3. Learn the new words.4. Read the new words.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.Daming : Can you help me, please, Lingling?Lingling: Yes, of course.Daming : How do you spell “ classroom ” ?Lingling: I’m sorry. I don’t know.Miss Zhou: It’s C-L-A-S-S-R-O-O-M.Daming: Cab you say that again, please?Miss Zhou : Yes. It’s C-L-A-S-S-R-O-O-M.Daming: Thank you.Miss Zhou : You’re welcome.4. Act it out.Step 4 Listen and point.1. Ask the students to look at the pictures in Activity2.2. Ask and answer like this:—What’s this in English?—It’s a monkey. …3. Work in pairs.Step 5 Listening practice.1. Play the recording of Activity 3 and Listen and say.2. Read and match.1. Can you help me , please ? a ) You’ re welcome.2. How do you spell “ desk ”? b) Yes, D-E-S-K.3. Can you say that again, please? c) It’s D-E-S-K.4. Thank you. d) Yes. Of course.3. Listen again and check.4. Call back the answer from the whole class and check the answer. Keys: 1.d 2..c 3. b 4.a5. Listen again and say.6. Listen and point.Step 6 Work in pairs.1. Ask and answer like this.A: Can you help me, please?B: Yes, of course.A: What’s this in English?B: It’s a…A: How do you spell it?B: …A: Thank you.B: You’re welcome.2. Work in pairs.Step 7 Write.1. Ask the students to read through the sentences in Activity 6.A: ________ you help me, please?B: Yes. ____________.A: How do __________ spell “ __________” ?B: It’s D-E-S-K.A: ___________ say that again, please?B: Yes, _____________.A: _________ you.B: You’re __________.2. Listen and check.Keys:1. Can2. of course3. you, desk 5. Can you 6. D-E-S-K 7. Thank 8. welcome3. Read together.Unit 3 What colour is it?Ⅰ. Analysis of the text:In this text students will learn colours of things.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking colour of things, and master the English expressions of colours.Key vocabulary and phrases: of, course, want, cocour, black, white, blue, green, yellow, red, bro wn, orange, and What colour is/are …?2. Be skilled in oral expression of asking and answering the colours of things.Ⅳ. Teaching aims:1. Function: Recognition of colours.2. Listening: Students can understand others’ questions of asking colours, and g ive corresponding answers.3. Speaking: Students can ask and answer colours.4. Reading: Students can understand the similar dialogue of asking and answering colours.5. Writing:Students can write colours.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review the text of Unit 1 and 2 .2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer:What’s this in E nglish?What colour is it?3. Learn the new words.4. Read the new words.Step 3 Listen and point.1. Ask the students to look at the pictures in Activity 1.2. Play the recording and ask the students to listen and point.3. Listen and repeat.4. Work in pairs.—What colour is it ?—It’s black, B-L-A-C-K, black.Step 4 Look, read and match.1. Ask the students to look at the pictures in Activity2.2. Look through the sentence.3. Play the recording and ask the students to listen and point.4. Match the sentences.1 ) What colour is the pen? a) It’s red2 ) What colour is the cat? b) It’s yellow.3) What colour is the pencil? c) It’s white.4 ) What colour is the flower? d) It’s red, green and orange.5 ) What colour is the dog? e) It’s blue.6 ) What colour is the bird? f) It’s brown.5. Call back the answer from the whole class and check the answer.6. Listen again and say.Step 5 Work in pairs.1. Ask and answer like this.A: What colour is the …?B: It’s…2. Work in pairs.Step 6 Write.1. Ask the students to read the words in Activity 6.2. Complete the table in Activity 6.3. Call back the answer from the whole class and check the answer. Keys:1. bag book desk pen pencil2. bird cat dog flower3. black blue brown green orange red white yellow4. Ask the students to read through the conversations in Activity 7 silently.5. Fill in the blank.1. —What colour is the dog?—It’s ________2.—What ________ is the flower?—It’s _______3. —__________ is the bird?—It’s red, green and _______.4.—What _______________?—It’s yellow.5. — ________________ the pen?—It’s __________6.—____________ the cat?—It’s _______.7. Listen and check.Module 4 My everyday life.Unit 1 What day is it today?Ⅰ. Analysis of the text:In this text students will learn how to ask and answer “What day is it today?” , “What’s the weather like today?” , “What’s your favourite sports?”.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Students will comprehend and produce the sentence structures.2. Students will learn about activities and the weather .and some sentences about them.3. Students will successfully request information about activities and the weather .and can talk about their activities the like.4. Key vocabulary and phrases:day, today, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, yesterday, birthday, favourite, spring, summer, autumn, winter, warm, hot, cool, cold, weather, like, basketball, football, swimming, table tennis, sport, let, us, let’s=let us, play, after, school, idea5. Key structures:1) What’s your favourite sport?2) Do you like watching television?3) Can you speak English?4) What’s the weather like in summer?6. Be skilled in oral expression of asking and answering everyday life.Ⅳ. Teaching aims:1. Listening: To understand the listening parts in the text about activities and the weather.2. Speaking: To master the sentence structures and practice.3. Reading: To know something about activities and the weather.4. Writing: Write a composition about “ My favourite sport”Ⅴ. Teaching Procedures:Step 1 Lead in:Step 1 Lead in:1. Review English expression of colours.2. Show some pictures by PPT, ask and answer “What colour is it?”.3. Ask and answer. What day is it today?4. Learn new words: Sunday, Monday, Tuesday, Wednesday, Thursday, Thursday, Friday, SaturdayStep 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer: What day is it today?3. Learn the new words.4. Read the new words.Step 3 Listen and read.1. Play the recording and ask the students to listen.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation together.5. Act it out.Step 4 Work in pairs.Monday—Good morning, class. What day is it today?—It’s Monday.—Yes, it’s Monday. Write it in your book.—M-O-N-D-A-Y, Monday.—What day is it tomorrow?—Tuesday.—Yes, tomorrow is Tuesday.Step 5 Listen and repeat.1. Ask the students to look through the table in Activity2.2. Play the recording and ask the students to listen.3. Listen and repeat.4. Now point, ask and answer.What day is it? It’s …5. Work in pairs.Step 6 Read and match.1. Ask the students to look through the sentences in Activity 3.2. Match the sentences.1 Today is Wednesday. What day is it tomorrow? a) Sunday.2 Today is Friday. What day is it tomorrow? b) Tuesday.3 Today is Monday. What day is it tomorrow? c) Thursday.4 Today is Saturday. What day is it tomorrow? d) Saturday.5. Call back the answer from the whole class and check the answer. Keys: 1. c 2. d 3. b 4. a。