英语七年级上册Unit 3 Is this your pencil?Section A教案

这是一份英语七年级上册Unit 3 Is this your pencil?Section A教案，共19页。教案主要包含了教材分析，学情分析，课时安排，教学过程，学习策略等内容，欢迎下载使用。
Unit 3 Is this your pencil? 【Teaching aims】In this unit, students will learn to identify ownership of personal belongings. They will also be able to spell the name of the object for confirmation.    Topics（话题）Things in the classroom    Functions (功能)Identify ownership   Structures (结构)Possessive pronouns mine, yours, his, hersYes/no questions and short answersLost and found    Target Language (目标语言)Is this your pencil?Yes, it is. It’s mine.Are these your books?No, they aren’t. They’re hers.    Vocabulary （词汇）Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, bag, baseball, computer game, ID card, watch, ring, mine, your, his, hers Thank you for..., ask ...for..., a set of    Skills (技能)Listening and read for specific information    Recycling （复习巩固）What’s this? It’s...How do you spell it?【教材分析】本单元以school things为话题，主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。通过单元教学使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及学会写寻物启事和招领启事。与其他单元一样，本单元共包括Section A，Section B和Self-checkSection A 学会询问物品的所属。提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，通过简单的语言活动进行操练和巩固。1a, 1b, 1c 重点学习一些表示学习用具的词，学会询问物品的所属。 2a, 2b, 2c,2d继续学习表示学习用具的词。重点学习运用询问物品所属的句型。3a, 3b, 3c 学会用英语询问物品的名称，进一步巩固询问物品所属的句型。Section B 学会写招领启事和寻物启事。在已有的基础上开展的，Grammar focus,是语言运用。许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。1a, 1b, 1c, 1d, 1e学会判断物品的所属。2a, 2b, 2c学会写招领启事和寻物启事。Self-check 检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。【学情分析】1）初一学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。2）初一学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。3）思维能力： 该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。【课时安排】5 periodsPeriod 1 （Section A：1a-2d）ListeningPeriod 2 （Section A：Grammar focus, 3a, 3b, 3c）Listening and speaking Period 3 （SectionＢ：1a, 1b, 1c, 1d, 1e）Listening and speaking Period 4 （SectionＢ：2a, 3b, 2c）Reading, speaking and writingPeriod 5 （Self Check）Revision and testing【教学过程】Period 1 Section A (1a –2d) 【Teaching aims】1．本单元我们将学习物品的所属者是谁？2．根据场景询问英语中对应的表达法。a.要求掌握以下句式：(1) What’s this/that（in English）? It’s a/an…(2) Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his.b.要求掌握以下词汇： Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, mine, your, his, hers【Important and difficult points】How to identify ownership【Teaching procedures】Step 1 Warming up and Presentation (1a)Good morning, everyone! Last week, we finished Unit 1. Today we are going to teach a new unit, Unit 2. Prepare a box of school things before class and ask the students to learn to demonstrate things. Let’s look at the title of Unit 2. Is this your pencil? What is the unit about?T: (Take out a box filled with school things and pick out a pencil. T can put some pencils, some pencil-cases, and some rulers and so on in the box.) A pencil, a pencil, this is a pencil. (Stress “this” and “pencil”.) What’s this in English? (Write the sentence on the blackboard and stress “this”.)S: （repeat）A pencil.T: Yes, it is a pencil. What’s this in English? (Stress “this”.)S: A pencil. T: Do you have a pencil? (Hold the pencil up and point to it.)S: Yes.T: Show it to me, OK? (Show the pose of “OK” and try to lead the Ss to do it as T.) OK? (Stress “OK”.)S: OK. T: Now, hold your pencil up (Stress “pencil”) and say after me “What’s this in English”?S: What’s this in English?T: This is a pencil. (Write “This is…” on the blackboard.)S: This is a pencil.T: It is a pencil. (Write “It is…” on the blackboard.)S: It is a pencil. T: Good. What’s that in English? (Point to S1’s pencil and write the word “that” under the word “this” on the blackboard and stress it.)S: A pencil.T: What’s that in English? (Point to S2’s pencil and stress “that”.)S: A pencil.T: Good. Point to your friend’s pencil and say after me “What’s that in English?” (Stress “that”.)S: What’s that in English?T: That’s a pencil. (Write “That is …”.)S: That’s a pencil.T: It is a pencil. S: It is a pencil.T: (Put the pencil aside and pick out a pen.) A pen, a pen, what’s this in English?S: A pen.T: This is a pen. (Point to “This is …” on the blackboard.)S: This is a pen.T: It is a pen. (Point to “It is…” on the blackboard.)S: It is a pen.教学设计说明用实物引出新单词、新句型，分层次处理新单词。In this way, the teacher takes all the school things out of the box and teaches the students how to say school things in English. Let one or two students, if time permits, let more to come to the front to put the school things into the box or pick them out of the box and say the names of the things. If the students don’t make any mistakes, T can give some small gifts to them.Step 2 Section A 1a OK, let’s have today’s new unit. Please look at activity 1a.1．Look and findPlease look at the picture in activity 1a. What can you find?2．Match and discussa. Would you please match the words with the things in the picture? b. How many words do you know? Can you share the words you know with your partners? c. Please discuss with your partners and check whether your answers are the same.3．Check the answersLet’s check the answers together. 4．Read a. Please read the words after me. Pencil... b. I would like you to read the words together and one word twice. Pencil one two... c. Who would like to read the words in class? d. Let’s read the words one by one. 教学设计说明采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。Step 3 Section A 1b 1．Listen and number a. Listen to the tape for the first time. b. Number the conversations from 1 to 3 while you listen to them for the second time. 2．Check the answersLet’s check the answers. Answers: 3　 2　 1 3．Read a. I would like you to read the conversations together. b. Would you please read them in pairs? c. Who would like to read in class? 4．Translate and explain a. Let’s translate the conversations into Chinese. Would you please work in pairs? b. Let’s translate the conversations together now. c. When do you ask the questions like: Is this your...? Or Is that your ...? Can you tell me?教学设计说明制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇backpack pencil sharpener dictionary.Step 4 Section A 1c Practice a. Would you please practice the conversation with the things you and your partner have? b. I will give you an example first. Example:  T: Mary, is this your pen? S: No, it isn’t. It’s her pen. c. Please practice in class. Who would like to have a try? 教学设计说明拓展练习“找主人”：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。Step 5 Section A 2a 1．Listen and check a. Let’s move to activity 2a now. There are six things in the picture. Let’s look at them. Can you tell me what they are? b. Yes. OK. Let’s listen to the tape for the first time. c. Are you ready to do the activity 2a? Please check them while listening. 2．Check the answers Have you got your answers? Who would like to tell us the answers? What have you checked? Answers: The things that are checked: pencil case; eraser; book; pencil; ruler 教学设计说明1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问物品的主人的基本句型"Is this/that your/her/his pencil? Yes, it is. No, it isn’t．”。2.让学生听对话，练习并模仿对话。识别物品的所属。Step 6 Section A 2b 1．Listen and complete Listen to the conversations again and complete the conversation with the words in the box. 2．Check the answers Finished? Let’s check them. Answers: 1pencil　 2eraser　 3ruler　 4book　 5pencil case 3．Read the conversation a. Let’s read the conversations together. b. I would like you to read them in groups. c. Who would like to read them in class? 教学设计说明1. 播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称pencil pen book eraser ruler pencil case 完成2a,2b部分的教学任务。2. 引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn't.）。Step 7 Section A 2c 1．Read Let’s move to the activity 2c. Shall we read the conversation together? 2．Practice a. Now, class, we can see some things in the picture on the right. Let’s practice the conversations in pairs with them. Then make the students’ conversations using the things in the classroom.b. Who would like to practice in class? Step 8 Section A 2d Role-play the conversation.分角色表演对话。采用Role playing的学习策略，利用教学图片来展开课堂Pair work的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。Step 9 Summarize Let’s summarize what we learnt in this period. Show the following on the blackboard. Writing on the blackboard(1) What’s this in English? (2) Is this your / my…?         that               thatThis /That / It is…        Yes, it is.                      No, it isn’t.形容词性物主代词我的你的/您的他(她，它)的我们的你们的/您们的他们 / 她们 / 它们的myyourhis, her, itsouryourtheirStep 10 Homework 1．Copy the words in activity 1a and the sentences in grammar box. 2．Read the tape script of activity 2a and 2b. Period 2 Section A (Grammar focus – 3c) 【Teaching aims】语言知识目标： 词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .句型：Is this your…? Yes, it is. / No, it isn’t.  What’s this in English? It’s a… How do you spell it?  P-E-N.语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。情感目标：A) 激发学生学习英语的兴趣，发挥学生学习英语的主动性。B) 通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。C) 学习文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。【学习策略】A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。【Important points】Language points（语言点）1. 词汇：Pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring.2. 语言结构：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it?3. 语言功能：询问物品属性What’s this/that…?和辨别物品所有者 Is this your/her/his…?”【Difficult points】词汇的教和学，多种语言结构的综合运用。【Teaching procedures】Lead in:Yesterday we got to know how to ask the owner of the things. Do you still remember how to say that? OK. Let’s review it first. Step 1 Revision 1．Ask and answer a. Would you please make some conversations with “Is this / that ...?” b. Who would like to have a try in class? 2．Dictation Read the sentences in grammar box. 2．Point out the notes 物主代词的用法；this 与 that 的区别；Is this / that...? 的答语用it is。教学设计说明用游戏的形式复习上一节课的新单词和句型。将所要复习的单词物品放入一个布袋子中，让学生伸手进去摸，由一个学生或全班学生发问，该学生猜。使用的句型是：What's this in English? It’s a ... How do you spell that? Is this your pencil? 值得注意的是: 假如学生在小学没有学习过这些英语单词，他们将根据什么来完成老师布置的这一任务？我们可以让学生分析以下他们的思考过程，进而加以归纳，对有贡献的学生加以鼓励及表扬。我想这就是对学生学习方法或策略的指导，学生定会非常喜欢。Step 2 Section A 3a 1．Explain a. Let’s go into activity 3. How many things are there? b. Yes. There are five things. And can you tell me what they are? c. Very good! All the things here are school things. That means we use them to study. 2．Read a. Let’s read the conversation in the box together.b. Please translate it into Chinese by yourselves. 3．Practice a. I would like you to practice the conversation with the five things in the picture. b. Who would like to have a try in class? c. Very good! Now this time, I would like you to practice the conversation with the things on the screen. d. First, please work in pairs. e. Now, let’s invite some pairs of you to make the conversation in class. 教学设计说明老师将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“What's this in English?”，这名学生猜，使用句型为“Is it a/an ...?”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。Step 3 Section A 3b a. Let’s have a game now. In this unit, we learnt to ask the owner of the things. Now let’s play a game. b. We play the game in groups. Every group member put one school thing into a box. c. After that, please take out one thing from the box and ask your group members “Is this your ...?” If he / she answers “Yes, it is.” that means you win. If he / she answers “No, it isn’t.” that means you fail and have another try. Remember you just have two guesses! d. Are you clear about the rule of the game? Let’s start the game! 教学设计说明1. 以小组为单位，做 Section B-1b 的对话练习。2. 口头检查学生所练的对话。Step 4 Play gamesPut some things into the teacher’s box. Then take one thing out of the box and find the owner. You only have two guesses!教学设计说明老师收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。Let’s summarize what we learnt in this period. Step 5 Homework Try to memorize the conversation in 3. 教学设计说明1．对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。2．注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。3．本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多种方式再现，帮助学生巩固记忆。4．采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当中；在设计任务型教学活动时，活动要有明确的目的和可操作性。5．从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。Period 3 Section B (1a- 1f)【Teaching aims】1．学习Section B的新单词；2．进一步巩固Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his.句型。Language points（语言点）1.要求掌握以下句式：Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his.2.要求掌握以下词汇： baseball, ID card, ring, dictionary, watch, key, computer game, notebook. 【Important and difficult points】How to identify ownership【Teaching procedures】Lead in:Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learnt in section A? Yes. We learnt to find the owner of the things. Step 1 Revision 1．Review some school things a. I will show you some pictures, can you answer my questions? Questions:What’s this in English? What’s that in English? How do you spell it? b. I would like some of you to ask the questions and the others answer them according to the pictures. 2．Review the way of asking the owner Can you make conversations with the things you and your friends have? Example: Is this your...? Yes, / No ... It’s... Is that your...? Yes, / No ... It’s... Step 2 Section B 1a 1．Look and match a. Would you please look at the picture in activity 1a? b. There are some things in it. Can you match the words with the things in the picture? OK. Let’s have a try. 2．Check the answers Finished, everyone? Let’s check the answers now. Answers: (1) baseball　a     (2) watch  d  (3) computer game  c    (4) ID card   b (5) key  f   (6) notebook　h   (7) ring　 g (8) pen  e 3．Introduce them to your friends Could you please introduce the things to your friends with the sentence like: This is a...Example: This is a ring. This is an ID card. 教学设计说明在游戏中检查学生对已学单词的掌握情况。此活动带来的愉快感受能让学生积极地投入到接下去的学习中。师生互动，活跃课堂气氛，加强学习效果，学生从中掌握单词。Step 3 Section B 1b 1．Read a. Please look at the conversation in 1b. b. Shall we read it together? c. Very good. Let’s read it again. But this time, boys read as A and girls read as B. OK. Begin! 2．Ask and answer a. Just now we read the conversation twice. I want you to ask and answer the questions about the things in the picture in 1a. b. Who would like to have a try in class? 教学设计说明学生用英语在真实的情景中进行交际，使语言在完成任务的过程中得到运用和巩固。教师应鼓励学生大胆开口，不怕出错。Step 4 Section B 1c 1．Listen and circle a. Let’s move to activity 2a now. It is a listening exercise. For the first time, I would like you to listen only. b. Now, for the second time, please listen to it again and circle the things in the picture in 1a. 2．Check the answersI think most of you have finished it. Let’s check them together. Answers: circled items:　watch,　 ID card,　 pen,　 baseball 教学设计说明通过此活动，发展学生的听、写技能，使学生能对已学过的知识运用自如，从而调动积极性，提高自信心。Step 5 Section B 1d 1．Listen Listen to the conversations for the first time. 2．Listen and fill the chart a. Listen to the conversations for the second time and write the things in the chart. b. Listen to the conversations for the third time and check them by yourselves. 3．Check the answers Let’s check the answers together. Answers: Kelsey: watch, ID card Mike: pen, baseball 4．Read the tape script a. Let’s read the tape script together. b. Would you please read the tape script in pairs? c. Who would like to read in class? Step 6 Section B 1e Task－Whose are they? Example: A: Is this her pencil case? T: No. It’s his pencil case. 下面请同学们开始完成这个任务。 Step 7 Summarize Let’s summarize what we learnt in this period. Step 8 Homework Copy the conversation in section B 1b. Period 4 Section B (2a- 2c)【Teaching aims】灵活使用Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his.【Important points】熟练掌握以下句式：(1) What’s this/that（in English）? It’s a/an…(2) Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his.2．要求会写“失物招领或寻物启示”。 【Difficult points】会写“失物招领或寻物启示”。【Teaching procedures】Lead in: We have finished most part of Unit 2. And in this period, we will continue to finish section B. But before that, I would like you to review what we learnt before. Step 1 Revision 1．Make conversations a. Can you make conversations with the school things? Example: Is this his / your ...? Yes, it is. / No, it isn’t. b. I would like you to make another conversation with his / her? Example: Is this / that his / her...? Yes, it is. / No, it isn’t. 2．Dictation Let’s have a dictation. Step 2 Section B 2a 1．Write the things you lose easilya. Let’s go into activity 2a. First let’s look at the title please. b. Do you know what the word notices mean in Chinese? Just guess. c. Yes. Notices means “通知”。 2．Read a. Read the notices by yourselves. b. Let’s read them together now. c. I would like four of you to read in class. 3．Circle a. Circle the words from activity 1a. b. Check the answers. Answers: Circle these words: watch,　computer game,　notebook,　ID card c. Please read the words you circled together. 4．Explain a.请同学们看这些通知，它们都是失物招领启事。请同学们观察，失物招领启事有什么特点？b.对。它们都比较短，比较简单。都留有联系方式。拣到东西可以用Found开头，丢失东西用Lost开头。请同学们注意失物招领启事的写法。 教学设计说明老师给每一组学生一张碎字条（这些碎片是老师提前写好的“失物招领”“寻物启示”，让学生以小组为单位拼好，并能够理解纸条上的意思，然后将字条粘好并张贴在黑板上，看哪一组拼得快，快者为胜）老师在黑板上字条的上方写上“失物招领” 或“寻物启示”。小组活动，合作探究，充分体现“做中学”的原则。Step 3 Section B 2b 1．Put these pieces in order to make a message. a. Let’s move to the activity 3b. b. Would you please write numbers in the boxes? 2．Check the answersa. Finished, everyone? Would you please check the answers with your partners? b. Let’s check them together. Answer: Found: A set of keys. Please call David at 529-6403.3．Read a. Let’s read the message together. b. Who would like to read it in class? 教学设计说明情景编演剧 “Lost and Found”,该任务需要学生综合运用本单元语言知识，需要小组做出尽快反应，能提高学生的合作意识，反应能力和发散思维，培养学生拾金不昧，助人为乐的优良品质。培养学生自主学习能力和探究精神。Step 4 Section B 2c 1．Write a. Would you please write a message on your notebooks? b. Please follow the examples in 3a and 3b. 2．Read a. I think most of you have finished the message. Would you please read it to your partner? b. I would invite some of you to read your messages in class. Who would like to have a try? 教学设计说明请学生仿照写“失物招领”或“寻物启示”，老师巡视，抽查出有代表性的作品进行全班范围内订正普遍性的错误。课后让学生将自己的作品进行更改。Step 5: GamesGuessing game－What is it? 下面我们做一个游戏。两人一组，一个同学在纸上画一个我们学过的物品的画，另一个同学猜它是什么？猜出来，换角色。同学们做这个游戏用的语言是：What’s this? Is this a watch? Example: A: What is this? B: Is this a watch? A: No, it isn’t. B: Is this a ring? A: Yes, it is. Step 6 Summarize Let’s summarize what we did in this period. Step 7 Homework Copy the messages in 3a.Period 5 Section B (3a- Self Check)【Teaching aims】熟练掌握并灵活使用本单元所学知识。【Important points】熟练掌握以下句式：(1) What’s this/that（in English）? It’s a/an…(2) Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his.2．要求会写“失物招领或寻物启示”。 【Difficult points】会写“失物招领或寻物启示”。【Teaching procedures】Lead in:We have spent four periods on Unit 3. This is the last period of Unit 3. In this period, we will do some exercises and make sure you learn this unit well. Step 1 Complete the notice with words or phone number in the box.1．Check the words and the phrases you know Open your books and look at 3a. If you know the words and the phrases well, please check them.2．Read I would like all of you to read the words and the phrases together. Step 2 Write your own lost or found notice your name and phone number.a．Do you have any other words you don’t know? Please write them in your notebook. b．Please ask your friends for help. c．Looking up the dictionary is also a good way to study English. I hope you can get more from dictionaries. Step 3 Self-check-1 Write the school things you know.Step 4 Self-check-3 Complete the chant with pronouns.用代词填空。Step 5 Self-check-3 1．Write Write the conversations with the things in the picture in self-check-3.2．Read Read the conversations to your partners. 教学设计说明1. 练习一的检查方式可以是以英译汉的形式，也可以适当扩展为请学生造句或回忆当时在什么句子中见到的，说出来。2. 由一个学生说出数字，其他学生说出单词。先以小组为单位练习，然后请两位学生展开竞赛，为胜利的小组加分。Step 6 Some extra exercise Fill in the blanks with the phrases from the box. Step 7 Summarize Let’s summarize what we did in this period. Step 8 Homework 1．Do the exercises on the students’ book and the textbook. 2．Review Unit 2. 3．Watch the pictures in “Just for fun”