牛津译林版七年级英语上册Unit 4 My day教案
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这是一份牛津译林版七年级英语上册Unit 4 My day教案，共19页。
Unit 4 My dayWelcome to the unit教学目标1.知识目标：1) 四会单词：wake / seldom / need / rest2) 词组：get up, do morning exercises, wake up, have breakfast / lunch / dinner, go out, have fun3) 句型：It’s time for sth2.能力目标：能够运用已学知识，描述自己的学校作息时间。3.情感目标：学会合理安排时间，热爱自己的校园生活。重点难点1.掌握新单词和词组。2.能够运用已学知识，描述自己的学校作息时间。教学过程一、热身1.口语交流：T：What time do you usually get up?
When do you go to school every day?S：…2.教师出示不同的时间和活动，让学生用英语描述图片。e.g. They do morning exercises at 8 o’clock.二、呈现新课（一）welcome to the unit1. 教师教学本节课的新单词。2. 学生朗读这些英语单词，并用这些英语单词造句。3. 学生根据自己的实际情况完成课本的A题，教师核对答案，并且讲解A题。4. 听B部分的录音，回答下列问题When does Millie go to school every day?
What time does Millie start lessons every day?5. 学生听录音跟读对话内容。6. 两人一组，参照B的对话内容，编写新的对话，并且表演新的对话。（二）comic strip1.学生听录音回答问题What’s Eddie going to do after breakfast?2.学生跟读录音，一起大声朗读对话，并且回答下列问题Does Eddie get up late?
Yes, he does.
What are Eddie`s favourite activities?
He likes eating and sleeping.
What does Hobo think of some dogs?
Some dogs don`t know how to have fun.
What do you think of Eddie, a hardworking(勤劳) dog or a lazy(懒惰) dog?He is a lazy dog.3.学生观看视频，模仿对话。4.教师讲解本节课的重要知识点。三、拓展练习1.总结今天学习的内容。2.完成课堂练习题。四、家庭作业1. 抄写今天学习的单词和词组。2. 预习reading部分的内容。
Unit 4 My dayReading教学目标1.基础知识熟记词汇和短语2.基本技能a.使学生在阅读中理解本课所出现的新单词，理解课文大意并能进行综合性的回答。b.通过阅读，能够用英语描述学校活动。c.能根据自己学校的生活写日记或电子邮件。3.情感态度通过Reading的学习，能在交流中用英语介绍自己和周围环境，热爱生活。重点难点重点：整体理解课文。难点：学生描述自己的学校。教学过程一、热身1.复习：复习上节课学习的内容。2.口语交流：教师问学生下列问题，导出今天学习的课文。What do you think of your school?
When does your school day start?
Do you do morning exercises at school? When?
When do you begin your lessons?
What are your favorite lessons?
What is your favorite sport?二、呈现新课（一）教学新单词和词组1.教师教授本节课的新单词。2.学生大声朗读这些新单词。3.学生尝试用这些新单词造句。（二）教学文章内容1.学生听录音回答问题What team is Millie in?Which is Millie’s favourite subject?2.快速阅读1）教师让学生打开课本，快速阅读课文，根据Millie的时间表，填写她相应的活动。2）学生快速阅读课文完成课本B1题，教师讲解答案。3.仔细阅读课文。1）学生仔细阅读课文，总结每一段的大意，完成下列连线题。Para. 1 School and school lessons
Para. 2 Introduction Para. 3 After school activitiesPara. 4 Friends2)学生仔细阅读课文，完成课本B2的判断对错题，教师讲解答案。4.学生听录音跟读短文内容，教师重点讲解里面的重要短语和重要句子。三、巩固练习1.口语交流：Interview your partner about what he / she does on a school day. Make a short dialogue.What time do you usually get to school?
How many classes do you have in a day?
Where do you have your lunch?
Which subject do you like best?
What’s your favorite sport?
What other things do you do at school?2.完成课堂练习题。四、家庭作业1.抄写今天所学习的新单词和短语。2.听录音跟读文章。
Unit 4 My dayGrammarTeaching aims1. To use prepositions to talk about time correctly；2. To use the adverbs of frequency correctly；3. To grasp the usage of“how often”；4. To use these items of grammar to talk about their daily life.Teaching contents1. New words and phrases：would, would like, life, all the best, roller skating2. New structure：How often do they exercise?Important and difficult points1. Know better about some usages of the prepositions of time.2. Tell the difference between ‘how often’ and “how many times”.Teaching proceduresA Prepositions of timeStep 1 Presentation1. Find out the phrases which should be put after ‘in/ on/ at’ one by oneT: Hello, boys and girls. This is our school. We know a lot about it. Today, there will be a lot of new students coming here. Will you help them find their classroom? Here they come. And we have three classes. They are “in”, “on” and “at”. Shall we begin?2. Read the phrases together3. Find out more similar phrases4. Work out the rules(1) in：in the evening (parts of day), in March (months), in 2013 (years), in winter (reason)(2) on Sunday, on December 31st (days & dates), on the evening of July 4th, on Monday afternoon (parts of a specific day), on Children’s Day (specific holidays or days)(3) at seven, at noon, at lunchtime (time of day), at (the age of) 16 (age), at the Spring Festival (specific holidays or festivals), at the weekend (others)【设计意图】通过设计新生找教室的情境，让本来枯燥的语法稍显活泼些。让学生通过“分—总—分”的方式，在老师的带领下进行归纳、演绎，培养学生发现规律、主动思考、主动学习的能力和习惯，这样的过程和方法使学生掌握得更加牢固。Step 2 Practice 1. Finish the exercises on P47 on the Students’ Book T: Tommy is writing back to Millie. Help him complete his email with the correct propositions of time. 2. Fill in the blanks with “in”, “on” or “at” We don’t go to school _______ Sunday. (on)My birthday is _______ April 1st. (on) We’re going to see the doctor _______ four o’clock. (at) He often takes Eddie for a walk _____ the evening. (in)They have a long holiday ______ November. (in)He was born ________ 1992. (in) He likes reading newspapers _______ breakfast. (at) She starts learning English _______ 6 o’clock. (at) It’s cold _______ winter in China. (in)They play the game ________ the evening of 31st October. (on) We’ll have one party ____ next week. (/)My friends give me some presents _____ Christmas every year. (at) He got home _____ the morning of the 4th last month. (on) The story happened _____ a cold winter morning. (on) I never go to a party ____ Halloween. (on) My father seldom has free time _____ the weekend. (at) It sometimes snows _______ winter in Wuxi. (in) He often takes Eddie for a walk _____ the evening. (in) My family usually get together to have a big dinner____ the Mid-autumn Festival. (at)He always goes to the library ____ Mondays. (on) 【设计意图】及时总结复习，为下面的习题做好充分的准备。两个练习，从书本到课外，由简到难，层层递进，旨在学生确实扎实掌握三个介词的用法。B Adverbs of frequencyStep 1 Presentation1. Show the six adverbs of frequencyT: Please pay attention to these words. They are adverbs of frequency. They tell us how often things happen. But can you tell the difference among them? Look! The things happen more and more often. From 0% to 100%.2. Finish the exercises on Page 48 on the Students’ Book.Simon loves playing football. He _____ plays football in the playground. (often) Sandy doesn’t have much time to play tennis. She ______ plays tennis. (seldom)Amy is a member of the swimming team. She ______ swims after school. (usually)Daniel doesn’t like basketball. He _____ plays it. (never)Kitty goes to her dancing lesson every day. She _______ dances for half an hour. (always)Millie _________ goes roller skating, but she’s not good at it. (sometimes)3. Work out the rulesFind out the rules of the position of these adverbs. (1) Find out the rule 1：put the adverbs before a verb Show two sentences to find out rule 2: put the adverbs after “to be”. (2) Find out the usages of “how often”a. Show some examples to help students find out the different usages. Find out and remember the usages of “how often”. b. Do some exercises and tell the difference between ‘how often’ and ‘how many times’Sandy never reads books about sports. How often does Sandy read books about sports?Millie borrows books from the library once a week.How often does Millie borrow books from the library?The club has a ‘Reading Week’ every year.How often does the club have a “Reading Week”?Simon goes to the Reading Club three times a week.How often does Simon go to the Reading Club?How many times a week does Simon go to the Reading Club?【设计意图】引导学生自己总结出使用的规则，在扩充练习中进一步补充对频率副词提问的方式，并就学生容易搞错的难点，即how often和how many times进行对比和操练。有层次的练习设计带领学生由浅入深地层层深入学习，完成对课本知识必要的拓展和延伸。Step 2 Practice T：We have learned a lot about the prepositions and the adverbs. Do you have confidence to challenge the game? It has three levels. Only if you pass the first level, you can go on to the next one. Only if you pass all the levels, you will win. Do you have confidence?1. Fill in the blanks Do you know much about the school? The new term begins ______ September 1st. (on)The school day starts ______ 8 a.m. (at) The students don’t need to go to school ______ Saturday. (on) The students chat with each other _____ lunchtime. (at) The school has an outing _____ spring or autumn. (in) Every class has a party _____ Christmas. (at) The school has an ‘Art Festival’ _____ December. (in) The students go running _____ cold winter mornings. (on) The students go to different clubs _____ every Tuesday afternoon. (/) 2. Answer the question and fill in the blanksDo you know much about the teachers?(1) Ask and answer How often does Miss Zhou watch a film? (Once a week) When does she watch a film? (on Friday afternoon) (2) Fill in the blanksMar Liu does exercise ______ _______. ___________ he goes jogging, ___________ he plays badminton. (every day, sometimes, sometimes) He goes jogging _____ ______ ________, and he plays badminton ______ ______ _________. (in the evening, at the weekend)3. Make a dialogue and report Do you know much about the classmates? A: What do you like to do at /after school every day?B: I like…A: How often do you…?B: I …A: When do you do it?B: I do it on/in…_______ like to _______ at/after school. He/ She … He/ She does it on/in… T: When your classmates report, the rest of you should listen to them carefully and take some notes. After that, you should say something about their report. These sentence patterns can help you.【设计意图】通过game的活动方式，激发学生的参与兴趣，同时活动设计的内容与学生的实际生活紧密相连，通过听、说等方式谈论和了解老师、同学及自己的日常活动，将本课时所学的内容实际运用起来。Homework1. Practise talking about your daily activities with a new partner by using the prepositions of time and the adverbs of frequency. 2. Finish the exercises in Period Grammar of Unit 4 in the workbook.
Unit 4 My dayIntegrated skillsTeaching aims1. To get useful information about a volleyball match from the listening material;2. To complete a notice about the match with the useful information they’ve got;3. To talk about their weekend activities. Teaching contents1. Phrases：once a week, twice a month, visit the museum, go on picnics,2. Structures：That’s great! Wish our team good luck!Important points1. Grasp the usage of the useful phrases and sentence structures (esp. once\ twice\wish). 2. Get useful information from the listening material.3. Use proper phrases and sentence structures to describe their weekend activities (esp. adverbials of frequency).Teaching proceduresA A volleyball matchStep 1 Presentation 1. Useful phrases and sentence structures(1) Focus on two of the pictures above and teach the new phrases and sentence structures. T: Well done! Now look at this picture. Try to answer these questions.When does Millie’s mother go to Sunshine Middle School? (In September and March.) Why does she go there? (To take part in the parents’ meeting.) How many times do they have a parents’ meeting every year? (Twice) How many times do they have a parents’ meeting every term? (Once)How often do they have a parents’ meeting? (Twice a year. / Once a term.) How often does Millie practice playing volleyball? (Once a week.) What does Millie dream about? (She wants to win the cup in a volleyball match.) Will her dream come true? Let’s wish her good luck.(2) Exercise. T: How do you say “Sandy两次赢了比赛，真是太幸运了!” in English? Sandy won the match .What it is! What girl she is! How she is! (Students are expected to grasp the new words, “once”, “twice”, “wish” and “luck”.)2. Listen to the conversation and do some exercises (1) Finish Part A1 on P49. T: Millie wants to win the cup in a volleyball match. Do you want to know more about the match? Now, Millie is talking about it with Simon. Let’s find out which two teams will play in the match, when and where the match is, and what time the match will start. Open your books to page 49. Listen carefully and tick the correct answer in A1. (Teacher plays the tape. Play one more time if necessary.) Have you found out the answers? Can you answer these questions in complete sentences? Please ask and answer with your partner. (Teacher invites pairs of students to share the answer.)(2) Finish Part A2 on P49.T: You’ve got some useful information about the volleyball match. Simon wants to make notes about the match. Would you please help him complete it?Please complete A2. Attention! We only need to write down the key words. (Teacher shows one student’s notes on the screen and check with the others’.)(3) Finish Part A4 on P50.T: Well, we help Simon complete his notes. You are really helpful. Now, Simon wants to invite more classmates to watch the match. He wants to write a notice to tell them about it. Please read through A3 on Page50 very quickly and check if whether you’ve got enough information from the notes. (Students do fast reading for about 20 seconds.)T: What else would you like to find out? (How can they go to the sports center?) Good! Please listen to the conversation again and help him complete the notice in A3. (Teacher plays the tape once again. If necessary, more times.)T: Let’s check the answers sentence by sentence.(Teacher asks students to read the notice individually.)(4) Read the notice on P50 in chorus.【设计意图】先提出问题再播放音频，让学生带着问题在听的过程中去寻找答案，提高听的有效性。要求学生以问答的形式校对答案，以此来训练学生完整句子的表达能力。指导学生抓住有效信息，用关键词作笔记。用任务型教学模式，要求学生在完成通知内容之前先浏览并找出缺失的信息，带着问题去听，提高听的有效性。以整句形式反馈信息，为短文朗读打下基础。Step 2 DevelopmentA notice to my classmates1. Finish a noticeT: Boys and girls, what would you like to do this weekend? Would you like to invite your friends to go with you? Why not write a notice as Simon does? (Teacher walks around in class to help the students in need and encourage the students to write as much as they can with the proper phrases and structures they’ve learnt in class.) Welcome to Dear classmates, I like to at weekends. I enjoy it very much and do it . I plan(计划) to at , this . We can go there . Let’s meet . I hope . Thanks! our trip ! (your name) 2. Show timeT: Now, Who would like to read your notice here? Any volunteer? (Teacher invites at least two students to read their notices.)【设计意图】 建议学生为邀请更多伙伴参加自己的周末活动写一则通知，这一活动整合了本课时所学内容，是对学生英语综合运用能力的检验。学生仿写一则通知并上台播报通知，让学生将书本知识应用到实际生活当中来，让他们感受英语的语用价值和交际功能，在应用中培养学生英语学习的成就感。B Speak up: What do you like to do at the weekend? Step 1 Free talkT: Hi boys and girls! Look at the graph! What does the picture mean? (Daniel never plays basketball. He doesn’t like it.)T: What about this one?(Millie’s mother seldom goes to her school. She takes part in the parents’ meeting in September and March.)T: Good! Can you describe the other pictures with proper adverbs of frequency and proper prepositions? Well, let’s share your ideas!(Students are expected to make the following sentences. Picture 3: Millie sometimes plays volleyball. She practices it on Wednesday afternoon.Picture 4: Millie often chats with her classmates in the afternoon.Picture 5: Those students usually do morning exercises at 8:00am. Picture 6: Eddie always needs a good rest. He doesn’t know how to have fun.)【设计意图】引导学生根据图表看图说话，意在带领他们回顾本单元话题，复习、检验Grammar中所学介词及频度副词的掌握情况。Step 2 Presentation1. Ask and answer the questions in pairs according to the form.(1) New words and expressions. Explain “visit a museum” and “go on a picnic”.(2) Fill in the form according to the conversation. T: What does Millie like to do at weekends? How often does she do that? What about Tommy? Please listen to their conversation and fill in the form.Teacher plays the tape twice. If necessary, more times.What does Millie like to do at weekends?How often does she do that?What does Tommy like to do at weekends?How often does he do that?(Teacher asks four pairs to share the answers.)(3) Read the conversation together aloud.T: Good! You’ve got useful information from Millie and Tommy’s conversation. Now, let’s read it in parts. Boys play the role of Tommy and girls play the role of Millie. Ready? Go!2. Speak up: What do you like to do at weekends?T: Boys and girls, Millie and Tommy are talking about the things they like to do at weekends. Why not talk about our own weekend? Let’s try to know more about our friends, shall we? Please go and ask anybody you like about the things they like to do and the frequency. (Teacher walks around the class. Encourage and help students if necessary. )T: OK, time is up! Let’s share our conversations and know more about each other! Group one，please perform it one by one in a chain. (Teacher asks two groups of students to perform their conversations, in a chain and at random.)【设计意图】让学生结合自身周末活动的体验，相互交换信息。并以对话接龙和随机问答的形式进行反馈，加大学生的操练范围，促进学生间的沟通合作。通过反复的听与说，提高语言表达的正确率和沟通能力。Homework1. Practice talking about your weekend activities with your classmates.2. Remember the useful phrases and sentence structures.3. Finish the exercises of this period in the workbook.
Unit 4 My dayStudy skillsTeaching aims1. To know how to pronounce the vowels in stressed open syllables；2. To read the new words and phrases with vowels correctly. Teaching contentsThe sounds of the vowels.Difficult pointsHow to pronounce the vowels in new words.Teaching proceduresStep 1 Presentation1. Show the vowels one by one.T: Today we’ll learn about 8 easy vowels. They are: /ɑː/ /ɔː/ /iː/ /e/ /uː/ /u/ /ɜː/ /ə/. Let’s read these words together. 2. Show the vowels one by one.T: Do you know how to pronounce the sounds correctly? These vowels can be divided into two kinds. Some of them should pronounce longer, and we call them 长音 in Chinese. They are: /ɑː/ /ɔː/ /iː/ /uː/ /ɜː/. Some of them should pronounce shorter, and we call them 短音 in Chinese. They are: /e/ /u/ /ə/. Please imitate and read. Let’s read them again. /ɑː/ /ɔː/ /iː/ /uː/ /ɜː/ /e/ /u/ /ə/.3. Read and findShow some more words with the vowels:T: Now read the words below. Put each of them in the correct place.S: Read together.T: Excellent! T: How does “ar” pronounce?S: /ɑː/.T: How does “ea” pronounce?S: /e/.T: What about “ee” and “ea” pronounce?S: /iː/.T: And “oo”?S: /uː/ and /u/.T: Great! “al” and “or”?S: /ɔː/.T: And “er”?S: /ə/.T: Finally, the “ir” and “or”?S: /ɜː/.【设计意图】对于简单的单元音，通过听音、模仿，快速带过，重点教学放在感受长音和短音的不同。然后让学生通过自己读，自己思考，找到单元音一些字母组合的固定发音规律，使学生以后可以更容易的拼读一些生词。 Step 2 Practice1. Read and dictateT: Now it’s time for you to read the words on the left first. Then try to dictate the words on the right correctly. 2. Read and practiseT: Look at screen. Practise saying the following phrases. Please pay attention to the letters in red.3. Read and judgeT: Please look at five groups of words and decide the underlined letters pronounced the same or different.4. Look and findT: Please find a word in each group that is different from the others in pronunciation. Step 3 ConsolidationT: Now please look at five pictures and read the chants. Find the short and long vowels we have learned in this lesson. 【设计意图】利用课本内容，通过读单词和短语，检查学生对本课中相近音标的区分。再通过看音标朗读，写学过的单词，既复习了之前学习过的音标，又检查了新知识的具体使用情况运用所学音标知识，挑战自我，实现自主学习，收获成功喜悦。HomeworkRead the words and phrases again after class.
Unit 4 My dayTaskTeaching aims1. To understand the meaning of the happiness chart;2. To complete Millie’s diary with the information about her likes and dislikes in the table;3. To write about their own likes and dislikes.Teaching contents1. New words and phrases: dislike, reason, ready, get ready for sth, learn, world2. New structure: They help us get ready for the day.I can learn a lot about the world.Difficult pointsDiscuss the students’ own likes and dislikes and write them down.Teaching proceduresStep 1 Preparation1. Present “love”, “like” and “dislike”T: Hello, boys and girls. Today we are going to learn about Task of Unit 4 My day. In this period, you need to learn to write about your day at school and your likes and dislikes.(1)_Explanation.Tell students that smiling faces stand for likes and dislikes. Ask the students about their likes and dislike. Help students give reasons of their likes and dislikes. T: When we talk about our likes and dislikes, we can also use these three pictures. We use the laughing face for “love”. We use the smiling face for “like”. And we use the crying face for “dislike”.（出示单词love, like和dislike） T: “Love” means “like something very much” or “the thing you like very much”. So, what does “dislike” mean? T: Yes, you’re so clever. “dis-” means “not”. So “dislike” means “don’t like something” or “the thing you don’t like”. (2) Exercise.T: Can you complete the two sentences? Daniel ____________ (like) basketball. He never plays it. Aren’t you happy with the plan? Tell me what your ____________ (like) are. T: Good! In sentence one, “dislike” is a verb. It means “doesn’t like”. In sentence two, “dislike” is a noun. It means “the things you don’t like”.2. Talk about the preparations before class (1) Explanation.T: Now, let’s talk about our days at school and our likes and dislikes. We do a lot of things at school every day. For example, before the first class begins in the morning, we do the morning reading and then morning exercises. Do you like them? S: I like morning reading. T: Oh, that’s good. Can you tell me why? S: Because it can help me remember things well. T: Yes, I agree. Reading aloud can help us a lot. What about morning exercises? S: I don’t like them. T: Oh, really? You dislike morning exercises. But why? I think they are good for us. They can help us get ready for the day.（出示词组get ready for）Oh, it’s a new phrase. Let’s read it together. (2) Exercise.T: Now, please complete the sentence.（出示练习句） They are all ____________ the test.3. Talk about different subjects at school (1) Make a dialogue.T: Every day, we have different lessons. What subject do you like or dislike? And why? (出 示各门学科教科书的图片) Different people have different ideas. We have different reasons for our likes and dislikes.（出示单词reason，词组the reason for…，句子We have different reasons for our likes and dislikes.）Now, boys and girls, please talk in pairs about the subjects you like and dislike in this way. A: What subject do you like?B: I like/love…A: Why do you like it?B: Because I think…A: What subject do you dislike?B: I don’t like…A: Why don’t you like it?B: Because… What about you?A: I like… because… And I dislike… because… (2) Sum up.T: Very good. All of you did a good job. I find some good sentences in your conversations. Let me show you some of them. These useful expressions may help you in your writing later. I like/love… becauseIt is interesting/useful/important/...I am interested in…I think it is important for us to learn… well.I like our… teacher. He/She is always…I don’t like… because It is too difficult for me. I am not good at…There is always too much homework. T: I think every subject is very useful. We should try our best to learn them well. Do you agree? 4. Talk about after-school activities T: After all the lessons finish in the afternoon, we always do different activities, such as basketball, badminton, volleyball, drawing, singing, dancing, reading and many other interesting activities. What are your likes and dislikes? T: Please group yourselves into teams of our. Tell your team members about activities you like and dislike. You can say it in this way. I like… because… I always/usually/often… I don’t like… because… I never/seldom… T: Yes, everybody has his own interest and hobbies. As for me, I dislike basketball because I’m not tall enough. And I like reading best because I can learn a lot about the world from books.) (出示词组learn a lot about the world) T: Here, we have two new words. Let’s read them. Can you use the new phrase to complete the sentence? (出示练习句) These days, I’m reading books about animals because I want ____ different animals ______. T: Now, let me show you some useful expressions for talking about after-school activities that we like and dislike.（出示谈论对于课外活动的喜恶时可以用到的词句）run fast jump high have a sweet voice learn a lot about the world help me grow tall/strong/… I always enjoy myself when I…【设计意图】引导学生谈论对课外活动的喜、恶，教师在讲述自己的喜恶时自然引出本课时的新词汇；最后展示刚才谈论中涉及或未涉及的一些有用的词句，帮助学生积累写作环节组织语言需要的素材。Step 2 Presentation1. Millie’s happiness chart(1) Ask and answer about Millie’s likes and dislikes in pairs. T: OK, we’ve talked a lot about our likes and dislikes. Now, let’s look at Millie’s happiness chart. Please ask and answer in pairs about Millie’s likes and dislikes. (2) State Millie’s likes and dislikes orally. T: Now, I’d like you to state Millie’s likes and dislikes in the sentence pattern like “Millie loves/likes/dislikes… because she thinks/is/has…”2. Millie’s diary entry(1) Complete Millie’s diary entry. T: Millie is writing about her likes and dislikes in her diary. Please help her complete it. (2) Check the answers and read aloud.Step 3 Discussion1. Discuss the students’ own likes and dislikes in groups T: You all did a very good job. Now it’s time for us to write about our own likes and dislikes. Before we start writing, let’s make some discussion first. Please discuss your likes and dislikes in groups of four. Don’t forget to state your reasons.2. Discuss and conclude the tips and useful expressions for writing about the likes and dislikes T: Good. Now let’s talk about how to write the article well. Look at Millie’s diary entry again. Can you find the useful expressions? Wonderful! This part on page 52 can help you write correct sentences. You can use them while writing about your own likes and dislikes.Step 4 Writing1. Write an article about the students’ own likes and dislikes T: Boys and girls, now it’s time for you to write about your own likes and dislikes.2. Read the article to other group members. Check mistakes for each other T: If you have finished your article, read it to your group members. Check mistakes for each other.3. Read the article to the whole class T: Now, practice reading your article. I’ll ask some of you to read aloud your articles to the whole class.Homework1. Revise your article to make it better and read it to your parents. 2. Finish the exercises of Period 7 in Unit 4 in the workbook.
