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Rooms: bedroom, living room, study, bathroom, dining room, book, bed, desk, TV, table.
Myself: school, age, name, hobbies, birthday
二． 听
1. 引导学生看A项插图和文字信息，预测听力内容。Say: Look! Who are they? What do you know about them? Where do they go to school? How many pupils are there in their classes?
2. 请学生将注意力集中到A项图片及文字，做好听录音，填补信息的准备。
播放录音，学生听，填空。
修正答案。
3. 引导学生逐一核对答案。
When was Bill/ Jenny born? Where did Bill /does Jenny go to school in Beijing? How many pupils were/are there in his/her class?
1. 引导学生自主阅读B项上方的四个问题。
2. 按照B项上方的四个问题的提示，对A项的内容进行讨论。
3. 请一组学生进行对话示范。
S1: Where did Bill go to school in Beijing?
S2: He went to …
S1. How many pupils were there in his class in Beijing?
S2: There were…
S1: Where does Jenny go to school in Canada?
S2: She goes to …
S1. How many pupils are there in her class?
S2: There are…
选取几个小组表演对话，全班进行评价。
1. 引导学生看C项插图和文本格式，预测阅读文本的内容。
读一读需要排序的句子，明确阅读任务。
2. 请学生独立阅读文本，在文中找出与文后需要排序的句子相关的内容，并勾画出来。
完成排序任务。
3. 带领学生核对答案。
让学生尝试自己朗读文段，提高自己的朗读技巧。
请学生根据排好序的句子复述日记内容。
1. 引导学生阅读D项Jenny的自我介绍，总结她是从哪几个方面介绍自己的，从而明确自己可以从哪些方面入手进行仿写。
2. 要求学生写出五至六句话。