外研版小学英语一起一年级下册教案
Module1: Unit 1 He’s a doctor.
Teaching Aims:
Review the sentence pattern “This is my…”
Review the words: grandpa, grandma, friend, father, mother, brother, sister.
Learn to say “He’s / she’s… He’s / she’s a ….”
Importance and Difficulties:
Distinguish “He’s …” from “She’s …”
Students Analysis:
“He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.
Teaching Aids:
Tape recorder tape a doll Cards head ornaments
Teaching Procedures:
Step 1: Warming up
Sing to greeting.
Review colors: Show color cards and ask the Ss “What color?”
Review some words: Show some cards and ask the Ss “What’s this?”
Let’s count. (From one to twelve.)
Step 2: Revision
Teacher shows card s and Ss look and say “Father….”
Sticker these cards on the blackboard and read after T.
Read the words group by group.
Ss say: “This is my father….”
Ss review to say: “This is my school bag….”
Learn the word “friend.”
Read after teacher.
Learn to say “This is my friend.”
Step 3: Presentation
Teacher points to several Ss and says “She’s … / He’s …”
Explain with gestures.
Write “She’s …” and “He’s…” on the blackboard.
Read the sentence pattern.
T shows some head ornaments, Ss look and try to say “She’s Lingling. He’s Daming….”
Read “She’s Lingling. He’s Daming. …” after T.
Ask some Ss to go to the front and stand in a line.
Ss look and say “She’s…” / “He’s…”
Step 4: Consolidation
Teacher makes a model.
Ss try to introduce his friend like “She’s… / He’s …”.
Te acher points and says “She’s a pupil.” Or “He’s a pupil.”Ss learn to say.
Teaching Notes:
Module 1: Unit 2 She’s a nurse.
Teaching Aims:
1. Review the points of the module.
2. Learn to introduce a people like “Sh e’s…/ She’s a nurse.”
3. Do the exercises of the module.
Importance and Difficulties:
He’s / She’s a pupil.
Words: doctor, pupil, teacher.
The exercises of the module.
Students Analysis:
We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:
Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:
Step 1: Warming up
Sing to say hello.
Review the chant: Where’s the pencil?
Ss say the chant together.
Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”
Put a school bag on the des k, ask “Where’s the school bag?” Ss answer.
Put a big pencil in / on / under the school bag, Ss look and say its location.
Step 2: Revision
Review the sentence “Look at the tree.” And “Look at the window….”
Review the sentence “So many birds.” And the sentence pattern “So many…”Review to say “Let’s count.”
Count from one to twelve.
Look the cards and answer “Father / mother / …” quickly.
Introduce those cards like “This is my brother. / …”
Look and say “This is my pencil….”
Review the chant:
She, she, she. She’s Amy.
He, he, he. He’s Daming.
Read the chant after T.
Say your classmates’ name. (She’s… / He’s …)
Step 3: Presentation
Teacher points several Ss and says “She’s a pupil. / He’s a pupil.”Learn the word “pupil.”
Ss read the word.
Some Ss stand up, the others look and say “She’s a pupil. / He’s a pupil.”Look at the head ornaments and say “She’s a pupil. / He’s a pupil.”Teacher shows the card and says “He’s a doctor.”
Learn the word “doctor.”
Step 4: Do the exercises
Activity book: Exercise 2 on page 7
Exercise 3 on page 9
Teaching Notes:
Module2: Unit 1 Where’s the bird?
Period 1
Teaching Aims:
Understand the meaning of the text.
Review the sentence pattern “A cat is in the box. / Where’s my pen?”
D escribe the location like “It’s in / on/ under ..”
Importance and Difficulties:
The sentence pattern: “A cat is in the box.”
Try to ask: “Where’s the orange cat?”
Students Analysis:
We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?
Teaching Aids:
Tape recorder tape a doll
Pictures Cards
Teaching Procedures:
Step 1: Warming up
Greeting to Ss with a song.
A TPR game: Listen and do.
T: “Stand up! Sit down! Open your book! Point to the window. Point to the door….”Step 2: Revision
Show four cards. T: “What’s this?” / “This is …”
Read the four words in high and low voice.
Read fast.
T: “If you know, please stand up and read it fast.”
Show the wall chart.
Describe the location of the pen or the cat in the wall chart.
Step 3: Presentation
T points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …”
Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.
Read them after T in correct pronunciation and intonation.
Ask several Ss to repeat.
Read group by group.
Step 4: Practice
Ss ask T: “Where’s the pen?” T answer.
Group 1 ask, group 2 answer from teacher’s points.
Change. Group 2 ask and group 1 answer.
Practice with your partner.
Show some dialogues.
Step 5: Presentation
T draws 3 pictures on the blackboard: A red pen is in the hat.
A green pen is on the hat.
A yellow pen in under the hat.
T asks: “Where’s the green pen?”…. Ss answer.
Write the 2 sentences on the blackboard.
Read after T.
Ask several Ss repeat it.
Read group by group.
Step 6: Practice
T points to the picture, Ss ask: “Where’s the yellow pen?”… T answer. Group 1 ask and group 2 answer, then change.
Practice with partner.
Show your dialogue.
Step 7: Consolidation
A game: Look and guess.
“Please look at my mouth, and guess the sentence.”
Teaching Notes
Module3: Unit1 Where is the orange cat?
Teaching
Aims:
1. Review the sentence pattern “Where’s the orange cat?”
2. Learn to guess the location of object with “Is it under/ in / on…?”
Notes:
Importance and Difficulties:
Use the sentence: “Is it under / in / on the bed?” to ask the location.
Students Analysis:
It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location. Use the same thing to change its location each time will easier to the kids.
Teaching Aids:
Tape recorder tape a doll book Cards school bag box pen
Teaching Procedures:
Step 1: Warming up
Sing a hello song to greet with each other.
Play a guessing game.
“Please look at my gestures, and then guess the animal I mime.”
Step 2: Revision
Answer teacher’s question accord to the card.
“What’s this?” / “Is it a monster?”
Read the four words: doll, bear, bed, and balloon.
A game: I hide, you guess.
“Look, I hide a card; please guess what the card is.”
Look and answer.
(Teacher put some stationery, and asks the location.)
Write the four sentences on the blackboard: Where’s the cat?
It’s in the box.
Where’s the orange cat?
It’s under the box.
Read after teacher and correct their pronunciation and intonation.
Ask several students read them.
Read the four sentences group by group.
Step 3: Presentation and practice
Teacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book…)
Ss try to guess the location of the pen. “Is it …?”
Write the two sentences on the blackboard:
Is it under the bed?
Yes, it is.
Read after teacher.
Ask several students read it.
Read fast group by group.
Continue to play the game.
Step 4: Consolidation
Read the 4 sentences after teacher again.
Play a game: Hear and read fast.
(Listen to teacher’s sentence, and then read it fast group by group.)
Step 5: Ending
Summarize the class.
Sing and say goodbye.
Teaching Notes:
Module3: Unit2 How many green birds?
Teaching Aims:
Learn the numbers: 11 and 12.
Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:
The pronunciation of “eleven and twelve”.
The s entence “Look at the tree.”
Students Analysis:
In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.
Teaching Aids:
Tape recorder tape a doll Cards
Teaching Procedures:
Step 1: Warming up
Sing and say hello.
Review the chant.
Read the chant together with gestures.
Review the four words: balloon, bed, bear, and doll.
(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)
Step 2: Presentation and practice
A game: Listen and do.
(T: “Point to the ceiling. Point to t he window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)
T makes gesture to explain the sentence “Look at the door.”
Continue to play the game.
(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….)
T shows several cards and asks “What’s this?” (tree)
Teach the new word “tree”.
Read and mime a tree.
T: “Look at the tree.” Get the Ss to look at the tree card.
Write the sentence “Look at the tree.” On the blackboard.
Read and make gestures.
Stick the wall chart on the blackboard.
Get the Ss to look at the big tree.
T: “Look at the tree. So many birds! ”
Make gesture to explain the phrase “so many…”.
Write “So many birds!” on the blackboard.
Read after T and then read together.
T: “Oh, how many birds? Let’s count.”
Teach “Let’s count.”
Write it on the blackboard.
Read and correct their pronunciation.
Count the birds in the tree together.
“OK, now, let’s count, how many birds? One, two, and three…”
Teach the number eleven and twelve.
T: “How many birds?” Ss: “Twelve birds.”
Step 3: Consolidation
Read the sentence on the blackboard again.
Fast reaction: Listen to teacher’s sentence and repeat it fast group by group Teaching Notes:
Module 4: Unit 1 This is my head.
Teaching
Aims:
1. Understand the meaning of the module.
2. Learn the three new words: head, mouth, eye.
3. Can survey like: This is my head / mouth / …
Importance and Difficulties:
1. The pronunciation of “mouth”.
2. Do the survey.
Students
Analysis:
This module is funny, the kids like to show their body. The problem is the three words’ pronunciation, like /e/, /ai/ and “th”. Practice more here.
Teaching Aids:
Tape recorder tapes cards
CD-ROM
Teaching Procedures:
Step 1: Warming up
Sing to greeting each other.
Sing a song.
Step 2: Revision
Review some words:
Bus, doctor, dress, nurse, driver, coat
A game: I do, you say.
Read them fast.
Review to say: “She’s / He’s ….”
Review to say: “This is his / her….”
Step 3: Presentation
T shows a picture of a head.
T asks: “What’s this?”
Ss try to answer. (a head)
Learn to say “head”.
Point your head and read “head” in a little game. Read head in a chant.
Learn to say “This is my head.”
Learn the word “mouth” and “eye” in the same way. Learn to say “This is my mouth / eye.”
Step 3: Practice
Read the 3 words again.
Fast reaction: I say, you point.
I point, you say.
T points, Ss say “This is my head/…”
Step 5: Consolidation
Get the Ss to say “This is my pencil. / …”
Listen to the tape and try to understand the text. Read the text after the tape-recorder.
Teaching Notes:
Module 4: Unit 2 These are your legs.
Period 1
Teaching Aims:
Understand and try to say the sentence: “These are…”
Review the words and learn a new body word: leg.
3. Learn a song: Heads, shoulders.
Importance and Difficulties:
1. The pronunciation of the sentence: “These are…”
2. The English song: Heads, shoulders.
Students Analysis:
“These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.
Teaching Aids:
Tape recorder tapes cards
stationery
Teaching Procedures:
Step 1: Warming up
Greeting each other.
Words game: Ask and answer.
Review to say “This is his / her….”
Step 2: Revision
Review these body words in a game: ask and answer.
Review to survey “This is my / your….”
Step 3: Presentation
T points to an eye and asks: What’s this?
Ss: This is an eye.
T points to the other eye and asks: What’s this?
Ss: This is an eye.
T asks: How many eyes do you have?
Ss: Two eyes.
T points to her eyes and say “These are my eyes.”
Ss learn to say “These are my eyes.”
Ss say the sentence one by one.
Write the sentence on the blackboard.
T points to her legs and says “These are my legs.”
Ss point to their legs and say “These are my legs.”
Ss learn to say the word “leg”.
T point to ears, Ss look and say “These are my ears.”
Step 4: Practice
A game: T point, Ss look and say: This is my head. / These are my eyes. .. T shows a pencil to Ss, Ss: This is a pencil.
T shows 4 pencils to Ss, Ss: These are pencils.
T shows more stationery and asks Ss: What’s this? / What are these?
A game: I show, you say.
I say, you show.
Step 5: Learn the song
CD-ROM: Listen to the song
Turn to page 17 and read the words of the song.
Sing follow T sentence by sentence and do the actions.
Sing the song together with CD-ROM.
Teaching Notes:
Module 5: Unit 1 They’re cows.
Period 1
Teaching
Aims:
1. Understand the meaning of the module.
2. Learn four new words: cow, pig, chicken and egg.
3. Understand “What are they? They are …”
Importance and Difficulties:
1. Try to speak “What are they? They are…”
2. The pronunciation of the words: chicken and egg.
Students
Analysis:
Animals always the children’s favorite, but today’s animals are not easy to catch. We can make the words into some chant, so that it will be easier to catch them.
Teaching Aids:
Tape recorder tapes cards
CD-ROM pictures wall chart
Teaching Procedures:
Step 1: Warming up
Sing the song
Greeting each other.
Step 2: Revision
Review words: a game: Ask and answer chant
T points, Ss look and say “This is my head…. / These are my ears….”
T shows some stationery, Ss look and say “This is a pencil…. / These are erasers….”Step 3: Presentation
Turn to page 18.
Observe the pictures and listen to teacher.
Get the Ss to understand the text.
Learn the word “cow”:
A. Observe picture 2.
B. L earn the new word “cow”.
C. Get the Ss count “How many cows?”
D. Learn to say “They are cows.”
E. Say it group by group.
F. T asks: What are they? Ss answer.
G. Learn to say “What are they?”
H. Say it one bye one.
Learn the other new words: pig, chicken, egg. Picture 3: pig---pigs
Picture 4: chi ken---chickens
Picture 5: egg---eggs
Word games: A. Chant
B. Left and right
Step 4: Practice
Page 19: activity 2.
Read after T.
Read group by group.
Read the conversation one by one. Blackboardwriting:
Teaching Notes:
Module 5: Unit 2 It’s thin.
Period 1
Teaching
Aims:
Learn the new words.
Understand the text.
Importance and Difficulties:
The new word “thin”.
The meaning of the text
Students
Analysis:
The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.
Teaching Aids:
Tape recorder tapes cards
stationery
Teaching Procedures:
Step 1: Warming up
Sing to greeting.
Sing a song.
Step 2: Revision
Words chant: Ask and answer chant
Watch the CAI and review the sentence patterns: What are they? They are cows. Game: T imitates the animal’s voice; Ss guess “What are they?”
Step 3: Presentation
Observe the wall chart of the text.
Learn to say: mother pig, father pig …
Watch the card and learn to say “baby pig”.
Look at the father pig and learn the new word: fat.
Look at the mother pig and learn the new word: thin.
Count: How many baby pigs? Six.
Look at the baby pigs and learn the new words: big, little Read those words and do the actions after T.
Watch the card and learn the new word “pink”.
Step 3: Practice
Review the colors.
T points, Ss read the words.
T says the word, Ss do the actions.
T do the actions, Ss says the word.
Words chant.
Watch the pictures and say:
This is a panda. It’s fat.
This is a monkey. It’s thin.
This is a baby pig. It’s little.
This is a father pig. It’s big. Blackboardwriting:
Teaching Notes:
Module 6: Unit 1 These snacks are short.
Period 1
Teaching
Aims:
1. Understand the meaning of the module.
2. Learn four animal words: snake, giraffe, elephant, lion
3. Try to understand and learn “long, short,tall, and short”.
Importance and Difficulties:
Understand the 2 meaning of the word “short”.
The pronunciation of “giraffe”.
Students
Analysis:
The four animal words“snake, giraffe, elephant, lion”is not popular as “dog、cat、fish and fish”, there will be more time to read them out. Especially the pronunciation of “giraffe and elephant”.
Teaching Aids:
Tape recorder tapes cards
CD-ROM pictures wall chart
Teaching Procedures:
Step 1: Warming up
Greeting each other.
Review: cow, pig, chicken, egg
Step 2: Revision
Review “They’re …”
Read activity 2 on page 19.
Express time: Describe the picture on page 20.
(The pig’s family)
(The chicken’s family)
Step 3: Presentation
Lingling and Amy went to the zoo today.
Learn the word: zoo
Learn to say: Let’s go to the zoo.
Observe picture one and find the animal.
Learn the new word: snake
Read the word after T and correct Ss’ pronunciation.
Read the word in a little game: High and low voice
Learn the new words “giraffe, elephant, lion” in the same way. Game: Fast reaction
Game: I say, you do. / I do, you say.
Point and say: They’re snakes. …
Look at the picture and try to understand “long, short, tall”. Read those words.
Game: I do, you say.
T do the actions, Ss say the word.
Step 4: Ending
Read all the words together.
Sing to say goodbye.
Blackboardwriting:
Teaching Notes:
外研版小学英语教学设计.doc
外研版小学英语《 Robots will do everything. 》教学设计 整个教学过程我采用了听、说、玩、演、唱一系列的教学活动， 具体设计为：课前复习——教授新课——巩固练习——总结并布置作 业。 Step1：课前复习 1、师生之间问候。 2、利用所学短语复习句型：“ Will you.?”，“Can you?”。 Step2：教授新课 1、导入 用多媒体课件出示机器人的图片，师问“What’s this?”， “what are they ?”。生回答，“It ’s a robot.”，“They are robots”.。从而引出今天的课题。 2、教授新知 1）、根据预习情况，师生共同学习新课。“One day,robots will do everything. What will his robot do?”You can say “They will”(使用多媒体 ) 2)、出示多媒体课件。“Talk about the pictures.you can say： He/they/She/ It will” 3）、出示问题。让学生带问题听录音。个别学生回答问题， 表现好的发帖画，以激励学生。生两人一组，一问一答，复
习本单元重点。 4）、听录音，跟读。纠正自己的发音，分角色朗读，小组 展示。 Step3巩固练习 1）练习：我理想中的机器人能干什么，It will. 2）把图片与句子连线。 以上两个练习，即检查学生的掌握情况又达到复习巩固的目的。 Step4、课堂总结并布置作业 1）、以知识树的形式出现本单元的重点内容。单词有生拼读，句子由生翻译。 布置作业 2）、自己设计一种新型物品：，例如：多功能书、 22 世纪的电视机等，把这些物品画出来，然后使用“This is .. It can .. It will ”等句型实行描述。
人教版小学英语三年级上册教案(全册)
Unit 1 Hello 第一课时 教学目标： 1、听懂、会说Hello./Hi . Goodbye./Bye-Bye. I'm ...。 2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学 会见面打招呼、自我介绍及道别的日常用语 3、培养学生乐于开口,敢于开口讲英语的习惯，激发学生想学、 乐学英语的兴趣和愿望。 教学重点： 本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说Hello./Hi . Goodbye./Bye-Bye. I'm ...。教学难点： 自我介绍用语I'm …的发音不容易到位，学习起来较难，教师要 适时纠正，切不可挫伤孩子的学习积极性。 教具准备： 1. 教材相关人物的面具或头饰 2.为Let's play中的击鼓传花游戏准备相应的道具 3.教材相配套的录音带 教学过程： 热身(Warm-up) （1）先给学生播放卡通片，了解所学语言运用的环境。内容为"迪士尼英语"中第一课的片段（Magic English----Hello）学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello./Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设， 学习与兴趣同时存在。[本部分内容根据各校情况可自行改变，用图 片来代替，或直接进入下一环节。 （2）通过看卡通片告诉学生"卡通"一词的发音是由英语单词Cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多 的类似之处，有时我们甚至直接用英语的单词来代表某物如CD, VCD, DVD等等。 （3）由于学生是第一次正式接受英语课的学习，教师可在此基 础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意 义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用 语。利用教科书开始的蝴蝶页Welcome to English 彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如CD, VCD, DVD, OK! Hi! Yeah! Wow! Bye! E-mail, Cartoon等词来激发学生学习兴趣与学习愿望。 呈现新课(Presentation)
外研版小学英语五年级上册教案
Module 1 Unit 1 Did you come back yesterday? Function: Talking about past activities Target Language: When did you come back? We came back… Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, wait for, drop Procedures: Step 1： Warm-up 1. Say “Hello” to the pupils and ask them several questions. 2. Review more verbs or verb phrases. Step 2 ：Introduction 1. Talk with the children about the summer vacation, such as: What did you do? What did you see? What did you eat? What did yo u drink? When did you come back? Etc. 2. Tell the children that they are going to listen to the dialogues among Lingling, Sam and Amy and we are going to learn how to tal k about the past activities. Step 3： Presentation 1. Put the chart on the blackboard and ask the children to look a t the picture carefully. Ask the children some questions: Do you kno w this place? Are Lingling, Sam and Amy in London or in China? T hey are in a park. They are in London. 2. Point to John and tell the children that he is John. Now listen and look. 3. Play the cassette and ask some questions.
外研版小学英语说课稿[新版].doc
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教材评价 小组成员：group 3rd 黄初铃黄爱爱高红李文倩魏绥周
一．框架 I．外研社教学包： 学生用书，课堂活动用书，教师用书，教学磁带，多媒体课件与网络支持系统，教学挂历，卡片，贴纸，电视教学片，同步练习等。 II．外研版小学英语教材框架 1.总括：（一年级起点教材） 第一册一第八册第一轮语言呈现与教学 第九册—第十册第一轮语言复习(针对难点进行复习) 第十一册—第十二册第二轮全面复习(为中学学习做准备)
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一览图表 课本架构 ① 10 Modules ② 1Review Module ③ Words and Expressions in Each Module ④ Word List ⑤ Reading for Pleasure(第三册起） 3.教材内容安排： （一）一年级起点教材结构: Module: Unit 1 一般有三个部分组成 1.Listen,point and find"某个句型等" Eg: Listen ,point and find "How long is...?"/"Have you got...?"/"There is/are..." 2.Listen and say(对话形式) 3.Practice.(问答，对话活动) Unit2 一般有四个部分组成 1.Listen and repeat./Read and match. 2.Listen and point./look and say./ask and answer. Unit 1（语言呈现） Unit2 (语言扩展和语言练习)
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Instructional Design I. Background information Content: Section A, Unit 5, JEFC Teacher: Chen Jie Description of students: 40 students in Junior/Primary/Senior 1, 15 boys and 25 girls Lesson duration: 40 minutes Time & date: 8:20—9:00am, Tuesday, 29th April, 2014 II. Teaching contents: Topic: Asking the way. New words: face, hand, …. New patterns: Could you tell me how to get to the post office? 按照听、读、说、写的内容分开写，然后要功能与话题。 III. Teaching key points and difficulties: Teaching key points: Teaching difficulties: IV. Teaching objectives: A.Knowledge objectives By the end of the lesson, students should be able to: ……
B.Ability objectives By the end of the lesson, students should be able to …… C.Affects/Morality/Attitude…. Students learn to be good listeners while the others are talking. V. Teaching aids: tapes, OHP, chalk, etc. VI. Teaching Model /Method ?PPP ?Three stages ?Five-step teaching method ?Audio-lingual method, etc. ?语法课见第七单元 ?每节课选用一个 VII. The style of the lesson: ?Reading ?Reading and writing ?Reading and talking ?Listening and talking ?Listening and speaking ?Grammar ?Exercises
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教学过程： Step1: 1、Look at the picture: WELCOME BACK TO SCHOOL 2、Say out the English in the pictures Step2: Learn the names. 1、Look at the people. 2、Learn the names:Amy 3、Look and say. Step3: Learn to say : WELCOME BACK TO SCHOOL I am from America/Canada/China. Step4: Introduce yourself Step5: Summary Step6: homework 板书设计： Unit 1 WELCOME BACK TO SCHOOL I am from America/Canada/China. 作业布置： 1、Revise the names ；
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