Unit7 At Christmas Period（通用8篇）Unit7 At Christmas Period（通用8篇）
Unit7 At Christmas Period 篇1
一、教学目标：
1. 能按四会的要求掌握单词：yours,ours,mine,his,hers和句型whose …is it?/are they? it’s / they’re mine/yours/his/hers/ours.
2. 能按三会的要求掌握单词a wallet, a teapot, a calculator, a skateboard, a comb,
a mirror, a hairdryer
二、教学重点难点
1、能按要求掌握单词skateboard, calculator ，hairdryer
2、使学生初步领会名词性物主代词的使用办法。
三.课前准备
1）教学图片，有关日用品的实物，一些礼物
2）录音机，磁带
四、教学过程
一、warming up
1、listen a song<<my shirts’black>>.
2、free talk.
t:what’s the date today?
s:it’s …
t:look!what’s this?
s1:it’s a watch.
t:yes, it’s my watch.it’s mine.
二、presentation
一）教名词性物主代词
1 mine, yours,his,hers
1)t:look,what’s this?s:it’s a watch.
t:yes,it’s my watch.it’s mine.
板书： nine 和mine （我的东西）practise to say “mine” in some ways.
s1:this is my english book/pencil/ruler. it’s mine.
t:（指着学生的文具用品）whose pen is it ?
s2: it’s mine.
t:oh,it’s your pen.it’s yours.
用相同的办法教his,hers.
2、教yours,ours,theirs
t:（指着一叠练习册）whose workbooks are they?
s:they are our workbooks.
t:yes,they are yours.（指复数，你们的东西）
用相同的办法教ours,theirs.
3、出示表格：
形容词性物主代词my you’re his her our your their
名词性物主代词mine yours his hers ours yours theirs
(鼓励学生寻找到由形容词性物主代词到名词性物主代词的规律)
4、总结两种物主代词的用法的不同：形容词性物主代词必须跟上名词，而名词性物主代词不能）
二）教新单词
（教师把日历翻到12月25日）
t:look!today is the 25th of september. what holiday is it?
s:it’s christmas
t:(today is christmas day. here are some presents for you.
1、 teapot
t: please guess, we can use this to drink. what’s this?
s: cup.
t: we can also say :teapot（并出示实物）
板书：tea pot teapot并练读
t: this teapot is for you .
s: thank you.
t: whose teapot is that?
s2: it’s his teapot.it’s his.
3.用相同的办法教wallet, calculator, skateboard, comb, mirror, hairdryer
注意点：wallet 和 purse blackboard 和 skateboard climb 和 comb
calculator 分音节教 hair hairdryer
三）玩游戏
1、同学们把礼物放在同一张桌子上。（关于新学单词的实物）
2、同学们猜。如下：
s1: this is ’s wallet. it’s his.
s2:,is this your wallet? it’s yours, i think.
s1:yes./no.
s1:whose wallet is this?
s2:it’s ’s,it’s hers.
三、巩固练习
1 part c ask and answer
2 专项训练名词性物主代词和形容词性物主代词的应用.
四、家作布置
1、抄写单词并试默四会单词，四会句型。
2、熟读三会单词。
板书设计： unit 7 at christmas
whose …… is it? it’s mine/yours /his/ hers.
teapot are they? they’re ours/yours /theirs.
wallet
skateboard
hairdryer
mirror
comb
calculator
Unit7 At Christmas Period 篇2
一 教学内容 unit7 a listen, read and say.
二 教学目标
1能正确听,说,读词组: so…
2能正确听,说,读句型: i’ve got… open it for me. who is it/are they from? it’s/they’re from…
3能正确理解,掌握对话内容, 并能朗读, 初步表演对话.
4能运用本课所学语言对礼物进行对话交际.
5通过对本文的学习，对西方文化进一步了解，进而使学生对英语学习的兴趣更为浓厚。
三 教学重点
1 句型“ who is it/are they from? it’s/they’re from…; open it for me.”
2 能理清人物与礼物间的关系
四 教学难点
1 句型“ who is it/are they from? it’s/they’re from…; open it for me.”
2 理清人物与礼物间的关系
五 教学策略
情景教学和分层设计任务。
根据学生情况和本课特点，我决定首先将教室布置一下，创设圣诞节这个情境，也由于课文较长，我想采取分层教学, 将本课内容分为三部分, 逐步呈现, 最后以一表格概括主要内容及其关系, 降低了课文学习难度, 以突出本课的重点内容.
而“open it for me” 这个句型看似简单, 但怎样让学生自然积极的说这个句子成了问题,因为平日里我们除非特殊情况,一般都自己打开东西.所以我决定创设很难打开或打不开礼物这个环境, 让学生不知不觉学会这个句子.
另外学生的基础不同，所以决定将家作分层布置。
六 课前准备
1 教具准备: 多媒体课件, 两个盒子, 若干卡片, 礼物.
板书准备: 预先写好课题 unit 7 at christmas.
七 教学过程
a free talk
t:what day is it today?
s: it’s ……
t: what’s the date today?
s: it’s the 14th of december.
t: oh, christmas is coming.
teach: christmas, at christmas, on christmas day.
b presentation and practice
1师生对话,引出 so…的词,句.
t: i am so excited. 引出so…出示卡片
s: 跟读
t: are you excited?
s: yes, we are so excited. everybody is very excited.
t: do you know what do people usually do at christmas?(让学生自由发挥,说到教师准备图片时,再打开多媒体图片,顺序可交换)
s1: yes. they usually make up christmas tree.
t: look, it’s so beautiful.(出示圣诞树图片)
what else do people usually do?
s2: they usually have a party.
t: yes, look, they are so happy.(出示圣诞狂欢图片. 试着让部分同学跟着说)anything else?
s3: they usually eat a lot of delicious food.
t: yes, look, they are so delicious.(出示好吃的图片.试着让学生跟着说)
2学生用so…造句.
与以前所学单词连起来，激起学生的回忆，发挥学生的创造性。
t: the ruler is so long. my hands are so big.
who can make sentence.
学生造句.
3延续上文情景, 引出i’ve got…
t: you’re so smart. christmas is coming. i’ve got two presents. have you got any presents?
(引出i’ve got)
学生学习该词组
t: what about you?
s1: i’ve got …(通过教师不断询问学生,让学生练习说)
s2: i’ve got …
t: he/she has got …t
s3: i’ve got …
s: he/she has got …
has got虽不是本课主要知识点，但英语课堂中应注重提前渗透。
4 师生对话,引出 “open it for me”
t: and you?
s4: i’ve got …
t: can i have a look at your presents?
s4: sure. here you are.
t: 假装打不开.i’m sorry. open it for me, please. (出示句子卡片, 反面写上中文展示一下)
s4: ok!
学生学习 “open it for me”
t: do you want to look at my presents?
s: yes.
t: who wants to open it for me please?
s1: me.
t: open it for me, please.
t: (教师打开出示礼物) wow! they’re so…thank you.
s: not at all.
t: not at all, we can also say “you’re welcome.”
(教you’re welcome.)
这仍旧是上面的情景，但练习到说的人不多，所以我想了下面一个办法。
t: look at another present. is it big? (出示另一个礼物, 事先把礼物用小盒子装好, 再在外面再套一层盒子, 不断重叠, 形成大盒子后给学生出示)
s: yes, it’s so big.
t: who wants to open it? (让学生一次只能打开一个盒子，教师问：what’s it?)
s1: let me try. 试着打开. i’m sorry.
t: you can ask others to help you.
s2: s3,open it for me.
……
s5: s6, open it for me, please. (经过前面几个例子,学生都已明白怎么说, 这句话可引导学生一起说)
练习五六个同学后结束
t: thank you.
s: you’re welcome.
t:look, (出示礼物) it’s so nice. i like the colour very much.
t: it’s from my mother and they’re from my father. (教师拿起刚刚展示的两份礼物)
5 引出it’s from… they’re from… who is it from? who are they from?
学生学习.
t: what about you?
s1: it’s from …
s2: it’s from…
s3: they’re from…
t: (拿起学生礼物惊喜的问)oh, it’s so lovely. who is it from?
学生学习
s4: it’s from my …
t: who are they from?
学生学习
s5: they’re from …
t: look at this present. it’s so …
s: it’s so…
t: let’s ask who…
s: who is it from?
s6: it’s from…
全班问一个学生答, 个别学生问答.
6多媒体出示小对话例子, 学生练习
t: christmas is coming. i’ve got some presents. what about you?
s1: i’ve got one present.
t: it’s so big. can i have a look?
s1: sure.
t: open it for me, please.
s1: ok.
t: it’s a wallet. it’s so beautiful. who is it from?
s1: it’s from my uncle.
t: i see. c listen, read and say
1出示图片简介课文背景
t: jim’s family have got lots of presents, too. they’re so excited.
let’s listen what they are talking about with these questions.
2多媒体出示问题, 理解课文
听课文第一段录音, 完成练习
a. ( ) the present is jim’s.
b. ( ) the wallet is from grandma.
c. ( ) the wallet is for grandpa.
whose present is for grandma?
what is it?
who is it from?
自读课文第三段,完成练习
a. the calculator is for____
b. the skateboard____ mum and dad
c. mum’s present is a ________present is a watch.
they’re from____
自读整篇课文, 完成表格
这是一个总结归纳
present
whose (for)
from
grandpa’s
grandma
teapot
some tea
calculator
skateboard
jim’s
grandpa
grandma
mum’s
3 根据表格, 复述课文主要内容.
d consolidation
1 本课中只提到了父亲母亲给礼物，爷爷奶奶互送礼物，爷爷奶奶给父亲母亲礼物等，jim会送给父亲母亲啥礼物？会送爷爷奶奶啥礼物？父亲母亲会送爷爷奶奶啥礼物？想象一下 ，先小组内自编对话，然后进行表演。
e assign homework
1for all the students
熟读课文, 写至少三个句子来简介你的圣诞礼物
2for some students
写一篇小短文, 例文:
if (如果) you were jim:
christmas is coming. my family are so excited. i’ve got a calculator and a skateboard. they are from my mum and dad. my parents have got a watch and a hairdryer. they’re from my grandpa and grandma.
if you were dad or mum: …
照顾不同学生的基础不同，所以作业采取了分层设计，而且课文刚学玩，要求改写是有些难度的，所以只要求部分同学写。六年级的课文光死背已没啥意思，试着让学生做些用不同人称改写课文，这是对课文更进一步的理解。
板书设计：
unit7 at chrismas
so excited who is it/are they from?
everybody is very excited. it’s/they’re from…
i’ve got…
it’s/they’re so…
open it for me
you’re welcome.
Unit7 At Christmas Period 篇3
一、 教学目标
1.能听懂、会说、会读单词skateboard, hairdryer, watch, teapot, wallet, calculator, comb, mirror.
2.能听懂、会说、会读、会写单词mine, yours, his, hers, ours, yours, theirs.
3.初步掌握句型whose … is it/are they?及其回答。
4.初步了解名词性物主代词的用法，比较名词性物主代词和形容词性物主代词的区别。
二、教学重点：教学目标2、3。
三、教学难点：名词性物主代词的用法。
四、教具：多媒体课件、实物。
五、教学过程：
step 1. revision
1.greetings.
2.free talk: what day is it?
what date is it?
step 2. presentation
1.talk about christmas.
way: (1) t: (多媒体呈现图片)what date is it?
生回答引出christmas.
(2) sing a song: merry christmas.
(3) t: what do people usually do at christmas?
students answer the questions.
2.teach “skateboard, hairdryer”
way: (1) t: christmas is coming. yesterday i went shopping and bought some presents. look, it’s a present for my son.
teach the word “skateboard”.
drill: skate—board—skateboard
ask students to make words: ______board, _____board, ______board.
(2)t: this is a present for me, it’s a hairdryer.
teach the word: hairdryer.
3.teach “mine”
way: t: it’s my hairdryer. it’s mine.
引出并教学mine, then drill it.
4.teach “teapot, wallet, calculator, comb, mirror” and “yours, his, hers, ours, theirs” in the way.
5.teach the sentences “whose … is it/are they?”
way: 在教学单词的过程中穿插句型的教学。
6.listen, read and learn.
listen to the tape, then read the words.
step 3. drill.
1.多媒体播放对话，生认真听。
2.呈现图片，生根据录音看图分组编对话。
3.生表演对话。
4.ask and answer.
way: students look at the pictures and make dialogues in groups. then check.
step 4. practice
1.多媒体播放录像，生认真观看。
2.师给出讨论主题：
在日常生活中，我们也经常会拣到东西，请你帮助失物寻找主人。
3.生分组练习。
4.请学生表演。
step 5. summary
1.总结名词性物主代词。
2.比较形容词性物主代词和名词性物主代词的区别。
Unit7 At Christmas Period 篇4
一、教学目标：
1、复习巩固本课四会句型whose ….is it\ are they?it’s ….., who is it/the…from? it’s from… who are they/the…from? they’re from…
2、 会唱歌曲my shirt’s black，并掌握歌词中的一些反义词。
二、教学重点：通过复习进一步掌握本单元所学内容
三、教学过程：
1、 warming up
2、 review
师说形容性物主代词，生答相应的名词性物主代词
3、free talk(课前布置学生带自己平时得到的礼物，然后选几样放到讲台)
t:(拿起一件)whose…..is it?
s:it’s mine.
t:is it your birthday present or your christmas present?
s:it’s….
t:who is it from?
s:it’s from…
让该生上台继续以上的问话，复习三会四会句型，进一步熟练掌握。
4、完成partf
（1）当讲台上的物品问完后，可出示partf，请学生自己看懂，然后就请这些物品的主人上前，互相猜一猜是谁的，达到熟练运用名词性物主代词。
（2）小组拿出自己所带的物品，完成这个游戏
5、h sing a song
t:let’s sing a song, ok?
（1）通过听，跟唱，齐唱等方式让学生学会歌曲
（2）小组活动，更换歌词，然后唱一唱，比一比.
(3)复习歌词中的反义词并做一些练习。
6、learn part d
t: oh, you’ve got so many present. at christmas jim’s got many presents too. let’s
have a look. what does he have?
s: ok!
t：出示挂图d部分的图片，what’s this?
学生会答出 sharpener, crayons , model ship , cds , football , stamps.
t: so many presents, they are all from jim’s friends. guess, who are they from?
ss:猜一猜
t: maybe, now , let’s open your books ar part d.listen to the tape.
(听3遍，第一遍感知，第二遍完成，第三遍校对)
7 同桌两人就图用本单元四会句型编对话。
7.homework
(1写下d部分对话。
(2)完成补充习题对应练习。。
Unit7 At Christmas Period 篇5
教学目标：
1、复习、巩固名词性物主代词：his, hers, yours, ours, theirs, mine.
2、复习句型：whose……is it/are they?it’s/they’re……
3、了解日记的格式：parte
教学重、难点：parte
教学过程：
一 warm up :p61 sing a song
二free talk:
①复习b部分单词：师描述物品，生猜
t:i have many presents. please guess, what are they ?
i can put it in my pocket.
s: wallet.
学生同法互相操练
②复习名词性物主代词：his, hers, yours, ours, theirs, mine
t: is this yours?
s: yes, it’s mine.
t: is this book his?
s: no.
t: whose is it?
s: it’s hers.
同桌用同法操练复数句型和物主代词。
三 学习part e
1、教师逐一出示书上四幅图，引导学生讨论图片内容。在描述过程中引出：at the back of the bus, the man in front of me, the woman beside him, get off, take it to police station.
2、学生自读短文，完成part e 部分填空。
3、师讲解描述他人语言的句子：
he/she said ……
i asked …….
4、根据part e 讲解日记格式
四 巩固提高:
1 跟读短文.
2 写出下列动词的过去式:
do______ ask_______ get_______ say_______ answer________
sit________ take________ point_________ go_______ see_______
3 翻译下列词组.
(1)晴朗的一天______________ (2)乘公交车去超市_________________
(3)坐在公交车的后面_____________ (4)在我前面________________
(5)指着____________________ (6)把它带到警察局__________________-
(7)下车___________________ (8) 上车________________
(9)在座位下_________________ (10) 在他旁边__________________
五、作业
1、抄写e的重点词组。
2、补充习题部分练习。
3、根据e部分仿写一篇日记。
Unit7 At Christmas Period 篇6
一 教学内容 unit7 a listen, read and say.
二 教学目标
1能正确听,说,读词组: so…
2能正确听,说,读句型: i’ve got… open it for me. who is it/are they from? it’s/they’re from…
3能正确理解,掌握对话内容, 并能朗读, 初步表演对话.
4能运用本课所学语言对礼物进行对话交际.
5通过对本文的学习，对西方文化进一步了解，进而使学生对英语学习的兴趣更为浓厚。
三 教学重点
1 句型“ who is it/are they from? it’s/they’re from…; open it for me.”
2 能理清人物与礼物间的关系
四 教学难点
1 句型“ who is it/are they from? it’s/they’re from…; open it for me.”
2 理清人物与礼物间的关系
五 教学策略
情景教学和分层设计任务。
根据学生情况和本课特点，我决定首先将教室布置一下，创设圣诞节这个情境，也由于课文较长，我想采取分层教学, 将本课内容分为三部分, 逐步呈现, 最后以一表格概括主要内容及其关系, 降低了课文学习难度, 以突出本课的重点内容.
而“open it for me” 这个句型看似简单, 但怎样让学生自然积极的说这个句子成了问题,因为平日里我们除非特殊情况,一般都自己打开东西.所以我决定创设很难打开或打不开礼物这个环境, 让学生不知不觉学会这个句子.
另外学生的基础不同，所以决定将家作分层布置。
六 课前准备
1 教具准备: 多媒体课件, 两个盒子, 若干卡片, 礼物.
板书准备: 预先写好课题 unit 7 at christmas.
七 教学过程
a free talk
t:what day is it today?
s: it’s ……
t: what’s the date today?
s: it’s the 14th of december.
t: oh, christmas is coming.
teach: christmas, at christmas, on christmas day.
b presentation and practice
1师生对话,引出 so…的词,句.
t: i am so excited. 引出so…出示卡片
s: 跟读
t: are you excited?
s: yes, we are so excited. everybody is very excited.
t: do you know what do people usually do at christmas?(让学生自由发挥,说到教师准备图片时,再打开多媒体图片,顺序可交换)
s1: yes. they usually make up christmas tree.
t: look, it’s so beautiful.(出示圣诞树图片)
what else do people usually do?
s2: they usually have a party.
t: yes, look, they are so happy.(出示圣诞狂欢图片. 试着让部分同学跟着说)anything else?
s3: they usually eat a lot of delicious food.
t: yes, look, they are so delicious.(出示好吃的图片.试着让学生跟着说)
2学生用so…造句.
与以前所学单词连起来，激起学生的回忆，发挥学生的创造性。
t: the ruler is so long. my hands are so big.
who can make sentence.
学生造句.
3延续上文情景, 引出i’ve got…
t: you’re so smart. christmas is coming. i’ve got two presents. have you got any presents?
(引出i’ve got)
学生学习该词组
t: what about you?
s1: i’ve got …(通过教师不断询问学生,让学生练习说)
s2: i’ve got …
t: he/she has got …t
s3: i’ve got …
s: he/she has got …
has got虽不是本课主要知识点，但英语课堂中应注重提前渗透。
4 师生对话,引出 “open it for me”
t: and you?
s4: i’ve got …
t: can i have a look at your presents?
s4: sure. here you are.
t: 假装打不开.i’m sorry. open it for me, please. (出示句子卡片, 反面写上中文展示一下)
s4: ok!
学生学习 “open it for me”
t: do you want to look at my presents?
s: yes.
t: who wants to open it for me please?
s1: me.
t: open it for me, please.
t: (教师打开出示礼物) wow! they’re so…thank you.
s: not at all.
t: not at all, we can also say “you’re welcome.”
(教you’re welcome.)
这仍旧是上面的情景，但练习到说的人不多，所以我想了下面一个办法。
t: look at another present. is it big? (出示另一个礼物, 事先把礼物用小盒子装好, 再在外面再套一层盒子, 不断重叠, 形成大盒子后给学生出示)
s: yes, it’s so big.
t: who wants to open it? (让学生一次只能打开一个盒子，教师问：what’s it?)
s1: let me try. 试着打开. i’m sorry.
t: you can ask others to help you.
s2: s3,open it for me.
……
s5: s6, open it for me, please. (经过前面几个例子,学生都已明白怎么说, 这句话可引导学生一起说)
练习五六个同学后结束
t: thank you.
s: you’re welcome.
t:look, (出示礼物) it’s so nice. i like the colour very much.
t: it’s from my mother and they’re from my father. (教师拿起刚刚展示的两份礼物)
5 引出it’s from… they’re from… who is it from? who are they from?
学生学习.
t: what about you?
s1: it’s from …
s2: it’s from…
s3: they’re from…
t: (拿起学生礼物惊喜的问)oh, it’s so lovely. who is it from?
学生学习
s4: it’s from my …
t: who are they from?
学生学习
s5: they’re from …
t: look at this present. it’s so …
s: it’s so…
t: let’s ask who…
s: who is it from?
s6: it’s from…
全班问一个学生答, 个别学生问答.
6多媒体出示小对话例子, 学生练习
t: christmas is coming. i’ve got some presents. what about you?
s1: i’ve got one present.t: it’s so big. can i have a look?
s1: sure.
t: open it for me, please.
s1: ok.
t: it’s a wallet. it’s so beautiful. who is it from?
s1: it’s from my uncle.
t: i see.
c listen, read and say
1出示图片简介课文背景
t: jim’s family have got lots of presents, too. they’re so excited.
let’s listen what they are talking about with these questions.
2多媒体出示问题, 理解课文
听课文第一段录音, 完成练习
a. ( ) the present is jim’s.
unit7 at christmas period2 来自本站。
Unit7 At Christmas Period 篇7
一、教学目标
1.复习巩固本单元所学单词、词组、句型。
2. 培养学生综合运用语言的能力。
二、教学重点：熟练掌握本单元的词组和句型。
三、教学准备：多媒体课件。
四、教学过程
step1：warming up
free talk
step2：exercises:
默写词组句型:
1在...前面 in front of..
2晴朗的一天 a sunny day
3打开他们的礼物 open their presents
4今天早上 this morning
5下车 get off
6如此多的礼物 so many presents
7在公交车的后面 at the back of the bus
8一只漂亮的钱包 a beautiful wallet
9在圣诞节 at christmas/on christmas day
10不用谢 you’re welcome
11一些茶叶 some tea
12在圣诞树下 under the christmas tree
13写日记 write a diary
14给他的一面镜子 give a mirror to him/ give him a mirror
15杰姆的家人 jim’s family
16喜欢喝茶 like drinking tea
17玩滑板 play with skateboards
18男士旁边的妇女 the woman beside the man
19从...得到了... get...from...
20在他祖父母家 in his grandparents house
21乘公交车去超市 go to the supermarket by bus
22他们来自于谁? who are the from?
23他们来自于我的父妈妈. they are from my parents.
24它是谁的梳子? whose comb is it?
它是我的.(两种答法) it’s my comb, it’s mine.
25他们是谁的滑板? whose skateboards are they?
他们是我们的. they are our skateboards. they’re ours.
疑难问题解析:
三级训练a卷第七题和第十一题.
step3 homework:
完成三级训练a卷.
unit7 at christmas period6 来自本站。
Unit7 At Christmas Period 篇8
练习
一、教学目标
1.复习巩固本单元所学单词、词组、句型。
2. 培养学生综合运用语言的能力。
二、教学重点：名词性物主代词和形容词性物主代词的应用。
三、教学难点：
（1）灵活运用本单元所学单词、词组和句型。
（2）名词性物主代词和形容词性物主代词的应用。
四、教学准备：多媒体课件。
五、教学过程：
step1 warming up.
1 free talk:
what day/date is it today?
whose ...is it/are they? it’s /they’re...
whose is/are the… ? it’s /they’re…
who is it/are they from? it’s/ they’re from…
2复习：师生说对应的名词性物主代词和形容词性物主代词。
step2 presentation
1 总结名词性物主代词和形容词性物主代词的构成与用法：
一般情况形容词性物主代词后加s可构成名词性物主代词。
特殊的有：my-mine his-his its-its
2用法：形容词性物主代词+名词使用，名词性物主代词后不跟名词，一般直接用在be动词后或做主格。
3 练习：
人称
代词
主格
i
they
宾格
you
物主
代词
形物代
his
our
your
名物代
hers
its
4用所给词的正确形式填空
1. these pencils are (me)and (you)pencils are over there.
2. this classroom is (they)and (we)is on the third floor.
3. it’s (she)cat; (it)name is mimi.
4. (jim)grandma is fifty—eight. but looks young.
5. this is (we)new english teacher, mrs zhang. she likes (we)
and (we) love her, too.
6. whose skateboard is it? it’s (he)skateboard. it’s (he).
7. this is (i) present. please open for . (i)
8. who can help with (he) english?
9. here’s a photo of (i) family for (you). may i have one of (you)?
10. points to the woman beside (she) .
5讲评并订正。
step3 homework:
1背诵unit7课本上a部分内容。
2准备单词、短语和四会句型的默写。
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