第一篇：牛津英語7A英語教學工作計劃

牛津英語7A英語教學工作計劃

吳窯中心學校：陳銀

我們學校初一年級英語組將認真貫徹英語教研組教育工作會議精神,本學期工作計劃將繼續以課程改革為中心，圍繞課改完善和深化學科教學常規，進行課改研究和專題研究等活動,增強全體備課組教師的質量意識、課改意識、創新意識和發展意識。

1、更新觀念，提高認識，改變教學方式。認真學習初中《英語新課程標準》和有關現代教育教學理論。教師要徹底改變傳統的師生觀、教學觀、人才觀。教學從學生的學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑，發展學生綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力的過程。

2、充分發揮備課組力量。為適應素質教育的發展及中考的需要，我們要認真學習《英語新課程標準》，認真鉆研教材，實行集體說課、備課。備課盡量做到節節集體備課，地點就在英語組辦公室。在個人說課的基礎上，進行集體備課，統一每課時的教學目的和要求，單元的重、難點，知識講練的深度與廣度，選擇恰當的教學方法，做到練習一致，測試一致。平時積極探討，相互交流，有經驗及時總結，有問題及時解決。

3、認真上好牛津版初中英語７Ａ教材，完成整個學期的教學任務。同時進一步激發學生的英語學習動機，提高他們的學習興趣，使他們具有較強的自主學習意識。能在教師的幫助下計劃、組織和實施各種英語學習活動。能主動擴展和利用學習資源，從多渠道獲取信息。能根據自我評價結果調整學習目標和策略。能體會交際中語言的文化內涵和背景。復習鞏固語言基礎知識，注重過程性評價，培養學生的聽、說、讀、寫能力。

4、突出教學重點，攻克教學難點。突出教學內容的重點：聽力、口語、詞匯、句型、語法、閱讀、書面表達貫穿整個教學過程。每周定時上口語課；每天進行單詞、短語、句子的聽寫和課堂過關測試；每堂課進行隨堂聽力訓練和句型、語法練習；同時通過課外作業對單詞、句型及語法進行鞏固性練習；每單元進行一次單元綜合測驗，以提高學生在完形填空、閱讀理解、書面表達等各方面的能力。

5、課后做好不同層次學生的輔導工作。尤其要關心后進生，厚愛特困生，積極投入到愛心幫扶活動中去。要重興趣、重方法、求穩定、求實效，避免出現大批掉隊和過早分化現象。對英語學習水平不同的學生，要做好“培優補差”。在上好課的同時，我們全備課組教師也積極參加各種教科研活動，從而不斷提升自己的專業素養！

第二篇：7a牛津英語教案

Module 1 : Relationships unit 1: relatives in Beijing tasks in this unit:

talking about relatives;starting relationship, where they live and ages;making travel arrangements;planning departure dates and length of holidays;writing about travel plans, means of transport and costs;talking about places of interest in Beijing;reading about timetables;writing a personal letter about holiday plans.Listening and speaking : Planning a trip to Beijing Knowledge objectives: Using the present perfect tense to relate past events to the present Skill and ability objectives: listening: listen for specific information speaking: open and maintain an interaction by asking and answering questions reading: scan a text to locate specific information Emotional objectives Help students make plans for the things they want to do Key point Using the present perfect tense to relate past events to the present Difficulties Using the present perfect tense to relate past events to the present

Pre-task preparation: read and answer: Dear David We haven’t seen each other for a long time.How are you and your family in Garden City?

We would like to invite you to stay with us in Beijing in August.My children haven’t seen their cousins before.They want to see them very much.They also want to take them to some interesting places in Beijing.We will be very happy if you can come in August.It won’t be very hot here.Please write to me soon.Yours Weiming questions: 1

Where do Weiming and his family live?

When would Weiming like to invite them to Beijing? 3

Have Ben and Kitty seen their cousins before? 4

What do Ben and Kitty’s cousins want to do? while-task procedure: look and learn: invite/invitation cheap/ expensive agent/ brochure listen and say: read the passage after the tape practice reading look, read and answer: read the passage after the tape practice reading Post-task activies Think and talk Listen and choose Homework: Workbook 7A, pages 1 and 3.*act out the dialogue

say and act& listen and say& read and write Knowledge objectives: using modal verbs to express preferences using adjectives to describe objects Skill and ability objectives: llistening:listen for specific information speaking: maintain an interaction by replying and asking reading: skim a text to obtain a general impression and the main ideas writing: gather and share information by using strategies such as questioning Emotional objectives Help students make plans for the things they want to do Key point using modal verbs to express preferences using adjectives to describe objects Difficulties How long does it take to do? Pre-task preparation: read and write: Kitty is telling Mr Hu about their trip plan to Beijing.Can you complete what she says?

Mr Hu, I will travel to(1)_______ in the summer holidays.My uncle lives there.He has(2)_______ us to visit them in(3)_______(month).He has a son called(4)_______ who is(5)_______ years old and a daughter of(6)_______ years old called

(7)_______.Ben and I have(8)_______ seen our cousins before.So we are happy we can go there.while-task procedure: think and say: Sally __________(be)to Thailand.We __________(get)a letter from our cousin, Judy.Billy __________(invite)Andy to his birthday party.Wendy __________(send)an e-mail to Mary.It takes __________________ hours to travel from Shanghai to Beijing by train.It costs __________________ ________________________ yuan.It takes __________________ hours to travel from Shanghai to Guangzhou by train.It costs __________________ ________________________ yuan.It takes … hours to travel from Shanghai to … by _____.It costs … yuan.look and read: Where is Mr Li? At the travel agent’s.read the passage after the tape practice reading

listen and say: at the end of August /Back to Garden City read the passage after the tape practice reading answer the questions: ? When are the Lis going to leave for Beijing? ? When are they going to come back from Beijing? ? How long are they going to stay there? ? How are they going to travel to Beijing? ? Why won’t they take the train there?

read and write: The Lis have decided to go to Beijing.Mr Li is writing a letter to his brother, Weiming.Can you help him complete the letter to Uncle Weiming? Post-task activies Look and say Listen and answer Homework: Workbook 7A, pages 2 and 4.*look and say(ppt)

reading : welcome to Beijing Knowledge objectives: using proper nouns to refer to places using nouns to show position using adverbs to show position Skill and ability objectives: listening: using visual clues, context and knowledge of the world to work out the meaning of unknown words speaking: open and maintain an interaction by asking and answering questions reading: read written language in meaningful chunks writing: gather and share information and ideas by using strategies such as brainstorming Emotional objectives Help students make plans for the things they want to do Key point read written language in meaningful chunks Difficulties using nouns to show position using adverbs to show position

Pre-task preparation: look and talk: Work in pairs.Suppose you are at the travel agent’s.You are S2 and you are asking the agent for some information.S1, the agent, should try to answer your questions.make a dialogue according to the sentence structure: think and write: Mr Li received a(1)__________ from his

(2)__________, Weiming.Weiming is Ben and Kitty’s(3)__________.He lives in(4)__________.He has a(5)__________ called Simon and a

(6)__________ called Lucy.Simon is(7)__________ years old and Lucy is(8)__________.Weiming asked Mr Li to stay with them in

(9)__________(month).They can go there by

(10)__________ or by(11)__________.The next day, Mr Li went to visit a(12)__________(13)__________ because he wanted to get some

(14)__________.Mr Li knew that it takes about(15)______________ hours to travel from Garden City to Beijing by plane and it costs

(16)__________ yuan.That’s(17)__________.But it takes about(18)__________ hours by train.It is too(19)__________.It costs only(20)__________ yuan.while-task procedure: listen and say: The Li family has arrived in Beijing.Simon and Lucy want to take Ben and Kitty to some interesting places.look and learn: new words and phrases:the summer palace/ the great wall/ tian’anmen square/ the palace museum/swan/ mountain/brick/stone/national/raise

read：

read the passage after the tape practice reading answer the questions: ? Where is the Summer Palace? ? What are there at the palace? ? What is the name of the lake? ? What can you see on the lake? ? Where is the Great Wall? ? What did people build it with? ? What can you see on the wall? ? What can you see from the wall? ? Where is Tian’anmen Square? ? How many people can it hold? ? What do soldiers do every morning in Tian’anmen Square? ? Where is the Palace Museum? ? What can people see at the Palace Museum? ? Why do many people visit the museum? Post-task activies Listen and number Homework: Workbook 7A, page 7 *Watch and say(ppt)

look and read & look, write and say Knowledge objectives: using going to to talk about future activities using wh-questions to find out place using modal verbs to express ability Skill and ability objectives: listening: use visual clues, context and knowledge of the world to work out the meaning of unknown words speaking: open and maintain an interaction by asking and answering questions reading: scan a text to locate specific information writing: gather and share information and ideas by using strategies such as brainstorming Emotional objectives Help students make plans for the things they want to do Key point using going to to talk about future activities using modal verbs to express ability Difficulties using going to to talk about future activities using wh-questions to find out place

Pre-task preparation: look ,read and say:

Suppose you have just come back from a trip to Beijing.You want to tell your friends about these four interesting places in Beijing.Look at the photos and the captions you have written on the back of the photos.Then tell in your own words.while-task procedure: look and say: Lucy and Simon have made a holiday plan for Ben and Kitty.Look at the calendar and tell what they are going to do each day.They are going to visit … on … look and learn: new words and phrases: places of interest

look and read: The children are planning to visit different places of interest in Beijing.read the passages after the tapes practice reading

look, write and say: Look at the calendar on the next slide and page 5 in Student’s Book again.Pretend you are Ben, Kitty, Simon and Lucy, and talk about your visits.make a dialogue Post-task activies Look and talk Homework: page 5 *Look, ask and answer

Lucy’s holiday plan

Knowledge objectives: using formulaic expressions to begin and end a letter using the simple past tense to talk about past activities Skill and ability objectives: listening: listen for specific information speaking: maintain an interaction by replying and asking questions reading: read written language in meaningful chunks writing: develop written texts by expressing own ideas and feelings Emotional objectives Help students make plans for the things they want to do Key point using the simple past tense to talk about past activities Difficulties

using formulaic expressions to begin and end a letter

Pre-task preparation:

look and write: You are going to read four pages from Kitty’s diary in her blog.She wrote the diary when she came back to Garden City.But some words are missing.Can you help her complete them? fill in the blanks

while-task procedure:

think and say: Suppose your cousin is visiting you in Shanghai now.Look at the pictures and notes.Talk about the visits.look and read: read the passage after the tape practice reading

read and choose: Read Kitty’s letter again and pick out which two photos Kitty is going to send together with her letter to Lucy.answer the questions according the given passage:

write: You are Lucy.You want to write a letter to Kitty about your holiday plan for the Spring Festival.Post-task activies Read and answer Homework:

page 8 *Read and write

第三篇：牛津7A 英語教案

汲水二中七年級英語教案

Teaching Plan of 7B Unit 1 Comic strip and Welcome to the unit

汲水二中邢鑫鑫

The aims of teaching：

1、Talk about the students’ own dream homes.Lead them to think about the livings in different countries.2、Learn about the sign buildings in different countries.3、Get to know about capitals of some countries.The emphasis of teaching： 1 Words and phrases:

dream

capital

would like to

live in

next to the capital of 2 Sentences:

Would you like to live in a palace?

I’d like to live next to a restaurant.Which restaurant is your favorite?

The capital of Japan is Tokyo.The steps of teaching：

Step 1:

Greetings f.g Happy New Year!Wish you a happy new year!Step2: Presentation 1 This is a map of the world.What countries in the world do you know?

第1頁（共4頁）The USA, the UK, Japan, etc.2

(Review some countries’ names that presented in Part A, Page 7)

Here are some pictures about the famous interests and some sign buildings of the world.Do you know something about them? 3

Here are some beautiful pictures in my hands.They are some of the most famous places in the world.Do you know where they are? Look at this mountain.What is its name?It’s Mount Fuji.What country is it in?It’s in Japan.4

Write the word of “Japan” on the blackboard and let the students read it aloud to make sure their pronunciations are right

Present as the same way:

The White House(the USA)，the Eiffel Tower(France), the CN Tower(Canada)，Big Ben(the UK)，Red Square(Russia).Ask the students to complete the writing of Part A, Page 7.Step 3 Presentation T: Here is a picture of Tiananmen Square.Do you know what country it is in? Ss: Yes.It’s in China.T: What city is it in? Ss: It’s in Beijing.第2頁（共4頁）T: As we all know, Beijing is the capital of China.(Write “capital” on the blackboard and ask the students read it aloud.)2 T:(Write these words on the blackboard)Do you know the capital cities of the countries in Part A? Look at the capital cities in the right column and match them with the correct countries.The USA

Tokyo The UK

Ottawa France

Moscow Japan

Washington DC Russia

London Canada

Paris 3(Ask one student to come to the blackboard to match them then check out)Make dialogues like this:-----What city is the capital of the USA?-----The capital of the USA is Washington DC.------And what is the capital of France?------The capital of the France is Paris.Step 4 Practice 1 Get the students to read the conversation after the tape first.2 Practice in pairs.Step 5 Presentation 1 Ask: What country would you like to live in?

第3頁（共4頁）2 Look, there are two places here.One is a restaurant and the other is a palace.(Write “palace” on the blackboard and ask the students read it aloud)Then ask: Where would you like to live?.Where do you think Eddie would like to live? Play the tape of Comic strip for the students.Ask the students to find the answer.He would like to live next to a restaurant.4 Ask the students to read the dialogue aloud in the Comic strip and answer the questions : Why would Eddie like to live next to a restaurant? Which is Eddie’s favorite restaurant?

Why does he like the biggest one? Can you guess? Step 6 Acting 1 Read the dialogue with your partner, then I will ask some groups to come to the blackboard to act it out.(Encourage them)2 Practice in pairs.Step 9 Homework Learn the new vocabulary and the dialogues by heart.2 Write something about your own dream homes.第4頁（共4頁）

第四篇：新版牛津英語7A Unit6知識總結[模版]

Unit6 Food and lifestyle

一、重要詞組

at noon在正午at midnight在午夜

Keep fit/healthy保持健康have milk and bread for breakfast早餐喝牛奶，吃面包 Eat fish and vegetables吃魚和蔬菜feel hungry感到餓

Too much sugar太多的糖plan to do sth.計劃做某事

A swimming pool一個游泳池a pack of salt一包鹽

Four kilos of meat四公斤肉less than three times a week 少于一周三次 More than 9 hours多于9小時take a walk散步

Give me energy給我能量

二、重要句型

1.an apple a day keeps the doctor away.Keep …away使…遠離keep 保持

eg.Children should keep fire away.【拓展】keep用法：

①keep+adj.保持…狀態keep fit/healthy保持健康

②keep +(sb.)doing sth.使…一直做某事

eg.keep quiet,please.Students should do more exercise and keep fit.Keep trying, and you can succeed.堅持不懈，你會成功。

2.It’s good for our health.Health 健康=fitnesshealthy健康的healthily健康地 In good/bad health身體健康/不健康

eg.She is in good health.=she is healthy.We should eat healthily every day.Be good for 對…有好處<反>be bad for對…有壞處

eg.Too many sweets are bad for teenagers’ teeth.3.healthy food is important for me.Be important for sb.對某人來說重要

It is important for sb.to do sth.對某人來說做某事重要

eg.Good eyesight is important for students.It is very important for us to make a plan before a new term.4.i always have milk and bread for breakfast.Have/eat…for breakfast早飯吃，for breakfast也可放在句子開頭

類似結構：Have/eat…for breakfast/lunch/supper/dinner早飯/午飯/晚飯/正餐吃? eg.Tom often has noodles for breakfast.5.i need to change my lifestyle.Change 改變change sth.改變某物

Change sth.for sth.把某物換成某物

eg.壹 want to change our seats.我想換一下我們的座位。

Would you please change these dollars for RMB?能不能請您把這些美元換成人民幣？ 變化；找頭

eg.Changes are around us every day.每天我們身邊都有變化。

Here is your change.6.i plan to eat some fruit and vegetables.Plan計劃，打算plan sth.計劃某事

Plan to do sth.計劃做某事

eg.The Blacks plan a trip to Beijing.They plan to drive to Suzhou for a visit.7.less than 3 times a week

less than 少于，小于，用于數量，時間，金錢，距離等的比較，反義短語：more than超過，多于

eg.I sleep for less than eight hours a day.Our school hall can hold more than three thousand people.8.total number of ‘a’s

Total 總的，總計的，全部的in total合計，共計

eg.I have 6 new books in total.Number數，數量

The number of? “?的數量”，作主語時，謂語動詞必須用單數

A number of“許多，大量”，修飾可數名詞的復數，其前可用large,small等修飾表示程度；作主語時，謂語動詞用復數

eg.The number of teachers in our school is over one hundred.A large number of people love football in China.【注意】number也可與表示順序的詞連用，表示順序，但首字母必須大寫：

Number Ten十號

9.what would you like to order, Andy?

Order點菜；命令order sb(not)to do sth.命令某人（不）做某事

eg.i want to order some fish for dinner.The policemen order us to leave the building at once.警察命令我們立即離開這幢大樓。

10.this meal gives me energy for the whole afternoon.Give sb.energy for?給某人提供?的能量

Give sb.energy for doing sth.給某人提供做某事的能量

eg.Breakfast can give me energy for the whole morning.

第五篇：牛津英語7A Unit 4 Food

牛津英語7A Unit 4 Food

教案

本單元要學習和復習各種各樣的食物名稱。了解不同的飲食習慣以及它與健康之間的關系。

在學習本單元內容的同時，讓同學們對照自己，談論如何擁有一些平衡的飲食結構以保持身體勻稱，健康。

通過語言技能的訓練達到本單元的各學習目標：

聽：

1、Guess the meaning of new words by looking at a questionnaire.（看調查問卷，猜測生詞含義。）

2、Develop effective listening skills to extract specific information.（培養有效的聽力技能，獲取具體信息。）

說：

1、Formulate questions about diets and respond appropriately.（練習說關于食物的問句并給以適當的回答。）

2、Ask“wh—”questions with the right intonation.（用恰當的語調練習wh—問句）

3、Read one's own article to a classmate and check for mistakes.（讀一篇文章給一位同班同學聽，以檢查錯誤。）

讀：

1、Guess general meanings of words from the context.（根據上下文猜詞義。）

2、Identify specific meanings.（找出詞的特定含義。）

3、Practise intensive reading.（練習精讀。）

寫：

1、Express factual information about diets and lifestyles based on the model article.（以范文為例，表達有關食物和生活方式的實際信息。）

2、Select appropriate vocabulary and sentence constructions to write about personal details.（選擇適當的詞匯和句式，提供個人的具體信息。）單元要點：

1、Express likes and dislikes.（表達個人喜惡。）e.g.I like rice.I dislike hamburgers.2、Use adverbs of frequency.（使用頻率副詞。）e.g.I usually have fish and vegetables.3、Differentiate between countable and uncountable nouns.（區分可數名詞與不可數名詞。）e.g.Some rice, two apples.4、Understand and use the indefinite articles,“a”and“an”.（理解并使用不定冠詞a和an。）I want to buy a book.I want to buy an e-dog.5、詞組： a lot of be good/bad for Mid—Autumn Festival after class/school a top student play basketball play computer games a glass of milk chat with sb.walk to fast food try to do not…any more stay healthy twice a day get fat need to do not…at all want to do get tired more/less than go roller skating

6、句型：Let's…

I always eat/have an apple for breakfast.Once/twice a day.How often do you do exercise？ Good luck with your new diet.It takes half an hour to cook.It's important for sb to do sth.第一課時(The first period)課前準備：

1、讓同學們查詢有關食物的詞匯，越多越好。

2、讓同學們帶食物的圖片或實物。

教學目標：

1、To revise old vocabulary and learn new vocabulary about food.（復習舊單詞并學習有關食物的新詞匯。）

2、To talk about likes and dislikes with regard to food.（討論喜歡的和不喜歡的食物。）

3、To use adjectives to describe different tastes.（用形容詞描述不同的味道。）

教學要點：

詞匯

rice, hamburgers, chicken, fish, apples, oranges, vegetables, cakes, coke, chocolate, tea, mooncake, lemon, vinegar, hotpot, sugar, sandwich, sweet, sour, salty, spicy 句型：

1、What food do you like？

What food does he/she like？

2、How does it taste？

It tastes sweet/sour/salty/spicy.語言功能：Talk about different food.學習策略：

1、To develop students to look at the same thing in many ways.（培養學生對同一事物要有不同看法。）

2、To develop students' ability to classify what they have learned.（培養學生對所學知識分類能力。）

智能培養：Make a chart and talk about it.教學設計：Food

1、Talk about food for three meals and snacks.2、Talk about food for meals one likes and dislikes.3、Talk about food by the table.4、Describe different tastes about food.教學步驟：Task Ⅰ

1、Talk about food for three meals and snacks.This is a fun activity to learn and revise vocabulary and spelling.2、Of all the food and snacks, get students to work in groups to make a table by asking： What do you like/dislike？

Name

Love

Like

Dislike S1: S2: S3: TaskⅡ

1、Ask Ss to look at different kinds of food in Part A.Go through the words and make sure that they can pronounce them well and understand their meanings.2、Ask Ss to tick the boxes according to their own likes and dislikes.3、Ask some students to present their answers and say something about their likes and dislikes.4、Ask Ss to report their classmates' likes and dislikes according to the table in Part 1.5、If there is time, ask Ss to talk about their family as well.Task Ⅲ

1、Try to bring some pictures of different kinds of food with strong tastes.Get Ss to know the meanings of “sweet, sour, spicy and salty”.2、Ask Ss to think of other foods that are salty, sour, spicy or sweet.3、Look at P59 in the textbook and finish them.Task Ⅳ

Exercises.教學反思：優點：

缺點：

第二課時(The second period)課前準備：

1、預習閱讀資料，查出生詞或新語言點。

2、查閱相關資料,了解如何飲食和運動，保持身體勻稱健康。

教學目標：

1、To revise and expand vocabulary about food and lifestyles.（復習并擴展有關食物和生活方式的詞匯。）

2、To learn about the relationship between diet and overall health.（學習飲食結構與身體健康之間的關系。）

3、To practise the technique of skimming for overall comprehension and scanning for detail.（練習快速閱讀了解總體大意，快速瀏覽查找細節的閱讀技巧。）教學要點：

詞匯 before, diet, energy, exercise, fast food, healthy, important, lifestyle, seldom, tired, top, dancer, change, fruit, sweet, often, bread, meet, juice, person 句型

1、Before, I seldom ate fruit and vegetables.Now I always eat an apple for breakfast and I often drink some milk.2、I swim twice a week.3、I do not eat fast food any more.學習策略：The technique of skimming.（快速閱讀技巧。）

智能培養：Compound healthy food and do some proper activities.（配制健康食物，適時運動。）教學設計：Food and lifestyles

1、Read the passage for overall comprehension.2、Know more about Kitty and Daniel's lifestyles.3、Learn to talk about a healthy lifestyle.教法步驟：TaskⅠ

1、Talk about healthy eating for three meals.2、Ask Ss to turn to Page 56.Read the title of the article and ask what it means.3、Ask Ss to scan the passage for new words and underline them.Give their explanation.4、Ask Ss to skim the text in Part B1 for understanding specific detail.Task Ⅱ

1、Get Ss to read the article again and prepare two summaries.Kitty ate… before / eats… now.Daniel ate… before / eats… now.2、Ask Ss to complete the lists in Part B2.3、To Part B3,work through the task individually, check answers as a class.4、Ask Ss to think about more activities that require a lot of energy and describe their own diets.Task Ⅲ

Exercises.教學反思：優點：

缺點：

第三課時(The third period)課前準備：

1、復習課文，根據Kitty和Daniel的飲食變化，復述課文。

2、找出并盡量理解課文中新語言點。

教學目標：

1、To practise intensive reading and retell the text.（練習精讀，理解并復述課文。）

2、To understand and master the new points in the text.（理解掌握課文中的新語言點。）

教學要點：掌握句型

1、I want to be a dancer.2、It's important for a dancer to be healthy.3、Before, I seldom ate fruit and vegetables.4、I know that sweet snacks are not good for me.5、I do not eat sweet snacks between meals any more.6、After class, I also like playing computer games and chatting with my friends on the Internet.學習策略：Practise intensive reading.（練習精讀。）

智能培養：Compound healthy food and do some proper activities.（配制健康食物，適當運動。）教學設計：Food and lifestyles

1、Read the text and practise intensive reading.2、Master the new language points.教法步驟：TaskⅠ

1、I want to be a dancer.want to be

想成為……

e.g.Tom wants to be a basketball player when he grows up.I want to go to the part this Sunday.want to do something

想要干某事

2、It's important for a dancer to be healthy.It's＋形容詞 for sb.to do sth.做某事對某人來說……

e.g.It's very easy for me to carry this box.It's very interesting for me to play with my friends.3、Before, I seldom ate fruit and vegetables.seldom 很少，表動作發生的頻度，已學過的這類詞還有always, usually, often, sometimes, seldom, never等。

4、I know that sweet snacks are not good for me.be good for…

對……有利/有好處 e.g.Swimming is good for health.be bad for…

對……有害/有壞處 e.g.Smoking is bad for your health.5、I'm 12 years old and a top student at school.a top student＝a best student

一名優秀學生

e.g.Do you want to be a top student in your school? She is one of the top singers in China.6、I don't eat sweet snacks between meals any more.not…any more＝not…any longer

＝no longer

e.g.不再…… Mr Zhang doesn't live here any more.＝Mr Zhang doesn't live here any longer.＝Mr Zhang no longer lives here.Task Ⅱ

1、Translate some drills and explain language points.Task Ⅲ Exercises.教學反思：優點：

缺點：