人教版七年级英语上册 Unit6 A Day in the Life教案（9课时）

【新教材】人教版2024比年级上册英语Unit6ADayintheLife

教案

SectionAla-ld

课题SectionAla-ld

课型讲授听说课课时1总课时

Thisinitiallisteningandspeakinglessonpresentscoredailyroutinevocabulariesand

教材分析basictimeexpressions.Itguidesstudentstomastersimplepresenttensedialoguesfor

describingdailyactivitiesandlaysafoundationforsubsequentthematiclearning.

Seventhgradersarefamiliarwithdailylifescenariosandhavebasicoralskills.

学情分析However,theylackstandardizedEnglishexpressionsfordailyroutinesandoften

maketensemistakesinsimpledialogues

Languagecompetence:Masterdailyroutinewordsandcoresentencepatterns,anduse

simplepresenttensetoaskandansweraboutdailyactivitiesaccurately.

Thinkingquality:Sortoutdailyactivitiesinchronologicalordertoformlogical

核心素养

descriptivethinking.

（教学）

Culturalawareness:Recognizetheimportanceofregulardailyschedulesandhealthy

目标lifestyles.

Learningability:Improvelisteningcapturingandsituationaloralexpressionabilities

throughlayeredpracticeandpaircooperation

德育安全Valuetime;developregulardailyhabitsstrictly

Keypoints:Masterdailyroutinevocabularyandbasicpresenttensedialogues.

教学重点

Difficultpoints:Usecorrecttensetodescribepersonaldailyactivitiesfluentlyin

难点

conversations

教法学法Audiolistening,situationalinteraction,imitationdrillsandpairwork

教学准备Listeningaudio,PPTandwordflashcards

教学过程设计复备栏

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithstandardEnglishgreetingstobuildarelaxed

classroomatmosphere.Theteacherconductssimpleinteractivequestioningabout

students*morningactivities,guidingstudentstosharetheirdailybehaviorswithsimple

Englishwords.Bytalkingaboutcommondailyroutinessuchasgettingup,studyingand

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resting,theleticherconneulssludenls,reallilewiththenewlessonihenie.Thispari

activatesstudents'existinglifeexperience,stimulatestheirlearninginterest,andclearly

clarifiesthelearningtaskofdescribingdailylifeinstandardEnglishinthisclass.

Step2:Pre-listeningVocabularyTeaching

Theteacherdisplaysvividpicturesmatchinglacontent,showingtypicaldaily

activitiesincludinggetup,brushteeth,eatbreakfast,gotoschoolanddohomework.The

teacherteachesthestandardpronunciation,spellingandfixedcollocationofeachphrase

indetail,correctingstudents'commonpronunciationerrors.Studentspracticevocabulary

throughchoralreading,groupreadingandindividualreadingtoconsolidate

memorization.Afterfullymasteringnewwords,studentscompletethelapicture-word

matchingtaskindependently.Theteacherchecksanswersuniformlytoremovelanguage

barriersforsubsequentlisteninglearning.

Step3:While-listeningHierarchicalTraining

Theteachercarriesouttargetedhierarchicallisteningtrainingforlband1ctasks.

Beforeplayingtheaudio,theteacherputsforwardclearlisteningrequirements,

remindingstudentstofbcusoncharacters5dailyactivitiesandcorrespondingtime

anangements.Forthefirstaudioplayback,studentslistentograspthegeneralideaofthe

shortdialogues.Forthesecondplayback,studentscapturekeydetailsandfinish

matchingandblank-fillingtasksaccurately.Afterlistening,theteacheranalyzeskey

listeningclues,replaysdifficultsentencesegments,andsummarizesbasicskillsof

capturingdailyroutineinformationinlisteningmaterials.

Step4:Post-listeningImitation&OralDrills

Basedonthelisteningdialogues,theteacherextractscorecommunicativesentence

patternsofsimplepresentlense.Theteacherdemonstratesstandardpronunciationand

naturalintonation,focusingonexplainingtheusageofsentencesforaskingand

answeringdailyactivities.Studentsfollowthestandardaudiotoimitaterepeatedlyto

standardizetheiroralexpression.Thenpairinteractivepracticeisorganized.Students

taketurnstoaskandanswerabouttheirdailyroutines.Theteacherpatrolstheclassroom,

correctstenseerrorsanddisorderedsentencestructures,andencouragesshystudentsto

participateinoralpracticebravely.

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Step5:SituationalConsolidation&ValueGuidance

Theteachersystematicallysummarizesthenewvocabularyandcoresentence

patternslearnedinthislesson.CombinedwiththeIdactivityrequirements,asituational

“MyDailyLifeSharing^^activityiscarriedout.Studentsusewhattheyhavelearnedto

introducetheirdailyschedulesinorder.Meanwhile,moraleducationisinfiltrated.The

teacherguidesstudentstorealizetheimportanceofreasonabletimearrangement,develop

regularworkandresthabits,andformpositiveandhealthydailylifestylestoimprove

self-managementability.

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewthekeyknowledgeofthelesson,sortingout

dailyroutinephrasesandsimplepresenttensedialoguestructuresagain.Theteacher

emphasizesthekeypointsoftenseapplicationindailydescription.Layeredhomeworkis

arranged.Basichomework:Readandmemorizenewwordsanddialoguesproficiently.

Extendedhomework:Makeoriginaldialoguestodescribeyourpartner'sdailylife.The

teacherencouragesstudentstoapplyEnglishknowledgeflexiblytorecordanddescribe

reallife.

[BlackboardDesign]

Unit6ADayintheLifeSectionAla-ld

KeyPhrases:getup,brushteeth,eatbreakfast,gotoschool

KeySentences:

一Whattimedoyou...?

—I...at…

Iusuallydo...everyday.

【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成,

巩固所学知识。

教Moststudentsmasterdailyroutinevocabularyandbasictensedialogues,andactively

学participateinlisteningandoralpractice.Theirsituationalexpressionabilityisimproved.A

反fewstudentsmakesimpletensemistakes.Futureteachingwillstrengthentargeteddrillsto

思enhancelanguageaccuracyandfluency.

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SectionAPronunciation

课题SectionAPronunciation

课型讲授听说课课时1总课时

Thispronunciationlessonfocusesontheendingsound/s/and/z/rulesofthird-person

教材分析singularverbsinsimplepresenttense.Itstandardizesstudents,oralpronunciationand

correctscommonphoneticerrorsindailyroutinesentencereading.

Seventhgradershavelearneddailyroutineverbsandsimplepresenttense.However,

学情分析theyusuallyignoreverbendingpronunciationrules,leadingtouncleararticulationand

unstandardizedoralreadingindailysentences

Languagecompetence:Masterthepronunciationrulesofverbthird-personsingular

endings/s/and/z/,andreaddailyroutinesentenceswithstandardpronunciationand

naturalintonation.

核心素养Thinkingquality:Distinguishdifferentendingsoundsandsummarizepronunciation

（教学）rulesthroughcomparison.

目标Culturalawareness:DevelopstandardoralEnglishhabitsandrigorouslearning

attitudes.

Learningability:Improvephoneticdiscriminationandautonomouspronunciation

correctionabilitiesthroughimitationandpractice.

德育安全Practiceearnestly;maintainorderlyclassroompractice

Keypoints:Mastercorrect/s/and/z/pronunciationrulesofverbendings.Difficult

教学重点

points:Applypronunciationrulesflexiblyinfluentsentencereadingandoral

难点

expression

教法学法Audiodemonstration,comparativediscrimination,layeredimitationandgamedrills.

教学准备Pronunciationaudio,PPTandphoneticcards.

教学过程设计复备栏

Step1:Warming-up&PhoneticLead-in

TheteacherstartstheclasswithstandardEnglishgreetingstoactivateclassroom

atmosphere.Studentsreviewcoredailyroutineverbsandthird-personsingularsentences

learnedbefore.Theteacherorganizescollectivereadingandrandomindividualreading.

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carefullylisteningloslLiderils,pronuncialiun.Thelettcherfindsthatmoststudentsignore

verbendingsoundsandpronounce/s/and/z/randomly.Theteacherpointsoutthe

importanceofstandardpronunciationandclarifiesthelearninggoalofmasteringending

pronunciationrulesinthislesson.

Step2:RuleObservation&Explanation

Theteacherdisplaystypicalthird-personsingularverbssuchasgets,plays,reads

andbrushes.Studentsobservetheendinglettersandlistentostandardaudio

pronunciationrepeatedly.Theteacherdemonstratesmouthshapeandvocalmethodsof

/s/and/z/inperson,explainingthat/s/followsvoicelesssoundswhile/z/followsvoiced

soundsandvowels.Theteachersummarizessimpleandeasy-to-rememberpronunciation

rules,comparescorrectandwrongpronunciation,andhelpsstudentseliminatephonetic

confusionandbuildpreliminaryrulecognition.

Step3:LayeredImitationPronunciationDrills

Progressivelayeredpracticeiscarriedoutfromsinglewordstocompletesentences.

Firstly,studentsfollowtheaudiotoimitateverbpronunciationonebyone,focusingon

accurateendingsounds.Theteacherpatrolsandcorrectsindividualstudents*inaccurate

pronunciationintime.Afterwordtraining,studentspracticetargetdailysentences,

integratingwordendingpronunciationwithnaturalsentenceintonation.Choralreading,

groupreadingandindividualreadingarecombinedtostandardizepronunciationand

improveoralfluencystepbystep.

Step4:SoundDiscrimination&ErrorCorrection

Theteacherdesignssounddiscriminationgamestostrengthenstudents'phonetic

recognitionability.Theteacherreadsdifferentverbsandsentenceswithstandardand

wrongpronunciationalternately,andstudentsjudgeandcorrecterrorsimmediately.A

grouppronunciationPKactivityislaunched,whereeachgrouptakesturnstoreadword

listsanddailysentences.Thewholeclassevaluatestheirpronunciationaccuracy.

Throughinteractivecompetition,students'learningenthusiasmisstimulated,and

commonpronunciationerrorsareeffectivelycorrectedandconsolidated.

Step5:SituationalPronunciationApplication

Theteacherintegratespronunciationtrainingintorealsituationalexpression.

第5页共27页

Studentscarryoutpairdialoguepractice,usingthird-personsingularsentencesto

describeothers,dailyroutines.Studentsarerequiredtostrictlyfollowpronunciationrules

andkeepnaturalintonation.Theteacherselectsoutstandingstudentsfordemonstration,

affirmstheirstandardpronunciation,andguidesallstudentstocombineaccurate

phoneticswithfluentoralcommunicationtoavoidrigidmechanicalreading.

Step6:Summary&LayeredHomework

Iheteacherandstudentsjointlyreviewthe/s/and/z/pronunciationrulesofverb

third-personsingularendings,summarizingkeydiscriminationpointsandcommon

enors.Layeredhomeworkisassigned.Basichomework:Followtheaudiotoimitateand

readwordsandsentencesrepeatedly.Extendedhomework:Recordpersonalreading

audioandcheckpronunciationproblemsindependently.Theteacherencouragesstudents

toinsistondailypronunciationpracticetopolishtheiroralEnglish.

[BlackboardDesign]

Unit6ADayintheLifePronunciation

EndingSounds:/s/&/z/

Rules:Voicelesssound+/s/;Vowel/voicedsound+/z/

Examples:gets/gets/,plays/pleiz/,reads/ri:dz/

Sentence:Hegetsupearlyeverymorning.

【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完

成，巩固所学知识。

Moststudentsmasterthepronunciationrulesofverbendingsandimprovetheiroral

accuracythroughimitationandgames.Afewstudentsstillconfuse/s/and/z/infast

教

reading.Futureteachingwilladdmoretargetedcomparativedrillstostrengthenlong-term

学

ruleapplicationandpronunciationfluency.

反

思

第6页共27页

SectionA2a-2e

课题SectionA2a-2e

课型讲授听说课课时1总课时

Thiscomprehensivelessonexpandsrichtimeanddailyactivityexpressions.Itfocuses

教材分析onsimplepresenttensethird-personsingularforms,integratinglistening,readingand

speakingtodeepenstudents'masteryofdescribingothers*dailyroutines.

Seventhgradershavemasteredfirst-persondailysentencesandbasictimephrases.

学情分析However,theyarcconfusedaboutthird-personsingularchangesandoftenmake

grammaticalmistakesindescribingothers'dailylives

Languagecompetence:Masterextendeddailyvocabulariesandthird-personsingular

tenserules,andusetargetedsentencestodescribeothers'dailyroutinesaccurately.

Thinkingquality:Distinguishdifferentsubjectformsandformrigorousgrammatical

核心素养

logicalthinking.

（教学）

Culturalawareness:Learnreasonabletimemanagementmethodsanddevelophealthy

目标

dailyroutines.

Learningability:Improveintegratedlistening,readingandflexibleoralapplication

abilitiesthroughcooperativelearning

德育安全Managetimewisely;abidebydailyschoolrules

Keypoints:Masterthird-personsingularverbchangesandthemedsentencepatterns.

教学重点

Difficultpoints:Usecorrectgrammartodescribeothers'dailyactivitiesflexiblyand

难点

coherently

教法学法Task-basedteaching,situationalpractice,cooperativediscussionandimitation

教学准备TeachingPPT,listeningaudioandexercisesheets

教学过程设计复备栏

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithstandardEnglishgreetingstoactivateclassroom

atmosphere.Studentsreviewfirst-persondailyphrasesandbasicsentencepatterns

learnedinla-Idthroughcollectivereadingandrandomquestioning.Studentsbriefly

sharetheirowndailyschedulesinEnglish.Theteachernaturallypointsoutthatbesides

第7页共27页

describingpersonallife,studentsneedtolearnLutalkaboutothers'dailyroutines.This

leadstothenewlesson,clarifyingthatthisclassfocusesonthird-personsingulartense

usageandextendeddailyexpressionlearning.

Step2:Pre-listeningVocabulary&GrammarPreview

Theteacherdisplaysnewcorevocabulariesin2a,includingafternoon,evening,

homework,dinnerandotherdailyrelatedwords.Theteacherteachespronunciation,

spellingandcollocations,helpingstudentsconsolidatewordusage.Onthisbasis,the

teacherguidesstudentstoobserveverbchangesafterthird-personsubjectssuchasheand

she.Studentspreliminarilyperceivetheruleofadding"s"or“es"toverbs,eliminating

vocabularyandgrammarbarriersforsubsequentlisteningandtextlearning.

Step3:While-listeningTaskTraining

Theteachercarriesouthierarchicallisteningtrainingfor2aand2b.Beforeaudio

playback,clearlisteningtasksarcputforward,requiringstudentstofbcusonothers'

dailyactivitiesandcorrespondingtimearrangements,andpayspecialattentiontoverb

formsafterthird-personsubjects.Forthefirstplayback,studentsgraspthegeneralideaof

thedialogue.Forthesecondtime,studentscompletematchingandblank-fillingtasks

carefully.Afterlistening,theteacheranalyzeskeysentences,emphasizesstandard

third-personverbforms,andsummarizeseffectivelisteningskillsfortense

discrimination.

Step4:TextReading&ImitationPractice

Combinedwith2cto2edialoguetexts,theteacherorganizesintensivereading

training.Studentsreadthetextsilentlyfirsttosortoutthelogicalframeofdescribing

others?dailyroutines.Thenchoralandindividualreadingarecarriedouttostandardize

pronunciationandintonation,andfeeltheapplicationrulesofthird-personsingulartense

inrealsentences.Afterfullyunderstandingthetext,pairrole-playisarranged.Students

taketurnstoaskandansweraboutothers'dailylife.Theteacherpatrolstimelytocorrect

verbformerrorsandinappropriateexpressions.

Step5:SituationalConsolidation&ValueInfiltration

Theteachersystematicallysummarizesthenewvocabularyandthird-person

singulargrammarruleslearnedinthislesson.Asituational“MyDeskmate'sDay”

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sharingaclivilyisheld.Studenisflexiblyuselearnedknowledgetointroducetheir

deskmates'dailyroutinesinchronologicalorder.Intheactivity,theteacherinfiltrates

moraleducation,guidingstudentstolearnreasonabletimearrangementmethodsfrom

gooddailyroutines,developdisciplinedlivinghabitsandimproveself-management

awareness.

Step6:Summary&LayeredHomework

Iheteacherandstudentsjointlyreviewthecoreknowledgeotthelesson,sortingout

keydailyphrasesandthird-personsingulartensechangerulesagain.Theteacher

emphasizestheeasy-to-makegrammaticalerrorstodeepenstudents'memory.Layered

homeworkisassigned.Basichomework:Readandrecite2a-2edialoguesproficiently.

Extendedhomework:Writeashortparagraphtointroducefamilymembers,daily

routines.Theteacherencouragesstudentstoapplygrammarknowledgeflexiblyinreal

expression.

[BlackboardDesign]

Unit6ADayintheLifeSectionA2a-2e

KeyPhrases:intheafternoon,intheevening,dohomework,eatdinner

Grammar:Third-personSingular(verb+s/es)

KeySentences:

一Whattimedoeshe/she...?

—He/She...at...

【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成,

巩固所学知识。

Moststudentsmasternewdailyexpressionsandbasicthird-personsingulartenserules,

教participatingactivelyinreadinganddialoguepractice.Afewstudentsstillmakeverbform

学mistakes.Futureteachingwillstrengthentargetedgrammardrillsandsituationalapplication

反toimprovestudents5grammaticalaccuracy.

思

第9页共27页

SectionAGrammarFocus

课题SectionAGrammarFocus

课型讲授听说课课时1总课时

Thisgrammarlessonfocusesonthesimplepresentlensefordailyroutines.It

教材分析systematicallysummarizesthird-personsingularverbchangesandrelated

question-and-answerstructures,standardizingstudents'dailylifedescriptionsentences

Studentshaveacquiredbasicdailyexpressionsandsimpletenseusage.However,they

学情分析failtomasterthird-personsingularrulessystematicallyandoftenmakeverbspelling

andsentencestructureerrors

Languagecompetence:Masterthecompleterulesofsimplepresenttensethird-person

singular,includingverbchangesandfullsentencestructuresforaskingandanswering

dailyroutines.

核心素养

Thinkingquality:Inducegrammaticalrulesindependentlyanddistinguishdifferent

（教学）

subjectsentencestructureslogically.

目标

Culturalawareness:Formscientifictimemanagementconceptsandgooddailyhabits.

Learningability:Masterruleinductionanderrorcorrectionmethodstoimprove

autonomousgrammarlearningability

德育安全Cherishtime;keepregulardailyroutines

Keypoints:Masterthird-personsingularverbchangerulesandfixedsentence

教学重点

patterns.Difficultpoints:Applytenserulesaccuratelyinflexibleoralandv/ritten

难点

expressions

教法学法Ruleinduction,casecomparison,layeredexercisesanderrorcorrection

教学准备GrammarPPTandtargetedexercisepapers.

教学过程设计复备栏

Step1:Warming-up&GrammarLead-in

TheteacherstartstheclasswithstandardEnglishgreetings.Studentsreviewunit

dailyvocabularyandfirst-personsentencepatternsthroughcollectivereading.The

teacherorganizesquickoraldrillsforstudentstodescribetheirdailyroutines.During

interaction,theteacherpointsoutcommonproblems,suchasincorrectverbformswhen

第10页共27页

usingthird-personsuljjeclslikeheandshe.Theleticherclarifiesihaithislessonwill

systematicallysortoutsimplepresenttenserulestosolvegrammaticalconfusionand

standardizestudents5languageoutput.

Step2:SentenceObservation&RuleInduction

TheteacherdisplaysallstandardsentencesinGrammarFocus.Guidedby

hierarchicalquestions,studentsobserveandcomparefirst-personandthird-person

singularsentences.Iheteacherguidesstudentstosummarizeverbchangerules,

includingadding"s","es"andspecialirregularchanges.Thentheteachersortsout

completeaffirmative,negativeandinterrogativesentencestructuresforthird-person

subjects.Typicalexamplesareanalyzedtohelpstudentsbuildclearandsystematic

grammarcognition.

Step3:TypicalErrorAnalysis

Theteacherlistscommonerrorsinstudents'dailypractice,suchasmissingverb

suffixes,wrongnegativestructuresandinappropriateauxiliaryverbusage.Students

discussingroupstojudgesentenceerrors,analyzecausesandfinishcorrectiontasks.

Grouprepresentativessharetheiranalysisresults.Theteachersupplementskey

discriminationpoints,emphasizestheusageofauxiliaryverbs“do"and"does”,andhelps

studentsthoroughlyunderstandandavoidcommongrammaticalmistakes.

Step4:LayeredConsolidationExercises

Progressivegrammarexercisesaredesignedforin-classtraining.Basicexercises

includeverbformtransformationandblankfillingtoconsolidatebasicrules.Advanced

exercisescoversentencerewriting,errorcorrectionandsentencemaking,requiring

studentstoflexiblyapplytenserules.Theteacherpatrolstoguideunderachieving

studentsandcorrectindividualproblemsinlime.Universalerrorsareexplained

uniformlytostrengthenoverallmasteryofgrammarknowledge.

Step5:SituationalGrammarApplication

Theteacherintegratesgrammarlearningintorealsituationalcommunication.

Studentscarryoutpairdialoguepractice,takingturnstoaskandanswerabouttheir

partners1orfamilymembers'dailyroutineswithstandardthird-personsingular

sentences.Theteacherrequiresstudentstouseaccurateverbformsandcomplete

第11页共27页

sentenceslruclures.ExcellentsludenlpeifornicinuesaredisplayedK)setexamples,

guidingstudentstoapplygrammarknowledgeinpracticalcommunicationinsteadof

rigidmemorization.

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewthecoregrammarpointsofthelesson,

sortingoutthird-personsingularverbchangerulesandvarioussentencestructuresagain.

Keyerror-pronepointsareemphasizedtodeepenstudents'memory.Layeredhomework

isassigned.Basichomeworkistofinishtargetedgrammarexercisesandsortouterror

examples.Extendedhomeworkistowriteashortpassageaboutafamilymember'sdaily

lifewithcorrecttense.Studentsareencouragedtoapplygrammarknowledgeflexibly.

[BlackboardDesign]

Unit6ADayintheLifeGrammarFocus

SimplePresentTense(Third-personSingular)

Affirmative:He/She+verb-s/es+...

Negative:Hc/Shc+doesn't+verbbase

Questions:Doeshe/she+verbbase...?

Tips:do—>does,go—♦goes,watch—watches

【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，

巩固所学知识。

Moststudentsmasterthird-personsingulartenserulesandcanfinishbasicgrammar

教exercisesaccurately.However,somestudentsstillmakemistakesinspecialverbchanges

学andnegativesentences.Later,moresituationalandtargetedexerciseswillbeaddedto

反improvestudents'flexiblegrammarapplicationability.

思

第12页共27页

SectionBla-ld

课题SectionBla-ld

课型讲授听说课课时1总课时

Thislisteningandspeakinglessonexpandsricherdailyactivityphrasesandnighttime

教材分析routineexpressions.Ilfurtherconsolidatesthesimplepresenttense,enablingstudents

todescribefull-daylifesceneswithmoredetailedanddiverselanguage

Seventhgradershavemasteredbasicdailyexpressionsandthird-personsingulartense

学情分析rules.Buttheirdailyscenariovocabularyislimited,andtheiroraldescriptionsarc

simpleandlackdetailedandcompletelogicalexpressions

Languagecompetence:Masternewdailyroutinephrasesandflexiblyusesimple

presenttensetodescribewhole-dayactivitiesofoneselfandothers.

Thinkingquality:Sortoutcompletemorning-to-nightactivitylogicandformorderly

核心素养

descriptivethinking.

（教学）

Culturalawareness:Experiencereasonableforeigndailyschedulesanddevelop

目标

scientifictimemanagementhabits.

Learningability:Improvelisteningdetailcapturingandflexiblesituationaloral

expressionabilitiesthroughcooperativepractice

德育安全Arrangetimereasonably;keepsafedailyroutines

教学重点Keypoints:Graspnewdailyphrasesandflexibletensesentenceapplication.Difficult

难点points:Describefull-dayroutinescoherentlyandvividlywithdetailedexpressions

教法学法Situationalteaching,audiolistening,role-playandgroupdiscussion

教学准备Listeningaudio,PPTandwordcards

教学过程设计复备栏

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithstandardEnglishgreetingstocreateapositive

learningatmosphere.StudentsreviewcoreknowledgeofSectionA,includingbasicdaily

routinevocabularyandthird-personsingulartensesentencepatterns.Theteacher

or