初中一年級下學期Lesson 109教學設計（精選8篇）
初中一年級下學期Lesson 109教學設計 篇1
Lesson 109教學設計示例
一、教學目標
1.知識目標
（1）學會單詞：sun, moon, bridge, train, ship。
（2）掌握句型：How many planes are there in the sky? There is/are ___.
2.能力目標
能夠熟練說出所學交通方式的表達。
二、教學過程
Note: For this lesson bring in many interesting pictures that the students can use for discussions. These can be pictures from magazines, or the newspaper. If you want to keep them nice and use them again, mount them on cardboard first.
Step 1 Revision
1 Check homework.
2 Review I can see … by playing I spy from Lesson 52, Some ideas for extra practice or enrichment, Section 2, Page 118 of TB 1A.
Step 2 Presentation
Have students work in small groups. Give each group a picture. Ask What can you see in the picture? Have each group make a list of all the things they see in their picture. Then have them change pictures with another group and do the same. Now have both groups compare their lists.
Step 3 Look and learn
Note: When teaching new words, it's a good idea to remind the students of the spelling rules they know. For example, refer to soon and afternoon when teaching moon. This should be made a constant feature in your teaching of new words.
SB Page 56, Part 1. Teach sun, moon, bridge, train, taxi, and ship. Using the picture, explain that the is used for unique natural elements, such as the sun and the moon. Practise this chain drill with the students:
A: (Looking at the picture)What can you see in this picture?
B: I can see the .sun. What can you see in this picture?
C: I can see the moon, etc.
Step 4 Ask and answer
SB Page 56, Part 2. In pairs have the students ask each other questions concerning the picture in Part 1. They can use the model to help them.
Step 5 Guessing game
For this game, have several pictures of vehicles, e.g. a bus, car, plane, etc. drawn on pieces of paper. The object is to have the students guess what type of vehicle is in the picture by asking questions about it. Hold up the paper and ask What kind of vehicle (運輸工具) is this? Can you guess? Help the students to ask questions like, Can many people sit in it? Does it go fast / slow? Does it go in the sky? Does it go on the water? How many doors does it have? etc. The person who guesses correctly, can then come up and hold the next picture and ask the class questions.
Step 6 Ask and answer
SB Page 56, Part 3. Ask the students questions like, Is /Are there … ? Are there any birds in the picture? How many … are there in the sky / on the bridge … ? Then let the students work in pairs, asking each other questions. Now books closed! Ask the students questions about the picture and see if they can answer from memory.
Step 7 Workbook
SB Page 137, Wb Lesson 109, E. 1-4. Do all these exercises orally in class. When doing Ex. 2, you may explain why a / an / the is used. If necessary, briefly review the rules for choosing the correct article.
Get individual students to do Ex. 4. Help when needed if they have trouble with the translation.
Homework
Learn the new words in this lesson.
Write the sentences in Ex. 4.
初中一年級下學期Lesson 109教學設計 篇2
Lesson 110教學設計示例
一、教學目標
1.知識目標
（1）學習幾種交通方式：by bus, by car, by bike, by boat, by train, on foot.
（2）掌握句型：How do you usually go home for your holiday? Do you go by train? How long does it take by plane?
2.能力目標
（1）能夠準確說出所學交通方式的表達。
（2）熟練運用本節課所學到的句型。
二、教學過程
Step 1 Revision
1 Revise the new words from Lesson 109, using flashcards.
2 Play I spy or I can see game.
Step 2 Presentation
Draw a picture of a school on the Bb. Show a flashcard or picture of a bus and say Jim comes to school by bus. Students listen and repeat. Teach by bike / car and on foot in the same way. Explain that on is used with foot because people walk on their feet! Note that travel phrases like these have no articles or plurals.
Step 3 Drill
Show a flashcard and mention a person, like this:
T: (holding a flashcard of a bike) Bill.
S: Bill usually comes to school by bike.
T: I.
S: I usually come to school by bike.
T: (holding a flashcard of a pair of feet) Ann.
S: Ann usually comes to school on foot. (You could also accept Ann usually walks to school.)
Continue in this way for bus / car / boat / bike / ship / sea, etc.
Step 4 Ask and answer
SB Page 57, Part 1, Speech Cassette Lesson 110. Listen to the tape and repeat. Practise the dialogue. Then pairwork: get the students to make a dialogue for each picture, using the one in the book as a model. Ask some pairs to read their dialogues.
Step 5 Read and act
SB Page 57, Part 2, Speech Cassette Lesson 110. Play the tape, students listen. Teach holiday, take (time) and how long. Explain, It takes too much time means To go by train takes too much time. Now the students work in pairs and read and act out the dialogue, changing the lines to make it personal. Choose several pairs to act out their dialogue for the class.
Step 6 Listen and answer
SB Page 57, Part 3, Listening Cassette Lesson 110. Ask the students How do the six children come to school? Play the tape two or three times, if necessary, for the students to find the right answers.
Listening Text
JIM: Hi, Li Lei! How are you today?
LILEI: Fine, thanks! Jim, how do you come to school?
JIM: Oh, I usually walk. What about you? How do you come to school?
LILEI: I come by bike.
JIM: Do you come with Wei Hua?
LILEI: No, she comes by bus.
JIM: Oh! Does Wei Hua come to school with Han Mei?
LILEI: No! Wei Hua doesn't come with Han Mei.
Han Mei usually comes on foot.
JIM: What about the twins?
LILEI: They usually come with their father. They come in their father's car.
Answers: Jim — walk / on foot; Li Lei — by bike; Wei Hua — by bus; Han Mei — on foot; the twins — by car
Step 7 Workbook
SB Page 138, Wb Lesson 110. Do E. 1, 3 and 4 orally in class. Then do E. 3 and 4 as written homework after class.
Homework
Finish off the Workbook exercises.
初中一年級下學期Lesson 109教學設計 篇3
Lesson 112教學設計示例
一、教學目標
1.知識目標
（1）學習連讀。
（2）復習本單元所學語法知識。
2.能力目標
（1）能夠用自己的話表達課文第二部分的內容。
（2）熟練運用本單元所學到的一般現在時態的用法。
二、教學過程
Step 1 Revision
Ask a student What time do you usually get up? Write the answer on the Bb. Get other students to ask the student questions in the same way: What time do you usually have supper? What do you usually do on the weekends? etc. Ask the class about this student: What time does she /he usually have supper? etc. Then get the students to ask and answer in pairs. Get some pairs to report their answers.
Step 2 Fast speech
SB Page 59, Part 1, Speech Cassette Lesson 112 (Phonic Reading Work). Explain that in many languages, words in a phrase are often “glued” together. This often happens in fast speech when a word that ends with a consonant comes before a word beginning with a vowel: e.g. on a farm. Get the students to listen for the liaison in the phrases and practise saying them.
Step 3 Number and tell
Note: This exercise is designed to help the students with describing something and telling a story. This is a different use of speech than a dialogue. They should try to make their story as interesting as possible.
SB Page 59, Part 2. In pairs, have the students look at the pictures carefully and number them. Then tell the story about Mike. Have them give specific details in their story. Take the first picture for example, Mike usually wakes up at 7:15 in the morning. Today he is late. It is 8:15 now. He is putting on his shirt and pants quickly. Picture 2: Breakfast is ready. Mum calls him to breakfast and tells him to eat. Mike says he doesn't have time to eat because he is late for school. Picture 3: Mike wears his schoolbag and rides his bike very fast. He is going to school. He thinks he is late. Picture 4: Mike is now at the school gates, but he can't get in. They are closed. Today is a holiday! Students should create their own story. Have several pairs volunteer to tell their story.
Step 4 Read and answer
SB Pages 59 - 60, Part 3*, Speech Cassette Lesson 112. Before the students read the passage carefully, first have them skim for the main idea. Check their answers. (Sun Yang is usually late for school because he has to give his mother medicine.) Play the tape, students listen and repeat. In pairs, have the students answer the questions. Come together as a class, and check the answers. The answers are: 1 Yes. 2 By bike. 3 10 minutes. 4 6:30. 5 7:40. 6 He must give his mother medicine at 7:30. 7 Yes. He takes good care of his mother.
Step 5 Checkpoint 28
Go through Checkpoint 28. Reteach any points that are necessary and ask the students to tell you of any problems they have. Revise the forms of the Present Indefinite Tense and use drills where appropriate.
Step 6 Workbook
SB Pages 140 - 142, Wb Lesson 112. E. 1 and 4. E. 2, 3 and 5 can be done as homework. Ex. 6 is optional. For Ex. 1, have the students work in small groups of four and ask each other the questions and fill in the chart in their exercise book. For Ex. 4, have the students work in pairs. Choose several pairs to read the dialogue. Following is an example for telling the second half of the story for Ex. 6: John gets up very early in the morning. He gets up at 6:00. He goes to work by bike, but his bike is broken. He needs to take the bus. He runs to the bus stop, but he can't catch the bus. It is the last bus. He runs to the river to take a boat. There are too many people on the boat. He needs to wait. He gets to the factory, but he is late.
Step 7 Test
Dictate this short passage and get the students to use the correct word where there is a blank (________). Show the students where the blanks are by using a gesture. If you think this is too difficult, dictate the whole passage without leaving any blanks. Give a short dictation. The * mark shows where you should pause while dictating.
I usually come ________ school* ________ bike,* but today* I am coming ________ foot. * My ________ is broken. *But,* I like walking.* It's a fine day* ________ a walk! * The air is nice* ________ clean.
(Answers: to, by, on, bike, for, and)
Homework
Finish off the Workbook exercises.
Some ideas for extra practice or enrichment
1 Use the pictures that you have brought several times to your lessons. Give a picture to each pair. They should discuss the picture in as much detail as possible. By using pictures, students can become more comfortable with just speaking. As the students are describing the pictures, make sure they don't write down the description. Some students feel they need to write what they are going to say before they say it. However, this is a bad habit, and will actually hinder their language learning. Encourage the students just to speak. As they are talking wander around the room and give help as necessary.
2 Have the students design their own kind of transportation and name it. They should give the purpose of their vehicle. Maybe they want to design something that takes them to the moon, the sun, or just around the block. Encourage them to be as creative as possible. You may need to help them with some of the names of parts of vehicles like tyres, windshield, etc.
初中一年級下學期Lesson 109教學設計 篇4
Lesson 109教學設計示例
一、教學目標
1.知識目標
（1）學會單詞：sun, moon, bridge, train, ship。
（2）掌握句型：How many planes are there in the sky? There is/are ___.
2.能力目標
能夠熟練說出所學交通方式的表達。
二、教學過程
Note: For this lesson bring in many interesting pictures that the students can use for discussions. These can be pictures from magazines, or the newspaper. If you want to keep them nice and use them again, mount them on cardboard first.
Step 1 Revision
1 Check homework.
2 Review I can see … by playing I spy from Lesson 52, Some ideas for extra practice or enrichment, Section 2, Page 118 of TB 1A.
Step 2 Presentation
Have students work in small groups. Give each group a picture. Ask What can you see in the picture? Have each group make a list of all the things they see in their picture. Then have them change pictures with another group and do the same. Now have both groups compare their lists.
Step 3 Look and learn
Note: When teaching new words, it's a good idea to remind the students of the spelling rules they know. For example, refer to soon and afternoon when teaching moon. This should be made a constant feature in your teaching of new words.
SB Page 56, Part 1. Teach sun, moon, bridge, train, taxi, and ship. Using the picture, explain that the is used for unique natural elements, such as the sun and the moon. Practise this chain drill with the students:
A: (Looking at the picture)What can you see in this picture?
B: I can see the .sun. What can you see in this picture?
C: I can see the moon, etc.
Step 4 Ask and answer
SB Page 56, Part 2. In pairs have the students ask each other questions concerning the picture in Part 1. They can use the model to help them.
Step 5 Guessing game
For this game, have several pictures of vehicles, e.g. a bus, car, plane, etc. drawn on pieces of paper. The object is to have the students guess what type of vehicle is in the picture by asking questions about it. Hold up the paper and ask What kind of vehicle (運輸工具) is this? Can you guess? Help the students to ask questions like, Can many people sit in it? Does it go fast / slow? Does it go in the sky? Does it go on the water? How many doors does it have? etc. The person who guesses correctly, can then come up and hold the next picture and ask the class questions.
Step 6 Ask and answer
SB Page 56, Part 3. Ask the students questions like, Is /Are there … ? Are there any birds in the picture? How many … are there in the sky / on the bridge … ? Then let the students work in pairs, asking each other questions. Now books closed! Ask the students questions about the picture and see if they can answer from memory.
Step 7 Workbook
SB Page 137, Wb Lesson 109, E. 1-4. Do all these exercises orally in class. When doing Ex. 2, you may explain why a / an / the is used. If necessary, briefly review the rules for choosing the correct article.
Get individual students to do Ex. 4. Help when needed if they have trouble with the translation.
Homework
Learn the new words in this lesson.
Write the sentences in Ex. 4.
初中一年級下學期Lesson 109教學設計 篇5
Lesson 111教學設計示例
一、教學目標
1.知識目標
（1）復習交通方式。
（2）學習句型：How does he/she go to work? How do you usually come to school?
2.能力目標
進一步熟練交通方式的表達。
二、教學過程
Step 1 Revision
1 Revise by bus / car / bike, on foot, etc. by using flashcards. Ask individual students How do you usually come to school?
2 Revise sometimes, often and usually. Explain that these are adverbs of frequency. It may help to draw a timeline as follows:
3 Check homework. (The short passage and sentences as required in E. 3 and 4 of Wb Lesson 110)
Step 2 Presentation
Ask students, getting a show of hands for each question, Who has a bike? Who rides their bike to school every day? Who sometimes rides their bike to school? Who often rides their bike to school? In small groups, have students talk about how they come to school. Have the students say, I often / sometimes / usually go to school ……
Step 3 Read and act
1 SB Page 58, Part 1, Speech Cassette Lesson 111. Books closed! Ask, and write on the Bb, Why is Mr Wu walking to school today? Why is Mr Green walking to school today? Play the tape, students listen for the answers. Check the answers. (Mr Wu likes to walk sometimes. Mr Green is walking to school today because his bike is broken.) Play the tape again, and have students write down all the words they hear. Ask the students to volunteer what they hear. Write the answers on the Bb. (If a student hears something that was not on the tape, don't say that they are wrong. Say You are listening hard, though your answer isn't quite right. Keep trying!)
2 In pairs, have students practise reading the dialogue. Point out that the short form Morning is less formal than Good Morning. The negative form of Don't you usually come to school by bike? shows surprise.
3 Use Wb Lesson 111, Ex. 1 for comprehension practise.
Step 4 Ask and answer
SB Page 58, Part 2. Discuss each picture with the class, then get the students to ask and answer in pairs, for example, How does Mr Green / Miss Gao / Mr Smith go to work? Check the answers in random order.
Step 5 Survey
SB Page 58, Part 3. Group work. Ask the students How many students in your group come to school on foot/by bike/bus/car? Get each group to report its answers. Write the results in figures on the Bb. Then ask How many students in the class come on foot? Students work out the answer from the figures on the Bb. They write the answers in Wb Lesson 111, Ex. 3. Ask the students to spell out the numbers in English.
Step 6 Workbook
SB Page 139, Wb Lesson 111. Ex. 2 aims at revising the use of prepositions. Ex. 4 requires the correct use of verb forms. They should be done in class.
Homework
Revise the dialogue in SB Lesson 111.
初中一年級下學期Lesson 109教學設計 篇6
Lesson 112教學設計示例
一、教學目標
1.知識目標
（1）學習連讀。
（2）復習本單元所學語法知識。
2.能力目標
（1）能夠用自己的話表達課文第二部分的內容。
（2）熟練運用本單元所學到的一般現在時態的用法。
二、教學過程
Step 1 Revision
Ask a student What time do you usually get up? Write the answer on the Bb. Get other students to ask the student questions in the same way: What time do you usually have supper? What do you usually do on the weekends? etc. Ask the class about this student: What time does she /he usually have supper? etc. Then get the students to ask and answer in pairs. Get some pairs to report their answers.
Step 2 Fast speech
SB Page 59, Part 1, Speech Cassette Lesson 112 (Phonic Reading Work). Explain that in many languages, words in a phrase are often “glued” together. This often happens in fast speech when a word that ends with a consonant comes before a word beginning with a vowel: e.g. on a farm. Get the students to listen for the liaison in the phrases and practise saying them.
Step 3 Number and tell
Note: This exercise is designed to help the students with describing something and telling a story. This is a different use of speech than a dialogue. They should try to make their story as interesting as possible.
SB Page 59, Part 2. In pairs, have the students look at the pictures carefully and number them. Then tell the story about Mike. Have them give specific details in their story. Take the first picture for example, Mike usually wakes up at 7:15 in the morning. Today he is late. It is 8:15 now. He is putting on his shirt and pants quickly. Picture 2: Breakfast is ready. Mum calls him to breakfast and tells him to eat. Mike says he doesn't have time to eat because he is late for school. Picture 3: Mike wears his schoolbag and rides his bike very fast. He is going to school. He thinks he is late. Picture 4: Mike is now at the school gates, but he can't get in. They are closed. Today is a holiday! Students should create their own story. Have several pairs volunteer to tell their story.
Step 4 Read and answer
SB Pages 59 - 60, Part 3*, Speech Cassette Lesson 112. Before the students read the passage carefully, first have them skim for the main idea. Check their answers. (Sun Yang is usually late for school because he has to give his mother medicine.) Play the tape, students listen and repeat. In pairs, have the students answer the questions. Come together as a class, and check the answers. The answers are: 1 Yes. 2 By bike. 3 10 minutes. 4 6:30. 5 7:40. 6 He must give his mother medicine at 7:30. 7 Yes. He takes good care of his mother.
Step 5 Checkpoint 28
Go through Checkpoint 28. Reteach any points that are necessary and ask the students to tell you of any problems they have. Revise the forms of the Present Indefinite Tense and use drills where appropriate.
Step 6 Workbook
SB Pages 140 - 142, Wb Lesson 112. E. 1 and 4. E. 2, 3 and 5 can be done as homework. Ex. 6 is optional. For Ex. 1, have the students work in small groups of four and ask each other the questions and fill in the chart in their exercise book. For Ex. 4, have the students work in pairs. Choose several pairs to read the dialogue. Following is an example for telling the second half of the story for Ex. 6: John gets up very early in the morning. He gets up at 6:00. He goes to work by bike, but his bike is broken. He needs to take the bus. He runs to the bus stop, but he can't catch the bus. It is the last bus. He runs to the river to take a boat. There are too many people on the boat. He needs to wait. He gets to the factory, but he is late.
Step 7 Test
Dictate this short passage and get the students to use the correct word where there is a blank (________). Show the students where the blanks are by using a gesture. If you think this is too difficult, dictate the whole passage without leaving any blanks. Give a short dictation. The * mark shows where you should pause while dictating.
I usually come ________ school* ________ bike,* but today* I am coming ________ foot. * My ________ is broken. *But,* I like walking.* It's a fine day* ________ a walk! * The air is nice* ________ clean.
(Answers: to, by, on, bike, for, and)
Homework
Finish off the Workbook exercises.
Some ideas for extra practice or enrichment
1 Use the pictures that you have brought several times to your lessons. Give a picture to each pair. They should discuss the picture in as much detail as possible. By using pictures, students can become more comfortable with just speaking. As the students are describing the pictures, make sure they don't write down the description. Some students feel they need to write what they are going to say before they say it. However, this is a bad habit, and will actually hinder their language learning. Encourage the students just to speak. As they are talking wander around the room and give help as necessary.
2 Have the students design their own kind of transportation and name it. They should give the purpose of their vehicle. Maybe they want to design something that takes them to the moon, the sun, or just around the block. Encourage them to be as creative as possible. You may need to help them with some of the names of parts of vehicles like tyres, windshield, etc.
初中一年級下學期Lesson 109教學設計 篇7
Lesson 111教學設計示例
一、教學目標
1.知識目標
（1）復習交通方式。
（2）學習句型：How does he/she go to work? How do you usually come to school?
2.能力目標
進一步熟練交通方式的表達。
二、教學過程
Step 1 Revision
1 Revise by bus / car / bike, on foot, etc. by using flashcards. Ask individual students How do you usually come to school?
2 Revise sometimes, often and usually. Explain that these are adverbs of frequency. It may help to draw a timeline as follows:
3 Check homework. (The short passage and sentences as required in E. 3 and 4 of Wb Lesson 110)
Step 2 Presentation
Ask students, getting a show of hands for each question, Who has a bike? Who rides their bike to school every day? Who sometimes rides their bike to school? Who often rides their bike to school? In small groups, have students talk about how they come to school. Have the students say, I often / sometimes / usually go to school ……
Step 3 Read and act
1 SB Page 58, Part 1, Speech Cassette Lesson 111. Books closed! Ask, and write on the Bb, Why is Mr Wu walking to school today? Why is Mr Green walking to school today? Play the tape, students listen for the answers. Check the answers. (Mr Wu likes to walk sometimes. Mr Green is walking to school today because his bike is broken.) Play the tape again, and have students write down all the words they hear. Ask the students to volunteer what they hear. Write the answers on the Bb. (If a student hears something that was not on the tape, don't say that they are wrong. Say You are listening hard, though your answer isn't quite right. Keep trying!)
2 In pairs, have students practise reading the dialogue. Point out that the short form Morning is less formal than Good Morning. The negative form of Don't you usually come to school by bike? shows surprise.
3 Use Wb Lesson 111, Ex. 1 for comprehension practise.
Step 4 Ask and answer
SB Page 58, Part 2. Discuss each picture with the class, then get the students to ask and answer in pairs, for example, How does Mr Green / Miss Gao / Mr Smith go to work? Check the answers in random order.
Step 5 Survey
SB Page 58, Part 3. Group work. Ask the students How many students in your group come to school on foot/by bike/bus/car? Get each group to report its answers. Write the results in figures on the Bb. Then ask How many students in the class come on foot? Students work out the answer from the figures on the Bb. They write the answers in Wb Lesson 111, Ex. 3. Ask the students to spell out the numbers in English.
Step 6 Workbook
SB Page 139, Wb Lesson 111. Ex. 2 aims at revising the use of prepositions. Ex. 4 requires the correct use of verb forms. They should be done in class.
Homework
Revise the dialogue in SB Lesson 111.
初中一年級下學期Lesson 109教學設計 篇8
Lesson 110教學設計示例
一、教學目標
1.知識目標
（1）學習幾種交通方式：by bus, by car, by bike, by boat, by train, on foot.
（2）掌握句型：How do you usually go home for your holiday? Do you go by train? How long does it take by plane?
2.能力目標
（1）能夠準確說出所學交通方式的表達。
（2）熟練運用本節課所學到的句型。
二、教學過程
Step 1 Revision
1 Revise the new words from Lesson 109, using flashcards.
2 Play I spy or I can see game.
Step 2 Presentation
Draw a picture of a school on the Bb. Show a flashcard or picture of a bus and say Jim comes to school by bus. Students listen and repeat. Teach by bike / car and on foot in the same way. Explain that on is used with foot because people walk on their feet! Note that travel phrases like these have no articles or plurals.
Step 3 Drill
Show a flashcard and mention a person, like this:
T: (holding a flashcard of a bike) Bill.
S: Bill usually comes to school by bike.
T: I.
S: I usually come to school by bike.
T: (holding a flashcard of a pair of feet) Ann.
S: Ann usually comes to school on foot. (You could also accept Ann usually walks to school.)
Continue in this way for bus / car / boat / bike / ship / sea, etc.
Step 4 Ask and answer
SB Page 57, Part 1, Speech Cassette Lesson 110. Listen to the tape and repeat. Practise the dialogue. Then pairwork: get the students to make a dialogue for each picture, using the one in the book as a model. Ask some pairs to read their dialogues.
Step 5 Read and act
SB Page 57, Part 2, Speech Cassette Lesson 110. Play the tape, students listen. Teach holiday, take (time) and how long. Explain, It takes too much time means To go by train takes too much time. Now the students work in pairs and read and act out the dialogue, changing the lines to make it personal. Choose several pairs to act out their dialogue for the class.
Step 6 Listen and answer
SB Page 57, Part 3, Listening Cassette Lesson 110. Ask the students How do the six children come to school? Play the tape two or three times, if necessary, for the students to find the right answers.
Listening Text
JIM: Hi, Li Lei! How are you today?
LILEI: Fine, thanks! Jim, how do you come to school?
JIM: Oh, I usually walk. What about you? How do you come to school?
LILEI: I come by bike.
JIM: Do you come with Wei Hua?
LILEI: No, she comes by bus.
JIM: Oh! Does Wei Hua come to school with Han Mei?
LILEI: No! Wei Hua doesn't come with Han Mei.
Han Mei usually comes on foot.
JIM: What about the twins?
LILEI: They usually come with their father. They come in their father's car.
Answers: Jim — walk / on foot; Li Lei — by bike; Wei Hua — by bus; Han Mei — on foot; the twins — by car
Step 7 Workbook
SB Page 138, Wb Lesson 110. Do E. 1, 3 and 4 orally in class. Then do E. 3 and 4 as written homework after class.
Homework
Finish off the Workbook exercises.