人教版七年级英语下册全册教学设计
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最新人教版七年级英语下册全册教学设计
Unit 1 Can you play the guitar?
Section A (1a-2d)
一、
教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
guitar,
sing,
swim,
dance,
chess,
play
chess,
draw,
speak,
speak
English,
join, club
能掌握以下句型：
①
—
Can you play the guitar?
—
Yes, I can./ No, I can't.
②
—
What can you do?
—
I can dance.
③
—
What
club
do
you
want
to
join?
—
I
want
to
join
the
chess
club.
2)
能了解以下语法：情态动词
ca
n
的用法
want to do
sth.
的用法
2.
情感态度价值观目标：
该部分内容贴
近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对
方在某一方面的能力，
可以培养学生的一种群体意识。
二、
教学重难点
1.
教学重点：
1)
学习询问和谈论彼此的能力和特长；
2)
掌握一些弹奏乐器的表达方式。
2.
教学难点：
< br>情态动词
can
的构成和使用。
三、教学过程
Ⅰ
. Lead in
1.
教师可携带一些易于演奏的乐器，
也可带一些演奏乐器的图片，
一边演示乐器，
一边说
:
I
can
play
the
guitar
．…等；再指着
图片说：
He
／
She
can
play
the
violin
．But I can’t play
it．等；然后询问学生：
Can you play the
1
guitar?…．并引导学生进行简单的回答。
2. Ss look at the picture in 1a. Then
read the words and phrases. Let Ss
match the activities with the people.
Then Check the answers with the
class together.
Ⅱ
.
Presentation
出示一些反映各种活动的图片、幻灯片或播放课件，引导学
生谈论活动：
He
／
She
can
dance
／
swim
／<
/p>
sing
／
I
can’t
dance／
swim<
/p>
／
sing
／
.
..
等，学习表达活动的动词短语。
Ⅲ
. Game (What can I do?)
T: Tell your partners what you can do.
For example:
I can play the
guitar. I can sing and dance.
Ss
work in groups. The let some Ss talk to their
classmates in front
of the class.
Ⅳ
. Listening
1.
T: Now let
’
s listen to the
tape, find out the right conversation, and
number them 1-3.
（播放
lb
部分的录音让学生听，引导学生根据所
听到的内容，选出对话的
顺序，完成
1b
部分的教学任务。）
2. Check the
answers: (3, 2, 1 )
Ⅴ
.
Pair work
1.
Ask
the
Ss
to
practice
the
conversations
in
1b
with
a
partner.
Then
make
their own
conversations.
(
引导学生展开
Pairwork
活动，完成
lc
部分口语交际的教学任务，学会运用
can
询问和表达
能力。
)
Ⅵ
.
Listening
1. Work on 2a;
T:
Now,
look
at
the
pictures
on
P2,
listen
to
the
four
conversations.
Just listen.
(Play
the
recording
for
the
first
time,
students
only
listen
2
carefully.)
Then,
listen
to
the
recording
again,
and
circle
the
clubs
you
hear.
Check the answers with the class.
2. Work on 2b;
< br>引导学生根据对话内容用正确的单词填空，
补全对话，
再
播放听力材料一遍。
让学生进行校对，练习听力和写作能力，完成
2b
部分的教学任务。
Check the answers with the Ss.
Ⅶ
. Pair work
1.
Look at 2b and talk about what the people can do
and the clubs they
want to join.
老师可以和一名优秀的学生做一个对话的例子，让学生
们明白如何去问答，
例如：
T: What club does Lisa want to join?
S1: She wants to join the chess club.
T: Can she play chess
？
S1: No, she can't.
2.
Ss work in pairs to practice asking and answer
about Lisa, Bob and
Mary.
3. Ask some pairs to act out their
conversations.
Ⅷ
. Role-play
1. Ask Ss to look at the picture in
2d. Then Ss read the dialogue by
themselves and try to find out the
answers to these questions.
①
What club does Bob join?
②
What club
does Jane join?
Ss
read
the
conversation
by
themselves
and
find
the
answers
to
the
questions.
Then check the answers:
①
Bob
joins
the
soccer
club.
②
Jane
joins
the
English
and
art
club.
2.
Explain something that Ss can't understand.
3. Let Ss read after the teacher or
play the recording and let Ss read
3
after the recording.
4. Ss work in pairs to act out the
conversation.
5. Ask some pairs
come to the front of the classroom. They try to
act
out the conversation. See which
group is the best.
Homework:
1. Remember the new words and
expressions after class.
2. Recite the
conversation after class.
3. Write
English names as many as possible in the exercises
book.
板书设计：
Drills
：
1.
—
Can you sing?
—
Yes, I can./No,
I can't.
2. 2b: 1. chess, chess
2. English; English
3. sing, dance, music
4.
①
What club
does Bob join?
②
What club does Jane join?
5. want to do sth
They want to
have some rice and vegetables.
Section A (1a-2d)
Section A
(Grammar Focus-3c)
一、
教学目标：
1.
语言知识目标：
1)
继续练习运用情态动词
can<
/p>
。学会询问和谈论彼此的能力和特长。
能掌握以
下句型：
①
—
Can you play the guitar?
—
Yes, I can./ No, I can't.
4
②
—
What can you do?
—
I can dance.
③
—
What club do you want to
join?
—
I want to join the
chess club.
2.
情感态度价值观目标：
该部分学习询
问或谈论自己或对方在某一方面的能力和特长，可以培养学生的一
种群体意识，促进同学
们对自身的认识，为将来的自我发展奠定基础。
二、
教学重难点
1.
教学重点：
1)
让学生重点总结、发现情态动词
can
的用法。
2)
通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。
2.
教学难点：
1)
情态动词
can
的用法；
2)
在实际交
际活动中运用
can
来询问与表达自己或他人的能力。
三、教学过程
Ⅰ
. Warming- up and revision
1. Ask some Ss about their abilities.
T: Hi, S1! What can you do?
S1: I can sing and dance?
T: Can you play the guitar?
S1:
Sorry, I can't. But I can play chess.
T: What club do you want to join?
S1:
I want to join the chess club.
2.
Role-play.
Let some pairs role play
the conversation in 2c.
Ⅱ
.
Grammar Focus.
1.
阅读指导：
2.
学生阅读
Grammar
Focus
中的句子，然后做填空练习。
①
你会游泳吗？
______ you
______?
②
是的，我会。
/
不，我不会。
5
Yes, ____ _______. /
No, I _______.
…
(
其余试题见课件部分
)
3.
学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强
化记忆。
Ⅲ
. Try
to Find
老师将情态动词的
can
的用法，
以学案的方式呈现在大屏幕上，
让学生自主学习，
并发现其用法。
1.
可以看出，
在
< br>Can…？句型中，
情态动词
can
没有
________
和
____
___
的变化。
2.
用情态动词
can
来询问他人的能力可以归纳为
以下句型：
Can + _______ +
_________ +
其他
?
肯定回答：
_________________
否定回答：
_________________
What + can +
_______ + ________ ?
学生们合作学习讨论上面学案的答案，总
结情态动词
can
的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词
can
的用法。
Ⅳ
.
Practice
1. Look at 3a.
告诉学生们用所给的词汇来造句子。首先，用情态动词
can
及所
给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。
然后，用
转折连词
but
及第二个词组
造一个肯定句。
Teacher makes the
first one as a model:
Can Wu Jun
speak English? No, he can't, but he can speak
Chinese.
Ss try to make sentences
using the phrases in 2~5. They can discuss with
their partners.
Then let
some Ss tell their answers to the class.
Check the answers with the class.
2.
Look
at
3b.
Tell
Ss
that
your
school
is
going
to
have
a
School
Show
next
week.
What can you do? You can show your talent in it.
In order to let
all
the
students
know
about
it.
We
have
to
write
a
poster.
Now,
read
the
poster
below and try to complete the poster with the
words in the box.
6
方法指导：应通读全文，掌握短文大意；然后，仔细阅读每
个句子，根据空格
前后的词语进行推敲。
比如，
第三空格后有
guitar
一词，
可知些空格应填
play
一词。其他类似。
学生们，按老师指导的方法进行阅读，并逐句推
敲每空应填什么词，在实际的
运用提高自己的阅读能力、分析能力及综合运用能力。
最后，教师与同学们一起校对答案，
并对学生们有疑问的地方进行解释。
Ⅴ
. Group work
1. What can your group do in the school
show? Make a list, then report to
your
classmates.
2. First, work in group
ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great!
What about you S3?
S3: I can sing
very well.
…
3. Then make a list together.
4. Everyone in your group must write a
report. Then select one student to
report what your group can do. e.g.
In
my
group,
Li
Ming
can
do
kong
fu.
Zhang
Li
can
sing
very
well.
Ma
Shuang
can
dance well
…
(
最后，可以经学生们评议来推举最有能力的小组）
Ⅵ
. Exercises
1. If time is enough, do some more
exercises on big screen.
Homework
1. Read the sentences in Grammar
Focus.
2. Write a report about what
your family members can do.
板书设计
Section A Grammar Focus-3c
1. Can you do sth.?
Yes, I can.
No, I can't.
2.
Can she/he do sth.?
Yes,
he/she can.
No, she/he
can't.
3. What can you/he/she do?
I/He/She can do
…
7
Section B 1a-2c
一、
教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
drum,
play
the
drum,
piano,
play
the
piano,
violin,
play
the
violin,
also,
people, help (sb) with sth, center,
home, today, be good with, make, make
friends, weekend, on weekends/on the
weekend, teach, musician
2)
能掌握以下句型：
①
—
Can
you play the piano? No, I can't. / Yes, I can.
②
be good with
…
③
help
…with…
2.
情感态度价值观目标：
学习询问或谈论自己或对方在某一方面的能力和特长，
可以培养学生的
社会责
任意识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识，以
及社会责任意识。
二、
教学重难点
1.
教学重点：
1)
能过听力训练来提高学生们听说能力。
2)
进行阅读训练，
通过阅读简短的
文章来学习语言知识，
提高综合运用能力。
2.
教学难点
8
1.
听力训练
2.
阅读
2b
部分的短文并完成相关要求。
三、教学过程
Ⅰ
. Warming- up and revision
1. Daily greeting.
2. Check
the homework. Let some Ss report what his/her
family members can
do.
Ⅱ
. Presentation
1. T:
Show some
really
instruments like
violin, drums. Then play some of
them.
Tell
Ss
I
can
play
the
drums,
I
can
play
the
violin,
I
can
play
the
violin
…
Ss:
Do after the teacher, Act as he/she are playing an
instrument. The
say:
I
can
play
the
piano,
I
can
play
the
piano,
I
can
play
the
drums
…
Ⅲ
. Game (Talent show)
1. Act and show your classmates your
talent.
T:
Please
stand
in
front
of
your
classmate.
Act
and
say
what
you
can.
e.g.
S1: (sing and dance) I can sing and
dance.
S2: (play the drum) I can play
the drum.
S3:
…
2. Ask as many students as possible to
say their abilities.
Ⅳ
.
Listening
1. Tell the Ss that they
will listen to some sounds of the instruments.
Listen and number the words [1-4] in
the order of the sounds you hear
in 1a.
2. Play the recording again and check
the answers.
3. T: Now let's work on
1c. First, let one student read the words and
phrases aloud.
Then listen
to the tape and circle the words and phrase you
hear.
4. Ss listen to the tape and
circle the words and phrases they hear.
9
5. Check the
answers:
6. T: Now please look at the
chart in 1e. What can Bill, Cindy and Frank
do? What can't they do? You'll listen
to the tape again. Then try to
fill in
the blanks.
听力指导：要抓他们会做的
事情，以及不会做的事情这两个重点内容。因此在
听的时候，应重点将人物及动作这两个
方面的听清，其他作为非重点内容。
7. Ss
listen to the recording carefully and try to fill
in the blanks.
8. Check the answers
with the class.
Ⅴ
. Group
work
1. Work in groups. Take turn to
talk about what Bill, Cindy and Frank can
and can't do.
S1: Bill
can play the guitar, but he can't sing.
S2: Cindy can sing and play the drum,
but he can't play the piano.
S3:
Frank can play the piano, but he can't sing or
dance.
S4:
…
2. Teacher can walk around the
classroom, and give some help to the Ss.
Ⅵ
. Reading
1.
T: Let's meet three new friends, Peter, Aland and
Ma Huan. What can
they
do
？
Now read the descriptions
and underline what they can do.
2.
Let
some
Ss
read
aloud
what
Peter
can
do.
Then
let
another
Ss
read
aloud
what Cindy and Frank can do.
3. Let Ss work in pairs to ask and
answer about what they can do.
S1:
What can Peter do?
S2: He can speak
English and play soccer.
S2: What
can Alan do?
S1: He can play ping-
pong.
…
Ⅶ
. Reading
1.
T:
Now
We'll
read
three
ads.
What's
the
main
idea
of
the
each
ad? What's
10
each ad's
title? Now let's read the three ads and select a
title for
each ad.
2.
方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容，
通过读广告来总结出它们的主要内容，
并确定一个最为贴切的题目。
< br>
综合广告
内容与三个题目，看每个题目与广告的内容是
否最为贴切。
3. Ss read carefully
and try to select a title for each ad.
4. Check the answers with the class.
Ⅷ
. Reading
1.
T: Suppose Peter, Alan and Ma Huan want to help to
do something after
school.
Which
ad
is
right
him/her?
Now
read
the
descriptions
in
2a
and
the ads in
2b again. Select a right ad for each person.
2.
方法指导：首先，再次明确每个能做的事情，以及他
/
她喜欢做的事情；然后，
看每则广告中要
求应聘者去做什么事情；最后，综合考虑三个人的情况，做出
一个最佳选择。
3. Ss read the descriptions in
2a and the ads in 2b again. Try to select
a right ad for each person. They can
talk about the answers in their
groups.
4. Check the answers with the class.
Homework
1. Remember the
new words and phrase after class.
2.
Try to retell what Peter, Alan and Ma Huan can do
after class.
板书设计：
Section B 1a-2c
1. play the
violin, play the drums, play the piano
(
提示：
在
音器前必须加定冠词
the;
而在棋类、
球类前则不须加
the
；
play
chess; play basketball, play
volleyball)
2. 2b: A; C; B
3. 2c: Peter---2;
Alan---1;
Ma
Huan---3
4. Explanation:
help sb. with
sth. = help sb. do sth.
be good with
...
also
与
too
also
用于句子中间；而
too
常用于句子末尾
11
Section B 3a-Self Check
一、
教学目标：
1.
语言知识目标：
1)
复习询问或谈论自己或对方在某一方面的能力和特长
,
讨论参加某一个俱乐
部。
2)
能够综合运用所学的知识，
< br>就自己的熟悉的内容来介绍自己或他人所俱有的能
力及特长；
3)
总结回顾一些常见的一些表达人们能力的词汇，并
能进行分类记忆。
2.
情感态度价值观目标：
1)
能了解自己的一些特长，
并运用自己的一技之长为他人或社会做一些有
益的事
情。
2
）
不断学
习一些新的特长与技能来完善、充实自己。为将来走向社会成为一名
有用的人材打下基础
。
二、
教学重难点
1.
教学重点：
1)
能运用自己所学的相关语言知识，
借助一些提示材料来描述自己所熟悉的人物
的能力。
2
）
能运用自己所学的相关英语语言知识，<
/p>
模仿所学过的相关材料来制作简单的广
告。
2.
教学难点：
能运用自己所学的相关英语语言知识，模仿所学过的相关材料来描述自己所熟悉
的人物的能力或制作简单的广告。
三、教学过程
Ⅰ
. Warming- up and revision
12
1. Have a
dictation of the new words and expressions.
2. Let some Ss retell what Peter, Alan
and Ma Huan can do.
3. Let some Ss to
read the three ads again.
Ⅱ
. Presentation
1. Show
some pictures of
the famous
musician. For
example, Liu Huan;
Ask
Ss questions like this:
T: Who's he?
Ss: He's Liu Huan.
T: What does he do?
Ss: (Help Ss to answer) He's a famous musician.
Write the words musician on the Bb.
music
音乐
→
musician
音乐家
拓展：
teach
教→
teacher
老师
Ⅲ
. Practice
1.
T: Next week we'll have a music festival. So we
need some musicians to
help with the
music festival. I wrote an ad for help, but some
of the
words
are
missed.
Please
read
the
ad
again
and
try
to
fill
in
the
blanks
with
the words in the box.
2.
阅
读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解句
子意思的基础
上，分析空格所缺词汇的意思；然后分析空格上下文的意思或上
下文的单词来确定空格中
的词汇的词性；最后，在综合理解的基础上确定每个
空格处的词汇。
3. Ss read the passage then fill in
the blanks with the words in the box.
4. Check the answers.
Ⅳ
. Writing
1. Do
you want to make poster in English by yourself?
Now work with your
group
members,
think
of
an
even
at
our
school.
Then
try
to
make
a
poster
by
yourselves.
The events may be the
music club, the Sports Day; the art festival and
13
so on
2. Ss work in groups. First think of an
event at the school. Then try to
make
the poster.
3.
写作指导：
首先，应确定与该做事项所须的相关能力；可以用借鉴
2b
或
3a
中的广告的样
子来写。其次，为
了使语气显得较为委婉，可以用一些一般疑问句来询问应聘
者的能力，比如：
Can you swim? Can you
…
?
最后，一定记住将本次活
动的联
系方式写清楚。
4.
Teacher walks around the classroom. Give any help
Ss may need. Ask one
the students in
each group to read aloud their ads to their class.
Let
other students in other groups give
some advice on the ads.
5. Decide
which ad is the best.
Ⅴ
.
Self Check 1
1.
让学生们在小组内讨论这
些分类的能力活动；
每个小组成员积极发言，
由小组
长负责整理记录。
2.
让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充；
最后，
将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补充。
3. Give Ss a few minutes to
remember the abilities.
Ⅵ
.
Self Check 2
1. Tell Ss what they
should do. You can add as many words as you can to
make phrases. Give Ss an example: play
the drum, play the piano, play
the
violin, play the guitar; play chess, play
volleyball
…
2.
Ss work
in groups. Try
to make
as many phrases as
they can. They
should
write
down their phrases on their notebook.
3. Let some Ss read their phrases. Let
other students add more phrases.
Ⅶ
. Self check 3
1.
Now
you
can
write
something
you
like.
e.g.
What
can
you
do?
What
can't
you
do? What about your family members, your friends,
your classmates.
You can write at least
five sentences.
First I'll give a
model:
14
I can
speak English. I can play chess. I can play
basketball. But I can't
play the piano.
I can't play the violin. My sister can play the
violin.
She can play the guitar, too.
2. Ss write about something by
themselves.
3. Let some Ss read their
sentences to the class.
Homework
1. Review Section B.
2.
Write a short passage about your uncle or your
aunt. What he/she can
do? What she/he
can't do.
板书设计：
Section B 3a-Self Check
3a: music, dance, play, guitar, can,
call
3b:
Events:
school
music
club;
school
soccer
club;
school
English
club,
Art
Festival; Sports Day
Self
Check 1: play the guitar; play the piano; play the
violin; speak Chinese,
speak French, speak Japanese; run, play
soccer, play basketball, play volleyball,
play
tennis
…
; write stories, help
mum cook, wash the clothes
…
Unit 2 What
time do you go to school?
Section A
(1a-2d)
一、
教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
15
up,
get
up,
dress,
get
dressed,
brush,
tooth
(pl.
teeth)
brush
teeth,
shower,
take
a
shower,
usually,
forty,
fifty,
wow,
never,
early,
job,
work,
station,
radio station,
o'clock, funny, exercise
能掌握以下句型：
①
—
What time do you usually
get up?
—
I usually get up
at six
thirty.
②
—
When do you go to work?
—
I usually go to work at
eleven
o'clock.
③
—
He
has an interesting job.
—
He works at a radio
station.
2)
用<
/p>
when
和
what time
引导的特殊疑问句询问时间和时间的表达法；用所学的
目标语言对生活和
学习活动做计划，学会合理地安排作息时间。
2.
情感态度价值观目标：
本部分的话题
是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息
时间安排是非常有规律
的。通过互相询问或谈论自己或对方的作息时间安排和活
动计划，可以培养学生良好的作
息习惯和守时习惯。
二、
教学重难点
1.
教学重点：
1)
掌握时间的简单表达方式。
2)
学习询问和谈论时间和制订作息时间表。
2.
教学难点：
when
和
what
time
引导的特殊疑问句和时间的表达法。
三、教学过程
Ⅰ
. Warming-up and revision
1. Greet the Ss as usual.
2. Watch a short video program about
daily activities.
Ⅱ
.
Presentation
1.
出示几幅反映日常事务
(
如：
起床、
上学
、
跑步等
)
的图画、
< br>幻灯片或播放课件，
引导学生谈论这些日常事务
go
to school
，
get up
，
run
，
take a
shower
，
eat
16
breakfast
等，学习有关的
动词短语。
学生们观看教师出示的反映日常事务
(
如：
起床、上学、跑步
等
)
的图画、幻灯片
或课件，谈论这些
日常事务
go to
school
，
get up
，
run
，
take a
shower
，
eat
break
fast
等，学习有关的动词短语。
2.
出示
la
部分的图片或幻灯片或播放该内容的课件，引导学生将词语与图画进
行搭配。
学生们观看
1a
部分
的图片或幻灯片或该内容的课件，
将词语与图画进行搭配，
完<
/p>
成
la
部分的学习任务。
Ⅲ
. Presentation
1.
出示一个可以转动时／分针的大钟，一边调整时间，一边
询问学生时间“
What
time is
it?
”
。
学生们在老师的帮助下回答时间：
It's six o'clock. It's seven twenty.
…
（给学生们解释在英语中时间的简单的表达方式）
2.
调整时钟到某个时间，然后说：
I get up at
6
：
00
．
I
go to school at 6
：
45
< br>．等；再询问学生：
What time do you get up?
等，引导学生回答，从而引
出本部分的重点目标句型。
学生们一边观看大钟，一边认真听老师的描述，然后回答老师的问题
I get up
at…，从而学习本部分的重点目标句型。
Ⅳ
. Listening
1.
播放
1b
部分的录音让学生听，引导学
生根据所听到的内容，将时间与活动进
行搭配。
2.
学生们听
1b
< br>部分的录音，根据所听到的内容，将时间与活动进行搭配，完成
1b
部分的学习任务。
3. Check the
answers:
Ⅴ
. Pair work
1.
引导学生展开
Pairwork
活动，进行口语交际活动，学会运用
what
time
引导
的疑
问句，用数词来询问和表达时间。
17
2.
学生们展开活动，完成
1c
部分口语交际的学习任务，学会运
用
what time
引
导的疑问句，
用数词来询问和表达时间。
Ⅵ
.
Listening
1.
让学生们先阅读
2a
部分的句子，理解大意。然后
< br>播放
2a
部分的录音让学生
听，
引导学生根据对话内容进行填空。
(
注意提醒学生们听对话填空的技巧：先听、记住应填的内容，做简单的（符号）
记录，
最后，在听第二遍的时候再进行单词的书写。
)
2.
再播放
2a
部分的对话录音让学生听，
引导学生写出
Jim
一家人的淋浴计划
(
时
间
)
。
3.
学生们再听<
/p>
2a
部分的对话录音，
写出
Jim
一家人的淋浴计划，
完成
2b
部分的
教学任务。
4. Check the answers:
Ⅶ
. Pair work
引导学
生展开
Pairwork
活动，完成
2
c
部分口语交际的教学任务。
提示学
生们可以就
1a
部分的日常活动来进行问答。
< br>e.g.
T: S1, what time do you usually
get up in the morning?
S1: I usually
get up at six thirty.
T: And what time
do you eat breakfast?
S1: I usually eat
breakfast at seven o'clock.
Ⅷ
. Role-play
1. Ask Ss to read the conversation in 2c. Then
answer the questions
below:
①
Where does Scott work?
②
What time is his radio
show?
③
What time does he
usually get up?
④
What time
does he eat breakfast?
⑤
What time does he usually go to work?
2.
学生们阅读对话，然后回答上述问题。老师让几位同学回
答上述问题，然后和
同学们一起校对一下答案。
看学生们的掌握
情况。
应对话中学生们不明白的地
18
方给予适当的解释。
3. Play the recording for the Ss to
listen and repeat. Then let Ss work
in
pairs to practice reading the conversation. Then
try to act it out.
4. Ask some pairs
to come to the front and act out the conversation.
See
which group does best.
Homework:
1. Remember the
new words and expressions. Try to understand how
to
express time in English.
2. Role-play the conversation with a
partner after class.
3. Write
three
short
conversations
to
ask
about
your
best
friend's
daily
activities.
板书设计：
Drills
：
1.
—
What time do you usually
get up?
—
I usually get up at six
thirty?
2.
—
What
time does Scott eat breakfast?
—
He eats breakfast at nine.
3.
—
When do you usually go to
work?
2a: two; two, one
2c: 5:50; 6:15; 6:30; 6:45
2d:
①
At a radio station.
②
From
12 at night to 6 in the morning.
③
At 8:30.
④
At nine.
⑤
At Eleven.
—
I usually go to work at
eight.
Section A (1a-2d)
Section A (Grammar Focus-3c)
一、
教学目标：
1.
语言知识目标：
19
1)
继续学习运用
when
和
what
time
引导的特殊疑问句询问时间、运用数词表达
不同的时间
，通过对目标语言的学习使学生学会更合理地安排自己的学习和课
活动时间。
能掌握以下句型：
①
—
What time do you usually
get up?
—
I usually get
up at six
thirty.
②
—
When do you go to work?
—
I usually go to work at
eleven o'clock.
for school.
③
—
When does Rick eat
breakfast?
seven o'clock.
④
—
When do your friends
exercise?
—
They
usually
exercise
on
weekends.
2.
情感态度价值观目标：
通过对该部分
内容的学习，让学生们学会用频率副词谈论自己日常生活及日常作
息习惯；学会更合理地
安排自己的学习和课外活动时间；能够运用所学知识对某
一活动进行合理安排，并培养学
生良好的作息习惯和守时习惯。
二、
教学重难点
1.
教学重点：
1)
总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。
2)
通过不同形式的练习方式来训练及熟练运用用频率副词谈
论自己日常生活及
日常作息习惯。
2.
教学难点：
1)
总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。
2)
用频率副词来造句，表达日常作息习惯。
三、教学过程
Ⅰ
. Warming- up and revision
1. Greet the Ss and check the home.
2. Let some pairs role-play the
conversation in 2d.
—
He
eats
breakfast
at
—
He's
never
late
20
Ⅱ
. Grammar Focus.
1.
下面是对用频率副词谈论自己
日常生活及日常作息习惯的句型进行了总结。
同
学们阅读
Grammar
Focus
中的句子，然后做填空练习。
①
你通常几点起床？
_____________________
②
我通常六点半起床。
____________________
③
他们几点穿好衣服？
___________________
④
他们总是七点半穿好。
___________________
⑤
里克在几点钟吃早饭？
____________________
…
2. Ss finish
off the sentences by themselves, then check the
answers by
themselves.
3.
Give Ss about some time to remember the sentences.
4.
语法探究：
Let Ss read the sentences on the big
screen. Try to find the answers to
the
question. And try to learn about the grammar
knowledge.
①
可以
看出，询问做某事的时间时，可以用
_____________
和
_______
两个疑
问词来询问。
②
询问某人做某事的时间可以归纳为以下句型：
________ + does + __________
主语
+
动词短语
?
或
_____+ does + ___________
主语
+
动词短语？
________ + do + ___________
主语
+
动词短语？
或
_______ + do +
___________
主语
+
动词
短语
?
③
在答语中
always, usually,
never
频率词等放在主语与谓语动词之间。
5. Check the answers with the Ss.
Ⅲ
. Practice
1.
Look
at
3a.
Tell
Ss
to
write
questions
or
answers
with
always,
usually,
or never.
2.
指导：
always, usually or never<
/p>
等副词在句子中的位置一般是在主语后面，
行为动词前面。要根据
问句的内容确定答语的内容；或者根据答语的内容来确
21
定问句的内容，
特别是注意问句或答语的人称或数。
比如：
第一个问句所为
you
，
因此回答应用第一人称“
I
”<
/p>
;
I
usually
get
up
at
six
thirty
on
school
days.
其他与之相类似。
Ⅳ
. Writing
1.
Look
at
3b.
Write
something
you
always
do,
something
you
usually
do
and
something your never do.
2.
Ss work by themselves. Try to write down their own
sentences.
3.
Let
Ss
exchange
their
sentences
with
their
partners.
Check
each
other's
answers.
4. Let some Ss read their sentences
aloud to their classmates.
Ⅴ
. Interview
1. Look at the box below. Ask a student
read aloud the phrases. Now,
interview
three of your classmates. Find out what time they
do these
activities. Then give a report
to the class.
get up
exercise
Jenny
7:00
8:00
S2
S3
eat dinner
6:30
take
shower
go
to
school
7:30
a
9:00
2. First, ask and answer your friend:
You: What time do you usually get up?
Jenny: I usually get up at 7:00.
You: What time do you exercise?
Jenny: I usually exercise at eight.
You: What time do you usually eat
dinner?
Jenny: I usually eat dinner at
6:30.
22
You:
When do you usually take a shower?
Jenny: I usually take a shower at 9:00.
…
3. Then write a
report in your exercise book:
(
提示：让学生们一定要注意正确运用动词的第三人称单数形式。
)
In
our
group,
Jenny
usually
gets
up
late
on
weekends.
She
gets
up
at
seven
o’clock.
She
always
exercises
at
eight
o’clock.
She
usually eats
dinner
at six thirty.
She usually takes a shower at nine
o’clock.
She usually
goes to
school at seven thirty on school days.
4. Let some Ss read their report to the
class.
Ⅵ
. Exercises
If time is enough, let Ss
do more exercises on the big screen.
Homework
1. Read the
sentences in Grammar Focus.
2. Ask
your family member about their daily arrangement.
Then write a
report.
板书设计
Section A
Grammar Focus-3c
3a: 1. I
usually get up at 6:30 on schooldays.
2. What time does Rick get
up?
3. I usually have breakfast at
7:00.
4.
What time does Anna eat breakfast?
5. He always go to school at 7:40.
3b:
always: I always get
dressed at 6:40.
usually: My
brother usually take shower at 9:00.
never: My
sister never late for school.
23
3c.
In our
group, Jenny usually gets up late on weekends. She
gets up at seven o’clock.
Section B 1a-2c
一、
教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
half,
past,
quarter,
homework,
run,
walk,
clean,
quickly,
either,
either
…
or
…
, lot, lots of, taste
2)
能掌握以下句型：
①
—
When does Tom usually get
up?
—
He
usually gets up at half past five.
②
I either watch TV or play
computer games.
③
It tastes
good.
2.
情感态度价值观目标：
本部分的学习
内容仍是对“日常作息时间”的询问和表达，学习内容贴近学生的
生活。通过互相询问和
谈论自己或对方的作息时间安排和活动计划，可以培养学
生良好的作息习惯和守时习惯。
二、
教学重难点
1.
教学重点：
1)
让学生们掌握另外两种表达时间的方式。
2)
掌握运用本节课所学习的一些日常活动的表达方式。
3)
通过听、说、读的训练来提高学生们综合运用英语的能力。
2.
教学难点
24
1
）
能听懂学习到的日常活动的时间按排。
2
）
通过阅读短文，综合学习运用本单元所学习的句型句式，提高学生们的综
合英语水平。<
/p>
三、教学过程
Ⅰ
. Warming- up and revision
1. Greet the Ss as usual.
2. Check the homework. Let some Ss
report their family member's daily
activities.
Ⅱ
.
Presentation
出示一个可以转动时／分针的大钟，
一边调整时间，
一边询问学生时间
“
What
time
is
it?
”
。
Ss: It's six o'clock. It's seven
twenty.
…
帮助学生们用<
/p>
past
和
to
来回答时间：
It's twenty past six.
(1)
数字表达法：按照时间的顺序，用数词先说“时”，再
说“分”。如：
six
thirty
六点半；
seven
fifteen
七点十五分；
nine fifty-five
九点五十五
分。
(2)
文字表达法：先说“分”，再说“时”，中间加介词<
/p>
past(
半点或半点以内，
表示“超过
”)、
to(
半点以上，表示“差”)。如：
< br>ten
past
five
五
点十分；
。
quarter
past
seven
七点一刻；
half
past
nine
九点半；
a
quarter
to
twelve
十二点差一刻，即
十一点四十五分。
Ⅲ
.
Matching
1. Work on 1a:
引导学
生将用英语表达的时间与钟表上用数字表达的时间一一配
对。
学生们将两个不同形式的时间配对。
2.
然后，学生们将活动与时间一一配对，完成
1a
部分的教学任务。
Ⅳ
. Pairwork
1.
引导学生进行
Pairwork
活动，
就
1a
所学的内容进行问答练习，
运用所学的目
标句型
:
25
—
When do students usually
eat dinner?
—
They usually
eat dinner at a quarter to seven in the
evening
．等。
学生们进行<
/p>
Pairwork
活动，就
1a
所学的内容进行问答练习，运用所学的目标句
型来完成
< br>1b
部分的教学任务。
2.
Let some pairs ask and answer aloud.
Ⅴ
. Listening
1.
Let Ss read the activities in 1c first. If they
have any problem, they
can put up their
hands and ask for help. Then tell Ss they will
listen
to the recording and circle the
activities they hear.
2.
播放
2a
部分的录音，引导学生一边听录音，一边圈出所听到的表示
活动的词
汇。
学生们听
2a
部分的录音，
一边听录音，
一边圈出所听到的表示
活动的词汇，
完成
2a
部分中的学习任
务。
3. Check the answers with
the class.
Ⅵ
. Listening
1. T:
Now
let's
listen
to
the
recording
again.
Write
the
time
next
to
the
activities you circled in 1c.
2.
再播放
2a
部分的录音，引导学生根据所听到的内容写出活动所发生的时间。
学生们再听
2a
部分的录音，根据所听到的内容写出活动所发生的时间，完成
2b
部分中的学习任务。
3.
方法指导：第一遍只听不写，第二遍边听，边写时间。一
定要将活动的内容听
准确。
4.
Check the answers:
Ⅶ
.
Talking
1. T: In our lives, some
activities are healthy, but other activities are
unhealthy. For example:
Take
a
walk
after
dinner; Exercise
every
morning.
Go
to
bed
early
and
get
up early.
2. Brainstorm
Let's work
in groups. Talk about what activities are healthy.
What
26
activities are unhealthy.
Make a list on a piece of paper. Then report your
list to the class.
3. Check the
activities in 2a you think are healthy.
Ⅷ
. Reading
1.
Fast reading.
Tell Ss that Tony and
Mary are brother and sister. They have healthy and
unhealthy habits. Who is healthier?
Please
read
through
the
passage
quickly
and
try
to
find
the
answer
to
this
question.
Who is healthier
(
更健康
)?
Ss
read
the
passage
quickly
and
try
to
find
the
answer
to
the
two
questions.
(
I think Mary is healthier. )
2.
Careful reading
Ss read the passage
again and circle the healthy activities in the
passage.
学生们认真阅读短文，将自己认为是健康的活动下面划线。
3.
Let
some
Ss
read
out
the
healthy
activities.
Check
the
answers
with
the
class.
Ⅸ
. Reading
Tell
the students to read the passage again and write
down the unhealthy
habits of each
person. Then think of healthy
activities for them.
阅读指导：
1)
认真阅读短文，找出那些不太健康的生活习惯，并将它们
写在横线上。
2)
在小组中讨论
一下，为他们提出更健康的习惯。然后也写在横线上。
3
）
Let some
groups report their answers to the class.
2.
综合学生们提出的意见，将最佳答案写在黑板上，让学生
们参考。
Homework
27
1. Remember the new words
and expressions in the period.
2. Ask
Ss to make sentences with the main phrases in this
period.
either
…
or
…
; lots of;
taste
…
;
板书设计：
Section B 1a-2c
1.
①
数字表达
6:30 (six thirty)
②
文字表达：
half past six;
twenty past seven (7:20)
a quarter to nine (9:45)
twenty to ten (9:40)
1c: 1. get up 5:30
2. run 6:00
3.
eat breakfast: 7:00 4. go to school: 7:45
5. go home 4:15
6. do homework 5:30
7. eat dinner 7:15
8. go to bed 9:00
2b: Who is
healthier(
更健康
)?
I
think Mary is healthier?
Section B 3a-Self Check
一、
教学目标：
1.
语言知识目标：
1)
复习“日常作息时间”的询问和表达，学习内容贴近学生
的生活。
2)
通过多种形式的训练
来训练学生们综合运用英语表达自己的或对方的作息时
间安排和活动计划。
2.
情感态度价值观目标：
让学生们学会
谈论自己的日常生活及作息习惯；学会更合理地安排自己的学习和
课外活动时间，并能够
运用所学知识对某一活动进行合理安排。因此，给学生提
28
供一些实际活动的训练。可以有效地帮助学生更好地学会制订作息计划。
二、
教学重难点
1.
教学重点：
复习“时间的询问和表达法”以及它在具体事务中的运用。
2.
教学难点：
复习运用
what time
和
when
引导的疑问句询问时间；运用数词表达时间。
三、教学过程
Ⅰ
. Warming- up and revision
1. Greet the Ss as usual.
2. Check the homework.
3.
Revision
1) Have a dictation of the
new words and expressions learned yesterday.
2) Let some Ss read the passage aloud.
Ⅱ
. Reading
1.
Tell
Ss
this
is
a
daily
routine
of
a
Jack.
He's
a
student
from
Australia.
But they're in
wrong numbers. Can you read these sentences and
make a
story about Jack.
2.
方法指导：首先，应通读全部的句子，掌握每个句子的意思。可知他例举了他
一天来在不同的时间点上所做的事情；因此，同学们们可以按时间的先后，对
这些活动来进行排序；
因为第一句话已给标出，
同学们也可以
从第一句话开始，
顺藤摸瓜，一步一步的将一天的活动串起来。可知第一句话的意思为“
我有一
个很好健康的生活习惯”
，可知接一下来应当是
Jack
例举他的生活习惯；对比
这些时间点可
知，
第一项应是从起床
“
get
up
”
开始
。
所以第二条应是
“
I
usually
get up early at
six.
”一句。其他的句子按时间的先后，逐步地确定了。
3. Check the answers: (2, 3, 5, 4, 6,
7, 1, 8, 9 )
Ⅲ
. Writing
1. T: Now Jack wants to make friends
with you. And he wants to know about
your daily routine. Please write your
own routine and send an email
to him.
29
2.
写作指导：首先，应在心中将自己日常的一些活动按时间的先后，列一清单。
然后，按时间的先后顺序一个事情一个事情的写清楚。最后，再通读一遍自己的
短文看有没有错误的地方。
3. Ss make
a list first they try to write their own routine.
4. Exchange their routines and check
each other's answers.
5. Let some Ss
read their routines to the class as a model.
Ⅳ
. Self check 1
1.
Please
look
at
the
words
in
the
box
below.
First
you
should
make
phrases
with the words in
the boxes.
2. Make a model for the Ss
first. taste good
尝起来味道很美
3. Ss
work in groups and try to make phrases correctly.
Write down their
phrases on a piece of
paper.
4. Check the answers with the
class.
5. Now use the phrases to
complete the sentences.
6.
指导：首先，应认真阅读每句话，根据上下文的意思来确定空格处的意思。
然后，综合阅读所有句子，来确定出最佳的答案。
7.
学生们根据老师的指导方法，阅读每个句子，并找出最佳
的答案。
8. Check the answers
with the class.
Ⅴ
. Self
Check 2
1. Now look at the
conversation below. Complete the conversations
with
questions and answers. Use the
words in the brackets to help you.
2.
方法指导：
首先，学生们应通读一遍
短文，掌握短文的大体意思（可知是问
答每天日常生活时间按排）
；其次，还要根据句子的主语来确定谓语动词的数。
然后，
根据括号中的提示来进行提问或回答。最后，再通读一遍自已编写的对
话，看是否通顺恰
当。
3.
Ss
work
by
themselves.
Try
to
make
questions
and
answers
with
the
words
in the
brackets.
4. Let some pairs read their
conversation aloud to the class.
5.
Check the answers together.
30
Homework
1.
Review the new words and expressions in Section B.
2. Read the conversation in Self check
2. Make a new dialogue about your
grandma.
板书设计：
3a: (2, 3, 5,
4, 6, 7, 1, 8, 9 )
Self Check 1: taste good, clean my
room, have a good job, get dressed, take a walk,
brush your teeth
1. taste good
2. take a walk 3. brush
your teeth 4.
has a good job 5. get dressed 6.
clean
my room
Self Check
2:
1. When does
your mother usually get up?
She usually gets up at 5:
45.
Why does she get up so
early?
Because she always makes
breakfast for me
2. When do you usually
go to school?
Section B
3a-Self Check
I
usually go to school at 7:30.
31
Unit 3 How do you get to
school?
Section A (1a-2d)
一、
教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
train, bus, subway, ride, bike, sixty,
seventy, eighty, ninety, hundred,
far,
minute, kilometer, new, every, every day
2)
能掌握以下句型：
①
—
How do you get to school?
—
I ride my bike.
—
She takes the subway.
②
—
How does Mary get to
school?
2. Talk about how
to get to places (
谈论出行方式
)
take the bus /subway /train /taxi ,
ride a bike /walk .
3.
how
引导的特殊疑问句，表示乘坐何种交通工具的方式。
how
far,
how
long
引
导的特殊疑问句。
4.
复习基数词及时间的表示方法。
2.
情感态度价值观目标：
让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语
课和应付考试而学习
,
了解东西方国家出行方式的不同
，以及不同的交通规则
,
教
育学生注意
交通安全
,
加深对交通知识的了解。倡导自觉遵守交通法规及
礼貌
,
构建和谐的人际关系。了解交通的发展，培养创新精神。
二、
教学重难点
1.
教学重点：
1) how /how far /how long
引导的特殊疑问句
.
2)
乘坐交通工具的表示方法
.
3)
It takes / sb some time to do sth .
2.
教学难点：
—
How do you get to school?
—
How does Mary
get to school?
—I take the …/ride …/
walk…
—
She takes
the subway.
32
—
How long does it take?
—
It
takes forty minutes.
—
How
far is it from
…
to
…
—
It's
…
kilometers.
三、教学过程
Ⅰ
. Warming-up and Lead in
学生和老师进行简单的问候
Ss :
Good morning , teacher.
T: Good morning
, class
T: Look at the picture. What
can you see? Do you like your school? I
usually get to school by bike, but
sometimes on foot . How do you get
to
school?
Ss
按实际情况作答
S1: I
ride my bike.
S2: I go by bus.
S3: ………
T: Very
good. You’re clever. Let’s learn Unit 4 Section
A.
之后板书：
“
Unit 4 How do you get to
school?
”
Ⅱ
. Presentation
1. T: If you are here, but your school
is in Shanghai. How do you get to
school?
Ss: I take the bus
/plane/ boat / ship / car / taxi
I ride
a bike / motorbike
T: Do you know any
other way?
2. Teacher shows pictures on
the big screen .
归纳出行方式和常用短语
.
Ask some questions about how you get
to
…?
(
让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功
倍
)
3. Show a picture about Part
1, on the screen.
Point at girls or
boys in the picture.
Ask students to
answer and write in the blanks.
33
S1 : How does he / she go
to school?
S2 : He / She … …
Ⅲ
. 1a
T: Look
at the picture on your book. Match the words with
the picture.
(
学生们完成
1a
的学习任务，然后校对答案
)
Ⅳ
. Listening
1.
Make sure the Ss know what to do. Give them an
example orally if
possible.
2. Read the names in the box.
3. Play the tape and check the answers.
Ⅴ
. Pair work
Ask
two students to read the dialogue in the speech
bubbles to the class.
Then
ask
students
to
work
in
pairs.
Ask
and
answer
how
students
get
to
school
in the
picture.
Finally ask some pairs of
students to present their conversations to
the class.
Ⅵ
.
Listening
1.
Revise
the
numbers,
first,
zero~nine,
next,
ten~nineteen,
then,
twenty,
thirty,
forty
…
finally, twenty-one,
twenty-two
…
Teach
the new word
2. Play the tape for the
students to finish 2a. Then play again and check
the answers
Ⅶ
.
Presentation
Show a picture on the TV
and explain these are your home and school.
Teach: home----school How long 10
minutes How far two kilometers
Then
make up a dialogue to practice.
A: How
do you get to school?
B: I usually take
the bus.
A: How far is it from your
home to school?
34
B: It's about two kilometers.
A: How long does it take?
B:
It takes 30 minutes by bus
Ⅷ
. Listening
1.
Tell
Ss
the
following
recording
is
about
how
Tom
and
Jane
go
to
school.
2. First, listen to the recording
fill in the first column.
3.
Then,
play
the
recording
for
the
Ss
again.
Ss
listen
and
complete
the
rest
of the chart.
4. Check the answers.
Ⅸ
.
Role-
play
1. Read the dialogue
and find the answer to these questions:
①
How does Jane get to
school?
②
How far is it from
home to school?
③
How long
does it take to get to school from her home?
2. Ss read the conversations and then
find the answers to the questions.
3.
Check the answers with the class.
4.
Play the recording for the Ss to listen and
repeat.
5. Ss read the conversation
then role-play the conversation.
6. Let
some pairs act out the conversation.
Homework
1. Remember the
new words and expressions in this period.
2. Role-play the conversation after
class.
板书设计：
Section A (1a-2d)
1.
—
How do you
get to school?
—
I ride my bike?
—
How does Mary
get to school?
—
She takes the subway.
2.
表达
“
几十
”
个位数字
+ty
twenty, thirty,
表达<
/p>
“
几十几
”
一定要用连字符
twenty-five,
sixty-nine
hundred
one hundred, two hundred
3.
①
How does Jane get to school?
35
②
How far is
it from home to school?
Section A (Grammar
Focus-3c)
一、
教学目标：
1.
语言知识目标：
1)
继续练习谈论出行方式
take
the bus /subway /train /taxi, ride a bike
/walk .
2
）用不同方式练习
how
引导的特殊疑问句，表示乘坐何种交通工具的方式。
how
far, how long
引导的特殊疑问句。
3
）复习基数词及时间的表示方法。
2.
情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则
,
教育学生注意交通安全
,
加深对交通知识的了解。
倡导自觉遵守交通法规及礼貌
,
构建和
谐的人际关系。
了
解交通的发展，培养创新精神。
二、
教学重难点
1.
教学重点：
1) how /how far /how long
引导的特殊疑问句
.
2)
乘坐交通工具的表示方法
.
3)
It takes sb some time to do sth .
2.
教学难点：
—
How do you get to school?
—
How does Mary
get to school?
—
How long does it take?
—I take the …/ride …/ walk…
—
She takes the subway.
—
It takes forty minutes.
—
How far is it
from
…
to
…
—
It's
…
kilometers.
36
三、教学过程
Ⅰ
. Warming- up and revision
1. Greet the Ss as usual. Then check
the homework.
2. Go over the
conversation in 2e.
Ⅱ
.
Grammar Focus.
1.
学生阅读
Grammar
Focus
中的句子，然后做填空练习。
①
你如何到达学校？
_______________________
我骑自行车。
____________________
②
她如何到达学校？
___________________
她乘公共汽车。
____________________
③
到达学校要花多长时间？
____________________
大约花费
15
分钟。
____
_______________
④
从你有到学校有多远？
____________________
仅约两公里。
____________________
⑤
简步行去上学吗？
_______________________
不，她骑自行车。
____________________
⑥
他们乘公共汽车去上学吗？
_________________
不，他们步行。
____________________
2. Ss check the
answer with their partners.
3. Give Ss
six more minutes to try to remember the sentences.
Ⅲ
. Practice
1. Look at 3a. Tell Ss to match the
sentences with the answers.
2.
方法指导：
首先，应重点读左面的五
个疑问句，分清它们是特殊疑问句还是
一般疑问句；
其次，
要明确特殊疑问词的用法：
how
是对出行
方式提问；
how
long
是对行程
所用的时间提问；
how far
是对距离提问。然后，再读答
语。依次给
每个问句找到正确的答语。
3.
学生们按教师说的方法，认真阅读找答语，提高阅读理解
的能力。
4. Check the answers
with the class.
Ⅳ
. Practice
37
1. Look at 3b. Tell Ss to use these
words below to make questions. Then
answer them.
2.
方法指导：
首先，应分清它们是特殊
疑问句还是一般疑问句，看所给的词汇，
如果含有特殊疑问词应是特殊疑问句，如果没有
则应是一般疑问句；其次，要
明确特殊疑问词的句式结构：特殊疑问词
< br>+
一般疑问句。然后，再根据自己的
实际情况，回答这
些问题。最后，再通读一遍自己造的问句与答语，确保没有
语法上的错误。
3.
学生们按教师说的方法，
< br>分析每句话中所给的提示词，
并造成一个正确的问句，
然
后给出一个合理的答语。
4. Check the
answers with the partners.
For
example:
How do you get to school? I
take a bus to school.
Ⅴ
.
Game (Find someone
who
…
)
1.
Now,
look
at
the
chart
below.
Can
you
tell
the
meaning
of
each
sentence?
2. Let some Ss say the meaning of the
sentences.
3. Make sure Ss know how to
do this game.
4. Ss ask and answer
these questions with their classmates:
S1: How far is it from your home to school, S2?
S2: It's about ten kilometers.
S1: Oh, no. How far is it from your
home to school, S3?
S3: It's about
five kilometers.
S1: Oh, yeah.
…
5.
提示：对部分能力的较差的学生，可以给他们下列问题提示：
①
How far is it from your
home to school?
②
How do
you get to school?
③
How
long does it take you to get to school?
6.
看谁能最先完成调查，并找到与表格中数据相一致的同学。
Ⅵ
. Exercises
1. If time is enough, do more exercises
on the screen.
38
Homework
1. Read the
sentences in Grammar Focus.
2. Make a
survey. How does your father get to work?
板书设计
Section A Grammar Focus-3c
一、
1. How
(
出行方式
)
2. How long
(
行程时间
)
3. How far (
距离
)
二、
3a: 1. c 2. e 3. d 4. a 5.
b
三、
1. How do you get to school?
2. How long does it take to
get to school?
3. How far is
it from your home to school?
4. Do you walk to school?
5.
Do your friends ride their bikes to school?
Section B 1a-2c
一、
教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
drive,
live,
stop,
think
of,
cross,
river,
many,
village,
villager,
between,
between
…
and
…
, bridge, boat, ropeway, year, afraid,
like, dream, come
true
2)
表达采用怎样的交通方式去某地：
Well, I ride my bike to the subway
station.
Then I take the subway.
3)
阅读短文，获取相关信息的能力。
2.
情感态度价值观目标：
39
了解东西方国家出行方式的不
同，以及不同的交通规则
,
教育学生注意交通安全
,
加深对交通知识的了解。
倡导自觉遵守交通法规
及礼貌
,
构建和谐的人际关系。
了
解交通的发展，培养创新精神。
二、
教学重难点
1.
教学重点：
1)
通过进行听、说的训练，来提高学生们综合运用所学知识
的能力。
2)
通过读、写的训练，
来让学生们能真正在实际活动中运用所学的知识。
2.
教学难点
听力训练与阅读训练
三、教学过程
Ⅰ
. Warming- up and revision
1. Greet Ss as usual.
2.
Check the homework.
Ⅱ
.
Presentation
1.
我们来认识几个新单词。
I'll
show
you
some
pictures
on
the
screen.
Let's
learn some new words.
（在屏幕上展
示
p16
页的图片）
2. Ss read and try to remember the new
words and expressions.
Ⅲ
.
Match
T: 1. Let's open our books at
page 16, point out the blank line in front
of each numbered phrase. Ask Ss to
match each phrase with a picture by
writing the letter of the picture in
the bank in front of the correct
word.
One has done for students.
2. Check
the answers.
Ⅳ
. Pairwork
1. First ask two students to read the
dialogue to the class.
Sa: How do you
get to school?
Sb: Well, I ride my bike
to the subway station. Then I take the subway.
2.
Suppose
you
use
two
kinds
of
transportation
to
get
to
school.
Tell
your
partner how you get ot school.
40
3. Ss
practice the conversations in pairs.
4. Let some pairs to act out their
conversations.
Ⅴ
. Listening
1c:
1. Ask different Ss to
read each line to the class
2. Play
the tape for the Ss to listen and check the things
Mary wants to
know.
3. Get
Ss finish the listening task then check the
answers.
1d:
1. Listen
again. How does Bob get to his grandparents' home?
Check 1 or
2.
2. Play the
tape twice for the Ss to listen and check.
3. Check the answers.
Ⅵ
. Talking
1.
Let students tell how Bob gets to his
grandparents' home. Ask students
to use
the
pictures in 1d. And write these
sentences on the blackboard.
First he …
Next he…
Then he…
Finally
…
2.
Ss
work
with
their
partners.
Try
to
say
how
Bob
get
to
his
grandparent's
home.
3. Check the answers:
Ⅶ
. Guess
1.
Look at the picture and title below. Guess what
the passage is about.
T: I think it's
about how some students get to school. What do you
think?
S1: I think it's about how some
students in the village get to school.
S2: I think it's about how some
students in the mountain get to school.
Ⅷ
. Reading
1.
Fast reading
Read the passage and find
the answer to this question:
41
What's the students' and
the villagers' dream in this village?
Ss read the passage quickly and find
the answer to this question:
Their
dream is to build a bridge.
2. Careful
reading
Read the passage again and
find the answers to the questions below:
1. How do the students in the village
go to school?
2. Why do they go to
school like this?
3. Does the boy like
his school? Why?
4. What is the
villager's dream? Do you think their dream can
come true?
阅读指导：
首先，读这四个问题，记住这四个问题。其次，带着问题去仔细读短
文，并在短文中寻找
相关问题的回答依据。然后，根据相关依据，写出问题的答
案。
Ss read the passage again and try to
find the answers to the questions.
Check the answers with the class.
Ⅸ
. Reading
1.
Let's
work
on
2c.
Let's
read
the
passage
again
and
complete
the
sentences
with the words
from the passage.
2.
阅读指导：
1)
< br>首先，
阅读这个五个句子，
掌握句子的意思，
大体确定空格处所缺单词的词性，
是形容词、名词还是动词等。
2
）其次，带着这五个句子，在短文去寻找与这
五个句子相关的依据。在相关的句
子中寻找空格处所缺的单词。
比如：
第一句应是在短文中的第五句中
“
But
for
the students in a
village in Yunnan, it is difficult.
”
，可知本空格处
应为
difficult
一词。其他几个也按这样的方法来做。
3
）
最后，再读一遍这些句子，看有不有不恰当的地方。
3. Check the answers:
difficult, big, quickly, afraid, true
Homework
1. Remember the
new words and expressions in this period.
42
2. Ask Ss try
to retell the passage after class.
板书设计：
Section B 1a-2c
1. bus stop (
站点
),
bus
station
（综合车站）
2.
What's the students' and the villagers' dream?
3. 2b: They go on a ropeway to school.
Because there's not a
bridge on the river.
Yes, he does. Because He loves his
teacher and his classmates.
It's to have a bridge on
the river. Yes, I think so.
Let more people know about
it. And let more people help them build the
bridge.
2c:
difficult, big, quickly, afraid, true
Section B
3a-Self Check
一、
教学目标：
1.
语言知识目标：
1)
复习及综合运用如何表达出行方式。
2)
能正确运用
take +
出行方式；
ride
…及
< br>by
…
来表达自己的出行方式。
3
）能用所学的方式来描述自己或他的出行方式。
2.
情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则
,
教育学生注意交通安全
,
加深对交通知识的了解。
倡导自觉遵守交通法规及礼貌
,
构建和
谐的人际关系。
了
43
解交通的发展，培养创新精神。
二、
教学重难点
1.
教学重点：
1)
能恰当运用
take +
出行方式；
ride
…及
< br>by
…
来表达出行方式
2
< br>）练习运用所学的知识来表达某人的出行方式。
2.
教学难点：
如何运用所学的知识来正确表达某人的出行方式。
三、教学过程
Ⅰ
. Warming- up and revision
1. Greet the Ss as usual.
2.
Check
the
homework
and
have
a
dictation
of
the
new
words
and
expressions.
3. Let some Ss retell the passage in
2b.
Ⅱ
. Presentation
1. Using some pictures to show some
ways of transportation:
walk,
take
the
bus/train/subway/plane/boat;
ride
the
bike/horse;
go/get
to sp by
bus/train/subway
…
让学生们理解这几个词组的用法。
2. Make some sentences using these
phrases.
3. Give some examples of the
sentences.
Ⅲ
. Reading
1.
Read
the
e-mail
from
your
pen
pal
Tom
in
the
US.
Fill
in
the
blanks
with
the
words in the box.
阅读指导：首先，明白方框里单词的意思；
其次，阅读这封
e-mail
了解大意；
然后，认真读每一个句子，根据上下文及空格前后的关键词来确定空
格处的意思。并确定应哪一个单词填空。
最后，再通读一遍短文，看短文是否通顺恰当。
2.
学生们按老师所指导的方法，认真阅读短文，并用正确的
单词填空。
3. Check the answers.
44
Ⅳ
.
Writing
In this task, it's our turn
to write an e-mail to Tom and tell him how
you get to school.
1.
First, let's look at these questions below:
(Let one student read the questions
aloud. Make sure all the students
know
the meaning of the questions.)
2.
Work
in
pairs
ask and
answer
the
questions.
And
write
them
down
on
your
workbook.
3. Try to write a
short e-mail with the help of the sentences you
wrote.
4. Check the e-mails with your
partners.
5. Let some Ss read their
e-mail to the class as a model.
Ⅴ
. Self Check 1
1. We've learned many ways of
transportations. Now let's have a short
review.
Look at the words
in the boxes below to form as many expressions as
possible.
2. Ss work in
groups and try to write as many expressions as
possible:
take a bus, by bus, take a
train, by train, take a subway, by subway,
ride a bike, by
bike
…
.
3. Let
some Ss read their answers. Let other students add
more phrases.
Note: by +
出行方
式（不加
the
）
;
take(ride) + a
（
the
）出行方式
Ⅵ
. Self
Check 2
1.
Look
at
the
chart
below.
Write
at
least
five
questions.
Then
answer
the
questions with the information in the
chart.
2.
写作提示：
根
据表格提示，
应有三种类型的问题：
出行方式
< br>（
How
）
;
距离
（
How
far
）
;
所用的时间
（
How
long
）
;
对每个人都问这三个问
题一次。然后根据
表格中的提示来回答。
例如：—
How does Tony get to
school from home?
—
He gets to school by bike.
45
3.
同学们根据老师的指导进行问答。
将问题与答案写在练习本。
然后在小内交换
检查。
Homework
1. Review all the
dialogues and passages in Section B.
2.
Write
a
short
e-mail
to
your
pen
friend
to
tell
your
ways
to
get
to
school.
板书设计：
3a: go, leave, walk, boring
3b: 1. When do you leave
home?
2. How do you get to school?
3.
How far is it from your home to school?
Section B 3a-Self Check
4.
How long does it take you to get to school?
5. Do you like your trip to school?
Self Check 1:
take a bus, by
bus, take train, by train, take a subway, by
subway, take plane, by
plane; ride a bike, by bike, walk, on
food
Self Check
2:
1. How does Tony get to school from
home?
He
gets to school by bike.
2. How far is
it from her home to school?
It's about 7 kilometers.
46
Unit 4 Don't
eat in class.
Section A
(1a-2d)
一、
教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
rules,
arrive,
late,
hall,
dinning
hall,
listen,
listen
to, fight, sorry
2)
能掌握以下句型：
① Don't eat in class.
② You must be on tim
e.
③ Eat in the dining hall.
2.
学会用英语表达一些标志的含义。
3.
熟练使用目标语言谈论对某些规章制度（校规、家规等）的看法
3.
情感态度价值观目标：
能用英语表达和制定一些简单的规则，理解没有规矩不成方圆；无论是在学校
< br>时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。
二、
教学重难点
1.
教学重点：
1)
肯定祈使句是省略掉主语的原形动词开头；
2)
否定祈使句则是在肯定祈使句前加上“don’t”。
3)
情态动词
must
及
have
to
在用法上的区别。
2.
教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
三、教学过程
Ⅰ.
Warming
-up and revision
教师进教室后，使用祈使句请学生们完成一系列动作：
47
Please
stand
up/
sit
down. Close
the
door,
please. Look
at
me
and
listen
to me.
Don’t open your books. Don’t talk.
Let’s begin our class.
学生听教师
的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上
考察祈使句的特点。
Ⅱ. Presentation
教师出示书上
1a
的图片，向学生提问。
指着图上奔跑的男孩提问
T
：What’s the boy doing?
S: He’s running.
T: Where
is he running? S: He’s running in the
hallways.(板书，
教读
)
T
：Can you run in the
hallways? S: No, I can’t.
T: So plea
se don’t run in
the hallways.(板书，教读
)
（= You can’t run in the
hallways.）
学生跟读数遍，明白祈使句和“can”的表达含意。
T
：Why is he running in
the hallways? S: He’s late.
T: Oh, he’s late for
class.(板书，教读
)
You can’t arrive late for
class.(板书，教书
) =
Don’t arrive
late
for class.
…
Ⅲ. 1a
T: Now,
Look at the picture on your textbook. Each of the
students is
breaking one of these
rules.
Please finish 1a.
学生看图，完成
1a
的内容，检查答案
并大声朗读校规。
Ⅳ. Listening
1.
T:
Now
let’s
listen!
What
rules
are
these
students
bre
aking?
Write
the
numbers after names?
2.
学生们听录音，完成
1b
，选出四位学生都违反了哪条校规；听之前，学生要
48
读会英文名。
3. Check the answers:
Ⅴ.
Pair work
请两位学生朗读
1c
部分的句型；要求学生两人一组对话表演，
SA
扮演外校转来
新生，
SB
告知本校校规。
（学生可经过讨论，多说出他们想到的校规，不必只限
于书上；教师应给予帮助）
Ⅵ.
Listening
1. Work on 2a:
First, let's read the sentences in 2a
together.
T:
Now,
let's
listen
to
the
recording.
Check
the
activities
Alan
and
Cindy
talk
about.
Ss listen to the recording and
check the activities they hear.
Play
the recording again for the Ss to check the
answers.
2. Work on 2b:
Make Sure Ss know what they should do.
Listen to the recording again. Can Alan and Cindy
do these activities?
Circle can or
can't above.
3. Check the answers:
Ⅶ. Pair work
1.
Suppose you are Alan and your partner is Cindy.
Talk about the rules
in 2a.
2. Let some students come to the front
and act out the conversations.
Ⅷ.
Role
-play
1. Read the
conversation and find some rules in this school?
2. Ss read the conversations and find
the answers to this question.
3.
Check the answers:
( Don't be late
for school. Don't bring music players to school.
You
always have to wear the school
uniform. You have to be quiet in the
library. )
49
Homework:
1. Remember the
new words and expressions.
2.
完成下列句型转换试题
1
）
I can play computer games
on weekends.
（一般疑问句）
_________________________________?
Yes, ____________.
2
）
He has to
wear uniform.
（变否定句）
He _____ _____ _____ wear uniform.
3
）
I have to
wear sneakers for gym
class.
（一般疑问句）
_____ you ____ ____ wear sneakers for gym class?
Yes, I ____.
4
）
They have to wash
clothes.
（提问）
____ do they
have ____ ____?
5
）
You can’t go out on school
nights.（换一种表达）
_______ go out on
school nights.
6
）
Don’t talk in class.（同上）
No
_________.
板书设计：
Section A
(Grammar Focus-3c)
一、
教学目标：
1.
语言知识目标：
1)
继续练习运用如何做自我介绍及问候他人。学会从对话中
获取对方的基本信
Main sentences:
1. Don't arrive late for school. You
must be on time.
2.
—
What are the rules?
—
Well, we can't
arrive late for class. We must be on time.
3. Listen to music in the music room.
4. We always have to wear
the school rules.
5. We
have to be quiet in the library.
Section A (1a-2d)
50