人教版七年级英语下册全册备课教案
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【
2017
年春季】
新人教版七年级英语下册教案
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2014
年新人教版七年级英语下册全册教案
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
can
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
／
S
he can play the violin
．
But I
can’t play
it
．等；然后询问学生：
Can you play the
g
uitar?…
．并引导学生进行简单的
回答。
2. S
s 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<
/p>
／
swim
／
s
ing
／
／
s
wim
／
sing
／
< br>...
等，学习表达
活动的动词短语。
< br>
Ⅲ
.
Game (What can I do?)
T: Tell your partners what you can do.
For example:
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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
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，<
/p>
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 carefully.)
Then, listen to the recording again,
and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
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<
/p>
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.
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3. Let Ss read after the
teacher or play the recording and let Ss read
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：
Section A (1a-2d)
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
(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.
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
< br>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
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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。
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，
< br>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
Can…
？句型中，情态动词
can
没有
________
和
_______
的变化。
2.
用情态动词
< br>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
< br>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
< br>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
bu
t
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
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have to write a poster. Now, read the
poster below and try to complete the poster with
the
words in the box.
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
< br>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…
<
/p>
(
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…
3a: 2. Can Mike play basketball?
No, he can't. But he can
play tennis.
3. Can Jane and
Jill dance? No, they can't. But they can sing.
4. Can Grace play soccer? No, she
can't. But she can play volleyball.
5.
Can Bill write stories? No, he can't. But he can
tell stories.
3b: sing, dance; play; tell
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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。
< br>
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
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.
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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.
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 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。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.
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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
on the
weekend = on weekends
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，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。
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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，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
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。
< br>
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 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
3
a
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
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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:
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,
Unit 1 Can you play the
guitar?
play tennis…; write stories,
help
mum cook, wash the
clothes…
Section A
(1a-2d)
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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
can
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
／
S
he can play the violin
．
But I
can’t play
it
．等；然后询问学生：
Can you play the
guitar?…
．并引导学生进行简单的
回答。
2. S
s 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<
/p>
／
swim
／
s
ing
／
·But I can’t
dance
／
swim
／
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。）
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116
2. Check the answers:
(3, 2, 1 )
Ⅴ
. Pair work
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，<
/p>
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 carefully.)
Then, listen to the recording again,
and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
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<
/p>
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
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.
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116
2.
Recite the conversation
after class.
3.
Write English names as many as possible
in the exercises book.
板书设计：
Section A
(1a-2d)
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
(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.
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
< br>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?
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116
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。
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，
< br>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
Can…
？句型中，情态动词
can
没有
________
和
_______
的变化。
2.
用情态动词
< br>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
< br>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
< br>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
bu
t
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.
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
< br>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。
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116
< br>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…
<
/p>
(
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…
3a: 2. Can Mike play basketball?
No, he can't. But he can
play tennis.
3. Can Jane and Jill dance? No, they
can't. But they can sing.
4. Can Grace play soccer?
No, she can't. But she can play volleyball.
5.
Can Bill write stories? No, he can't. But he can
tell stories.
3b: sing,
dance; play; tell
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
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116
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。
< br>
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
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.
5. Check the answers:
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116
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 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。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
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116
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
on the
weekend = on weekends
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，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，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。
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116
三、教学过程
Ⅰ
. Warming- up and revision
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。
< br>
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 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
3
a
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。
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116
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:
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 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：
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116
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.
②—
How does Mary get to
school?
—
She
takes the subway.
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<
/p>
,
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?
—
I
take the …/ride …/ walk…
—
How does Mary get to
school?
—
She takes the subway.
—
How long does it
take?
—
It takes forty
minutes.
—
How far is it
from
…
to
…
< br>—
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?
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116
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.
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 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 ask students
to work in pairs. Ask and answer how
students get to school in the picture.
Finally ask some pairs ofstudents 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 play again
and check the answers
Ⅶ
.
Presentation
Show a picture on the TV and explain
these are your home and school.
Teach:
home----schoolHow 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?
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.
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116
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?
②
How far is it from home to
school?
③
How long does it
take to get to school from her home?
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 .
< br>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。
24
/
116
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?
—
I
take the …/ride …/ walk…
—
How does Mary get to
school?
—
She takes the subway.
—
How long does it
take?
—
It takes forty
minutes.
—
How far is it
from
…
to
…
< br>—
It's
…
kilometers.
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：<
/p>
how
是对出行方式提问；
how lo
ng
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.
< br>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
1. Look at 3b. Tell Ss to
use these words below to make questions. Then
answer them.
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/
116
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，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.
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?
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116
2. How long does it take to
get to school?
3. How far is
it from your home 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, betwe
en
…
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：
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.
27
/
116
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.
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:
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?
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116
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)
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：
< br>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.
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
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：
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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)
能恰当运用
take +
出行方式；
ride
…
及
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
< br>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.
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.
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116
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
）<
/p>
;
take(ride) + a
（
the
）出行方式
< br>
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
（
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.
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：
Section B 3a-Self Check
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?
4. How long
does it take you to get to school?
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116
5. Do you like
your trip to school?
Self
Check 1:
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 time.
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：
Please stand up/ sit down.
Close the door, please.
Look at me and listen to
me.
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116
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
hall
ways.(
板书，教读
)
T
：
Can
you run in the hallways?
S: No, I can’t.
T:
So please
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
cla
ss.(
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。<
/p>
Ⅳ
. Listening
1. T: Now let’s listen!
What rules are these students breaking? 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.
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116
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. )
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 (1a-2d)
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.
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116
5. We have
to be quiet in the library.
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息
（询
问他人姓名）
。能掌握以下句型：
①
Don't eat in class.
②
You
must be on time.
③
Eat
in the dining hall.
2.
情感态度价值观目标：
该部分继续学
习使用目标语言谈论对某些规章制度（校规、家规等）的看法。
二、
教学重难点
1.
教学重点：
1)
继续学习使用目标语言谈论对某些规章制度（校规、家规
等）的看法
2)
通过不同方式的练习方式来学会用英语表达一些标志的含义。
3)
运用祈使句来表达一些规章和制度。
2.
教学难点：
1)
总结用祈使句、情态动词
can
、
must
及
have
to
来表达各种规章制度；
2)
能用所学的知识来制定一些简单的规章制度。
三、教学过程
Ⅰ
. Warming- up and revision
1. Greet the Ss as usual.
2. Check the homework.
Ⅱ
. Grammar
Focus.
1.
学生阅读
Grammar
Focus
中的句子，然后做填空练习。
①不要在楼道里跑。
_______________________
②不要打架。
____________________
③有什么规则？
___________________
④我们必须按时上课。
____________________
⑤我们可以在教室里吃东西吗？
____________________
⑥不能。但我们可以在餐厅里吃东西。
___________
________
⑦我们可以在教室里带帽子吗？
_____
_______________
…
2. Ss finish off the sentences and
check the answers by themselves.
3. Give eight more minutes for the Ss
to remember the sentences.
Ⅲ
.
Writing
1. Look
at 3a. Do you know the meaning of these pictures?
Yeah, you see them in the school
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116
library.
Can you write the rules for the school library?
2. Ss discuss the pictures and make
some rules.
3. Let some Ss read their
rules aloud.
4. Check the
answers with the class.
(Don't listen to music in the library.
Don't eat or drink in the library. Don't take
photos in the
library. )
Ⅳ
. Practice
Work on 3b:
1. T: Use the
words to make questions about the rules. Then
write answers according to your
school.
For example:
Be quiet?
(she/have to/ in the library)
Does she have to be quiet in the
library?
Yes, she does.
2.
注意：
have to
虽是情态动词，但其在句子中与谓语动词共同构成句子时，其一般疑
问句应用
助动词
do
或
does
来帮助构成；
而情态动词
can
则直接提前构成一般疑问句式。
3. Ss work
by themselves and try to write the sentences on
the workbook.
4. Ss work in
pairs. Ask and answer the sentences.
Ⅴ
. Game
1. Everybody has a dream school.
Suppose you're the headmaster of the Coolest
School. You
can make rules for your
school. Make up five cool rules for your dream
school.
2. Ss work in
groups and discuss what rules are in their school.
3. Write down their rules on the work.
4. Let some Ss read their
rules aloud.
5. See whose
school is the coolest?
Ⅵ
. Exercises
1. If time is enough, do some more
exercises on the screen.
Homework
1.
Read the sentences in
Grammar Focus.
2.
Make some rules at home.
板书设计
一、
Sentences:
1.
—
Can we wear a hat in the
classroom?
—
Yes,
we can. / No, we can't.
2.
—
Does she have to wear a
uniform at school?
—
Yes, he does. No, he
doesn't.
二、
3b:2.
Does he have to eat in the dinning
hall?
Yes, he does.
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116
3. Can we
listen to music in the hallways?
Section A Grammar Focus-3c
Yes, we can.
4. Can we wear
a hat in the classroom?
Section B 1a-2c
一、
教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
out,
go out, dish, do the dishes, night, before, dirty,
kitchen, more,
noisy, relax, read,
terrible, feel, strict, be strict with, remember,
follow, follow the rules, luck
2)
能掌握以下句型：
①
Don't leave the dirty dishes in the
kitchen.
②
I can't relax either.
③
I must read a book before I can watch
TV
.
④
I have to help mom make
breakfast.
2.
情感态度价值观目标：
能读懂一些英
语的规则制度，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。
< br>
二、
教学重难点
1.
教学重点：
1)
学习本课时出现的新词汇及表达方式。
2)
通过进行听力训练，让学生们能听懂本节课时所出现的新
的表达方式。
3)
通过进行阅读练习来进一步学习运用本课时的新语言知识。
2.
教学难点
1
）阅读训练。
2
）理解
must, have
to/ can/can't
的用法
三、教学过程
Ⅰ
. Warming- up and revision
1. Greet the Ss.
2. Check the homework. Let some Ss read
their home rules.
Ⅱ
.
Presentation
1.
Show some pictures on the
big screen and let Ss learn the new words and
expressions.
2.
学生看着
1a
部分的图片
T: What day is it
today?
Ss: It’s Tuesday.
T: The boy is going out on
school nights.
（板书，教读）
学生理解
“school
nights”
的含义。
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116
Can you go
out on school nights?
Ss: No, we
can’t.
T: Yes, in China, the
students can’t go out on school nights.
So please don’t
go out on school nights.
3.
请学生朗读
1
部分的
< br>“rules”
，并将图片
a~h
的序号填写在
1b
这些规则前的方框中。
4. Check the answers with the class.
Ⅲ
. Listening
1. Tell Ss they'll listen to the
recording about Dave's house rules. Listen and put
an×
for things
Dave can't do
and a √for things he has to do.
2. Play the recording for
the Ss to listen and check.
3. Play the
recording again for the Ss to check the answers.
Ⅳ
. Listening
1. Now let's work on 1c. Now first,
let's read the phrases aloud together.
2. Explain the meaning of the phrases
if necessary.
3. Play the recording
three times for the Ss to listen and write the
phrases in the chart in 1b.
(
指导：
听一遍时应仅听，不写，并听准确与每个活动相关的时间。然后，在听第二
遍时，边听边
做记录，可以用速记符号来词；也可用单词开头的字母来作记录。最后，
整理自己的记录
，写成正确的词组。最后一遍，听并检查所记录的词组是否正确。
)
4. Check the answers:
Ⅴ
. Group work
1. Divide the Ss into
groups. Each group has eight students.
2. T: Now let's talk about Dave's home
rules.
3. Ss
work in groups. Every student can say one rule.
Then you can write down what the rules
are when other group members say.
4. Make a list of Dave's
house rules.
Ⅵ
.
Thinking
1.
T: Everybody may have something
unhappy. When you are unhappy who do you like to
talk to?
S1: I like to talk to my
aunt.
S2: I like to talk to my best friend.
S3:
I like to talk to …
T: OK.
Do you know, when I'm unhappy I like to talk to
Dr. Know. She's great and he knows
everything. She can give you the best
advice. Now, let's work on 2a and let's meet Dr.
Know.
Ⅶ
.
Presentation
1. Show some
pictures on the big screen. Teach Ss the new words
and expressions.
dirty, dishes, kitchen, noisy, relax,
terrible, read, feel, strict, be strict with
2. Ss learn the new words
and expressions and try to remember them.
Ⅷ
.
Reading
1. Fast
reading
T: There are many rules in
Molly's home and school. She feels unhappy. Read
the letter and
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116
find the answer to this
question:
What does Molly feel about
the rules?
Ss read the letter and find
the answer to this question.
(she feels
terrible.)
2. Careful
reading
1) Read the letter
again and underline the rules for Molly.
2) Ss read the
letter and try to find the rules for Molly and
underline them.
3) Check
the answers with the class.
(Let some Ss
read their answers aloud. Let other Ss add some
rules. )
3. Careful reading
1) Read Dr. Know's letter
and answer this question:
What does she think of the school and
home rules?
2)
Ss read Dr Know's letter and find the answer to
this question.
3) Let one
student read out his/her answer.
(She thinks
parents and schools are sometimes strict, but they
make rules to help us. We
have to
follow them. )
Ⅸ
. Reading
1. Read the letter again
and complete the sentences with have to/ must, can
or can't.
2.
提示：
have to
与
must
的用法：
1
）
must
表示
一种主观的需要，而
have to
表示一种客观的需要，意思
是
“
不得不
”
。如：
I have to attend an
important meeting this afternoon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after
the shop.
妈妈不在家，因此我不得不照看商店。
2
）
have
to
的否定形式是
don’
t
have to,
相当于
needn’t
。如：
They don’t have to buy
a computer at present.
他们目前没有必要买电脑。
3.
阅读指导：
1)
< br>首先，认真阅读
2c
中的这些句子，明白它们所谈论的相
关规则。
2
）带着相关规则再去读<
/p>
2a
中的信，在与之相关的内容处认真分析，理解规则的真正含<
/p>
义，并填上正确的词汇。
3
）再次阅读这些句子一遍，看是否通顺。
4.
Check the answers.
Homework
1.
Remember the new words and expressions in this
period.
2. Ask Ss write
down Molly's rules at home and at school.
板书设计：
Section B 1a-2c
1. Phrases:
go out, do the dishes, clean his room
2. 2b:
What does Molly
feel about the rules?
She feels terrible
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116
Section B
3a-Self Check
一、
教学目标：
1.
语言知识目标：
1)
复习情态动词
can
表示许可的用法；
2)
复习练习运用祈使句以及情态动词
have to
及
must
来表达一些规则。
3
）谈论表达自己对规则的想法或看法。
< br>
2.
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；无论是在学校时还是在<
/p>
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)
根据所提供的文字资料来表达自己对一些规则的看法。
2
）能用所学的语言知识来写出自己在家中或在学校中的一些规则。<
/p>
2.
教学难点：
写一封信来谈论一下自己
应遵守的一些规则，并表达自己对这些规则的看法。
三、教学过程
Ⅰ
. Warming- up and revision
1. Have a dictation of the new words
and expressions.
2. Let Ss read the
letters.
3. Check the use of have to
and must
Ⅱ
.
Presentation
1.
Present some new words on the big
screen.
hair, learn, keep +
名词
+
形容词
2. Ss learn
the new words and expressions.
3. Review the how to use have to and
must; can and can't.
Ⅲ
.
Practice
1. T: Zhao Pei has many
rules at home and at school. She's unhappy, too.
She wants some help
from Dr. Know. Read
her letter below and fill in the blanks with have
to /must, can /can't.
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2.
指导：首先，认真阅读
整篇短文，理解短文的大意。然后，认真阅读每个句子，理解
作者的对这些规则的看法；
同时，推敲每个句子深处的意思，确定是用
have to/must
< br>还
是
can/can't
。
最后，应再通读一遍短文，看自己所填写的词组是否通顺正确。
3. Check the answers.
Ⅳ
. Writing
1. Let's work on 3b:
We have many
rules at home and at our school. Think what things
you have to do and what
things you
can't do. Complete the chart with rules in your
home and school. You can discuss
with
your partners in your group.
2. Ss discuss their rules in groups.
Then fill in the blanks. Then check the rules you
think are
unfair.
For example: You must wear
a school uniform at school. You must keep your
hair short at
school.
3. Let some groups say their answers.
Write some of the rules on the blackboard.
Ⅴ
. Writing
1. Now
write a letter to Dr Know. Tell her about all the
rules and how you feel about them.
2.
写作指导：首先，可以再次阅读
2b
及
3a
中的短信的内容及格式。其
次，模仿这两封
信的格式写好自己信件的格式；然后，根据刚才自己小组讨论的规则整理
成一封文字通
顺的信件。
并且，
表达自
己对这些规则的想法或看法。
之后，
以礼貌的话语请求
Dr. Know
的帮助。最后，再通读一遍自己的短信看语句是否通顺
。
3. Ss write the letter on
the workbook. Exchange their workbook with their
partner. Check the
letters.
4. Let some Ss read their letter to the
class. Correct the mistakes in the letter.
Ⅵ
. Self Check 1
1. Tell Ss they will read an
interesting story about Timmy the Mouse. He's an
funny mouse.
Do you want to know what
rules he has at home? Now read this short passage
and fill in the
blanks with the words
in the box.
2. Ss read the
short passage and try to fill in the blanks with
the words in the box.
3. Check the
answers.
4. Explain some sentences that
Ss may have difficulty understanding them.
Ⅶ
. Self Check 2
1. Review the use of can/can't;
have/must; don't have to
。
2. Tell Ss they should use
school. Write two sentences for each
rule.
3. Ss
work by themselves and write the rules on the
workbook.
提示句子结构：主语
+
情态动词
+
动词原形
+
其他
4. Let some Ss read their answers
aloud. Correct any mistakes they have.
Homework
1. Review the passages in Section B.
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2. Retell the short
passage about Timmy Mouse.
板书设计：
Section B
3a-Self Check
3a:
can, must, have to, have to, can't,
must, can't, must, can
3b:
have to do: wear school
uniform, keep hair short, eat in the dinning hall,
keep quiet in the
library
…
can't do:
don't
go out on school night, don't listen to music in
the
classroom, don't be late for
class
…
Self Check
2:
Don’t arrive
late for class. We can’t arrive late for class.
We must/ have to listen to
our teachers at school.
We can’t be
noisy in the library. Don’t be noisy in the
library.
We must/can
speak English in the English class.
We
must/can eat in the dining hall.
Section A (1a-2d)
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
tiger, elephant,
panda, lion, koala, giraffe, cute, lazy, smart,
beautiful,
scary, kind, kind of,
Australia, south, Africa, South Africa, pet, leg,
cat, sleep
2)
能掌握以下句型：
①
What animals do you/does
she/ does he like?
②
Le
t’s see the …?
③
Why do you/does
she/ does he want to see …?
④
Because they
are ….
2.
能力目标：
①
To observe and describe
animals.
②
To talk about
their preferences
③
To know the implied
meaning of some animals
2.
情感态度价值观目标：
动物和人类都
生活在同一地球上，动物是我们的朋友。我们人类应该与动物和谐相
处，共同生存。我们
应当学会关爱动物，保护动物。
二、教学重难点
1.
教学重点：
1)
学会描述动物的性格及特点。
2)
学会表达喜欢某类动物及说明喜欢的原因。
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Unit 5 Why do you like pandas?
2.
教学难点：
名词的复数形式表示一类事物；第三人称单数形式
三、教学过程
Ⅰ
. Warming-up and lead in
To create an English environment, the
teacher shows the class some pictures of a zoo.
And
ask some questions about animals:
Do you like to go to the zoo?
Do you like animals?
Then
have them to recall the animals they had learned
and write them on the blackboard as
he/she can.
( e.g.
animals---
sheep, monkey, cat, dog,
mouse, cow, duck… )
Ⅱ
. Presentation
1. Ask them to talk with their partners
about the animals they like using the words they
know
(Four students a group).
—
What animals do you like?
—Why do you
like…
—Because they’re…
2. Then show the class some
pictures of animals and present other animals. And
ask them:
What’s this in
English?
It's a tiger.
(Then lion, panda, elephant, koala, giraffe)
Ss look at the picture and
try to remember the new words of the animals.
3. Next, glue the pictures
on the blackboard and ask one student to match the
pictures with the
words on the cards.
Other students turn to page 25 and finish 1a.
4. Check the answers with the class.
Ⅲ
. Game
(Guessing game.)
T: Show some pictures on the big
screen. Let Ss guess what animal it is.
Ss try to guess and
remember the names of the animals.
Ⅳ
. Listening
Work on 1b.
Tell
Ss to listen to the tape and check the animals
they hear in 1a.
Play the
recording again and check the answers with the
class.
Ⅴ
. Pair work
1. Ask the students to imagine “ We are
in the zoo, there are
many
kinds of animals here.”
Then ask a student to do the model with
you:
—
Let’s see
the lions first.
—
Why? (why do you /does she
/does he like lions?)
—
Because they are
interesting.
2. Ss work
with their partners practice the conversation
using the animal in 1a.
Ⅵ
. Listening
1. Work on 2a;
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T: Listen to the conversation
carefully. Then write the names of the animals you
hear on these
lines.
Play
the recording the first time. Students only
listen.
Play the recording a second
time. This time students write in the names of the
animals.
Check the answers.
Point out the adjectives and countries
listed on the right. Ask a student to say the
words.
Say, Now I will play the
recording again. This time draw a line between
each animal and the
adjective and
countries you hear.
Play the recording
and have students match each animal with an
adjective and a country.
Correct the
answers.
2. Work on 2b
T: Listen again and complete the
conversation with the words in 2a.
Play the recording for the Ss to listen
and write the answers.
Check the answers with the class.
Ⅶ
.
Pair work
1. Ask two
students to read the conversation in 2b to the
class.
2. Ss practice the conversation
in pairs.
3. Then show the
transcription on the big screen and practice the
other two conversations in
2a.
4. Ss practice the conversations in
pairs.
Ⅷ
. Role-
play
1. Ask Ss to look at the picture in 2d.
Then Ss read the conversation in 2d and find the
answers to the questions:
①
Does Peter have a pet?
②
What can
Dingding do?
③
What pet does
Jenny’s mom have?
④
Does Jenny like the cat?
Why?
2. Ss read the conversations and try to
find the answers to the questions.
Check the answers:
Yes, he
does.
He can walk on two legs. He can
dance, too.
She has a cat.
No, she doesn’t. Because it’s very
lazy.
3. Ss work in pairs and practice the
conversation.
4. Let some pairs role-
play the conversation.
Homework:
1.
Remember the new words and
expressions in this period.
2.
Role-play the
conversation after class.
3.
Write the
animal's names as many as possible in the
exercises book.
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板书设计：
Drills
：
1.
—
Let's see the
lions.
—
Why do you want to see
them?
—
Because they're
interesting.
2b: elephants, kind of, South Africa
2c:
①
Does Peter
have a pet?
②
What can Dingding do?
③
What pet does
Jenny’s mom have?
④
Does Jenny like the cat? Why?
Section A (1a-2d)
Section A
(Grammar Focus-3c)
一、教学目标：
1.
语言知识目标：
1)
继续练习运用如何做描述动物及表述自己对动物的喜好。能掌握以下句型：
—Why do you like …?
—Because
they're…
2)
继续学习谈论动物来自哪里，掌握以下句型：
—
Where are lions from?
—
They're from South Africa.
2.
情感态度价值观目标：
动物和人类都
生活在同一地球上，
动物是我们的朋友。
我们人类应该与动物和
谐相处，
共同生存。我们应当学会关爱动物，保护动物。
二、教学重难点
1.
教学重点：
1)
总结学习描述动物的句型。
2)
总结学习表述喜好及动物来自哪里的句型。
2.
教学难点：
1)
运用所学的目标语言描述相关动物表达自己的喜好；
2)
根据对动物的相关描述能猜出是什么动物。
三、教学过程
Ⅰ
. Warming- up and revision
1. Have a dictation of the new words
learned in Period 1.
2. Let
some pairs role-play the conversation in 2d.
Ⅱ
. Grammar Focus.
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116
1.
学生阅读
Grammar
Focus
中的句子，然后做填空练习。
①你为什么喜欢熊猫？
_____________________
②因为它们有趣。
_____________________
③约翰为什么
喜欢考拉？
___________________
④因为它们很可爱。
____________________
⑤为什么你不喜
欢老虎？
_____________________
⑥因
为它们真得很吓人。
___________________
…
2. Ss finish
off the sentences and check the answers by
themselves.
3. Give Ss eight more
minutes to remember them.
Ⅲ
.
Practice
1. Look at 3a. Tell Ss to fill in the
blanks with the words from the box. Then practice
the
conversation.
2.
阅读指导：首先，应通读对话的全文，理解大意。可知此
对方是在谈论一些动物来自
哪里；以及双方所喜欢的动物及原因。其次，应重点阅读每个
问答句的意思，根据问句
来确定答语中空格的意思或根据答语来确定问句中的意思。再次
，还要分析句子的结构
看空格处在句子中是什么成份。比如：第一句是一个问句且
lions
是句子的主语，空格
处应是本句的
状语，再介词
from
，可知空格处应填
where
来对地点提问。
3.
学生们根据上述阅读指导方法，自己认真阅读对话，并将对话内容补全完整。
4. Check the answers.
Ⅳ
. Practice
1. Work on 3b. Tell Ss to
write the names of animals in the blanks to make
sentences that are
true for you. e.g.
I like cats because they are
interesting.
I like dogs because they
are smart.
I don't like lions because
they are scary.
2. Ss work
in groups. Discuss and write their sentences.
3. Let some Ss report their
likes and dislikes.
Ⅴ
. Game
(Guessing Game)
1. T: Let's play a
game: I'll describe one animal to you. Listen
carefully and think about what
animal
it is.
2. Teacher makes a model to the
Ss. Ss try to guess what animal it is.
3. T: It's your turn now. Please
describe one animal to your group members. Let
them guess
what animal it is.
4. Ss work in groups. Describe animals
and guess animals.
Ⅵ
. Exercises
1. If time is enough do some more
exercises on the screen.
Homework
1.
Read the sentences in
Grammar Focus.
2.
Think and describe an
animal after class. Then write your sentences on
the workbook.
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板书设计
Section A Grammar Focus-3c
—
Why do you like pandas?
—
Because they're
kind of
interesting.
—
Where are lions from?
—
They're from South Africa.
3a: Where, They're, like,
do, Why, because, don't, cool
3b: cats,
dogs, lions,
3c: panda
Section B 1a-2c
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
friendly, shy, save,
symbol, flag, forget, place, water, danger, cut,
down, cut down, tree, kill, ivory, over
2)
能掌握以下句型：
①
—
What animal do you like?
—
I like
elephants.
②
The elephants is one of
Thailand's symbols.
③
Let's save the Elephants.
3)
通过听力训练来掌握提高学生们综合听说能力。
4
）通过阅读训练来让学生们逐步提高英语阅读能力。
2.
情感态度价值观目标：
<
/p>
动物和人类都生活在同一地球上，
动物是我们的朋友。
我们人类应该与动物和谐相处，
共同生存。我们应当学会关爱动物，保护动
物。
二、教学重难点
1.
教学重点：
1)
让学生们进行听、说的训练来掌握更多动物的名称及描述
特性的形容词。
2)
通过阅读短文
来了解世界各地一些其他动物的情况，让学生们眼界更宽阔。
2.
教学难点
1)
进行听力训练，提高学生们听对话获取相关信息的能力。
2
）进行阅读训练，来培养学生们的综合阅读能力。
三、教学过程
Ⅰ
. Warming- up and revision
1. Greet the Ss as usual.
2. Check the homework. Let some Ss read
out their descriptions and let other Ss guess what
animal it is.
Ⅱ
.
Presentation
1. Show some
pictures on the big screen and teach Ss the new
words. e.g.
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Show a picture of a shy girl, let Ss
know she's shy.
2. Let Ss
read aloud the words and expressions.
3. Give Ss some time and read aloud the
words.
Ⅲ
.
Learning
1. Pay attention to the
animals in the picture in 1a and ask a student to
say the name of each
one.
2.
Point out the list of eight numbered adjectives
below.
T: Now please match the
adjectives with the animals in the picture. Write
the letter of the
animal on the line
after the adjective. Point out the sample answer.
3. As students work, move around the
room offering to answer questions as needed.
4. Correct the answers.
Ⅳ
. Listening
Work on 1b:
1. T: Now I will
play a recording of a conversation between Tony
and Maria. This time circle
the
adjectives you bear on the list for la.
2. Ss listen and try to
circle the adjectives in 1a.
3. Play the recording again
for the Ss to check the answers.
Work on 1c:
1.
Call attention to the three headings. Animal,
Maria's Words and Tony's Words, and the
write-on lines under each.
2. Say, Now I will play the recording
again. This time please write the name of the
animals
each person talks about and the
words they say.
3. Play the first four
lines of recording and stop the tape. Ask, What
animal are they talking
about? What
words does Mary use to describe the elephant?
Point out the write-on
lines where students can write these words.
4. Play the whole recording and have
students write the words they hear on the chart.
5. Check the answers.
Ⅴ
. Pairwork
1. Call attention to the dialogue next
to the picture. Ask two students to read it to the
class.
2. Say, Work in pairs. Use
sentences like these to say what you think about
different animals.
3. Ss work in pairs
to make their own conversations. As they work,
move around the room
checking on
progress.
4. Ask some pairs
to present their conversations to the class.
Ⅵ
.
Thinking
1. T: Now there are many animals are in
danger in the world. Why? One reason is that men
cuts down too many trees so animal are
losing their homes.
2. Look at the chart below. What
animals do you think are in great danger? Discuss
with your
group members and check the
animals.
3. Let some Ss
read their answers.
Ⅶ
.
Presentation
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1. Show some picture on
the big screen. Teach Ss some main words and
expressions in the
passage in 2b. e.g.
save, symbol, flag, forget,
place, water, be in great danger, cut down, tree,
kill, ivory…
2. Ss read and
understand the new words and expressions.
Ⅷ
.
Reading
1. Fast
reading
T: Now,
read the passage quickly and find the answer to
this question:
When is Thai Elephant Day?
(March 13th.)
Ss
read the passage quickly and try to find the
answer to this question.
Check the answers.
2. Careful reading
T: Now read the
passage again and find the answers to these
questions (on the big screen):
①
What do the students from
Thailand wan to do?
②
What
can Elephants do?
③
Why are
elephants in great danger?
④
What's the best title for this article? (check)
Ss read the
questions first. Then read the passage again and
find the answers to the
questions.
Check the
answers with the class.
Ⅸ
. Reading
1. Tell the students to look at the map
in 2c. There are four box around the word
The first box is about the importance
of the elephants in Thailand. The second box is
about
the abilities of the elephants.
The third box is about the facts and figures of
the elephants. The
last box is about
how to save the elephants. Let's read the passage
again and fill in the blanks.
2.
阅读指导：
1)
认真看一遍这四个表格，明确每个表格是关于大象的那个
方面的情况。
2
）然后，再读短文一
遍，找到相关的内容的依据。仔细读相关内容，分析空格处应当
填写的单词。比如：第一
个方框中讲大象在泰国的重要性，通过读短文可知依据应是短
文的第一段。
由最后两句话
“
我们的第一国旗上面有一只白色的大
象，
这是好运的象征。
”
可知第一个空
格处应填写
elephant
；第二个空格处应填
luck
。其他与此类似。
3
）最后，再读自己所填写的空格及依据，看是否有错误。
3. Ss read the article and fill in the
blanks in the map.
4. Check
the answers with the Ss.
Homework
1.
Remember the new words and expressions learned in
this period.
2. Ask Ss to
retell the article according to the map in 2c.
板书设计：
Section B 1a-2c
1.
friendly, shy, cute, lazy, small,
scary, beautiful, smart
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2.
—
What animal do you like?
—
I like
elephants. They're cute. I like dogs, too.
Section B 3a-Self Check
一、教学目标：
1.
语言知识目标：
1)
复习本单元所学的动物的名称以及描述动物的形容词。
2)
能正确运用所学的相关知识描述动词，表达自己的喜好。
3
）通过不同方式的练习来熟练表达自己的喜好及描述不同的动物。
2.
情感态度价值观目标：
动物和人类都
生活在同一地球上，
动物是我们的朋友。
我们人类应该与动物和
谐相处，
共同生存。我们应当学会关爱动物，保护动物。爱护动物，爱护自然，就是爱护
人类自
己。这是我们应当得到的教训。
二、教学重难点
1.
教学重点：
1)
能根据相关提示词来描述动物的特性及来自哪里。
2
）能运用自己所学的知识来描述一些自己熟悉的动物。
< br>
3
）通过做不同形式的练习来熟练运用本单元所学的知
识。
2.
教学难点：
运用自己所学的相关知识来介绍或描述某个动物。
三、教学过程
Ⅰ
. Warming- up and revision
1. Have a dictation of the words and
expressions learned in period 3.
2. Let some Ss retell the article in 2b
(according to the map in 2c)
Ⅱ
.
Presentation
1.
Show some picture on the big screen. Learn the new
sentence structure.
(a beautiful butterfly) Isn't it
beautiful?
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