RJ新目標(biāo)七年級(jí)下冊(cè)英語教案

拔妙初級(jí)中學(xué)英語組集體備課

2016年春新目標(biāo)英語七年級(jí)英語下冊(cè)

計(jì)

授課人：___________

備課教師：向光艷陳永均蔣庭青

Unit1Canyouplaytheguitar?

單元教材分析

本單元主要是學(xué)習(xí)情態(tài)動(dòng)詞can的肯定句、否定句、一般疑問句，肯定與否

定回答，以及特殊疑問句的構(gòu)成和用法；復(fù)習(xí)what弓！導(dǎo)的特殊疑問句。本單

元主要圍繞“加人俱樂部，談?wù)撟约旱哪芰Α边@一話題，設(shè)計(jì)了三個(gè)任務(wù)型活動(dòng)：

任務(wù)一是：自己的才藝表演，學(xué)習(xí)情態(tài)動(dòng)詞can的用法；任務(wù)二是：自己建立俱

樂部，運(yùn)用情態(tài)動(dòng)詞can談?wù)撟约涸谀骋环矫娴哪芰?、喜好和意愿；任?wù)三是：

我能成功，主要是復(fù)習(xí)鞏固談?wù)摳髯缘暮煤吞亻L(zhǎng)

單元知識(shí)系統(tǒng)：

一Canyou/he/she/youdance?*Yes,I/he/she/wecan./No,I/he/she/wecan't?

——CanBillplaytheguitar?——Yes,hecan,buthecan9tsing.

單元重難點(diǎn)一覽

1.Difficulties:

Vocabularyandsentences

1.Vocabulary：can,play,want,guitar,dance,swim,sing,chess,piano,violin,

playtheguitar

2.Sentences：Canyou/he/she/youdance?

Yes,I/he/she/wecan./No,I/he/she/wecan't.

CanBillplaytheguitar?

Yes,hecan,buthecan'tsing.

3.Grammar：sentenceswith"can”.

單元學(xué)情分析

本單元的主題是運(yùn)用情態(tài)動(dòng)詞Can談?wù)撃芰Γㄟ^對(duì)目標(biāo)語言的學(xué)習(xí)使學(xué)

生能夠表達(dá)自己在某一方面所具備的才能；通過談?wù)摫舜说奶亻L(zhǎng)與愛好培養(yǎng)一種

群體意識(shí)。在以前的學(xué)習(xí)中，學(xué)生已經(jīng)學(xué)習(xí)了一些行為動(dòng)作的表達(dá)法，而教學(xué)“談

論能力”只是將情態(tài)動(dòng)詞can用于這些表達(dá)中；情態(tài)動(dòng)詞can在肯定旬、否定句

和疑問句中的構(gòu)成，和學(xué)生已經(jīng)學(xué)過的be動(dòng)詞的結(jié)構(gòu)有相同的地方，教師在教

學(xué)中要善于引導(dǎo)學(xué)生比較這兩種結(jié)構(gòu)的異同以加強(qiáng)記憶。

TeachingGoals

Knowledgeandabilitiesgoals:

l.vocabulary:dance,swim,sing,playchess,paint,speakEnglish,playtheguitar

2.HowtouseModelverb"can".

3.Listeningandspeakingskillsandcommunicativecompetence.

Moralgoals:Encouragestudentstoexpresstheirabilities.

Teachingmethod:Listeningandspeakingmethods.Pairworks.

Contentofcourses:Inthisperiod,studentswilllearnsomenamesofclubs,suchas

art,music,chessclub,swimmingclub,etc.studentswilllearnthedrills:Doyouwant

tojoin...club?Canyou...?

TeachingAids:Ataperecorder.Somepictures.AprojectorSomesportsthings,such

asvolleyball,basketball,etc.Preparationtestpaperforlessonsbeforeclass.

TeachingTime:4periods

Period1(SectionA:la-2d)

KnowledgeObjects:Learntotalkaboutabilities.

Knowsomethingaboutthecultureofclubs.Canyou/he..?Whatcanyoudo?What

clubdoyouwanttojoin?can,can't,draw,dance,swim,speak,walk.

Teachingkeypoint:can

TeachingDifficultpoint:can

TeachingProcedures:

Step1.Lead-in

PlayasongfromTFboys'albumthatthestudentsarecrazyaboutinourclassto

drawtheirattention.ThenintroduceTFboys5abilitieslikesinginganddancingand

askingstudentstointroducetheirownabilitiessotheycanknowourteachinggoals

throughthisway.

Step2.Presentation

Showsomepicturesandleadstudentstospeakoutwhotheyare,whattheyare

doingandwhattheycando.

Step3.Pairwork

Givestudentssometimetolookatthepictureson.Askandanswerlikethis:

A:Canyouplaybasketball?

B:Yes,Ican./No,leantCanyou...?

Step4Presentation

Showsomepicturesoffamousstars.Practicethe"can"sentenceswiththirdperson

“he,she,they”.Iftheanswerisnegative,guidestudentstosay:

Step5,Pairwork

Givestudentssometimetomakeconversationsinpairslikethis:

A:Whatclubdoyouwanttojoin?B:Iwanttojointhe...

A:Canyou...?B:Yes,Ican.No,IcantButIcanlearnitfromothers.

Thenletonetotwopairsacttheirconversations.

Step6.Listening

1.Workonactivitylb:

1)Playthetapeandletstudentsnumbertheconversations.

2)Checkanswerswiththemthen.

3)Teachstudentstoreadtheconversations.

2.Workon2aand2b:

l)Tellstudentstogivespecialattentiontolisteningactivity(namesoftheclubs.

Playthetapeforfinishingtheactivities.

2)Checkanswerswiththem.

3)Playthetapeagainandaskstudentstolookatthetapescriptandtrytofollowthe

tape.

Step7.Listening

Playthetapeandaskstudentstotryreadingafterthetapeasmuchastheycan.

Thenlettwostudentstoacttheconversationsinclass.

Step8.Languagepointsexplanation.

Explainsomelanguagepointsinthisperiodlikefollows:

1)Want(sb.)todosth.Wantsth.

2)Play與樂器名詞連用，樂器名詞之前要加定冠詞“the”.Forexample,playthe

guitar,playthepiano.

3)join,joinin,takepartin

4)tellsb.sth.Tellsb.(not)todosth.

Step9,SummaryandHomework

PreviewActivities2bto

1.Rememberthenewwordsandexpressionsafterclass.

2.Recitetheconversationafterclass.

3.WriteEnglishnamesasmanyaspossibleintheexercisesbook.

板書設(shè)計(jì)

SectionA(1a-2d)

Drills：

1.一Canyousing?一Yes,Ican./No,Ican't.

2.2b:1.chess,chess2.English;English3.sing,dance,

music

4.①WhatclubdoesBobjoin?

②WhatclubdoesJanejoin?

Period2(SectionA:GrammarFocus-3c)

KnowledgeObjects:goonlearningtotalkaboutabilities.

-Canyouplaytheguitar?一Yes,Ican./No,Ican*t.

一Whatcanyoudo?一Icandance.

一Whatclubdoyouwanttojoin?一Iwanttojointhechessclub.

Teachingkeypoints:Concludetheusageof'can';putallnewlanguageintopractice

throughdififerentactivities.

TeachingDifficultpoints:Distinguish"say,speak,tell,talk”

TeachingProcedures:

Stepl.Warming-upandrevision

1.AskSsabouttheirabilitiesbyusingthevocabularywelearnedinlastclass.

Step2,Role-play.

Letsomepairsroleplaytheconversationin2c.

Step3,GrammarFocus

1.Readingguide.

Teacherguidesstudentstotrytofindtheusageof"can"

1)可以看出，在Can…？句型中，情態(tài)動(dòng)詞can沒有和的

變化。

2)用情態(tài)動(dòng)詞can來詢問他人的能力可以歸納為以下句型：

Can+++其他？

Positiveanswers：_________________

Negativeanswers：_________________

What+can++?

學(xué)生們合作學(xué)習(xí)討論上面學(xué)案的答案，總結(jié)情態(tài)動(dòng)詞can的用法。

老師找部分學(xué)生對(duì)上述問題作答，并一起討論總結(jié)情態(tài)動(dòng)詞can的用法。

Step4.Practice

1)workonactivity3atellstudentstomakesentenceswiththephraseson

5.Givesanexampletostudents:CanMaHuanspeakEnglish?No,he

can't,buthecanspeakChinese.Theycandiscusswiththeirpartners.

2)Lookat3b.Askstudentstocompletetheposterwiththewordsinthebox.

方法指導(dǎo)：應(yīng)通讀全文，掌握短文大意；然后，仔細(xì)閱讀每個(gè)句子，根據(jù)空格

前后的詞語進(jìn)行推敲。比如，第三空格后有g(shù)uitar一詞，可知些空格應(yīng)填play

一詞。其他類似。

學(xué)生們，按老師指導(dǎo)的方法進(jìn)行閱讀，并逐句推敲每空應(yīng)填什么詞，在實(shí)際的

運(yùn)用提高自己的閱讀能力、分析能力及綜合運(yùn)用能力。

最后，教師與同學(xué)們一起校對(duì)答案，并對(duì)學(xué)生們有疑問的地方進(jìn)行解釋。

StepS.Groupwork

1.Maskstudentstomakealist,thenreporttotheirclassmates.

Everyoneingroupmustwriteareport.Thenselectonestudenttoreportwhattheir

groupcando.e.g.

Inmygroup,LiMingcandokungfu.ZhangLicansingverywell.MaShuangcan

dancewell...

Step6.Exercises

Iftimeisenough,dosomemoreexercisesonbigscreen.

Step7.Homework

1.ReadthesentencesinGrammarFocus.

2.Writeareportaboutwhatyourfamilymemberscando.

BlackboardWriting

SectionAGrammarFocus-3c

1.Canyoudosth.?Yes,Ican.No,Ican't.

2.Canshe/hedosth.?Yes,he/shecan.No,she/hecan't.

3.Whatcanyou/he/shedo?I/He/Shecando...

3a:2.CanMikeplaybasketball?No,hecantButhecanplaytennis.

3b:sing,dance;play;tell

Period3(SectionB:la-lf)

KnowledgeObjects:goonlearningtotalkaboutabilities,drum,playthedrum,

piano,playthepiano,violin,playtheviolin

Teachingkeypoints:Improvelisteningandspeaking

TeachingDifficultpoints:Improvelisteningandspeaking

TeachingProcedures:

Step1.Warming-upandrevision

1.Dailygreeting.

2.Checkthehomework.LetsomeSsreportwhathis/herfamilymemberscando.

Step2,Presentation

1.Playthesoundofdifferentkindsofinstruments.LetSsguesswhatitis.

2.Askmanystudentsasmanyaspossibletosaytheirabilities.

Step3.Listening

1.TelltheSsthattheywilllistentosomesoundsoftheinstruments.Askthemto

listenandnumberthewords[1-4]intheorderofthesoundstheyhearinla.

2.Playtherecordingagainandchecktheanswers.

3.Workon1c.First,letonestudentreadthewordsandphrasesaloud.

ThenlistentotheIdandcirclethewordsandphrasetheyhear.

4.Checktheanswers:

5.Letstudentslistentotherecordingagain.Askthemtotrytofillintheblanksby

themselves.

6.Checktheanswerswiththeclass.

Step4.Groupwork

Workingroups.

LettheSstaketurntotalkaboutwhatBill,CindyandFrankcanandcan'tdo.

(Teachercanwalkaroundtheclassroom,andgivesomehelptotheSs.)

Step5,Homework

1.Previewthepassagesinactivity2a-2b.

2.FinishtasksonPage6.

BlackboardWriting

SectionBla-lf

1.playtheviolin,playthedrums,playthepiano

(提示：在音器前必須加定冠詞the;而在棋類、球類前則不須加the；

playchess;playbasketball,playvolleyball)

Period4(SectionB:2a-selfcheck)

KnowledgeObjects:goonlearningtotalkaboutabilities,also,people,help(sb)

withsth,center,home,today,begoodwith,make,makefriends,weekend,on

weekends/ontheweekend,teach,musician

Teachingkeypoints:Also,too;begoodwith,helpwith

TeachingDifficultpoints:Describeone'sability

TeachingProcedures:

Step1,Warming-up

Checkthehomework

Asksomestudentstoshowtheiranswersfirst,thenletthreestudentsreadthe

passagesin2a.

Step2,Reading

First,showsomepicturesoftheboysandgirlsandsomekeywordsin2a.

2.AsktheSstodescribethemaccordingtothepicturesandkeywords?

3.GuideSstouse"also,too”,anddistinguishhowtousethesetwowords.

(GivecommentsonSs'descriptions.)

4.Readthreeadsandletstudentsselectatitleforeachad.

5.Checktheanswerswiththeclass.

6.Ssreadthedescriptionsin2aandtheadsin2bagain.Trytoselectarightadfor

eachperson.Theycantalkabouttheanswersintheirgroups.

7.Checktheanswerswiththeclass.

Step3.Languagepointsexplanation

1.Explaintheusageandthefunctionof“also"and“teH”.

2.Reviewtheusageandfunctionof"help

3.Expressionsrelatedto“begood...”suchasbegoodat,begoodwith,begood

for...

4.theusageandfunctionof“teach”

Step4.Selfcheck

1.completetaskin3aandcheckanswerswiththeclass.

2.FinishtheexerciseinSelfcheckandcheckanswerswiththem.

Step5.Homework

Recite2aand2b

BlackboardWriting:

SectionB2a-selfcheck

1.2b:A;C;B

2.2c:Peter2;Alan—1;MaHuan3

3.Explanation:

helpsb.withsth.=helpsb.dosth.begoodwith...

also與tooalso用于句子中間；而too常用于句子末尾

課后反思:

Unit2Whattimedoyougotoschool?

教材分析

本單元主要學(xué)習(xí)用when和whattime引導(dǎo)的特殊疑問句詢問時(shí)間的表達(dá)方式;

學(xué)習(xí)表達(dá)頻率的副詞。通過“談?wù)撊粘Ｗ飨r(shí)間”這一話題，該單元設(shè)計(jì)了三個(gè)主

要的學(xué)習(xí)任務(wù)型活動(dòng)。任務(wù)一：談?wù)撟约旱淖飨⒘?xí)慣，學(xué)習(xí)不同時(shí)間點(diǎn)的表達(dá)方

式；任務(wù)二：學(xué)習(xí)運(yùn)用when和whattime來詢問和表達(dá)作息時(shí)間安排；任務(wù)三:

搜集社會(huì)上有關(guān)作息時(shí)間安排的情況，復(fù)習(xí)鞏固所學(xué)的知識(shí)。通過本單元的學(xué)習(xí)，

同學(xué)們能夠?qū)W會(huì)安排好自己的日?；顒?dòng)，并且能夠了解和轉(zhuǎn)述他人的日常生活安

排。

學(xué)情分析

初一學(xué)生具有較強(qiáng)的求知欲和表現(xiàn)欲，本單元話題符合學(xué)生的這一特點(diǎn)。所

以我就教學(xué)材內(nèi)容設(shè)計(jì)各種任務(wù)型課堂活動(dòng)，讓學(xué)生都能參與活動(dòng)，增強(qiáng)他們的

英語學(xué)習(xí)積極性和學(xué)習(xí)信心。與此同時(shí)，初一學(xué)生通過前階段時(shí)間的學(xué)習(xí)，掌握

所學(xué)單元的交際用語和單詞，有了一定的語言能力，但對(duì)于本課未接觸過的語言

點(diǎn)，仍有待教師的指導(dǎo)，綜合運(yùn)用英語的能力還有待進(jìn)一步的提高；本單元的中

心話題與學(xué)生的生活密切相關(guān)，因此教師在教學(xué)過程中，應(yīng)結(jié)合學(xué)生的實(shí)際情況,

激發(fā)學(xué)生興趣，讓學(xué)生主動(dòng)學(xué)習(xí)，學(xué)有所獲。

單元重點(diǎn)難點(diǎn)分析

重點(diǎn)：

1.時(shí)間的表達(dá)方法。

2.詢問時(shí)間的句型：

whattimedoyouusuallygetup?Iusuallygetupatsixthirty.

whendoesScottgotowork?Healwaysgoestoworkateleveno'clock.

3.表示頻率副詞的用法。

難點(diǎn)：1.用when和whattime引導(dǎo)的特殊疑問句。

2.表示頻率副詞的用法。

教學(xué)目標(biāo)

1、知識(shí)目標(biāo)：能夠識(shí)記并運(yùn)用下列詞匯和句型。

單詞及短語：up,dressed,brush,tooth,shower,usually,forty,fifty,early,job,

work,station,o'clock,funny,exercise,best,half,past,quarter,homework,walk,lot,

life

短語：getup,getdressed,radiostation,either...or...,lotsof

句型：whattimedoyouusuallygetup?iusuallygetupatsixthirty.

whattimedotheygetdressed?theyalwaysgetdressedatseventwenty.

whendoesscottgotowork?healwaysgoestoworkateleveno'clock.

he'sneverlate.

whendoyoufriendsexercise?theyusuallyexerciseonweekend.

語法：(1)掌握時(shí)間的表達(dá)法。(2)when和whattime引導(dǎo)的特殊疑問句。

2、能力目標(biāo)：學(xué)習(xí)用when和whattime引導(dǎo)的特殊疑問句詢問時(shí)間和不同時(shí)

間點(diǎn)的表達(dá)法；學(xué)習(xí)表示頻率的副詞；能用英語表達(dá)正確的時(shí)間點(diǎn)；學(xué)會(huì)談?wù)撟?/p>

己及他人的日常生活及日常作息習(xí)慣。

3、情感目標(biāo)：能夠運(yùn)用所學(xué)知識(shí)對(duì)某?活動(dòng)進(jìn)行合理安排，培養(yǎng)良好的作息

習(xí)慣和守時(shí)習(xí)慣；學(xué)會(huì)合理安排時(shí)間

教學(xué)思路

思路一：讓學(xué)生以合作交流的方式，完成活動(dòng)la并學(xué)習(xí)本課的重點(diǎn)詞匯。

思路二：聽力訓(xùn)練一運(yùn)用任務(wù)型教學(xué)，讓學(xué)生從中學(xué)習(xí)句型whattimedo

you...?及其答語，并學(xué)會(huì)時(shí)間的表達(dá)方法。

教學(xué)準(zhǔn)備：錄音機(jī)、電腦

LearningMethods:Makeaplan.Culture.

TeachingMethods:Student-centered.Task-basedTeaching.

TeachingTime:4periods

Period1(SectionA:la-2a)

Step1.Lead-in

Greetingslikeusualfirst.Teachertellstudentswhenhe/sheusuallygetsupand

alwayshasbusymorningsonschooldaysandaskstudents9routinestoattracttheir

interest.

Step2,Presentation

1.Adjustthetime,andaskstudentsquestionsbyusing“whattimeisit?”sentence.

2.Helpthemtoanswerandwritetheanswerontheblackboard.

3.Askonestudenttocometothefront,adjustthetimeandasktheotherstudents.

4.Teachthenewwords&phrases.

5.Showsomepicturesofdifferentclocksandtheactivitiesandguidethemtouse

“usually"and"whattime...?,,sentencestodescribetheirbusymorning.

6.AskSstodotheexerciseofla,andthenchecktheanswers.

Step3?Listening

l.ShowSsthetimetableofRick's(writeonsmallBb)

Rick'stimetable

Getsup

Eatsbreakfast

Runs

Goestoschool

Takesashower

AskSslistentotherecorderandfillinthechart.Thenchecktheanswers.

2.Askandanswer.

T:WhattimedoesRickgetup/eatbreakfast/run/gotoschool/takeashower?

Ss:Hegetsup/eatsbreakfast/runs/goestoschool/takesashowerat...

(AskSspayattentiontotheunderlinedphrases.)

Step4.Consolidation

l.AskSstolookatthepicturesandtelltheirdays.

Example:IusuallygetupatIeatbreakfastatIgotoschoolatAtItake

ashower.

Step5.Homework

l.Trytorememberallthewords&phrases.

2.Survey:Askyourclassmatestheirroutines,andgiveyourreport.

BlackboardDesign

Unit2Whattimedoyougotoschool?

Whattimedoyougotoschool?Iusuallygotoschoolatsixthirty,

gotoschoolgetdressedgetupbrushteeth

eatbreakfasttakeashowerwhattime

Reflectionafterclass：

Period!(SectionA:2b-3c)

Teachinggoals

1)Targetlanguage:

Vocabulary:never,early,fiftyjib,station,funny,radiostation,atnight,inthe

morning,belatefor,from...to...,onweekends,gotowork...

Sentences:Whattimedoyouusuallygetuponschooldays?

Inevergetupearly.

2)Languageskills:Sslearntotalkabouttheirdailyroutines.

3)Moralobjects:Sslearntobepunctualandmanagetheirtimeindailylife.

Teachingkeypoints:whattime...?

Teachingdifficulties:thedifferencebetween"whattime...?99and"when…？”

Teachingprocedure:

Stepl,Lead-inandwarmingup

1.Greetings

2.Asksomestudentstomakesentenceswiththephraseswelearnedinlastclass.

Step2.Listening

1.Listentothetapecarefullyandcompletethesentencesin2a.Checkanswers

withtheclass.

2.Playthetapeagain,completetheshowerscheduleforJim'sfamily.

3.Playthetapeonceagainandaskstudentstotryingreadafterthetape.

Step3.Role-playconversations

1.學(xué)生自讀對(duì)話，回答下面的問題：(1)(2)為回答問題；(3)為英譯漢。

(l)WhattimedoesScottusuallygetup?

(2)DoesScottexerciseatten?

(3)I'mneverlatefbrwork.

2.Readtheconversationloudlyandthenroleplaytheconversationwithpartners.

3.Letthreegroupstoacttheconversation.

Step4,Grammarfocus

1.Letstudentstoreadthesentencesfirst.

2.Guidethemtosummarizethedifferenceandcommonsbetween“whattime”

and"when"sentences.

3.Askstudentstofocusonthechangeofpersonsandfrequencyadverbsin

answers.

4.Helptosummarizethegrammaroftimeexpressionandwritethemonthe

blackboard.

Step5.Workontask3a-3c

Askstudentstocompletetheanswersorquestionsbyusingusually,neverand

always.

Letstudentstoexampletheirowndailyroutinestorealizetheusageoffrequency

adverbs.

Step6.Languagepointsexplanation

1.頻率副詞的用法

(1)他們總是起得很早，所以他們上學(xué)從來沒有遲到過。

Theyalwaysgetupearly,andtheyareneverlateforschool.

(2)他通常晚飯后看電視。

HeusuallywatchesTVaftersupper.

【注意】always,never,usually是頻率副詞，在句中的位置常放在實(shí)義動(dòng)詞前，

be動(dòng)詞、情態(tài)動(dòng)詞和助動(dòng)詞之后。

2.時(shí)間介詞的用法

(l)from...to...從…至I」...

例如：Wehavelunchfrom12o'clocktotwelvethirty.

我們從12點(diǎn)到12點(diǎn)半吃午餐。

(2)atnight在晚上

(3)inthemoming/aftemoon/evening在上午/下午/在晚上

Step7.Homework

PreviewSectionB

Dotheexercisesonourpracticebook.

BlackboardDesign

SectionA:2b-3c

1.always,usually,nevers是頻率副詞，在句中位于實(shí)義動(dòng)詞前，be動(dòng)詞，情態(tài)動(dòng)

詞和助動(dòng)詞之后。

2.fh)m…to…從…到…atnight在晚上belatefbr遲到…

3.when與whattime的用法

1)when提問什么時(shí)候。可以是較長(zhǎng)的時(shí)間段，也可以是較短的時(shí)間點(diǎn)。E.g.

Whenisyourbirthday?MybirthdayisonDec.29th.(指一天的時(shí)間段)

2)whattime常用于對(duì)時(shí)間點(diǎn)的提問

Whattimeisit?Itis9:26.

Period3SectionB(la~le)

Teachinggoals

Knowledgeobjects:Tomastersomeimportantvocabulary:half,past,quarter,

homework,doone'shomework,run,clean,takeawalk,either...or...,lotsof,

sometimes,life.

Languageskills：Tolearnhowtoexpresstimeindifferentways.Topractice

listeningskills.

Moralobjects:Togettoknowwesternculturethroughlearningaboutforeign

studentshowtoexpresstime.

Teachingkeypointsanddifficulties:Differentexpressionsoftime

Stepl.Lead-in

Greetingsasusual.Checkhomework.

Step2.Reading

1.認(rèn)真閱讀la圖片中的時(shí)間和活動(dòng)，并將時(shí)間和活動(dòng)匹配，集體核對(duì)答案，

并熟記詞組和時(shí)間。

2.以小組為單位，結(jié)合所給的時(shí)間點(diǎn)來總結(jié)時(shí)間表達(dá)法一分時(shí)法。

3.根據(jù)la中的時(shí)間和活動(dòng)仿照1b來練習(xí)對(duì)話，讓兒組學(xué)生上臺(tái)表演。

4.Summary:

用分時(shí)表達(dá)法寫出下列時(shí)間：

6:10tenpastsix

10:15aquarterpastten

11:58twototwelve

Step3.Listening

1.朗讀記憶1c中的單詞或短語，為聽力做好準(zhǔn)備。

2.認(rèn)真聽錄音，圈出所聽到的單詞或短語，集體核對(duì)答案，完成1c。

3.再聽一遍錄音，在所圈出的詞或短語后寫出時(shí)間。

4.仔細(xì)聽錄音，并跟讀，模仿語音語調(diào)。

5.讓學(xué)生利用lc、Id中的信息仿照le的形式來練習(xí)對(duì)話，完成le。

6.小結(jié)訓(xùn)練。

(1)Shegetshomeatsixthirty.(同義句轉(zhuǎn)換)

Shegetshomeathalfpastsix.

(2)Sheoftenrunsinthemorning.(對(duì)畫線部分提|可)

Whendoessheoftenrun?

Step4.問題探究

1.homework的用法

Wehavehomeworkeveryday.

A.manyB.much【解析】答案選B。因?yàn)閔omework是不可數(shù)名詞。

2.時(shí)間表達(dá)法(二)——分時(shí)表達(dá)法

(1)8:10tenpasteight

(2)6:15aquarterpastsix

(3)5:30halfpastfive

(4)10:58twotoeleven

【注意】分鐘數(shù)不超過30分：分鐘數(shù)+past+點(diǎn)；分鐘數(shù)超過30分：60—分鐘

數(shù)+to+點(diǎn)再加1;另外，三十分鐘可以用half來代替，十五分鐘可以用quarter

來代替。

Step5,Homework

完成課后提升作業(yè)。

BlackboardDesign：

SectionB:la-le

時(shí)間的表達(dá)方法：

1.直讀：時(shí)間點(diǎn)+分鐘數(shù)；如：7:05—sevenfive

過差式：分鐘數(shù)不超過30分：分鐘數(shù)+past+點(diǎn)；分鐘數(shù)超過30分：60

一分鐘數(shù)+to+點(diǎn)再加1；另外，三十分鐘可以用half來代替，十五分

鐘可以用quarter來代替。

2.12小時(shí)制：6：00a.m.,9:24p.m.

SectionB第4課時(shí)(2a?3b)

Step1.Lead-in

Healthyhabitsareveryimportanttoourlife.Butwhatishealthyhabitandwhatis

unhealthyhabit?Let'sdiscussingroups.

Step2.Reading

L小組討論并標(biāo)出你認(rèn)為健康的習(xí)慣，讓學(xué)生讀2a中的短語以檢查預(yù)習(xí)效果。

2.快速朗讀2b的小短文，了解短文內(nèi)容，總結(jié)出Tony和Mary誰更健康。

3.仔細(xì)閱讀短文，圈出健康的生活習(xí)慣。小組交流，教師核對(duì)答案。

4,讓學(xué)生兩人一組，列出2b中的Tony和Mary的生活習(xí)慣。

5.小結(jié)訓(xùn)練。

Tonydoesn'thaveahealthylifestyleHisbrotherdoesn'thaveahealthylifestyle,

C.

A.tooB.alsoC.eitherD.or

Step3.Workon3a,3b

1.請(qǐng)同學(xué)們認(rèn)真閱讀3a中的句子，之后將這些句子按正確的順序排列組成…

篇介紹生活習(xí)慣的小短文。小組核對(duì)答案，然后教師領(lǐng)讀短文。(分鐘)

2.仿照3a短文的形式寫一篇介紹自己生活習(xí)慣的短文，寫完后小組交流，教師

抽查點(diǎn)評(píng)。

Step4.問題探究

1.1dolotsof(許多)homeworkeveryday.

2.Thefoodtastes(嘗起來)delicious.

3.Hedoesn'tlikegettingupearly,either(也).

4.Eitheryouorheis(be)wrong.

5.Healthyfoodisgood魚i(對(duì).有好處)us.

Step5,Explanation.

1.either...or...

2.manyandmuch,lotsof=alotof

3.begoodforbebadfbr

Step6.Homework

Finishselfcheck.

Recitepassagein2b.

板書設(shè)計(jì)：

SectionB：2a-3b

1.quicklyadv.

quick(adj.)f+ly-*quickly(adv.)

slow(adj.)一+ly-*slowly(adv.)

2.either,either...or...

Many,much,lotsof=alotof

begoodfbrbebadfbrbegoodatbegoodwith

課后反思：

Unit3Howdoyougettoschool?

教材分析

本課是新目標(biāo)英語七年級(jí)英語下冊(cè)第三單元，本課的教學(xué)圍繞“談?wù)撊绾稳ド蠈W(xué)”這話

題展開教學(xué)，引導(dǎo)學(xué)生通過本課的語言素材看圖說話、句型操練、實(shí)際描述，對(duì)話表演使

學(xué)生學(xué)會(huì)用英語談?wù)摮俗煌慕煌üぞ?。在這一課題的教學(xué)過程中，我將緊密聯(lián)系學(xué)生生

活實(shí)際，采用多種教學(xué)方式，以說為主，配合聽力練習(xí)，以對(duì)話為途徑解決本課的中心對(duì)話:

通過學(xué)習(xí)談?wù)摻煌üぞ?，為今后學(xué)習(xí)合理安排行程，合理選用交通工具以及設(shè)計(jì)實(shí)踐調(diào)查報(bào)

告并提出解決問題的簡(jiǎn)單方案打下基礎(chǔ)，同時(shí)通過Howdoyougettoschool?Itakethebus.

以及pairwork的反復(fù)操練，進(jìn)一步提高學(xué)生聽說讀寫綜合素質(zhì)能力。

學(xué)情分析

初中生的學(xué)習(xí)心理特點(diǎn)是：對(duì)英語學(xué)習(xí)普遍感興趣，但有很大的不穩(wěn)定性，好奇心強(qiáng),

求知欲旺盛，已不滿足教師對(duì)課文的簡(jiǎn)單重復(fù)。在本科教學(xué)過程中，竹中啟發(fā)引導(dǎo)，培養(yǎng)學(xué)

生分析、概括能力的同時(shí)，更要注重教學(xué)方法的靈活性，通過任務(wù)型教學(xué)法，情景交際法，

全身反應(yīng)教學(xué)法，激發(fā)學(xué)生學(xué)習(xí)的興趣，讓學(xué)生樂于接受，易于接受。

本單元的主題是談?wù)摮俗煌慕煌üぞ呒暗竭_(dá)目得地所需要的視角，可以采用活動(dòng)

教學(xué)法和Roleplaying的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點(diǎn)句型，同時(shí)比較好地運(yùn)用到實(shí)踐

中，做到既能鞏固所學(xué)知識(shí)，又能提高解決問題的能力和綜合運(yùn)用語言能力。

教學(xué)目標(biāo)

1.語言知識(shí)目標(biāo)：

1）能掌握以下單詞：

train,bus,subway,ride,bike,sixty,seventy,eighty,ninety,hundred,far,minute,

kilometer,new,every,everyday

2）能掌握以下句型：

①一Howdoyougettoschool?一Iridemybike.

②一HowdoesMarygettoschool?-Shetakesthesubway.

3）Talkabouthowtogettoplaces（談?wù)摮鲂蟹绞剑?/p>

takethebus/subway/train/taxi,rideabike/walk.

4）how引導(dǎo)的特殊疑問句，表示乘坐何種交通工具的方式。howfar,howlong

引導(dǎo)的特殊疑問句。

5）復(fù)習(xí)基數(shù)詞及時(shí)間的表示方法。

2.情感態(tài)度價(jià)值觀目標(biāo)

讓學(xué)生感受到他們學(xué)習(xí)英語是為了在現(xiàn)實(shí)生活中進(jìn)行交流，而不單純是為了

英語課和應(yīng)付考試而學(xué)習(xí),了解東西方國(guó)家出行方式的不同，以及不同的交通規(guī)

則，教育學(xué)生注意交通安全，加深對(duì)交通知識(shí)的了解。倡導(dǎo)自覺遵守交通法規(guī)及禮

貌，構(gòu)建和諧的人際關(guān)系。了解交通的發(fā)展，培養(yǎng)創(chuàng)新精神。

教學(xué)重難點(diǎn)

1.教學(xué)重點(diǎn)：

1）how/howfar/howlong引導(dǎo)的特殊疑問句.

2）乘坐交通工具的表示方法.

3）Ittakes/sbsometimetodosth.

2.教學(xué)難點(diǎn)：

—Howdoyougettoschool?—Itakethe.../ride.../walk...

一HowdoesMarygettoschool?一Shetakesthesubway.

——Howlongdoesittake?——Ittakesfortyminutes.

—Howfarisitfrom...to...-It's...kilometers.

3.熟練運(yùn)用問方式的句型。--Howdoyougettoschool?--Iridemybike.

4.掌握句型：Itakethebusto(getto)school.Igettoschoolbybus.

5.能聽懂有關(guān)談?wù)撔袨榉绞降膶?duì)話并進(jìn)行自由交際。

Teachingperiods:fourperiods

Period1(SectionA:la-2e)

Teachingprocedures:

Step1,Warming-upandLeadin

Greetingsandfreetalk.First,tellstudentsthatthewayIgotoschoolandthenask

themabouthowtheyusuallygotoschool.Guidethetogettoknowthequestionsand

answers:Howdoyougettoschool?Igotoschoolbybike/onfbot/bybus.

Step2.Presentation

1.T:Ifyouarehere,butyourschoolisinShanghai.Howdoyougettoschool?

Ss:Itakethebus/plane/boat/ship/car/taxi

Irideabike/motorbike

T:Doyouknowanyotherway?

2.Teachershowspicturesonthebigscreen.歸納出行方式和常用短語.

Asksomequestionsabouthowyougetto...?

(讓學(xué)生積極主動(dòng)的思考想象總結(jié)，圖片增加趣味性，加強(qiáng)直觀性，效果事半功

倍)。

3.ShowapictureaboutPart1onthescreen.

Pointatgirlsorboysinthepicture.

Askstudentstoanswerandwriteintheblanks.

—Howdoeshe/shegotoschool?

-He/She

Step3.Matchwordswithpictures

AskSstoturntheirbooktoPage13andtomatchthewordswiththepictureinla.

Cheekanswerswiththeclass.

Step4.Listening

1.MakesuretheSsknowwhattodo.Givethemanexampleorallyifpossible.

2.Readthenamesinthebox.

3.Playthetapeandchecktheanswers.

Step5,Pairwork

Asktwostudentstoreadthedialogueinthespeechbubblestotheclass.Thenask

studentstoworkinpairs.Askandanswerhowstudentsgettoschoolinthepicture.

Finallyasksomepairsofstudentstopresenttheirconversationstotheclass.

Step6.Listening

1.Revisethenumbers,first,zero-nine,next,ten-nineteen,then,twenty,thirty,

forty...finally,twenty-one,twenty-two...

Teachthenewword"hundred”.

Askstudentstoreadthenumbersfbrtwominutestoprepareforthelistening.

2.Playthetapefbrthestudentstofinish2a.Thenplayagainandchecktheanswers.

Step7,Listening

1.TellSsthefollowingrecordingisabouthowTomandJanegotoschool.

2.First,listentotherecordingfillinthefirstcolumn.

3.Then,playtherecordingfbrtheSsagain.Sslistenandcompletetherestofthe

chart.

4.Checktheanswers.

Step8.Role-play

1.Readthedialogueandfindtheanswertothesequestions:

①HowdoesJanegettoschool?

②Howfarisitfromhometoschool?

(3)Howlongdoesittaketogettoschoolfromherhome?

2.Ssreadtheconversationsandthenfindtheanswerstothequestions.

3.Checktheanswerswiththeclass.

4.PlaytherecordingfortheSstolistenandrepeat.

5.Ssreadtheconversationthenrole-playtheconversation.

6.Letsomepairsactouttheconversation.

Step9.Homework

1.Rememberthenewwordsandexpressionsinthisperiod.

2.Role-playtheconversationafterclass

BlackboardDesign:

SectionA:la-2e

1.一Howdoyougettoschool?一Iridemybike?

一HowdoesMarygettoschool?一Shetakesthesubway.

2.表達(dá)“幾十”個(gè)位數(shù)字+tytwenty,thirty,

表達(dá)“兒十兒”一定要用連字符twenty-five,sixty-nine

hundredonehundred,twohundred

Period2(SectionA:Grammarfocus-3c)

Aimsanddemands:Keyvocabulary:minutehoursecondtakesomebodysome

timetodosth.Kilometer

TeachingMethods:ReadingandwritingPairwork

TeachingAids:RecorderAprojector

TeachingProcedure

Stepl.Warmingupandrevision.

1.GreettheSsasusual.Thencheckthehomework.

2.Goovertheconversationin2e.

Step2,GrammarFocus

1.Askstudentstoreadthesesentencesinthechart.

2.Guidethemtofindthedifferencebetweenhowlongandhowfarthrough

reading.

3.Letonetothreestudentstospeakoutwhattheyfindandwriteitdownonthe

blackboard.

4.Teachersummarizewhattheyfound.

Step3.Practice

1.Lookat3a.TellSstomatchthesentenceswiththeanswers.

.方法指導(dǎo)：首先，應(yīng)重點(diǎn)讀左面的五個(gè)疑問句，分清它們是特殊疑問句

是一般疑問句；其次，要明確特殊疑問詞的用法：how是對(duì)出行方式提問；how

long是對(duì)行程所用的時(shí)間提問；howf