人教版新目标七年级下册英语全册教案(新)

Unit 1 Can you play the guitar？

重点难点

I．复习词汇：can，play，want

2.词汇：guitar, dance, swim，sing, chess, speak, drum，trumpet，violin，play the guitar

3．句型：Can you/he/she/you dance?

Yes，I/he/she/we can．／No，I/he/she/we can’t．

Can Bill play the guitar?

Yes，he can，but he can’t sing．语法重点：情态动词can的肯定句、否定句、一般疑问句及肯定与否定回答、特殊疑问句的构成

Section A

教学内容

Section A(教材P59～61)

教学目标

知识与能力

Section A的主要内容是运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。

过程与方法

采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习、

情感态度价值观

Section A的学习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。

教学重、难点及教学突破

重点

学习询问和谈论彼此的能力和特长；

语法难点

情态动词can的构成和使用。

教学突破

Section A重在通过使用情态动词can来询问和谈论能力，因此如何使用情态动词can就成了关键。教师可通过模仿、操练使学生掌握can的肯定句、否定句和疑问句的构成，再进行谈论能力的训练就容易多了。

教学准备

教学步骤

一、第一教学环节：情景创设，导入新课

教师活动学生活动

Section A的主要内容是运用情态动词Can“询问和谈论能力”。在导入新课时，可采取演绎导人法和视听导入法。1．出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"?But I can’t dance／swim／sing／...等，学习表达活动的动词短语。

2.教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说．I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。

3.出示1a部分的图片或幻灯片或播放该内容的课件，引导学生将活动与人物进行搭配，完成la部分的教学任务。

1．观看教师出示的反映各种活动的图片、幻灯片或课件，谈论其所反映的活动：He／She can dance／swim／sing ／…But I can’t dance／swim／sing／．．．等，学习表达活动的动词短语。

2．观看教师的演示和谈论，仔细听讲，理解情态动词can的基本用法，回答教师的提问：Yes，I can．／No, I can’t.

3.观看1a部分的图片或幻灯片或该内容的课件，将活动与人物进行搭配．完成la部分的学习任务。

二、第二教学环节：师生互动，学习探究

教师活动学生活动

1．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．引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。

3．播放2a部分的录音让学生听，引导学生圈出俱乐部的名称，完成2。部分的教学任务。

4.引导学生根据对话内容选择合适的单词填空，补全对话，再播放2。部分的第一个对话录音让学生进行校对。练习听力和写作能力，完成2b部分的教学任务。

5. 引导学生展开Groupwork活动，完成2c部分口语交际的教学任务。让学生先练习2b部分的对话，再根据图示改编对话并进行操练，运用What club do you want to join? I want to join…club．等目标语言。

6．引导学生将3a部分的对话整理成序，运用What can you do? I can…等目标语言，完成3a部分口语交际的教学任务。

7．引导学生展开调查活动，互相询问彼此的能力和特长并进行回答，然后向全班进行汇报，要求学生学会运用所学目标句型，完成3b部分的教学任务。 1.听1b部分的录音，根据所听到的内容，选出对话的顺序，完成1b部分的学习任务。

2.展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用can询问和表达能力。

3.听2a部分的录音，然后根据录音内容圈出俱乐部的名称，完成2a部分的学习任务。

4.根据对话内容选择合适的单词填空，补全对话，再听2a部分的第一个对话录音进行校对，练习听力和写作能力，完成2b部分的学习任务。

5．展开Groupwork活动，完成2c部分口语交际的学习任务。先练习2b部分的对话，再根据图示改编对话并进行操练，运用What club do you want join? I want to join…club．等目标语言。

6．将3a部分的对话整理成序，运用What can you do? I can…等目标语言，完成3a部分口语交际的学习任务。7．展开调查活动，互相询问彼此的能力和特长并进行回答，然后向全班进行汇报，要学会运用所学目标句型，完成3b部分的学习任务。

三、第三教学环节：合作交流，巩固提高

教师活动学生活动

引导学生进行Job Interview小组活动，让学生在阅读广告之后向全班同学进行调查，询问谁能胜任所招聘的工作，练习运用所学目标语言，完成第4部分

的教学任务。进行Job interview小组活动，在阅读告之后向全班同学进行调查，询问谁胜任所招聘的工作，练习运用所学目语言，完成第4部分的学习任务。

板书设计

Unit 1 Can you play the guitar?

Section A

生词：guitar, dance, swim, sing, chess, speak, can’t, job, children, kid, summer, camp

重点句型：Can you swim/paint/sing? Yes, I can./No, I can’t.

Can you/he/she/you dance?/ Yes, I /he/she/we can. No, I/he/she/we can’t.

What club do you want to join? I want to join…club.

语法重点：情态动词can的肯定句、否定句和疑问句的构成。

问题探究与拓展活动

情态动词call的用法：情态动词can不能单独使用(简单回答除外)，后须接动词原形才能表达完整含义。在变成疑问句时，要将其移至句首，在变成否定句时，只需在其后面加not。Can一般有两种含义：(1)表示能力，意思是“能；会”，如：I Can swim.我会游泳。I call play the guitar．我能弹吉他。(2)用在主语是第一人称的疑问句中，表示征求意见，意思是“可以”，同may的用法，如：Can I help you? 我能帮助你吗? Can／May I know your name?我可以知道你的名字吗?

练习设计

随堂练习设计

学校的各个特长俱乐部要招生。今天，有两个好朋友Mario和Lisa一起去参加面试，请完成下面主考老师与他们之间的对话

Teacher：(1) _________________________

Mario、Lisa：We want to join the music club．

Teacher：(2) __________________________

Mario：I can sing．

Teacher：(3)____________________________

Lisa：Yes，I Can also play the piano，but I can’t play it very well．

Teacher：(4) ____________________________，Mario?

Mario：Yes，l can also play the guitar．

Teacher：(5)___________________________

Mario：Sorry，I can’t play it very well．

KEY：1．What club d0 you want t0 join 2．What can you d0 3．Can you sing 4．Can you play the piano 5．Can you play it well

教学反思：

Section B

教学目标

知识与能力

Section B的主要内容：复习情态动词can用于“询问和谈论能力”的目标语言，掌握情态动词can的基本用法；能够运用所学目标语言表达自己在某一方面所具有的才能；能够为自己成立的各种俱乐部制作海报或招聘广告。

重点

学会运用情态动词can来询问和谈论自己的能力；

语法难点

情态动词can的构成和使用。

教学突破

Section B重在通过复习所学的“询问和谈论能力”的目标语言，学会谈论和表达自己或他人在某一方面所具备的能力和才艺，因此给学生提供一些施展才艺的舞台和机会，让他们在做中说、在说中做，既能培养他们的自信又能学会灵活运用所学内容。

教学准备

教师准备

准备一些乐器实物或制作能反映各种乐器的图片或幻灯片；制作能反映各种活动的图片、幻灯片或课件；制作演奏各种乐器的课件；设计课后巩固练习的幻灯片。

学生准备

携带自己拥有的乐器或自己能用来做一些事情的工具。

教学步骤

(1课时)

一、第一教学环节：情景创设，导入新课

教师活动学生活动

1．出示实物或图片或放映幻灯片(反映各种乐器)，学习一些乐器名词，并引导学生运用所学目标语言谈论自己的能力I Can play drums．I can’t play the guitar．等。

2．引导学生将乐器名词和图画一一配对，完成la部分的教学任务。1．观看实物或图片或幻灯片(反映各种乐器)，学习一些乐器名词，并运用所学目标语言谈论自己的能力I can’t pay drums．I can’t play the guitar．等。2．引导学生将乐器名词和图画一一配对，完成1a部分的教学任务。

二、第二教学环节：师生互动，学习探究

教师活动学生活动

1．引导学生进行Pairwork活动，就所学学生活动的乐器名词互相询问和谈论能力，复习和巩固所学的知识，完成1b部分中的教学任务。

2．播放2a部分的录音，引导学生一边听录音，一边圈出所听到的表示活动或乐器的词汇，完成2a部分中的教学任务。

3．再播放2a部分的录音，引导学生根据所听到的内容填写表格，说出Bill、Jennifer和Victor能做和不能做的事情，完成2b部分中的教学任务。

4．引导学生进行Pairwork活动，根据2b部分的表格内容，正确使用所学的目标句型，互相询问和谈论Bill、Jennifer 和Victor能做和不能做的事情，完成2c中的教学任务。

5．引导学生阅读3a部分的广告，根据广告内容在他们需要别人做的事情下划线并初步了解广告的写法，完成3a 中的教学任务。

6．引导学生先阅读3b部分的海报，然后选择适当的词语填空，完成3b部分中的教学任务。

7．引导学生模仿3a和3b两部分的广告和海报，运用情态动词can的基本句型写一个运动日的海报，完成3c部分的教学任务。1．进行Pairwork活动，就所学的乐器名词互相询问和谈论能力，复习和巩固所学的知识，完成lb 部分中的学习任务。

2．听2。部分的录音，一边听录音，一边圈出所听到的表示活动或乐器的词汇，完成2a部分中的学习任务。3．再听2a部分的录音，根据所听到的内容填写表格，说出Bill、Jennifer和Victor能做和不能做的事情，完成2b 部分中的学习任务。

4．进行Pairwork活动，根据2b部分的表格内容，正确使用所学的目标句型，互相询问和谈论Bill、Jennifer和Victor 能做和不能做的事情，完成2c中的学习任务。

5．阅读3a部分的广告，根据广告内容在需要别人做的事情下划线并初步了解广告的写法，完成3a中的学习任务。6．先阅读3b部分的海报，然后选择适当的词语填空，完成3b部分的学习任务。

7．模仿3a和3b两部分的广告和海报运用情态动词Can的基本句型写一个运动日的海报，完成3c部分的等学习任务。

三、第三教学环节：合作交流。巩固提高

教师活动学生活动

引导学生进行Groupwork活动，完成第4部分中口语交际的教学任务。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊并能培养一种群体意识。

进行Groupwork活动，完成第4部分中口语交际的教学任务。

板书设计

Unit 10 Can you play the guitar?

Section B

词汇：drum, trumpet, violin, musician, then, maybe, talk, information, talent, show, act, Sunday, auditorium, Kung Fu,

句型：Can you play the piano? No, I can’t.

Can Bill play the guitar? Yes, he can, but he can’t sing.

What can you do? I can do Chinese Kung Fu.

语法：情态动词can 的肯定句、否定句和疑问句的构成

练习设计

随堂练习设计

根据提示，完成这份广告(首字母已经给出)

Welcome to our sports Center

Do you like s________? We have many c_________. For example: v_________ club, b________ club, p____________ club, t____________ club, f_________ club, s_________ club and more. Come and join us soon!

KEY：sports；clubs；volleyball；basketball；ping-pong；tennis；football；swimming

教学反思：

Self Check

教学内容

Self Check (教材P64)

教学目标

知识与能力

复习词汇guitar，dance，swim，sing，chess，speak，play，paint，join，music，art，club，piano，drum，trumpet，violin，can，can’t；复习“询问和谈论能力”的目标语言。

过程与方法

运用Summarizing和Classifying的学习策略。在复习教学中，运用听写、提问、对话演练与检测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。

情感态度价值观

本部分主要是复习“询问和谈论能力”的目标语言，通过互相询问或谈论自己或对方在某一方面的能力，培养学生的一种群体意识。

教学重、难点及教学突破

重点

复习词汇guitar，dance，swim，sing，chess，speak，play，paint，join，music，an，club，piano，drum，trumpet，violin，can，can’t；复习“询问和谈论能力”的目标语言。

教学突破

通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。

教学准备

教师准备

制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。

学生准备

复习所学词汇、句型和语法内容，并进行适当的总结、归类。

教学步骤

(1课时)

一、第一教学环节：情景创设。导入新课

教师活动学生活动

引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的教学任务。进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的学习任务。

二、第二教学环节：师生互动，学习探究

教师活动学生活动

1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，完成第2部分的教学任务。

2．引导学生进行阅读和写作训练，让学生先阅读对话，然后根据对话内容填写卡片，完成第3部分的教学任务。1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，完成第2部分的学习任务。

2．进行阅读和写作训练，先阅读对话，然后根据对话内容填写卡片，完成第3部分的学习任务。

三、第三教学环节：合作交流，巩固提高

教师活动学生活动

引导学生进行Just for fun游戏活动，复习、巩固所学的Can you play the guitar? Yes, I can./No, I can’t.等句型和语法知识。进行Just for fun游戏活动，复习、巩固所学的Can you play the guitar? Yes, I can./No, I can’t.等句型和语法知识。

板书设计

Unit 10 Can you play the guitar?

Self check

Words: guitar, dance, swim, sing, chess, speak, play, paint, join, music, art, club, piano, drum, trumpet, violin, can, can’t Sentences: Can you play the guitar? Yes, I can./No, I can’t.

问题探究与拓展活动

maybe与may be：maybe是副词，意思是“可能；也许”，不能作谓语；may be为情态动词may加be动词结构，可作谓语动词，意思是“也许是”。如：Maybe you can be in our school concert．也许你可以参加我们学校音乐会。He may be your teacher．他也许是你的老师。

练习设计

随堂练习设计

写作。学校将举行“迎五?四青年节”音乐会，你班要组建一支乐队。请介绍一下你班乐队的号手、鼓手、小提琴手、钢琴手、吉他手和小歌手们的情况。文章的开头已经给出。(不少于60词)

This is our class rock band．Wu Gang Call play the trumpet very well．He is…_________

_________________________________________________________________________

__________________________________________________________________________

KEY：This is our class rock band．Wu Gang Can play the trumpet very well．He is twelve years old．Zhang Heng can play the drums and he is twelve years old，too．Lin Jun can play the violin and he is thirteen years old．Xiong Ying Call play the piano and she plays it very well．She is thirteen，too. Su Shanshan can play the guitar and she is fourteen years

old．The singers are Li Na and Li Dan．They are twins．

教学反思：

Unit2 What time do you go to school?

教

学

目

标知识目标1.谈论日常作息时间。

2.询问、表达时间。

能力目标助动词do在一般现在时的特殊疑问句中的用法。

情感目标通过阅读找出重要文中信息；懂得向他人询问时间和做礼貌回答。教学重点掌握以下句式：

（1）-What time is it?

-It's…

（2）-What time do you usually…?

-I/we usually…

教学难点学会用频度副词usually和谈论日常作息时间。

主要教法Leading and Guided method

教学媒体Tape

教学过程

Teaching content: Section A 1a-2c

Step 1:Greeting, Warming up and duty report.

Step2:Presentation

(1)Guess:

It’s round. It has no legs and no arms. It can make “Di—Dar”.

======(Clock)

(2 ) Show clock ,and teach Ss to read the correct time.

===== o’clock, a quarter, h alf .

Step3:Talk

T: What time do you usually get up?

S1: I usually get up at…

T: What time do you usually eat breakfast?

Step4:Presentation

(1)Show some pictures of Bill,lead Ss to talk about his daily routine.

get up, run, eat breakfast, go to school, take a shower, go to bed

A: What time does he go to school?

B: He goes to school at 7 o’clock.

Step5:Listening and practice

(1) Show a picture of Rick’s family, get Ss to say something about it.

2a & 2b

(2) pair—work

A: What time does Bill us ually…..?

B: He usually ….at……

Step6:Make a survey

“What time do you usually….?”

Activities Name Time

Get up Liu fang 6:00

Make a report:

In the morning,…https://www.360docs.net/doc/1b8271414.html,ually get(s) up at….And he/she……. I usually get up at….

Step7:Homework

1、要求掌握以下词汇：

（1）名词：time, shower

（2）动词短语：go to school, get up, take a shower

（3）副词：usually o'clock

（4）疑问代词：what time

2、要求掌握以下句式：

（1）-What time is it?

-It's…

（2）-What time do you usually…?

-I/we usually…

课

后

反

思

Unit2 What time do you go to school? (第2 课时)

教

学

目

标知识目标助动词do在一般现在时的特殊疑问句中的用法。

能力目标通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。

情感目标通过阅读找出重要文中信息；懂得向他人询问时间和做礼貌回答。

教学重点复习词汇time，morning，breakfast，get up，g0 to bed，homework，clock，afternoon，lunch，run，watch TV，evening，dinner，eat，usually，o’clock，thirty，fifteen，take a shower，go to school等；

引导学生复习、巩固“询问和谈论时间”的目标语言。

教学难点学会用频度副词usually和谈论日常作息时间。

主要教法Leading and Guided method

教学媒体Tape

教学过程

Teaching content: SectionA3a--Part4

Step1:Greeting, Warming up and duty report.

Watch a flash about the content of the Just for fun.

Talk something about the flash: Why is the other boy unhappy?

Introduce because of the difference of time zones, the time in different places are different.

Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence

pattern: What time is it?

It’s……

Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).

Step2:Review the words learnt in the last period and add more.

(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower…

get up take a shower eat breakfast go to school eat lunch run go home

do homework eat dinner go to bed

(2)ask students to make a survey

Ask your friend 5 questions about his /her day. Then make a report.

A: What time do you usually…?

B: I usually…at…

Step3:presentation.

(1)Ben’s day. Introduce something about Ben.

Using the sentence pattern: What time does he usually get up/go to school/…

Pay attention to the verb form of the third person.

Discuss Do you like ben’;s routines.

(2)Show the picture of Scott. He usually gets up at 5 pm.

Ask students to predict what his job is?

(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.

(4)read it again and fill in the chart.

(5)answer the following questions

1.Where does he work?

2.How does he go to work?

Step4:Work on 3a.

（1）Read through the passage and tell me what his job is.

（2）Read it again and match the pictures.

(3)Answer questions:

What does he do after he get up?

Does he go to work after breakfast? What does he do?

How does he go to work? By bus or on foot?

What does he do before he goes to bed?

What does“What a funny time to eat breakfast!”mean?

Step5:Follow up.

T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.

T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.

Step6:Work on part4.

T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.

T:（活动以后）Let's listen Group1…Group2…

Step7:Work on part 3 of self –check.

T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms.

Then you have a report.

T: You may begin it like this "Ma Li gets up at …"

Step8:Homework.

Oral work:

（1）Read 3a and recite it.

（2）Go on making a survey to find out what your classmates do on week

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Unit2 What time do you go to school? (第3 课时)

知识目标 1.名词：work，hour，hotel，bus，night，morning，job，home, afternoon, evening, homework

2.动词及动词短语：listen，go to work，get to，go to bed, do homework, go home

3.其它：after，am。

能力目标助动词do在一般现在时的特殊疑问句中的用法。

情感目标通过阅读找出重要文中信息；懂得向他人询问时间和做礼貌回答。

教学重点 1.一般现在时的特殊疑问句即掌握When do you usually …?

Ｗhen does sb.(第三人称单数). usually verb?

2.频度副词usually 的熟练运用。

教学难点 1.学会用频度副词usually和谈论日常作息时间。

2.助动词do ,does 在一般现在时的特殊疑问句中的用法。

主要教法Leading and Guided method

教学媒体Tape

教学过程

Teaching content: Section B and self-check

Step1:Greeting, Warming up and duty report.

Put two boxes on the teacher’s desk, one has the cards with different activity phrases,and the other cards with different tim e phrases.Ask Ss to draw one piece of paper from each box.Then make a sentence with the phrase ,for example: get up at 11:00 pm.

S1:I get up at 11:00 pm.

S2: She /He gets up at 11:00 pm.

If the time is not ture ,the first student will correct it and say like this :

S1:No,I get up at 6:00 am

Then ask another student to draw the cards and go on the game .

Step2:Presentation.

T：She goes to school at 7:00 am.

She goes to school in the morning .

Teach the phrase “in the morning ”（板书）.

Teach “in the afternoon ” and “in the evening ” in the same way.

Write the sentences on the Bb.Get Ss to practice.

Show more pictures and get Ss to practice.

T: (Talk about the last picture .) He eats dinner in the evening.

When does he eat dinner?

Write the question on the Bb. Help Ss to answer: He eats dinner in the evening.

Get Ss to practice like this in pairs.

Step3:Listening.

Ask Ss to listen and circle the activities they hear . Then check the answer.(Section B 2a)

Ask Ss to listen again and write down the time. Then check the answer in class.(Section B 2b) Get Ss to listen and imitate.

Step4:Pairwork.

Ask and answer questions about Tom.

Step5:Reading and writing.

a. We know Tom’s daily life .Do you have a pen pal ? Do you know him well ? Jane has a pen pal—Mona. Read the letter and complete Section B 3a.

Check the answer.

Get some Ss to say Jane’s morning.

b.T: Please help Tom to finish the letter.(Setion B 3b)

Then check the answer.

c. Ask Ss to write a letter to their teacher in the primary school, talking about their daily life.

Dear Mr/Mrs_________,

___________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

Love,

__________

Step6:Homework.

1. Revise the words and patterns in this unit.

2. Write a report on Weekend survey.

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Unit 3 How do you go to school?

Ⅰ.语言知识目标

掌握有关交通的词汇，如take the subway/train, ride the bicycle, by bus/boat, transportation, bus stop, train station，kilometer, mile, river以及其他一些词汇。

掌握由How引导的特殊疑问句及其答句：

How do you get to school? I ride my bike.

How long does it take?

It takes about … minutes.

How far is it from your home to school?

It’s … miles.

The first period

ⅠTeaching aims and Demands

1. Knowledge object

Key vocabulary Oral practice

2. Ability objects

Listening skill Speaking skill

Ⅱ.Teaching key points

Key vocabulary: take, subway, walk, train, transportation, by, by bus.

Ⅲ.Teaching Difficulties

take/ride the/a ...to+地点=go to +地点+by....

walk to+地点=go to +on foot

Ⅳ.Teaching Methods

Listening method Pair work Group work Summary Discuss

Ⅴ.Teaching Aids

A tape recorder, a projector

Ⅵ.Teaching procedures :

Step ⅠWarming-up and Revision

1. Enjoy the English song "Over the mountains (driving)"

2. Greetings and free talk.

Step ⅡLead in

1. Listen and guess what it is.

Listen and guess what it is. Revise the old words and teach the new words.

2. Guessing game

The teacher say a sentence ask the students to guess what kind of transportation it is.

a. ---It is like a bike but goes much faster. ---A motorbike.

b. ---It is like a train but goes under the ground. ---A subway.

c. ---It goes in the water. ---A ship or a boat.

d. ---It takes you about three hours to go to Beijing from Shenzhen by it.

---A plane.

e. ---It can take people to the moon. ---A spaceship.

f. ---It is very useful, you may ride it to school. ---A bike/ bicycle.

3. There are so many transportations around the world. What kind of transportation do you like to choose ?

Ask how do you get to school/Shanghai/ Hangzhou/ Luqiao/Paris….?

Help the students answer: I take the subway./take the bus

take a minibus /take a taxi

take the train / take the plane

take the ship/take the car

ride my/a bike

ride a motorbike/walk

Step ⅢTo work in pairs, ask and answer

Ask the students to work in pairs.

A: How do you get to school?

B: I walk to school.

I ride a bike to school.

I take a bus to school.

I take a car to school.

I take the subway to school.

I take the train to school.

Step ⅣPresentation

1. Enjoy a good flash named "How does Emilio get to school?"

2. First ask two students to ask and answer in pair.

Then ask the other students “how does he/she get to school?”

He/She t akes the subway. /……

rides his/her bike……

walks.

Step ⅤGroup work

Ask the students to do group work.

A: How do you get to school?

B: I take the bus. /…

ride my bike/ bicycle.

walk.

C: How does he /she get to school?

He/She takes the bus/…

rides his/her bike/bicycle.

walks.

Step ⅥWork on 1a and 1b.

1. To do Section A 1a look at the picture and write down the way of transportation.

2. To listen to the tape and finish 1b . . Step ⅦPresentation

Ask “how does Bob get to school?’

Help them answer he takes the train.

Then ask “how does Paul get to school?”

"He walks."

Say Paul usually walks to school.

He goes to school on foot.

Show some pictures to students. Ask them to say like this.

1.My father rides a bike to work every day.

=My father goes to work by bike every day.

2.Mr Li often takes a bus to work.

=Mr Li often goes to work by bus.

3. I’m taking the train to Shanghai.

=I’m going to Shanghai by train.

4. Mary usually takes the subway to work.

=She usually goes to work by subway.

5. We usually take the ship to Dachen Island.

=We usually go to Dachen Island by ship.

6.Sometimes she takes a boat to school.

=Sometimes she goes to school by boat.

7. I have to take the plane to Hongkong.

=I have to go to Hongkong by plane.

I have to fly to Hongkong.

8. In the evening Mr Smith takes a car home.

=In the evening Mr Smith goes home by car.

=In the evening Mr Smith drives home.

Step ⅧTo work in pairs, ask and answer

Show some pictures to the students then ask then to work in pairs. A: How do you get to......?

B: I take/ride/walk......

I get to school...by.../on...

Step ⅨSummary

Take/ride the/a ...to+地点=go to +地点+by....

Walk to+地点=go to +on foot

e.g. He often takes the subway to work.

=He often goes to work by subway.

注意：当home, here, there 作地点时to 不要。

Step ⅩDiscuss

What should I take if I go to Xianmen for vacation? Why? Which is the fastest way and which is the cheapest way?

Step ⅪHomework

1. Copy the new words.

2. Make a survey: How do your relations go to school/work?

3. Make a report according to your survey.

教学反思：

The Second Period

Ⅰ.Teaching Aims and Demands.

1. Knowledge objects.

Key vocabulary Oral practice

2. Ability objects

Listening Skill Reading Skill

3. Moral object

Learn different culture between China and western country.

Ⅱ. Teaching key points.

Key vocabulary: forty fifty sixty, seventy, eighty, ninety, hundred, minute, take, how far, kilometer, mile. Ⅲ. Teaching Difficulties.

How long does it take?

How far is it from…to …?

Ⅳ. Teaching Methods.

Listening method pair work puzzle

Ⅴ.Teaching Aids

A tape recorder A projector

Ⅵ. Teaching Procedures

Step ⅠRevision

1. Greeting

What day is it today?

What’s the weather like today?

How do you get to school?

How does he/she get to school?

How do your parents get to work?

2. Show some pictures ask some students ask and answer in pairs

A: How do you get to school?

B: I take the bus…

A: How does he/she get to work?

B: He/She takes the bus….

3. Show a picture then say how does he/she get to work?

Help them answer:

a. She rides her bike to school.

=She goes to school by bike.

=She goes to school on her bike.

b. He walks to school.

=He goes to school on foot.

c. He takes the bus to school.

=He goes to school by bus.

=He goes to school on a bus.

d. She takes a taxi to go hom

e.

=She goes home by taxi.

=She goes home in a taxi.

Step Ⅱlead-in

1.Sing a number song

2. Revise the numbers from 1 to 20.

3. Learn and tell the differences and the same.

4. Say these numbers.

5. Have a competition.

Step ⅢPlay the tape for the students to finish 2a&2b.

Then play again and check the answers.

Step ⅣPresentation

1. Show the students a picture of a clock.

Say an hour=60 minutes

2:10____2:50/40 minutes

It takes her about 40 minutes to go to school by bike.

2:10____2:25/15 minutes

It takes her about 15 minutes to go to school by car.

2. Show some pictures.

T: How does he get to school?

S: He walks. / He gets to school on foot.

T: How long does it take?

S: It takes twenty-five minutes.

T: How long does it take you to get from home to school?

S: It takes me 20 minutes to go to school by bike.

T: How long does it take you to get to from home to school?

S: It takes me 10 minutes to go to school by bus.

Step ⅤSection A 2c

Listen and check( √)the kinds of transportation that you hear.

Listen again. Match the times with the kinds of transportation.

Step ⅥPair work ( 2c and Grammar Focus)

Make a conversation about how you get to school.

Step ⅦDo some exercise

A: How do you ____ _____school?

B: I ______ ride my bike, but sometimes

I ____ the train.

A: ____ _____ does it take?

B: It _____ about forty-five minutes to ride the bike and fifteen minutes by train. 句型转换

1. They ride their bikes to school. (就画线部分提问）

_____ _____ _____ get to school?

2. It takes 50 minutes to get here. (就画线部分提问）

_____ ______ _____ it take to get here?

3. It takes only 10 minutes to take the bus. (改为同义句

It takes only _____ minutes _____ ____.

4. It takes about 40 minutes on foot. (改为同义句)

It takes about ______ minutes ______ _____.

Step ⅧPresentation

T: How far is it from your home to school?

S: It’s about 10 kilometers.

T: How far is it from your home to school?

S: It’s about …kilometers/meters/miles. ( If need, offer them help) 1kilometer=1000meters 1mile=1609meters

Step ⅨPair work

Look at the picture. Ask and answer questions.

A: How do you get to school?

B: I take the subway.

A: How far is it from your home to school?

B: It’s three mil es.

A: How long does it take you to get from home to school?

B: It takes 25 minutes.

Step ⅩPuzzles

1. How far is it from Luqiao to Xialiang?

About 20 kilometers.

2. How long does it take from Luqiao to Beijing by plane?

2 hours and 10 minutes.

3.How long is the Changjiang River?

More than 6,300 kilometers

4. How high is Mount Qomolangma?

More than 8,844 meters

5.How deep is the Baikal Lake（贝加尔湖）?

1,620 meters.

6. How long is the Great wall ?

More than 6,000 kilometers.

7. How far is it from the earth to the moon?

380,000 kilometers.

8. What’s the population (人口）in the world?

More than 6,000,000,000

9. How much is the Rolls Royce?

$ 253,590

Step ⅪHomework

1. Remember the numbers from 30-100.

2. Recite 3b.

教学反思：

The Third Period Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

Key vocabulary. Oral practice.

2．Ability Objects

Listening skill. Reading skill.

3．Moral Object

Know about some signs of traffic.

Ⅱ. Teaching Key points

Key vocabulary: bus stop, bus station, train station, subway station Ⅲ．Teaching Difficulties

Oral practice using the target language:

How do you get to school?

Well, I ride my bike to the subway station.

Next,I take the subway.

Then ....

Finally,..

Ⅳ．Teaching Methods

Practice.

Listening method.

Reading method.

Survey and report.

Pairwork.

Groupwork.

Ⅴ．Teaching Aids

A tape recorder, a projector and survey paper.

Ⅵ．Teaching Procedures

StepⅠWarming-up and revision

1.Greet the class and enjoy the English song "Row your boat"

2.Check the homework.

Example:

A: How do you get to school?

B: Well, I usually take a bus but sometimes I take the subway.

A: How far is it from your home to school?

B: About 10 kilometers.

A: How long does it take?

B: It takes 10 minutes by bus and 5 minutes by the subway.

Step II Reading: Work on 3a

1. Read after the tape and pay attention to these questions above it.

2. Read this text again by yourself and try to answer the questions

3. Explain the text and check the answers.

( Answers: by bike and by bus, 35 minutes.) Step III Pairwork

1. Pay attention to the conversation on the top.

2. Suppose one student was Lin Fei and his/her partner ask him some questions. Make the other conversations in pairs.(Give them five minutes)

3.. Ask some pairs to act the conversations.

Step ⅣInfo gap race

1. First help students form groups of three. Because three students work together in this activity.

2. Assign each student a letter A, B or C. Ask student A in each group to look at the chart on page 25. Ask student B to look at the chart on page 86 and C to look at the chart on page 9

3. Tell students not to look at others' pages.

3. Show the students how to do in this activity:

If they want to get the answers in the chart ,they should ask the others questions.

eg: 1. How often does John go to school?

2.How long does it take Maria to get to school?

3.How far is it from John’s home to school?

Then fill in the blanks. Tell students the first group to fill in all the blanks wins. They will get little presents. Ask the groups to continue on their own.

( Move around the room monitoring the progress of the pairs.)

4. Then go over the answers.

Answers:

Maria: bus; twenty minutes, five miles

John: bike; ten minutes; six miles

Liu Pei: Subway; fifteen minutes; eight miles

( This activity provides oral and written practice using the target language.)

StepⅤMake a survey

1. Interview (采访)your other classmates or our teachers here.

By using the following questions:

How do you get to school?

How far is it from your home to school?

How long does it take

2. Report:

Peter's home is about … kilometers far from school. He walks to school. It takes him about ten minutes….

Step VI Presentation (Section B 1a)

1. Show some pictures on the screen. Teach students some key words.

Say something about the pictures one by one.

For example：

This is a train station. Trains stop here.

This is a bus stop. Buses stop here.

This is a subway station.

This is a bus station.

(Ask students to repeat these words.)

Now let students open their books at page 26. Point out the blank line in front of each numbered phrase. Ask students to match each phrase with a picture by writing the letter of the picture in the blank in front of the correct word. One has done for students.

Then check the answers.

（Answers: 1．b 2．a 3．c 4．d)

(This activity introduces more key vocabulary.)

Step ⅦRole play ( Work on 1b)

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. Now work with a partner.

Suppose you use two kinds of transportation to get to school \Hangzhou\Beijing... (bus, train, subway, walking, bike, etc.) Tell how you get there. You may use the phrases in 1a.

3. Then ask different pairs of students to present their conversations to the class.

(This activity provides guided oral practice using the target language.)

Step ⅧListening

1. Work on 2a

(1) First ask students to read the list of information that Thomas wants to know.

…where Nina lives.

…how far from school she lives.

…how long it takes to get to school.

…how she gets to school.

…what she thinks of the transportation.

(2) Tell students what transportation and bus stop mean.

bus stop 汽车站transportation n. 运送；运输

Then tell students we'll hear a recording. Please put a checkmark in front of each thing that Thomas wants to know.

(3) Now play the recording for students.

( Have students pay attention to the sample answer.)

(4) Then correct the answers.

（Answers: The first and fourth items should be checked.）

Tapescript:

Thomas: Where do you live, Nina?

Nina: New Street.

Thomas: So, how do you get to school?

Nina: Well ,first I walk to the bus stop.

Thomas : Uh-huh.

Nina: I take a bus to the subway station. Then I take the subway.

Thomas; Yeah…

Nina: Next I take a bus to the bus stop on 26th Street. Finally I walk.

(This activity gives students practice in understanding the target language in spoken conversation.)

2. Work on 2b

Show two sets of pictures on the screen.

Thomas wants to know where Nina lives and how she gets to school. One of these sets of pictures shows the way Nina gets to school.

First ask a different student to say what kinds of transportation each picture shows. Then tell students picture 1 shows riding a bike to the subway, taking the subway to the bus and walking from the bus stop to the school.

Picture 2 shows walking to the bus, taking the bus to the subway, taking another bus after the subway and walking from the bus stop to the school.

Now listen to the recording again. Look at the pictures. Put a checkmark next to the picture that shows how Nina gets to school.