RJ新目标七年级下册英语教案

拔妙初级中学英语组集体备课

2016年春新目标英语七年级英语下册

计

授课人：___________

备课教师：向光艳陈永均蒋庭青

Unit1Canyouplaytheguitar?

单元教材分析

本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否

定回答，以及特殊疑问句的构成和用法；复习what弓！导的特殊疑问句。本单

元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动：

任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱

乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：

我能成功，主要是复习巩固谈论各自的好和特长

单元知识系统：

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

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

单元重难点一览

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”.

单元学情分析

本单元的主题是运用情态动词Can谈论能力，通过对目标语言的学习使学

生能够表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好培养一种

群体意识。在以前的学习中，学生已经学习了一些行为动作的表达法，而教学“谈

论能力”只是将情态动词can用于这些表达中；情态动词can在肯定旬、否定句

和疑问句中的构成，和学生已经学过的be动词的结构有相同的地方，教师在教

学中要善于引导学生比较这两种结构的异同以加强记忆。

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与乐器名词连用，乐器名词之前要加定冠词“the”.Forexample,playthe

guitar,playthepiano.

3)join,joinin,takepartin

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

Step9,SummaryandHomework

PreviewActivities2bto

1.Rememberthenewwordsandexpressionsafterclass.

2.Recitetheconversationafterclass.

3.WriteEnglishnamesasmanyaspossibleintheexercisesbook.

板书设计

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，情态动词can没有和的

变化。

2)用情态动词can来询问他人的能力可以归纳为以下句型：

Can+++其他？

Positiveanswers：_________________

Negativeanswers：_________________

What+can++?

学生们合作学习讨论上面学案的答案，总结情态动词can的用法。

老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。

Step4.Practice

1)workonactivity3atellstudentstomakesentenceswiththephraseson

5.Givesanexampletostudents:CanMaHuanspeakEnglish?No,he

can't,buthecanspeakChinese.Theycandiscusswiththeirpartners.

2)Lookat3b.Askstudentstocompletetheposterwiththewordsinthebox.

方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格

前后的词语进行推敲。比如，第三空格后有guitar一词，可知些空格应填play

一词。其他类似。

学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的

运用提高自己的阅读能力、分析能力及综合运用能力。

最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

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：在音器前必须加定冠词the;而在棋类、球类前则不须加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与tooalso用于句子中间；而too常用于句子末尾

课后反思:

Unit2Whattimedoyougotoschool?

教材分析

本单元主要学习用when和whattime引导的特殊疑问句询问时间的表达方式;

学习表达频率的副词。通过“谈论日常作息时间”这一话题，该单元设计了三个主

要的学习任务型活动。任务一：谈论自己的作息习惯，学习不同时间点的表达方

式；任务二：学习运用when和whattime来询问和表达作息时间安排；任务三:

搜集社会上有关作息时间安排的情况，复习巩固所学的知识。通过本单元的学习，

同学们能够学会安排好自己的日常活动，并且能够了解和转述他人的日常生活安

排。

学情分析

初一学生具有较强的求知欲和表现欲，本单元话题符合学生的这一特点。所

以我就教学材内容设计各种任务型课堂活动，让学生都能参与活动，增强他们的

英语学习积极性和学习信心。与此同时，初一学生通过前阶段时间的学习，掌握

所学单元的交际用语和单词，有了一定的语言能力，但对于本课未接触过的语言

点，仍有待教师的指导，综合运用英语的能力还有待进一步的提高；本单元的中

心话题与学生的生活密切相关，因此教师在教学过程中，应结合学生的实际情况,

激发学生兴趣，让学生主动学习，学有所获。

单元重点难点分析

重点：

1.时间的表达方法。

2.询问时间的句型：

whattimedoyouusuallygetup?Iusuallygetupatsixthirty.

whendoesScottgotowork?Healwaysgoestoworkateleveno'clock.

3.表示频率副词的用法。

难点：1.用when和whattime引导的特殊疑问句。

2.表示频率副词的用法。

教学目标

1、知识目标：能够识记并运用下列词汇和句型。

单词及短语：up,dressed,brush,tooth,shower,usually,forty,fifty,early,job,

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

life

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

句型：whattimedoyouusuallygetup?iusuallygetupatsixthirty.

whattimedotheygetdressed?theyalwaysgetdressedatseventwenty.

whendoesscottgotowork?healwaysgoestoworkateleveno'clock.

he'sneverlate.

whendoyoufriendsexercise?theyusuallyexerciseonweekend.

语法：(1)掌握时间的表达法。(2)when和whattime引导的特殊疑问句。

2、能力目标：学习用when和whattime引导的特殊疑问句询问时间和不同时

间点的表达法；学习表示频率的副词；能用英语表达正确的时间点；学会谈论自

己及他人的日常生活及日常作息习惯。

3、情感目标：能够运用所学知识对某•活动进行合理安排，培养良好的作息

习惯和守时习惯；学会合理安排时间

教学思路

思路一：让学生以合作交流的方式，完成活动la并学习本课的重点词汇。

思路二：听力训练一运用任务型教学，让学生从中学习句型whattimedo

you...?及其答语，并学会时间的表达方法。

教学准备：录音机、电脑

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.学生自读对话，回答下面的问题：(1)(2)为回答问题；(3)为英译汉。

(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.频率副词的用法

(1)他们总是起得很早，所以他们上学从来没有迟到过。

Theyalwaysgetupearly,andtheyareneverlateforschool.

(2)他通常晚饭后看电视。

HeusuallywatchesTVaftersupper.

【注意】always,never,usually是频率副词，在句中的位置常放在实义动词前，

be动词、情态动词和助动词之后。

2.时间介词的用法

(l)from...to...从…至I」...

例如：Wehavelunchfrom12o'clocktotwelvethirty.

我们从12点到12点半吃午餐。

(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是频率副词，在句中位于实义动词前，be动词，情态动

词和助动词之后。

2.fh)m…to…从…到…atnight在晚上belatefbr迟到…

3.when与whattime的用法

1)when提问什么时候。可以是较长的时间段，也可以是较短的时间点。E.g.

Whenisyourbirthday?MybirthdayisonDec.29th.(指一天的时间段)

2)whattime常用于对时间点的提问

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.认真阅读la图片中的时间和活动，并将时间和活动匹配，集体核对答案，

并熟记词组和时间。

2.以小组为单位，结合所给的时间点来总结时间表达法一分时法。

3.根据la中的时间和活动仿照1b来练习对话，让儿组学生上台表演。

4.Summary:

用分时表达法写出下列时间：

6:10tenpastsix

10:15aquarterpastten

11:58twototwelve

Step3.Listening

1.朗读记忆1c中的单词或短语，为听力做好准备。

2.认真听录音，圈出所听到的单词或短语，集体核对答案，完成1c。

3.再听一遍录音，在所圈出的词或短语后写出时间。

4.仔细听录音，并跟读，模仿语音语调。

5.让学生利用lc、Id中的信息仿照le的形式来练习对话，完成le。

6.小结训练。

(1)Shegetshomeatsixthirty.(同义句转换)

Shegetshomeathalfpastsix.

(2)Sheoftenrunsinthemorning.(对画线部分提|可)

Whendoessheoftenrun?

Step4.问题探究

1.homework的用法

Wehavehomeworkeveryday.

A.manyB.much【解析】答案选B。因为homework是不可数名词。

2.时间表达法(二)——分时表达法

(1)8:10tenpasteight

(2)6:15aquarterpastsix

(3)5:30halfpastfive

(4)10:58twotoeleven

【注意】分钟数不超过30分：分钟数+past+点；分钟数超过30分：60—分钟

数+to+点再加1;另外，三十分钟可以用half来代替，十五分钟可以用quarter

来代替。

Step5,Homework

完成课后提升作业。

BlackboardDesign：

SectionB:la-le

时间的表达方法：

1.直读：时间点+分钟数；如：7:05—sevenfive

过差式：分钟数不超过30分：分钟数+past+点；分钟数超过30分：60

一分钟数+to+点再加1；另外，三十分钟可以用half来代替，十五分

钟可以用quarter来代替。

2.12小时制：6：00a.m.,9:24p.m.

SectionB第4课时(2a〜3b)

Step1.Lead-in

Healthyhabitsareveryimportanttoourlife.Butwhatishealthyhabitandwhatis

unhealthyhabit?Let'sdiscussingroups.

Step2.Reading

L小组讨论并标出你认为健康的习惯，让学生读2a中的短语以检查预习效果。

2.快速朗读2b的小短文，了解短文内容，总结出Tony和Mary谁更健康。

3.仔细阅读短文，圈出健康的生活习惯。小组交流，教师核对答案。

4,让学生两人一组，列出2b中的Tony和Mary的生活习惯。

5.小结训练。

Tonydoesn'thaveahealthylifestyleHisbrotherdoesn'thaveahealthylifestyle,

C.

A.tooB.alsoC.eitherD.or

Step3.Workon3a,3b

1.请同学们认真阅读3a中的句子，之后将这些句子按正确的顺序排列组成…

篇介绍生活习惯的小短文。小组核对答案，然后教师领读短文。(分钟)

2.仿照3a短文的形式写一篇介绍自己生活习惯的短文，写完后小组交流，教师

抽查点评。

Step4.问题探究

1.1dolotsof(许多)homeworkeveryday.

2.Thefoodtastes(尝起来)delicious.

3.Hedoesn'tlikegettingupearly,either(也).

4.Eitheryouorheis(be)wrong.

5.Healthyfoodisgood鱼i(对.有好处)us.

Step5,Explanation.

1.either...or...

2.manyandmuch,lotsof=alotof

3.begoodforbebadfbr

Step6.Homework

Finishselfcheck.

Recitepassagein2b.

板书设计：

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

课后反思：

Unit3Howdoyougettoschool?

教材分析

本课是新目标英语七年级英语下册第三单元，本课的教学围绕“谈论如何去上学”这话

题展开教学，引导学生通过本课的语言素材看图说话、句型操练、实际描述，对话表演使

学生学会用英语谈论乘坐不同的交通工具。在这一课题的教学过程中，我将紧密联系学生生

活实际，采用多种教学方式，以说为主，配合听力练习，以对话为途径解决本课的中心对话:

通过学习谈论交通工具，为今后学习合理安排行程，合理选用交通工具以及设计实践调查报

告并提出解决问题的简单方案打下基础，同时通过Howdoyougettoschool?Itakethebus.

以及pairwork的反复操练，进一步提高学生听说读写综合素质能力。

学情分析

初中生的学习心理特点是：对英语学习普遍感兴趣，但有很大的不稳定性，好奇心强,

求知欲旺盛，已不满足教师对课文的简单重复。在本科教学过程中，竹中启发引导，培养学

生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法，情景交际法，

全身反应教学法，激发学生学习的兴趣，让学生乐于接受，易于接受。

本单元的主题是谈论乘坐不同的交通工具及到达目得地所需要的视角，可以采用活动

教学法和Roleplaying的学习策略，学习新词汇，掌握重点句型，同时比较好地运用到实践

中，做到既能巩固所学知识，又能提高解决问题的能力和综合运用语言能力。

教学目标

1.语言知识目标：

1）能掌握以下单词：

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

kilometer,new,every,everyday

2）能掌握以下句型：

①一Howdoyougettoschool?一Iridemybike.

②一HowdoesMarygettoschool?-Shetakesthesubway.

3）Talkabouthowtogettoplaces（谈论出行方式）

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

4）how引导的特殊疑问句，表示乘坐何种交通工具的方式。howfar,howlong

引导的特殊疑问句。

5）复习基数词及时间的表示方法。

2.情感态度价值观目标

让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了

英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规

则，教育学生注意交通安全，加深对交通知识的了解。倡导自觉遵守交通法规及礼

貌，构建和谐的人际关系。了解交通的发展，培养创新精神。

教学重难点

1.教学重点：

1）how/howfar/howlong引导的特殊疑问句.

2）乘坐交通工具的表示方法.

3）Ittakes/sbsometimetodosth.

2.教学难点：

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

一HowdoesMarygettoschool?一Shetakesthesubway.

——Howlongdoesittake?——Ittakesfortyminutes.

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

3.熟练运用问方式的句型。--Howdoyougettoschool?--Iridemybike.

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

5.能听懂有关谈论行为方式的对话并进行自由交际。

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.归纳出行方式和常用短语.

Asksomequestionsabouthowyougetto...?

(让学生积极主动的思考想象总结，图片增加趣味性，加强直观性，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.表达“几十”个位数字+tytwenty,thirty,

表达“儿十儿”一定要用连字符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

是一般疑问句；其次，要明确特殊疑问词的用法：how是对出行方式提问；how

long是对行程所用的时间提问；howf