第一篇：新目標七年級下Unit 3全教案

Unit 3 Why do you like koalas ? 第一課時（1a-1c）知識要點：

詞匯：zoo, koalas, tiger, elephant, dolphin, panda, lion, penguin, giraffe，cute, smart 重點句型：Why do you like koala bears? Because they are very cute.Let’s see the lions.教學程序：

step 1創設情景，導入新課

教師出示動物園的圖片，由what’s in the zoo? 引入Thre are many animals in it.,再教學animal這個單詞，引入本節課教學。Step2

圖片展示，教新單詞

koalas, tiger, elephant, dolphin, panda, lion, penguin, giraffe Step3 Practice the new words(1a)Match the words with the pictures Step4 Listening

Listen and check the animals in 1a.Step 5 Pair work

Show the students different animals.Students ask and answer inpairs: “Why do you wants to see the---?

Because they are----” Step6 Homework

1.Copy the new words 5 times.2.Read the text 3 times.And make questions about animals 3.Finish the exercises in Book1 and Book 2.鞏固練習：

一、根據句子意思寫出單詞。1.3.4.5.6.7.9.Giraffes are very c__________.2.Look, a koala is on a tree.That’s i__________.That little monkey is on his mother’s back.It’s f________.I like dolphins.They are f___________ to people.I think pandas are l_______.Because they like to sleep.Tigers and lions are s__________.They like to eat small animals.Koalas come from A___________.8.Pandas come from C___________.W_____ do you want to see the monkeys?

10.P_______ like snow and ice.二、單項選擇。

1.Lions are from ___.A.Australia B.North Pole

C.America

D.Africa 2.Koalas like to sleep ___.A.at night

B.during the day

C.in the evening

D.in the morning 3.Elephants like to eat ___.A.grass

B.meat

C.fruit

D.bamboo 4.Let’s ___ this picture.A.see

B.look

C.sees

D.looks 5.___ do you like dogs? Because they’re friendly.A.Where B.What

C.Why

D.Who 6.My sister often ___ his friends.A.play with

B.play

C.plays with

D.plays

第二課時（Section A 2a--4）

詞匯:Box, south, Africa, kind of , South Africa, see the koalas.重點句子: Why does he like koalas? Because they’re kind of interesting.Where are lions from?

They are from South Africa.What other animals do you like?

I like dogs, too.Why?

Because they’re friendly and clever.教學程序：

step 1創設情景，導入新課

出示動物玩具或圖片：a panda，a lion，a koala bear，請學生表達對這些動物的好惡。復并介紹國名China, Australia, South Africa。句型結構Where are pandas from? Pandas are from China.（注意另一種表達，Where do pandas come from? Pandas come from China.）可以對這些動物的習性等做簡單介紹，將Section B中的部分詞匯和表達在此處介紹，如：eat grass, sleep during the day, at night, eat leaves，lazy, meat等。（3a）

step 2 學生練習談論對上述三種動物的喜好，產地及簡單習性。(3b)What animals do you like?

I like pandas.Where are pandas from? They are from China.They are lazy.They like eating bamboos.Etc.step 3 出示另外幾種動物，如：an elephant, a giraffe, a kangaroo等，要求學生對這幾種動物開展談論，包括喜好、產地、習性等信息。step 4 對話表演

step 5 游戲: Bingo。要求學生從所給的詞語中隨機選擇九個填入旁邊的格子中。放錄音，讓學生聽到自己所選的詞時，在該詞上劃叉，最先連成三個一排者為勝者。

Step6 Homework

Finish the exercises in Book1 and Book 2.練

習

根據首字母寫出下列單詞

1.Is there a p ______ office near here ? Yes, there is.3.My home is a ______ from the library.7.Go down and turn l______ , you can find a white building.8.I’m very b ______.I can not have a rest(休息).10.Tom sits n _____ to me in the classroom.11.I like walking in the s _______.13.Sam comes from Canada.He speaks F______ and English.14.The kids often helps the o______ people in our neighborhood.15.If you want to have fun, you will go to a v_____.16.If you want to borrow(借)a book, you will go to a l_ 根據中文填單詞

1.There is a big ________(超市)in front of our school.2.Is there a park in your _______(附近)? 3.I like to keep ______(忙碌)every day.4.You can see three big _______(飯店)in this district.5.Let’s enjoy the _______(城市)beautiful avenues.6.____(哪兒)is the post office? 7.Go ______(一直)and turn left, you will see the bookshop in front of you.7.This is a good place to live in.It’s _______(安靜).8.______(如果)you are hungry , you can buy some food there.9.Where is the ______(旅館)? It’s on _______(橋)Street.第三課時(Section B 1-3)知識要點：

詞匯：ugly,clever,friendly,beautiful,small,cute,scarry,what other animals ,What other animals.重點句子：What other animals do you like?

I like dogs,too.Why?

Because they are friendly and clever.step 1 出示圖片或玩具模型，對所出示圖片中的動物進行描述，要求學生用別的形容詞對所見到的動物進行描述，接受學生所給出的各種不同答案。共出示八幅圖片。介紹形容詞：ugly, friendly, small, shy, intelligent ,beautiful, cut, scary等。

用句型：What do you think of the tiger? It’s scary.Etc.（1）

step 2 活動：對步驟1中的圖片進行談論。（3）

完成任務所需要的句型結構：What animals do you like?

I like elephants.Why do you like elephants?

Because they are cute.What other animals do you like?

I like …, too.Why? Because ….step 3 學生練習并表演對話。

step 4 聽錄音（3遍），完成練習（2a，2b）。

step 5 活動：采訪你的伙伴，他/她的父母/老師喜歡什么動物。

What animals does your father/mother like?

He/She likes …

Why does he/she like …?

Because they are ….step 6 選擇部分同學在全班匯報采訪結果。

1.A g _______ has a very long neck(脖子).It’s a beautiful animal.2.A dolphin is very i________ because it can act(表演)as people do.4.The panda is very shy, so please be very q_______.在下列橫線上填上正確的單詞

1.Why ______ he ______(like)koalas? ______ they’re ______ ______ ______(有幾分有趣).2.Where ______ lions _______(來自于……)? They _____ _____ ______.(來自于南非)3.What ______ ______(其他的動物)do you like ? I like _____(狗).________?(為什么)Because they’re _______ ______ ________(友好而且聰明).4.Molly likes to _____ ______ _______(和朋友玩)and _______ _______(吃草).5.She’s ______ _______(很害羞).6.He ______ ______ _______(來自澳大利亞).He ______ ______ ______ _____(白天睡覺), but ______ ______(在晚上),he ______ ______ ______ _____ _____(起來吃葉子).7.He usually ________(睡覺)and _____ _____ _______ _______ _______(每天休息20個小時).連詞成句: 1.like, you, why , koalas, do 2.the, lions , us, let, see 3.are, they , because, interesting 4.to, why, you, want, do, see, the, panda 句型轉換: 1.They are shy and quiet.(改否定句)2.He likes koalas very much.(改一般疑問句)3.I want to see lions because they are very cute.(劃線提問)They are from China.(劃線提 第四課時(Section B 3a—self check)知識要點：

詞匯：grass,sleep,during,leaf,lazy,meat,relax,at night,twelve years old,from Africa, play with sb., be quiet,during the day.重要句子：She likes to play with her friends and eat grass.She is very shy, so please be quiet.He usuallysleeps and relaxes 20 hoursevery day.step 1 展示四幅圖片，就圖片提出問題，要求學生進行回答。教師可采用先通過提問進行引導的方式 過度到讓學生自由談論。

What animal is this?

Where is it from? What is the …eating/doing?

Do you like it?

How much do you know about it? 在此步驟中,將3a、3b語篇中的詞匯進行教學。教學grass, sleep, during, at night, leaf, meat, relax, lazy等詞匯。

step 2 初讀。回答問題：（3a）

Who is Molly? Who is Ling Ling? Who is Bill? 學生閱讀語篇，并將圖片與相應的語篇匹配。step 3 細節閱讀，回答問題。

How old is Molly?

Where is she from? What does she like to do?

How old is Ling Ling? Where is she from? What does she look like?How old is Bill? Where does he come from? When does he sleep and when does he eat his meals?

在訂正答案時，講解涉及到的語言知識。step4 觀察圖片a, 完成3b。訂正答案。

step5 活動（表演）：動物的自述。要求學生從教材中的四種動物中選擇一種進行扮演，以獨白的方式 其他同學介紹自己。

step6 寫作練習（3c）, 描寫自己家養的寵物或想要養的寵物。

step 7（選擇性活動）活動：猜猜我的寵物是什么。讓部分學生描述自己養的寵物或理想中的寵物，其他同學邊聽邊尋找線索并進行猜測。要求描述出產地、顏色、習性等基本特點。練習I、選擇填空。1.2.3.4.5.6.Which kind of animals have long legs and neck? A.Pandas B.Penguins C.Giraffes –Why do you like koala bears?--_____ they are cute and smart.______ is the biggest animal on the earth? _____ pandas from China?

A.Are

B.Is

C.Do Students ______ nine hours a day.A.sleeps

B.sleep

C.are sleep People usually think lions are _____ scary.A.kinds of

B.kind

C.kind of favorite，do，are，does，animals，let，let’s，come 1．--What kind of ____ do you think are the biggest on the earth?---Elephants.2．______ go to see the new teacher in our school.3．Why _____ Maria like small animals? 4．Is your _____ pet panda? 5．Where do lions _____ from? A.And

B.For

C.Because A.An elephant

B.A koala bear

C.A giraffe II、選擇正確的詞填空。

第二篇：新目標英語七年級下Unit3教案

新目標英語七年級下Unit3教案（第一課時）

一、教學目標：

1、掌握表示動物的名詞和具有動物特征的形容詞，例如：koala bear(樹袋熊)，tiger(老虎)，elephant(大象)，dolphin(海豚)，panda(熊貓)，Lion(獅)，penguin(企鵝)，giraffe(長頸鹿)；cute(逗人喜愛的)，smart(聰明的)，exciting(令人激動的)，friendly(友好的)，interesting(有趣的)，fun(供人娛樂的)，scary(可怕的)。

2、用英語談論、描述動物(describe animals)并表達對動物各自的喜愛(express preferences)，例如： Elephants are friendly.Tigers are kind of scary.Why do you like pandas? Because they’re very cute.Why does he like koala bears? Because they’re kind of interesting.二、教學活動過程 活動目的：學習和鞏固表示動物和具有動物特征的單詞，掌握用英語表達對動物及其它事物的喜好。教學過程和步驟：

1、布置任務，學生以4-6人為一個小組（要求面對面坐），以小組為單位，運用所學的內容進行對話，并根據所學知識擴展話題編對話，談論自己的喜好。

2、組織教學，師生互相問候。例如：Good morning!Nice to see you!How are you? What’s the weather like today? 等等。

3、出示教學掛圖和圖片，向學生呈現表示動物的單詞：koala bear, tiger, elephant, dolphin, panda, lion, penguin, giraffe等。要求學生能看到圖片立即說出單詞。

4、①打開課本P.14,1a,看圖將單詞和圖畫配對。②1b聽錄音，檢查在1a中聽到的表示動物的單詞。

活動1 要求全班同學每人跟自己的同伴結對，用所學的表示動物及動物特征的單詞編一組對話，并談論各自對動物的喜好，然后請部分同學到黑板前面當眾表演。

5、①P.14,2a,聽錄音，填上所聽到的單詞，并把表示動物的單詞和表示動物特征的單詞連線。

②2b聽錄音，用所給的詞完成對話。

very

dolphins

kind of

koalas

②每個同學就表格中填寫的內容跟各自的搭檔進行對話。例如： A:Let，s see the pandas.B:Why do you like pandas? A: Because they are cute.B: Well,I like elephants.A: Why do you like elephants? B:Because they are kind of interesting.活動2 將全班分為5-6組，以小組為單位，每個小組挑選一個所學內容的話題（如animal動物、food食物、color顏色、city城市、subject科目、sport運動項目等）。例如：

What’s your favorite animal? My favorite animal is pandas.Why do you like pandas? Because they’re cute.Why does he like …? Because… 最后，比比看，哪一組說得最好？

6、語法項目小結

Why do you like pandas? Because they’re very cute.Why does he like koala bears? Because they’re kind of interesting.

第三篇：人教版新目標七年級下unit3教案

Unit 3 How do you get to school?

Section A(1a-2d)

一、教學目標：

1.語言知識目標： 1)能掌握以下單詞：

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(談論出行方式)take the bus /subway /train /taxi , ride a bike /walk.3.how引導的特殊疑問句，表示乘坐何種交通工具的方式。how far, how long 引導的特殊疑問句。

4.復習基數詞及時間的表示方法。

2.情感態度價值觀目標：

讓學生感受到他們學習英語是為了在現實生活中進行交流，而不單純是為了英語課和應付考試而學習,了解東西方國家出行方式的不同，以及不同的交通規則,教育學生注意交通安全, 加深對交通知識的了解。倡導自覺遵守交通法規及禮貌,構建和諧的人際關系。了解交通的發展，培養創新精神。

二、教學重難點 1.教學重點：

1)how /how far /how long 引導的特殊疑問句.2)乘坐交通工具的表示方法.3)It takes / sb some time to do sth.2.教學難點：

—How do you get to school?

—How does Mary get to school? —How long does it take?

—I take the …/ride …/ walk… —She takes the subway.—It takes forty minutes.—How far is it from… to…

—It's… kilometers.三、教學過程

Ⅰ.Warming-up and Lead in

學生和老師進行簡單的問候

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 按實際情況作答

Ⅱ.Presentation 1.T: If you are here, but your school is in Shanghai.How do you get to school? Ss: I take the bus /plane/ boat / ship / car / taxi I ride a bike / motorbike T: Do you know any other way? 2.Teacher shows pictures on the big screen.歸納出行方式和常用短語.Ask some questions about how you get to…?

(讓學生積極主動的思考想象總結，多媒體增加趣味性，加強直觀性，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.(學生們完成1a的學習任務，然后校對答案)Ⅳ.Listening

1.Make sure the Ss know what to do.Give them an example orally if possible.2.Read the names in the box.3.Play the tape and check the answers.Ⅴ.Pair work

Ask two students to read the dialogue in the speech bubbles to the class.Then ask students to work in pairs.Ask and answer how students get to school in the picture.Finally ask some pairs of students to present their conversations to the class.Ⅵ.Listening

1.Revise the numbers, first, zero~nine, next, ten~nineteen, then, twenty, thirty, forty…finally, twenty-one, twenty-two… Teach the new word “hundred”.2.Play the tape for the students to finish 2a.Then play again and check the answers Ⅶ.Presentation

Show a picture on the TV and explain these are your home and school.Teach: home----school How long 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.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.板書設計：

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.表達“幾十” 個位數字+ty twenty, thirty，表達“幾十幾” 一定要用連字符

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? 教學反思

Section A(Grammar Focus-3c)

一、教學目標：

1.語言知識目標：

1)繼續練習談論出行方式take the bus /subway /train /taxi, ride a bike /walk.2）用不同方式練習how引導的特殊疑問句，表示乘坐何種交通工具的方式。how far, how long 引導的特殊疑問句。3）復習基數詞及時間的表示方法。2.情感態度價值觀目標：

了解東西方國家出行方式的不同，以及不同的交通規則,教育學生注意交通安全, 加深對交通知識的了解。倡導自覺遵守交通法規及禮貌,構建和諧的人際關系。了解交通的發展，培養創新精神。

二、教學重難點 1.教學重點：

1)how /how far /how long 引導的特殊疑問句.2)乘坐交通工具的表示方法.3)It takes sb some time to do sth.2.教學難點：

—How do you get to school?

—How does Mary get to school? —How long does it take?

—I take the …/ride …/ walk… —She takes the subway.—It takes forty minutes.—How far is it from… to…

—It's… kilometers.三、教學過程

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.學生閱讀Grammar Focus中的句子，然后做填空練習。① 你如何到達學校？ _______________________

我騎自行車。____________________ ② 她如何到達學校？ ___________________

她乘公共汽車。____________________ ③ 到達學校要花多長時間？____________________

大約花費15分鐘。___________________ ④ 從你有到學校有多遠？____________________

僅約兩公里。

____________________

⑤ 簡步行去上學嗎？_______________________

不，她騎自行車。____________________ ⑥ 他們乘公共汽車去上學嗎？_________________

不，他們步行。

____________________ 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.方法指導： 首先，應重點讀左面的五個疑問句，分清它們是特殊疑問句還是一般疑問句；其次，要明確特殊疑問詞的用法：how是對出行方式提問；how long是對行程所用的時間提問；how far是對距離提問。然后，再讀答語。依次給每個問句找到正確的答語。

3.學生們按教師說的方法，認真閱讀找答語，提高閱讀理解的能力。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.2.方法指導： 首先，應分清它們是特殊疑問句還是一般疑問句，看所給的詞匯，如果含有特殊疑問詞應是特殊疑問句，如果沒有則應是一般疑問句；其次，要明確特殊疑問詞的句式結構：特殊疑問詞+ 一般疑問句。然后，再根據自己的實際情況，回答這些問題。最后，再通讀一遍自己造的問句與答語，確保沒有語法上的錯誤。

3.學生們按教師說的方法，分析每句話中所給的提示詞，并造成一個正確的問句，然后給出一個合理的答語。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：對部分能力的較差的學生，可以給他們下列問題提示： 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.看誰能最先完成調查，并找到與表格中數據相一致的同學。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?

板書設計

Section A Grammar Focus-3c

一、1.How(出行方式)2.How long(行程時間)3.How far(距離)

二、3a: 1.c 2.e 3.d 4.a 5.b

三、1.How do you get to school?

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

3.How far is it from your home to school?

4.Do you walk to school? 5.Do your friends ride their bikes to school?

教學反思

Section B 1a-2c

一、教學目標：

1.語言知識目標： 1)能掌握以下單詞：

drive, live, stop, think of, cross, river, many, village, villager, between, between…and…, bridge, boat, ropeway, year, afraid, like, dream, come true

2)表達采用怎樣的交通方式去某地：

Well, I ride my bike to the subway station.Then I take the subway.3)閱讀短文，獲取相關信息的能力。2.情感態度價值觀目標：

了解東西方國家出行方式的不同，以及不同的交通規則,教育學生注意交通安全, 加深對交通知識的了解。倡導自覺遵守交通法規及禮貌,構建和諧的人際關系。了解交通的發展，培養創新精神。

二、教學重難點 1.教學重點：

1)通過進行聽、說的訓練，來提高學生們綜合運用所學知識的能力。2)通過讀、寫的訓練，來讓學生們能真正在實際活動中運用所學的知識。2.教學難點

聽力訓練與閱讀訓練

三、教學過程

Ⅰ.Warming-up and revision 1.Greet Ss as usual.2.Check the homework.Ⅱ.Presentation 1.我們來認識幾個新單詞。I'll show you some pictures on the screen.Let's learn some new words.（在屏幕上展示p16頁的圖片）2.Ss read and try to remember the new words and expressions.Ⅲ.Match

T: 1.Let's open our books at page 16, point out the blank line in front of each numbered phrase.Ask Ss to match each phrase with a picture by writing the letter of the picture in the bank in front of the correct word.One has done for students.2.Check the answers.Ⅳ.Pairwork

1.First ask two students to read the dialogue to the class.Sa: How do you get to school? Sb: Well, I ride my bike to the subway station.Then I take the subway.2.Suppose you use two kinds of transportation to get to school.Tell your partner how you get ot school.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? 閱讀指導： 首先，讀這四個問題，記住這四個問題。其次，帶著問題去仔細讀短文，并在短文中尋找相關問題的回答依據。然后，根據相關依據，寫出問題的答案。

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.閱讀指導：

1)首先，閱讀這個五個句子，掌握句子的意思，大體確定空格處所缺單詞的詞性，是形容詞、名詞還是動詞等。

2）其次，帶著這五個句子，在短文去尋找與這五個句子相關的依據。在相關的句子中尋找空格處所缺的單詞。比如：第一句應是在短文中的第五句中“But for the students in a village in Yunnan, it is difficult.”，可知本空格處應為difficult一詞。其他幾個也按這樣的方法來做。

3）最后，再讀一遍這些句子，看有不有不恰當的地方。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.板書設計：

Section B 1a-2c 1.bus stop(站點), bus station（綜合車站）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 教學反思

Section B 3a-Self Check

一、教學目標：

1.語言知識目標：

1)復習及綜合運用如何表達出行方式。

2)能正確運用take + 出行方式；ride…及by… 來表達自己的出行方式。

3）能用所學的方式來描述自己或他的出行方式。2.情感態度價值觀目標：

了解東西方國家出行方式的不同，以及不同的交通規則,教育學生注意交通安全, 加深對交通知識的了解。倡導自覺遵守交通法規及禮貌,構建和諧的人際關系。了解交通的發展，培養創新精神。

二、教學重難點 1.教學重點：

1)能恰當運用take + 出行方式；ride…及by… 來表達出行方式 2）練習運用所學的知識來表達某人的出行方式。2.教學難點：

如何運用所學的知識來正確表達某人的出行方式。

三、教學過程

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…

讓學生們理解這幾個詞組的用法。

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.閱讀指導：首先，明白方框里單詞的意思；

其次，閱讀這封e-mail了解大意；

然后，認真讀每一個句子，根據上下文及空格前后的關鍵詞來確定空格處的意思。并確定應哪一個單詞填空。

最后，再通讀一遍短文，看短文是否通順恰當。

2.學生們按老師所指導的方法，認真閱讀短文，并用正確的單詞填空。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.Ⅴ.Self Check 1

1.We've learned many ways of transportations.Now let's have a short review.Look at the words in the boxes below to form as many expressions as possible.2.Ss work in groups and try to write as many expressions as possible:

take a bus, by bus, take a train, by train, take a subway, by subway, ride a bike, by bike….3.Let some Ss read their answers.Let other students add more phrases.Note: by + 出行方式（不加the）;take(ride)+ a（the）出行方式

Ⅵ.Self Check 2

1.Look at the chart below.Write at least five questions.Then answer the questions with the information in the chart.2.寫作提示：根據表格提示，應有三種類型的問題：出行方式（How）;距離（How far）;所用的時間（How long）;對每個人都問這三個問題一次。然后根據表格中的提示來回答。

例如：—How does Tony get to school from home?

—He gets to school by bike.3.同學們根據老師的指導進行問答。將問題與答案寫在練習本。然后在小內交換檢查。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.板書設計：

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?

5.Do you like your trip to school?

教學反思

第四篇：新目標八下unit3全英教案

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Unit 3: What were you doing when the UFO arrived?

I.Analysis of the Teaching Material 1.Teaching Aims and Demands(1)Knowledge Objects: In this unit students learn to talk about past events and to tell a story.(2)Ability Objects: To train the students’ ability of listening, speaking, reading and writing.(3)Moral Objects: To be virtuous is to do good.Virtue is fairer than beauty.2.Teaching Key Points: Introducing the key vocabulary and target language.3.Teaching Difficulties: New language ? I was standing in front of the library when the UFO landed.While the alien was buying a key ring, I called the police.? UFO, alien, took off, landed, arrived, bathroom, bedroom, kitchen, barber's chair, barber shop, standing, studying, cleaning, talking, cutting, cooking, eating, getting out, bought, got out, making, sleeping, buying, while, when II.Teaching Time: Six periods Section AAdditional materials to bring to class

? paints or markers and large paper for a class mural Language goal ? Ask one student to leave the room and wait outside the door.Then ask different students to start doing different things.One student can walk around the room.Another can look out of the window.A third can stand on his or her chair.Ask all three students to continue doing what they are doing without stopping and then ask the student outside the door to come in.? Ask the student outside the door to come in and sit down.Then ask the three students who were walking around the room, looking out the window, and standing on a chair to sit down.? Ask the first student who was doing an action, What were you doing when(student A)walked in? Help him or her to answer(supplying the whole answer if necessary), / was walking around the room when(student A)walked in.Ask die class to repeat, He(She)was walking around the room when(student A)walked in.? Repeat this with the second and third students who were doing actions: / was looking out the window when(student A)walked in.Ask the class to repeat, He(She)was looking out the window when(student A)walked in.The third student says, 1 was standing on a chair when(student A)walked in.Ask the class to repeat, He(She)was standing on a chair when(student A)walked in.? Ask some other students the question.What were you doing when(student A)walked in? They may answer.-/ was sitting here when(Student A)walked in or/ was talking to Carlos when(Student A)walked in.1 a This activity introduces some key vocabulary.? Point to the sentences.Say each sentence to the class and ask the students to repeat it-Ask-students to explain what each one means.They can use actions and simple explanations.For example, for in the bathroom, a student can pretend to he brushing his or her teeth or taking a shower and say, 1 was in the bathroom.I was brushing my teeth or I was in the bathroom.I was taking a shower.For barber shop and barber's chair, you may want to draw simple pictures on the

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hoard showing two barber chairs in a barber shop with a barber cutting a boy's hair.? Point out the six people and read the letter next to each one.Then ask students to write the letter of each person in the write-on line in front of each sentence.? Point out the sample answer.? Correct the answers.b This activity gives students practice in understanding the target language in spoken conversation.? Read the instructions.? Point to the people in the picture in activity la.Say, You will hear a recording of a reporter talking to the people in this picture.? Point to the two phrases after each letter in this activity.Say, There are two phrases after each letter.Listen carefully and circle the phrase that tells what each person was doing.Point out the sample answer.? Play the recording the first time.Students only listen

? Point to the people in the picture as you hear about that person on the recording.? Play the recording a second time.This time ask students to circle the correct phrases.? Correct the answers.c This activity provides guided oral practice using the target language.? Read the instructions.? Point out the example in the sample dialogue.Ask two students to read it to the class.? Say, Now work with your partner.Start by reading the conversation in the box with your partner.The look at the other people in the picture and have conversations about these people.You can use words and phrases from activity 1b.? As they talk, move around the room checking their work.Offer language support as needed.? Ask several pairs of students to say their conversations to the class.2a This activity gives students practice in understanding the target language in spoken conversation.? Read the instructions.? Point to the sentences with write-on lines.Say, You will hear a recording of a reporter talking to several people.Please put a number I in front of the thing that happened first, a number 2 in front of the thing that happened second, and so forth.? Play the recording the first time.Students only listen.Point to the sentences.? Play the recording a second time.This time ask students to write the numbers in front of the correct phrases.? Correct the answers.2b This activity provides listening and writing practice using the target language.? Read the instructions.Point to the write-on lines in each sentence.? Play the recording.Ask students to write the word when or while on each line.? Play the recording again.Ask students to correct their answers.Grammar note Point out that the abbreviation UFO means Unidentified Flying Object—something that is flying through the air that is unknown(unidentified)here on earth.Say Many abbreviations using two or three letters have a period after each letter For example, N.Y means New York and M.D.means Medical Doctor.But some abbreviations do not use periods.We usually write the abbreviation UPO without periods.2c This activity provides guided oral practice using the target language.? Point out the picture.Ask students to say what each person is doing.? Read the instructions.Then point 10 the example in the sample dialogue-Ask three students to

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read it to the class.Say, Make conversations like this about the people in the picture.? Ask students to work in small groups.Move around the room checking the progress of the groups and offering help as needed.? Ask a group to say its conversation to the class.Grammar focus ? Review the grammar box.Ask students to say the two forms of each statement.? Repeat the activities from the Language Goal section at the beginning of this unit using different students and different actions.For example, have a different student wait outside the door.Have three students in the classroom read a book, sit on the floor, and draw a picture on the board.? Ask the student outside the door to come in and sit down.Then ask the three students who were reading a hook, sitting on the floor, and drawing a picture to sit in their chairs.? Ask the first student who was doing an action, What were you doing when(student A)walked in? Guide him or her to answer, 1 was reading a book when(student A)walked in.Ask the class to repeat.He(She)was reading a book when(student A)walked in.? Repeat this with the second and third students who were doing actions.? Draw a long horizontal line across the board.Write the words / was drawing a picture on the line.Then make a star in the middle of the line and write the word's when(student A)walked in below the star.Point to the straight line and say This action continued for a long time.Then point to the star and say, This action happened quickly.Run your finger along the line as you say the words, I was drawing a picture.Then slap your hand on the board at the star as you say the words, when(student A)walked in.? Point out that the word when comes before a quick action that happens only once.The word while comes before an action that continues for some time.? Ask students to say other sentences with when and while from this unit(or from their own lives).Optional activity Describe an action that you did earlier in the day and that took only a moment to do and tell what time it happened.For example,/ ate and listened to the news at 7:00 this miming, Then ask students to tell what they were doing at that time using the words when and while.Help the students make the first few students make sentences like these: / was sleeping when he/she listened to the news.or When he/she was listening to the radio, I was eating breakfast.Then describe similar actions at different times and ask students to make sentences using when and while.3a This activity provides reading and grammar practice using the target language.? Read the instructions.? Look at the pictures with the students.Ask them to describe what is happening in each one.? Ask students to complete the work on their own.? Correct the answers.3b This activity presents an opportunity for students to measure their vocabulary production against their comprehension.Students may understand what they read, but it is also important that they be able to tell others what they understand.? Read the instructions.? Ask one or two students to epxiain what is happening in one of the pictures.為您提供初中英語教學資源

Encourage them with additional vocabulary they may have forgotten.? Ask students to complete the work in pairs.Remind them to use as many details as possible in their stories.Students may also add new details.? Ask a few students to tell their stories to the class.Encourage students to add details.4

This activity encourages students to use times to discuss their own experiences.? Read the instructions.? Ask two students to read the sample dialogue.? Ask another one or two students to talk about what they did at different times.You may use times and days other than the ones listed in the exercise.? Ask students to complete the work in groups.Students list and discuss their different activities.? Ask a few students to share their lists.Ask a few students to talk about their day in a conversation.Homework: Review Section A.Recite the words in this unit.Preview Section B.Finish Exx.Section A.Section B New language ? shouted, shouting, took a photo, scared, police officer, call the police, newspaper reporter, climbed, climbing, jump down, couldn't, another, station, crowded, found, happened, ran away 1 This activity introduces some key vocabulary.? Point to the pictures and ask students to say what they see.Provide key vocabulary words as needed.Repeat incomplete or incorrect sentences in full,correct form.[T = Teacher, S = student] T: What is the cat doing? Sl: Going up the tree.T: That's correct.The cat is climbing the tree.It's climbing the tree.Class repeat.It's climbing the tree.SS: It's climbing the tree.? Read the instructions, say, Write the letter of each picture in front of the correct sentence.? Point out the sample answer.Ask students to finish the work on their own.? Correct the answers.2a This activity gives students practice in understanding the target language in spoken conversation.? Read the instructions.? Point to the phrases in the chart.Say, You will hear a recording of two people talking.They will talk about some of these things.They will not talk about two of these things.Check the things they talk about.Point out the sample answer.? Play the recording the first time.Students only listen.? Play the recording a second time.This time ask students to check the phrases they hear on the recording.? Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.? Read the instructions.Say, This time you will be listening only for who did each thing.? Point to the third column in activity 2a.Point out the sample answer.Ask students what that answer means(It means that item 1 in activity la [saw a cat in a tree] matches with item e in activity 2a []ohn1.)Say, John saw a cat in a tree.為您提供初中英語教學資源

? Play the recording.Ask students to write the correct fetter after the actions they checked in activity 2a.? Play the recording a second time, if necessary.? Correct the answers.2c This activity provides guided oral practice using the target language.? Read the instructions.Say, One student will start the sentence and the other student will finish it.? Point to the example in the sample dialogue.Ask two students to read it to the class.? Ask students to work in pairs.Move around the room checking progress and offering help as needed.? Ask several pairs to say some of their sentences to the class.Optional activity

Some students may be ready to do a more advanced form of this activity.Ask these pairs of students to make up true sentences about their lives starting with the word while.For example, they can talk about what they were doing yesterday afternoon.One might say, While I was walking home yesterday afternoon...The other could say, While I was walking home yesterday afternoon, I saw a big dog.3 This activity provides reading and writing practice using the target language.? Read the instructions, pointing to the article and the list of questions.? Ask students to say what they see in the picture.Accept any reasonable answers.Rephrase any incomplete answers or answers with incorrect language as complete.correct sentences.For example: T: what do you see in the picture?S1: Suitcase.T: That's correct.There's a suitcase in the picture.What else is in the picture?S2: A woman.T: Correct.There's a woman.Where is she?S3: Train station? T: Yes, there's a woman at a train station.? Ask students to read the article to themselves, circling any words or phrases they don't understand.Explain these words or phrases or ask other students to do this.? Read the article to the class.Answer any other questions students may have.? Point to the list of five questions.Ask students to write tile answers.? Correct the answers.4a This activity presents an opportunity for students to engage in open-ended writing.? Read the instructions.? Ask one or two students to explain what is happening in one of the pictures.Be careful not to ask for too many descriptions or the other students will not have to think about their answers.? Ask students to complete the work on their own.Remind them to use times in their stories.? Ask a few students to read their stories.Ask if some students have different stories.If not, suggest different endings.For example, The girl's brother found her bike and thought she had forgotten it there.4b This activity lets students practice their speaking an listening skills in role plays.? Read the instructions.Students work in pairs with two students at a time playing the role of police officer and bicycle thief.? Ask students to complete the work on their own.? Ask a few students to show their role plays to the class.Ask the students to vote on the best role play.Homework: Review this unit.Finish Exx.Section B.Recite 3a Writing: Predicting your future, including your future job, the city you will live, etc.Preview the next unit.

第五篇：新目標九年級英語Unit3教案

Unit 3 Could you please tell me where the restrooms are?

一、教學目標： 1.語言知識目標

基本詞匯：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground 基本句型：Excuse me, do you know where I can buy some medicine? Sure.There’s a supermarket down the street.Could you please tell me how to get to the post office? Sorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening? You should try that new ride over there.2.技能目標:（1）能用賓語從句禮貌的尋求幫助。（2）能用正確的方法指路。

3.情感目標: 培養學生尊重他人，對人有禮貌，熱愛生活。

二、教學重難點： 1.教學重點：（1）禮貌的向他人尋求幫助。（2）正確使用賓語從句。

2.教學難點：運用賓語從句禮貌的尋求幫助。

三、教學步驟: 第一課時Section A 1(1a-2d)Step 1 Warming –up Greeting Step 2 Presentation（1）Guessing game Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.For example, one student say: We can save money or exchange money in this place, another one guess it is a bank.Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.（2）Show some stamps to students and present the new sentences: Could you tell me where I can buy some stamps? Could you please tell me where I can get a dictionary? Do you know where I can get some magazines? Step 3 Practice 1)Match each thing with a place in the picture in 1a.2)Read the phrases.___ get some money ___ get some magazines ___ have dinner ___ get a dictionary ___ get some information about the town ___ buy a newspaper ___ buy some stamps ___ get a pair of shoes Step 4 Listening Listen and complete the conversations in the picture in 1a.Then check the answers with the whole class.Step 5 Practice Make conversations using the information in 1a.Then talk about your own city.For example: A: Excuse me, could you please tell me how to get to the bookstore? B: Sure, just go along Main Street until you pass Center Street.The bookstore is on your right, beside the bank.A: Thanks.Do you know when the bookstore closes today? B: It closes at 7:00 p.m.today.A: Thank you!B: You’re welcome.Step 6 Listening 1.Listen and number the directions in the order that you hear them.2a You will hear some of the directions below.Number the directions in the order you hear them.___ Go to the bird floor.___ Turn left.___ Go to the second floor.___ Turn right.___ The supermarket is between the flower store and the bookstore.___ Go past the bookstore.2.Listen again.Show how the boy walks to the supermarket.Draw a line in the picture in 2a.Then get one student draw the line on the blackboard.3.Listen the third time and answer the questions.1)Excuse me, can you tell me where I can buy some medicine? 2)Do you know how to go there? 3)Ok, great.Oh, and one more thing.Do you know when this shopping center closes tonight? 4)Ok, thanks a lot.Step 7 Pairwork Make conversations about the other places in the picture in 2a.A: Excuse me.Can you tell me where I can buy some stamps? B: Yes, there’s a post office in this shopping center.A: Do you know how to go there? B: Yes.Go to the third floor and turn right.Then go past the bank.The post office is between museum and library.You should be able to get stamps.A: Ok, great.Oh, and one more thing.Do you know … B: I’m not sure, but you … A: Ok, thanks a lot.B: You’re welcome.Step 8 Reading 1.Read the conversation in 2d and answer the questions.2.Role – play the conversation.3.Explain the language pints in 2d.(1)Go along Main Street until you pass Center Street.1)until和 till同義為―直到……‖，till多用于口語，until可以放在句首，till則不能放在句首。2)not...until―直到……才‖，表示直到某一時間, 某一行為才發生, 之前該行為并沒有發生。e.g.I did not study English until 9 o'clock last night.(2)Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1)pardon用作動詞，后面既可以跟賓語，也可以跟雙賓語；pardon sb.for doing sth.意為―原諒/寬恕某人做某事‖

e.g.Can you pardon me for not passing the exam, Mom? 2)在沒有聽懂對方的話，請對方重復一 下時也可說 pardon。e.g.Pardon? I’m sorry I can’t follow you.(3)I’m excited to try the rides!

excited和 exciting的區別: 1)excited意為―激動的；興奮的‖，作表語時，主語通常是人；作定語時，常用來修飾人，說明激動的表情。

e.g.All of us were excited when we heard the good news.The excited child opened his present quickly.2)exciting意為―激動人心的‖，作表語時，主語通常是物；作定語時，常用來修飾物。e.g.The movie is very exciting.My father told me an exciting story.(4)I mean … you know, a washroom or bathroom.mean作動詞有以下含義：

1)有……的意思，指（多作及物動詞），其后可跟名詞或代詞，也可跟從句。e.g.What does this word mean? 2）意味（著）（及物動詞），常跟名詞，有時可跟動詞-ing形式或從句。e.g.Carl really could not do that — it would mean the end of his career.3）有……意圖，打算，想，常跟名詞、代詞或動詞不定式。跟帶不定式 的復合結構時，還可用于被動語態。e.g.I never meant to hurt you.(5)We normally say ―toilets‖ or ―washrooms‖.normally adv.正常地;通常地，一般地 e.g.August is normally a slow month.(6)Nine thirty, so you don’t need to rush!

rush v.倉促;匆忙 n.倉促;匆忙

e.g.Then three policemen rushed at him.(rush v.)They made a rush for the door.(rush n.)Step 9 Summary 1)Excuse me.Where is Qiaotou Middle School? 2)Excuse me.Could you tell me where Qiaotou Middle School is? 3)Excuse me.Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School? 4)Excuse me.Which is the way to Qiaotou Middle School? Step 10 Homework Make conversations about your own town/city.第二課時Section A 2(3a-3b)Step 1 Revision 1)Translate the sentences into English.① 請你告訴我，怎樣去書店好嗎？

② 打擾了，你知道我在哪能買到一些郵票嗎？ ③ 我想知道公園今天什么時候關門。④ 銀行和超市之間有一個餐館。2)Role-play the conversation in 2d.Step 2 Presentation 1)Show a picture of fun park.Ask students: Are you excited to try these in the fun park? 2)Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try? Step 3 Reading 1)Read the conversation in 3a quickly and true or false the sentences.① Alice and He Wei are in Water World.② The new ride looks scary.③ Alice was scary at first.④ Alice thinks the new ride is actually fun.⑤ He Wei thinks Fun Times Park restaurant severs delicious food.⑥ A rock band plays in Water World Restaurant every evening.⑦ Alice and He Wei can go later to the restaurant.2)Read the conversation again and answer the questions in 3a.1.Why did Alice not want to go on the new ride? How did she feel after the ride? 2.What is special about Uncle Bob’s restaurant?

3.Should Alice and He Wei get there early for dinner? Why? Step 4 Practice Rewrite them in a different way.e.g.I wonder where we should go next.Could you tell me where we could go next? Check the answers with the whole class.Step 6 Language points 1.I was scared at first, but shouting did help.此句相當于I was scared at first, but shouting really helped.原句是一種表現強調的句式，英語中，可用助動詞do對謂語動詞進行強調，構成強調句。e.g.Please do be careful.請一定小心。I do agree with you.我完全同意你的意見。

He did warn you other day, remember? 他前兩天就告誡過你，還記得嗎？ 2.You never know until you try something.try的用法

1)做名詞 have a try 試一試

e.g.Why not have a try? 為什么不試一試？ 2)做動詞

(1)try to do sth.努力做某事 e.g.Well, we’ll try to finish the homework in time.那好。我們爭取及時完成作業。

(2)try doing sth.表示嘗試著去做某事

e.g.--I usually go there by train.我通常乘火車去那兒。

--Why not try going by boat for a change? 為什么不換乘船呢?(3)try one’s best 盡某人最大的努力 e.g.Thank you.I will try my best.謝謝你。我會盡力而為的。

3.I suggest Water City Restaurant in Water World.suggest作動詞，可意為―顯示；間接表明‖，后可接賓語從句。e.g.His behavior suggested(that)he was a kind man.他的行為顯示他是個好人。

suggest作―建議‖講時，應注意以下兩點： 1)suggest doing sth.建議做某事 e.g.I suggested going home.我建議回家。

2)suggest后接從句時，從句常用虛擬語氣，謂語由―should +動詞原形‖構成，should可以省略。

e.g.I suggested that we should go home.我建議我們回家。另外，suggestion是suggest的名詞形式，作―建議‖講時，是可數名詞。e.g.Do you have any suggestions? 你有什么建議嗎？

4.The restaurant is always busy, at that time so come a little earlier to get a table.用于―就餐‖的語境時，形容詞busy相當于―吃飯人多；餐廳擁擠‖的意思；動詞短語to get a table類似于漢語―定餐桌；占位子‖等意思。Step 7 Homework 1.背誦3a。

2.用―Could you tell me … ?‖寫三個問路的句子。

第三課時Section A 3(Grammar focus-4c)Step 1 Revision 1.How did Alice and He Wei think of the new ride？Students say the sentences together? Alice thought that it looked pretty scary.He Wei thought that it would be fun.2.After the ride, Alice and He Wei talked about their feeling.Alice thought that was fun!She was scared at first, but shouting really did help.He Wei told Alice that ―You never know until you try something.‖ 3.Alice and He Wei talked about Uncle Bob’s.Alice thought this restaurant looked interesting.It seemed a rock band plays there every evening.He Wei suggested that they could have dinner there.Step 2 Grammar Focus 1)Let students complete the sentences.1.打擾了，你知道我能在哪買到一些藥? Excuse me, do you know where ____ _____ buy some medicine? 2.當然，順著這條街有個超市。

Sure.There is a supermarket down the street.3.請你告訴我怎樣到郵局好嗎？ Could you please tell me _____ ____ get to the post office? 4.對不起，我不確定怎樣到那。

______, I am ______ ______ how to get there.5.你能告訴我們今晚樂隊什么時候開始演奏嗎？

Can you tell us ______ ____ ______ ______ playing this evening? 6.晚上8點開始。It starts at 8:00 p.m.7.我想知道接下來我們該去哪兒。I ______ where we ______ _____ _____.8.你應該試試那個新的乘騎設施。You should try that new ride over there.2）Objective clauses with wh-questions 上一個單元我們已經學習了由that和whether, if引導的賓語從句。這個單元我們繼續學習由疑問詞引導的賓語從句。疑問詞：疑問代詞（what、whom、who、whose、which）疑問副詞（when、where、why、how）。

語序：無論主句是陳述句還是疑問句，也無論主從句間是什么引導詞，賓語從句一律用陳述語序，即―引導詞+主語+謂語+其它‖。如：Could you tell me where Wei Fang lives? 時態

1.如果主句是一般現在時或一般將來時，賓語從句的時態不受限制，可根據實際表達的需要來確定。如：

Jenny knows the man was flying a kite at that time.You will understand why I did it one day.總有一天你會明白我為什么那樣做。

2.如果主句是一般過去時，賓語從句用過去時態的某種形式。如： I thought he had gone to town that day.我以為他那天進城去了。

3.如果賓語從句敘述的是客觀事實、自然現象或科學真理等，從句不受主句時態的限制，用一般現在時。如： He said time is money.他說時間就是金錢。3）Practice 1.He asked ________ for the computer.A.did I pay how much B.I paid how much C.how much did I pay D.how much I paid 2.―Have you seen the film?‖ he asked me.He asked me _______.A.had I seen the film B.have I seen the film C.if I have seen the film D.whether I had seen the film 3.―You’ve already got well, haven’t you?‖ she asked.She asked ______.A.if I have already got well, hadn’t you B.whether I had already got well C.have I already got well D.had I already got well.4.He asked, ―How are you getting along?‖ He asked _______.A.how am I getting along B.how are you getting along C.how I was getting along D.how was I getting along 5.He asked me _____ told me the accident.A.whom B.which C.who D.whose 6.She asked me if I knew ______.A.whose pen is it B.whose pen it was C.whose pen it is D.whose pen was it Keys: DDBCCB Step 3 Function: Ask for information politely and follow directions 1)問路時應注意

① 問路時應首先說一聲：―Excuse me.‖這樣可以引起對方的注意，又不失禮貌。

② 當你沒聽清時，你可以說一聲―Excuse me, would you please say it again?‖(對不起，請您再說一遍好嗎?)或―I beg your pardon?‖(對不起，請再說一遍好嗎?)等，禮貌地要求對方重復一遍。

③ 問完路后，千萬不要忘記向對方說句―Thank you for helping me.‖ 或―Thank you.‖

④ 問路時經常會用到―向左(右)拐‖這樣的表達，英語對此有兩種常見的說法，即turn left(right)或turn to the left(right)。表示 ―在左(右)邊‖，英語用介詞on或at均可。2）用英語問路及其回答

① Excuse me, can you tell me where the railway station is? 打擾一下，請問火車站在哪兒? ② Excuse me, but can you tell me the way to the train station?

勞駕，請問去火車站怎么走? ③ Excuse me, could you tell me which is the way to the nearest hospital? 勞駕，請問去最近的醫院怎么走? ④ Excuse me, would you please show me the way to the post office? 請告訴我去郵局怎么走好嗎? ⑤ Excuse me, would you mind telling me the way to the police station? 勞駕，請告訴我去警察局怎么走好嗎？

⑥ Excuse me, how can I get to No.1 Middle School? 勞駕，請問去一中怎么走? ⑦ Excuse me, is this the right way to the People’s Park?

打擾了，請問去人民公園走這條路對嗎? ⑧ Excuse me.Could you tell me if there is a Qiaotou Middle School near here? 打擾了，請問橋頭中學是否在這附近? ⑨ Excuse me.Do you know how I can get to Qiaotou Middle School? = Excuse me.Do you know how to get to Qiaotou Middle School? 請問，你知道怎樣去橋頭中學嗎? 3）指路的方法

① Take along with this street, and … is on you left.② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.③… is behind(near, next to, on the left of)…

④ You can just take NO.111 bus, and get off at the second station.And you’ll see it.⑤ Look!… is in front of us far away, right there!Step 4 Practice 1)Rewrite the questions in 4a to make them more polite.① Where can I buy some grapes or other fruit? ② How does this CD player work? ③ How do I get to the Central Library?

④ Is the Italian restaurant nearby open on Mondays? Get students write down their answers in their books.2)What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.① Tim is very hungry.Could you tell me where I can get something to eat? Excuse me, would you mind telling me how I can get to a nearby restaurant? Pardon me, do you know if there’s a restaurant around here? ② Sally needs to mail a letter.③ Helen needs to know when the bike shop closes.④ Ben is wondering if there’s a bank in the shopping center.3)Ask students to write four questions that a tourist might ask about your city/ town.Then role-play conversations with your partner.Step 5 Exercises Translate the sentences into Chinese.① 請你到那后給我打個電話好嗎？ ② 請在這條路的盡頭向右轉。

③ 你能告訴我在哪里可以買到一些郵票嗎？ ④ 你可否告訴我火車什么時候到達武漢？ Step 6 Homework 假如你到一個陌生的城市去旅游，你想向當地人了解一些關于那個城市的 東西，請編寫一個你和當地人的小對話。

第四課時Section B1(1a-2d)Step 1 Revision You are a tourist in a city, you want to know something about the city.Make a conversation about asking information politely.A: Could you please tell me where the nearest bank is? B: Sure, go east along this street, then you’ll see it.A: Can you tell me if there is a delicious restaurant near here? B: Sure.Walk along this street, the restaurant is on you right.A: And do you know where the biggest hospital is? B: Go down this street, turn left at the first crossing, you will see it.A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is? B: It’s over there, just across from you.A: Haha!I see it.Thank you very much!B: You are welcome.Step 2 Lead in 1)Talk about places in your city.2)Show some pictures of places and discuss what qualities are important for each place.Step 3 1a & Pairwork 1a What qualities are important for each place? Write the words from the box next to each place below.Write the most important words first.Pair work 1b Talk about places in your city using the words in 1a.A: The Fun Arts Museum is really interesting.B: Yes, and it’s beautiful, too.A: ….Step 4 Listening(1c)1)Listen and check the sentences you hear.Conversation 1 ______ You can go to Green Land.Conversation 2 _____ Could you tell me where the bookstore is? 2)Listen to the conversations and complete the sentences.(1c)Conversation 1 The boy asks about ___________, and the clerk tells him to go to Green Land.Conversation 2 The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.Conversation 3 The mother asks about ________.The father wants to go to a ________ museum.The younger girl wants to go to a _______ museum.The boy wants to go to a __________ museum.The older girl wants to go to an ______ museum.The clerk suggests they go to the _________ museum.3)Listen again and answer the questions(1d)Conversation 1 The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…

Step 5 Practice Role-play the conversations between the clerk and the tourist.A: Can you tell me where there’s good place to eat? B: Of course.What kind of food do you like? A: I’d like fresh vegetables.B: You can go to Green Land, they have delicious salad.A: ….Step 6 Presentation 2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.1)If you need help with your homework, what would you ask.① Your mother or father

Mom, Can you help me with my homework? ② Your best friend

Can you help me with my homework? ③ A teacher.Excuse me, Sir? Could you please help me with my homework? 2)Zhang Ming is traveling in the USA.He wants to go to a small town but he doesn't know the way now.What should he do? Step 7 Discussion Discuss the language you used to make this request(要求，請求).Was it the same each time? If not, discuss why not.Step 8 Reading 1)Read the article and match paragraph with its main idea.Paragraph 1(adv.禮貌地)….Paragraph 2.… Paragraph 3 2)Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help? We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people? We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street? ―Excuse me, I wonder if you can help me‖ or ―I’m sorry to trouble you, but …‖ before asking for help.2c Find all the direct questions and polite requests from the passage.1.2d Read the requests below.In the second column, write A if you would say it to someone you know and B if you would say it to a stranger.In the last column, write where you think these people are.Step 9 Language points 1.Both are correct, but the first one sounds less polite.less + 形容詞或副詞，構成降級比較形式，相當于中文―不那么；稍許不……‖之意。e.g.His second movie is less interesting.他的第二部電影就沒那么有趣。

2.It might seem more difficult to speak politely than directly.情態動詞might 表達一種可能性及推測的不確定性，意思與表達可能性的may相當，表示―有可能，也許會‖，但語氣更加委婉，更不確定。e.g.He might come, but it’s very unlikely.他也許會來，但非常靠不住。

3.However, it is important to learn how to use the right language in different situations.it作形式主語 【梳理】 在英語中，如果主語是較長的動詞不定式或一個句子，為了保持句子結構的平衡，避免頭重腳輕，通常用it作形式主語放在句首，而把真正的主語放在句尾。常見的句型有：

1)It is + adj.(+ for + sb.)+ to do sth.。常用于此句型的形容詞有important, difficult, dangerous, necessary, useful, possible等，用來對to do sth.進行說明。如： It’s difficult for us to finish the work in an hour.2)It is + adj.+ of + sb.+ to do sth.。常用于此句型的形容詞有good, kind, nice, clever, wise等，用來對sb.的性格、品質等進行說明。如：It’s kind of you to say so.Step 10 Exercises 請根據漢語意思完成下列英語句子（每空一詞）。1.對他來說，回答那個問題是十分困難的。It’s very hard ____ him ____ _______ that question.2.你這樣說真是太好了。

It’s very kind ____ you ____ ____ so.3.我們在閱覽室里保持安靜是十分必要的。

It’s necessary ______ ______(should)keep quiet in the reading room.It’s necessary for us _______ ______ ______ in the reading room.Keys: 1.for;to answer 2.of, to say 3.that we, to keep quiet Step 11 Homework Write a guide to a place that you know well.第五課時Section B 2(3a—Self check)Step 1 Revision 1)Write down the phrases ① 提出禮貌的要求 ② 聽起來更禮貌 ③ 一個很直接的問題 ④ 請求幫助 ⑤ 在不同的情形下 ⑥ 取決于 ⑦ 你所用的表達方式 ⑧ 比如 ⑨ 花時間導入 ⑩ 變得更擅長 2）Fill in the blanks according to 2b.When you visit a _______ country, it is _________ to know how to ask for help ______.For example, ―Where are the restrooms?‖ or ―Could you _____ tell me where the ________ ___?‖ these are similar ________ for _________ you may ask.Both are _______ English, but the first one sounds _____ polite.That is because it is a very ______ question.It is not enough to just ask a question ________.We also need to learn how to be polite — when we ask for _____.In English, ___ in Chinese, we change the way we ______ in different _________.The expressions you use might _______ ___ whom you are speaking to ___ how well you know them.If you say to your teacher, ―When is the school trip?‖ this might sound ________.But if you say, ―Excuse me, Mr.West, do you know when the school trip ___?‖, this will sound _____ more polite.However, it is all right to ask direct questions to your classmates because you know them ____.It might seem more _______ to speak politely than _______.It is important to learn how to use _____ ________ in different situations.This will also help you ___________ better with other people.Step 2 Presentation Imagine you are going on a short study vacation at a school in an English-speaking country.What would you like to know before you go? Write some polite, indirect questions about the following topics.The topics are: ① The course you will study ② The time of the course ③ Where and what you can eat ④ Where you will stay ⑤ What activities you can do ⑥ Travel to the school

Keys: 1.Q: Excuse me, can you tell me what course I will study? 2.Q: Pardon me, could you please tell me when the course will start? 3.Q: Excuse me, would you mind telling me where and what I can eat? 4.Q: Excuse me, do you know where I will stay? 5.Q: Excuse me, can you tell me what activities I can do? 6.Q: Pardon me, could you please tell me how to get to school? Step 3 Practice Make conversations according to the information in 3a.Step 4 Writing 1)Write a polite letter to the school asking for the information you want to know.Use your notes in 3a.In your letter, you should: introduce yourself say when you are coming politely ask for information thank the person for helping you 2)Use the following expressions to help you: My name is … and I’m from … I’ll be coming to your school for … I’d like to know about …

I would like to thank you for… I’m looking forward to your reply.3）寫作指導：本次寫作內容是一封書信，信的開頭和結尾已經給出。但我 們還是要記住書信的格式，便于今后自己運用。信中首先要介紹自己，然后告訴你去他們學校的時間，然后同學們可根據在3a環節中所問到的 問題來禮貌的詢問你想知道的信息。One possible version: Dear Sir or Madam, I’ll be coming to your school soon for a short study vacation.I will leave your school on July 10th.I am a boy from China.I am in Grade Nine.I like English, I also like doing sports.I am glad that I can study in your school.I’d like to know more information about the school.Could you tell me what course I will study in your school? And I also want to know when the course will start.I want to know where I will stay.Can you tell me? Would you mind telling me where and what I can eat in your school? I like all kinds of activities.Could you please tell me what activities I can do in your school? The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.Yours faithfully student He Wei Step 5 Self Check 1)Fill in the blanks with the words in the box.2)Write questions and answers using the words given.Step 6 Language points 1.I’m looking forward to your reply.look forward to期待，盼望。后面接名詞或者動名詞。e.g.I look forward to your good news.我等待你的好消息。Look forward to hearing from you.期待你的來信。2.I would like to thank you for…

thanks for―因……而感謝‖，是客套用語，thanks相當于thank you，for強調為何而感謝，其后可接名詞或V-ing。

e.g.Thanks for lending me the money.多謝您借錢給我。

Thanks for reminding.I’d forgotten all about his coming this afternoon.謝謝你提醒我，我完全忘了他今天下午要來。

3.I need to plan my time better.1)plan sth.計劃某事，后接名詞。

e.g.I want to plan my summer vacation.我想要計劃我的暑假。2)plan to do sth.計劃去做某事，to是動詞不定式。

e.g.They plan to have a sports meeting.他們計劃開運動會。3)plan for sth.關于……的計劃，plan是名詞。Step 7 Homework 根據3b的內容寫一封回信。