第一篇：七年級下冊英語教案

七年級下冊英語教案

新目標七年級下冊英語教案：unit 3 why do you like koalas?

一、教學內容分析

本單元是go for it七年級上冊中第八單元“when is your birthday?”。單元的核心話題是談論日期，課文始終圍繞這一主題展開，我們要學習序數詞的構成以及運用序數詞表示日期的方法；學會運用 when 引導的特殊疑問句詢問日期；學習名詞所有格的構成和使用。語言知識和語言技能部分主要是圍繞核心話題時設計安排了許 多聽、說、讀、寫的任務活動，來不斷豐富鞏固這一話題的詞匯及習慣短語。我將靈活運用這些活動，并將其中的一些活動進行變化

或整合。

二、教學目標分析

本單元總體目標 :

通過本單元的學習讓學生掌握所學目標語言；學會日期的表達法；在互動的交流中理解生日更多的含義并學會談論自己、同學以及父母家人的生日：學會自己安排作息時間。

根據《英語課程標準》關于總目標的具體描述，結合本單元的教材內容，我按認知目標、能力目標、德育目標三方面將本單元的教學目標細化：

1、認知目標

1.語音: 在日常生活中做到語音、語調基本正確、自然、流暢。

2.詞匯: 掌握 1----12 月份的表達, 序數詞 1----31的表達, speech contest, party, school trip, school day，are festival, music,etc.3.日常交際用語:-when is your birthday?

-my birthday is…

-how old are you?

-i?m …

4.話題: talk about date.2、能力目標

在連慣的聽說讀寫活動中，訓練學生的邏輯思維，快速反應能力和實踐能力 , 使學生能熟練運用新句型來談論年齡和日期。

3、德育目標 熱愛生命，孝敬父母的思想教育。

三、學生學情分析

本單元的主題是詢問和談論日期，圍繞這一主題進行一系列的交際活動，使學生掌握日期的表達法，正確使用when引導的特殊疑問句對日期進行詢問。在學習日期的表達法時要先學習序數詞的構成，學生在以前的課程里已經學習了基數詞，對于兩種數詞之間的區別一定會令學生感到頭痛，教師要引導學生運用對比的方法，找出構成規律，總結特殊變化，對比強化記憶。

引導學生采用role-playing & comparing的學習策略，學習一些新的詞匯，掌握一些重點句型，在師-生，生-

生，小組的練習過程中，學會表達日期。同時，教師應從學生的生活經驗和興趣出發，在課堂教學中應設計任務型教學活動，體現以學生為主體的教學活動，讓學生在完成各項任務的過程中自主學習語言，提高綜合運用語言能力。在這一課中，我們可以根據情況設計一些實際操作演示的活動，教唱生日歌，月份歌，讓學生自己帶日歷，問同學生日，提高學生的參與興趣。

四、教學策略

《新目標英語》中的具體語言目標是通過各種各樣的tasks來實現的；整個教學過程中，各種語言結構、語言功能與不同的學習任務有機的結合。教學的實質是交際，為此我選用了以下教學法：、提問引入法通過提問，集體，分組，分行回答 , 或學生逐個回答的形式開展教學，檢查和鞏固新舊知識。、交際功能法通過集體，分組，兩人，個人操練等形式，達到交際的目的。教學模式和教師特色

針對本課的內容，我采用了五步教

學法：第一步：熱身--激活舊知識，創設輕松活躍的課堂氣氛。第二步：呈現--呈現新內容，感知舊內容；第三步：操練--用多種方式操練新知識；第四步：鞏固--通過游戲，聽力練習和筆頭練習相結合的方式，鞏固新知識。第五步：應用--布置任務性活動，讓學生在用中學，在樂中學，學了就用。同時堅持“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環節教師扮演自身作為“設計者，研究者，組織者，促進者，協調者”的角色。所以本課時以任務型教學為主，融合直

觀教學法，情景教學法和交際教學法，培養學生口語交際能力，培養學生觀察能力、英語思維能力和動手能力。

五、教學重難點

根據對教材和學生的學情分析，本課時確定的重難點如下：

重點：when引導的特殊疑問句的構成和使用。

難點：學習序數詞的構成和日期的

表達法。

五、課時安排：

四個課時.六、教學過程設計 the first period teaching aims:

1.learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.2.listen and check the animals.3.practice the conversation: describe animals teaching methods: listen and say, read and write teaching procedures: step 1 presentation 1.we are going to learn the names of some more animals.2.show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words step 2 listening practice

1.point to the animals in 1a and ask

students to say the names→ play the recording of the conversation twice → check the names of animals step 3 pair work practice the conversations using the description words.a: let?s see the lions.b: why do you want to see the lions?

a: because they?re cute.step 4 consolidation free talk ask students to present their conversations to the class.step 5 summary words and conversations step 6 homework remember the words and conversations.教后一得： 在課堂上，教師是參與者，幫助者，學生是活動的主體，學生的任務是開放的。學生以小組為單位進行活動，在較真實的語境中鍛煉口頭、筆頭能力。有利于培養學生的合作精神，促進學科之間的滲透和交融。the second period teaching aims: 1.listening practice: write the names of the animals.2.oral practice: ask and answer

questions about animals.grammar focus: teaching difficulty: difference between the words very and kind of.teaching methods: listen and say teaching procedures: step 1 revision can you say the names of the animals? ask some students to say and two students to write on the blackboard.step 2 free talk make a conversation in pairs, talking about animals.step 3 presentation

1.do you want to go to the zoo? julia and henry are talking about the animals in the zoo.2.let?s listen together.3.play the recording twice →students write in the names of the animals →draw a line between animals and adjectives step 4 listening practice

hear the recording again →complete the conversations with the words given →tell the words: very & kind of step 5 pair work 1.practice the target language.2.ask and answer questions with

the given words.step 6 consolidation ask some pairs to act out the conversations.step 7 summary grammar focus step 8 homework: practice the target languages.教后一得： 現在的英語課堂是開放式的，本著啟發學生思維，培養學生的觀察力，想象力，創新能力和合作精神的原則，我們設置了一些活動，能夠調動學生課外英語學習的積極性，鍛煉學生獨立或以合作形式收集資料、處理信息的能力。為學生提供實際運用英語的機會。

第二篇：七年級下冊英語教案

七年級下冊英語（外語教學與研究出版社）

學生用書（Student’s Book 2）

Module 2 Spring Festival

Unit 1We’re getting ready for Spring Festival.Teaching Planning

課題內容：（1）本模塊的話題是“節日”。本單元要求學生掌握描述節日的表達方式，同時加強學生對中外節日的理解與認識。通過使用現在進行時，對該話題展開聽、說、讀、寫的語言實踐活動，使學生加深能夠談論或寫出對該節日的介紹。并讓學生了解一些重要節日的慶祝方式。

（2）通過對本模塊的學習，有助于學生了解世界，在一定程度上提高學習效率，并形成自主學習的能力，為學生養成良好的學習習慣打下良好的基礎。

（3）教學中教師應隨時隨地地以課本為出發點，靈活運用各種素材組織教學過程和內容。

Ⅰ、Teaching goals

1.Make an introduction of the Spring Festival

2.New words :festivalreadycleancooklearnmealdragonlanternsweepfloorhelp

New phrases: Spring Festivalget ready fordragon danceclean the housesweep the floormake lanternscook the mealat work

3.Grammar focus: The questions and answers of the present continuous and the present simple

tense sentences

Ⅱ、Ability goals

1.Enable students to understand the conversation about the Spring Festival

2.Enable students to recognize phrases and short answers

3.Enable students to talk about the Spring Festival with given information and describe the process of festival preparations

Ⅲ、Emotional goals

1.Enable students to be willing to know festivals of different places, and be happy to take part in some English practice activities.2.By doing so, students’ interests in English learning will be developed and improved.3.Cultivate students’ enthusiasm for exotic culture and their passion for life tradions.All these will ,to a certain extent, enhance students’ understanding of domestic culture.4.Students participate in various English activities ,going through all kinds of difficulties ,which enable them to establish correct language learning value in new environment.Ⅳ、Important points

1.Learning new words and phrases

2.Understanding the present continuous tense sentences in the textbook by reading

3.Having a good command of the structure and usage of the present continuous tense

Difficult points

The comparison between the structure and usage of the present continuous tense and the present simple tense

Ⅵ、Teaching aids and methods

Teaching aids: color picturestape-recordermoney in red envelopehand-outblackboard

Teaching method: task-based teaching approach

Ⅶ、Teaching procedures

1.Lead-in(Pre-task)

(1)Greeting

(2)Recall what we have learned in the last lesson.(the present continuous tense)（重述現在進行時的含義）由下面的例子引入：

T: what are we doing now?

S: We are having an English class.2.While-task

Step 1:

Show the students the money in the red envelope.This is lucky money.When can we get lucky money? Yes, we can get lucky money in the Spring Festival.Teach students the new phrase ：Spring Festival.Step 2:

You know people are very busy before the Spring Festival.And what do people often do before the Spring Festival? Present the title of this lesson: We’re getting ready for Spring Festival.Teach students the new phrase: get ready fornew word: ready

Step 3

Show students some color pictures and say :Look at these pictures.From the pictures , we can see people are very busy.What are they doing? Who can tell me? You can speak in Chinese.Several students stand up to answer the teacher’s questions.Teach students’ new words and phrases :cleancookmeallantern

dragonsweepfloor

sweep the floorcook the mealclean the housedragon dancemake lanterns

So, people in the pictures are getting ready for Spring Festival.Step 4:

Look and say.Look at the pictures again and say what they are doing.They are…..They are….They are…..(Practice V-ing 句型)

Step 5：

T: Can you do these things in the pictures?Ask two or three students to answer the

questions.(舉例子)

If you cannot do these things, you must learn to do them.Teach students the new word :

learn.So , if you can do these things ,you can help your parents before the Spring Festival.Teach students the new word: help

And your parents will be very happy.Maybe your parents will give you some lucky money.Step 6:

1.Match and check.2.Listen and reading on page 8.The Spring Festival is coming.People are getting ready for it.There is a dialogue among Lingling Betty and Tony.(1)Listen to the tape.(2)Work in group of 3.T: At first, you should say :I am Lingling,I am Betty ,I am Tony.Are you clear? Ask the three groups to act out the dialogue.And then ask students which group is best.Give the best group a small present.Step 7:

1.Complete part 3..T: Are the boys making lanterns?

S: Yes, they are.|No, they aren’t.（再舉幾個例子練習，讓兩個學生為一組反復操練現在進行時的簡短回答，通過反復

練習讓學生熟悉并最終掌握）。

2.Complete part 4.Ask two students as a group to practice.There are six groups in all.Ⅷ：Homework

1.Finish part 5: pronunciation.2.Work with your partner to practice part 6.3.Finish the handout.

第三篇：七年級下冊英語教案

Unit1 Where is your pen pal from？

Topic:

Countries, nationalities, and languages

Functions:

Talk about countries, nationalities and languages Ask and tell about where people live

Structure:

Where's/Where're...from? Where does/do...from? What questions----What language does/do...speak?

Target language:

Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:

words about countries, languages

Teaching design:

The whole unit needs 5 periods, 4 for new lessons and 1 for test

第一單元

第 課時

總第 課時 教學內容:SectionA,page1,1a—1c 教學過程：

Step 1 Leading-inThe information of the teacher's own pen pal's information.“I have a pen pal.His name is Curry Muray.He is from the United States.Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?” Different students say the information about their own pen pals.T should choose the different countries.T writes the different countries on the Bb(both Chinese and English)

Step 2 Learning

Section A 1a Learn the new words on the Bb.The new words are: pen pal;Canada;France;Japan;the United States(the US/the USA/America);Australia;Singapore;the United Kingdom(the U.K./Great Britain/England)

Pay attention to the pronuciation of the new words.Step 3 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition Two groups of students to write the new words to see which group does better.First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game.It can help the Ss consolidate the new words they learned)

Step 5 Pairwork 1c Practise the following conversation:---Do you have a pen pal?---Yes, I do.---Where's your pen pal's from?----He/She is from....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs.At last let several pairs do it again in class.第一單元

第二課時

總第 課時 教學內容：Section Apage2 2a---page 3 4 教學過程： Step 1 Leading-in Revise the countries names with looking at the Bb.Then T writes down the city names on the Bb.Let the Ss try to find out which countries the cities are in.The city names are following: Toronto;Paris;Tokyo;New York;Sydney;Singapore;London;

Step2 Learning 2a Learn the city names together with the whole class just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words in this part.Step 3 Pairwork T has a conversation with one student like the following:

---Do you have a pen pal?---Yes, I do.---What's your pen pal's name?---His/Her name is....---Where is your pen pal from?---He/She is from...---Where does he/she live?---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.step4 New drills Present the drill: T: In China, people speak Chinese, people in different counties speak different languages, What language do Americans speak? Ss: They speak English.T:Good, What language do Janpanese speak? Ss: They speak Janpanese.And so on Do 3a fill in the diagraw Practice the drill: What language does he/she speak? Step5 Exercise

My pen pal is from Australia.(劃線提問)John's pen pal is from Japan.(劃線提問)He lives in Paris.(劃線提問)

Homework:

Read and copy the new words.Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)

第一單元

第課時

總第課時 教學內容：SectionB 1a---2c 教學過程：

Step 1: New words 1 Present the new words.2 Practice the new words, read the names of the countries.3 Give the students two minutes to finish 1,then check the answers.Step 2:Listening practice.Play the tape for the first time.The students number the questions.Then check the answers.Play the tape for the second time.The students write the answers.Step 3:New drills.1 Present the new drills.2 Practice the new drills.Step 4:Task.第一單元

第課時

總第課時 教學內容：Section 3a---self check 教學過程： Step 1:New lesson.1 Read the letter and answer the questions.When students read the letter, the teacher moves around the classroom.2 Fill in the chart.Step 2:Drills.1 Practice in pairs.2 complete the letter.Complete the letter according to the information on the card.Give the students two minutes to finish 3b,then check the answers.Step 3:Writing.1 Make an information card for yourself.As students work,the teacher moves around the room talking to the students about what they are writing and offering language support as needed.2 Write an e-mail.Step 4:Task.1 Make a survey.2 Imagine the new students in your ckass.教學后記：

Unit 2 Where's the post office?

Language goal This unit students leam to ask for and give directions(方向)on the street.New language Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between

Recycled language What are you doing? Do you want to...?

第二單元

第一課時

總第課時 教學內容：Section A 1a—1c 教學過程：

Ask two rows of three students each to stand facing each other in the front of the classroom.Point to students standing in front and ask the class to repeat the questions and answers.Example 1 Teacher: Where'sYang Li?(Point to two students standing beside each other.)Yang Li is next to Li Peng.Example 2

Teacher: Where's Zheng Wen?(Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3 Teacher: Where's Lin Jiahui?(Point to one student standing between two other students.)Lin Jiahui is between Sheng Lin and Li Dai.la

This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the class.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(錄音稿)Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is.Conversation 2

A: Is there a post office near here? B: Yes, there is.There's one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(進展情況).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.第二單元

第二課時

總第 課時 教學內容：Section A 2a—Grammer focus 教學過程：

2a This activity introduces the terms across from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the class saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.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 fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(錄音稿)Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It's between the video arcade and the supermarket.Conversation 2 A: Where's the park? B: The park? Oh, it's across from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B;Yes, it'son Fifth Avenue.Conversation 4 A: Where's the pay phone? B: It's next to the post office.2c

This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles(泡沫)in 2c and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范）the activity.Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.As students work, move around the room and check progress.（進度）Ask several students to say some of their questions and answers for the class.Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between.Ask, Which words talk about two different buildings?(across/row, next to, and between)Ask, Which one talks about one building all alone!'(on)

Culture note Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向)to tourists（旅行者）and other visitors.This is not necessarily true.The pace of life is fast in the United States, especially（特別）in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren't used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.第二單元

第三課時

總第課時 教學內容：Section A 3a---4 教學過程：

3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point to the book and say,Here's the hotel.Here's Bridge Street.Point to the two arrows.(箭頭)Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(個別的)Correct the answers.1.Yes, there is.Go straight down New Street and turn right.There's a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge Street.The bank is across the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It's across from the video arcade, next to the super-market.4

This activity provides guided oral practice using the target language, Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn't tell anyone which building it is.The others ask questions like those in the activity 4 picture until they guess which building it is.Several students can take turns choosing the building for the others to guess.第二單元

第四課時

總第 課時 教學內容：Section B 1a---2c 教學過程：

la

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say;This is a park.Is it a

clean park or a dirty park? Clarify(澄清)the meaning of the words clean and dirty by pointing out details in the pictures.Point out the pairs of words or phrases.Say each one and ask students to repeat, Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.b

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progress.Ask several students to present some questions and answers to the class.2a

This activity gives students practice listening to and understanding the target language.Point out the list of places in la.Say die name of each one to the class.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.2b

This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael's neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape?(a hotel, a supermarket, Michael's house).Answer any questions students may have.Play the recording again.Students draw maps of Michael's neighborhood.Move around the room, offering assistance(提供協助)if needed.Have some students show their completed drawings to the class.2c

This activity provides guided oral practice using the target language.Say, Now let's work in pairs.The first person makes some statements about the picture in 2b.The seconds person says “true” if the statement is true and “false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范)the activity with a student.Have the student close

the book.Then say one true thing and one false thing about the picture.Guide the student to answer ”true“ for the true statement and to say ”false“ for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答)to the class.Ask students to correct any mistakes they hear.第二單元

第 課時

總第課時 教學內容：Section B 3a—4b self check 教學過程: 3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the class or read it yourself.Answer any questions students may have.Read the Instructions（指示）aloud.Point out the sample of the circled description word(busy), and make sure students understand what they have to do.Correct the answers.3b

This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.Correct the answers.3c

This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the class.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket across from a post office.As students work, move around the room offering assistance and answering questions.Ask some students to share(參與)the completed drawings and to make some statements to accompany(陪伴)them.Self check

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don't know.Ask students to find out the meanings of any words they don't know.They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole class or informally, in pairs or small groups.This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教學后記：

Unit 3: Why do you like koalas ?

Language goals

In this unit students learn to describe animals and express preferences and give reasons, New language

Why do you like koala bears?.Because they're cute,They're pretty interesting, They're kind of shy, They're very big.names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa，Recycled language between, across from He's/She's from...He's / She's five years old.name of countries;China, Japan, Brazil

第三單元

第課時

總第 課時 教學內容：Section A 1a—1c 教學過程：

Additional materials to bring to class: coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its

color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.la

This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal's name.Point out the sample answer.Check the answers.b

This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a-Ask students to point to and name the animals.Say, I'm going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.c

This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the class.Answer any questions they may have.Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example: Teacher: let's see the elephant.Student: Why do you want to see the elephant? Teacher: Because it's very smart.Ask some students to present their conversations to the class.第三單元

第課時

總第 課時 教學內容：Section A 2a---4 教學過程：

2a

This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two animals you hear on these lines.Play the recording the first time.Students only listen.Play the recording a second time.This time students write in the names of the animals.Check the answers.Point out the adjectives listed on the right.Ask a student to say the words.Say, Now I will play the recording again.This time draw a line between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.2c

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the class.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:

Student: Do you like penguins? Teacher: Yes, I do.Student: Why? Teacher: Because they're very cute.3a

This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.3b

This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the class.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a-Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class.第三單元

第 課時

總第 課時 教學內容：Section B 1---3 教學過程：

Additional materials to bring to class: Pictures of household pets and zoo animals cut out of magazines for

Follow-up activity 1.This activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-

2a

This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria's Words and Tony's Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about?(the elephant)What words does Maria use to describe the elephant?(interesting, intelligent)

Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the class.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They're intelligent.Ask students to work in pairs.As they work, move around the room checking on progress.Ask some pairs to present their conversations to the class.第三單元

第課時

總第課時 教學內容：Section B 3a---self check 教學過程：

3a

This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.3b

This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing.Read it to the class saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.3c

This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.You may wish to do a sample description with the class.Choose an animal's name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat grass? Ask students to write their own descriptions.You may wish to have less fluent students work with a more fluent partner, Ask students to share their writing with others in the class.After you have reviewed the students' work, you may wish to have

some students recopy their work so that you can post it on the classroom bulletin hoard.教學后記：

Unit 4: I want to be an actor.Language goal In this unit, students learn to talk about jobs.New language What do you do? I'm a reporter What does he do.' He's a student.What do you want to be? I want to be an actor.What does she want to be? She wants to be a police officer names of jobs and professions

第四單元

第 課時

總第課時 教學內容：Section A 1a—1c 教學過程：

Brainstorm with students a list of jobs that friends or relatives do.(”Brainstorming“ is an activity in which you set a topic and students say whatever words they can think of relating to that topic.)Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs.Accept single word answers or simple sentences such as, It's fun.It's a good job.la

This activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what they see in each scene.Ask students to name as many of the jobs shown as they can.Then point to a scene, name the job, and ask students to repeat.Point to the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes.Say, Write the letter of each scene next to one of the ivords.Point to the sample answer.b

This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one, Say, Now you will hear three conversations.The conversations are about three of the people in this picture.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to write a number 1 next to the person being talked about in conversation 1.Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c

This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you.Hold up the book and point to the doctor in the picture.Say, Now work with your partner.Make your own conversations about the picture.You can use sentences like the ones in activity 1b.Say a dialogue with a student.Point to a picture of one of the people.Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work.Oner language or pronunciation support as needed.第四單元

第 課時

總第課時 教學內容：Section A 2a---Grammer focus 教學過程：

2a

This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures.Ask different students to tell you what they sec in each picture.What are the people doing? What jobs do they have? Play the recording the first time.Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time.Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b

This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the class.Ask students, What does ”wants to be“ mean?(It is not the Job the person lias now.It is the job the person wants in the future.)Play the recording the first time.Students only listen.Say, You wiU hear about the people in these pictures.You will hear the job they haw now and the job they want in the future.Play the recording a second time.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future.Point out the sample 2c

This activity provides guided oral practice using the target

language.Point out the pictures in activity 2a.Ask who each person is.(They are Susan's brother.Anna's mother, and Tony's father.)Say, Now work with your partner.Ask and answer questions about the pictures.Ask, ”What does he or she do?“ Then ask, ”What does he or she want to be?“ Say a dialogue with a student.Point to Anna's mother and then to the example in the speech balloons.Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work.Offer language support as needed.第四單元

第 課時

總第課時 教學內容：Section A 3a----4 教學過程：

3a

This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures.Ask students to read the name for each place.As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each.Then call attention to the people in the pictures and the speech bubbles.Point out the sample answer and have a student read out the speech bubble.Ask students to work alone.Say, Write the number of each job in the square next to each workplace.Check the answers.3b

This activity provides guided oral practice using the target language.Point out the pictures in activity 3a.Ask students to name the

workplace shown In each picture.Then point out the conversation in the speech bubbles.Ask two students to read It to the class.Say, Wow work with a partner.First practice the conversation in the picture.Then make new conversations.Use jobs and places from activity 3a.Say a dialogue with a student.Point to the word waiter in activity 3a and then to the picture of the restaurant.Ask a student.Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask.What does he do? and guide the student to answer, He's a waiter.As students work in pairs, move around the room monitoring their work.Offer language support as needed.4

This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game.Say, You will draw a picture of someone working.Other students will ask questions about the kind of job you are drawing.After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter.Add details(microphone, notebook,etc.)until students guess what job it is.Ask a student to go to the board.Say, Draw a picture of a person working.If necessary, help the student add details that show the job the person is doing.He or she can add a bank interior to show that the person is a bank clerk.A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask

a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four.They will need pieces of paper on which to draw their pictures.They will also need pencils.第四單元

第課時

總第 課時 教學內容：Section B 1a—2c 教學過程： New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to class: help wanted ads from an English-language newspaper a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask, What job does the person have? Where does the person ivnrk? Point out the numbered list of words.Say each one and ask students to repeat.Then use simple explanations and short sample sentences to help students understand what each word means.For example, Exciting means very interesting and very fast-moving.A police officer has an exciting job.The job is always changing.Something is always happening.For dangerous you might say, Dangerous means not safe.You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, Write the letter of each picture next to one of the words.Point out the

sample answer.Check the answers.1 b

This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class.Then point to the picture of the police officer and say.It's an exciting job.Ask the class to repeat.Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job.Ask the class to repeat each correct answer.Then ask students to work in pairs.Suggest that they each point to the pictures of the workers and make statements about them.As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit.Write this list of jobs on the board.Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la.You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a

This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job(under the words wants to be).Play Ihe recording the first time.Students only listen.Say, Now I will play the tape again.This time write the name of a job under the words ”wants to be.“

2b

This activity provides listening and writing practice with the target language, Call attention to the second heading and ask a student to read it to the class.Say, This time you will unite why each person wants the job.Play the recording again.Students only listen.Then say, Now I will play the tape again.This time write the reason the person wants the job under the word ”Why?“ Play the recording.Students write their answers.Check the answers.2C

This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do.As students suggest possible jobs, ask the class to suggest words to describe them.Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups.They tell each other what they want to do and why.Encourage students to use dictionaries if necessary.Move from group to group offering assistance as needed.Ask individual students to tell the class about what they want to be and why.第四單元

第 課時

總第課時 教學內容：Section B 3a—self check 教學過程：

3a

This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class.36

Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand.For example, in the first ad, students may not know that working late means ”working at night." To work hard means to use a lot of energy to do the job.Ask students to fill In(he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b

This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section.Say,Look at the pictures next to each blank line.The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers, 3c

This activity provides writing practice using the target language.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you.For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner.Ask the pairs to correct each other's work.37

This activity provides guided oral practice using the target language.Ask two students to read the conversation in the speech bubbles.Answer any questions students may have about it.Then say, New please work in groups.Ask efuestions to find out what jobs each person wrote about.You can use sentences like the ones we just read.As students ask questions, move from group to group.Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.教學后記：

錯誤!

Unit5 I'm watching TV.Language Goal: Talk about what people are doing.Teaching Aims: The present Progressive(結構式: Be + V-ing)

Key Points:

---What’s he doing ?

---He’s reading.Difficult points:

現在進行時的用法和動詞V-ing 形式的構成。Teaching Methods:

由淺入深,設置場景、對話以及表演來教授新句型。Teaching Aids:

教學圖片、教學光盤、VCD機、錄音機

第五單元

第課時

總第 課時 教學內容：SectionA 1a----1c 教學過程：

Step1.Warming – up A.Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)B.Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)T: Usually, what time do you go to school? S1: ……

T: When does your father watch TV in the evening? S2: ……

T: Do you do your homework in the evening? S3: ……

T: When do you play soccer? S4: ……

T: what time do you usually eat dinner? S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.Step 2.Presentation A.Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.Then,the teacher ask questions:

----What’s he doing?(Picture 1)

----He’s making a telephone call.(Help the students answer the question with body language.)Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

The Ss read these V-ing words after the teacher.B.Play the video.To make the Ss clear what they are learning in this class.Mr.Gong’s words do give the teacher a big hand.40

(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C.Teach the Present Progressive.1.Introduction Tell the Ss what the Present Progressive is.(現在進行時表示現在正在進行或發生的動作, 它的表現形式為Be Verbs + V-ing----這也即為它的結構式.)2.Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard.Ask the Ss to have a look and find the difference between them.For example: go and going, watch and watching, do and doing, etc.Then, ask the Ss to read them again.3.Listen to the tape.Let the Ss get ready to listen to the tape(paper and ball-point pen).Check the answer: 2 4.Activities.The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window)Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined: n

What am I doing n

I’m opening the door.n

What am I doing? n

I’m looking at him.n

What am I doing? n

I’m cleaning the window.41

第五單元

第 課時

總第課時 教學內容：SectionA 2a----3c 教學過程：

5.Pairwork.Ask and answer questions about what people are doing in the picture.u

What’s he doing? u

He’s reading.The Ss can practice different sentences upon the verbs on the blackboard.6.Guessing game.The teacher prepare several pieces of paper and there are different actions on it.Ask a pair of Ss to act it out.(Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step.They can have fun in the classroom during this class, it’s the most important.)

7.Self-assessment.The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once.Then, check the answer.The Ss can understand whether they have learned about the Present Progressive.8.Do the exercises.The teacher have the Ss some exercises, and ask the Ss to do at once.<1>--What’s Li Lei doing?

--He_____________.(read)<2>--What’s his mother doing?

--She_____________.(write <3>--What are they doing?

--They_____________.(play soccer)<4>--What are David and Mary doing?

--They_____________.(have dinner)<5>--What’s Jenny doing?

--She______________.(run)(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.Step 3.Homework 1.Finish the exercises in the class.2.Make a conversation and act it out with your partner.Step 4.The end T: You are very good today, boys and girls!And thank you for listening.Bye.第五單元

第課時

總第課時 教學內容：Section B 1a---2c 教學內容： Step 1:Check the homework and lead in.Ask several students to read their essays.Show a photo album on the computer.Step 2: Present the new structure.Show students the first album on the computer.Get the students to answer the questions with the target language.Practice a few more photos in the same way.Step 3: practice the structure.Show the photos one by one.Students ask and answer in pairs according

to the photos on the computer.Step 4: Complete the chart.Give students a few minutes to finish it, then check the answers.Step 5:Listening practice.Play the record for the first time, students only listen.Play the recording again, students finish it.Then the teacher check the answers.Step 6: Task.Teacher show students some photos of friends.Students show their photos to class.Homework After school, go to some public places.Draw what you see and write down what the people are doing.第五單元

第 課時

總第課時 教學內容：Section B 3a---self check 教學過程：

Step 1: Check the homework and lead in.Ask the students to show their drawings and introduce.Step 2: Reading practice.1 Talk about the pictures.Students talk about Mike’s four photos.2 Read and match.Give students a few minutes to read the letter.Then finish it and check the answers.Step 3:Writing practice.Ask students to work individually and check the answers.Step 4: Task.44

Show several periods of movies on the computer.Show three movies once more.Then some students report the three silent movies one by one.Step 5: Summary.This class we’ve learned how to say something about the photos and pictures.And I hope all of you can realize your dreams in the future.Go for it!Homework Finish self check.教學后記：

Unit 6: It's raining!

Language goals In this unit students learn to talk about the weather and talk about what people are doing.New language What are you doing? I'm watching TV What's he doing? He's playing basketball.What's she doing? She's cooking.What are they doing? They're studying.How's the weather? It's raining.第六單元

第 課時

總第課時 教學內容：Section A 1a----1c 教學過程：

Write the question.What are you doing? on the board.Read the question and ask the class to repeat it.Then act out an activity students are already familiar with, point to the question and have students repeat it.Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.1 a

This activity introduces the key vocabulary.Focus attention on the cities in the picture.Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it.Say a sentence or two about each kind of weather.For

example, It's raining.Is it raining here today? Point out the numbered list of words.Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture.Say, Write the letter of each city next to one of the ivords.Point out the sample answer.Check the answers.1 b

This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time.Students only listen.Say, You will hear four different conversations.Each one is about the weather in a different city.Point to each city in the picture as it comes up on the tape.Play the recording a second time.Ask students to write the name of the city in the picture of its weather.Say, The first one has been done for you.Beijing is written in the picture of sunny weather.It is sunny in Beijing.Correct the answers.1 c

This activity provides guided oral practice using the target language.Point out the example conversation.Ask two students to read the dialogue to the class.Say, Now work with a partner.Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work.Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the class.47

第六單元

第 課時

總第 課時

教學內容：Section A 2a—2c 教學過程：

2a

This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures.Ask students to tell what each person is doing in each picture.For example, This boy is talking on the phone.This man is playing basketball.Supply vocabulary words as needed.Play the recording the first time.Students only listen.Play the recording a second time.This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b

This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the class.Say, Now I will play the recording again.This time,please match each name with an activity.Write the letter of an activity in front of each name.Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers., Correct the answers.2c

This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a.Ask students to say something about each person.Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and

playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.Say, Now please work with a partner.Make conversations like this one.Talk about the people in the I pictures.As students work in pairs, move around the room monitoring progress and offering assistance, if needed.Ask some pairs to present their conversations to the class.第六單元

第課時

總第課時 教學內容：Section A 3a—4 教學過程：

3a

This activity introduces more key vocabulary.Call attention to the faces.Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling.For example, ask a student.Look at this face.Is it happy? Is it unhappy? Then point to the four words.Say the words and ask students to repeat each one.Use your tone of voice and facial expressions to reinforce the meaning of each.Add your own simple explanations of what each one means.For example: Not bad.This means something is not very good, but it's also not very bad.It's in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.Check the answers.49

3b

This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the class.Ask students to explain what How's it going? means.(It is similar to How are you? or How is everything?)Ask students to practice the conversation in pairs.Move around the room monitoring their progress.Then call attention to the example in the small speech bubbles.Have two students read it to the class.Say, Now we'll change some of the words and make our own conversations.We can use our own names.We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations.Move around the room offering language support as needed.Ask some pairs to present their conversations to the class.4.This game provides oral practice using the target language.Say,Now let's work in pairs again.One student looks at the picture on page 85 and the other looks at the picture on page 87.Please don't look at your part ner's picture.Say, Each picture has the same people in it, but they are doing different things.Take turns talking about what the people are doing in your picture.If I am student A, I will say.In my picture it is sunny.Guide one of the students Bs to respond.In my picture it is raining.As students work, move around the room, monitoring progress and offering assistance as needed.50

第四篇：七年級下冊英語教案7B_Unit_3_How_do_you_get_to_school

Unit 3 How do you get to school?

四、Target Language(目標語言)How do you get to school? I ride my bike.How long does it take to get to school? It takes about 20 minutes.How far is it from your home to school? It’s about two kilometers.五、Vocabulary（詞匯）train, bus, subway, bike, car, boat, river, year, minute, kilometer, sixty, seventy, eighty, ninety, hundred, ride, drive, live, leave, cross

take the train/bus, go by bike/subway, ride a bike, drive a car, think of, between … and …, leave home/school, come true

The First Period(Section A, 1a–2c)

Teaching aims（教學目標）

1.學習表示交通工具的單詞。2.學會使用動詞短語表示交通方式。

3.能夠熟練掌握How do you get to school？的句型。4.學習使用how far詢問距離，how long 詢問時間。

Language points(語言點)1.詞匯：1)名詞n.train, bus, subway, ride, minute, kilometer 2)動詞v.ride

3)數詞num.sixty, seventy, eighty, ninety, hundred

4)形容詞和副詞adj.& adv.far

5)詞組

take the subway, ride a bike 2.句型：How do you get to school? I …

How long does it take …? It takes …

How far is it from … to …? It’s about …

Difficulties（教學難點）

1.交通工具的表達法。

2.How，how far，how long 句型的使用及區別。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

（1）Greet the class.(Talk about the weather.Use the present and past tense.)

T: How’s the weather today?

S: It is …

T：How was the weather yesterday?

S: It was …(2)Play a guessing game.T: Look at the sentences and pictures and guess the kinds of transportation.【教學設計說明】通過多媒體屏幕向學生展示所學單詞,圖文并茂，非常直觀地向學生展示了新單詞.簡單的單詞游戲既調動了學生的學習積極性又強化了單詞記憶。

2.Presentation（呈現新知識）

(1)Present the new words: take a train, take the bus, take the subway, ride a bike, walk Show some pictures of the new words on the screen.Ask Ss to try to read these words.T: Let’s play a word game.(Ask Ss to look through the new words quickly, and check how many they can remember.Give Ss some pictures of the new words and some word cards.Then show the new words or the pictures of the new words on the screen.For example, when you show the word “train” on the screen, the student who has the picture of a train should stand up quickly and say “I’m here!”)【教學設計說明】圖片教學法是呈現新知識最簡單有效的方法之一，學生通過圖片，能更價值觀的理解新單詞的含義。此環節重點在新單詞及詞組的意思和發音上，所以要盡量讓更多的學生張口說，必要的機械操練是必不可少的。3.Drill(練習)

Show the pictures as quickly as possible.Let Ss say the new words.Then use the new words to make conversations.T: Let’s play a game.Please say the new words as quickly as you can.Then make a conversation like this:

A: How do you get to school?

B: I take a bus to school.【教學設計說明】此環節為機械操練，使不同層次學生初步掌握目標語言。機械操練是英語初始階段教學必不可缺的部分，學生要先從模仿到初步掌握，最后才能熟練應用。機械操練時應注意著重提問成績較差的學生，由于機械操練比較簡單，因此是激發后進生興趣，培養后進生自信的一個很好的途徑。4.Work on 1a（完成1a）(1)Match the words with the pictures.(2)Talk about the picture with Ss using the target language.T: How does “a” get to school? 【教學設計說明】通過1a的練習，使學生進一步學會運用新單詞。和學生一起談論圖片，目的在于引導學生學會使用交通工具的表達法。5.Work on 1b（完成1b）（1）Listen and write the numbers next to the correct Ss in the picture.(2)Look at the picture in 1a.How do the Ss get to school?

Make conversations with your partner.A: How does Mary get to school? B: She takes the subway.【教學設計說明】此環節著重是聽力訓練。讓學生在聽對話的過程中抓住關鍵詞匯，由于前面已做了一些訓練，因此學生聽起來比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強他們的學習自信心。6.Work on 2a–2c(完成2a, 2b和2c)（1）T: Please turn to page 14.Look at the numbers in 2a.Read them aloud.（2）T: Now let’s listen carefully and complete the chart.（3）T: Can you get the answers? Listen again and check your answers.（4）T: How does Tom get to school?

How long?

How far? 【教學設計說明】此環節進一步鞏固了本堂課所學的詞匯和句型。通過反復聽讀，可以讓學生盡快熟悉生詞。學生補全句子，是檢查學生能否聽懂并拼寫所學單詞。7 Work on 2d（完成2d）

（1）Student A is Jane and Student B is Tom.Use the information in 2b to

make conversations.A: How do you get to school?

B: I … A: How long does it take …?

B: It takes … A: How far is it from … to …?

B: It’s about …（2）How long does it take?

How long does it take you to get from your home to school? How far is it? How far is it from your home to school? 【教學設計說明】此環節既能充分練習學生的目標語言，使學生學以致用，同時也能極大的調動學生們的課堂參與率，并且能為有繪畫特長的孩子提供一個展示的空間。

8.Homework（課后作業）

Oral: 朗讀并熟記第13頁的單詞和句子。

Written: 寫小段文章介紹自己如何上學，多遠，多長時間。

The Second Period(Section A, 2e–3c)

Teaching aims（教學目標）

1.能使用目標語言談論自己如何上學。2.能用所學內容解決實際問題。

3.熟練掌握how，how far和how long引導的特殊疑問句，并會正確回答。

Language points(語言點)1.詞匯：1)名詞n.car 2)動詞v.drive，live

3)形容詞 adj.every

4)短語 every day, by bike 2.句型：How do you get to school?

I ride my bike.How long does it take to get to school?

It takes about 15 minutes.How far is it from home to school?

It’s only about two kilometers.Difficulties（教學難點）

1.鞏固how，how far和how long的用法。2.真實環境下的交際功能。

Teaching steps（教學步驟）

1.Warm-up and revision(課堂熱身和復習)

T: Get into pairs and review the target language we learned in the first period.A: How do you get to school?

B: I …

A: How long does it take? B: It takes … A: How far is it? B: It’s about …

C: How does … get to school? D: He/She …

C: How long does it take? D: It takes … C: How far is it? D: It’s about …

【教學設計說明】本環節主要為復習內容，更好的鞏固目標語言。因此此環節設計了第一人稱與第三人稱的對話，由于是復習因此應多提問中等或中下等學生。2.Work on 2e（完成2e）

（1）Talk about the picture.Help Ss guess the main idea of the conversation.T: Where are they? What are they talking about?（2）Read the conversation and answer the following questions.Q1.Who has a new bike?

Jane.Q2.How does Lisa get to school? She usually takes the bus.Q3.How far is it from Lisa’s home to school?

About 10 kilometers.Q4.How long does it take Jane to go to school? About 15 minutes by bike.(3)Role-play the conversation in 2e.【教學設計說明】學生通過回答問題能理解對話的內容，通過角色扮演能在情境中學會運用，通過自編對話能更好的讓學生學以致用。3.Grammar Focus(1)Read through the sentences.(2)Ask Ss to focus on the usage of how, how far and how long.【教學設計說明】本部分為本單元的內容核心，不僅概括了本單元的重點，還將基本句型一 一呈現。通過句子的羅列，使學生關注人稱的變化。因此不應小視，但由于是總結性內容，故要求學生朗讀。可在課后將本部分列入聽寫內容。4.Work on 3a（完成3a）

(1)Match the questions with the answers.(2)Check the answers.Then practice them.(3)Summarize the difference between how, how far and how long.【教學設計說明】本環節旨在向學生強調how, how far and how long引導的特殊疑問句的答語。

5.Work on 3b（完成3b）(1)T: Use these words to make questions.Get into pairs and ask and answer the questions.(2)Have Ss check their answers in groups and then present their answers to the class.【教學設計說明】本環節旨在幫助學生掌握句子的結構，了解句法。6.Work on 3c

（完成3c）

(1)T: Get into groups and ask your classmates questions and write their names in the chart.The first student to fill in all the blanks wins.(2)T: Make a report about your findings and present them to the class.【教學設計說明】 小組活動中將所學知識學以致用，是對Section A內容的總結及復習。

7.Homework（課后作業）

（1）Copy the sentences in Grammar Focus.（2）Recite the conversation in 2e.The Third Period(Section B, 1a–1e)

Teaching aims（教學目標）

1.學習stop 和station。

2.學會表達同時使用多種交通工具去某個地方。3.能熟練使用how，how far 和how long 進行操練。

4.理解聽力材料。

Language points(語言點)

1.詞匯：1)名詞n.stop 2)短語.think of 2.句型：I ride my bike to the subway station.Then I take the subway.Mary wants to know how far he lives from his grandparents’ home.Difficulties（教學難點）

1.乘坐多種交通工具到達某個地點的表達方法。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

（1）Make conversations with your partner.How …/How long …/How far …(2)Read the sentences in Grammar Focus aloud.How do you get to school? How does she get to school?

I ride my bike.She usually takes the bus.It takes about 15 minutes.How long does it take to get to school? How far is it from your home to school? It’s only about two kilometers.Does Jane walk to school? No, she doesn’t.She goes by bike.Do they take the bus to school?

No, they don’t.They walk.【教學設計說明】通過對話的形式進行熱身，可以很好的復習Section A所學重點句型； 通過聽寫句子了解學生掌握句子的情況。2.Presentation（呈現新知識）

（1）Show two pictures and talk about them.T: What’s this?

S1: Bus stop T: What’s this? S2: Bus station T: A stop refers to the place where a bus, train, etc.stops so that people can get on and off.A station is a building from which buses or trains etc.begin and end their journeys.(2)Work on 1a.Draw lines to match the words with the pictures.【教學設計說明】通過對每幅圖片的描述，幫助學生區分stop和station。3.Work on 1b

（完成1b）

（1）Tell your partner how you get to school.Imagine you use two types of transportation.（2）Show some pictures and practice the conversation.A: How do you get to school? B: Well, I ride my bike to the subway station.Then I take the subway.【教學設計說明】本環節為新內容，是本課時的重點，因此在本環節的操練程度應加大。讓盡量多的學生參與到課堂活動中來。4.Work on 1c Listen and check the things that Mary wants to know.Mary wants to know … ____ where Bob lives.____ how far he lives from his grandparents’ home.____ how he gets to his grandparents’ home.____ how long it takes to get to his grandparents’ home.____ what he thinks of the trip.【教學設計說明】 通過聽力幫助學生培養聽細節的能力。5.Listening(聽力練習)（1）Work on 1d.Listen again.How does Bob get to his grandparents’ home?

(2)Check the answers.(3)Work on 1e.Talk about how Bob gets to his grandparents’ home.【教學設計說明】本環節將聽說很好的融合在一起，既鍛煉了聽力又積累了詞匯和句型。7.Homework Do a survey.How do your classmates get to school?

The Fourth Period(Section B, 2a–Self Check)

Teaching aims（教學目標）

1.能用所學知識閱讀文章。2.能理解文章內容，回答問題。3.能夠理解文章細節內容。

4.能夠運用所學內容介紹自己的上學路線。

Language points(語言點)1.詞匯：1)名詞n.river, village, bridge, boat, ropeway, year, villager, dream 2)形容詞 adj.afraid，true，many

3)動詞 v.cross，leave

4）短語

between … and …, come true

2.句型：It’s not easy to cross the river on a ropeway.There is no bridge.You want to know how …

Difficulties（教學難點）

1.理解文章內容，正確回答問題。2.用所學知識寫出完整的文章。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）（1）Check Ss’ homework.T: How do your classmates get to school?

S: I asked Xiao Hua.She usually walks to the bus station, and then she takes the bus to school.Xiao Hua: I asked Jim.He always gets to school in his father’s car.Jim: I asked Lucy.She sometimes takes the subway to school.But she never takes the taxi.(2)T: For many Ss, it’s easy to go to school.But it can be very difficult for Ss in a small village in China.【教學設計說明】建議本環節讓盡可能多的學生進行操練。本環節操練的方式是鎖鏈式操練，小華采訪了Jim, Jim 采訪了Lucy。本環節一方面幫助學生復習目標語言，一方面為下個環節的閱讀文章做了鋪墊，自然導入。2.Work on 2a Look at the picture, talk about it and guess what the passage is about.Where are they? What are they doing? Where are they going? 【教學設計說明】培養學生的閱讀策略，即根據文章和標題猜測文章大意。2.Presentation（呈現新知識）

(1)Work on 2b.Read the passage and answer the questions.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 villagers’ dream? Do you think their dream can come true? Why or why not?（2）Work on 2c.Read the passage again.Complete the sentences with words from

the passage.1.For the students in the village, it is ________ to get to school.2.They have to cross a very ______ river between their school and the village.3.They cannot go by boat because the river runs too ______.4.It is not easy to cross the river on a ropeway, but the boy is not ______.5.The students and villagers want to have a bridge.Can their dream come ______?(3)Explain the key words and key sentences.【教學設計說明】本單元閱讀旨在訓練學生學會了解文章大意, 能夠自己組織語言回答問題，并能夠讀懂文章細節內容。2b中最后一個問題具有開放性，因此可以根據學生情況將話題適當延伸。3.Work on 3a Read the e-mail from your pen pal Tom in the US.Fill in the blanks with the words in the box.Ask some Ss to read the passage and fill in each blank.Pay attention to some sentences and phrases.They will help Ss in writing.【教學設計說明】本部分旨在幫助學生學會用正確的語言進行寫作，并幫助學生積累語言。為完成本單元的寫作部分進行鋪墊。4.Work on 3b & Self Check.Write an e-mail to Tom and tell him how you get to school.These questions may help you.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? 【教學設計說明】如果時間允許應在課堂上幫助學生回答這五個問題，并幫助學生合理安排文章布局。4.Homework（1)Recite the text in Section B, 3a.（2）Finish Self Check.

第五篇：七年級下冊英語教案7B_Unit_8_Is_there_a_post_office_near_here

Unit 8 Is there a post office near here?

Learning Objectives

一、Topics（話題）:

The neighborhood

二、Functions(功能)Ask for and give directions on the street

三、Structures(結構)1.There be structure 2.Where questions 3.Prepositions of place

四、Target Language(目標語言)Is there a restaurant near your house? Yes, there is.It’s on Center Street.Where’s the supermarket? It’s next to the library.Where are the pay phones? They’re in front of the post office.五、Vocabulary（詞匯）post office, police station, hotel, restaurant, bank, hospital, town, street, road, next to, across from, near, between, in front of, behind, turn, enjoy, spend turn left/right, go along, on your left, spend time, enjoy reading books

六、Skills(技能)Listening for key information Scanning in reading

七、Recycling（復習鞏固）Where’s …? Imperatives

八、教材分析

教學內容 1)詞匯：post office, police station, hotel, restaurant, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, across from, in front of, near, between 2)語言結構：A.Where questions

B.Affirmative statements

C.Prepositions of place

D.There be structure

2、教材的地位及其作用

本單元的教學主要內容是：學習“問路指路”的常用表達方式，該話題與學生的日常生活緊密聯系在一起，容易喚起學生的學習興趣，這對于提高學生的綜合能力很有幫助，特別是說的能力。

本單元仍在繼續學習一般現在時，這是一個生活中離不開的時態，也是最基本的一個時態。新課程標準要求學生重點掌握一般現在時，這在英語中使用頻率很高，學好這一時態的用法對以后其他時態的學習和交際有很大的幫助。

二、學生分析

學生現有的能力與已掌握的知識：

學生在上學期已經學過詞匯：big, small, old, new，句型： Where is …? It’s in/on/under/ …

指路問路對地點特征描述都可以用到上述的詞匯和句型。經過上半學期的學習學生已經積累了一定的詞匯，掌握了一定的目標語，已經具備了一定的聽說讀寫能力。

這幾點設置了四個活動，利用多媒體素材，以任務型的教學模式來完成整個教學。其中圖片的展示能給學生更立體的感受，更加明確空間位置關系。運用畫圖的輔助形式，激發學生的興趣，能夠達到更好的效果。

九、教學目標

語言知識

詞匯：A.重點掌握表示建筑物種類的名詞, 如post office, hotel, bank，supermarket，street，pay phone, avenue，B、掌握如下描繪性形容詞及方位副詞，如clean, quiet, dirty, busy，right, along, C、方位介詞, 如next to, across from, in front of, near, between, behind D、短語，如 turn right, turn left, go down, go on, walk along, go

along 重點句型：Is there a bank near here?

Yes, there is a bank on Center Street.Where’s the supermarket?

It’s next to the library.Is there a pay phone in the neighborhood?

Yes, it’s on Bridge Street on the right.2、語言技能

1）能看著圖片說話出建筑物的名稱；

2）能運用一般現在時詢問街道上某一場所的位置； 3）能夠運用所學語言為他人指明 某一場所的路線； 4）能夠描述某一場所各建筑物之間的位置關系； 5）能夠利用地圖向他人介紹自己所居住的社區；

3、學習策略

1）利用老師所提供的圖片做出簡單的判斷，學習相關方位介詞以及描繪性形容詞。

2）通過與同學交流，學會使用問路指路，對地點特征做出簡單描述的句型。

4、情感態度

1）通過各小組的對話練習培養學生的合作精神；

2）通過學習本單元，教會學生禮貌待人，建立和睦的鄰里關系；

十、教學重難點：

left, down, 1.want的一般現在時的用法;

2.want的一般現在時的疑問句，及其肯定，否定回答;3.第三人稱后動詞的變化

十一、課時安排

第一課時：完成Section A 1a–2c

第二課時：完成Section A 2d–3c 第三課時：完成Section B 1a–1d 第四課時：完成Section B 2a–Self Check

The First Period(Section A, 1a–2c)

Teaching aims（教學目標）

1．掌握表示地點的詞匯；

2．掌握where引導的特殊疑問句；

3．能夠簡單地描述地點方位；

4．能夠畫出簡單的示意圖。

Language points(語言點)1.詞匯： post office, restaurant, library, supermarket, bank, park, pay, street, center, near, bridge, across, between, in front of, behind 2.句型： Is there a bank near here? Yes, it is./No, there isn’t.Where’s the bank? It’s on Center Street.Difficulties（教學難點）

1.Where 引導的特殊疑問句。2.肯定陳述。

3.表示方向的介詞。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

（1）Daily greetings to the Ss(2)Revision（復習）

【教學設計說明】本單元主要話題是問路，因此從復習地點名詞入手，進而自然的過渡到本單元的話題，這樣以舊帶新能幫助學生擴展思維。2.Presentation（呈現新知識）(1)Present the new words Show pictures of different places and help Ss to understand the new words.Explain prepositions of place to Ss using the pictures of the mouse and the ball.【教學設計說明】圖片教學法是呈現新知識最簡單有效的方法之一，學生通過圖片，能更價值觀的理解新單詞的含義。3.Work on 1a（完成1a）(1)Match the words with the places in the picture.(2)Talk about the picture with Ss using target languages.【教學設計說明】通過1a的練習，使學生進一步學會運用新單詞。和學生一起談論圖片，目的在于引導學生學會使用對地點提問的基本句型。4.Work on 1b（完成1b）

Listen and circle the places in 1a you hear.【教學設計說明】此環節著重是聽力訓練。讓學生在聽對話的過程中抓住關鍵詞匯，由于前面已做了一些訓練，因此學生聽起來比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強他們的學習自信心。5.Drill(練習)

Ask some Ss to repeat the conversation and change the words used.(第一輪應提問成績較好的學生，第二輪提問成績較差的學生)【教學設計說明】此環節為機械操練，使不同層次學生初步掌握目標語言。機械操練是英語初始階段教學必不可缺的部分，學生要先從模仿到初步掌握，最后才能熟練應用。機械操練時應注意著重提問成績較差的學生，由于機械操練比較簡單，因此是激發后進生興趣，培養后進生自信的一個很好的途徑。6.Work on 1c（完成1c）（1）Have Ss get into pairs and practice the conversation with their partner.Then have them ask and answer questions about the other places in 1a..(2)Have some pairs present their conversations to the class.【教學設計說明】此環節是讓學生運用所學句型來進行操練，有利于鞏固所學句型。

7.Work on 2a & 2b(完成2a和2b)(1)Match the sentences with the pictures.Write each number in the box.(2)Listen and fill in the blanks with the words in the box.【教學設計說明】此環節進一步鞏固了本堂課所學的詞匯和句型。通過反復聽讀，可以讓學生盡快熟悉生詞。學生填表格，是檢查學生能否聽懂并拼寫所學單詞。8.Work on 2c（完成2c）

Have Ss get into groups and ask and answer questions about the places in 1a on page 43.Where is the hospital? It’s next to the police station.【教學設計說明】此環節既能充分練習學生的目標語言，使學生學以致用，同時也能極大的調動學生們的課堂參與率，并且能為有繪畫特長的孩子提供一個展示的空間。

10.Homework（課后作業）Oral: 1.朗讀并熟記單詞和句子。

2.Draw a map and then make a conversation.Written: 抄寫單詞和句子。

The Second Period(Section A, 2d–3c)

Teaching aims（教學目標）

1.能在日常情境中為他人指路。2.能用所學內容解決實際問題。3.句型 Where is the …

Language points(語言點)1.詞匯：across, front, behind, town, around, north 2.句型：Excuse me.Is there a hotel in the neighborhood? Yes, there is.Just go along and turn left.It’s next to the supermarket.Difficulties（教學難點）

1.問路方法。2.指路方法。

Teaching steps（教學步驟）

1.Warm-up and revision(課堂熱身和復習)（1）Check Ss’ homework.（2）Talk about some pictures.【教學設計說明】通過描述圖片，達到復習與鞏固的作用。同時增進同學之間的相互了解。

2.Presentation（呈現新知識）

Have Ss look at the maps and help them to understand the target language.【教學設計說明】通過展示圖片的用法，既直觀又有親切感，為下一步理解對話掃清了障礙。3.Work on 2d（1）

Role-play the conversation in 2d.(2)Have Ss get into pairs and make conversations based on the example in 2d.(3)Read the conversation and answer the following questions.Q1.Where is the bank? Q2.Can Linda help Tony?

【教學設計說明】學生通過回答問題能理解對話的內容，通過角色扮演能在情境中學會運用，通過自編對話能更好的讓學生學以致用。4.Grammar Focus(1)Read through the sentences.(2)Ask Ss to focus on the questions and answers.【教學設計說明】本部分為本單元的內容核心，不僅概括了本單元的重點，還將基本句型一 一呈現。通過句子的羅列，使學生關注人稱的變化。因此不應小視，但由于是總結性內容，故要求學生朗讀。可在課后將本部分列入聽寫內容。（完成2d）5.Work on 3a（完成3a）

(1)Look at the map and answer the questions.(2)Check Ss’ answers.【教學設計說明】在進一步練習本單元核心內容。6.Work on 3b（完成3b）

(1)Look at the map in 3a and write three sentences.(2)Have Ss check their answers in groups and then report their answers to the class.【教學設計說明】鞏固3a內容。7.Homework（課后作業）1.Dictate the new words, then write them out.2.Recite 2d, then write the conversation from memory once.3.Draw a map and then make up a conversation.The Third Period(Section B, 1a–1d)

Teaching aims（教學目標）

1.學會交通標志。2.能熟練指路。3.學會怎樣表達位置。

4.理解聽力材料。

Language points(語言點)1.詞匯：along, turn, right, left, crossing, neighborhood, 2.句型：Is there a …

Yes, there is.Just go …

Difficulties（教學難點）

準確表達位置。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

Go through the pictures and explain the signs to the Ss.【教學設計說明】1.復習了走路方法。2.呈現本節重點。3。充分達到熱身目的，提高了參與率。

2.Presentation（呈現新知識）（1）Show pictures and talk about them.2.Work on 1a.Match the words with the signs.3.Check Ss’ answers.【教學設計說明】通過對每幅圖片的描述，引導學生由使用舊知識過渡到自主使用新知識,達到了自然呈現的目的。3.Pairwork

Have Ss make conversation based on the pictures in 1a.Get some pairs to present their conversation to the class.【教學設計說明】 通過對話練習使學生進一步掌握問路指路的單詞，以及表述方法，并能夠更直觀的理解并記憶新單詞。4.Work on 1b

（完成1b）

Listen and write the correct place for each letter in the picture.【教學設計說明】培養學生的觀察力，通過簡單的造句提高課堂參與率。5.Listening practice(聽力練習)（1）Work on 1c.Listen again.Fill in the blanks.(2)Work on 1d.Imagine you and your partner are the two people in the picture in 1b.Ask and answer questions about the places.(3)Role-play.Ask some pairs to perform their conversation to the class.【教學設計說明】本部分聽力練習旨在鍛煉學生提取細節信息的能力。角色扮演的設置主要是將孩子帶入情境。6.Homework 1.Translate the sentences into English.1)郵局在哪里？在超市旁邊。

2)這附近有圖書館嗎？有, 在第五大街上。

3)銀行在哪里？在旅館和電子游戲中心。

4)附近有公園嗎？有, 在學校對面。

5)電話亭在哪里？在郵局旁邊。2.Write how you get to school from your home.The Fourth Period(Section B, 2a–Self Check)

Teaching aims（教學目標）

1.能用所學知識區描述周邊環境。2.能理解文章大意。3.能夠汲取有用知識點。

4.能用所學知識寫出精美文章。

Language points(語言點)1.詞匯：spend, climb, road, often, air, sunshine, free, enjoy, easily, money 2.句型：There be …

I live …

Walk out/ along the street …

Difficulties（教學難點）

1.理解較長文章及文章中的知識點。2.用所學知識寫出完整的文章。

Teaching steps（教學步驟）

1.Warm-up and revision（課堂熱身和復習）

Check Ss’ homework.Ask some Ss to talk about their neighborhood.【教學設計說明】通過對生活實際的描述，激發學生學習興趣。復習描述問路的詞匯。為完成2a做好鋪墊。2.Work on 2a Check the places near your home.Tell your partner where they are.【教學設計說明】通過更多單詞的學習幫助學生減少困難，并能幫助學生形成知識網絡。

2.Presentation（呈現新知識）

(1)Work on 2b.Read the passages.Match each passage with a map.Then read the passages carefully and answer the questions.Q1.How does Anna get to the zoo? Q2.Where is the park? Q3.Where is the post office? Q4.Where is the library?(2)Work on 2c.Read again and answer the questions.1.What does Anna like doing in the zoo? 2.Does Anna think monkeys are like people? Why? 3.What does John like to do at the park? 4.John thinks the best things do not need money.Do you think so? 5.How does Lisa get to the library from her home? 【教學設計說明】閱讀文章應先略讀在細讀。因此第一個問題的設置要求學生略讀找到關鍵詞語進行推測。接下來的4個問題能夠幫助學生對文章有整體理解。2c的設計能夠幫助學生更好的理解文章，讀懂細節。3.Work on 3a Look at the map of Cindy’s neighborhood and fill in the blanks.【教學設計說明】本部分旨在幫助學生學會用正確的語言進行寫作，并幫助學生積累語言。為完成本單元的寫作部分進行鋪墊。4.Work on 3b & Self Check.Have Ss write a composition about their neighborhood, using the questions below to guide them.My neighborhood

1.Where do you live? 2.What is your favorite place in your neighborhood? Why? 3.How do you get there from your home? Help Ss to finish the compositions.【教學設計說明】由于在前面課時已經對家庭附件進行描述，因此本環節將3b與Self check進行整合，合并為一篇描寫好朋友的文章。在寫作之前幫助學生建造文章結構，并積累語言。4.Homework Recite the text in Section B, 3a.Finish your composition.Complete Self Check.