-
Unit 1 Can you play the guitar?
第一课时
Section A
(1a-2d)
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
guitar, sing, swim, dance, chess, play
chess, draw, speak, speak English, join, club
能掌
握以下句型：
①
②
③
—
Can you play the guitar?
—
Yes, I can./
No, I can't.
—
What can you
do?
—
I can
dance.
—
What
club do you want to join?
—
I want to join the chess club.
2)
能了解以下语法：情态动词
can
的用法
wa nt to do sth
的用法
2.
情感态度价值观目标：
该部分内容贴
近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方
在
< br>
某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点
1.
教学重点：
1)
学习询问和谈论彼此的能力和特长；
2)
掌握一些弹奏乐器的表达方式。
2.
教学难点：
情态动词
can
的构成和使用。
三、教学过程
I
. Lead in
1.
教师可携
带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一
边说
：
lean play the
guitar.
…等；再指着图片说：
He
/
She can play the violin. But I can t
等；然后询问学生：
Can you play the gu
itar?
.
并引导学生进行简单的
回答。
2.
S s look at the picture in 1a. Then
read the words and phrases. Let Ss match the
activities
with the people.
Then Check the answers with the class
together.
n
. Presentation <
/p>
出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：
< br>
He
/
She can da
nc
/
swim
/
sing
/
??
But I can
'/
dwim<
/p>
/
sing
/
.
..
等，学习表达
活动的动词短语。
川
.Game (What can I do?)
T
：
Tell your
partners what you can do. For
example
：
I can
play the guitar. I can sing and dance.
Ss work in groups. The let some Ss talk
to their classmates in front of the class.
IV
. Liste ning
1.
T: Now let
lis
'
tens to the tape, find
out the right conversation, and number them 1-3.
(
播放
lb
部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，
< br>
完成
1b
部分的教学任务。
)
2.
Check the answers: (3, 2,
1 )
1
V.
Pair work
1. Ask the Ss to
practice the conversations in 1b with a partner.
Then make their own
conversations.
(
引导学生展开
Pairwork
活动，完成
lc
部分口语交际的教学任务，学会运用
can
询
问和表达能
力。
)
W
.
Liste ning
1.
Work on 2a;
T: Now, look at
the pictures on P2, listen to the four
conversations. Just listen. (Play the
recording for the first time, students
only listen carefully.) Then, listen to the
recording
again, and circle the clubs
you hear. Check the answers with the class.
2. Work on 2b;
引导学生根据对话内容用正确
的单词填空，补全对话，再播放听力材料一遍。让学
生进
行校对，练习听力和写作能力，完成
2b
部分的教学任务。
Check
the answers with the Ss.
VD
.
Pair work
1. Look at 2b and talk about
what the people can do and the clubs they want to
join.
老师可以和
一名优秀的学生做一个对话的例子，让
学生们明白如何去问答，例如：
T: What club
does Lisa want
to join?
S1:
She wants to join the chess club.
T:
Can she play ches
？
s
S1: No, she can't.
2.
Ss work in pairs to practice asking and
answer about Lisa, Bob and Mary.
3.
Ask some pairs to act out their
conversations.
Vffl
. Role-
play
1. Ask Ss to look at the picture
in 2d. Then Ss read the dialogue by themselves and
try to find
out the answers to these
questions.
①
What
club does Bob join?
②
What club does Jane join?
Ss
read the conversation by themselves and find the
answers to the questions. Then check
the answers:
①
Bob joins the soccer club.
②
Jane joins the English and art club.
2.
Explain something that Ss
can't understand.
3.
Let Ss
read after the teacher or play the recording and
let Ss read after the recording.
4.
Ss work in pairs to act out the
conversation.
5.
Ask some
pairs come to the front of the classroom. They try
to act out the conversation.
See which
group is the best.
Homework:
1.
Remember the new words
and expressi ons after class.
2.
Recite the conv ersati on after class.
3.
Write En glish n ames as
many as possible in the exercises book.
2
板书设计：
Section A
(1a-2d)
Drills
:
1.
—
Can you sing?
—
Yes, I ca n./No, I ca n't.
2.
2b: 1. chess, chess 2. En
glish; En glish 3. sing, dan ce, music
4.
①
What club
does Bob joi n?
②
What club does Jane join?
5.
want to do sth
They want to
have some rice and vegetables.
第二课时
Section A
(Grammar Focus-3c)
一、
教学目标：
1.
语言知识目标：
1
< br>）
继续练习运用情态动词
can
。学会询问和谈论彼此的能力和特长。
①
—
Can
you play the guitar?
—
Yes, I can./ No, I can't.
②
—
What can you do?
—
I can dan ce.
③
—
What club do you want to
join?
—
I want to
join the chess club.
能掌握以下句型
:
2.
情感态度价值观目标：
该部分学习询问或谈论自己或对方在某一方面的能力和特长，
体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。
二、
教学重难点
可以培养学生的一种群
1.
教学重点：
1
）
让学生重点总结、发现情态动词
can
的用法。
2
）
通过一
些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。
2.
教学难点：
1
）
情态动
词
can
的用法；
2
）
在实际
交际活动中运用
can
来询问与表达自己或他人的能力。
三、
教学过程
I
. Warming- up and revision
1.
Ask some Ss about their
abilities.
T: Hi, S1! What can you do?
S1: I can sing and dance?
T:
Can you play the guitar?
3
S1: Sorry, I
can't. But I can play chess.
T: What
club do you want to join?
S1: I want to
join the chess club.
2.
Role-play.
Let some pairs
role play the conversation in 2c.
n
. Grammar Focus.
1.
阅读指导：
2.
学生阅读
Grammar
Focus
中的句子，然后做填空练习。
① 你会游泳吗？
_____
you
_____
?
②
是的，我会。
/
不，我不会。
Yes, ___
______
.
/ No, I
_______
.
…
（
其余试题见课件部分
）
3.
学生们完成填空试题后，
可以打开课本检查答案，
对错误的句子，
单独进行强化记忆。
川
.Try to
Find
老师将情态动词的
can
的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发<
/p>
现其用法。
1.
可以看出，在
Can
…
？
句型中，情态动词
c
an
没有
_______________
和
________
的变化。
2.
用情态动词
can
来询问他人的能力可以归纳为以下句型：
Can + ______ +
__________
+
其他
?
肯定回答：
____________________
否定回答：
_
___________________________
_
What + can +
_
_______
+
_______
?
学生们合作学习讨论上面学案的答案，总结情态动词
老师找部分学生对上述问题作答，并一起讨论总结情态动词
can
的用法。
can
的用法。
can
及所给的第一
but
及
IV
. Practice
1.
Look at
3a.
告诉学生们用所给的词汇来造句子。首先，用情态动词
个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词
第二个词组造一个肯定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't,
but he can speak Chinese.
Ss try to
make sentences using the phrases in 2~5. They can
discuss with their partners.
Then let
some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school
is going to have a School Show next week. What can
you
do? You can show your talent in it.
In order to let all the students know about it. We
have to
write a poster. Now, read the
poster below and try to complete the poster with
the words in
the box.
方法指导：应
通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的
词语进行推敲。比
如，第三空格后有
guitar
一词，可知些空格应填
play
—词。其他类
似。
学生们，按老师指导的方法进行
阅读，并逐句推敲每空应填什么词，在实际的运用提
高自己的阅读能力、
4
分析能力及综合运用能力。
最后，教
师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
V.
Group work
1. What can your group do in the school
show? Make a list, the n report to your
classmates.
2.
First, work
in group ask and an swer about what you can do?
e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1:
Great! What about you S3?
S3: I can
sing very well.
3.
The n
make a list together.
4. Every one in
your group must write a report. Then select one
stude nt to report what your
group can
do. e.g.
In my group, Li Ming can do
kong fu. Zhang Li can sing very well. Ma Shua ng
can dance
well
…
（
最后，可以经学生们评议来推举最有能力的小组）
W
. Exercises
1. If time is eno ugh, do some more
exercises on big scree n.
Homework
1.
Read the senten ces in
Grammar Focus.
2.
Write a
report about what your family members can do.
板书设计
____________
__________________________________________________
_____
Secti on A Grammar Focus-3c
1. Can you do sth.? Yes, I can. No, I
can't.
2.
Can she/he do
sth.? Yes, he/she can. No, she/he can't.
3.
What can you/he/she do?
I/He/She can do
…
3a: 2. Can Mike play basketball? No, he
can't. But he can play tennis.
3.
Can Jane and Jill dan ce? No, they
can't. But they can sing.
4.
Can Grace play soccer? No, she can't.
But she can play volleyball.
5.
Can Bill write stories? No, he can't.
But he can tell stories.
3b: sing, dan
ce; play; tell
第三课时
Section B 1a-2c
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
drum,
play the drum, piano, play the piano, violin, play
the violin, also, people, help (sb)
with sth, center, home, today, be good
with, make, make friends, weekend, on
5
weekends/on the weekend, teach,
musician
2)
能掌握以下句型：
①
一
Can
you play the piano? No, I can't. / Yes, I can.
②
be good with
…
③
help
…
with
…
2.
情感态度价值观目标：
学习询问或谈
论自己或对方在某一方面的能力和特长，可以培养学生的社会责任
意
识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识，以及社会责
任意识。
二、教学重难点
1.
教学重点：
1)
能过听力训练来提高学生们听说能力。
2)
进行阅读训练，通过阅读简短的文章来学习语言知识，提
高综合运用能力。
2.
教学难点
1.
听力训练
2.
阅读
2b
部分的短文并完成相关要求。
三、教学过程
I
. Warming- up and revision
1.
Daily greeting.
2.
Check the homework. Let
some Ss report what his/her family members can do.
n
. Presentation
1.
T: Show some really
instruments like violin, drums. Then play some of
them. Tell Ss I
can play the drums, I
can play the violin, I can play the violin
piano, I can play the piano, I can play
the drums
川
.Game (Talent
show)
…
…
Ss: Do after
the teacher, Act as he/she are playing an
instrument. The say: I can play the
1.
Act and show your classmates your
talent.
T: Please stand in front of
your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and
dance.
S2: (play the drum) I can play
the drum.
S3:
…
2.
Ask as many students as
possible to say their abilities.
IV
. Liste ning
1.
Tell the Ss that they will listen to some sounds
of the instruments. Listen and number the
words [1-4] in the order of the sounds
you hear in 1a.
2.
Play the
recording again and check the answers.
3.
T: Now let's work on 1c.
First, let one student read the words and phrases
aloud.
Then listen to the tape and
circle the words and phrase you hear.
4.
Ss listen to the tape and
circle the words and phrases they hear.
5.
Check the answers:
6.
T: Now please look at the
chart in 1e. What can Bill, Cindy and Frank do?
What can't they
6
do? You'll
listen to the tape again. Then try to fill in the
blanks.
听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。
因此在听的时
候，应重点将人物及
动
作这两个方面的听清，其他作为非重点内容。
7.
Ss listen to the recording carefully
and try to fill in the blanks.
8.
Check the answers with the class.
V.
Group work
1.
Work in groups. Take turn
to talk about what Bill, Cindy and Frank can and
can't do.
S1: Bill can play the guitar,
but he can't sing.
S2: Cindy can sing
and play the drum, but he can't play the piano.
S3: Frank can play the piano, but he
can't sing or dance.
S4:
…
2.
Teacher can walk around
the classroom, and give some help to the Ss.
W
.
Readi ng
1.
T: Let's meet three new
friends, Peter, Aland and Ma Huan. What can they
d
？
oNow read
the
descriptions and underline what they can do.
2. Let some Ss read aloud what Peter
can do. Then let another Ss read aloud what Cindy
and
Frank can do.
3.
Let Ss work in pairs to ask and answer
about what they can do.
S1: What can
Peter do?
S2: He can speak English and
play soccer.
S2: What can Alan do?
S1: He can play ping-pong.
VD
. Readi ng
1.
T: Now We'll read three ads. What's the
main idea of the each ad? What's each ad's title?
Now let's read the three ads and select
a title for each ad.
2.
方法指导
：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容，通过读
广告来总结出它们的
主要内容，并确定一个最为贴切的题目。
综合广告内容与三个
题
目，看每个题目与广告的内容是否最为
贴切。
3.
Ss read carefully and try
to select a title for each ad.
4.
Check the answers with the class.
Vffl
. Read ing
1.
T: Suppose Peter, Ala n and Ma Huan want to help
to do someth ing after school. Which ad
is right him/her? Now read the
descripti ons in 2a and the ads in 2b aga in.
Select a right ad
for each pers on.
2.
方法指导：首先，再次明确每个能做的事情，以及他
/
她喜欢做的事情；然后，看每
则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做出一个最佳
选择。
3. Ss
read the descripti ons in 2a and the ads in 2b aga
in. Try to select a right ad for each pers
on. They can talk about the an swers in
their groups.
4.
Check the
an swers with the class.
Homework
7
1. Remember the new words and phrase
after class.
2.
Try to
retell what Peter, Alan and Ma Huan can do after
class.
板书设计：
Section B 1a-2c
1. play the
violi n, play the drums, play the pia no
（
提示：在音器前必须加定冠词
the;
< br>而在棋类、球类前则不须加
the
；
play
chess;
play basketball, play
volleyball
）
2.
2b: A; C; B
3.
2c: Peter---2; Alan---1; Ma Huan---3
4.
Expla nati on:
help sb. with sth. = help sb. do sth.
be good with ...
also
与
too also
用于句子中间；而
too
常用于句子末尾
on the weeke nd = on weeke nds
第四课时
Section B
3a-Self Check
一、教学目标：
1.
语言知识目标：
1
）
复
习询问或谈论自己或对方在某一方面的能力和特长
，
讨论参加某一个俱乐部
2
）
能够综
合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有的能力
及特长；
3
）
总
结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。
2.
情感态度价值观目标：
1)
能了解自己的一些特长，并运用自己的一技之长为他人或
社会做一些有益的事情。
2
)
不断学习一些新的特长与技能来完善、充实自己。为将来走向社会成为一名有用的
人材打下基础。
二、教学重难点
1.
教学重点：
1)
< br>能运用自己所学的相关语言知识，借助一些提示材料来描述自己所熟悉的人物的能
力。
2
)<
/p>
能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的广告。
2.
教学难点：
能运用自己所学的相关英语语言知识，
模仿所学过的相关材料来描述自己所熟悉的人
物的能力或制作简
单的广告。
8
三、教学过程
I
. Warming- up and revision
1.
Have a dictation of the
new words and expressions.
2.
Let some Ss retell what Peter, Alan and
Ma Huan can do.
3.
Let some
Ss to read the three ads again.
n
. Presentation
1. Show some
pictures of the famous musician. For example, Liu
Huan; Ask Ss questions like
this:
T: Who's he? Ss: He's Liu Huan.
T: What does he do? Ss: (Help Ss to
answer) He's a famous musician.
Write
the words musician on the Bb.
music
音乐—
musician
音乐家
拓展：
teach
教—
teacher
老师
< br>
川
.Practice
1.
T: Next week we'll have a music
festival. So we need some musicians to help with
the
music festival. I wrote an ad for
help, but some of the words are missed. Please
read the
ad again and try to fill in
the blanks with the words in the box.
2.
阅读指导：首先，应通读全文，理解全文的大意；认真读
每一句话，在理解句子意思
的基础上，分析空格
所缺词汇的意思；然后分析空格上下文的意思或上下文的单词来
确定空格中的词汇的词性；最后，在综合
理解的基础上确定每个空格处的词
汇。
3.
Ss read the
passage then fill in the blanks with the words in
the box.
4.
Check the
answers.
IV
. Writing
1. Do you want to make poster in
English by yourself? Now work with your group
members,
think of an even at our
school. Then try to make a poster by yourselves.
The events may be
the music club, the
Sports Day; the art festival and so on
2.
Ss work in groups. First
think of an event at the school. Then try to make
the poster.
3.
写作指导：
首先，应确定与该做事项
所须的相关能力；可以用借鉴
2b
或
3
a
中的广告的样子来写
9
其次，为了使语气显得较为委婉，
可以用一些一般疑问句来询问应聘者的能力，
比如
:
Can you swim? Can you
??最后，一定记住将本次活动的联系方式写清楚。
4. Teacher walks around the classroom.
Give any help Ss may n eed. Ask one the stude nts
in
each group to read aloud their ads
to their class. Let other stude nts in other
groups give
some advice on the ads.
5.
Decide which ad is the
best.
V
. Self Check 1
1.
让学生们在小组内讨论这些分类的能力活动；
整理记录。
每个小组成员积极发言，由小组长负责
2.
让某个小组的小组长说出他们小组整理的答案，再由其他
小组成员进行补充；最后，
将一份完整的能力活
动分类总结表写在黑板上让同学们进行借鉴与补充。
3.
Give Ss a few minu tes to
remember the abilities.
距
.Self Check 2
1.
Tell Ss what they should do. You can add as many
words as you can to make phrases. Give
Ss an example: play the drum, play the
piano, play the violin, play the guitar; play
chess, play
volleyball
…
2. Ss work in
groups. Try to make as many phrases as they can.
They should write down their
phrases on
their no tebook.
3.
Let some
Ss read their phrases. Let other stude nts add
more phrases.
VD. Self check 3
1. Now you can write somethi ng you
like. e.g. What can you do? What can't you do?
What
about your family members, your
friends, your can write at least five senten
ces.
First I'll give a
model:
I can speak English. I can play
chess. I can play basketball. But I can't play the
piano. I can't
play the violin. My
sister can play the violin. She can play the
guitar, too.
2.
Ss write
about someth ing by themselves.
3.
Let some Ss read their senten ces to
the class.
Homework
1.
Review Section B.
2.
Write a
short passage about your uncle or your aunt. What
he/she can do? What she/he can't
do.
板书设计：
Sectio n B
3a-Self Check
3a: music, dance, play,
guitar, can, call
3b: Eve nts: school
music club; school soccer club; school En glish
club, Art Festival; Sports
Day
Self Check 1: play the guitar; play the
piano; play the violin; speak Chinese, speak Fren
ch,
speak Japa nese; run, play soccer,
play basketball, play volleyb play
ll,
其次，为了使语气显得较为
委婉，可以用一些一般疑问句来询问应聘者的能力，
tennis
…
;write
stories, help mum cook, wash the
clothes
比如
:
Unit 2 What
time do you go to school?
第一课时
Section A
(1a-2d)
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
up, get up, dress, get dressed, brush,
tooth (pl. teeth) brush teeth, shower, take a
shower,
usually, forty, fifty, wow,
never, early, job, work, station, radio station,
o'clock, funny, exercise
能掌握以下句型：
①
②
③
—
What time do you usually
get up?
—
I
usually get up at six thirty.
—
When do you go
to work?
—
I usually go to
work at eleven o'clock.
—
He has an interesting job.
—
He works at a radio
station.
2)
用
when
和
what time
引导的特殊疑问句询问时间和时间的表达法；用所学的目标语
言对生活和学习活
动做计划，学会合理地安排作息时间。
2.
情感态度价值观目标：
本部分的话题是
“日常作息时间
”，学习内容贴近学生的生活，因为学生的作息时间安
排是非常有规律
的。通过互相询问或谈论自己或对方的作息时间安排和
活动计划，可
以培养学生良好的作息习惯和守时习
惯。
二、教学重难点
1.
教学重点：
1)
掌握时间的简单表达方式。
2)
学习询问和谈论时间和制订作息时间表。
2.
教学难点：
when
和
what time
引导的特殊疑问句和时间的表达法。
三、教学过程
I
. Warming-up and revision
1.
Greet the Ss as usual.
2.
Watch a short video program about daily
activities.
n
. Presentation
1.
出示几幅反映日常事务
(
如：起床、上学、跑步等
)
的图画、幻灯片或播放课件，引导
学生谈论这些日常
12
事务
go to school, get up, run
,
take a showe
,
eat
breakfast
等，学
习有关的动词短语。
学生们观看教师出示的反映日常事务
（
如：起床、上学、跑步等
）
的图画、幻灯片或课
件，谈论这些日常事务
go to
school
,
get up
,
run
,
take a
shower, eat breakfast
等，
学习有关的
动词短语。
2.
出示
la
部分的图片或幻灯片或播放该内容的课件
,
引导学生将词语与图画进行搭配。
学
生们观看
1a
部
分的图片或幻灯片或该
内容的课件，将词语与图画进行搭配，完成
la
部分的学习任务。
川
.Presentation
1.
出示一个可以转动时／分针的大钟
,
一
边调整时间
,
一边询问学生时间
“
What time is it?
。”
学生们在老师的帮助下回答时间：
It's six o'clock. It's seve n twen ty.
（给学生们解释在英语中时间的简单的表达方式）
…
2.
调
整时钟到某个时间
,
然后说：
I get up at
6
：
00
．
I go to school at 6
：
< br>45
．等；再询问
学生：
What time do you get
up?
等，引导学生回答，从而引出本部分的重点目标句型。
学生们一边观看大钟，一边认真听老师的描述，然后回答老师的问题
I get up at
，?从
而学习本部分的
重点目标句型。
IV.
Liste ning
1.
播放
1b
部分的录音让学生听，引导学生根据所听到的内容，将时
间与活动进行搭配。
2.
学生们听
1b
部分的录音，根据所听到的内容，将时间与活动进行搭配，
完成
1b
部分
的学习任务。
3.
Check the answers:
V.
Pair work
1?
弓
I
导学生展开<
/p>
Pairwork
活动，进行口语交际活动，学会运用
what
time
引导的疑
问句，用数词来询问
和表达时间。
2.
学生们展开活动，完成
1c
部分口语交际的学习任务，学会运用
what
time
引导的疑问
句，用数词来询问
和表达时间。
W
. Liste ning
1.
让学生们先阅读
2a
部分的句子，理解
大意。然后
播放
2a
部分的录音让学生听，引
导学生根据对话内容进行填空。
（<
/p>
注意提醒学生们听对话填空的技巧：先听、记住应填的内容，做简单的（符号）记
录，最后，在听第二遍的时候再进行单词的书写。
）
2.
再
播放
2a
部分的对话录音让学生听，引导学生写出
Jim
一家人的淋浴计划
（
时间
）
。
13
3.
学生们再听
2a
部分的对话录音，写出
Jim
—家人的淋浴计划，完
成
2b
部分的教学任
务。
4.
Check the answers:
VD
. Pair work
引导学
生展开
Pairwork
活动，完成
2
c
部分口语交际的教学任务。
提示学
生们可以就
1a
部分的日常活动来进行问答。
< br>e.g.
T: S1, what time do
you usually get up in the morning?
S1:
I usually get up at six thirty.
T: And
what time do you eat breakfast?
S1: I
usually eat breakfast at seven o'clock.
Vffl
. Role-play
1. Ask Ss to read the conversation in
2c. Then answer the questions below:
①
Where does
Scott work?
②
What time is his radio show?
③
What time does
he usually get up?
④
What time does he eat breakfast?
⑤
What time does
he usually go to work?
2.
学生们阅读对话，
然后回答上述问题。
老师让几位同学回答上述问题，
然后和同学们
一起校对一下答
案。看学生们的掌握情况。应对话中学生们不明白的地方给予适当
的解释。
3. Play the
recording for the Ss to listen and repeat. Then
let Ss work in pairs to practice reading
the conversation. Then try to act it
out.
4. Ask some pairs to come to the
front and act out the conversation. See which
group does best.
Homework:
1.
Remember the new words
and expressions. Try to understand how to express
time in
English.
2.
Role-play the conversation with a
partner after class.
3.
Write three short con versati ons to
ask about your best frie nd's daily activities.
板书设计：
Section A
(1a-2d)
Drills
:
Sectio n A (Grammar Focus-3c)
1.
—
What time do you usually get up?
—
I usually get
up at six thirty?
14
2.
—
What time does Scott eat
breakfast?
——
He eats
breakfast at nine.
3.
—
When do you
usually go to work?
—
I usually go to work at eight.
2a: two; two, one
2c: 5:50;
6:15; 6:30; 6:45
2d:
①
At a radio stati on.
②
From 12 at ni ght to 6 in the morni ng.
③
At 8:30.
④
At nine.
⑤
At
Eleve n.
第二课时
Section A (Grammar Focus-3c)
一、教学目标：
1.
语言知识目标：
1
< br>）
继续学习运用
when
和
what
time
引导的特殊疑问句询问时间、运用数词表达不同
的时间，通过对
目标语言的学习使学生学会更合理地安排自己的学习
和课活动时
间。
能掌握以下句型：
①
②
—
What time do you usually
get up?
—
I
usually get up at six thirty.
—
When do you go to work?
—
I usually go to work at
eleve n o'clock.
—
He's n ever late for school.
③
—
When does Rick eat
breakfast?
—
He
eats breakfast at seve n o'clock.
④
—
Whe
n do your friends exercise?
—
They usually
exercise on weeke nds.
2.
情感态度价值观目标：
通过对该部分
内容的学习，让学生们学会用频率副词谈论自己日常生活及日常作息
< br>习惯；学会更合理地
安排自己的学习和课外活动时间；能够运用所学知识对某一活
动进行合理安排，并培养学生良好的作息
习惯和守时习惯。
二、教学重难点
1.
教学重点：
1)
总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。
2)
通过不同形式的练习方式来训练及熟练运用用频率副词谈
论自己日常生活及日常
作息习惯。
2.
教学难点：
1)
总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。
2)
用频率副词来造句，表达日常作息习惯。
15
三、教学过程
I
. Warming- up and revision
1.
Greet the Ss and check
the home.
2.
Let some pairs
role-play the conversation in 2d.
n
. Grammar Focus.
1.
< br>下面是对用频率副词谈论自己日常生活及日常作息习惯的句型进行了总结。
同学们阅
读
Grammar
Focus
中的句子，然后做填空练习。
①
_
___
___________________________________________
你通常几点起床？
②
_
___
___________________________________________
我通常六点半起床。
③
_
___
_________________________________________
他们几点穿好衣服？
④他们总是七点半穿好。
_____________________________
⑤
_
_________________________________________
______
里克在几点钟吃早饭？
2.
Ss finish off
the sentences by themselves, then check the
answers by themselves.
3.
Give Ss about some time to remember the
sentences.
4.
语法探究：
Let Ss read
the sentences on the big screen. Try to find the
answers to the question. And try
to
learn about the grammar knowledge.
①
可以看出，询问做某事的时间时，可以用
_____________________
和
________
两个疑
问词来询问。
②
询问某人做某事的时间可以归纳为以下句型：
_______ + does +
___________
主语
+
动词短语
?
或
______
+ does +
_________
< br>主语
+
动词短语？
________
+
do +
__________
主语
+
动词短语？
或
________
+
do +
______________
主语
+
动词短语
?
③
在答语中
always, usually,
never
频率词等放在主语与谓语动词之间。
5.
Check the an swers with
the Ss.
川
.Practice
1. Look at 3a. Tell Ss to write
questions or answers with always, usually, or
never.
2.
指导：
always, usually or
never
等副词在句子中的位置一般是在主语后面，
16
行为动词前
面。要根据问句的内容确定答语的内容；或者根据答语的内容
来确定问句的内容，
特别是注意问句或答语的人称或数。比如：第一个问句所为
<
/p>
you
,
因此回答应用第一
人称
“
I
”
;
I usualletgup at six thirty on school
days.
其他与之相类似。
IV
. Writing
1.
Look at 3b. Write somethi ng you always do, someth
ing you usually do and somethi ng your
n ever do.
2.
Ss
work by themselves. Try to write dow n their own
senten ces.
3.
Let Ss excha
nge their senten ces with their part ners. Check
each other's an swers.
4.
Let some Ss read their senten ces aloud
to their classmates.
V
.In
terview
1. Look at the box below. Ask a
stude nt read aloud the phrases. Now, in terview
three of
your classmates. Find out what
time they do these activities. Then give a report
to the class.
Jenny
get up
exercise
eat dinner
take a
shower
7:00
S2
S3
8:00
6:30
9:00
go to school
7:30
2. First, ask and an
swer your frie nd:
You:
What time do you usually get up?
Jenny:
I usually get up at 7:00.
You: What
time do you exercise?
Jenny: I usually
exercise at eight.
You: What time do
you usually eat dinner?
17
Jenny: I usually eat dinner at 6:30.
You: When do you usually take a shower?
Jenny: I usually take a shower at 9:00.
3.
Then write a report in
your exercise book:
（
提示：让学生们
一定要注意正确运用动词的第三人称单数形式。
）
In our group,
Jenny usually gets up late on weeke nds. She gets
up at seve n o
always exercises at
eight o
'
clock. She usually
eats dinner at six thirtya llytakusua
shower at nine o
'
clock. She usually goes to school at
seven thirty on school days.
4.
Let some Ss read their report to the
class.
W
. Exercises
If time is eno ugh, let Ss do more
exercises on the big scree n.
Homework
1.
Read the senten ces in
Grammar Focus.
2.
Ask your
family member about their daily arrangement. Then
write a report.
板书设计
Secti on A Grammar Focus-3c
3a: 1. I usually get up at 6:30 on
schooldays. 2. What time does Rick get up?
3.
I usually have breakfast
at 7:00.
4. What time does Anna eat
breakfast?
5.
He always go
to school at 7:40.
3b:
always: I always get dressed at 6:40.
usually: My brother usually take shower
at 9:00.
n ever: My sister n ever late
for school.
3c. In our group, J enny
usually gets up late on weeke nds. She gets up at
seve n o
She always exercises at eight
o
'
clock. She usually eats
dinner at sihehusually
takes a shower
at nine o
Shdockially goes to school at
seve n thirty on school days,
18
clc
'
第三课时
Section B
1a-2c
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
half,
past, quarter, homework, run, walk, clean,
quickly, either, either lots of, taste
2)
能掌握以下句型：
①
—
When does Tom usually get up?
—
He usually gets
up at half past five.
②
I either watch TV or play computer
games.
③
It
tastes good.
…
or
2.
情感态度价值观目标：
本部分的学习内容仍是对
“日常作息时间
”的询问和表达，学习内容贴近学生的生活。
通过互相询问和
谈论自己或对方的作息时间安排和活动计划，
< br>
可以培养学生良好的作
息习惯和守时习惯。
二、教学重难点
1.
教学重点：
1)
让学生们掌握另外两种表达时间的方式。
2)
掌握运用本节课所学习的一些日常活动的表达方式。
3)
通过听、说、读的训练来提高学生们综合运用英语的能力。
2.
教学难点
1
)
能听懂学习到的日常活动的时间按排。
2
)
通过阅读短文，综合学习运用本
单元所学习的句型句式，提高学生们的综合英
语水平。
三、教学过程
I
. Warming- up and revision
1.
Greet the Ss as usual.
2.
Check the homework. Let
some Ss report their family member's daily
activities.
n
. Presentation
出示一个可以转动时／分针的大钟，一边调整时间，一边询问学生时间
< br>
“
What time
is it?
。
Ss: It's six o'clock. It's seve n twen
ty.
帮助学生们用
past
和
to
来回答时间：
…
It's twenty
past six.
19
(1)
数字表达法：按照时间的顺序，用数词先说
“时”，再说“分”。如：
six
thirty
六点半；
seven
fifteen
七点十五分；
nine fifty-five
九点五十五分。
⑵
文字表达法：先说
分”再说
时”中间加介词
past(
半点或半点以内，表示
超过”、
to(
半点以上，表示
差”。女口：
ten past
five
五点十分；
。
quarter
past seven
七点一刻；
half past nine
九点半；
a quarter to
twelve
十二点差一刻，即
^
一点四十五分。
川
.Matching
1.
Work on 1a:
引导学生将用英语表达的时间与钟表
上用数字表达的时间一一配对。
学生们将两个不同形式的时间配对。
2.
然后，学生们将活动与时间
------
配
对，完成
1a
部分的教学任务。
IV.
Pairwork
1.
弓
I
导学生进行
Pairwork
活动，就
1a
所学的内容进行问答练习，运用所学的目标句型
：
—
When do students
usually eat dinner?
—
They
usually eat dinner at a quarter to seve n in the
eve ning
等。
学生们进行
Pairwork
活动，就
1a
所学的内容进行问答练习，运用所学的目标句型来
< br>完成
1b
部分的教
学任务。
2.
Let some pairs
ask and answer aloud.
V.
Listening
1. Let Ss read the
activities in 1c first. If they have any problem,
they can put up their hands and
ask for
help. Then tell Ss they will listen to the
recording and circle the activities they hear.
2.
播放
2a
部分的录音，弓导学生一边听录音，一边圈出所听到的表
示活动的词汇。学
生们听
2a
部分的录音，一边听录音，一边圈出所听到的表示活动的词汇，完成
分中的学习任务。
2a
部
3.
Check the answers with the class.
W
. Liste ning
1.
T: Now let's listen to the recording
again. Write the time next to the activities you
circled
in 1c.
2.
再播放
2a
部分的录音，引导学生根据所听到的内容写出活动所发生的时间。学生们
再听
2a
部分的录
音，根
据所听到的内容写出活动所发生的时间，
习任务。
完成
2b
部分中的学
3.
方法指导：第一遍只听不写，第二遍边听，边写时间。一定要将活动的内容听准确。
20
4.
Check the
answers:
VD
. Talki ng
1.
T: In our lives, some
activities are healthy, but other activities are
unhealthy. For example:
Take a walk
after dinner; Exercise every morning. Go to bed
early and get up early.
2.
Brainstorm
Let's work in
groups. Talk about what activities are healthy.
What activities are unhealthy.
Make a
list on a piece of paper. Then report your list to
the class.
3.
Check the
activities in 2a you think are healthy.
Vffl
. Read ing
1.
Fast reading.
Tell Ss that
Tony and Mary are brother and sister. They have
healthy and unhealthy habits.
Who is
healthier?
Please read through the
passage quickly and try to find the answer to this
question.
Who is healthier
(
更健康
)?
Ss read the passage quickly and try to
find the answer to the two questions.
(
I think Mary is healthier. )
2.
Careful reading
Ss read the
passage again and circle the healthy activities in
the passage.
学生们认真阅读短文，将自己认为是健康的活动下面划线。
3.
Let some Ss read out the
healthy activities. Check the answers with the
class.
IX
. Readi ng
Tell the students to read the passage
again and write down the unhealthy habits of each
person.
Then think of healthy
activities for them.
阅读指导：
1)
认真阅读短文，找出那些不太健康的生活习惯，并将它们
写在横线上。
2)
在小组中讨论一
下，为他们提出更健康的习惯。然后也写在横线上。
3)
Let some groups report their answers to
the class.
2.
综合学生们提出的意见，将最佳
答案写在黑板上，让学生们参考。
Homework
1.
Remember the new words
and expressi ons in the period.
2.
Ask Ss to make senten ces with the main
phrases in this period.
21
either
?
- or
…
;lots of; taste
…
;
板书设计：
Sectio n B
1a-2c
1.
①数字表达
6:30 (six thirty)
②
文字表达：
half past six; twenty past seven
(7:20)
a quarter to nine (9:45) twenty
to ten (9:40)
1c: 1. get up 5:30 2. run
6:00 3. eat breakfast: 7:00 4. go to school: 7:45
5.
go home 4:15 6. do
homework 5:30 7. eat dinner 7:15 8. go to bed 9:00
2b: Who is
healthier(
更
健康
)?
I think Mary
is healthier?
第四课时
Section B 3a-Self Check
、教学目标
:
1.
语言知识目标：
1
）
复习日常作息时间”的询问和表达，学习内容贴近学生的生活。
2
）
通过多
种形式的训练来训练学生们综合运用英语表达自己的或对方的作息时间安
排和活动计划。
2.
情感态度价值观目标：
让学生们学会
谈论自己的日常生活及作息习惯；学会更合理地安排自己的学习和课
< br>外活动时间，并能够
运用所学知识对某一活动进行合理安排。因此，给学生提供一
些实际活动的训练。可以有效地帮助学生
更好地学会制订作息计划。
二、教学重难点
1.
教学重点：
复习
时间的询问和表达法”以及它在具体事务中的运用。
2.
教学难点
:
复习运用
what time
和
when
引导的疑问句询问时间；运用数词表达时间。
三、教学过程
I
. Warming- up and revision
1.
Greet the Ss as usual.
22
2.
Check the homework.
3.
Revision
1)
Have a dictation of the new words and
expressions learned yesterday.
2)
Let some Ss read the passage aloud.
n
. Reading
1.
Tell Ss this is a daily routine of a Jack. He's a
student from Australia. But they're in wrong
numbers. Can you read these sentences
and make a story about Jack.
2.
方法指导：首先，应通读全部的句子，掌握每个句子的意思。可知他例举了他一天来
在不同的时间点上所
做的事情；因此，同学们们可以按时
间的先后，对这些活动来进
行排序；因为第一句话已给标出，
同学们
也可以从第一句话开始，顺藤摸瓜，一步一
步的将一天的活动串起来。可知第一句话的意思为
“我有一
个很好健康的生活习惯
”，
可知接一下来应当是
Jack
例举他的生活习惯；对比这些时间点可知，第一
< br>项应是从起
床“
get
up
开始。所以第二条应是
“
I usually get up early at
six
一句。其他的句子按时
间的先后，逐步地确定了。
3.
Check the answers: (2, 3, 5, 4, 6, 7,
1, 8, 9 )
川
.Writing
1.
T: Now Jack wants to make
friends with you. And he wants to know about your
daily
routine. Please write your own
routine and send an email to him.
2.
写作指导：首先，应在心中将自己日常的一些活动按时间的先后，列一清单。
然后，按时间的先后顺序一
个事情一个事情的写清楚
。最后，再通读一遍自己的短
文看有没有错误的地方。
3.
Ss make a list first they try to write
their own routine.
4.
Exchange their routines and check each
other's answers.
5.
Let some
Ss read their routines to the class as a model.
IV
. Self check 1
1.
Please look at the words
in the box below. First you should make phrases
with the words in
the
boxes.
23
2.
Make a model
for the Ss first. taste good
尝起来味道很美
3. Ss
work in groups and try to make phrases correctly.
Write down their phrases on a piece of
paper.
4.
Check
the an swers with the class.
5.
Now use the phrases to complete the
senten ces.
6.
指导：首先，应认真阅读每句
话，根据上下文的意思来确定空格处的意思。
然后，综合阅读
所有句子，
来确定出最佳的答案。
7.
学生们根据老师的指导方法，阅读每个句子，并找出最佳
的答案。
8.
Check the
an swers with the class.
V
.
Self Check 2
1. Now look at the
conversation below. Complete the conversations
with questions and an
swers. Use the
words in the brackets to help you.
2.
方法指导：
首先，学生们应通读一遍
短文，掌握短文的大体意思（可知是问答每天
日常生活时间按
排）；其次，还要根据句子的主语来确定谓语动词的数。
然后，根据
括号中的提示来进行提问
或回答。最后，再通读一遍自已编写的对话，看是否通顺恰
当。
3.
Ss work by themselves. Try to make
questions and answers with the words in the
brackets.
4.
Let some pairs
read their con versati on aloud to the class.
5.
Check the an swers
together.
Homework
1. Review
the new words and expressi ons in Sectio n B.
2.
Read the conv ersati on
in Self check 2. Make a new dialogue about your
gran dma.
板书设计：
Section B 3a-Self Check
Self
Check 1: taste good, clea n my room, have a good
job, get dressed, take a walk, brush
your teeth
1. taste good 2.
take a walk 3. brush your teeth 4. has a good job
5. get dressed 6. clea n
my room
Self Check 2:
1. When does
your mother usually get up?
She usually
gets up at 5: 45.
Why does she get up
so early?
Because she always makes
breakfast for me
2.
Whe n do
you usually go to school?
23
Unit 3 How do you get to
school?
第一课时
Section A (1a-2d)
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
train,
bus, subway, ride, bike, sixty, seventy, eighty,
ninety, hundred, far, minute, kilometer,
new, every, every day
2)
能掌握以下句型：
①
②
—
How do you get
to school?
—
How
does Mary get to school?
—
I
ride my bike.
—
She takes the
subway.
2.
Talk about how to
get to places
谈
(
论出行方式
)
take the bus /subway /train /taxi ,
ride a bike /walk .
3. how
引导的特殊疑问句，表示乘坐何种交通工具的方式。
how far, how long
引导的特
殊疑问句。
4.
复习基数词及时间的表示方法。
2.
情感态度价值观目标：
让学生感受到
他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语
课
和应付考试而学习
,
了解东西方国家出行方式的不同，
以及不同的交通规则
,
教育学生
注意交通安
全
,
加深对交通知识的了解。倡导自觉遵守交通法规及礼貌
人际关系。了解交通的发展，培养创新精神。
二、教学重难点
,
构建和谐的
1.
教学重点：
1)
how /how far /how long
引导的特殊疑问句
.
2)
乘坐交通工具的表示方法
.
3)
It takes / sb some time to do sth .
2.
教学难点：
—
How do you get to school?
—
How does Mary get to
school?
—
How long does it
take?
—
How far is it from
…
to
…
三、教学过程
—
I take the
…
/ride
…
/ walk
…
—
She
takes the subway.
—
It takes
forty minutes.
—
It's
< br>…
kilometers.
I
. Warming-up and Lead in
学生和老师进行简单的问候
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
按实际情况作答
S1: I
ride my bike.
25
S2: I go by bus.
S3: ...........
T: Very
good. You
'
re clever. Let
'
s learn Unit
4
之后板书：
A.
“
Unit 4 How do you get to
school?
”
n
. 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 scree
归纳出行方式和常用短语
.
Ask some questi ons about
how you get to ??
（
让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，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.
51
:
How does he / she go to school?
52
: He / She
.
.......
川
.1a
T: Look at
the picture on your book. Match the words with the
picture.
（
学生们完成
1a
的学习任务，然后校对答案
）
IV.
Liste ning
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.
W
. Liste ning
1. Revise the nu mbers, first, zero
~nine, n ext, ten~nin etee n, the n, twenty,
thirty, forty fi nally,
twe nty-one,
twen ty-two
…
Teach the new word
2.
Play the tape for the students to
finish 2a. Then play again and check the answers
VD
. Prese ntati on
Show a picture on the TV and explain
these are your home and school.
Teach:
home ---
s
chool How long 10
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.
26
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 minu tes by bus
Vffl
. Liste ning
1. Tell Ss the follow ing recordi ng 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 an swers.
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 an swers with
the class.
4.
Play the
recording for the Ss to listen and repeat.
5.
Ss read the con versati
on the n role-play the conv ersati on.
6.
Let some pairs act out
the conv ersati on.
Homework
1.
2.
Remember
the new words and expressi ons in this period.
Role-play the conv ersati on after
class.
板书设计：
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.
表达
几十”个位数字
+ty twenty, thirty,
表达
几十几”
一定要用连字符
twenty-five, sixty-
nine
hun dred
one hun dred,
two hun dred
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?
27
第二课时
Section A
(Grammar Focus-3c)
一、教学目标：
1.
语言知识目标：
1)
继续练习谈论出行方式
take the bus /subway /train /taxi, ride
a bike /walk .
2)
用不同方式练习
how
引导的特殊疑问句，
表示乘坐何种交通工具的方式。
how far, how long
引导的
特殊疑问句。
3)
复习基数词及时间的表示方法。
2.
情感态度价值观目标：
了解东西方国家出行方式的不同，
以及不同的交通规则
,
教育学生注意交通安全
,
加深
对交通知识的了
解。
倡导自觉遵守交通法规及礼貌
,
构建和谐的人际关系。
了解交通的
发展，培养创新精神。
二、教学重难点
1.
教学重点：
1) how /how
far /how long
引导的特殊疑问句
.
2)
乘坐交通工具的表示方法
.
3)
It takes sb some time to do sth .
2.
教学难点：
—
How do you get to school?
—
—
I take the
…
/ride
…
/
walk
How does Mary get to school?
—
How long does it take?
—
How far is it from
…
to
…
三、教学过程
—
She takes the subway.
—
It takes forty minutes.
—
It's
…
kilometers.
I
. Warming- up and revision
1.
Greet the Ss as usual.
Then check the homework.
2.
Go over the conversation in 2e.
n
. Grammar Focus.
1.
学生阅读
Grammar
Focus
中的句子，然后做填空练习
①
你如何到达学校？
_
______________________________
我骑自行车。
_________________________
②
她如何到达学校？
_
__________________________
她乘公共汽车。
_________________________
③
到达学校要花多长时间？
_
___________________________
大约花费
15
分钟。
________________________
④
从你有到学校有多远？
_
__________________________
仅约两公里。
_________________________________
⑤
简步行去上学吗？
_
______________________________
不，她骑自行车。
___________________________
⑥
他们乘公共汽车去上学吗？
_
_______________________
不，他们步行。
____________________________
2.
Ss check the answer with
their partners.
3.
Give Ss
six more minutes to try to remember the sentences.
川
.Practice
1.
Look at 3a. Tell Ss to match the
sentences with the answers.
28
2.
方法指导：
< br>首先，应重点读左面的五个疑问句，分清它们是特殊疑问句还是一般疑
问句；其次，要明确
特殊疑问词的用法：
how
是对出行方式提问；
how long
是对行程
所用的时间提问；
how far
是对距
离提问。然后，再读答语。依次给每个问句找到正
确的答语。
3.
学生们按教师说的方法，认真阅读找答语，提高阅读理解的能力。
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.
方法指导：
首先，应分清它们是特殊
疑问句还是一般疑问句，看所给的词汇，如果
含有特殊疑问词
应是
特殊疑问句，如果没有则应是一般疑问句；其次，要明确特殊
疑问词的句式结构：特殊疑问词
+
一般疑
问句。然后，再根据自己的
实际情况，回
答这些问题。最后，再通读一遍自己造的问句与
答语，确保没
有语法上的错误。
3.
学生们按教师说的方法，分析每句话中所给的提示词，并造成一个正确的问句，然后
给出一个合理的答
语。
4.
Check the answers with
the partners.
For example:
How do you get to school? I take a bus
to school.
V
. Game (Fi nd
some one 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：对部分能力的较差的学生，可以给他们下列问题提示：
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.
看谁能最先完成调查，并找到与表格中数据相一致的同学。
W
. 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?
板书设计
Section A
Grammar Focus-3c
、
1. How
（
出行方式
）
2.
How long
（
行程时间
）
3. How far
（
距离
）
29
、
3a: 1. c 2. e 3. d 4. a 5.
b
、
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 frie nds ride
their bikes to school?
第三课时
Section B 1a-2c
一、
教学目标：
1.
语言知识目标：
1
）
能掌握以下单词：
drive,
live, stop, think of, cross, river, many, village,
villager, between, between -
and
?…
,
bridge,
boat, ropeway, year, afraid, like, dream, come
true
2
）
表达采用怎样的交通方式去某地：
Well, I ride my bike to the subway
statio n.
Then I take the subway.
3
）
阅读短文，获取相关信息的能力。
2.
情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则
，
教育学生注意交通安全
，
加深
对交通知识的了
解。倡导自觉遵守交通法规及礼貌
，
构建和谐的人际关系。了解交通的
发展，培养创新精神。
二、
教学重难点
1.
教学重点：
1
）
通过进
行听、说的训练，来提高学生们综合运用所学知识的能力。
2
）
通过读
、写的训练，来让学生们能真正在实际活动中运用所学的知识。
2.
教学难点
三、
教学过程
听力训练与阅读训练
I
. Warming- up and revision
1.
Greet Ss as usual.
2.
Check the homework.
n
. Presentation
1.
我们来认识几个新单词。
I' ll show you some pictures on the
screen. Let' s learn some new
words.
（在屏幕上展示
p16
页的图片）
2.
Ss read and try to
remember the new words and expressions.
30
川
.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.
距
.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
…
The n he
…
Fin ally
…
2.
Ss work with their
partners. Try to say how Bob get to his
grandparent's home.
3.
Check
the answers:
VD
. 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.
Vffl
. Read ing
1.
Fast reading
31
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 readi ng
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?
阅读指导：首先，读这四个问题，记住这四个问题。其次，带着
问题去仔细读短文，
并在短文中寻找相关
问题的回答依据。然后，根据相关依据，写出问题的答案。
Ss read the passage again and try to
find the answers to the questions.
Check the an swers with the class.
IX. Readi ng
1.
Let's work on 2c. Let's read the
passage aga in and complete the senten ces with
the
words from the passage.
2.
阅读指导：
1
）
首先，
阅读这个五个句子，掌握句子的意思，大体确定空格处所缺单词的词性，是
形容词、名词还是
动词等。
2
）
其次，
带着这五个句子，在短文去寻找与这五个句子相关的依据。在相关的句子中
寻找空格处所缺的单词。比如：第一句应是在短文中的第五句中
“
But for the
students
in a village in
Yunnan, it is difficult.
”，可知本空格处应为
difficult
一词。其他几个也按
这样的
方法来做。
3
）
最后，再读一遍这些句子，看有不有不恰当的地方。
3.
Check the answers:
difficult, big, quickly, afraid, true
Homework
1. Remember the new
words and expressi ons in this period.
2.
Ask Ss try to retell the
passage after class.
板书设计：
Sectio n B 1a-2c
1. bus stop
站点
）
, bus station
（综合车站）
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 thi nk so.
Let more people know about it. An cl
let more people help them build the
bridge.
第四课时
Section B
3a-Self Check
一、教学目标：
1.
语言知识目标：
1
）
复习及综合运用如何表达出行方式。
2
）
能正确运用
take +
出行方式；<
/p>
ride
…及
by
… 来表达自己的出行方式。
3
）
能用所学的方式来描述自己或他的出行方式。
2.
情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则
,
教育学生注意交通安全
,
加
深对交通知识的了解。倡导自觉遵守交通法规及礼貌
通的发展，培养创新精神。
二、教学重难点
,
构建和谐的人际关系。了解交
1.
教学重点：
1
）
能恰当运用
take +
出行方式；<
/p>
ride
…及
by
… 来表达出行方式
2
）
练习运用所学的知识来表达某人的出行方式。
2.
教学难点：
如何运用所学的知识来正确表达某人的出行方式。
三、教学过程
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.
n
. 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/tra
in/subway
…
让学生们理解这几个词组的用法。
2.
Make some sentences using
these phrases.
3.
Give some
examples of the sentences.
川
. Reading
1.
Read the e-mail from your pen pal Tom in the US.
Fill in the blanks with the words in the box.
阅读指导：首先，明白方框里单词的意思；
其次，阅读这封
e-mail
了解大意；
然后，认真读每一个句子
，根据
上下文及空格前后的关键词来确定空格处的
意思。并确定应哪一个单词填空。
最
后，再通读一遍短
文，看短文是否通顺恰当。
2.
学生们按老师所指导的方法，认真阅读短文，并用正确的
单词填空。
3.
Check
the answers.
IV
. Writ ing
In this task, it's our tur n to write
an e-mail to Tom and tell him how you get to
school.
1. First, let's look at these
questi ons below:
（
Let one
student read the questions aloud. Make sure all
the students know the meaning of the
questi on s.
）
34
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 sen ten ces you
wrote.
4.
Check the e-mails
with your part ners.
5.
Let
some Ss read their e-mail to the class as a model.
V
. Self Check 1
1. We've lear ned many ways of tran
sportati ons. 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 expressi ons 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 an
swers. Let other stude nts add more phrases.
Note: by +
出行方式（不加
the
）
;
take
（
ride
）
+ a
（
the
）出行方
式
距
.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.
写作提示：根据表格提示，应有三种类型的问题：出行方
式（
How
）
;
距离（
How
far
）
;
所用的时间（
How long
）
;
对每个人都问这三个问题一次。
回答。
例
^
口：一
How does Tony get to school from home?
—
He gets to school by bike.
然后根据表格中的提示来
3.
同学们根据老师的指导进行问答。将问题与答案写在练习本。然后在小内交换检查。
Homework
1. Review
all the dialogues and passages in Secti on B.
2.
Write a short e-mail to
your pen friend to tell your ways to get to
school.
板书设计：
Sectio n B 3a-Self Check
3a:
go, leave, walk, bori ng
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?
Unit 4 Don't eat in
class.
第一课时
Section A (1a-2d)
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
rules,
arrive, late, hall, dinning hall, listen, listen
to, fight, sorry
35
2)
能掌握以下句型：
①
②
③
Don't eat in
class.
You must be on time.
Eat in the dining hall.
2.
学会用英语表达一些标志的含义。
3.
熟练使用目标语言谈论对某些规章制度
< br>(
校规、家规等
)
的看法
3.
情感态度价值观目标：
能用英语表达
和制定一些简单的规则，理解没有规矩不成方圆；无论是在学校时还是
在
家庭中以及以后走上社会都应当遵守规则，按规则办事。
二、教学重难点
1.
教学重点：
1)
肯定祈使句是省略掉主语的原形动词开头；
2)
否定祈使句则是在肯定祈使句前加上
“
don
'
t
”
3)
情态动词
must
及
have
to
在用法上的区别。
2.
教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
三、教学过程
I
. Warming-up and revision
教师进教室后，使用祈使句请学生们完成一系列动作：
Please stand up/ sit down. Close the
door, please. Look at me and listen to me.
Don
'
t open your
books. Don
'
t
talk. Let
'
s begin our
class.
学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从
视觉上考察祈
使句的特点。
n
. Presentation
教师出示书上
1a
的图片，向学生提问。
指着图上奔跑的男孩提问
T
：
What
'
s the boy doing? S: He
'
s running.
T:
Where is he running? S: He
'
s running in the
hallway
板书，教读
)
T
：
Can you run in the
hallways?
S: No, I can
'
t.
T: So please don
'
t run in the
hallw
板书，教读
)
(
= You can
'
t run in the
hallwsa.
)
y
学生跟读数遍，明白祈使句和
“
car
的表达含意。
T
：
Why is he
running in the hallways? S: He
'
s late.
T: Oh, he
'
s late for cia
S
s^
，教读
)
You can
'
t
arrive late for
claS
板书，教书
）
=Don
'
t arrive late for class.
川
.1a
T: Now, Look
at the picture on your textbook. Each of the
students is breaking one of these rules.
Please finish 1a.
学生看图，完成
1a
的内容，检查答案并大声朗读校规。
IV.
Liste ning
1. T: Now let
'
s
listen! What rules are these students breaking?
Write the numbers after names?
2.
学生们听录音，完成
1b
,
选出四位学生都违反了哪条校规；听之前，学生要读会英
文名。
3.
Check the answers:
36
V.
Pair work
请两位学生朗读
1c
部分的句型；要求学生两人
一组对话表演，
SA
扮演外校转来新生，
SB
告知本校校规。（学生可经过讨论，多说出他们想到的校
规，不必只限于书上；教师
应给予帮助）
W
. Liste ning
1.
Work on 2a:
First, let's read the
sentences in 2a together.
T: Now, let's
listen to the recording. Check the activities Alan
and Cindy talk about.
Ss listen to the
recording and check the activities they hear.
Play the recording again for the Ss to
check the answers.
2.
Work
on 2b:
Make Sure Ss know what they
should do.
Listen to the recording
again. Can Alan and Cindy do these activities?
Circle can or can't above.
3.
Check the answers:
VD
. Pair work
1.
Suppose you are Alan and your partner is Cindy.
Talk about the rules in 2a.
2.
Let some students come to the front and
act out the conversations.
Vffl
. Role-play
1. Read the conversation and find some
rules in this school?
2.
Ss
read the conversations and find the answers to
this question.
3.
Check the
answers:
（
Don't be late for
school. Don't bring music players to school. You
always have to wear
the school uniform.
You have to be quiet in the library.
）
Homework:
1.
Remember the new words
and expressions.
2.
完成下列句型转换试题
1
）
I can play computer games
on weekend
（
s.
一般疑问句）
________________________________
? Yes,
_
___________ .
2
）
He
has to wear uniform.
（变否定句）
He
_
____
_
___
______wear uniform.
3
）
I
have to wear sn eakers for gym
class.
（
—般疑问句）
____ you
____
____wear sneakers for gym class?
Yes, I
____
.
4
）
They have to wash
clothes.
（
提问）
_____
do they have _________
?
5
）
You can
'
t go
out on school nights
换一种表达）
____________
go out on
school nights.
6
）
Don' t talk in
class.
（
同上）
No ___________ .
板书设计：
Section A <
/p>
（
1a-2d
）
Main senten ces:
1. Don't
arrive late for school. You must be on time.
37
2.
—
What are the rules?
—
Well, we can't arrive late
for class. We must be on time.
3.
Listen to music in the music room.
4.
We always have to wear
the school rules.
5.
We have
to be quiet in the library.
第二课时
Section A
（
Grammar
Focus-3c
）
一、
教学目标：
1.
语言知识目标：
1
< br>）
继续练习运用如何做自我介绍及问候他人。
学会从对话中获取对方的基本信息（询
握以下句型：
①
Don't eat in
class.
②
You must
be on time.
③
Eat
in the di ning hall.
2.
情感态度价值观目标：
该部分继续学
习使用目标语言谈论对某些规章制度（校规、家规等）的看法。
二、
教学重难点
1.
教学重点：
1
）
继续学
习使用目标语言谈论对某些规章制度（校规、家规等）的看法
2
）
通过不同方式的练习方式来学会用英语表达一些标志的含义。
3
）
运用祈使句来表达一些规章和制度。
2.
教学难点：
1)
总结用祈使句、情态动词
can
、
must
及
have to
来表达各种规章制度；
2)
能用所学的知识来制定一些简单的规章制度。
三、教学过程
I
. Warming- up and revision
1.
Greet the Ss as usual.
2.
Check the homework.
n
. Grammar Focus.
1.
学生阅读
Grammar
Focus
中的句子，然后做填空练习。
①
不要在楼道里跑。
_
_____________________________
②
不要打架。
_
______________________________________
③
有什么规则？
_
< br>_______________________________
④
我们必须按时上课。
_
___________________________
⑤
我们可以在教室里吃东西吗？
_
___________________________
⑥
不能。但我们可以在餐厅里吃东西。
_
___________________________
38
问他人姓名）。能掌
⑦
我们可以在教室里带帽子吗？
_
___________________________
2.
Ss finish off
the sentences and check the answers by themselves.
3.
Give eight more minutes
for the Ss to remember the sentences.
川
.Writing
1.
Look at 3a. Do you know the meaning of
these pictures? Yeah, you see them in the school
library.
Can you write the rules for
the school library?
2.
Ss
discuss the pictures and make some rules.
3.
Let some Ss read their
rules aloud.
4.
Check the
answers with the class.
(Don't listen
to music in the library. Don't eat or drink in the
library. Don't take photos in the library. )
IV.
Practice
Work on 3b:
1.
T:
Use the words to make questions about the rules.
Then write answers according to your school.
For example:
Be quiet?
(she/have to/ in the library)
Does she
have to be quiet in the library?
Yes,
she does.
2.
注意：
have to
虽是情态动词，
但其在句子中与谓语动词共同构成句子时，其一般疑
问句应用
助动词
do
或
does
来帮助构成；而情态动词
can
则直接提前构成一般疑
问句式。
3.
Ss work
by themselves and try to write the sentences on
the workbook.
4.
Ss work in
pairs. Ask and answer the sentences.
V.
Game
1.
Everybody has a dream
school. Suppose you're the headmaster of the
Coolest School. You can
make rules for
your school. Make up five cool rules for your
dream school.
2.
Ss work in
groups and discuss what rules are in their school.
3.
Write dow n their rules
on the work.
4.
Let some Ss
read their rules aloud.
5.
See whose school is the coolest?
W
. Exercises
1.
If time is eno ugh, do some more exercises on the
scree n.
Homework
1.
Read the senten ces in Grammar Focus.
2.
Make some rules at home.
板书设计
Secti on A
Grammar Focus-3c
一、
Senten ces:
1.
—
Can we wear a
hat in the classroom?
—
Yes, we can. / No, we can't.
2.
—
Does she have to wear a uniform at
school?
39
—
Yes, he does.
No, he does n't.
二、
3b:2. Does he have to eat in the
dinning hall?
Yes, he does.
3.
Can we listen to music in
the hallways?
Yes, we can.
4.
Can we wear a hat in the
classroom?
No, we can't.
第三课时
Section B
1a-2c
一、教学目标：
1.
语言知识目标：
1
）
more,
2
）
能掌握以下句型：
①
②
③
能掌握以下单词：
out, go
out, dish, do the dishes, night, before, dirty,
kitchen,
noisy, relax, read, terrible,
feel, strict, be strict with, remember, follow,
follow the rules, luck
Don't leave the
dirty dishes in the kitche n.
I can't
relax either.
I must read a book before
I can watch TV
④
I have to help mom make breakfast.
2.
情感态度价值观目标：
能读懂一些英语的规则制度，能用英语表达和制定一些简单的规则，理解没有规矩
不成方圆；无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则
，按规则办
事。
二、教学重难点
1.
教学重点：
1)
学习本课时出现的新词汇及表达方式。
2)
通过进行听力训练，让学生们能听懂本节课时所出现的新
的表达方式。
3)
通过进行阅读练习来进一步学习运用本课时的新语言知识。
2.
教学难点
1
)
阅读训练。
2
)
理解
must, have to/
can/can'
的用法
三、教学过程
I
. Warming- up and revision
1.
Greet the Ss.
2.
Check the homework. Let
some Ss read their home rules.
40
n
. Presentation
1.
2.
Show some
pictures on the big screen and let Ss learn the
new words and expressions.
学生看着
1a
部分的图片
T: What day
is it today? Ss: It
'
s
Tuesday.
T: The boy is going out on
school nights.
(
板书，教读
)
学生理解“
school
nights
的含”义。
Can
you go out on school nights?
Ss: No, we
can
'
t.
T: Yes,
in China, the students can
out
on
'
scthgoool nights.
So please don
'
t
go out on school nights.
3
?<
/p>
请学生朗读
1
部分的“
< br>rules
并将图片
a~h
的序
号填写在
1b
这些规则前的方框中。
4.
Check the answers with
the class.
川
.Listening
1. Tell Ss they'll listen to the
recording about Dave's house rules. Listen and put
anfor things Dave
can't do and a
V
for thi ngs he has to do.
2.
Play the recording for
the Ss to listen and check.
3.
Play the recording again for the Ss to
check the answers.
IV
. Liste
ning
1. Now let's work on 1c. Now
first, let's read the phrases aloud together.
2.
Explain the meaning of
the phrases if necessary.
3. Play the
recording three times for the Ss to listen and
write the phrases in the chart in 1b. (
指导：听
一遍时应仅听，不写，并听准确与每个活动相关的时间。然后，在听第二
遍时，边听边做记录，可以用速记符号来词；也可用单词开头的字母
来作记录。最后，
整理自己的记录，写成正确的词组。最后一
遍，听并检查所记录的词组是否正确。
)
4.
Check the answers:
V
. Group work
1.
Divide the Ss into groups. Each group
has eight students.
2.
T:
Now let's talk about Dave's home rules.
3.
Ss work in groups. Every
student can say one rule. Then you can write down
what the rules are
when other group
members say.
4.
Make a list
of Dave's house rules.
距
.
Thinking
1.
T: Everybody may have
something unhappy. When you are unhappy who do you
like to talk to?
S1: I like to talk to
my aunt.
S2: I like to talk to my best
friend.
S3: I like to talk to
…
T: OK. Do you
know, when I'm unhappy I like to talk to Dr. Know.
She's great and he knows
everything.
She can give you the best advice. Now, let's work
on 2a and let's meet Dr. Know.
VD
.
Prese ntati
on
41
1.
Show some
pictures on the big screen. Teach Ss the new words
and expressions.
dirty, dishes,
kitchen, noisy, relax, terrible, read, feel,
strict, be strict with
2.
Ss
learn the new words and expressions and try to
remember them.
Vffl
. Read
ing
1.
Fast reading
T: There are many rules in Molly's home
and school. She feels unhappy. Read the letter and
find the
answer to this question:
What does Molly feel about the rules?
Ss read the letter and find the answer
to this question.
(she feels terrible.)
2.
Careful reading
1)
Read the letter again and
underline the rules for Molly.
2)
Ss read the letter and try to find the
rules for Molly and underline them.
3)
Check the answers with the class.
(Let some Ss read their answers aloud.
Let other Ss add some rules. )
3.
Careful reading
1)
Read Dr. Know's letter and answer this
question:
What does she think of the
school and home rules?
2)
Ss
read Dr Know's letter and find the answer to this
question.
3)
Let one student
read out his/her answer.
(She thinks
parents and schools are sometimes strict, but they
make rules to help us. We have to
follow them. )
IX
. Readi ng
1.
Read the letter aga in and complete the
sen ten ces with have to/ must, can or can't.
2.
提示：
have to
与
must
的用法：
1
）
mus
t
表示一种主观的需要，而
have
to
表示一种客观的需要，意思是
不得不”如
:
I have to
atte nd an importa nt meet ing this after noon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after
the shop.
妈妈不在家，因此我不得不照看商店。
2
）
have to
的否定形式是
don
'
t have to
相当于
needn
't
如：
They don
'
t have to buy a computer at present.
他们目前没有必要买电脑。
3.
阅读指导：
1
）
首先，
认真阅读
2c
中的这些句子，明白它们所谈论的相关规则。
2
）
带着相关规则再去读
2a
中的信，在与之相关的
内容处认真分析，理解规则的真正含
义，并填上正确的词
汇。
3
）
再次阅读这些句子一遍，看是否通顺。
4.
Check the an swers.
42
Homework
1.
Remember the new words and expressi ons
in this period.
2.
Ask Ss
write dow n Molly's rules at home and at school.
板书设计：
Section B
1a-2c
1. Phrases: go out, do the
dishes, clea n his room
2.
2b:
What does Molly feel
about the rules?
She feels terrible
What does Dr Know think of the rules at
home and at school?
She thinks parents
and schools are sometimes strict, but they make
rules to help us. We have
to follow
them.
3.
2c:
1.
can't, can; 2. must 3. can't 4. can't . have to
第四课时
Section B
3a-Self Check
一、教学目标：
1.
语言知识目标：
1)
复习情态动词
can
表示许可的用法；
2)
复习练习运用祈使句以及情态动词
3)
谈论表达自己对规则的想法或看法。
2.
情感态度价值观目标：
能用英语表达和制定一些简单的规则，理解没有规矩不成方圆；无论是在学校时还是在
家庭中以及以后走上社会都应当遵守规则，按规则办事。
二、教学重难点
have to
及
must
来表达一些规则。
1.
教学重点：
1)
根据所提供的文字资料来表达自己对一些规则的看法。
2)
能用所学的语言知识来写出自己在家中或在学校中的一些规则。
2.
教学难点：
< br>写一封信来谈论一下自己应遵守的一些规则，并表达自己对这些规则的看法。
三、教学过程
I
. Warming- up and revision
1.
Have a dictation of the
new words and expressions.
2.
Let Ss read the letters.
3.
Check the use of have to and must
n
. Presentation
1.
Present some new words on
the big screen.
hair, learn, keep +
名词
+
形容词
43
2.
Ss learn the new words and expressions.
3.
Review the how to use
have to and must; can and can't.
川
.Practice
1.
T: Zhao Pei has many rules at home and
at school. She's unhappy, too. She wants some help
from Dr. Know. Read her letter below
and fill in the blanks with have to /must, can
/can't.
2.
指导：首先，认真阅读整篇短文，理解
短文的大意。然后，认真阅读每个句子，理解
作者的对这些规
则的看法；同时，推敲每个句子深处的意思，确定是用
是
can/can't
。
最后，应再通读一遍短文，看自己所填写的词组是否通顺正确。
have to/must
还
3.
Check the answers.
IV
. Writing
1.
Let's work on 3b:
We have
many rules at home and at our school. Think what
things you have to do and what things
you can't do. Complete the chart with
rules in your home and school. You can discuss
with your
partners in your
group.
44
2.
Ss discuss
their rules in groups. Then fill in the bla nks.
Then check the rules you think are un fair.
For example: You must wear a school
uniform at school. You must keep your hair short
at school.
3.
Let some
groups say their an swers. Write some of the rules
on the blackboard.
V
.
Writing
1. Now write a letter to Dr
Know. Tell her about all the rules and how you
feel about them.
2.
写作指导：首先，
可以再次阅读
2b
及
3a
中的短信的内容及格式。其次，模仿这两
封信的格
式写好自己信件的格式；然后，根据刚才自己小组讨论的规则整理成一封文字
通顺的信件。并且，表达自
己对这些规则的想法或看法。之后，以礼貌的
话语请求
Dr.
< br>Know
的帮助。最后，再通读一遍自己的短信看语句是否通顺。
3.
Ss write the letter
on the workbook. Exchange their workbook with
their partner. Check the letters.
4.
Let some Ss read their letter to the
class. Correct the mistakes in the letter.
距
.Self Check 1
1.
Tell Ss they will read an interesting story about
Timmy the Mouse. He's an funny mouse. Do you
want to know what rules he has at home?
Now read this short passage and fill in the bla
nks with the
words in the box.
2.
Ss read the short passage
and try to fill in the blanks with the words in
the box.
3.
Check the an
swers.
4.
Explai n some
senten ces that Ss may have difficulty un dersta
nding them.
VD. Self Check 2
1. Review the use of can/can't;
have/must; don't have to
2.
Tell Ss they should use
Write two senten ces for each rule.
3.
Ss work by themselves and
write the rules on the workbook.
提示句子结构：
主语
+
情态动词
+
动词原形
+
其他
4.
Let some Ss read their an swers aloud.
Correct any mistakes they have.
Homework
1. Review the
passages in Section B.
2.
Retell the short passage about Timmy
Mouse.
板书设计：
Section B 3a-Self Check
Self
Check 2:
Don' t arrive late for class.
We can
'
t arrive late for
class.
We must/ have to liste n to our
teachers at school.
We can
'
t be noisy in the library. Don
'
t be noisy in the library.
We must/ca n speak En glish in the En
glish class.
We must/ca n eat in the
dining hall.
43
Unit 5 Why do you like pandas?
第一课时
Section A
(1a-2d)
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
tiger, elephant, panda, lion, koala,
giraffe, cute, lazy, smart, beautiful, scary,
kind,
kind of, Australia, south,
Africa, South Africa, pet, leg, cat, sleep
2)
能掌握以下句型：
①
What animals do
you/does she/ does he like?
②
Let
'
s see the
…？
③
Why do you/does
she/ does he want to see
…？
④
Because they
are
…
.
2.
能力目标：
①
To observe and
describe animals.
②
To talk about their preferences
③
To know the
implied meaning of some animals
2.
情感态度价值观目标：
动物和人类都
生活在同一地球上，动物是我们的朋友。我们人类应该与动物和谐相
处，共同生存。我们应当学会关爱动物，保护动物。
二、教学重难点
1.
教学重点：
1)
学会描述动物的性格及特点。
2)
学会表达喜欢某类动物及说明喜欢的原因。
2.
教学难点：
名词的复数形式表示一类事物；第三人称单数形式
三、教学过程
I
. Warming-up and lead in
To
create an English environment, the teacher shows
the class some pictures of a zoo. And ask
some questions about animals:
Do you like to go to the zoo?
Do you like animals?
Then
have them to recall the animals they had learned
and write them on the blackboard as he/she
can.
( e.g. animals---sheep,
monkey, cat, dog, muose, cow, duck
…
)
n
.
Presentation
1.
Ask them to
talk with their partners about the animals they
like using the words they know (Four
students a group).
—
What animals do you like?
—
Why do you like
…
—
Because they
'
re
…
2.
Then show the class some
pictures of animals and present other animals. And
ask them: What
'
s
46
this in English?
It's a
tiger. (Then lion, panda, elephant, koala,
giraffe)
Ss look at the picture and try
to remember the new words of the animals.
3.
Next, glue the pictures
on the blackboard and ask one student to match the
pictures with the
words on the cards.
Other students turn to page 25 and finish 1a.
4.
Check the answers with
the class.
川
.Game (Guessing
game.)
T: Show some pictures on the big
screen. Let Ss guess what animal it is.
Ss try to guess and remember the names
of the animals.
IV.
Liste ning
Work on 1b.
Tell Ss to listen to the tape and check
the animals they hear in 1a.
Play the
recording again and check the answers with the
class.
V.
Pair
work
1.
Ask the students to
imagine
“
We are in the zoo,
there are many kinds of animals here.
Then ask a student to do the model with
you:
—
Let
'
s see the lions first.
—
Why? (why do you /does she
/does he like lions?)
—
Because they are
interesting.
2.
Ss work with
their partners practice the conversation using the
animal in 1a.
W
. Liste ning
1.
Work on 2a;
T:
Listen to the conversation carefully. Then write
the names of the 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 and countries 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
and countries you hear.
Play
the recording and have students match each animal
with an adjective and a country. Correct the
answers.
2.
Work
on 2b
T: Listen again and complete the
conversation with the words in 2a.
Play
the recording for the Ss to listen and write the
answers. Check the answers with the class.
VD
. Pair work
1.
Ask two students to read the
conversation in 2b to the class.
2.
Ss practice the conversation in pairs.
3.
Then show the
transcription on the big screen and practice the
other two conversations in 2a.
4.
Ss practice the conversations in pairs.
Vffl
. Role-play
47
1. Ask Ss to look at the picture in 2d.
Then Ss read the conversation in 2d and find the
an swers to the questi ons:
①
Does Peter have
a pet?
②
What ca
n Di ngdi ng do?
③
What pet does Jenny
'
s mom have?
④
Does Jenny like
the cat? Why?
2.
Ss read the
conversations and try to find the answers to the
questions.
Check the an swers:
Yes, he does.
He can walk on
two legs. He can dan ce, too.
She has a
cat.
No, she doesn
'
t. Because it
'
s very lazy.
3.
Ss work in pairs and practice the
conversation.
4.
Let some
pairs role-play the con versati on.
Homework:
1.
Remember the new words and expressi ons
in this period.
2.
Role-play
the conv ersati on after class.
3.
Write the ani mal's n ames as many as
possible in the exercises book.
板书设计：
Sectio n A
(1a-2d)
Drills
:
1.
—
Let's see the lio ns.
—
Why do you want to see
them?
—
Because they're in
teresti ng.
2b: elepha nts, kind of,
South Africa
2c:
①
Does Peter have a pet?
②
What ca n Di
ngdi ng do?
③
What pet does Jenny
'
s mom have?
④
Does Jenny like
the cat? Why?
第二课时
Section A (Grammar Focus-3c)
一、教学目标：
1.
语言知识目标：
1)
继续练习运用如何做描述动物及表述自己对动物的喜好。
能掌握以下句型：
—
Why do you like
…？
48
—
Because they're
…
2)
继续学习谈论动物来自哪里，掌握以下句型：
—
Where are lions from?
—
They're from South Africa.
2.
情感态度价值观目标：
动物和人类都生活在同一地球上，
动物是我们的朋友。
我们人类应该与动物和谐相处，
共同
生存。我们应当
学会关爱动物，保护动物。
二、教学重难点
1.
教学重点：
1)
总结学习描述动物的句型。
2)
总结学习表述喜好及动物来自哪里的句型。
2.
教学难点：
1)
运用所学的目标语言描述相关动物表达自己的喜好；
2)
根据对动物的相关描述能猜出是什么动物。
三、教学过程
I
. Warming- up and revision
1.
Have a dictation of the
new words learned in Period 1.
2.
Let some pairs role-play the
conversation in 2d.
n
.
Grammar Focus.
1.
学生阅读
Grammar
Focus
中的句子，然后做填空练习。
①
你为什么喜欢熊猫？
______________________________
②
因为它们有趣。
__________________________________
③
约翰为什么喜欢考拉？
__________________________
④
因为它们很可爱。
________________________________
⑤
为什么你不喜欢老虎？
____________________________
⑥
因为它们真得很吓人。
__________________________
2.
Ss finish off the
sentences and check the answers by themselves.
3.
Give Ss eight more
minutes to remember them.
川
.Practice
1.
Look at 3a. Tell Ss to fill in the blanks with the
words from the box. Then practice the
conversation.
2.
阅读指导：
首先，应通读对话的全文
，理解大意。可知此对方是在谈论一些动物来
自哪里；以及双
方所喜欢的动物及原因。其次，应重点阅读每个问答句的意思，根据问
句来确定答语中空格的意思或根据答语来确定问句中的意思。再次，还要分析句子的结
< br>
构看空格处在句子中是什么
成份。比如：第一句是一个
问句且
lions
是句子的主语，空
格处应是本句的状语，再介词
from
，可知
空格处应填
where
来对地点提问。
3.
学生们根据上述阅读指导方法，自己认真阅读对话，并将
对话内容补全完整。
4.
Check the an swers.
IV
. Practice
1.
Work on 3b. Tell Ss to write the n ames
of ani mals in the bla nks to make sen ten ces
that are true
49
for you. e.g.
I
like cats because they are in terest ing.
I like dogs because they are smart.
I don't like lions because they are
scary.
2.
Ss work in groups.
Discuss and write their senten ces.
3.
Let some Ss report their likes and
dislikes.
V
. Game (Guessing
Game)
1.
T: Let's play a
game: ril describe one ani mal to you. Liste n
carefully and thi nk about what ani mal
it is.
2.
Teacher
makes a model to the Ss. Ss try to guess what
animal it is.
3.
T: It's
your turn now. Please describe one ani mal to your
group members. Let them guess what
ani
mal it is.
4.
Ss work in
groups. Describe animals and guess animals.
W
. Exercises
1.
If time is eno ugh do some more exercises on the
scree n.
Homework
1.
Read the senten ces in Grammar Focus.
2.
Think and describe an ani
mal after class. Then write your senten ces on the
workbook.
板书设计
Secti on A Grammar Focus-3c
—
Why do you like pan das?
—
Because they're
kind of in teresti ng.
—
Where are lio ns from?
—
They're from
South Africa.
3a: Where, They're, like,
do, Why, because, don't, cool
3b: cats,
dogs, li ons,
3c: panda
第三课时
Section B
1a-2c
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：
friendly, shy, save, symbol, flag,
forget, place, water, danger, cut, down, cut
down, tree, kill, ivory, over
2)
能掌握以下句型：
①
—
What animal do you like?
—
I like
elephants.
②
The
elephants is one of Thailand's symbols.
③
Let's save the
Elephants.
3)
通过听力训练来掌握提高学生们综合听说能力。
4)
通过阅读训练来让学生们逐步提高英语阅读能力。
50