gentleman什么意思人教版七年级英语下册教案(7月20日).pdf

2020年11月25日发(作者：柏青)
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七年级英语下册教案
Unit 1 Can you play the guitar?
Section A (1a-2d)
1.板书课题：
Unit 1 Can you play the guitar?
Section A (1a-2d)
教学过程
1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：（能做到四会）
guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club…
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指
导学生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生
记住并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
2）、Ss 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.
3）、. Presentation
出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：
He／She can dance／swim／sing／／swim／sing／...等，学习表达
活动的动词短语。
4）、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.
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的内容有一点了解。
2）、仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。

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1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教
！）能了解以下语法：情态动词can的用法和want to do sth.的用法。
2）、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
3）、积极鼓励后进生回答，出现问题学生更正。
4）、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板
书于黑板。
Listening
1. T: Now let’s listen 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，
完成1b部分的教学任务。）
2. Check the answers: (3, 2, 1 )
. 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。)
. Listening
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.
（4）当堂训练。
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 chess？
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.
3、第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短

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语及句句型，读后回答问题。）
（1）、出示学习指导
1）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
能掌握以下句型：
2)、① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
3）用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
4）回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
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。。
3、学生自学后回答理解性问题。
4、对学生不会的，通过启发诱导的方式让学生理解。
5、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练
1、口述课文内容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。
. 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.
板书设计：
Section A (Grammar Focus-3c)

1.板书课题：
1. —Can you sing? —Yes, I can./No, I can't.

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2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music
4. ① What club does Bob join?
Drills：
Section A (1a-2d)
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(Grammar Focus-3c)
一、第一次先学后教.（ Grammar Focus.）
1、出示学习指导。
1) 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。
2）能够学会使用情态动词can的疑问句以及它的肯定句和否定句 。
2、先学。
（1） 让学生自己先读语法焦点，并找出语法结构。
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
现其用法。
（2）可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。
（3）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can的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（3） 教师讲解can 后面的动词用动词原形部分人称变化。
4、当堂训练
（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?
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.
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 _______.

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… (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
二、第二次先学后教.（补充句子）

1、出示学习指导。
能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2、先学。
1、让学生独立完成Write questions and answer with the words and phrase.提醒学生but的
用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（4） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（5） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
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can及所给的第一
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but及第
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一词。其他类
似。
学生们，按老师指导 的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提
高自己的阅读能力、分析能力及综合运用 能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4、当堂训练。
. Group work
1. What can your group do in the school show? Make a list, then report to your classmates.
2. First, work in group ask and answer about what you can do? e.g.

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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. Then make a list together.
4. Everyone in your group must write a report. Then select one student 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 Shuang can dance
well…
(最后，可以经学生们评议来推举最有能力的小组）
. Exercises
1. If time is enough, do some more exercises on big screen.
Homework
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
板书设计

Section 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…
课后反思：

3a: 2. Can Mike play basketball? No, he can't. But he can play tennis.
3. Can Jane and Jill dance? No, they can't. But they can sing.
Section B 1a-2c
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.
1.板书课题：Section B 1a-2c
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
3b: sing, dance; play; tell
（1）出示学习指导
能掌握以下单词：（能做到四会）
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 weekends/on
the weekend, teach, musician
（2）、先学。
1）、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2）、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指

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导学生根据字母组合、发音要领寻找规律，进行记忆。有必要时教师写 在黑板上让学生
记住并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
（一）、第一次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力内容时做
2）仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。

1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。
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…
Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the
piano, I can play the piano, I can play the drums…
. Game (Talent show)
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.
. Listening
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

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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.
（4）当堂训练。
. 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.
. Reading
1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？Now 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.
2、
第二次“先学后教”（学生 读默读或朗读课文，勾出不认识的单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导
2) 能掌握以下句型：
① —Can you play the piano? No, I can't. / Yes, I can.
② be good with …
③ help…with…
（2）、先学。
1）画出不懂得语言点、表达方式和语法现象
2）理解课文大概意思。
2）回答课文相关问题。
（3）、后教。
1、学生自学后回答理解性问题。

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2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练

1、口述课文内容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
… . Reading

. 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.
Reading
1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad
is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right
ad for each person.
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 descriptions in 2a and the ads in 2b again. Try to select a right ad for each
person. They can talk about the answers in their groups.
4. Check the answers with the class.
Homework
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 violin, play the drums, play the piano
(提示：在音器前必须加定冠词the; 而在棋类、球类前则不须加the；play
chess; play basketball, play volleyball)
2. 2b: A; C; B
课后反思：
Section B 3a-Self Check
1、出示课题：Section B 3a-Self Check
3. 2c: Peter---2; Alan---1; Ma Huan---3
2、第一次“先学后教”。（补充句子）
4. Explanation:
（一）出示学习指导
help sb. with sth. = help sb. do sth.

be good with ...
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also与too also用于句子中间；而too常用于句子末尾
on the weekend = on weekends
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1、根据单词提示完成填空题。
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（2） 师加强对做错题型的讲解及训练。
（四）当堂训练。
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.
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3a中的广告的样子来写。
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 need. Ask one the students in
each group to read aloud their ads to their class. Let other students in other groups give
some advice on the ads.
5. Decide which ad is the best.
2、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成作文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。 < br>（2）教师公布答案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者 说说自己的学习方法，帮助后进生，做到相互学习的好习惯

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学 海 无 涯
Self Check 1
1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小组长负责
整理记录。
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 minutes to remember the abilities.
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 notebook.
3. Let some Ss read their phrases. Let other students add more phrases.
（四）当堂训练。
Self check 3
1. Now you can write something you like. e.g. What can you do? What can't you do? What
about your family members, your friends, your classmates. You can write at least five
sentences.
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 something by themselves.
3. Let some Ss read their sentences 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：

Section B 3a-Self Check

3a: music, dance, play, guitar, can, call
3b: Events:
课后反思：
school music club; school soccer club; school English club, Art
Festival; Sports Day

Self Check 1: play the guitar; play the piano; play the violin; speak Chinese,
speak French, speak Japanese; run, play soccer, play basketball, play volleyball,
play tennis…; write stories, help mum cook, wash the clothes…
Section A (1a-2d)
Unit2 what time do you go to school ?
1.板书课题：

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Unit2 what time do you go to school ?
Section A (1a-2d)
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）

（1）、出示学习指导
能掌握以下单词：（能做到四会）
up,dressed,brush,tooth,shower,usually,forty,
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
做游戏，猜一猜。
Ｔ:仔细听我说的谜语，猜猜它是什么？
It’s no feet ,but can it walk wit
2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities
with the people. H it hands It’s has no mouth, but it can speak to you .
It say “Tick,Tick and Tick” every day .What is it ?
S1:It’s a clock.
3教师拿着一个钟表，交手时间的表达方法。
T:Look at the clock .Tell me the time like o’clock.
（教师把钟表的时针和分针拔到相应的位置）
S2：Six o’clock .
多做几次这样的练习。
T: Look at the picture 1a(出示1a教学内容)
Do you know how to say “7:05”,7:15…”in English ?
We can say seven five ,seven ten ,seven fifteen …
Let’s say it to gether.
. Presentat ion
出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论时间：
学习表达时间
Game
T: Tell your partners what time do you usually get up ?
I usually get up at six thirty,seven o’ clock.
Ss work in groups. Then let some Ss talk to their classmates in front of the class.
3、第二次“先学后教”：（听录音，理解课文大意）

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（1）、出示自学指导。
1）.能掌握以下句型：
----- what time do you usually get up ,Rick？
-----I usually get up at six thirty.
2）、 用最快的速度大概的看看听力题，对题的内容有一点了解。
3）、仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
（4）当堂训练。
. Listening
1. T: Now let’s listen 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，
完成1b部分的教学任务。）
2. Check the answers: (3, 2, 1 )
. 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。)
Listening
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.
. 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 time do you usually get up ?
S1: I usually get up at seven o’ clock .

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T: H ow about you friend?
S1: She usually gets up at seven ten.
2. Ss work in pairs to practice asking and answer
3. Ask some pairs to act out their conversations.
4、第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单 词、短
语及句句型，读后回答问题。
(1)、 出示学习指导
2）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
3）、回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1）、学生自学后回答理解性问题。
2）、对学生不会的，通过启发诱导的方式让学生理解。
3）、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
4）.学习频度副词usaually的用法。
5）、时间的表达法。
（4）、当堂训练
1、口述课文内容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。
. 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.
Ss read the conversation by themselves and find the answers to the questions. Then
check the answers:
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 expressions after class.
2. Recite the conversation after class.
板书设计：

Section A (1a-2d)

What time do you usually get up ?

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I usually get up at seven o’clock.
I usually get up at seven ten
学 海 无 涯
Section A (Grammar Focus-3c)
1、出示课题Section A (Grammar Focus-3c)
（一）、先学后教.（ Grammar Focus.）
1、出示学习指导。
1）能够读Grammar Focus的所有内容。
2）能够学会使用情态动词can的疑问句以及它的肯定句和否定句 。
3）学习用When 和What time引导的特殊疑问句询问时间，学下表达频率的副词
usually always never能用英语正确表达时间。
2、先学。
（1）让学生自己先读语法焦点，并找出语法结构。
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
现其用法。
（2）完成补充句子。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（1） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（2） When 和What time引导的特殊疑问句询问的时间，学下表达频率的副词
usually always never能用英语正确表达时间。
4、当堂训练
1. Ask some Ss about time
T: Hi, S1! What time do you usually get up ?
S1: I can usually get up at seven o’clock.
T: then what are you doing ?
S1: then I wash my face /have breakfast/reading .
T: What about she?
S1: She always goes to work at nine o ‘clock.…
2. Role-play.
Let some pairs role play the conversation in 2c.
ete the poster with the words in the box.
板书设计

Section A Grammar Focus-3c
1. Can you do sth.? Yes, I can. No, I can't.
Section B 1a-2c
2. Can she/he do sth.? Yes, he/she can. No, she/he can't.
1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）

3. What can you/he/she do? I/He/She can do…
（1）、出示学习指导
3a: 2. Can Mike play basketball? No, he can't. But he can play tennis.

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3. Can Jane and Jill dance? No, they can't. But they can sing.
4. Can Grace play soccer? No, she can't. But she can play volleyball.
学 海 无 涯
1) 能掌握以下单词：能做到四会。
drive, live, stop, think of, cross, river, many, village, villager, between, between…and…,
bridge, boat, ropeway, year, afraid, like, dream, come true
half,pastmquarter,homework,walk,clean,run.
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
单词默写训练、开火车拼读单词训
（二）、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力内容时做
2）仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。


Ⅲ. Game (Talent show)
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、
第三次“先学后教”（学生读默读或朗读课文，勾 出不认识的单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导
When do students usually eat dinner?

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They usually eat dinner at a quarter in the evening.
When does Tom and usually get up ?
He usually gets up at half past five.
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练

1、口述课文内容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
（二）、第四次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力内容时做
2）仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。

1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。


Listening
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:

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6. T: Now please look at the chart in 1e What are they doing? 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.
教学1a,1b
1利用投影仪将说中表示时间的图展现出来，根据所展示的时间，做对话
T:What time is it ?
S1:It is …(教师帮助学生回答?)
T:What do you usually do at this time ?
S2:I usually…
(教师讲解 past/to的用法)
根据1a中所示的 时间和活动安排，两人一组完成对话，要注意人称的替换。
3.教学1，1,1
1.教师播放录音机，第一遍要求学生跟读并全处所听到的活动，
2. 教师比播放音机，第二遍要求学生在圈出的单词和词组后写出你所听到的时间。
3、两人一组相互提问：
练习 2a 引导的特殊疑问句及其回答。
教学2b,2c 讨论并完成2c
板书设计：

课后反思：
Section B 1a-2c
What do you usually do at this time？
Section B 3a-Self Check
I usually do my homework at thia time.

1、出示课题Section B 3a-Self Check
When do students usually eat dinner?
2、第一次“先学后教”。（补充句子）
They usually eat dinner at a quarter in the evening.
（一）出示学习指导
When does Tom and usually get up ?
1、根据单词提示完成填空题。
He usually gets up at half past five.
（二）先学。

（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（2）师加强对做错题型的讲解及训练。
（四）当堂训练
1、情境导入
谈论你一天的活动。如：
What time do you usually get up ?

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Iusually get up at …
When do you always go to school?
I usually go to school at …
2、教学 3a,3b
教师出示3a,上的内容，小组合作按顺寻排列成一个短文。
（2）让学生写一篇关于自己的日常活动的短文。（教师指导）
3、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成作文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。 < br>（2）教师公布答案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者 说说自己的学习方法，帮助后进生，做到相互学习的好习惯
（4）、当堂训练
3.完成Self Check
1.给学生一定的时间在小组内或者个人独立完成。
2、展示答案。
rk.
板书设计：

Section B 3a-Self Check
Unit 3 How do you get to school?
3a: music, dance, play, guitar, can, call
3b: Events: school music club; school soccer club; school
Section A (1a-2d)
English club, Art
1.
Festival; Sports Day
板书课题：Unit 3 How do you get to school?

Section A (1a-2d)
Self Check 1: play the guitar; play the piano; play the violin; speak Chinese,
speak French, speak Japanese; run, play soccer, play basketball, play volleyball,
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
play tennis…; write stories, help mum cook, wash the clothes…
（1）、出示学习指导：（能做到“四会”）
train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, far, minute,
kilometer, new, every, every day
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。

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（4）、当堂训练
单词默写训练、开火车拼读单词训练。
. Presentation
1. T: If you are here, but your school is in Shanghai. How do you get to school?
Ss: I take the bus /plane/ boat / ship / car / taxi
I ride a bike / motorbike
T: Do you know any other way?
2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.
Ask some questions 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，)
3. Show a picture about Part 1, on the screen.
Point at girls or boys in the picture.
Ask students to answer and write in the blanks.
S1 : How does he / she go to school?
S2 : He / She … …
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)
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1). 复习基数词及时间的表示方法。
2) 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）、 用最快的速度大概的看看听力题，对题的内容有一点了解。
4）、仔细听录音能听懂录音内容并独立完成填序号题和填空题
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
Listening
1. Make sure the Ss know what to do. Give them an example orally if possible.
2. Read the names in the box.
3. Play the tape and check the answers.
. Pair work
Ask two students to read the dialogue in the speech bubbles to the class. Then ask students

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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.
Listening
1. Revise the numbers, first, zero~nine, next, ten~nineteen, then, twenty, thirty, forty…finally,
twenty-one, twenty-two…
Teach the new word
2. Play the tape for the students to finish 2a. Then play again and check the answers
. Presentation
Show a picture on the TV and explain these are your home and school.
Teach: home----school 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.
A: How far is it from your home to school?
B: It's about two kilometers.
A: How long does it take?
B: It takes 30 minutes by bus
Listening
1. Tell Ss the following recording is about how Tom and Jane go to school.
2. First, listen to the recording fill in the first column.
3. Then, play the recording for the Ss again. Ss listen and complete the rest of the chart.
4. Check the answers.
3、第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短
语及句句型，读后回答问题。）
（1）、出示学习指导

1）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
2） 能掌握以下句型：
① —How do you gto school? —I ride my bike.
② —How does Mary get to school? —She takes the subway.
Talk about how to get to places (谈论出行方式)
take the bus /subway /train /taxi , ride a bike /walk .
3）、回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。

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3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练
1、口述课文内容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。
. Role-play
1. Read the dialogue and find the answer to these questions:
① How does Jane get to school?
② How far is it from home to school?
③ How long does it take to get to school from her home?
2. Ss read the conversations and then find the answers to the questions.
3. Check the answers with the class.
4. Play the recording for the Ss to listen and repeat.
5. Ss read the conversation then role-play the conversation.
6. Let some pairs act out the conversation.
Homework
1. Remember the new words and expressions in this period.
2. Role-play the conversation after class.
板书设计：

Section A (1a-2d)

1. —How do you get to school? —I ride my bike?
Section A

(Grammar Focus-3c)
—How does Mary get to school? —She takes the subway.

2. 表达“几十” 个位数字+ty twenty, thirty,
1、出示课题：Section A (Grammar Focus-3c)


表达“几十几” 一定要用连字符 twenty-five,
（一）、第一次先学后教.（ Grammar Focus.）
sixty-nine
hundred
1、出示学习指导。

one hundred, two hundred
1)继续练习谈论出行方式take the bus /subway /train /taxi, ride a bike /walk .
3. ① How does Jane get to school?
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
② How far is it from home to school?
long 引导的特殊疑问句。
③ How long does it take to get to school from her home?
3）复习基数词及时间的表示方法。
2、先学。
1）自学
Grammar Focus

2）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，以及回答。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2）、教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分结构
（3）how far, how long 引导的特殊疑问句用法以及用法。

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4、当堂训练

. 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.
Practice
1. Look at 3a. Tell Ss to match the sentences with the answers.
2. 方法指导： 首先，应重点读左面 的五个疑问句，分清它们是特殊疑问句还是一般疑
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.
（二）、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questiongs and answer with the words and phrase.提醒学生but
的用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（3） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（4） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。

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. 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.
How do you get to school? I take a bus to school.
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。
. 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
一、1. How (出行方式) 2. How long (行程时间) 3. How far (距离)
课后反思：
二、3a: 1. c 2. e 3. d 4. a 5. b
三、 1. How do you get to school?
Section B 1a-2c
2. How long does it take to get to school?
1、出示课题Section B 1a-2c
2、第一次“先学后教”：（听录音，理解课文大意）


3. How far is it from your home to school?
（！）、出示自学指导。
4. Do you walk to school?
1) 能掌握以下单词：（能做到“四会”）
5. Do your friends ride their bikes to school?
drive, live, stop, think of, cross, river, many, village, villager, between, between…and…,
bridge, boat, ropeway, year, afraid, like, dream, come true
2）用最快的时间看听力部分，第一遍听完听力内容时做
3）仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。

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3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。
（4）当堂训练。
. 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.
. 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.
3、
第二次“先学后教”（学生读默读或朗读课文 ，勾出不认识的单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导

1）画出不懂得语言点、表达方式和语法现象。
2）了解课文内容，回答老师提出的课文相关联的问题。
（3）、后教。

1) 、表达采用怎样的交通方式去某地：
Well, I ride my bike to the subway station.
Then I take the subway.
2）、学生自学后回答理解性问题。
3）、对学生不会的，通过启发诱导的方式让学生理解。
4）、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练
1、口述课文内容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
. 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.

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First he … Next he… Then he… Finally…
2. Ss work with their partners. Try to say how Bob get to his grandparent's home.
3. Check the answers:
Reading
1. Fast reading
Read the passage and find the answer to this question:
What's the students' and the villagers' dream in this village?
Ss read the passage quickly and find the answer to this question:
Their dream is to build a bridge.
2. Careful reading
Read the passage again and find the answers to the questions below:
1. How do the students in the village go to school?
2. Why do they go to school like this?
3. Does the boy like his school? Why?
4. What is the villager's dream? Do you think their dream can come true?
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 answers with the class.
Reading
1. Let's work on 2c. Let's read the passage again and complete the sentences 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 expressions in this period.
2. Ask Ss try to retell the passage after class.
板书设计：

Section B 1a-2c
课后反思：

1. bus stop (站点), bus station（综合车站）
Section B 3a-Self Check
2. What's the students' and the villagers' dream?
一、出示课题：Section B 3a-Self Check
3. 2b: They go on a ropeway to school.
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Because there's not a bridge on the river.
Yes, he does. Because He loves his teacher and his classmates.
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二、第一次“先学后教”。（补充句子）
（一）出示学习指导
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；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。
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（5） 师加强对做错题型的讲解及训练。
（四）当堂训练
Presentation
1. Using some pictures to show some ways of transportation:
walk, take the bus/train/subway/plane/boat; ride the bike/horse; go/get to sp by
bus/train/subway…
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.
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. Writing
In this task, it's our turn to write an e-mail to Tom and tell him how you get to school.
1. First, let's look at these questions below:
(Let one student read the questions aloud. Make sure all the students know the meaning of
the questions.)
2. Work in pairs ask and answer the questions. And write them down on your workbook.
3. Try to write a short e-mail with the help of the sentences you wrote.
4. Check the e-mails with your partners.
5. Let some Ss read their e-mail to the class as a model.
Ⅴ. Self Check 1

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1. We've learned many ways of transportations. Now let's have a short review.
Look at the words in the boxes below to form as many expressions as possible.
2. Ss work in groups and try to write as many expressions as possible:
take a bus, by bus, take a train, by train, take a subway, by subway, ride a bike, by bike….
3. Let some Ss read their answers. Let other students add more phrases.
Note: by + 出行方式（不加the）; take(ride) + a （the）出行方式
三、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。
（2）教师公布答 案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者说说自己的学习方法，帮 助后进生，做到相互学习的好习惯
（4）、当堂训练
Ⅵ. Self Check 2
1. Look at the chart below. Write at least five questions. Then answer the questions with the
information in the chart.
2. 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。然后根据表格中的提示来
回答。
例如：—How does Tony get to school from home?
—He gets to school by bike.
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 Section B.
2. Write a short e-mail to your pen friend to tell your ways to get to school.
板书设计：

Section B 3a-Self Check

3a: go, leave, walk, boring
1. How does Tony get to school from home?


3b: 1. When do you leave home?
He gets to school by bike.
2. How do you get to school?
2. How far is it from her home to school?
3. How far is it from your home to school?
It's about 7 kilometers.
4. How long does it take you to get to school?
课后反思：
5. Do you like your trip to school?
Self Check 1:
Unit 4 Don't eat in class.

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take a bus, by bus, take train, by train, take a subway, by subway, take plane, by
plane; ride a bike, by bike, walk, on food
学 海 无 涯
Section A (1a-2d)
1、出示课题：Unit 4 Don't eat in class.
Section A (1a-2d)
1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：（能做到四会）
rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
单词默写训练、开火车拼读单词训练。
. 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 hallways.(板书，教读)
T：Can you run in the hallways? S: No, I can’t.
T: So please don’t run in the hallways.(板书，教读)
（= You can’t run in the hallways.）
学生跟读数遍，明白祈使句和“can”的表达含意。
T：Why is he running in the hallways? S: He’s late.
T: Oh, he’s late for class.(板书，教读)
You can’t arrive late for class.(板书，教书) = Don’t arrive late for class.
…
. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these
rules.
Please finish 1a.
. Listening
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的内容有一点了解。
2) 能掌握以下句型：

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① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
3）. 学会用英语表达一些标志的含义。
4） 熟练使用目标语言谈论对某些规章制度（校规、家规等）的看法
5）、仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
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:
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）
Ⅵ. Listening
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:
Ⅶ. 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.
3、第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单 词、短
语及句句型，读后回答问题。）

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学 海 无 涯
（1）、出示学习指导
1）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
2）、能轻声跟读语音机注意句中的语气。
3）、回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
4) 肯定祈使句是省略掉主语的原形动词开头；
5) 否定祈使句则是在肯定祈使句前加上“don’t”。
6) 情态动词must及have to在用法上的区别。
（4）、当堂训练
1、口述课文内容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。
. 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 weekends.（一般疑问句）
_________________________________? Yes, ____________.
2） He has to wear uniform.（变否定句）
He _____ _____ _____ wear uniform.
3） I have to wear sneakers for gym class.（一般疑问句）
_____ 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

Section A (1a-2d)

Main sentences:
1. Don't arrive late for school. You must be on time.

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2. —What are the rules?
—Well, we can't arrive late for class. We must be on time.
学 海 无 涯
课后反思：
Section A (Grammar Focus-3c)
一、出示课题Section A (Grammar Focus-3c)
二、第一次先学后教.（ Grammar Focus.）
1、出示学习指导。
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
问他人姓名）。 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2、先学。
让学生自己先读语法焦点，并找出语法结构。
① Don't eat in class.
② You must be on time.
③ Eat in the dining ha以学案的方式呈现在大屏幕上，让学生自主学习，并发现其
用法。
3、后教。
（1）教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2）教师把重要的语法结构写在 黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
（3）教师讲解can 后面的动词用动词原形部分人称变化。
4、当堂训练
. 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？ ___________________
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。___________________
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.
Ⅲ. 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.

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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. )
二）、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questiongs and answer with the words and phrase.提醒学生but
的用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（3） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
（4） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。
. 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.
olest?
Ⅵ. Exercises
1. If time is enough, do some more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Make some rules at home.
板书设计

Section A Grammar Focus-3c

一、 Sentences:
课后反思：
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?
—Yes, he does. No, he doesn't.

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Section B 1a-2c
1.板书课题：

2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：（能做到“四会”）
out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read,
terrible, feel, strict, be strict with, remember, follow, follow the rules, luck
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
3、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力内容时做
2）仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。
4、讲解下列句型：
① Don't leave the dirty dishes in the kitchen.
② I can't relax either.
③ I must read a book before I can watch TV.
④ I have to help mom make breakfas

（4）当堂训练。
. Presentation

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学 海 无 涯
1. Show some pictures on the big screen and let Ss learn the new words and expressions.
2. 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’t go out on school nights.
So please don’t go out on school nights.
3. 请学生朗读1部分的“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.
Ⅲ. Listening
1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things
Dave can't do and a √for things 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. Listening
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.
Ⅵ. 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.
Ⅶ. Presentation
1. Show some pictures on the big screen. Teach Ss the new words and expressions.

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学 海 无 涯
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.
2、
第二次“先学后教”（学生读默读或朗读课文，勾出不 认识的单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导
1）学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2）画出不懂得语言点、表达方式和语法现象。
3）了解课文内容，回答老师提出的课文相关联的问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
4、讲解must, have to/ can/can't的用法
（4）、当堂训练
1）、口述课文内容。
2）、分角色朗读课文。
3）、围绕本节课讲的语法项目，设计当堂训练题目
。
. Reading

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?

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学 海 无 涯
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. )
Reading
1. Read the letter again and complete the sentences with have to/ must, can or can't.
2. 提示： have to与must的用法：
1）must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 attend an important meeting this afternoon.
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 answers.
Homework
1. Remember the new words and expressions in this period.
2. Ask Ss write down Molly's rules at home and at school.
板书设计：

Section B 1a-2c

1. Phrases: go out, do the dishes, clean his room

2. 2b:
课后反思：
What does Molly feel about the rules?
She feels terrible
Section B 3a-Self Check
What does Dr Know think of the rules at home and at school?
1：出示课题:Section B 3a-Self Check
She thinks parents and schools are sometimes strict, but they make rules to
2、第一次“先学后教”。（补充句子）
（一）出示学习指导
help us. We have to follow them.
1) 复习情态动词can表示许可的用法；
3. 2c:
2) 复习练习运用祈使句以及情态动词have to及must来表达一些规则。
1. can't, can; 2. must 3. can't 4. can't . have to
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。

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学 海 无 涯
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（5） 师加强对做错题型的讲解及训练。
（四）当堂训练
. Presentation
1. Present some new words on the big screen.
hair, learn, keep + 名词 + 形容词
2. Ss learn the new words and expressions.
3. Review the how to use have to and must; can and can't.
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have to/must还
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。
3. Check the answers.
2、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
3、谈论表达自己对规则的想法或看法。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。
（2）教师公布答 案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者说说自己的学习方法，帮 助后进生，做到相互学习的好习惯
（4）、当堂训练
. 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.
2. Ss discuss their rules in groups. Then fill in the blanks. Then check the rules you think are
unfair.
For example: You must wear a school uniform at school. You must keep your hair short at
school.
3. Let some groups say their answers. Write some of the rules on the blackboard.

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学 海 无 涯
. 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.
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.
. 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
blanks 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 answers.
4. Explain some sentences that Ss may have difficulty understanding them.
. Self Check 2
1. Review the use of can/can't; have/must; don't have to。
2. Tell Ss they should use
school. Write two sentences 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 answers 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
We can’t be noisy in the library. Don’t be noisy in the library.
3a: can, must, have to, have to, can't, must, can't, must, can
We must/can speak English in the English class.
3b: have to do: wear school uniform, keep hair short, eat in the dinning hall,
We must/can eat in the dining hall.
keep quiet in the library…
课后反思：
can't do: don't go out on school night, don't listen to music in the
Unit 5 Why do you like pandas?
classroom, don't be late for class…
Self Check 2:
（1a-2d）
1.板书课题：Unit 5 Why do you like pandas?
We must/ have to listen to our teachers at school.

39
Don’t arrive late for class. We can’t arrive late for class.
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
We can’t be noisy in the library. Don’t be noisy in the library.
We must/can speak English in the English class.
We must/can eat in the dining hall.
学 海 无 涯
（1）、出示学习指导

掌握以下单词：（能做到“四会”）
tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of,
Australia, south, Africa, South Africa, pet, leg, cat, sleep
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
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, mouse, cow, duck… )
Ⅱ. 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 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.
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的内容有一点了解。
2）、仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）

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2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
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.
Ⅵ. Listening
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.
Ⅶ. 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.
3、第三次“先学后教”（学生读默读或朗读课 文，勾出不认识的单词、短
语及句句型，读后回答问题。）
（1）、出示学习指导

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1）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
2）、能轻声跟读语音机注意句中的语气。
3）、回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
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
（4）、当堂训练
1、口述课文内容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。
Ⅷ. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the conversation in 2d and find the
answers to the questions:
① Does Peter have a pet?
② What can Dingding 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 answers:
Yes, he does.
He can walk on two legs. He can dance, 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 conversation.
Homework:
1. Remember the new words and expressions in this period.

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2. Role-play the conversation after class.
3. Write the animal's names as many as possible in the exercises book.
板书设计：

Section A (1a-2d)
课后反思：
Section A (Grammar Focus-3c)
Drills：
1. —Let's see the lions.
一、出示课题：Section A (Grammar Focus-3c)
二、第一次先学后教.（ Grammar Focus.）
—Because they're interesting.
1、出示学习指导。
2b: elephants, kind of, South Africa
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 …?
2c: ① Does Peter have a pet?
—Because they're…
② What can Dingding do?
2) 继续学习谈论动物来自哪里，掌握以下句型：
③ What pet does Jenny’s mom have?
—Where are lions from?
④ Does Jenny like the cat? Why?
—They're from South Africa.
2、先学。


让学生自己先读语法焦点，并找出语法结构。
Why do you like …? —Because they're…和 —Where are lions from?
—They're from South Africa.的用法，以学案的方式呈现在大屏幕上，让学生自主学习，
并发现其用法。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2）教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
（3）教师讲解can 后面的动词用动词原形部分人称变化。
—Why do you want to see them?
4、当堂训练
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.
Ⅲ. Practice
1. Look at 3a. Tell Ss to fill in the blanks with the words from the box. Then practice the

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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
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< br>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 answers.
（二）、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questiongs and answer with the words and phrase.提醒学生but
的用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（6） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
（7） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。
Ⅳ. Practice
1. Work on 3b. Tell Ss to write the names of animals in the blanks to make sentences that are
true for you. e.g.
I like cats because they are interesting.
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 sentences.
3. Let some Ss report their likes and dislikes.
. Exercises
1. If time is enough do some more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Think and describe an animal after class. Then write your sentences on the workbook.
板书设计

Section A Grammar Focus-3c

—Why do you like pandas? —Because they're kind of
interesting.
Section B(1a-2c)

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—Where are lions from? —They're from South Africa.
3a: Where, They're, like, do, Why, because, don't, cool
3b: cats, dogs, lions,
学 海 无 涯
课后反思:
1.板书课题：Section B(1a-2c)
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
能掌握以下单词：(能做到四会)
friendly, shy, save, symbol, flag, forget, place, water, danger, cut, down, cut down, tree,
kill, ivory, over
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
3、第一次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力内容时做
2）仔细听录音能听懂录音内容并独立完成填序号题和填空题。
(2)、先学。
1）、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2）、根据学情，适当增加或减少录音播放次数。
3）、学生听录音，并回答浅层次问题
。

（3）、后教。
1）、教师公布答案，学生同桌改，教师统计结果。
2）、积极鼓励后进生回答，出现问题学生更正。
3）、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解
决。
4）、 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.

（4）当堂训练。

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Ⅱ. Presentation
1. Show some pictures on the big screen and teach Ss the new words. e.g.
Show a picture of a shy girl, let Ss know she's shy.
2. Let Ss read aloud the words and expressions.
3. Give Ss some time and read aloud the words.
Ⅲ. Learning
1. Pay attention to the animals in the picture in 1a and ask a student to say the name of each
one.
2. Point out the list of eight numbered adjectives below.
T: Now please match the adjectives with the animals in the picture. Write the letter of the
animal on the line after the adjective. Point out the sample answer.
3. As students work, move around the room offering to answer questions as needed.
4. Correct the answers.
Ⅳ. Listening
Work on 1b:
1. T: 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.
2. Ss listen and try to circle the adjectives in 1a.
3. Play the recording again for the Ss to check the answers.
Work on 1c:
1. Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the
write-on lines under each.
2. 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.
3. Play the first four lines of recording and stop the tape. Ask, What animal are they talking
about? What words does Mary use to describe the elephant?
Point out the write-on lines where students can write these words.
4. Play the whole recording and have students write the words they hear on the chart.
5. Check the answers.
2、
第二次“先学后教”（学生读默读或朗读课文，勾出不认识的 单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导
1）学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2）画出不懂得语言点、表达方式和语法现象。
3）了解课文内容，回答老师提出的课文相关联的问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。

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2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练
1、口述课文内容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
Reading

1. Fast reading
T: Now, read the passage quickly and find the answer to this question:
When is Thai Elephant Day?
(March 13th.)
Ss read the passage quickly and try to find the answer to this question.
Check the answers.
2. Careful reading
T: Now read the passage again and find the answers to these questions (on the big screen):
① What do the students from Thailand wan to do?
② What can Elephants do?
③ Why are elephants in great danger?
④ What's the best title for this article? (check)
Ss read the questions first. Then read the passage again and find the answers to the
questions.
Check the answers with the class.
. Reading
1. Tell the students to look at the map in 2c. There are four box around the word
The first box is about the importance of the elephants in Thailand. The second box is about
the abilities of the elephants. The third box is about the facts and figures of the elephants. The
last box is about how to save the elephants. Let's read the passage again and fill in the blanks.
2. 阅读指导：
1) 认真看一遍这四个表格，明确每个表格是关于大象的那个方面的情况。
2）然后，再读短文一遍，找到 相关的内容的依据。仔细读相关内容，分析空格处应当
填写的单词。比如：第一个方框中讲大象在泰国的 重要性，通过读短文可知依据应是短
文的第一段。由最后两句话“我们的第一国旗上面有一只白色的大象 ，这是好运的象征。”
可知第一个空格处应填写elephant；第二个空格处应填luck。其他与 此类似。
3）最后，再读自己所填写的空格及依据，看是否有错误。
3. Ss read the article and fill in the blanks in the map.

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4. Check the answers with the Ss.
Homework
1. Remember the new words and expressions learned in this period.
2. Ask Ss to retell the article according to the map in 2c.
板书设计：

Section B 1a-2c

1. friendly, shy, cute, lazy, small, scary, beautiful, smart


2. —What animal do you like?
—I like elephants. They're cute. I like dogs, too.
课后反思:
—Why?
Section B 3a-Self Check

—Because they're friendly and smart.
一、出示课题：Section B 3a-Self Check
3. When is Thai Elephant Day? (March 13th.)
二、 第一次“先学后教”。（补充句子）
4. ① What do the students from Thailand wan to do?
（一）出示学习指导
② What can Elephants do?
1) 复习本单元所学的动物的名称以及描述动物的形容词。
2) 能正确运用所学的相关知识描述动词，表达自己的喜好。
③ Why are elephants in great danger?
3）通过不同方式的练习来熟练表达自己的喜好及描述不同的动物
④ What's the best title for this article? (check)
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（8） 师加强对做错题型的讲解及训练。
（四）当堂训练
Ⅱ. Presentation
1. Show some picture on the big screen. Learn the new sentence structure.
(a beautiful butterfly) Isn't it beautiful?
(a tall tree) Is it tall?
…
2. Ss try to understand the use of the sentence structure. Then try to make their own sentences.
Ⅲ. Practice
1. T: Becky is Jill's favorite animal. Fill in the blanks with the words in the box.
2. 阅读指导 ：首先，通读小短文，看短文中描述或介绍了Becky的那些方面；其次，
读方框中的选项，明白每个 单词的意思。然后，认真读短文，分析每个空格所在句子的
意思，确定每个空格的意思，然后补全空格。 最后，通读一遍短文，看短文是否通顺，
确定所填空的单词是否正确。
3. Ss read and fill in the blanks.

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4. Check the answers.
5. Explain
Ⅳ. Writing
1. T: Do you know Beibie, Jinging, Huanhuan, Yingying? Yeah, they're four pandas in China.
Now look at a picture of Beibei. Do you like her? Can you write a short article to introduce
her? You can use the words and expressions below. (five years old, China, cute, Beijing
Zoo)
2. 写作指导： 首先，应介绍它的岁数，来自哪里；然后，可以介绍它的特性比如cute,
beautiful, shy等。然后，介绍你为什么喜欢它的原因；最后，可以介绍一下它现在在北
京动物园里。并通读一遍 短文，看是否通顺无误。
3. Ss try to write a short article about Beibei.
4. Let some Ss read their article to the class.
5. Present a possible version on the big screen and let Ss correct their article.
2、第二次“先学后教”（补充句子，写短文 ）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。
（2）教师公布答 案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者说说自己的学习方法，帮 助后进生，做到相互学习的好习惯
（4）、当堂训练
Ⅴ. Self Check 1
1. We learned many animals and descriptions in this unit. Let's have a review of the animals
and descriptions. Now work in groups and write more words in the chart below.
2. Ss work in groups and add more words in the chart.
3. Let some Ss write the answers on the blackboard. Let other Ss add more words.
4. Ok. Now let's make sentences with the animals and descriptions.
I like…because…
I don't like… because they are…
I think … are really…
…are very…
5. Ss work in groups try to make five sentences each group.
6. Let some groups read out their sentences.
Ⅵ. Self Check 2
1. There are some questions and some answers in the chart. Please read the sentences below
and match the questions and answers to make a conversation.
2. Check the answers with the Ss.

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3. Now, you can make your own conversations with your partner.
4. Ss make their own conversations and act out the conversation.
Homework
1. Review the conversations and passages in Section B.
2. Write a short article about an animal your like.
板书设计：

Section B 3a-Self Check
Unit 6 I’m watching TV.

3a: beautiful, Africa, years, like, because, lives
Section A 1 (1a-2d)
3b: One possible version:
1、出示课题：Unit 6 I’m watching TV.
Beibei is my favorite animal. She's from China. She's five years old. I like
Section A 1 (1a-2d
her because she is cute and shy. She lives in Beijing Zoo. …

2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）

Self Check 1: Where are they from? They're from Africa.
（1）、出示学习指导

1) 能掌握以下单词：(能做到四会 )

newspaper, use, soup, wash, movie, just…
lion, really scary, kind of boring; elephants, cute, very big; funny….
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
Self Check 2:
2、学生听单词录音，画出自己读错的或不会读的单词。
What animal do you like? I like lions.
（3）、后教。
Why do you like lions? Because they're big and beautiful
教师播放单词录音，学生跟读，校正自己的发 音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻找规律，进行记忆。有必要时教师写 在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
Ⅱ. Presentation
1. Show some pictures on the big screen. Present the new words and expressions.
2. Ss watch and learn the new words and expressions.
3. Give Ss some time and try to remember the new words and expressions.
4. (Show some pictures on the screen and ask some students to perform the actions.)
e.g. T: What are you doing?
S: I am doing homework. (Help him/her to answer)
T: What is he /she doing?
Ss: He /she is doing homework.
Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the
same way.
5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with
pictures.
6. Check the answers with the Ss.

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