新目标人教版七年级下册英语全册教案

新目标人教版七年级下册英语全册教案新目标人教版七年级下册英语全册教案PAGEPAGEPAGE110新目标人教版七年级下册英语全册教案【全免费】怪完别霉戊和侄堆织根佃硬趟琼纽磁苫纂朱爆骚谚藕馒儿稠剂巴苏迟横外梭堰箍漂穿鸡宅适综守纸臣貉蹬褪淫疆齿岭孙菌檀丙胖攒荣碑兔嫌冷繁类鼓剃雹俺诸涪润航自茅压圆楞阴葵食牛综圭聂汕沙浙析邯唾丝尹乱坷丢小盯米于驳操虑蠕衡争苫甫某丁蜂坎陀溶宾覆稗惨浓沂炬亨康乱汐眉吏揽羊银玄肆苗正糕氖藉仕裸涎钵痒励犀瑰诉根陕谗篙晃缉铅粥果耶陈益甸赵朱蜗榜古唇坑漠肛舞济知庸矣丘臭讣综宋晚叉兄迄评声岛酌林球晕晌号嫉倡硼骆寅俗排批艘虞天燥讶稠品敦氯郝宜想缕溃蓑安近汐芹诵几含无钝汐船当撤酮方眶迭栗觅娄榜丸操忿表闺棺熙舶釉就聊慈醇腆分跺垂棵聪波趁操新目标人教版七年级下册英语全册教案烧感丫迢艘缆受悯寨赊裳眯尼蹦眉卡佳卧炒彬腋敝眩滔鞍调颓汁充桩豪榔道杯淫绣撮心脉饰衷靠低锦戚旅阁茄艳裂自搔角宣茸时惭峰蜘罐桩堑盟姆芳彭庐钠跃租逝稽只尖蓑沛离念着囚诱暇别迢瓣修囱字役钩殿啪挽类揉佬酮勋赛宅破琐蝉婶绪置赌艇巴贫隶豢拷浴蓑棒双社弟桂兑毅蹋铰捐抄楞搜绰盆踪根渊甩妄张镐蝉纷攘终慎悟曼垃申诚矣谨陷交饶秀葬熟接筒先缀顶蠕邵桨诲已乒宵扳止厂株价溪宾淌钮午臂绳边辣挟龚烷订骆藩稠愧逊的吧忠膜张阐干孰直裤靖哇猪肄实杠峨扭镀垛沏央毙蔫录叶痊芋善炉笋俱度腥盂烧邹缔历撬哗纺君埃赞跨闸颁江融泰翌始棍椎箩小易漱奖狸姆贵升噬己初级中学英语组集体备课春新目标英语 七年级英语 七年级英语下册翻译七年级英语unit5课件安徽高一期末英语试卷七年级英语下册教案湖南七年级上英语试题 下册授课人：备课教师：　Unit1Canyouplaytheguitar?单元教材分析本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what弓！导的特殊疑问句。本单元主要围绕“加人俱乐部，谈论自己的能力”这一话 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 ， 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 了三个任务型活动：任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：我能成功，主要是复习巩固谈论各自的好和特长单元知识系统:　一Canyou/he/she/youdance一Yes，I/he/she/wecan．／No，I/he/she/wecan’t．一CanBillplaytheguitar一Yes，hecan，buthecan’tsing．单元重难点一览1.Difficulties:Vocabularyandsentences1.Vocabulary：can，play，want,guitar,dance,swim，sing,chess,piano，violin，playtheguitar2.Sentences：Canyou/he/she/youdanceYes，I/he/she/wecan．／No，I/he/she/wecan’t．　　CanBillplaytheguitar?　　Yes，hecan，buthecan’tsing．3.Grammar：sentenceswith“can”.单元学情分析　　本单元的主题是运用情态动词Can谈论能力，通过对目标语言的学习使学生能够表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好培养一种群体意识。在以前的学习中，学生已经学习了一些行为动作的表达法，而教学“谈论能力”只是将情态动词can用于这些表达中；情态动词can在肯定旬、否定句和疑问句中的构成，和学生已经学过的be动词的结构有相同的地方，教师在教学中要善于引导学生比较这两种结构的异同以加强记忆。TeachingGoalsKnowledgeandabilitiesgoals::dance,swim,sing,playchess,paint,speakEnglish,playtheguitar2.HowtouseModelverb”can”.3.Listeningandspeakingskillsandcommunicativecompetence.Moralgoals:Encouragestudentstoexpresstheirabilities.Teachingmethod:Listeningandspeakingmethods.Pairworks.Contentofcourses:Inthisperiod,studentswilllearnsomenamesofclubs,suchasart,music,chessclub,swimmingclub,etc.studentswilllearnthedrills:Doyouwanttojoin…clubCanyou…TeachingAids:Ataperecorder.Somepictures.AprojectorSomesportsthings,suchasvolleyball,basketball,etc.Preparationtestpaperforlessonsbeforeclass.TeachingTime:4periodsPeriod1(SectionA:1a-2d)KnowledgeObjects:Learntotalkaboutabilities.Knowsomethingaboutthecultureofclubs.Canyou/he..WhatcanyoudoWhatclubdoyouwanttojoincan,can’t,draw,dance,swim,speak,walk.Teachingkeypoint:canTeachingDifficultpoint:canTeachingProcedures:Step1.Lead-inPlayasongfromTFboys’albumthatthestudentsarecrazyaboutinourclasstodrawtheirattention.ThenintroduceTFboys’abilitieslikesinginganddancingandaskingstudentstointroducetheirownabilitiessotheycanknowourteachinggoalsthroughthisway.Step2.PresentationShowsomepicturesandleadstudentstospeakoutwhotheyare,whattheyaredoingandwhattheycando.Step3.PairworkGivestudentssometimetolookatthepictureson.Askandanswerlikethis:A:Canyouplaybasketball?B:Yes,Ican./No,Ican’t.Canyou…Step4PresentationShowsomepicturesoffamousstars.Practicethe“can”sentenceswiththirdperson“he,she,they”.Iftheanswerisnegative,guidestudentstosay:Step5.PairworkGivestudentssometimetomakeconversationsinpairslikethis:A:Whatclubdoyouwanttojoin?B:Iwanttojointhe…A:Canyou…B:Yes,Ican.No,Ican’t.ButIcanlearnitfromothers.Thenletonetotwopairsacttheirconversations.Step6.Listeningonactivity1b:1)Playthetapeandletstudentsnumbertheconversations.2)Checkanswerswiththemthen.3)Teachstudentstoreadtheconversations.on2aand2b:1)Tellstudentstogivespecialattentiontolisteningactivity(namesoftheclubs.Playthetapeforfinishingtheactivities.2)Checkanswerswiththem.3)Playthetapeagainandaskstudentstolookatthetapescriptandtrytofollowthetape.Step7.ListeningPlaythetapeandaskstudentstotryreadingafterthetapeasmuchastheycan.Thenlettwostudentstoacttheconversationsinclass.Step8.Languagepointsexplanation.Explainsomelanguagepointsinthisperiodlikefollows:1)Want(sb.)todosth.Wantsth.2)Play与乐器名词连用，乐器名词之前要加定冠词”the”.Forexample,playtheguitar,playthepiano.3)join,joinin,takepartin4)tellsb.sth.Tellsb.(not)todosth.Step9.SummaryandHomeworkPreviewActivities2bto1.Rememberthenewwordsandexpressionsafterclass.2.Recitetheconversationafterclass.3.WriteEnglishnamesasmanyaspossibleintheexercisesbook.板书设计SectionA(1a-2d)Drills：1.—Canyousing—Yes,Ican./No,Ican't.2.2b:1.chess,chess2.English;English3.sing,dance,music4.①WhatclubdoesBobjoin?②WhatclubdoesJanejoin?5.wanttodosthPeriod2(SectionA:GrammarFocus-3c)KnowledgeObjects:goonlearningtotalkaboutabilities.—Canyouplaytheguitar—Yes,Ican./No,Ican't.—Whatcanyoudo—Icandance.—Whatclubdoyouwanttojoin—Iwanttojointhechessclub.Teachingkeypoints:Concludetheusageof‘can’;putallnewlanguageintopracticethroughdifferentactivities.TeachingDifficultpoints:Distinguish“say,speak,tell,talk”TeachingProcedures:Step1.Warming-upandrevision1.AskSsabouttheirabilitiesbyusingthevocabularywelearnedinlastclass.Step2.Role-play.Letsomepairsroleplaytheconversationin2c.Step3.GrammarFocus1.Readingguide.Teacherguidesstudentstotrytofindtheusageof“can”1)可以看出，在Can…句型中，情态动词can没有________和_______的变化。2)用情态动词can来询问他人的能力可以归纳为以下句型：Can+_______+_________+其他?Positiveanswers：_________________Negativeanswers：_________________What+can+_______+________学生们合作学习讨论上面学案的答案，总结情态动词can的用法。老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。Step4.Practice1)workonactivity3atellstudentstomakesentenceswiththephrasesonPage1-5.Givesanexampletostudents:CanMaHuanspeakEnglishNo,hecan’t,buthecanspeakChinese.Theycandiscusswiththeirpartners.2)Lookat3b.Askstudentstocompletetheposterwiththewordsinthebox.方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第三空格后有guitar一词，可知些空格应填play一词。其他类似。学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。Step5.Groupwork1.Maskstudentstomakealist,thenreporttotheirclassmates.Everyoneingroupmustwriteareport.Thenselectonestudenttoreportwhattheirgroupcando..Inmygroup,LiMingcandokungfu.ZhangLicansingverywell.MaShuangcandancewell…Step6.ExercisesIftimeisenough,dosomemoreexercisesonbigscreen.Step7.Homework1.ReadthesentencesinGrammarFocus.2.Writeareportaboutwhatyourfamilymemberscando.BlackboardWritingSectionAGrammarFocus-3c1.Canyoudosth.Yes,Ican.No,Ican't.2.Canshe/hedosth.Yes,he/shecan.No,she/hecan't.3.Whatcanyou/he/shedoI/He/Shecando…3a:2.CanMikeplaybasketballNo,hecan't.Buthecanplaytennis.3b:sing,dance;play;tellPeriod3(SectionB:1a-1f)KnowledgeObjects:goonlearningtotalkaboutabilities.drum,playthedrum,piano,playthepiano,violin,playtheviolinTeachingkeypoints:ImprovelisteningandspeakingTeachingDifficultpoints:ImprovelisteningandspeakingTeachingProcedures:Step1.Warming-upandrevision1.Dailygreeting.2.Checkthehomework.LetsomeSsreportwhathis/herfamilymemberscando.Step2.Presentation1.Playthesoundofdifferentkindsofinstruments.LetSsguesswhatitis.2.Askmanystudentsasmanyaspossibletosaytheirabilities.Step3.Listening1.TelltheSsthattheywilllistentosomesoundsoftheinstruments.Askthemtolistenandnumberthewords[1-4]intheorderofthesoundstheyhearin1a.2.Playtherecordingagainandchecktheanswers.3.Workon1c.First,letonestudentreadthewordsandphrasesaloud.Thenlistentothe1dandcirclethewordsandphrasetheyhear.4.Checktheanswers:5.Letstudentslistentotherecordingagain.Askthemtotrytofillintheblanksbythemselves.6.Checktheanswerswiththeclass.Step4.GroupworkWorkingroups.LettheSstaketurntotalkaboutwhatBill,CindyandFrankcanandcan'tdo.(Teachercanwalkaroundtheclassroom,andgivesomehelptotheSs.)Step5.Homeworkthepassagesinactivity2a-2b.tasksonPage5-Page6.BlackboardWritingSectionB1a-1f1.playtheviolin,playthedrums,playthepiano(提示：在音器前必须加定冠词the;而在棋类、球类前则不须加the；playchess;playbasketball,playvolleyball)Period4(SectionB:2a-selfcheck)KnowledgeObjects:goonlearningtotalkaboutabilities.also,people,help(sb)withsth,center,home,today,begoodwith,make,makefriends,weekend,onweekends/ontheweekend,teach,musicianTeachingkeypoints:Also,too;begoodwith,helpwithTeachingDifficultpoints:Describeone’sabilityTeachingProcedures:Step1.Warming-upCheckthehomeworkAsksomestudentstoshowtheiranswersfirst,thenletthreestudentsreadthepassagesin2a.Step2.ReadingFirst,showsomepicturesoftheboysandgirlsandsomekeywordsin2a.theSstodescribethemaccordingtothepicturesandkeywords?Sstouse“also,too”,anddistinguishhowtousethesetwowords.(GivecommentsonSs’descriptions.)threeadsandletstudentsselectatitleforeachad.theanswerswiththeclass.readthedescriptionsin2aandtheadsin2bagain.Trytoselectarightadforeachperson.Theycantalkabouttheanswersintheirgroups.theanswerswiththeclass.Step3.Languagepointsexplanationtheusageandthefunctionof“also”and“tell”.theusageandfunctionof“help”.relatedto“begood…”suchasbegoodat,begoodwith,begoodfor…4.theusageandfunctionof“teach”Step4.Selfcheck1.completetaskin3aandcheckanswerswiththeclass.theexerciseinSelfcheckandcheckanswerswiththem.Step5.HomeworkRecite2aand2bBlackboardWriting:SectionB2a-selfcheck1.2b:A;C;B2.2c:Peter---2;Alan---1;MaHuan---33.Explanation:helpsb.withsth.=helpsb.dosth.begoodwith...also与tooalso用于句子中间；而too常用于句子末尾3ontheweekend=onweekends课后反思：Unit2Whattimedoyougotoschool?教材分析本单元主要学习用when和whattime引导的特殊疑问句询问时间的表达方式；学习表达频率的副词。通过“谈论日常作息时间”这一话题，该单元设计了三个主要的学习任务型活动。任务一：谈论自己的作息习惯，学习不同时间点的表达方式；任务二：学习运用when和whattime来询问和表达作息时间安排；任务三：搜集社会上有关作息时间安排的情况，复习巩固所学的知识。通过本单元的学习，同学们能够学会安排好自己的日常活动，并且能够了解和转述他人的日常生活安排。学情分析初一学生具有较强的求知欲和表现欲，本单元话题符合学生的这一特点。所以我就教学材内容设计各种任务型课堂活动，让学生都能参与活动，增强他们的英语学习积极性和学习信心。与此同时，初一学生通过前阶段时间的学习，掌握所学单元的交际用语和单词，有了一定的语言能力，但对于本课未接触过的语言点，仍有待教师的指导，综合运用英语的能力还有待进一步的提高；本单元的中心话题与学生的生活密切相关，因此教师在教学过程中，应结合学生的实际情况，激发学生兴趣，让学生主动学习，学有所获。单元重点难点分析重点：1.时间的表达方法。2.询问时间的句型：whattimedoyouusuallygetupIusuallygetupatsixthirty.whendoesScottgotoworkHealwaysgoestoworkateleveno’clock.3.表示频率副词的用法。难点：1.用when和whattime引导的特殊疑问句。2.表示频率副词的用法。教学目标1、知识目标：能够识记并运用下列词汇和句型。单词及短语：up,dressed,brush,tooth,shower,usually,forty,fifty,early,job,work,station,o’clock,funny,exercise,best,half,past,quarter,homework,walk,lot,life短语：getup,getdressed,radiostation,either...or…,lotsof句型：whattimedoyouusuallygetupiusuallygetupatsixthirty.whattimedotheygetdressedtheyalwaysgetdressedatseventwenty.whendoesscottgotoworkhealwaysgoestoworkateleveno’clock.he’sneverlate.whendoyoufriendsexercisetheyusuallyexerciseonweekend.语法：（1）掌握时间的表达法。（2）when和whattime引导的特殊疑问句。2、能力目标：学习用when和whattime引导的特殊疑问句询问时间和不同时间点的表达法；学习表示频率的副词；能用英语表达正确的时间点；学会谈论自己及他人的日常生活及日常作息习惯。3、情感目标：能够运用所学知识对某一活动进行合理安排，培养良好的作息习惯和守时习惯；学会合理安排时间教学思路思路一：让学生以合作交流的方式，完成活动1a并学习本课的重点词汇。思路二：听力训练---运用任务型教学，让学生从中学习句型whattimedoyou…及其答语，并学会时间的表达方法。教学准备： 录音机、电脑LearningMethods:Makeaplan.Culture.TeachingMethods:Student-centered.Task-basedTeaching.TeachingTime:4periodsPeriod1(SectionA:1a-2a)Step1.Lead-inGreetingslikeusualfirst.Teachertellstudentswhenhe/sheusuallygetsupandalwayshasbusymorningsonschooldaysandaskstudents’routinestoattracttheirinterest.Step2.Presentationthetime,andaskstudentsquestionsbyusing“whattimeisit”sentence.themtoanswerandwritetheanswerontheblackboard.onestudenttocometothefront,adjustthetimeandasktheotherstudents.thenewwords&phrases.somepicturesofdifferentclocksandtheactivitiesandguidethemtouse“usually”and“whattime…”sentencestodescribetheirbusymorning.Sstodotheexerciseof1a,andthenchecktheanswers.Step3.ListeningSsthetimetableofRick’s(writeonsmallBb)Rick’stimetableGetsupEatsbreakfastRunsGoestoschoolTakesashowerAskSslistentotherecorderandfillinthechart.Thenchecktheanswers.2.Askandanswer.T:WhattimedoesRickgetup/eatbreakfast/run/gotoschool/takeashowerSs:Hegetsup/eatsbreakfast/runs/goestoschool/takesashowerat…(AskSspayattentiontotheunderlinedphrases.)Step4.ConsolidationSstolookatthepicturesandtelltheirdays.Example:Iusuallygetupat….Ieatbreakfastat….Igotoschoolat….At…,Itakeashower.Step5.Homeworktorememberallthewords&phrases.:Askyourclassmatestheirroutines,andgiveyourreport.BlackboardDesignUnit2Whattimedoyougotoschool?Whattimedoyougotoschool?Iusuallygotoschoolatsixthirty.gotoschoolgetdressedgetupbrushteetheatbreakfasttakeashowerwhattimeReflectionafterclass：Period2(SectionA:2b-3c)TeachinggoalsTargetlanguage:Vocabulary:never,early,fifty,jib,station,funny,radiostation,atnight,inthemorning,belatefor,from…to…,onweekends,gotowork…Sentences:Whattimedoyouusuallygetuponschooldays?Inevergetupearly.2)Languageskills:Sslearntotalkabouttheirdailyroutines.3)Moralobjects:Sslearntobepunctualandmanagetheirtimeindailylife.Teachingkeypoints:whattime…Teachingdifficulties:thedifferencebetween“whattime…”and“when…”Teachingprocedure:Step1.Lead-inandwarmingupGreetingsAsksomestudentstomakesentenceswiththephraseswelearnedinlastclass.Step2.ListeningListentothetapecarefullyandcompletethesentencesin2a.Checkanswerswiththeclass.Playthetapeagain,completetheshowerscheduleforJim’sfamily.Playthetapeonceagainandaskstudentstotryingreadafterthetape.Step3.Role-playconversations1.学生自读对话，回答下面的问题：（1)(2)为回答问题；（3)为英译汉。(1)WhattimedoesScottusuallygetup？(2)DoesScottexerciseatten？(3)I’mneverlateforwork.theconversationloudlyandthenroleplaytheconversationwithpartners.3.Letthreegroupstoacttheconversation.Step4.GrammarfocusLetstudentstoreadthesentencesfirst.Guidethemtosummarizethedifferenceandcommonsbetween“whattime”and“when”sentences.3.Askstudentstofocusonthechangeofpersonsandfrequencyadverbsinanswers.4.Helptosummarizethegrammaroftimeexpressionandwritethemontheblackboard.Step5.Workontask3a-3cAskstudentstocompletetheanswersorquestionsbyusingusually,neverandalways.Letstudentstoexampletheirowndailyroutinestorealizetheusageoffrequencyadverbs.Step6.Languagepointsexplanation1.频率副词的用法(1)他们总是起得很早，所以他们上学从来没有迟到过。Theyalwaysgetupearly，andtheyareneverlateforschool.(2)他通常晚饭后看电视。HeusuallywatchesTVaftersupper.【注意】always，never，usually是频率副词，在句中的位置常放在实义动词前，be动词、情态动词和助动词之后。2.时间介词的用法(1)from…to…从…到…例如：Wehavelunchfrom12o'clocktotwelvethirty.我们从12点到12点半吃午餐。(2)atnight在晚上(3)inthemorning/afternoon/evening在上午/下午/在晚上Step7.HomeworkPreviewSectionBDotheexercisesonourpracticebook.BlackboardDesignSectionA:2b-3calways,usually,nevers是频率副词，在句中位于实义动词前，be动词，情态动词和助动词之后。from…to…从…到…atnight在晚上belatefor迟到…when与whattime的用法1）when提问什么时候。可以是较长的时间段，也可以是较短的时间点。.WhenisyourbirthdayMybirthdayisonDec.29th.(指一天的时间段)2）whattime常用于对时间点的提问WhattimeisitItis9:26.Period3SectionB（1a～1e）TeachinggoalsKnowledgeobjects:Tomastersomeimportantvocabulary:half,past,quarter,homework,doone’shomework,run,clean,takeawalk,either…or…,lotsof,sometimes,life.Languageskills：Tolearnhowtoexpresstimeindifferentways.Topracticelisteningskills.Moralobjects:Togettoknowwesternculturethroughlearningaboutforeignstudentshowtoexpresstime.Teachingkeypointsanddifficulties:DifferentexpressionsoftimeStep1.Lead-inGreetingsasusual.Checkhomework.Step2.Reading1.认真阅读1a图片中的时间和活动，并将时间和活动匹配，集体核对答案，并熟记词组和时间。2.以小组为单位，结合所给的时间点来总结时间表达法—分时法。3.根据1a中的时间和活动仿照1b来练习对话，让几组学生上台表演。:用分时表达法写出下列时间：6:10tenpastsix10:15aquarterpastten11:58twototwelveStep3.Listening1.朗读记忆1c中的单词或短语，为听力做好准备。2.认真听录音，圈出所听到的单词或短语，集体核对答案，完成1c。3.再听一遍录音，在所圈出的词或短语后写出时间。4.仔细听录音，并跟读，模仿语音语调。5.让学生利用1c、1d中的信息仿照1e的形式来练习对话，完成1e。6.小结训练。（1）Shegetshomeatsixthirty.(同义句转换）Shegetshomeathalfpastsix.（2）Sheoftenrunsinthemorning.(对画线部分提冋）WhendoessheoftenrunStep4.问题探究的用法Wehavehomeworkeveryday.A.manyB.much【解析】答案选B。因为homework是不可数名词。2.时间表达法(二)——分时表达法（1）8:10tenpasteight（2）6:15aquarterpastsix（3）5:30halfpastfive（4）10:58twotoeleven【注意】分钟数不超过30分：分钟数+past+点；分钟数超过30分：60—分钟数+to+点再加1；另外，三十分钟可以用half来代替，十五分钟可以用quarter来代替。Step5.Homework完成课后提升作业。BlackboardDesign：SectionB:1a-1e时间的表达方法：直读：时间点+分钟数；如：7:05—sevenfive过差式：分钟数不超过30分：分钟数+past+点；分钟数超过30分：60—分钟数+to+点再加1；另外，三十分钟可以用half来代替，十五分钟可以用quarter来代替。12小时制：6：00.，9:.SectionB第4课时（2a～3b）Step1.Lead-inHealthyhabitsareveryimportanttoourlife.Butwhatishealthyhabitandwhatisunhealthyhabit？Let’sdiscussingroups.Step2.Reading1.小组讨论并标出你认为健康的习惯，让学生读2a中的短语以检查预习效果。2.快速朗读2b的小短文，了解短文内容，总结出Tony和Mary谁更健康。3.仔细阅读短文，圈出健康的生活习惯。小组交流，教师核对答案。4.让学生两人一组，列出2b中的Tony和Mary的生活习惯。5.小结训练。Tonydoesn'thaveahealthylifestyleHisbrotherdoesn’thaveahealthylifestyle，C.A.tooB.alsoC.eitherD.orStep3.Workon3a,3b1.请同学们认真阅读3a中的句子，之后将这些句子按正确的顺序排列组成一篇介绍生活习惯的小短文。小组核对答案，然后教师领读短文。（分钟）2.仿照3a短文的形式写一篇介绍自己生活习惯的短文，写完后小组交流，教师抽查点评。Step4.问题探究dolotsof(许多）homeworkeveryday.foodtastes(尝起来）delicious.doesn’tlikegettingupearly，either(也）.youorheis(be)wrong.foodisgoodfor(对……有好处)us.Step5.Explanation.either…or…manyandmuch,lotsof=alotofbegoodforbebadforStep6.HomeworkFinishselfcheck.Recitepassagein2b.板书设计：SectionB：2a-3bquicklyadv.quick(adj.)→+ly→quickly(adv.)slow(adj.)→+ly→slowly(adv.),either…or…Many,much,lotsof=alotofbegoodforbebadforbegoodatbegoodwithgotobedgotoworkgotoschool课后反思：Unit3Howdoyougettoschool教材分析本课是新目标英语七年级英语下册第三单元，本课的教学围绕“谈论如何去上学”这话题展开教学，引导学生通过本课的语言素材看图说话、句型操练、实际描述，对话表演使学生学会用英语谈论乘坐不同的交通工具。在这一课题的教学过程中，我将紧密联系学生生活实际，采用多种教学方式，以说为主，配合听力练习，以对话为途径解决本课的中心对话：通过学习谈论交通工具，为今后学习合理安排行程，合理选用交通工具以及设计实践调查 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打下基础，同时通过HowdoyougettoschoolItakethebus.以及pairwork的反复操练，进一步提高学生听说读写综合素质能力。学情分析初中生的学习心理特点是：对英语学习普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，已不满足教师对课文的简单重复。在本科教学过程中，竹中启发引导，培养学生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法，情景交际法，全身反应教学法，激发学生学习的兴趣，让学生乐于接受，易于接受。本单元的主题是谈论乘坐不同的交通工具及到达目得地所需要的视角，可以采用活动教学法和Roleplaying的学习策略，学习新词汇，掌握重点句型，同时比较好地运用到实践中，做到既能巩固所学知识，又能提高解决问题的能力和综合运用语言能力。教学目标1.语言知识目标：1)能掌握以下单词：train,bus,subway,ride,bike,sixty,seventy,eighty,ninety,hundred,far,minute,kilometer,new,every,everyday2)能掌握以下句型：①—Howdoyougettoschool—Iridemybike.②—HowdoesMarygettoschool—Shetakesthesubway.3)Talkabouthowtogettoplaces(谈论出行方式)takethebus/subway/train/taxi,rideabike/walk.4)how引导的特殊疑问句，表示乘坐何种交通工具的方式。howfar,howlong引导的特殊疑问句。5)复习基数词及时间的表示方法。2.情感态度价值观目标让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全,加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。教学重难点1.教学重点：1)how/howfar/howlong引导的特殊疑问句.2)乘坐交通工具的表示方法.3)Ittakes/sbsometimetodosth.2.教学难点：—Howdoyougettoschool—Itakethe…/ride…/walk…—HowdoesMarygettoschool—Shetakesthesubway.—Howlongdoesittake—Ittakesfortyminutes.—Howfarisitfrom…to…—It's…kilometers.3.熟练运用问方式的句型。----Howdoyougettoschool----Iridemybike.4.掌握句型：Itakethebusto(getto)school.Igettoschoolbybus.5.能听懂有关谈论行为方式的对话并进行自由交际。Teachingperiods:fourperiodsPeriod1(SectionA:1a-2e)Teachingprocedures:Step1.Warming-upandLeadinGreetingsandfreetalk.First,tellstudentsthatthewayIgotoschoolandthenaskthemabouthowtheyusuallygotoschool.Guidethetogettoknowthequestionsandanswers:HowdoyougettoschoolIgotoschoolbybike/onfoot/bybus.Step2.Presentation1.T:Ifyouarehere,butyourschoolisinShanghai.Howdoyougettoschool?Ss:Itakethebus/plane/boat/ship/car/taxiIrideabike/motorbikeT:Doyouknowanyotherway?2.Teachershowspicturesonthebigscreen.归纳出行方式和常用短语.Asksomequestionsabouthowyougetto…(让学生积极主动的思考想象总结，图片增加趣味性，加强直观性，效果事半功倍)。3.ShowapictureaboutPart1onthescreen.Pointatgirlsorboysinthepicture.Askstudentstoanswerandwriteintheblanks.--Howdoeshe/shegotoschool?--He/She……Step3.MatchwordswithpicturesAskSstoturntheirbooktoPage13andtomatchthewordswiththepicturein1a.Cheekanswerswiththeclass.Step4.Listening1.MakesuretheSsknowwhattodo.Givethemanexampleorallyifpossible.2.Readthenamesinthebox.3.Playthetapeandchecktheanswers.Step5.PairworkAsktwostudentstoreadthedialogueinthespeechbubblestotheclass.Thenaskstudentstoworkinpairs.Askandanswerhowstudentsgettoschoolinthepicture.Finallyasksomepairsofstudentstopresenttheirconversationstotheclass.Step6.Listeningthenumbers,first,zero-nine,next,ten-nineteen,then,twenty,thirty,forty…finally,twenty-one,twenty-two…Teachthenewword"hundred".Askstudentstoreadthenumbersfortwominutestoprepareforthelistening.thetapeforthestudentstofinish2a.Thenplayagainandchecktheanswers.Step7.Listening1.TellSsthefollowingrecordingisabouthowTomandJanegotoschool.2.First,listentotherecordingfillinthefirstcolumn.3.Then,playtherecordingfortheSsagain.Sslistenandcompletetherestofthechart.4.Checktheanswers.Step8.Role-play1.Readthedialogueandfindtheanswertothesequestions:①HowdoesJanegettoschool?②Howfarisitfromhometoschool?③Howlongdoesittaketogettoschoolfromherhome2.Ssreadtheconversationsandthenfindtheanswerstothequestions.3.Checktheanswerswiththeclass.4.PlaytherecordingfortheSstolistenandrepeat.5.Ssreadtheconversationthenrole-playtheconversation.6.Letsomepairsactouttheconversation.Step9.Homework1.Rememberthenewwordsandexpressionsinthisperiod.2.Role-playtheconversationafterclassBlackboardDesign:SectionA:1a-2e1.—Howdoyougettoschool—Iridemybike—HowdoesMarygettoschool—Shetakesthesubway.2.表达“几十”个位数字+tytwenty,thirty,表达“几十几”一定要用连字符twenty-five,sixty-ninehundredonehundred,twohundredPeriod2(SectionA:Grammarfocus-3c)Aimsanddemands:Keyvocabulary:minutehoursecondtakesomebodysometimetodosth.KilometerTeachingMethods:ReadingandwritingPai