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最新人教版七年级英语下册教案全册

Unit 1 Can you play the guitar?

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, be good at, tell, story write, show, or, talk, talk to, kung fu

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) 能了解以下语法：情态动词can的用法

want 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: I can play the guitar．…等；再指

着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。

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.

Ⅱ. 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／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。

Ⅲ. 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. Then let some Ss talk to their classmates in front of the class.

Ⅳ. 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 )

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Pair work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。)

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 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.

Ⅶ. 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 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.

Ⅷ. 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 expressions after class.

2. Recite the conversation after class.

Section A (Grammar Focus-3c)

一、教学目标：

1. 语言知识目标：

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。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. 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，可以培养学生的一种群体意识，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

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?

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.

Ⅱ. 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。

Ⅲ. 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，并发现其用法。

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?

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。

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 make a poster. Now, read the poster below and try to complete the poster

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。

Ⅴ. 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.

S1: What can you do, S2?

S2: I can do kung 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 make a report. Then select one student to report what your group can do. e.g.

In my group, Li Ming can do kung 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）

Ⅵ. Exercises

1. If time is enough, do some more exercises on big screen.

Homework

Read the sentences in Grammar Focus.

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 weekends/on the weekend, teach, musician

2) 能掌握以下句型：

①—Can you play the piano? No, I can't. / Yes, I can.

②be good with …

③help…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.

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…

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. Ask as many students as possible to say their abilities.

Ⅳ. 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 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.

Ⅵ. 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.

Ⅶ. Reading

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

3. Ss read carefully and try to select a title for each ad.

4. Check the answers with the class.

Ⅷ. 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.

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) 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）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。

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.

Ⅱ. Presentation

1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like

T: Who's he? Ss: He's Liu Huan.

T: What does he do? Ss: (Help Ss to answer) He's a famous musician.

music 音乐→ musician音乐家

拓展： teach教→teacher老师

Ⅲ. 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

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 anat 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.

Ⅴ. 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.

Ⅵ. 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 shoulddown their phrases on their notebook.

3. Let some Ss read their phrases. Let other students add more phrases.

Ⅶ. Self check 3

1. Now you cansomething you like. e.g. What can you do?What can't you do? What about your family members, your friends,

your classmates. You canat 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 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.

Unit 2 What time do you go to school?

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, night

能掌握以下句型：

②—When do you go to work? —I usually go to work at eleven o'clock.

③—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.

Ⅱ. Presentation

1. 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。

2. 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 seven twenty. …

（给学生们解释在英语中时间的简单的表达方式）

3. 调整时钟到某个时间，然后说：I get up at 6：00．I go to school at 6：45．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。Ⅲ. Listening

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

Ⅳ. Pair work

1. 引导学生展开Pair work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。Ⅴ. Listening

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。

(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)。

3. 学生们再听2a部分的对话录音，写出Jim一家人的淋浴计划，完成2b部分的教学任务。

4. Check the answers

Ⅵ. Pair work

引导学生展开pair work活动，完成2c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。

e.g.

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.

Ⅶ. Role-play

1. Ask Ss to read the conversation in 2d. 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 conversations to ask about your best friend's daily activities.

Section A Grammar focus-3c

一、教学目标：

1. 语言知识目标：

1) 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—What time do you usually get up?

—I usually get up at six thirty.

②—When do you go to work?

—I usually go to work at eleven o'clock.

—He's never late for school.

③—When does Rick eat breakfast?

—He eats breakfast tat seven o'clock.

④—When do your friends exercise?

—They usually exercise on weekends.

2能掌握以下词汇：

on weekends, best, group

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。

三、教学过程

Ⅰ. Warming-up and revision

1.Greet the Ss and check the homework.

2.Let some pairs role-play the conversation in 2d.

Ⅱ. Grammar Focus.

1. 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

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 + ___________ 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 answers with the Ss.

Ⅲ. 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，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you，因此回答应用第一人称“I”; I usually get up at six thirty on school days. 其他与之相类似。

Ⅳ. Writing

1. Look at 3b. Write something you always do,something you usually do and something your never do.

2. Ss work by themselves. Try to write down their own sentences.

3. Let Ss exchange their sentences with their partners. Check each other's answers.

4. Let some Ss read their sentences aloud to their classmates.

Ⅴ. Interview

1. Look at the box below. Ask a student read aloud the phrases. Now, interview three of your classmates. Find out what time they do these activities. Then give a report to the class.

2. First, ask and answer your friend:

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?

Jenny: I usually eat dinner at 6:30.

You: When do you usually take a shower?

Jenny: I usually take a shower at9:00.

…

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 weekends. She gets up at seven o’clock. She always exercises at eight o’clock. Sh e usually eats dinner at six thirty. She usually takes a 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.

Ⅵ. Exercises

Homework

1. Read the sentences in Grammar Focus.

2. Ask your family member about their daily arrangement. Then write a report.

Section B 1a-2c

一、教学目标：

1. 语言知识目标：

1) 能掌握以下词汇：

half, past, quarter, homework, run, walk, clean, quickly, either, either…or…, lot, lots of, taste，do (one’s) homework, take a walk, sometimes

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.

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，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安排。

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.

Ⅱ. 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

“What time is it?”。

Ss: It's six o'clock. It's seven twenty. …

帮助学生们用past和to来回答时间：

It's twenty past six.

(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。

(2) 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”)。如：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，即十一点四十五分。

Ⅲ. 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一一配对，完成1a部分的教学任务。

Ⅳ. Pair work

1. 引导学生进行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:

—They usually eat dinner at a quarter to seven in the evening．等。

学生们进行pair work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1c部分的录音，引导学生一边听录音，一边圈出所听到的表示活动的词汇，完成1c部分中的学习任务。

3.Check the answers with the class.

Ⅵ. Listening

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1c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1c部分的录音，根据所听到的

内容写出活动所发生的时间，完成1c部分中的学习任务。

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。

4. Check the answers:

Ⅶ. Talking

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.

Ⅷ. Reading 2b

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 t o 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. Reading

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 expressions in the period.

2. Ask Ss to make sentences with the main phrases in this period.

either…or…; lots of; taste…;

板书设计：

Section B 3a-self check

一、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。

3)掌握以下词汇

Life, lives

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.

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.

Ⅱ. 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。可知列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列举他的生活习惯；对比这些时间点可知，第一项应是从起床“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 )

Ⅲ. 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 t hey 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.

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 answers with the class.

5. Now use the phrases to complete the sentences.

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 answers with the class.

Ⅴ. Self check 2

1.now look at the conversation below. Complete the conversations with questions and answers. Use the words in the bracket 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（可知是回答每天日常生活时间安排）;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，再通读一遍自己编写的对话，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 conversation aloud to the class.

5. Check the answers together.

Homework

1. Review the new words and expressions in Section B.

2. Read the conversation in Self check 2.

3. Make a new dialogue about your grandma.

板书设计：

train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, far, minute, kilometer, new, every, every day，take the subway, ride a bike, by, by bike

2) 能掌握以下句型：

②—How does Mary get to school? —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,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? —She takes the subway.

—How long does it take? —It takes forty minutes.

—How far is it from… to…—It's… kilometers.

三、教学过程

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.

S2: I go by bus.

S3: ………

T: Very good. You’re clever. Let’s learn Unit 4 Section A.之后板书：

“Unit 4 How do you get to school?”

Ⅱ. Presentation

1. T: If you are here, but your school is in Shanghai. How do you get to school?

Ss: I take the bus /plane/ boat / ship / car / taxi

I ride a bike / motorbike

T: Do you know any other way?

2. Teacher shows pictures on the big screen .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，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 in the blanks.

S1 : How does he / she go to school?

S2 : He / She … …

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. Listening 1b

1. Make sure the Ss know what to do. Give them an example orally if possible.

2. Read the names in the box.

3. Play the tape and check the answers.

Ⅴ. Pair work

Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.

Finally ask some pairs of students to present their conversations to the class.

Ⅵ. Listening 2a

1. Revise the numbers, first, zero~nine, next, ten~nineteen, then, twenty, thirty, forty…finally, twenty-one, twenty-two…

Teach the new word "hundred".

2. Play the tape for the students to finish 2a. Then play again and check the answers

Ⅶ. Presentation

Show a picture on the TV and explain these are your home and school.

Teach: home----school How long 10 minutes How far two kilometers

Then make up a dialogue to practice.

A: How do you to school?

B: I usually take the bus.

A: How far is it from your home to school?

B: It's about two kilometers.

A: How long does it take?

B: It takes 30 minutes by bus

Ⅷ. Listening 2b

1. Tell Ss the following recording is about how Tom and Jane go to school.

2. First, listen to the recording fill in the first column.

3. Then, play the recording for the Ss again. Ss listen and complete the rest of the chart.

4. Check the answers.

Ⅸ. Role-play 2e

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 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 period.

2. Role-play the conversation after class.

板书设计：

Section A (Grammar Focus-3c)

一、教学目标：

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。

4)掌握下列词汇

drive, car live

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? —She takes the subway.

—How long does it take? —It takes forty minutes.

—How far is it from… to…—It's… kilometers.

三、教学过程

Ⅰ. Warming- up and revision

1. Greet the Ss as usual. Then check the homework.

2. Go over the conversation in 2e.

Ⅱ. Grammar Focus.

1. 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.

Ⅲ. 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.

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Grammar Focus Grade 7 Unit 1 Can you play the guitar? 你会游泳吗？是的，我会。他会下棋吗？是的，他会。/不，他不会。你和汤姆会下棋吗？是的，我们会。/不，我们不会。简和吉尔会游泳吗？是的，他们会。/不，他们不会。你会做什么? 我会唱歌。/我会跳舞。你想参加哪个俱乐部？我们想参加下棋俱乐部。 Unit 2 What time do you go to school? 你通常几点起床? 我通常6：30起床。他们几点穿好衣服? 他们通常7：20分穿好衣服。. 里克几点吃早饭? 他7点吃早饭.. 斯科特经常几点去工作? 他通常7点去工作。. 你的朋友们什么时候锻炼? 他们通常在周末锻炼。. Unit 3 How do you get to school? 你如何到校? 我骑我的自行车。. 她怎样到达学校? 她通常坐公共汽车。. 你到校花了多长时间? 花了将近15分钟。你家到学校有多远? 只有大约两公里。简是走路去学校的吗? 不，她不是。她是骑自选车去的。他们坐公共汽车去学校吗? 不，他们不是。他们走路去的。 Unit 4 Don’t eat in class. 别在走廊里路. 别打架. 规则是什么? 我们必须准时上课。. 我们能在教室吃东西吗? 不，我们不能。我们能在餐厅吃东西。

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