七年级英语下Unit5教案2
Section B needs 1 period. Section B需用1课时。
The main activities are 1, 2 and 3a. 本课重点活动是1, 2和3a。 Ⅰ. Aims and demands 目标要求
1. (1) Learn adverbs of frequency:
seldom, never, sometimes
(2) Learn other new words and phrases:
weekday, early, bird, catch, walk, ride, park, watch TV, do (one’s) homework 2. Learn the simple present tense. I always get up at about six o’clock. I often go to school by bike. 3. Practice adverbs of frequency. (1) I seldom walk to school. I never go to school by bike. (2) —How does Maria go home?
—She sometimes goes home by subway. / She sometimes takes the subway home.
Ⅱ. Teaching aids 教具 录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过选择方案一或方案二复习交通方式导出1, 并呈现2。 1. (方案一：单词竞赛。)
T: Boys and girls, let’s have a word competition as usual. When I speak Chinese, please say them in English accordingly. Row 1, begin!
boat, ship, train, plane, usually, always, early, on foot, by plane, by subway
(方案二：利用头脑风暴法, 在1分钟内, 让每组每名学生依次说出一种乘坐的交通工具, 看哪组学生说的又多又正确, 就获胜。)
T: Now each group has one minute. Each of you says one kind of transportation. The group that can say the most will win.
2. (链式发问。每竖排第一个学生问其后第二个学生一个问题, 第二个回答并接着问第三个，以此类推。每组2分钟时间。问题是:How do you usually go to school?/ Do you often go to school by bus/car…?) Example:
S1: How do you usually go to school?
S2: I usually go to school by bike. How do you usually go to school? S3: I usually go to school by bus. Do you often go to school by car? S4: Yes, I do. But sometimes I go to school by bus. …
3. (根据第2个环节的实际情况, 老师总结并导出对话1的语言功能目标, 为下一步过渡做铺垫。)
get up at about six o’clock. I 4. (板书2的图，然后用每个频度副词和表示交通工具的词造
句。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1。
1. (通过了解学生的起床时间, 引出谚语The early bird catches the worm.让学生猜出这句谚语的意思。)
T: What time do you usually get up? S1: I usually get up at half past six. S2: …
T: We should go to bed early and get up early. As the saying goes, “The early bird catches the
worm.” Who knows the meaning of this sentence? (让学生猜测，教师板书并加以讲解。)
2. (根据1的主要信息, 设置听力任务, 让学生带着任务听1的录音, 可以提高兴趣降低难度。) T: Listen to 1 and find out the answers to these questions on the blackboard. (板书问题并以英汉对照的形式板书生词。)
3. (让学生再听一遍1的录音并核对答案。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1和2的内容。
1. (放1的录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调。这样做可以使学生集中注意力, 效率更高。)
T: Erase your marks, and
read by yourselves. Now, read after the tape and check your pronunciation and intonation. Ready? Go!
3. (人机对话, 即学生和录音机对话。这样能提高学生的兴趣。)
T: OK. Suppose you were Michael and Jane. Listen to the tape and make a dialog with Kangkang. 4. (在黑板上呈现关键词, 让学生利用关键词造句。) (板书)
Example:
T: never: I never go to school on foot.
5. (根据上面板书的关键词让学生一问一答, 进行对话。)
T: Work in pairs, and close your books. Look at the key words on the blackboard and make similar dialogs.
Step 4 Practice 第四步 练习(时间:10分钟)
呈现3a的图片完成3b, 练习2, 呈现同义替换, 完成4。
1. (1)(呈现3a的图片, 通过师生互动, 让学生进一步了解和巩固语言知识。)
T: Look at the first picture. How does Maria go home? Ss: She takes the subway.
(通过谈论第2、3、4幅图, 可以得到以下几个句子。) Example:
Li Xiang comes to school by bike. We go to the park on foot. They go to the zoo by bus.
(2)(让学生听3a的录音, 记录其中的主要信息。如人物、频度副词及乘坐的交通工具。) T: Listen to the tape and write down the sentences you hear on your exercise books. Example:
Maria sometimes goes home by subway. Li Xiang often comes to school by bike. We usually go to the park on foot.
They always go to the zoo by bus. (3)(核对答案。)
T: Now let’s check the answers together. 2. (1)(让学生完成3b。)
T: Now, talk about the pictures in 3a with your partner. Example:
S1: How does Maria go home?
S2: She sometimes goes home by subway. Is that clear? Begin!
(2)(呈现句子的同义替换, 加强对交通工具方式的灵活运用。总结并板书。)
T: Look at this sentence again: She sometimes goes home by subway. We can also say: She sometimes takes the subway home. But what about these sentences?
by bike.Li Xiang often goes to school
go to the
park on foot. We usually
They always go to the zoo by bus.
(3)(让学生做上一步的同义替换练习, 核对并板书答案。) Answers:
3. (播放4的录音, 让学生完成4并核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
利用所学交通工具词汇和频度副词进行实践活动。
1. (1)(让学生调查自己的同伴或邻近的学生, 根据调查结果, 写一段话, 尽量使用频度副词。)
T: Now, look at the table. Please make a survey about your partners or your neighbors. You should fill out the form with adverbs of frequency. At last, write a short passage according to the form. (表格如下。)
(2)(找几名学生, 汇报他们的调查结果。) 2. (弹性课堂。要求学生背一句谚语。)
(板书)
3. (班级活动。让学生完成5。在轻松活泼融洽的气氛中结束这节课。) 4. (家庭作业。)
(让学生用Section A和Section B中学过的重点句型写一篇五句话左右的有关自己日常生活的小短文。如果有兴趣, 学生们可以课外收集中外古谚语, 名人名言。培养他们的自主学习能力和自我建构能力。) Ⅳ.疑点探究
1. 动词和介词短语表达交通方式的不同。如： He walks to school. = He goes to school on foot.
但不能说He on foot to school. 即介词短语不能作谓语。
2. 频度副词sometimes, never, seldom, often, usually, always等, 一般位于行为动词之前, 系动词、助动词或情态动词之后。
七年级英语下Unit5教案2
Section B needs 1 period. Section B需用1课时。
The main activities are 1, 2 and 3a. 本课重点活动是1, 2和3a。 Ⅰ. Aims and demands 目标要求
1. (1) Learn adverbs of frequency:
seldom, never, sometimes
(2) Learn other new words and phrases:
weekday, early, bird, catch, walk, ride, park, watch TV, do (one’s) homework 2. Learn the simple present tense. I always get up at about six o’clock. I often go to school by bike. 3. Practice adverbs of frequency. (1) I seldom walk to school. I never go to school by bike. (2) —How does Maria go home?
—She sometimes goes home by subway. / She sometimes takes the subway home.
Ⅱ. Teaching aids 教具 录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过选择方案一或方案二复习交通方式导出1, 并呈现2。 1. (方案一：单词竞赛。)
T: Boys and girls, let’s have a word competition as usual. When I speak Chinese, please say them in English accordingly. Row 1, begin!
boat, ship, train, plane, usually, always, early, on foot, by plane, by subway
(方案二：利用头脑风暴法, 在1分钟内, 让每组每名学生依次说出一种乘坐的交通工具, 看哪组学生说的又多又正确, 就获胜。)
T: Now each group has one minute. Each of you says one kind of transportation. The group that can say the most will win.
2. (链式发问。每竖排第一个学生问其后第二个学生一个问题, 第二个回答并接着问第三个，以此类推。每组2分钟时间。问题是:How do you usually go to school?/ Do you often go to school by bus/car…?) Example:
S1: How do you usually go to school?
S2: I usually go to school by bike. How do you usually go to school? S3: I usually go to school by bus. Do you often go to school by car? S4: Yes, I do. But sometimes I go to school by bus. …
3. (根据第2个环节的实际情况, 老师总结并导出对话1的语言功能目标, 为下一步过渡做铺垫。)
get up at about six o’clock. I 4. (板书2的图，然后用每个频度副词和表示交通工具的词造
句。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1。
1. (通过了解学生的起床时间, 引出谚语The early bird catches the worm.让学生猜出这句谚语的意思。)
T: What time do you usually get up? S1: I usually get up at half past six. S2: …
T: We should go to bed early and get up early. As the saying goes, “The early bird catches the
worm.” Who knows the meaning of this sentence? (让学生猜测，教师板书并加以讲解。)
2. (根据1的主要信息, 设置听力任务, 让学生带着任务听1的录音, 可以提高兴趣降低难度。) T: Listen to 1 and find out the answers to these questions on the blackboard. (板书问题并以英汉对照的形式板书生词。)
3. (让学生再听一遍1的录音并核对答案。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1和2的内容。
1. (放1的录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调。这样做可以使学生集中注意力, 效率更高。)
T: Erase your marks, and
read by yourselves. Now, read after the tape and check your pronunciation and intonation. Ready? Go!
3. (人机对话, 即学生和录音机对话。这样能提高学生的兴趣。)
T: OK. Suppose you were Michael and Jane. Listen to the tape and make a dialog with Kangkang. 4. (在黑板上呈现关键词, 让学生利用关键词造句。) (板书)
Example:
T: never: I never go to school on foot.
5. (根据上面板书的关键词让学生一问一答, 进行对话。)
T: Work in pairs, and close your books. Look at the key words on the blackboard and make similar dialogs.
Step 4 Practice 第四步 练习(时间:10分钟)
呈现3a的图片完成3b, 练习2, 呈现同义替换, 完成4。
1. (1)(呈现3a的图片, 通过师生互动, 让学生进一步了解和巩固语言知识。)
T: Look at the first picture. How does Maria go home? Ss: She takes the subway.
(通过谈论第2、3、4幅图, 可以得到以下几个句子。) Example:
Li Xiang comes to school by bike. We go to the park on foot. They go to the zoo by bus.
(2)(让学生听3a的录音, 记录其中的主要信息。如人物、频度副词及乘坐的交通工具。) T: Listen to the tape and write down the sentences you hear on your exercise books. Example:
Maria sometimes goes home by subway. Li Xiang often comes to school by bike. We usually go to the park on foot.
They always go to the zoo by bus. (3)(核对答案。)
T: Now let’s check the answers together. 2. (1)(让学生完成3b。)
T: Now, talk about the pictures in 3a with your partner. Example:
S1: How does Maria go home?
S2: She sometimes goes home by subway. Is that clear? Begin!
(2)(呈现句子的同义替换, 加强对交通工具方式的灵活运用。总结并板书。)
T: Look at this sentence again: She sometimes goes home by subway. We can also say: She sometimes takes the subway home. But what about these sentences?
by bike.Li Xiang often goes to school
go to the
park on foot. We usually
They always go to the zoo by bus.
(3)(让学生做上一步的同义替换练习, 核对并板书答案。) Answers:
3. (播放4的录音, 让学生完成4并核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
利用所学交通工具词汇和频度副词进行实践活动。
1. (1)(让学生调查自己的同伴或邻近的学生, 根据调查结果, 写一段话, 尽量使用频度副词。)
T: Now, look at the table. Please make a survey about your partners or your neighbors. You should fill out the form with adverbs of frequency. At last, write a short passage according to the form. (表格如下。)
(2)(找几名学生, 汇报他们的调查结果。) 2. (弹性课堂。要求学生背一句谚语。)
(板书)
3. (班级活动。让学生完成5。在轻松活泼融洽的气氛中结束这节课。) 4. (家庭作业。)
(让学生用Section A和Section B中学过的重点句型写一篇五句话左右的有关自己日常生活的小短文。如果有兴趣, 学生们可以课外收集中外古谚语, 名人名言。培养他们的自主学习能力和自我建构能力。) Ⅳ.疑点探究
1. 动词和介词短语表达交通方式的不同。如： He walks to school. = He goes to school on foot.
但不能说He on foot to school. 即介词短语不能作谓语。
2. 频度副词sometimes, never, seldom, often, usually, always等, 一般位于行为动词之前, 系动词、助动词或情态动词之后。