第一篇：英語 新目標(biāo)英語七年級上unit3 教案(教學(xué)設(shè)計方案)-7-9年級

Unit 3 THIS IS MY SISITER

(The 2nd period Section A 2a, 3a---3c)Teaching aims(教學(xué)目標(biāo))1.學(xué)會說家庭成員的稱謂

（繼續(xù)學(xué)習(xí)含有be的動詞的基本句型的陳述句和一般疑問句。）2.學(xué)會向別人詢問、介紹家庭成員 Language points（語言點(diǎn)）

1．要求學(xué)會以下句式：(1)That’s? ?

(2)---Is he/she? ?

---Yes, he/she is.(No, he/she isn’t.)2．要求掌握以下詞匯：she, he 3.要求掌握以下縮寫：he’s=he is, she’s=she is

(上述句式、詞匯和縮寫應(yīng)在第二課中出現(xiàn)過，在本課中作為重點(diǎn)可滲透到課堂各個活動中，加深學(xué)生對所學(xué)知識的印象，使之能被更靈活地運(yùn)用。)Difficulties（難點(diǎn)）：學(xué)習(xí)含有be動詞的一般疑問句的句式及其回答。Teaching steps（教學(xué)步驟）

教學(xué)設(shè)計說明

1.Warming-up and revision（課堂熱身和復(fù)習(xí)）1.這兩個問題是為了幫助學(xué)生

進(jìn)入學(xué)習(xí)的良好狀態(tài)，對課(1)Daily greetings to the students（日常問候）

堂產(chǎn)生興趣，鼓勵他們用不

1T: How are you today? 同的回答，在學(xué)生反問時，老師可在適當(dāng)?shù)那榫跋聨С鯯: I am(fine/great/OK/very good).How about you?

豐富的回答，但要及時將新T: I am(fine, too/not bad/pretty good/awful/terrible).單詞板書在黑板上。同時讓

學(xué)生體驗(yàn)含有be動詞的疑問How is your father / mother / grandfather / 句。grandmother / uncle / aunt / brother / sister? 2.通過對學(xué)生姓名的詢問后，用 How are your parents / grandparents---? S: He/She is?

T: What’s your name, please?

2T:(to the whole class)So that’s ?.“That’s…”向大家介紹這位同

學(xué)，復(fù)習(xí)了介紹的相關(guān)句型，也為課文3a部分做了鋪墊。

S: I am(My name is)?

(2)Revision（復(fù)習(xí)）

Work on 2a(完成P14-2a)T: Now, please open your books, and turn to page 14.3． 在這里，當(dāng)教師用英語說完之后，可以適當(dāng)加以中文說明，務(wù)必讓學(xué)生明白做聽力題的策略。Look at 1a.I will play a recording.Listen carefully and circle the words you hear.I will play it twice3.The first time you just need listen.You can finish this part at the second time.T: Now, let’s check the answer.S:---T: You are right.Thank you.2.Presentation T: Now, let’s play a guessing Can you guess how old I am? 4 S: Are you twenty-seven? 5 T: NO, I am a little older.S: Are you twenty-eight? T: Yes, you are so clever.(學(xué)生可能回有不同的回答，老師根據(jù)學(xué)生回答給出多種評價。)T: What about you? How old are you? S1: I am twelve(this year).T: Are you twelve, too? S2: Yes, I am.(No, I am not.I am thirteen.)T: Oh, I am sorry.I can’t hear you clearly6,(to the whole class)Is he/she thirteen?7 S: Yes, he/she is.T: Thanks.You are so clever(good/wonderful/?).She is younger than me, so she is my sister8.3.Work on 3a(完成P15 3a)T: Now let’s look at this picture.There are four people in the picture, and the boy and the girl playing basketball are Anna and Paul.Let’s read the words aloud and fill in the blanks with the words from the box.9.T: Let’s check the answers: 10---Is she your sister?---Yes, she is.---And is he your brother?---No, he isn’t.He is my friend.4.Work on 3b(完成P15 3b)

9．此句較長，要求T放慢語速，如果學(xué)生未完全清楚T的指令，可重復(fù)此問題。使用教材第15頁3 a上圖片的掛圖，給學(xué)生一分鐘時間獨(dú)立或同桌討論來完成此項(xiàng)活動。在此基礎(chǔ)上組織下面操練。

T: Well done!Now read the dialogue in 3a with your 10．叫幾位同學(xué)單獨(dú)回答，個別

空格也可全班一起回答。鼓勵 partner, then change your roles.11

同學(xué)大聲讀出自己的句子，老Ss read it in different roles.師及時鼓勵，注意指導(dǎo)學(xué)生一

般疑問句的語調(diào)。T: Oh look, there are many people there, old and young.11．此句較長，而且含有多個新Can you make a dialogue like 3a? 12 單詞，要求T放慢語速，配以

手勢，加深學(xué)生對T指令的理5．Presentation

解。

13T: I have a friend.His name is Mike.Do you have a friend? 12.T 可給學(xué)生提供其它常用人

名和father、mother、aunt、uncleS: Yes.等家庭成員稱謂替換Anna、T: What’s his/her name? Paul和sister、brother。鼓勵

學(xué)生盡量使用自己學(xué)過的單詞S: His/Her name is Peter.完成對話。

T: Thanks very much.I think he must be a good boy.13.把句型板書在黑板上，T通過

自己的回答讓學(xué)生理解Do(to another student)Is Peter your friend too?

you have…的意思，抓住學(xué)生S: No, he isn’t.回答的老師需要的答案，開展

接下來的教學(xué)活動。T: Who is your friend? S: ? ?

6．Work on 3c(完成P15 3c)T: I want to know more about your friends or family members.(to the whole class)Do you want to know them too? S: Yes.T: I’d like a student to write down your mother’s, father’s,or friend’s name on the board.The other students guess who the person is.Who’d like to come here? 14 Wei Hua please.(在黑板上寫下一個名字。)S1: Is? your brother?

14．學(xué)生在黑板上寫出一個名字，鼓勵同學(xué)們 S3: Is? your uncle? 用“Is…”這個句型進(jìn)

行猜測?；顒忧跋扔蠺7．Work on 4---group work(完成P15 4)

和Ss做示范對話，再由 T: Please take out your family photos.Put them in your group.S和S進(jìn)行活動。對正

確使用第三人稱單數(shù)一Take turns to ask and answer questions about the photos.15

般疑問句的同學(xué)進(jìn)行表 S1: Is she your grandmother? 揚(yáng)。板書重點(diǎn)句型。此

活動建議采用小組競賽 S2: Is he your father? 的形式，以活躍課堂氣 S3: Is she your cousin? 氛。

15.課前要求學(xué)生帶來（小組活動后，請幾個小組進(jìn)行表演。老師及時鼓勵。）

照片，并分好活動小組，8．Homework 選出組長?；顒忧跋扔?/p>

S和S進(jìn)行活動。T對 Oral work:

個小組的活動進(jìn)行指(1)Listen to 3a, read and recite it.導(dǎo)，防止學(xué)生看到照片

后有嬉笑、用中文交流(2)Go on making up your dialogue with your group

等行為。T和Ss做示范members and polish it.對話，再由S和S進(jìn)行

活動。S2: Is? your friend?

Written work:(1)Copy the sentences in 3a.(2)Write about the pictures on P15 using the sentence structures in 3 a

第二篇：新目標(biāo)英語七年級下Unit3教案

新目標(biāo)英語七年級下Unit3教案（第一課時）

一、教學(xué)目標(biāo)：

1、掌握表示動物的名詞和具有動物特征的形容詞，例如：koala bear(樹袋熊)，tiger(老虎)，elephant(大象)，dolphin(海豚)，panda(熊貓)，Lion(獅)，penguin(企鵝)，giraffe(長頸鹿)；cute(逗人喜愛的)，smart(聰明的)，exciting(令人激動的)，friendly(友好的)，interesting(有趣的)，fun(供人娛樂的)，scary(可怕的)。

2、用英語談?wù)?、描述動?describe animals)并表達(dá)對動物各自的喜愛(express preferences)，例如： Elephants are friendly.Tigers are kind of scary.Why do you like pandas? Because they’re very cute.Why does he like koala bears? Because they’re kind of interesting.二、教學(xué)活動過程 活動目的：學(xué)習(xí)和鞏固表示動物和具有動物特征的單詞，掌握用英語表達(dá)對動物及其它事物的喜好。教學(xué)過程和步驟：

1、布置任務(wù)，學(xué)生以4-6人為一個小組（要求面對面坐），以小組為單位，運(yùn)用所學(xué)的內(nèi)容進(jìn)行對話，并根據(jù)所學(xué)知識擴(kuò)展話題編對話，談?wù)撟约旱南埠谩?/p>

2、組織教學(xué)，師生互相問候。例如：Good morning!Nice to see you!How are you? What’s the weather like today? 等等。

3、出示教學(xué)掛圖和圖片，向?qū)W生呈現(xiàn)表示動物的單詞：koala bear, tiger, elephant, dolphin, panda, lion, penguin, giraffe等。要求學(xué)生能看到圖片立即說出單詞。

4、①打開課本P.14,1a,看圖將單詞和圖畫配對。②1b聽錄音，檢查在1a中聽到的表示動物的單詞。

活動1 要求全班同學(xué)每人跟自己的同伴結(jié)對，用所學(xué)的表示動物及動物特征的單詞編一組對話，并談?wù)摳髯詫游锏南埠?，然后請部分同學(xué)到黑板前面當(dāng)眾表演。

5、①P.14,2a,聽錄音，填上所聽到的單詞，并把表示動物的單詞和表示動物特征的單詞連線。

②2b聽錄音，用所給的詞完成對話。

very

dolphins

kind of

koalas

②每個同學(xué)就表格中填寫的內(nèi)容跟各自的搭檔進(jìn)行對話。例如： A:Let，s see the pandas.B:Why do you like pandas? A: Because they are cute.B: Well,I like elephants.A: Why do you like elephants? B:Because they are kind of interesting.活動2 將全班分為5-6組，以小組為單位，每個小組挑選一個所學(xué)內(nèi)容的話題（如animal動物、food食物、color顏色、city城市、subject科目、sport運(yùn)動項(xiàng)目等）。例如：

What’s your favorite animal? My favorite animal is pandas.Why do you like pandas? Because they’re cute.Why does he like …? Because… 最后，比比看，哪一組說得最好？

6、語法項(xiàng)目小結(jié)

Why do you like pandas? Because they’re very cute.Why does he like koala bears? Because they’re kind of interesting.

第三篇：新目標(biāo)九年級英語Unit3教案

Unit 3 Could you please tell me where the restrooms are?

一、教學(xué)目標(biāo)： 1.語言知識目標(biāo)

基本詞匯：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground 基本句型：Excuse me, do you know where I can buy some medicine? Sure.There’s a supermarket down the street.Could you please tell me how to get to the post office? Sorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening? You should try that new ride over there.2.技能目標(biāo):（1）能用賓語從句禮貌的尋求幫助。（2）能用正確的方法指路。

3.情感目標(biāo): 培養(yǎng)學(xué)生尊重他人，對人有禮貌，熱愛生活。

二、教學(xué)重難點(diǎn)： 1.教學(xué)重點(diǎn)：（1）禮貌的向他人尋求幫助。（2）正確使用賓語從句。

2.教學(xué)難點(diǎn)：運(yùn)用賓語從句禮貌的尋求幫助。

三、教學(xué)步驟: 第一課時Section A 1(1a-2d)Step 1 Warming –up Greeting Step 2 Presentation（1）Guessing game Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.For example, one student say: We can save money or exchange money in this place, another one guess it is a bank.Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.（2）Show some stamps to students and present the new sentences: Could you tell me where I can buy some stamps? Could you please tell me where I can get a dictionary? Do you know where I can get some magazines? Step 3 Practice 1)Match each thing with a place in the picture in 1a.2)Read the phrases.___ get some money ___ get some magazines ___ have dinner ___ get a dictionary ___ get some information about the town ___ buy a newspaper ___ buy some stamps ___ get a pair of shoes Step 4 Listening Listen and complete the conversations in the picture in 1a.Then check the answers with the whole class.Step 5 Practice Make conversations using the information in 1a.Then talk about your own city.For example: A: Excuse me, could you please tell me how to get to the bookstore? B: Sure, just go along Main Street until you pass Center Street.The bookstore is on your right, beside the bank.A: Thanks.Do you know when the bookstore closes today? B: It closes at 7:00 p.m.today.A: Thank you!B: You’re welcome.Step 6 Listening 1.Listen and number the directions in the order that you hear them.2a You will hear some of the directions below.Number the directions in the order you hear them.___ Go to the bird floor.___ Turn left.___ Go to the second floor.___ Turn right.___ The supermarket is between the flower store and the bookstore.___ Go past the bookstore.2.Listen again.Show how the boy walks to the supermarket.Draw a line in the picture in 2a.Then get one student draw the line on the blackboard.3.Listen the third time and answer the questions.1)Excuse me, can you tell me where I can buy some medicine? 2)Do you know how to go there? 3)Ok, great.Oh, and one more thing.Do you know when this shopping center closes tonight? 4)Ok, thanks a lot.Step 7 Pairwork Make conversations about the other places in the picture in 2a.A: Excuse me.Can you tell me where I can buy some stamps? B: Yes, there’s a post office in this shopping center.A: Do you know how to go there? B: Yes.Go to the third floor and turn right.Then go past the bank.The post office is between museum and library.You should be able to get stamps.A: Ok, great.Oh, and one more thing.Do you know … B: I’m not sure, but you … A: Ok, thanks a lot.B: You’re welcome.Step 8 Reading 1.Read the conversation in 2d and answer the questions.2.Role – play the conversation.3.Explain the language pints in 2d.(1)Go along Main Street until you pass Center Street.1)until和 till同義為―直到……‖，till多用于口語，until可以放在句首，till則不能放在句首。2)not...until―直到……才‖，表示直到某一時間, 某一行為才發(fā)生, 之前該行為并沒有發(fā)生。e.g.I did not study English until 9 o'clock last night.(2)Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1)pardon用作動詞，后面既可以跟賓語，也可以跟雙賓語；pardon sb.for doing sth.意為―原諒/寬恕某人做某事‖

e.g.Can you pardon me for not passing the exam, Mom? 2)在沒有聽懂對方的話，請對方重復(fù)一 下時也可說 pardon。e.g.Pardon? I’m sorry I can’t follow you.(3)I’m excited to try the rides!

excited和 exciting的區(qū)別: 1)excited意為―激動的；興奮的‖，作表語時，主語通常是人；作定語時，常用來修飾人，說明激動的表情。

e.g.All of us were excited when we heard the good news.The excited child opened his present quickly.2)exciting意為―激動人心的‖，作表語時，主語通常是物；作定語時，常用來修飾物。e.g.The movie is very exciting.My father told me an exciting story.(4)I mean … you know, a washroom or bathroom.mean作動詞有以下含義：

1)有……的意思，指（多作及物動詞），其后可跟名詞或代詞，也可跟從句。e.g.What does this word mean? 2）意味（著）（及物動詞），常跟名詞，有時可跟動詞-ing形式或從句。e.g.Carl really could not do that — it would mean the end of his career.3）有……意圖，打算，想，常跟名詞、代詞或動詞不定式。跟帶不定式 的復(fù)合結(jié)構(gòu)時，還可用于被動語態(tài)。e.g.I never meant to hurt you.(5)We normally say ―toilets‖ or ―washrooms‖.normally adv.正常地;通常地，一般地 e.g.August is normally a slow month.(6)Nine thirty, so you don’t need to rush!

rush v.倉促;匆忙 n.倉促;匆忙

e.g.Then three policemen rushed at him.(rush v.)They made a rush for the door.(rush n.)Step 9 Summary 1)Excuse me.Where is Qiaotou Middle School? 2)Excuse me.Could you tell me where Qiaotou Middle School is? 3)Excuse me.Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School? 4)Excuse me.Which is the way to Qiaotou Middle School? Step 10 Homework Make conversations about your own town/city.第二課時Section A 2(3a-3b)Step 1 Revision 1)Translate the sentences into English.① 請你告訴我，怎樣去書店好嗎？

② 打擾了，你知道我在哪能買到一些郵票嗎？ ③ 我想知道公園今天什么時候關(guān)門。④ 銀行和超市之間有一個餐館。2)Role-play the conversation in 2d.Step 2 Presentation 1)Show a picture of fun park.Ask students: Are you excited to try these in the fun park? 2)Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try? Step 3 Reading 1)Read the conversation in 3a quickly and true or false the sentences.① Alice and He Wei are in Water World.② The new ride looks scary.③ Alice was scary at first.④ Alice thinks the new ride is actually fun.⑤ He Wei thinks Fun Times Park restaurant severs delicious food.⑥ A rock band plays in Water World Restaurant every evening.⑦ Alice and He Wei can go later to the restaurant.2)Read the conversation again and answer the questions in 3a.1.Why did Alice not want to go on the new ride? How did she feel after the ride? 2.What is special about Uncle Bob’s restaurant?

3.Should Alice and He Wei get there early for dinner? Why? Step 4 Practice Rewrite them in a different way.e.g.I wonder where we should go next.Could you tell me where we could go next? Check the answers with the whole class.Step 6 Language points 1.I was scared at first, but shouting did help.此句相當(dāng)于I was scared at first, but shouting really helped.原句是一種表現(xiàn)強(qiáng)調(diào)的句式，英語中，可用助動詞do對謂語動詞進(jìn)行強(qiáng)調(diào)，構(gòu)成強(qiáng)調(diào)句。e.g.Please do be careful.請一定小心。I do agree with you.我完全同意你的意見。

He did warn you other day, remember? 他前兩天就告誡過你，還記得嗎？ 2.You never know until you try something.try的用法

1)做名詞 have a try 試一試

e.g.Why not have a try? 為什么不試一試？ 2)做動詞

(1)try to do sth.努力做某事 e.g.Well, we’ll try to finish the homework in time.那好。我們爭取及時完成作業(yè)。

(2)try doing sth.表示嘗試著去做某事

e.g.--I usually go there by train.我通常乘火車去那兒。

--Why not try going by boat for a change? 為什么不換乘船呢?(3)try one’s best 盡某人最大的努力 e.g.Thank you.I will try my best.謝謝你。我會盡力而為的。

3.I suggest Water City Restaurant in Water World.suggest作動詞，可意為―顯示；間接表明‖，后可接賓語從句。e.g.His behavior suggested(that)he was a kind man.他的行為顯示他是個好人。

suggest作―建議‖講時，應(yīng)注意以下兩點(diǎn)： 1)suggest doing sth.建議做某事 e.g.I suggested going home.我建議回家。

2)suggest后接從句時，從句常用虛擬語氣，謂語由―should +動詞原形‖構(gòu)成，should可以省略。

e.g.I suggested that we should go home.我建議我們回家。另外，suggestion是suggest的名詞形式，作―建議‖講時，是可數(shù)名詞。e.g.Do you have any suggestions? 你有什么建議嗎？

4.The restaurant is always busy, at that time so come a little earlier to get a table.用于―就餐‖的語境時，形容詞busy相當(dāng)于―吃飯人多；餐廳擁擠‖的意思；動詞短語to get a table類似于漢語―定餐桌；占位子‖等意思。Step 7 Homework 1.背誦3a。

2.用―Could you tell me … ?‖寫三個問路的句子。

第三課時Section A 3(Grammar focus-4c)Step 1 Revision 1.How did Alice and He Wei think of the new ride？Students say the sentences together? Alice thought that it looked pretty scary.He Wei thought that it would be fun.2.After the ride, Alice and He Wei talked about their feeling.Alice thought that was fun!She was scared at first, but shouting really did help.He Wei told Alice that ―You never know until you try something.‖ 3.Alice and He Wei talked about Uncle Bob’s.Alice thought this restaurant looked interesting.It seemed a rock band plays there every evening.He Wei suggested that they could have dinner there.Step 2 Grammar Focus 1)Let students complete the sentences.1.打擾了，你知道我能在哪買到一些藥? Excuse me, do you know where ____ _____ buy some medicine? 2.當(dāng)然，順著這條街有個超市。

Sure.There is a supermarket down the street.3.請你告訴我怎樣到郵局好嗎？ Could you please tell me _____ ____ get to the post office? 4.對不起，我不確定怎樣到那。

______, I am ______ ______ how to get there.5.你能告訴我們今晚樂隊(duì)什么時候開始演奏嗎？

Can you tell us ______ ____ ______ ______ playing this evening? 6.晚上8點(diǎn)開始。It starts at 8:00 p.m.7.我想知道接下來我們該去哪兒。I ______ where we ______ _____ _____.8.你應(yīng)該試試那個新的乘騎設(shè)施。You should try that new ride over there.2）Objective clauses with wh-questions 上一個單元我們已經(jīng)學(xué)習(xí)了由that和whether, if引導(dǎo)的賓語從句。這個單元我們繼續(xù)學(xué)習(xí)由疑問詞引導(dǎo)的賓語從句。疑問詞：疑問代詞（what、whom、who、whose、which）疑問副詞（when、where、why、how）。

語序：無論主句是陳述句還是疑問句，也無論主從句間是什么引導(dǎo)詞，賓語從句一律用陳述語序，即―引導(dǎo)詞+主語+謂語+其它‖。如：Could you tell me where Wei Fang lives? 時態(tài)

1.如果主句是一般現(xiàn)在時或一般將來時，賓語從句的時態(tài)不受限制，可根據(jù)實(shí)際表達(dá)的需要來確定。如：

Jenny knows the man was flying a kite at that time.You will understand why I did it one day.總有一天你會明白我為什么那樣做。

2.如果主句是一般過去時，賓語從句用過去時態(tài)的某種形式。如： I thought he had gone to town that day.我以為他那天進(jìn)城去了。

3.如果賓語從句敘述的是客觀事實(shí)、自然現(xiàn)象或科學(xué)真理等，從句不受主句時態(tài)的限制，用一般現(xiàn)在時。如： He said time is money.他說時間就是金錢。3）Practice 1.He asked ________ for the computer.A.did I pay how much B.I paid how much C.how much did I pay D.how much I paid 2.―Have you seen the film?‖ he asked me.He asked me _______.A.had I seen the film B.have I seen the film C.if I have seen the film D.whether I had seen the film 3.―You’ve already got well, haven’t you?‖ she asked.She asked ______.A.if I have already got well, hadn’t you B.whether I had already got well C.have I already got well D.had I already got well.4.He asked, ―How are you getting along?‖ He asked _______.A.how am I getting along B.how are you getting along C.how I was getting along D.how was I getting along 5.He asked me _____ told me the accident.A.whom B.which C.who D.whose 6.She asked me if I knew ______.A.whose pen is it B.whose pen it was C.whose pen it is D.whose pen was it Keys: DDBCCB Step 3 Function: Ask for information politely and follow directions 1)問路時應(yīng)注意

① 問路時應(yīng)首先說一聲：―Excuse me.‖這樣可以引起對方的注意，又不失禮貌。

② 當(dāng)你沒聽清時，你可以說一聲―Excuse me, would you please say it again?‖(對不起，請您再說一遍好嗎?)或―I beg your pardon?‖(對不起，請再說一遍好嗎?)等，禮貌地要求對方重復(fù)一遍。

③ 問完路后，千萬不要忘記向?qū)Ψ秸f句―Thank you for helping me.‖ 或―Thank you.‖

④ 問路時經(jīng)常會用到―向左(右)拐‖這樣的表達(dá)，英語對此有兩種常見的說法，即turn left(right)或turn to the left(right)。表示 ―在左(右)邊‖，英語用介詞on或at均可。2）用英語問路及其回答

① Excuse me, can you tell me where the railway station is? 打擾一下，請問火車站在哪兒? ② Excuse me, but can you tell me the way to the train station?

勞駕，請問去火車站怎么走? ③ Excuse me, could you tell me which is the way to the nearest hospital? 勞駕，請問去最近的醫(yī)院怎么走? ④ Excuse me, would you please show me the way to the post office? 請告訴我去郵局怎么走好嗎? ⑤ Excuse me, would you mind telling me the way to the police station? 勞駕，請告訴我去警察局怎么走好嗎？

⑥ Excuse me, how can I get to No.1 Middle School? 勞駕，請問去一中怎么走? ⑦ Excuse me, is this the right way to the People’s Park?

打擾了，請問去人民公園走這條路對嗎? ⑧ Excuse me.Could you tell me if there is a Qiaotou Middle School near here? 打擾了，請問橋頭中學(xué)是否在這附近? ⑨ Excuse me.Do you know how I can get to Qiaotou Middle School? = Excuse me.Do you know how to get to Qiaotou Middle School? 請問，你知道怎樣去橋頭中學(xué)嗎? 3）指路的方法

① Take along with this street, and … is on you left.② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.③… is behind(near, next to, on the left of)…

④ You can just take NO.111 bus, and get off at the second station.And you’ll see it.⑤ Look!… is in front of us far away, right there!Step 4 Practice 1)Rewrite the questions in 4a to make them more polite.① Where can I buy some grapes or other fruit? ② How does this CD player work? ③ How do I get to the Central Library?

④ Is the Italian restaurant nearby open on Mondays? Get students write down their answers in their books.2)What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.① Tim is very hungry.Could you tell me where I can get something to eat? Excuse me, would you mind telling me how I can get to a nearby restaurant? Pardon me, do you know if there’s a restaurant around here? ② Sally needs to mail a letter.③ Helen needs to know when the bike shop closes.④ Ben is wondering if there’s a bank in the shopping center.3)Ask students to write four questions that a tourist might ask about your city/ town.Then role-play conversations with your partner.Step 5 Exercises Translate the sentences into Chinese.① 請你到那后給我打個電話好嗎？ ② 請在這條路的盡頭向右轉(zhuǎn)。

③ 你能告訴我在哪里可以買到一些郵票嗎？ ④ 你可否告訴我火車什么時候到達(dá)武漢？ Step 6 Homework 假如你到一個陌生的城市去旅游，你想向當(dāng)?shù)厝肆私庖恍╆P(guān)于那個城市的 東西，請編寫一個你和當(dāng)?shù)厝说男υ挕?/p>

第四課時Section B1(1a-2d)Step 1 Revision You are a tourist in a city, you want to know something about the city.Make a conversation about asking information politely.A: Could you please tell me where the nearest bank is? B: Sure, go east along this street, then you’ll see it.A: Can you tell me if there is a delicious restaurant near here? B: Sure.Walk along this street, the restaurant is on you right.A: And do you know where the biggest hospital is? B: Go down this street, turn left at the first crossing, you will see it.A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is? B: It’s over there, just across from you.A: Haha!I see it.Thank you very much!B: You are welcome.Step 2 Lead in 1)Talk about places in your city.2)Show some pictures of places and discuss what qualities are important for each place.Step 3 1a & Pairwork 1a What qualities are important for each place? Write the words from the box next to each place below.Write the most important words first.Pair work 1b Talk about places in your city using the words in 1a.A: The Fun Arts Museum is really interesting.B: Yes, and it’s beautiful, too.A: ….Step 4 Listening(1c)1)Listen and check the sentences you hear.Conversation 1 ______ You can go to Green Land.Conversation 2 _____ Could you tell me where the bookstore is? 2)Listen to the conversations and complete the sentences.(1c)Conversation 1 The boy asks about ___________, and the clerk tells him to go to Green Land.Conversation 2 The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.Conversation 3 The mother asks about ________.The father wants to go to a ________ museum.The younger girl wants to go to a _______ museum.The boy wants to go to a __________ museum.The older girl wants to go to an ______ museum.The clerk suggests they go to the _________ museum.3)Listen again and answer the questions(1d)Conversation 1 The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…

Step 5 Practice Role-play the conversations between the clerk and the tourist.A: Can you tell me where there’s good place to eat? B: Of course.What kind of food do you like? A: I’d like fresh vegetables.B: You can go to Green Land, they have delicious salad.A: ….Step 6 Presentation 2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.1)If you need help with your homework, what would you ask.① Your mother or father

Mom, Can you help me with my homework? ② Your best friend

Can you help me with my homework? ③ A teacher.Excuse me, Sir? Could you please help me with my homework? 2)Zhang Ming is traveling in the USA.He wants to go to a small town but he doesn't know the way now.What should he do? Step 7 Discussion Discuss the language you used to make this request(要求，請求).Was it the same each time? If not, discuss why not.Step 8 Reading 1)Read the article and match paragraph with its main idea.Paragraph 1(adv.禮貌地)….Paragraph 2.… Paragraph 3 2)Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help? We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people? We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street? ―Excuse me, I wonder if you can help me‖ or ―I’m sorry to trouble you, but …‖ before asking for help.2c Find all the direct questions and polite requests from the passage.1.2d Read the requests below.In the second column, write A if you would say it to someone you know and B if you would say it to a stranger.In the last column, write where you think these people are.Step 9 Language points 1.Both are correct, but the first one sounds less polite.less + 形容詞或副詞，構(gòu)成降級比較形式，相當(dāng)于中文―不那么；稍許不……‖之意。e.g.His second movie is less interesting.他的第二部電影就沒那么有趣。

2.It might seem more difficult to speak politely than directly.情態(tài)動詞might 表達(dá)一種可能性及推測的不確定性，意思與表達(dá)可能性的may相當(dāng)，表示―有可能，也許會‖，但語氣更加委婉，更不確定。e.g.He might come, but it’s very unlikely.他也許會來，但非?？坎蛔　?/p>

3.However, it is important to learn how to use the right language in different situations.it作形式主語 【梳理】 在英語中，如果主語是較長的動詞不定式或一個句子，為了保持句子結(jié)構(gòu)的平衡，避免頭重腳輕，通常用it作形式主語放在句首，而把真正的主語放在句尾。常見的句型有：

1)It is + adj.(+ for + sb.)+ to do sth.。常用于此句型的形容詞有important, difficult, dangerous, necessary, useful, possible等，用來對to do sth.進(jìn)行說明。如： It’s difficult for us to finish the work in an hour.2)It is + adj.+ of + sb.+ to do sth.。常用于此句型的形容詞有g(shù)ood, kind, nice, clever, wise等，用來對sb.的性格、品質(zhì)等進(jìn)行說明。如：It’s kind of you to say so.Step 10 Exercises 請根據(jù)漢語意思完成下列英語句子（每空一詞）。1.對他來說，回答那個問題是十分困難的。It’s very hard ____ him ____ _______ that question.2.你這樣說真是太好了。

It’s very kind ____ you ____ ____ so.3.我們在閱覽室里保持安靜是十分必要的。

It’s necessary ______ ______(should)keep quiet in the reading room.It’s necessary for us _______ ______ ______ in the reading room.Keys: 1.for;to answer 2.of, to say 3.that we, to keep quiet Step 11 Homework Write a guide to a place that you know well.第五課時Section B 2(3a—Self check)Step 1 Revision 1)Write down the phrases ① 提出禮貌的要求 ② 聽起來更禮貌 ③ 一個很直接的問題 ④ 請求幫助 ⑤ 在不同的情形下 ⑥ 取決于 ⑦ 你所用的表達(dá)方式 ⑧ 比如 ⑨ 花時間導(dǎo)入 ⑩ 變得更擅長 2）Fill in the blanks according to 2b.When you visit a _______ country, it is _________ to know how to ask for help ______.For example, ―Where are the restrooms?‖ or ―Could you _____ tell me where the ________ ___?‖ these are similar ________ for _________ you may ask.Both are _______ English, but the first one sounds _____ polite.That is because it is a very ______ question.It is not enough to just ask a question ________.We also need to learn how to be polite — when we ask for _____.In English, ___ in Chinese, we change the way we ______ in different _________.The expressions you use might _______ ___ whom you are speaking to ___ how well you know them.If you say to your teacher, ―When is the school trip?‖ this might sound ________.But if you say, ―Excuse me, Mr.West, do you know when the school trip ___?‖, this will sound _____ more polite.However, it is all right to ask direct questions to your classmates because you know them ____.It might seem more _______ to speak politely than _______.It is important to learn how to use _____ ________ in different situations.This will also help you ___________ better with other people.Step 2 Presentation Imagine you are going on a short study vacation at a school in an English-speaking country.What would you like to know before you go? Write some polite, indirect questions about the following topics.The topics are: ① The course you will study ② The time of the course ③ Where and what you can eat ④ Where you will stay ⑤ What activities you can do ⑥ Travel to the school

Keys: 1.Q: Excuse me, can you tell me what course I will study? 2.Q: Pardon me, could you please tell me when the course will start? 3.Q: Excuse me, would you mind telling me where and what I can eat? 4.Q: Excuse me, do you know where I will stay? 5.Q: Excuse me, can you tell me what activities I can do? 6.Q: Pardon me, could you please tell me how to get to school? Step 3 Practice Make conversations according to the information in 3a.Step 4 Writing 1)Write a polite letter to the school asking for the information you want to know.Use your notes in 3a.In your letter, you should: introduce yourself say when you are coming politely ask for information thank the person for helping you 2)Use the following expressions to help you: My name is … and I’m from … I’ll be coming to your school for … I’d like to know about …

I would like to thank you for… I’m looking forward to your reply.3）寫作指導(dǎo)：本次寫作內(nèi)容是一封書信，信的開頭和結(jié)尾已經(jīng)給出。但我 們還是要記住書信的格式，便于今后自己運(yùn)用。信中首先要介紹自己，然后告訴你去他們學(xué)校的時間，然后同學(xué)們可根據(jù)在3a環(huán)節(jié)中所問到的 問題來禮貌的詢問你想知道的信息。One possible version: Dear Sir or Madam, I’ll be coming to your school soon for a short study vacation.I will leave your school on July 10th.I am a boy from China.I am in Grade Nine.I like English, I also like doing sports.I am glad that I can study in your school.I’d like to know more information about the school.Could you tell me what course I will study in your school? And I also want to know when the course will start.I want to know where I will stay.Can you tell me? Would you mind telling me where and what I can eat in your school? I like all kinds of activities.Could you please tell me what activities I can do in your school? The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.Yours faithfully student He Wei Step 5 Self Check 1)Fill in the blanks with the words in the box.2)Write questions and answers using the words given.Step 6 Language points 1.I’m looking forward to your reply.look forward to期待，盼望。后面接名詞或者動名詞。e.g.I look forward to your good news.我等待你的好消息。Look forward to hearing from you.期待你的來信。2.I would like to thank you for…

thanks for―因……而感謝‖，是客套用語，thanks相當(dāng)于thank you，for強(qiáng)調(diào)為何而感謝，其后可接名詞或V-ing。

e.g.Thanks for lending me the money.多謝您借錢給我。

Thanks for reminding.I’d forgotten all about his coming this afternoon.謝謝你提醒我，我完全忘了他今天下午要來。

3.I need to plan my time better.1)plan sth.計劃某事，后接名詞。

e.g.I want to plan my summer vacation.我想要計劃我的暑假。2)plan to do sth.計劃去做某事，to是動詞不定式。

e.g.They plan to have a sports meeting.他們計劃開運(yùn)動會。3)plan for sth.關(guān)于……的計劃，plan是名詞。Step 7 Homework 根據(jù)3b的內(nèi)容寫一封回信。

第四篇：新版新目標(biāo)七年級英語上unit3第2課時教案

Unit 3 Is this your pencil?

Period TwoSection A（聽說課）

一．教學(xué)目標(biāo)

A.學(xué)習(xí)并掌握指示代詞: this, that, these, those；

B.學(xué)會Yes/No問句及其簡單回答；

(1)---Is this/that your pencil?

—Yes, it is.It’s mine./ No, It isn’t.It’s hers.(2)---Are these/those his keys?

---Yes, they are./ No, they aren’t.They are hers.二．教學(xué)流程

StepⅠ Previewing and testing(預(yù)習(xí)檢測)

1.Ask students to read the new words of page 13-15 aloud in order to revise all the words that they have learnt last class.2.Let students read the book page by page and find the English of the phrases and sentences on page 34 of zhuxue before class, and write the English for them.If the students have some problems, ask them to discuss them among the groups.If they still can not work out, leave them to the teacher.(參考助學(xué)34頁)

3.Check their previewing.Give different tasks to different groups, then let each group write down their answers on the blackboard.After that, ask other students to correct the mistakes.StepⅡ Warming up and leading in(熱身導(dǎo)入)

Hand up a student’s ruler and ask other student,T: Hello!Is this your ruler?

S1: No, it isn’t.Then ask the ruler’s owner,T: Is this your ruler?

S2: Yes, it is.T: Here you are.And are these your books?(pick up some books and ask)S3: No, they aren’t.T: Are these your books?

S4: Yes, they are.T: Here you are.Do you other school things?

Ss: Yes.T: What are they?

Ss: …

T: Great!You are so clever!OK, Let’s come to 1a, can you match the

words with the things? Do it, please.1aMatch the words with the things in the picture.After they finished,share their answers.設(shè)計意圖：以學(xué)生為中心，強(qiáng)調(diào)學(xué)生的參與，體驗(yàn)，感知和交流。

StepⅢ Listening practice(聽力訓(xùn)練)

1.Listening for the main idea聽取大意

Play the tape for the students, and ask them to listen and find out the main

idea of the conversations(完成助學(xué)35頁題目)

.A.they are looking for the owners of the things.B.they have many things.C.they are introducing their things.2.Listening for details聽取細(xì)節(jié)

1b.Play the tape for the students again and ask them to number the

conversations(1-3).And check the answers.1c.Practice the conversations with your partner.Then make your own

conversations.Ask different students to practice the conversations first，then make their

own conversations using the objects they have and act out,make sure that most of them have chances.2a Listen and check the things you hear.Share answers.2b Listen again.First complete the conversation with the words in the

box

StepⅣ Post-listening activities聽后活動

2c

1.Then listen to the conversation in 2b and repeat.2.First practice the conversation in 2b in pairs.Then make their own conversations using the things in the classroom or the things they have.Ask different students to act out their conversations.Make sure that most

of them have chances.2d

1.Ask students to read the conversation in2d and match the things with

owners.the pencilsthe blue penthe dictionarythe green penthe eraser

Anna’sBob’sHenlen’s

2.Put the conversation into Chinese.（參考助學(xué)35頁）

3.仿說原文

4.角色扮演----Role-play the conversation（先小組內(nèi)，后小組間）

5.自創(chuàng)對話。

Ask students to make their own conversations.Then act out.設(shè)計意圖：設(shè)計循序漸進(jìn)的語言實(shí)踐活動，逐漸培養(yǎng)學(xué)生用英語做事情的能力。在做事情的過程中發(fā)展語言能力，思維能力和交流與合作的能力，形成語感。

StepⅤ Inquiry into knowledge by translation翻譯探究

1.Read Grammar Focus on P15then Put it into Chinese in pairs.2.完成助學(xué)35頁翻譯探究。

StepⅥ The end-of-class test當(dāng)堂檢測

1.3a Complete the questions and answers about each picture.Ask students to finish the questions then share their answers.The answers are:

thisisn’tthesetheythatisthosearen’t

3b Read the questions and complete the answers.The answers are:

1.it is hers2.it isn’tIt’s3.theyhis 4.they aren’tthey’re

3c Put some things into the teacher’s box.Then take one thing out of the

box and find the owner.You only have two guesses.If time permits do it.2.完成助學(xué)36頁當(dāng)堂檢測題.Check the answers.設(shè)計意圖：鞏固當(dāng)堂課所學(xué)習(xí)的內(nèi)容，讓學(xué)生隨時查缺補(bǔ)漏。

亮點(diǎn)：

這是本單元第一課時，既要鞏固單詞又要學(xué)習(xí)語言結(jié)構(gòu)。在上課過程中我注重了講練結(jié)合，同時又沒有忽視學(xué)生自學(xué)能力和小組合作能力的培養(yǎng)。而且我還注重了以學(xué)生為主體、面向全體學(xué)生的原則，通過小組間的競爭與合作，培養(yǎng)了學(xué)生的集體榮譽(yù)感。

不足之處：

本課容量較大，處理的有些匆忙，部分環(huán)節(jié)不能很好的展示與訓(xùn)

練。尤其是學(xué)生自創(chuàng)對話和展示的環(huán)節(jié)，應(yīng)該讓更多的學(xué)生參與進(jìn)來。

使用建議：

用多媒體課件效果更好，能夠充分的進(jìn)行練習(xí)，直觀又省時。更能有效地增加課堂效率。提高學(xué)生的學(xué)習(xí)積極性。增強(qiáng)英語的趣味性。在教學(xué)過程中應(yīng)堅持“充分相信學(xué)生，充分依靠學(xué)生，解放學(xué)生，發(fā)展學(xué)生”的原則，充分利用“先聽后說，先讀后寫，先學(xué)后交再師教”的訓(xùn)練形式。讓學(xué)生成為信息的加工者。

第五篇：新目標(biāo)英語七年級上教學(xué)設(shè)計

教學(xué)設(shè)計

Unit6 Do you like bananas？（第一課時）

——陳倫林

教學(xué)目標(biāo)

（一）語言技能目標(biāo)

1.能夠詢問對方或他人的飲食愛好。2.學(xué)會用兩種不同方式回答和表達(dá)個人喜惡.(二)語言知識目標(biāo)

1.會讀會寫常見的食物名稱及其他詞匯：hamburgers（漢堡包）, tomatoes(番茄), French fries（薯?xiàng)l）, pears（梨子）, oranges（橙子）, ice cream（冰淇凌）, salad（色拉）, bananas（香蕉）, strawberries（草莓），have（吃）。

2.初步了解可數(shù)名詞以及不可數(shù)名詞的用法。

3.掌握并運(yùn)用目標(biāo)句型：--Do you like bananas?--Yes, I do.No，I don’t.--Does he like salad?

--Yes, he does.No, he doesn’t.(三)情感態(tài)度目標(biāo)

1.通過對食物喜好的提問，了解食物對健康的影響。

2.通過小組合作學(xué)習(xí)，能增強(qiáng)同學(xué)之間的相互了解和培養(yǎng)合作精神。2.學(xué)生對周圍的事物要用心地觀察，做個生活的有心人。教學(xué)重難點(diǎn)

一、教學(xué)重點(diǎn)：

1.掌握重點(diǎn)詞匯：記住常吃的食物名稱，包括水果和蔬菜等。2.重點(diǎn)句型like的一般現(xiàn)在時的用法（肯定句、疑問句及否定回答）能用“Do you like?? ” “Yes, I do.I like?./ No, I don’t.I don’t like? ” “Does he like?” “Yes, he does.He likes??/ No, he doesn’t.He doesn’t like??”目標(biāo)句型詢問他人對某事物的喜歡與不喜歡 1 的情感態(tài)度。

二、教學(xué)難點(diǎn)：

1.可數(shù)名詞與不可數(shù)名詞的運(yùn)用。

2.運(yùn)用本課時重點(diǎn)詞匯和句型表達(dá)喜歡和不喜歡的這類情感。學(xué)生在之前已經(jīng)學(xué)習(xí)并掌握了一些運(yùn)動器械的單詞以及表達(dá)所屬關(guān)系的句型，并且已能用形容詞等來表達(dá)自己的看法，這個單元是以食物 教學(xué)過程 Step1.Duty report 設(shè)計意圖：每節(jié)課前為學(xué)生提供說英語、用英語的機(jī)會。學(xué)生輪流值日。

Step2 Word check 設(shè)計意圖：通過單詞的復(fù)習(xí)檢測，學(xué)生可以更好鞏固上一節(jié)課的主要內(nèi)容，為本節(jié)課進(jìn)一步學(xué)習(xí)打下基礎(chǔ)。學(xué)生用兩個不同的句式問答來考察學(xué)生對于名詞單數(shù)、復(fù)數(shù)和不可數(shù)名詞的用法，以及用問題的方式引導(dǎo)學(xué)生自己去總結(jié)歸納名詞單復(fù)數(shù)形式和不可數(shù)名詞的運(yùn)用。Step3.Word games 設(shè)計意圖：學(xué)生喜歡游戲，以此提高他們的學(xué)習(xí)興趣。在游戲過程中，鼓勵學(xué)生運(yùn)用is和are來表達(dá)，即再詞鞏固單詞，又強(qiáng)調(diào)了名詞單復(fù)數(shù)及不可數(shù)的用法。這一活動還提醒學(xué)生對周圍的事物要用心地觀察，做個生活的有心人。Step4.Word match 設(shè)計意圖：在這個圖片與單詞配對過程中，花椰菜和西紅柿兩個圖片難度值比其他的都大，所以我把它們拿出來一起分析，引導(dǎo)學(xué)生從對話中可以判斷，降低難度，在學(xué)生的回答的過程中又再次讓學(xué)生運(yùn)用is和are的用法。Step5.listen and practice 2 設(shè)計意圖：培養(yǎng)學(xué)生的小組合作精神，又能讓學(xué)生在實(shí)踐中學(xué)習(xí)，同時鞏固本節(jié)課的重點(diǎn)句型，達(dá)到學(xué)以致用的目的。通過聽力的練習(xí)和錄音的跟讀，學(xué)生能更好地學(xué)習(xí)這一句型，有更加好的語音語調(diào)。其實(shí)在以前學(xué)生已經(jīng)學(xué)過一般疑問句以及其肯定回答和否定回答：Yes , I do.No, I don’t.所以我增加了兩句肯定句和否定句I like bananas.I don’t like salad.就此學(xué)生對于一般現(xiàn)在時的肯定句和否定句可以逐步來學(xué)習(xí)，為后文的學(xué)習(xí)打下伏筆，做好鋪墊。

T：Let’s look at the pictures and answer like this: They’re hamburgers.It’s broccoli….I like them.What about others? What do they like? Let’s listen and circle the food you hear.(SectionA2a)Q: How many words have you circled including the word has circled.Check the answers.T: Listen again and fill in the blanks.(SectionA2b)Help Ss and check the answers.Q: Let’s have some ice cream.（板書）We have learned the word “have”.What does it mean here? Give me some examples? Ss：I have a baseball.（板書）

設(shè)計意圖：要求學(xué)生聽一段對話，然后回答一些問題。檢查學(xué)生的聽力情況。活動目的是為了讓學(xué)生能練習(xí)、聽寫這些語言結(jié)構(gòu)，達(dá)到學(xué)以致用。

學(xué)生對于錄音的聽力還是比較懼怕的，因此在聽力之前都能做一些鋪墊，這樣可以更好地降低聽力的難度，增強(qiáng)學(xué)生的自信心。對于They’re hamburgers.It’s broccoli。等的回答可以又進(jìn)一步檢測學(xué)生對于名詞的復(fù)數(shù)和不可數(shù)名詞的用法。對于have一詞的不同用法,學(xué)生主動去汲取搜索積累知識能夠更好地記憶,這也是培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣。

Step6 Sentence games（Memory game）

設(shè)計意圖：學(xué)生在游戲中不僅要求學(xué)生能表達(dá)自己對食物的喜好，還要學(xué)會認(rèn)真傾聽別人，養(yǎng)成良好的習(xí)慣，這樣才能更好地參與游戲中來。在游戲中很自然地導(dǎo)出本課的學(xué)習(xí)重點(diǎn)和難點(diǎn)，并且game1和game2對于game3是一個鋪墊，游戲具有梯度，為最后的游戲服務(wù)，從而分解了難點(diǎn)，突破了難點(diǎn)。Step7 Pairwork 設(shè)計意圖：這一環(huán)節(jié)利用模擬情景的設(shè)置就是為了檢測學(xué)生的語用能力，可以培養(yǎng)學(xué)生初步綜合運(yùn)用語言的能力。這樣的活動既可以培養(yǎng)學(xué)生的合作意識，又能在情景中用現(xiàn)在進(jìn)行時交際，鞏固了本節(jié)課的重點(diǎn)句型，從而突破了難點(diǎn)，達(dá)到學(xué)以致用的目的，還促使學(xué)生在學(xué)習(xí)過程中學(xué)會細(xì)心觀察。Step8 conclusion What can we learn from this lesson? 設(shè)計意圖：課堂小結(jié)能夠讓學(xué)生把這節(jié)課所有所學(xué)的東西都回憶一次，有助于更好地記憶。Step9 Homework 1.Food survey Ask your classmates about the food in the chart.Find out what they like and dislike.就表格中的食物向同學(xué)提問，找出他們喜歡的和不喜歡的食物。（SB 4）

2.Copy the words and senetences that learned and learn them by heart.3.Do exercise 設(shè)計意圖：非機(jī)械，有特點(diǎn)地抄默寫單詞和句子兩次，這是一種古老的但是比較受用的記憶單詞的方法。食物調(diào)查有利于繼續(xù)鞏固課堂所學(xué)的知識加以運(yùn)用。

課堂上的聽說加之練習(xí)本上的讀寫能更好地達(dá)到學(xué)習(xí)的目的

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