最新人教版新目标七年级下unit3教案
人教新目标七年级英语下册Unit3SectionB2a—2c教学设计
5.提高阅读技巧，如：快速阅读、细节理解、推理判断等，能够阅读并理解课文内容。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法培养英语学习能力和素养：
1.通过小组合作、讨论、分享等方式，激发学生的学习兴趣，培养合作精神和沟通能力。
（3）阅读教学：采用快速阅读、细节理解和推理判断等策略，引导学生阅读课文。通过设置问题链，帮助学生把握文章的主旨和细节。
（4）语言实践：组织小组讨论、角色扮演等活动，让学生在实际交流中运用所学词汇和句型描述个人兴趣爱好。
2.针对学生的个体差异，实施分层教学：
（1）对基础薄弱的学生，提供更多的语言支持和鼓励，帮助他们建立自信心。
在此基础上，大部分学生对英语学习保持较高的兴趣，但在课堂上，部分学生可能存在开口难、自信心不足等问题。因此，在教学过程中，教师应关注学生的个体差异，创设轻松、愉快的课堂氛围，激发学生的学习积极性。同时，通过小组合作、互动讨论等形式，促进学生主动参与，提高口语表达能力。
此外，学生在情感态度与价值观方面，正处于青春期，对新鲜事物充满好奇，易于接受新知识。因此，教师可结合学生的年龄特点和兴趣，引入科幻、侦探等题材，激发学生的探索欲望，培养其积极向上的生活态度和价值观。总之，教师应根据学生的实际水平和需求，制定合理的教学策略，使学生在知识、技能和情感态度等方面取得全面发展。
2.学会使用一般现在时态描述个人兴趣爱好，如：“I like reading detective stories because they are interesting.”
3.能够理解和运用目标句型：“Do you like…?”, “Yes, I do./ No, I don't.”, “Why do you like…?”, “Because…”进行简单的问答和讨论。
人教版七年级英语下册Unit3大单元教学设计
3.阅读理解：阅读与本单元主题相关的文章，完成相应的阅读理解题目，锻炼学生的阅读技巧和信息提取能力。
4.口语作业：准备一段关于自己家庭成员和职业的介绍，下节课进行课堂展示，要求使用本单元所学的句型和词汇，提高学生的口语表达能力。
5.合作意识：七年级学生正处于青春期，个性鲜明，合作意识相对较弱。教师应通过小组活动、角色扮演等形式，培养学生的团队协作能力和沟通技巧。
6.个体差异：学生在英语学习上存在一定的个体差异，教师需关注每个学生的学习状况，因材施教，使每个学生都能在原有基础上得到提高。
三、教学重难点和教学设想
（一）教学重难点
2.分步教学，逐步突破语法难点：
-通过对比一般现在时的肯定句、否定句和一般疑问句的结构，让学生观察、总结语法规则。
-利用图表、例句、练习等多种形式，帮助学生掌握一般现在时的用法，并通过小组合作、角色扮演等活动进行巩固。
3.互动交流，提升口语能力：
-采用问答、讨论等形式，鼓励学生用英语进行交流，提高口语表达能力。
1.重点：本单元的重点在于掌握一般现在时的用法，包括肯定句、否定句、一般疑问句及其回答，以及熟练运用与家庭成员和职业相关的词汇、句型进行交流。
2.难点：
-一般现在时的肯定句、否定句转换，以及一般疑问句的构成和回答。
-不同职业词汇的正确拼写和发音。
-口语表达中，正确使用本单元所学的句型和词汇描述家庭成员及其职业。
2.教师提出问题：“What does your father/mother do?”，让学生用英语回答，活跃课堂氛围，为新课的学习做好铺垫。
3.引入本节课的主题：“Let's talk about our family members and their jobs.”，让学生明确学习目标。
七年级英语下册Unit 3 Period 3教案人教新目标版
精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 3 How do you get to schoolPeriod 3教学内容与分析：教学内容： Read and ans wer ; Info gap race ; Match ; Pairwork ; Listen; Groupwork. 教学目标：a.培养学生的阅读能力b.让学生了解和运用一些交通标志c.词汇掌握：bus stop, bus station, train station, subway stationd.巩固句型：How do you get to school? How does it take? How far is it from…to …?Well, I ride my bike to the subway station. Next, I take the subway. Then .... Finally,..本课需要重点掌握句型：A ：How do you get to school? How does it take? How far is it from…to …?要求学生能替换关键词造新句并在实际情景中自如运用。
B：交通标志的认识。
本课时的难点是：在真实的环境中，把各种交通工具用next, then, finally等连贯起来运用课前准备：本课时的教学课件（或一副教学挂图）相关的录音磁带及录音机。
教学设计：Teaching proceduresSuggestions& ExplanationStepⅠ Warming-up and revision1.Greet the class and enjoy the English song "Row your boat"2.Check the homework.Step II Reading: Work on 3a1. Read after the tape and pay attention to these questions above it.2. Read this text again by yourself and try to answer the questions3. Explain the text and check the answers.( Answers: by bike and by bus, 35 minutes.)Step III Pairwork1.Pay attention to the conversation o n the top.2.Suppose one student was Lin Fei and his/her partner ask him some questions. Make the other conversations in pairs.(Give them five minutes)3.Ask some pairs to act the conversations.Step Ⅳ Info gap raceFirst help students form groups of three. Because three students work together in this activity.StepⅤ Make a survey1. Interview (采访)your other classmates or our teachers here. By using the following questions:How do you get to school?How far is it from your home to school?How long does it take ?2. Report:Peter's home is about … kilometers far from school. He walks to school. It takes him about ten minutes….Step VI Presentation (Section B 1a)Show some pictures on the screen. Teach students some key words.Say something about the pictures one by one.For example：This is a train station. Trains stop here.This is a bus stop. Buses stop here.This is a subway station.This is a bus station.(Ask students to repeat these words.)(This activity int roduces more key vocabulary.)Step Ⅶ Ro le play ( Work on 1b)1. First ask two students to read the dialogue to the class.Sa: How do you get to school?Sb: Well, I ride my bike to th e subway station. Then I take the subway.Step Ⅷ Listening1. Work on 2a(1) First ask students to read the list of informationthat Thomas w ants to know.…where Nina lives.…how far from school she lives.…how long it takes to get to school.…how she gets to school.…what she thinks of the transportation.(2) Tell students what transportation and bus stop mean.bus stop汽车站 transportation n. 运送；运输Then tell students we'll hear a recording. Please put a checkmark in front of each thing that Thomas wants to know.(3) Now play the recording for students.(Have students pay attention to the sample answer.)(4) Then correct the answers.2. Work on 2bShow two sets of pictures on the screen.( Answers: Picture 2 should be checked. )Step Ⅸ Groupwork ( Work on 2c)In this activity let students tell how Nina gets to school. Ask students to use the pictures in 2b. And write these sentences on the board.First she …. Next s he …. Then she …. 教学反思。
人教版七年级英语下册Unit3SectionB(2a2c)教学设计
3.利用图片和关键词，引导学生复习已学过的相关词汇，如：robots、traffic、pollution、clean等，为新课的学习做好铺垫。
（二）讲授新知
1.教师呈现一般将来时态的句子，如：“I will have a robot in the future.”，引导学生观察并总结一般将来时态的构成和用法。
2.通过对比一般现在时、一般过去时，让学生感知一般将来时态的特点，重点讲解“主将从现”的语法结构。
3.结合课本2a部分的内容，让学生听录音并跟读，加强对一般将来时态的语音、语调感知。
人教版七年级英语下册Unit3SectionB(2a2c)教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.能够熟练运用本节课所学的词汇，如：future、robots、traffic、pollution、clean等，并能在实际语境中进行运用。
2.能够掌握一般将来时态的用法，并能在句子中正确运用。
（1）一般将来时态在句子中的正确运用，特别是主将从现的语法结构。
（2）听力训练中，学生对较长、较复杂句子的理解。
（3）学生在口语表达中，如何将所学知识灵活运用到实际语境中。
（二）教学设想
1.创设情境，激发兴趣：通过展示未来科技发展的图片和视频，激发学生对未来生活的兴趣，为新课的学习营造氛围。
2.分步骤教学，循序渐进：
2.学生分享自己在课堂中的收获和感悟，教师给予肯定和鼓励。
人教版新目标七年级下册英语Unit 3 教学设计
Homework
StepⅦMake two sentences each using the words must, could, might and can't.
is true 100 percent 50 percent 10percent
Repeat the process with the words might, could and can't.
Optional activity
Play the game like this:
T: (Holding up a pen) Whose pen is this
English Li must magazine English say, might student must, a The be likes reading He Lei's.
magazines very much.
教案设计------教学资料．：教学资料2cⅥStep
This activity provides writing practice using vocabulary introduced in the unit.
means. his/her explain different then And have students in own word each words what
Encourage students to make their own sentences using these words. For example, for the word
人教版七年级下册unit3阅读教案
人教版七年级下册unit3阅读教案一、教学目标。
1. 知识与技能。
（1）通过阅读故事，学生能够了解并掌握故事中的主要人物、事件、情节等内容；（2）通过阅读故事，学生能够提高阅读理解能力，培养学生的阅读兴趣，激发学生的想象力；（3）通过本节课的学习，学生能够掌握一些常见的阅读技巧，如预测、推断、归纳等。
2. 过程与方法。
（1）通过朗读、讲解、提问等方式，引导学生理解故事内容；（2）通过小组讨论、合作学习等方式，培养学生的合作意识和团队精神；（3）通过练习、作业等方式，巩固学生对故事的理解和掌握。
3. 情感态度与价值观。
（1）通过阅读故事，培养学生的爱国主义情感，激发学生的爱国热情；（2）通过故事中的人物形象，引导学生树立正确的人生观、价值观。
二、教学重点与难点。
1. 教学重点。
（1）故事内容的理解与掌握；（2）学生阅读能力的提高。
2. 教学难点。
（1）培养学生的阅读兴趣；（2）引导学生进行深层次的阅读理解。
三、教学过程。
1. 导入新课。
通过谈论一些与故事有关的话题，引起学生的兴趣，如“你喜欢听故事吗？为什么？”、“你最喜欢的故事是什么？为什么？”等。
2. 阅读故事。
（1）教师朗读故事，学生跟读；（2）教师讲解故事中的生词、短语等；（3）学生分组讨论故事中的主要人物、事件、情节等内容；（4）学生展示小组讨论成果，进行互动交流。
3. 操作练习。
（1）学生个人完成故事相关的练习题，如选择题、判断题等；（2）学生交流答案，订正错误。
4. 拓展延伸。
（1）教师提出一些与故事相关的问题，引导学生进行深层次的思考和讨论；（2）学生进行小组合作，展示他们对故事的理解和想法；（3）学生进行个人总结，写下对故事的感想。
5. 作业布置。
布置阅读相关的作业，如写一篇关于故事的读后感，或者选择一段故事进行朗读等。
四、教学反思。
本节课通过故事的阅读，引发学生的阅读兴趣，培养学生的阅读能力，同时也培养了学生的合作意识和团队精神。
人教版新目标英语七年级下册《Unit 3 How do you get to school》教案7
人教版新目标英语七年级下册《Unit 3 How do you get to school》教案7一. 教材分析本节课是新人教版新目标英语七年级下册的第三单元《How do you get to school》。
本单元主要让学生掌握一般现在时的疑问句和回答，以及如何描述自己和别人的上学交通工具。
通过本节课的学习，学生能够更好地运用英语进行日常交流。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。
但是，一部分学生对英语学习的兴趣不高，课堂参与度较低。
此外，学生们的英语水平参差不齐，因此在教学过程中需要关注到每一个学生的学习需求。
三. 教学目标1.能够听懂、会说、会读本节课的主要词汇和句型。
2.能够运用一般现在时询问和回答他人上学的交通工具。
3.提高学生的英语听说能力，增强他们对英语学习的兴趣。
4.培养学生的合作意识和团队精神。
四. 教学重难点1.掌握一般现在时的疑问句和回答。
2.能够正确运用词汇描述上学交通工具。
3.提高学生的听说能力和团队合作能力。
五. 教学方法1.任务型教学法：通过小组合作完成任务，提高学生的参与度和团队合作意识。
2.情境教学法：创设生活情境，让学生在实际语境中运用英语。
3.游戏教学法：运用游戏激发学生的学习兴趣，提高课堂氛围。
六. 教学准备1.制作课件：包括本节课的主要词汇、句型和图片。
2.准备相关道具：如交通工具的模型或图片。
3.设计教学活动：如小组讨论、游戏等。
七. 教学过程1.导入（5分钟）利用多媒体展示各种交通工具的图片，引导学生谈论自己上学的方式。
教师通过提问激发学生的兴趣，如：“How do you usually go to school?”学生回答后，教师简要介绍本节课的内容。
2.呈现（10分钟）教师展示本节课的主要词汇和句型，如：“I go to school by bus.”学生跟读并模仿，教师给予表扬和鼓励。
3.操练（10分钟）学生分组，每组选择一种交通工具，用英语描述自己的上学方式。
英语：Unit 3教案(人教新目标七年级下)
英语：Unit 3教案（人教新目标七年级下）Language goals:●In this unit students learn to describe animals and express preferences and give reasons.New languages:●Let’s see the pandas first.●Why do you like koalas?●Because they’re cute.●Because they’re pretty interesting.●Because they’re kind of shy.●Because they’re very big.●names of animals such as tiger, elephant, koalas, dolphin●description words such as smart, cute, clever●names of countries: Australia, South AfricaRecycled language●between, across from●He’s/ She’s from …He’s/ She’s five years old.●name of countries: China, JapanDifficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1: Section A1a, 1b, 1c●Period 2: Section A2a, 2b, 2c●Period 3: Section A3a, 3b, 4●Period 4: Section B 1, 2a, 2b, 3●Period 5: Section B 3a, 3b, 3c, 4●Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let’s see the pandas.Why do you want to see the lions?Because they’re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Encourage or help the students to say something about the picture and do the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording. Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and then check the answers.Further activity: Ask the students to do some pair work in the following way if they can understand thelistening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let’s see the pandas / giraffes / lions / penguins / dolphins / koalas /elephants / tigers?—Why?—Because they’re cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them.Teaching procedures:Teaching procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let’s do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b.After that, check the answers.Then ask the students to listen to and repeat the dialogue after the recording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are…Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggestion: Ask the students to work in groups and write down their own opinions on the animals in Activity 1a on a piece of paper; show their work to the group members. And then ask and answer questions.HomeworkAsk the students to do the following:1. Make similar dialogues according to the conversation in 2c.2. Use the words in the box in activity 2b to make sentences.3. Ask the students to find more description words about animals.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Where are lions from?Lions are from South Africa.3. Enable the students to say where some animal are from.4. Help the students to say where some animals are from.Teaching procedures:Step 1. Free talk and lead-inShow the students some pictures and ask some questions.Show the first picture with a panda in it.Show other pictures of animals and ask questions and go on with others in the same way.Step 2.Match work (3a)Ask the students to read the maps and the animals in activity 3a.Let the students look at the three animals.Let the students match the countries and the animals.Move around the classroom to see if the students need help.Ask the students to draw lines to match the maps with the pictures.Step 3. Pair work(3b)Ask the students to read the conversation in activity 3b.Ask the students to work in pairs and ask and answer questions.Step 4. GameAsk the students to read the list of countries and animals.Let the students look at the list of countries and animals and find a person to translate the list of countries and animals into Chinese.Show the students how to play the game.Play the recording for the first time.Play the recording again and check the answers by replaying the tape.HomeworkAsk the students to practice talking about where animals come from in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:What animals do you like?I like elephants.3. Enable the students to talk about why they like some animals.4. Help the students to learn how to talk about why they like some animals.Teaching procedures:Step 1. Warming and lead-inCheck the homework by asking some questions.Show the pictures of lions, pandas and koalas.Say: Where are pandas from? Where are koalas from? Where are lions from?Show a picture of a big elephant.Step 2.Match work(1)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Point to the pictures one by one.Ask the students to read the eight numbered adjectives at the top.Ask the students to do the match work.Step 3. Listening (2a, 2b)Point to the numbered list of words in activity 1 and play the recording. Askthe students to listen to the recording and circle the description words inactivity 1.Play the tape for the first time.And then play the recording the second time.Ask the students to pay attention to the headings in 2b.Play the first four lines of the recording of the conversation and stop the tape.Play the rest of the conversation.Check if the students get the right information. If not, play the part studentscan’t understand well or get the right information again (and again).Step 4. Pair work(3)Ask the students to read the dialogue.As the students work, move around to see if help is needed.Ask the students to work in pairs.Homework1. Ask the students to try to remember the new words learned in this period.2. Ask the students to try to practice talking about the animals they like according to activity3.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:She likes to play with her friends and eat grass.Please be quiet.He sleeps during the day, but at night he gets up and eats leaves.3. Enable the students to write a description of an animal.4. Help the students to write a description of an animal.Teaching procedures:Step 1. RevisionBefore the new lesson, do some revision to check the homework.Show some pictures with a panda, a lion, a koala, an elephant, a dolphin, a tiger and penguin in each of them.Say: Morning, boys and girls. Nice to see you again. Have you remembered we learned how to describe animals? Can you say some of them?Ask some students to answer questions.Give more students chances to say, and let them have enough practice.Step 2. Presentation (3a)Let the students read the pictures and the descriptions.Ask the students to read the articles in 3a and answer the following questions.Show the following.Explain some language points that students may not understand. For example, the difference between play and play with.Step 3. Reading and filling in the blanks (3b)Ask the students to look at the pictures in activity 3a and teach new words.Say, Look at picture d. What is the panda eating? What is the koala eating?Write leaves on the blackboard. Ask a student to give the Chinese meaning and go on with the others in the same way.Ask the students to read the box on the left in activity 3b.Point out the description in 3b with blank lines where some words are missing.As the students work, move around the room checking progress and offering language support as needed.Ask the students to try to recite the description.Step 4.Writing (3c)Ask the students to write an article about the animal they like.Show the following.What’s the name of your favorite animal?How old is it?Where is it from?What does it like to do?What description words can be used to describe your favorite animals?After that have them present to the class.After the students finish writing the description, let them share their writingwith others in the class.Step 5.Group work(4)Point out the example in the speech bubbles in activity 4. Ask two students to read it. Then divide the class into groups of four.Say: You will take turns reading your description from 3c to your group. The other students in the group guess what animal you wrote about.As students work, move around the classroom, making sure each student has a chance to read his or her description to their group.Ask a few students to read their description to the class.Homework1. Ask the students to practice writing an article about one of their favorite animals.2. Ask the students to share their description in 3c with more students.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to write about animals.3. Help the students to write about animals.Teaching procedures:Step 1.Warming upCheck the homework. Then show some animal pictures to the students.Say: We learned to talk about animals you like in the last period. And I asked you to write an article about one of your favorite animals. Did you finish it?Who’d like to share your work?Step 2.Key word check (1)Ask the students to read all the words in this part.Say: In learning to talk about animals, you learned many words on the topic.Now read and check the words you know in 1 on page 18. Then make a8 sentence with each of them.Step 3.Vocab-Builders (2)Ask students to write five new words in their V ocabulary-Builder on page 112.After they are finished, ask two students to write their words down on theblackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.Writing (3, 4)Point out the example-the description of the elephant.Say, Look at the description of the elephant. I want to ask one of the students to read it to the class.After that, ask them to write a similar description of the other animals.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to write an article about one of their favorite animals.。
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Unit 3 How do you get 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：train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, far, minute, kilometer, new, every, every day2) 能掌握以下句型：①—How do you get to school? —I ride my bike.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 , classT: 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Ⅱ. Presentation1. 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 / taxiI ride a bike / motorbikeT: 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 write in the blanks.S1 : How does he / she go to school?S2 : He / She … …Ⅲ. 1aT: 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. Listening1. 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 workAsk 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. Listening1. 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. PresentationShow a picture on the TV and explain these are your home and school.Teach: home----school How long 10 minutes How far two kilometersThen make up a dialogue to practice.A: How do you get to school?B: I usually take the bus.A: How far is it from your home to school?B: It's about two kilometers.A: How long does it take?B: It takes 30 minutes by busⅧ. Listening1. 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 thechart.4. Check the answers.Ⅸ. Role-play1. Read the dialogue and find the answer to these questions:①How does Jane get to school?②How far is it from home to school?③How long does it take to get to school from her home?2. Ss read the conversations and then find the answers to the questions.3. Check the answers with the class.4. Play the recording for the Ss to listen and repeat.5. Ss read the conversation then role-play the conversation.6. Let some pairs act out the conversation.Homework1. Remember the new words and expressions in this period.2. Role-play the conversation after class.板书设计：Section A (1a-2d)1. —How do you get to school? —I ride my bike?—How does Mary get to school? —She takes the subway.2. 表达“几十” 个位数字+ty twenty, thirty,表达“几十几” 一定要用连字符twenty-five, sixty-ninehundred one hundred, two hundred3. ① How does Jane get to school?② How far is it from home to school?③ How long does it take to get to school from her home?教学反思Section A (Grammar Focus-3c)一、教学目标：1. 语言知识目标：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。
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 revision1. 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。