年人教版七年級英語下冊教案.doc

.七年級英語下冊教案Unit 1 Can you play the guitar?Section A (1a-2d)1.板書課題：Unit 1 Can you play the guitar?Section A (1a-2d)教學過程1、第一次“先學后教”：（認讀詞匯、記漢語意思和校正發(fā)音。）（1）、出示學習指導1) 能掌握以下單詞：（能做到四會） guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club（2）、先學。1、學生根據自己掌握的語音知識，認讀英語單詞并記住漢語意思。2、學生聽單詞錄音，畫出自己讀錯的或不會讀的單詞。（3）、后教。教師播放單詞錄音，學生跟讀，校正自己的發(fā)音，對于難以記憶的單詞，教師指導學生根據字母組合、發(fā)音要領尋找規(guī)律，進行記憶。有必要時教師寫在黑板上讓學生記住并積累字母組合的發(fā)音。（4）、當堂訓練 1）、單詞默寫訓練、開火車拼讀單詞訓練。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. 3）、. Presentation出示一些反映各種活動的圖片、幻燈片或播放課件，引導學生談論活動： HeShe can danceswimsing"··But I cant danceswimsing.等，學習表達活動的動詞短語。4）、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. The let some Ss talk to their classmates in front of the class. 2、第二次“先學后教”：（聽錄音，理解課文大意）（?。?、出示自學指導。 1）、 用最快的速度大概的看看聽力題，對題的內容有一點了解。2）、仔細聽錄音能聽懂錄音內容并獨立完成填序號題和填空題。(2)、先學。1、根據學情，適當增加或減少錄音播放次數。2、學生聽錄音，并回答淺層次問題。（3）、后教?。┠芰私庖韵抡Z法：情態(tài)動詞can的用法和want to do sth.的用法。2）、教師公布答案，學生同桌相互改，教師統計學生的自學結果。（分優(yōu)、良、差）3）、積極鼓勵后進生回答，出現問題學生更正。4）、難度較大通過討論仍解決不了的問題，教師通過啟發(fā)誘導進行點拔解決，并板書于黑板。Listening 1. T: Now lets listen to the tape, find out the right conversation, and number them 1-3. （播放lb部分的錄音讓學生聽，引導學生根據所聽到的內容，選出對話的順序，完成1b部分的教學任務。）2. Check the answers: (3, 2, 1 ) . Pair work 1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. (引導學生展開Pairwork活動，完成lc部分口語交際的教學任務，學會運用can詢問和表達能力。) . Listening 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 only listen carefully.)Then, listen to the recording again, and circle the clubs you hear. Check the answers with the class. 2. Work on 2b; 引導學生根據對話內容用正確的單詞填空，補全對話，再播放聽力材料一遍。讓學生進行校對，練習聽力和寫作能力，完成2b部分的教學任務。 Check the answers with the Ss. （4）當堂訓練。1. Look at 2b and talk about what the people can do and the clubs they want to join. 老師可以和一名優(yōu)秀的學生做一個對話的例子，讓學生們明白如何去問答，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. 3、第三次“先學后教”（學生讀默讀或朗讀課文，勾出不認識的單詞、短語及句句型，讀后回答問題。）（1）、出示學習指導1）、用最快的速度朗讀課文，理解課文大意，勾出不理解的短語，或語言點及語法結構。能掌握以下句型：2)、 Can you play the guitar? Yes, I can./ No, I can't. What can you do? I can dance. What club do you want to join? I want to join the chess club.3）用最快的速度朗讀課文，理解課文大意，勾出不理解的短語，或語言點及語法結構。4）回答課文相關問題。（2）、先學。1、學生讀短文，教師密切關注學生的自讀情況，進行行間巡視。2、畫出不懂得語言點、表達方式和語法現象。 （3）、后教。1）、學習詢問和談論彼此的能力和特長；2) 掌握一些彈奏樂器的表達方式。3、學生自學后回答理解性問題。4、對學生不會的，通過啟發(fā)誘導的方式讓學生理解。5、學生難以理解的短語、句型或者語言點，適當點拔、舉例、歸納等，并板書。（4）、當堂訓練1、口述課文內容。2、分角色朗讀課文。3、圍繞本節(jié)課講的語法項目，設計當堂訓練題目。. 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. What club does Bob join? What club does Jane join?Ss read the conversation by themselves and find the answers to the questions. Then check the answers: Bob joins the soccer club. 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. Section A (1a-2d)Drills：1. Can you sing? Yes, I can./No, I can't. 2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music 4. What club does Bob join? What club does Jane join?5. want to do sth They want to have some rice and vegetables. 板書設計：Section A (Grammar Focus-3c)1.板書課題：(Grammar Focus-3c)一、第一次先學后教.（ Grammar Focus.）1、出示學習指導。1) 繼續(xù)練習運用情態(tài)動詞can。學會詢問和談論彼此的能力和特長。2）能夠學會使用情態(tài)動詞can的疑問句以及它的肯定句和否定句 。2、先學。（1） 讓學生自己先讀語法焦點，并找出語法結構。老師將情態(tài)動詞的can的用法，以學案的方式呈現在大屏幕上，讓學生自主學習，并發(fā)現其用法。（2）可以看出，在Can？句型中，情態(tài)動詞can沒有_和_ 的變化。（3）用情態(tài)動詞can來詢問他人的能力可以歸納為以下句型： Can + _ + _ + 其他? 肯定回答：_ 否定回答： _ What + can + _ + _ ?學生們合作學習討論上面學案的答案，總結情態(tài)動詞can的用法。老師找部分學生對上述問題作答，并一起討論總結情態(tài)動詞can的用法。3、后教。 （1）、教師公布答案看誰做對的最多，分析出學生對題掌握的程度。（2） 教師把重要的語法結構寫在黑板上，讓學生學會思考，并做對比，區(qū)分語法結構上的變化。（3） 教師講解can 后面的動詞用動詞原形部分人稱變化。4、當堂訓練（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. 1. 閱讀指導：2. 學生閱讀Grammar Focus中的句子，然后做填空練習。 你會游泳嗎？_ you _? 是的，我會。/ 不，我不會。 Yes, _ _. / No, I _. (其余試題見課件部分)3. 學生們完成填空試題后，可以打開課本檢查答案，對錯誤的句子，單獨進行強化二、第二次先學后教.（補充句子） 1、出示學習指導。能掌握以下句型： Can you play the guitar? Yes, I can./ No, I can't. What can you do? I can dance. What club do you want to join? I want to join the chess club.2、先學。1、讓學生獨立完成Write questions and answer with the words and phrase.提醒學生but的用法。2、根據單詞提示選單詞，補充完整句子。3、后教。1）、教師公布答案看誰做對的最多，分析出學生對題掌握的程度。（4） 教師把重要的語法結構寫在黑板上，讓學生學會思考，并做對比，區(qū)分語法結構上的變化。（5） 教師講解but 的用法和can 后面的動詞用動詞原形部分人稱變化。1. Look at 3a. 告訴學生們用所給的詞匯來造句子。首先，用情態(tài)動詞can及所給的第一個動詞詞組來造一個一般疑問句，并作出一個否定的回答。然后，用轉折連詞but及第二個詞組造一個肯定句。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 25. 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 write a poster. Now, read the poster below and try to complete the poster with the words in the box. 方法指導：應通讀全文，掌握短文大意；然后，仔細閱讀每個句子，根據空格前后的詞語進行推敲。比如，第三空格后有guitar一詞，可知些空格應填play一詞。其他類似。 學生們，按老師指導的方法進行閱讀，并逐句推敲每空應填什么詞，在實際的運用提高自己的閱讀能力、分析能力及綜合運用能力。 最后，教師與同學們一起校對答案，并對學生們有疑問的地方進行解釋。4、當堂訓練。. 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 kong 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 write a report. Then select one student to report what your group can do. e.g. In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well (最后，可以經學生們評議來推舉最有能力的小組）. Exercises 1. If time is enough, do some more exercises on big screen. Homework 1. Read the sentences in Grammar Focus. 2. Write a report about what your family members can do.板書設計 Section A Grammar Focus-3c1. Can you do sth.? Yes, I can. No, I can't.2. Can she/he do sth.? Yes, he/she can. No, she/he can't.3. What can you/he/she do? I/He/She can do3a: 2. Can Mike play basketball? No, he can't. But he can play tennis. 3. Can Jane and Jill dance? No, they can't. But they can sing. 4. Can Grace play soccer? No, she can't. But she can play volleyball. 5. Can Bill write stories? No, he can't. But he can tell stories. 3b: sing, dance; play; tell課后反思：Section B 1a-2c1.板書課題：Section B 1a-2c2、第一次“先學后教”：（認讀詞匯、記漢語意思和校正發(fā)音。）（1）出示學習指導 能掌握以下單詞：（能做到四會） 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）、先學。1）、學生根據自己掌握的語音知識，認讀英語單詞并記住漢語意思。2）、學生聽單詞錄音，畫出自己讀錯的或不會讀的單詞。（3）、后教。教師播放單詞錄音，學生跟讀，校正自己的發(fā)音，對于難以記憶的單詞，教師指導學生根據字母組合、發(fā)音要領尋找規(guī)律，進行記憶。有必要時教師寫在黑板上讓學生記住并積累字母組合的發(fā)音。（4）、當堂訓練 1）、單詞默寫訓練、開火車拼讀單詞訓練。（一）、第一次“先學后教”：（聽錄音，理解課文大意）（?。?、出示自學指導。1）用最快的時間看聽力部分，第一遍聽完聽力內容時做2）仔細聽錄音能聽懂錄音內容并獨立完成填序號題和填空題。(2)、先學。1、用自己喜歡的方式朗讀課文，勾出不認識的短語和語法等。理解課文大意。2、根據學情，適當增加或減少錄音播放次數。3、學生聽錄音，并回答淺層次問題。（3）、后教。1、教師公布答案，學生同桌改，教師統計結果。2、積極鼓勵后進生回答，出現問題學生更正。3、難度較大通過討論仍解決不了的問題，教師通過啟發(fā)誘導進行點拔解決。Presentation1. 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. 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. . 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. 聽力指導：要抓他們會做的事情，以及不會做的事情這兩個重點內容。因此在聽的時候，應重點將人物及動作這兩個方面的聽清，其他作為非重點內容。7. Ss listen to the recording carefully and try to fill in the blanks. 8. Check the answers with the class. （4）當堂訓練。. 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. . 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. 2、第二次“先學后教”（學生讀默讀或朗讀課文，勾出不認識的單詞、短語及句句型，讀后回答問題。）（1）、出示學習指導2) 能掌握以下句型： Can you play the piano? No, I can't. / Yes, I can. be good with helpwith（2）、先學。1）畫出不懂得語言點、表達方式和語法現象2）理解課文大概意思。 2）回答課文相關問題。（3）、后教。1、學生自學后回答理解性問題。2、對學生不會的，通過啟發(fā)誘導的方式讓學生理解。3、學生難以理解的短語、句型或者語言點，適當點拔、舉例、歸納等，并板書。（4）、當堂訓練1、口述課文內容。2、分角色朗讀課文。3、圍繞本節(jié)課講的語法項目，設計當堂訓練題目。 . Reading . 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. 方法指導：首先，應讀懂三個題目的意思；然后，認真閱讀三個廣告的內容，通過讀廣告來總結出它們的主要內容，并確定一個最為貼切的題目。 綜合廣告內容與三個題目，看每個題目與廣告的內容是否最為貼切。3. Ss read carefully and try to select a title for each ad. 4. Check the answers with the class. 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. 方法指導：首先，再次明確每個能做的事情，以及他/她喜歡做的事情；然后，看每則廣告中要求應聘者去做什么事情；最后，綜合考慮三個人的情況，做出一個最佳選擇。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. 板書設計：Section B 1a-2c1. play the violin, play the drums, play the piano (提示：在音器前必須加定冠詞the; 而在棋類、球類前則不須加the；play chess; play basketball, play volleyball) 2. 2b: A; C; B 3. 2c: Peter-2; Alan-1; Ma Huan-3 4. Explanation: help sb. with sth. = help sb. do sth. be good with . also與too also用于句子中間；而too常用于句子末尾 on the weekend = on weekends 課后反思：Section B 3a-Self Check1、出示課題：Section B 3a-Self Check2、第一次“先學后教”。（補充句子）（一）出示學習指導1、根據單詞提示完成填空題。（二）先學。（1）根據單詞提示學生獨立完成填空題。（2）比較難的題學生之間或者小組之間進行討論完成任務。（三）后教。（！）教師公布答案，學生之間相互改作業(yè)。并且大家總結哪些題做得好而那些題做得好。（2） 師加強對做錯題型的講解及訓練。（四）當堂訓練。 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. 閱讀指導：首先，應通讀全文，理解全文的大意；認真讀每一句話，在理解句子意思的基礎上，分析空格所缺詞匯的意思；然后分析空格上下文的意思或上下文的單詞來確定空格中的詞匯的詞性；最后，在綜合理解的基礎上確定每個空格處的詞匯。3. Ss read the passage then fill in the blanks with the words in the box. 4. Check the answers. 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 an event at the school. Then try to make the poster.3. 寫作指導： 首先，應確定與該做事項所須的相關能力；可以用借鑒2b或3a中的廣告的樣子來寫。其次，為了使語氣顯得較為委婉，可以用一些一般疑問句來詢問應聘者的能力，比如：Can you swim? Can you? 最后，一定記住將本次活動的聯系方式寫清楚。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. 2、第二次“先學后教”（補充句子，寫短文）（一）出示學習指導。1、根據例題完成填空題2、完成3a部分，組織語言把它寫成作文。（二）先學。（1）先讓學生獨立完成Self Check。（三）后教。（2）教師公布答案,看誰做的最好，并且讓做得好的學生總結一下自己是怎么做的這些題，或者說說自己的學習方法，幫助后進生，做到相互學習的好習慣 Self Check 1 1. 讓學生們在小組內討論這些分類的能力活動；每個小組成員積極發(fā)言，由小組長負責整理記錄。 2. 讓某個小組的小組長說出他們小組整理的答案，再由其他小組成員進行補充；最后，將一份完整的能力活動分類總結表寫在黑板上讓同學們進行借鑒與補充。3. Give Ss a few minutes to remember the abilities. 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 volleyball2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook. 3. Let some Ss read their phrases. Let other students add more phrases. （四）當堂訓練。 Self check 3 1. Now you can write something you like. e.g. What can you do?What can't you do? What about your family members, your friends, your classmates. You can write at 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 write 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. 板書設計：Section B 3a-Self Check3a: music, dance, play, guitar, can, call3b: Events: school music club; school soccer club; school English club, Art Festival; Sports DaySelf Check 1: play the guitar; play the piano; play the violin; speak Chinese, speak French, speak Japanese; run, play soccer, play basketball, play volleyball, play tennis; write stories, help mum cook, wash the clothes課后反思：Unit2 what time do you go to school ?Section A (1a-2d)1.板書課題：Unit2 what time do you go to school ?Section A (1a-2d)2、第一次“先學后教”：（認讀詞匯、記漢語意思和校正發(fā)音。）（1）、出示學習指導 能掌握以下單詞：（能做到四會）up,dressed,brush,tooth,shower,usually,forty,（2）、先學。1、學生根據自己掌握的語音知識，認讀英語單詞并記住漢語意思。2、學生聽單詞錄音，畫出自己讀錯的或不會讀的單詞。（3）、后教。教師播放單詞錄音，學生跟讀，校正自己的發(fā)音，對于難以記憶的單詞，教師指導學生根據字母組合、發(fā)音要領尋找規(guī)律，進行記憶。有必要時教師寫在黑板上讓學生記住并積累字母組合的發(fā)音。（4）、當堂訓練 1）、單詞默寫訓練、開火車拼讀單詞訓練。做游戲，猜一猜。:仔細聽我說的謎語，猜猜它是什么？Its no feet ,but can it walk wit2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. H it hands Its has no mouth, but it can speak to you .It say “Tick,Tick and Tick” every day .What is it ? S1:Its a clock.3教師拿著一個鐘表，交手時間的表達方法。T:Look at the clock .Tell me the time like this.Five oclock.（教師把鐘表的時針和分針拔到相應的位置）S2：Six oclock .多做幾次這樣的練習。T: Look at the picture 1a(出示1a教學內容)Do you know how to say “7:05”,7:15”in English ?We can say seven five ,seven ten ,seven fifteen Lets say it to gether. Presentat ion出示一些反映各種活動的圖片、幻燈片或播放課件，引導學生談論時間： 學習表達時間 Game T: Tell your partners what time do you usually get up ? I usually get up at six thirty,seven o clock. Ss work in groups. Then let some Ss talk to their classmates in front of the class. 3、第二次“先學后教”：（聽錄音，理解課文大意）（1）、出示自學指導。1）.能掌握以下句型： - what time do you usually get up ,Rick？ -I usually get up at six thirty. 2）、 用最快的速度大概的看看聽力題，對題的內容有一點了解。3）、仔細聽錄音能聽懂錄音內容并獨立完成填序號題和填空題。(2)、先學。1、根據學情，適當增加或減少錄音播放次數。2、學生聽錄音，并回答淺層次問題。（3）、后教。1、教師公布答案，學生同桌相互改，教師統計學生的自學結果。（分優(yōu)、良、差）2、積極鼓勵后進生回答，出現問題學生更正。3、難度較大通過討論仍解決不了的問題，教師通過啟發(fā)誘導進行點拔解決，并板書于黑板。（4）當堂訓練。. Listening 1. T: Now lets listen to the tape, find out the right conversation, and number them 1-3. （播放lb部分的錄音讓學生聽，引導學生根據所聽到的內容，選出對話的順序，完成1b部分的教學任務。）2. Check the answers: (3, 2, 1 ) . Pair work 1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. (引導學生展開Pairwork活動，完成lc部分口語交際的教學任務，學會運用can詢問和表達能力。) Listening 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 only listen carefully.)Then, listen to the recording again, and circle the clubs you hear. Check the answers with the class. 2. Work on 2b; 引導學生根據對話內容用正確的單詞填空，補全對話，再播放聽力材料一遍。讓學生進行校對，練習聽力和寫作能力，完成2b部分的教學任務。 Check the answers with the Ss. . Pair work 1. Look at 2b and talk about what the people can do and the clubs they want to join. 老師可以和一名優(yōu)秀的學生做一個對話的例子，讓學生們明白如何去問答，例如： T: What time do you usually get up ? S1: I usually get up at seven o clock . T: H ow about you friend? S1: She usually gets up at seven ten.2. Ss work in pairs to practice asking and answer 3. Ask some pairs to act out their conversations. 4、第三次“先學后教”（學生讀默讀或朗讀課文，勾出不認識的單詞、短語及句句型，讀后回答問題。(1)、 出示學習指導2）、用最快的速度朗讀課文，理解課文大意，勾出不理解的短語，或語言點及語法結構。3）、回答課文相關問題。（2）、先學。1、學生讀短文，教師密切關注學生的自讀情況，進行行間巡視。2、畫出不懂得語言點、表達方式和語法現象。 （3）、后教。1）、學生自學后回答理解性問題。2）、對學生不會的，通過啟發(fā)誘導的方式讓學生理解。3）、學生難以理解的短語、句型或者語言點，適當點拔、舉例、歸納等，并板書。4）.學習頻度副詞usaually的用法。5）、時間的表達法。（4）、當堂訓練1、口述課文內容。2、分角色朗讀課文。3、圍繞本節(jié)課講的語法項目，設計當堂訓練題目。. 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. Ss read the conversation by themselves and find the answers to the questions. Then check the answers: 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 convers