《2019-2020年七年級英語下冊 Unit 6 Winter in Canada Lesson 41-Lesson 42教案 冀教版.doc》由會員分享，可在線閱讀，更多相關《2019-2020年七年級英語下冊 Unit 6 Winter in Canada Lesson 41-Lesson 42教案 冀教版.doc（5頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年七年級英語下冊 Unit 6 Winter in Canada Lesson 41-Lesson 42教案 冀教版 LESSON OBJECTIVES After this lesson, students should be able to 1. understand the meaning of the text 2. remember and use the mastery vocabulary and know some important words for making travel plans 3. write something about planning a trip 4. understand and write down some missing words as heard in sentences or passages in different contexts CLASS OPENING (5 MINUTESI Introduce the topic for Unit 6. See "Teaching Techniques" at the back of this teachers guide for information about introducing units. STUDENT BOOK (15 MINUTES) There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons. The new vocabulary for this lesson includes the following words and phrases: Mastery Vocabulary enjoy yourself, have a good time, suitcase, travel 0ral Vocabulary baggage, journey, luggage, pack (v.) There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see "teaching Techniques" at the back of this teachers guide for more general information about teaching readings. Step 1: Check to see if the students have previewed the text as required. You may ask them what places Brian, Danny and Jenny intend to visit. (The oceans, the mountains and cities like Toronto, Montreal and Vancouver.) Step 2: Play the audiotape. Have the class listen to the audiotape while looking at the textbook. Step 3: Ask three volunteers to play the roles of Jenny, Brian and Danny and act out the reading. Step 4: Divide the class into small groups. Ask each group to discuss and plan a trip around China. Instruct groups to make up a dialogue about their planned trip. Encourage the students to use words, expressions and sentence patterns from the text. Step 5: If you have time, have one or two groups perform their dialogues for the rest of the class. CLASS ACTIVITY: PACKING! (15 MINUTES) In this activity, the students talk about what they would pack for a long trip. This exercise reviews vocabulary about trips, and getting ready for them from previous levels. Here are some step-by-step instructions for this activity. Divide the class into small groups. Each group discusses what one person should take on a long trip. They must pretend that they only have one suitcase. Draw a box on the blackboard to show how big the suitcase is (You can make it any size you want. A bigger suitcase may make students work hard to "fill" it. A smaller suitcase will provoke discussion about what a person really needs to take. ) Each group makes a list of things to take and writes it down. With another group, each group talks about its list. The groups may question each other about their decisions. Did they forget anything important? They may add those items to their lists. If you have time, generate a list on the blackboard with suggestions from each group, one by one, until no one has any more suggestions. Will it all fit in the suitcase? If there is too much, ask the students to help you choose items to cross off. ACTIVITY BOOK (5 MINUTES) Play the audiotape. The aural exercises for this lesson are: 1. Listen to the audiotape. Fill in the blanks. Write the words you hear. Jim and the Dog Jim was walking along the street. He saw a big dog. The dog saw Jim. Jim stopped walking. A woman was standing near the dog. “Excuse me,” Jim said. “Does your dog bite?” “No,” the woman said, “my dog doesn’t bite.” Jim walked on. Then, the dog jumped up and bit him. “Hey!” Jim said to the woman. “You said your dog doesn’t bite!” “It doesn’t,” the woman said. “That’s not my dog.” CLASS CLOSING (5 MINUTES) Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students progress. the first reading in the reader the remaining activity book exercises the next lesson in the student book Lesson 42 教學設計 LESSON OBJECTIVES After this lesson, students should be able to 1. understand the meaning of the text 2. remember and use the mastery vocabulary and know some important words for describing travels 3. write something about making a trip 4. understand and write down some missing words as heard in sentences or passages in different contexts CLASS OPENING（5 MINUTES） For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teachers guide. STUDENT BOOK（15 MINUTES） There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons. The new vocabulary for this lesson includes the following words and phrases: Mastery Vocabulary Good-bye! (Bye-bye! Bye! ) Have a nice/good trip Oral Vocabulary There is no new oral vocabulary in this lesson. There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Step l: Check to see if the class has previewed the text as required. In either case, ask the students to read the text silently now, since it contains many new words and idiomatic expressions about traveling to scenic spots. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if its wrong. Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Step 3: Divide the class into small groups. Ask the class,"If Jenny, Brian and Danny visited all the places and enjoyed everything as advertised, what did they do?" In answer to this question, each group will make a chart of all Jennys, Brians and Dannys activities, based upon the reading. Step 4: If time allows, have one or two groups share what they have written with the rest of the class. CTIVCLASS ITY: WHERE ARE YOU GOING? 15 MIUTES) In this activity, the students work in groups to generate clues to a mystery location, and then solve each others puzzles. Here are some step-by-step instructions: Explain to the class that Niagara Falls (described in the student book for this lesson) is a famous place to visit in Canada. If you gave a list of clues about this destination to a Canadian, he or she would know it right away! Divide the class into small groups. Ask each group to choose a famous destination for a trip in China. Each group then generates a list of clues about this destination－in －English!－for another group to guess. Tell the students that the list of clues should include: --What people enjoy doing there. --How people travel there (plane, train, car). --Where the place is, in a general way (in the north, south, east or west of China). --Any other clues the students can put into English. The students exchange clues with another group and find the answer to the other groups clues. If you have time, the groups can exchange clues with more than one group. CTIVITY BOOK (5 MINUTES) Play the audiotape. The aural exercises for this lesson are: 1. Listen to the audiotape. Fill in the blanks. Write the words you hear. Mary Mary works at a bank. She begins her work at eight oclock in the morning. She stops working at five oclock in the afternoon. At five oclock, the bank closes. All the people who work in the bank leave. Some people drive to their houses. Some people take the bus. Some people take the train. Mary walks to her house. She likes to walk. She walks and walks. She lives eight kilometers from the bank. She walks for three hours. At eight oclock in the evening, Mary is at her house. She eats supper. At ten oclock she goes to bed. Mary is tired. She is eighty years old. CLASS CLOSING (5 MINI ITES) Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion ill deciding how much reading or how many exercises to assign as homework. Base your decision on students progress. the second reading in the reader the remaining activity book exercises the next lesson in the student book