冀教7下 Unit 6 L41-48 教案(冀教版七年级英语下册教案教学设计)

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篇1：冀教7下 Unit 6 L41-48 教案(冀教版七年级英语下册教案教学设计)

Lesson 41 教学设计

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 MINUTES'I

Introduce the topic for Unit 6. See “Teaching Techniques” at the back of this teacher's 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 teacher's 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 教学设计

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 teacher's 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 it's 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 Jenny's, Brian's and Danny's 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 other's 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 group's 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 o'clock in the morning. She stops working at five o'clock in the afternoon.

At five o'clock, 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 o'clock in the evening, Mary is at her house. She eats supper. At ten o'clock 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

Lesson 43 教学设计

LESSON ORJECTIVES

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 camping

3. write something about camping

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 teacher's guide

STUDENT BOOK (15 MINUTES)

There are two readings for this lesson. Teach the first reading. The second reading is for students to use independently.

The readings present new vocabulary and review vocabulary the students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

fish (v.), stay

Oral Vocabulary

camping, outdoors, sleeping bag, tent

Before you begin the reading, introduce the unit project. See “Teaching Techniques” at the back of this teacher's guide for general information about introducing unit projects. Also see the Unit 6 introductory page in this teacher's guide. Instructions for unit project 1 are in the student book.

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 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions.

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 each group to write an e-mail message for Jenny to Li Ming explaining why Jenny, Brian and Danny finally decided to go on a camping trip. Use the reasons provided by the text.

Step 4: If time allows, have some groups share what they have written with the rest of the class.

UNIT PROJECT: WRITE ABOUT A TRIP（CONTUBUED）(15 MINUTES)

Begin unit project. This project covers three lessons. Students write about a real or imaginary trip and present to other students.

In this lesson, begin by having students write about a trip they have taken or would like to take. They should illustrate their story. Students may either draw pictures or bring photographs to the next class.

There will be time in the next lesson to continue working on the stories.

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.

An Animal in the Car! Part One

A woman was driving her car on a Saturday morning. She saw a little animal near the road. She stopped her car and looked at it. “You don't look happy here,” she said. She picked it up. She put it in her car and drove away.

Later, a man stopped the woman. The man said, “You can't have an animal in your car. Take it to the zoo.”

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 third reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 44 教学设计

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the song

2. memorize and sing the song well

3. 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 teacher's guide.

STUDENT BOOK (15 MINUTES)

The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book. The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

hurry (n.),hurry (v.),miss (v.),on time

Oral Vocabulary

There is no new oral vocabulary in this lesson.

See “Teaching Techniques” at the back of this teacher's guide for suggestions on teaching songs. Here are some step-by-step instructions for one way to teach the song in this lesson.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.

Step 2: Ask the students to read the speech bubbles themselves. Then have one or two groups of students perform the dialogue.

Stop 3: Play the audiotape. Have the class follow the audiotape while reading the lyrics.

Step 5: Play the audiotape again. This time have the class sing along with the audiotape.

Step 6: Practice singing the song until the students can sing the song well. Can they sing it without looking at their the books?

UNIT PROJECT: WRITE ABOUT A TRIP (CONTINUED) (15 MINUTES)

Continue unit project. Have students continue to work on their stories and illustrations, Advise them to finish their projects in this lesson.

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.

An Animal in the Car! Part Two

That Saturday afternoon, the man saw the same woman. The little animal was still in that woman's car. The man stopped her and asked, “Why didn't you take the animal to the zoo?”

The woman in the car said, “I did take it to the zoo. We had a very good time there. Now we are going to the beach.”

CLASS CLOSING (5 MINUTES)

There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining exercises in the activity book

the next lesson in the student book

Lesson 45 教学设计

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 a picnic

3. write something about picnicking

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 teacher's guide. You may wish to have the class sing “Hurry!”

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

by the side of, hurry up

I think it's time for us to leave now.

Please hurry. Oral Vocabulary

ham, picnic, sandwich

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 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the reading. Encourage other students to try to answer the questions. You may also ask the students if they have ever gone on a picnic.

Step 2: Play the audiotape. Have the class follow the audiotape. Use your own discretion to decide whether to discuss any of the new vocabulary with the students.

Step 3: Divide the class into small groups. Ask the students to discuss the reading in English around the following topic:

What are the main things that happen to Danny, Brian and Jenny in this lesson?

Instruct the students to try to tell what happened as a story. Encourage them to use the words first, then and finally.

UNIT PROJECT: WRITE ABOUT A TRIP(CONTINUED) (15 MINUTES)

Conclude unit project. Divide the class into small groups. Within their groups, students present their projects to each other. Encourage the students who are watching the presentation to ask questions. The student who is presenting will try to answer the questions.

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.

It's Mr. White!

Mr. Smith was walking down the street. He saw another man. “Mr. White!”said Mr. Smith. ”You've changed! You were fat, and now you are thin. You had black hair, and now you have white hair. You wore glasses, and now you don't.“

”I'm not Mr. White, “said the man. “ I'm Mr. Jones.” “Oh, my! ”said Mr. Smith. “You've changed your name, too!”

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 fourth reading in the reader

the remaining activity book exercises

the next lesson in the students book

Lesson 46 教学设计

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 camping experiences

3. write something about camping

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 teacher's guide. You may wish to have the class sing “Hurry!”

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

brush (n. ), pillow

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 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. You may ask if they have any camping experiences. If any of them do, ask them to share the experiences with the class.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.

Step 3: Divide the class into groups of four. Each group member will take on one of the four roles (Jenny, Brian, Danny and Mr. Smith). Have the groups act out the reading in any way they choose.

Tell the students that their performance should include most of the events in the reading.

Step 4: if time allows, ask one or two groups to perform for the rest of the class. You may want to comment on their performance. Remember to give lots of praise for good effort!

CLASS ACTIVITY: ADVERTISEMENT FOR A TRIP (15 MINUTES)

In this activity, students create an advertisement for a trip. Instruct students to write the ad about the trip they described in unit project 1. A advice students to refer to the students book and reader for ideas.

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.

The Gift

A rich woman is thinking about her mother. It's her mother's birthday. She wants to send her mother a birthday gift.

The woman goes to a store that has pets. She sees a colorful bird. The bird can talk. It can speak seven languages. The woman buys the bird. She posts it to her mother.

The next day, the woman calls her mother on the phone. “Mum, ”says the woman, “do you like the bird?”

“I'm eating it right now. It's good!”

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 fifth reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 47 教学设计

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. enjoy the fun of a fishing trip

3. memorize what is reviewed in this lesson

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 teacher's guide. You may wish to have the class sing “Hurry!”

STUDENT BOOK (1 fi MINI ITES)

There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new 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. Also see “Teaching Techniques” at the back of this teacher's guide for more general information about teaching readings.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Does any student have any fishing experience? Ask him or her to share the experience with the rest of the class.

Step 2: Play the audiotape. Have the class follow the audiotape while reading the text. AS there is no new vocabulary for this lesson, you may wish to review words and phrases that are useful for describing outdoor activities. Ask students for suggestions and make a list on the blackboard.

Step 3: If time allows, divide the class into small groups. Have each group discuss and retell what has happened in the text.

GRAMMAR AND VERBS (20 MINUTES)

Grammar

The grammar for this lesson is adjectives and adverbs. Adjectives describe things and people. They answer questions such as: Which? What kind of? How many? Whose? Adverbs describe their actions. They answer questions such as: How? When? Where? How much?

Here are some examples of adjectives. Write these sentences on the blackboard. Ask students to identify the adjectives.

I have a red apple.

The apple is red.

I like loud music.

The music is loud.

I like hot soup.

The soup is hot.

I built a tall house.

The house was tall.

What pattern do the students see in the sentence structure? Note that the adjective usually comes before the noun, except in the “subject + to be + predicate” structure.

The apple is red.

In this structure, the last word is always an adjective. Remember, your objective is to teach the structure, not specific parts of speech.

TEACHING TIP

Games are good learning tools.

If there is time, play “Cold Green Noodle” to review adjectives. Play “Whisper” to review adverbs ( see below). Use phrases such as:

walk quickly

read slowly

talk loudly

sing quietly

See “Games” at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.

Here are some examples of adverbs. Write these sentences on the blackboard. Ask students to identify the adverbs.

He walks quickly to the office.

She rides slowly on her bike. I sing loudly.

Can students see a pattern in these sentence structures? Note that these adverbs end in “ly” and they come after the verb. Most adverbs end in ”ly.“

Now look at these examples of adverbs:

I drive fast.

You work hard.

These adverbs don't end in ”ly, “but they still come after the verb: Adverbs usually come after a verb.

Verbs

Review the verbs for this unit: fish, miss, stay, travel, leave. Note that ”leave“ is irregular (see the table below). See ”Teaching Techniques“ at the back of this teacher's guide for recommended methods of teaching verbs.

Present Tense Past Tense

fish fished

miss missed

stay stayed

travel travelled

leave left

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.

The Boy and the Braises, Part One

It is summer. A little boy is at the beach with his mother and father. He is four years old.

The boy is playing in the water. He walks into the water. His mother and father aren't watching him.

The water is suddenly over the boy's head! A woman sees the boy. The woman's name is Mrs. Braise. Mrs. Braise picks the boy up. She takes him to his mother and father. ”Thank you!”the boy's mother says.

CLASS CLOSING (5 MINUTES)

There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining activity book exercises

Lesson 48 教学设计

LESSON OBJECTIVES

Since this is a lesson of review, by the end of the class, students should be able to

1. understand and remember what is reviewed in this lesson

2. have a clear idea of what has been covered in this unit, including the theme(s), experiments, vocabulary, phrases and expressions, grammar, listening and phonetics

3. use what has been learned in this unit in their free talks and writings about doing experiments

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing the “Hurry!”

QUIZ (15 MINUTES)_

Play the audiotape for the quiz. The quiz reviews phrases and vocabulary that students have learned in this unit.

Do not use the list of vocabulary in this lesson to drill students! The purpose of the list is to help students learn mastery vocabulary as they read.

Watch your students closely during the quiz. The quiz is a chance for you to identify students who may be having particular problems. It is also a chance for you to assess the general progress of your class. Are the students generally able to follow the audiotape?

If you find students have trouble with parts of the quiz, discuss the points, and then, if time allows, play the quiz again.

The audiotape presents both the questions and answers for the quiz:

1.1 am going on a trip. My father is going to drive me to the airport. I'm ready to go. It's getting late! What do I say to my father? Please put up your hand for the right answer.

(Let's stay home.)

(I think it's time for us to leave now.)

(Time for class! Let's go! )

2. Now, we are in the car. My plane leaves in twenty minutes, but my father is going so slowly! What can I say to him? Look at the sentences below. Let's say the right answers together.

(Please hurry!)

(Hurry up, Dad! We're going to be late! )

(We're in a hurry, Dad. Please drive faster. )

(Please slow down!)

3. Oh, good! Here's the airport! Am I late? Am I early? No. What am I? When you hear the right answer, please repeat it loudly!

(I am sad.)

(I am in a hurry.)

(I am on time.)

4. Now we are at the airport. It's time for me to go! What can I say to my father? Please stand for the right answers. Please sit for the wrong answers.

(Good-bye! I'll miss you! )

(Bye-bye!)

(Hello! Nice to see you! )

(Bye, Dad!)

5. What can my father say to me? I'm going to say three answers. One of them is wrong. When you hear the wrong answer, please say ”no.“

(Have a nice time!)

(Have a good time!)

(Please hurry up!)

(Have a nice trip!)

6. Two days later, I return home. My mother asks me a question. Here is my answer: ”Yes, thanks! I did! I had a great trip. “What did she ask me? Please stand when you hear the right answer.

(Where did you stay?)

(What did you eat on the airplane?)

(Did you enjoy yourself?)

7. Here's a hard question. Think! [ am walking by the side of the road. What else can I say? When you hear the right answer, please stand by the side of your desk!

(I am walking on the road.)

(I am walking above the road.)

(I am walking beside the road.)

(I am walking under the road.)

8. Listen. What am I talking about? When you know the answer, say it loudly!

(It means ”luggage“ or ”baggage.”You take it on trips. You put clothes in it. You carry it. It starts with the letter “s”. )

CLASS REVIEW ACTIVITY (15 MINUTES)

Have the class play games as a review activity. See “Games” at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.

Here are some recommended games for this lesson's review.

“What's my Line?” for review of phrases in this unit. Here are some phrases and solutions you can try:

Student A: No, I think we are late.

Student B: Are we on time? Are we early?

Student A: No, we haven't missed it. The train is still here.

Student B: Have we missed the train? Are we late for the train?

Student A: Thanks! Bye-bye!

Student B: Have a nice time. Have a good trip. Enjoy yourself!

Student A: I'm trying! I know we're late!

Student B: Please hurry. Hurry up!

Student A: Yes, let’s go.

Student B: i think it's time for us to leave now.

Student A: In a hotel, I think. I don't like tents.

Student B: Where are we staying? Where will we stay?

Student A: No, this isn't a good place for a picnic. There are too many cars.

Student B: Let's stop by the side of the road.

Play “Charades” for review of vocabulary.

Without saying anything, a student acts out a word. Other students try to guess what the word is by watching the student's actions. Use phrases such as:

in a hurry/hurrying

fishing

packing a suitcase

a brush

picnicking

putting up a tent

ACTIVITY BOOK（5 MINUTES）

Have students begin working on the exercises in the activity book. These exercises in the activity book. These exercises review the vocabulary for this unit.

CLASS CLOSING (5MINUTES)

There is no homework to assign as the unit ends with this lesson.

Remember to ask students to preview the next unit, especially the first lesson in the student book.

篇2：冀教7下 Unit 5 L33-39教学设计(冀教版七年级英语下册教案教学设计)

Lesson 33 教学设计

Teaching content:

1. new words: living room, kitchen, bathroom

2. a dialogue about Li Ming’s arriving in Canada

3. let sb. do sth.

4. introduce sth./sb. to sb.

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 transportation

3. write something about means of transportation

4. understand and write down some missing words as heard in sentences or passages in different contexts

Key points

1. the usage of let

2. introduce sth. to sb.

Difficult points: the usage of let

Teaching aids: a picture of living room/ kitchen/ bathroom, some cards, slide projector

Type: dialogue

Teaching procedure

Class opening (5 minutes)

Introduce the topic for Unit 5. Please read about introducing units in “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

There are two reading for this lesson. Teach the first reading. The second reading is for students to use independently.

The readings present new vocabulary and review vocabulary the students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

Can, on foot, take a plane/train

Can/could I/you…?

Of course.

Oral Vocabulary

Rapid, transportation, type (n.)

Before you begin the reading, introduce unit project 1. See “Teaching Techniques” at the back of this teacher’s guide for general information about introducing unit projects. Also see the Unit 5 introductory page in this teacher’s guide. Instructions for unit project 1 are in the student book.

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 teacher’s guide for general information about teaching readings.

Step l: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.

Step 2: Play the audiotape. Use your discretion to decide whether you want to spend some time on the new vocabulary. You may want to ask students to explain the meaning of some sentences containing key words. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong. It may be helpful to write the following phrases on a large piece of paper or on the blackboard, as a review. This will be helpful for students to refer to in the next step.

(to go) on foot

take a bus/taxi/car

ride a bike/the train

(to go to someplace) in a car

If you wish, you may say something about the word type in comparison with' the word kind, which the students learned in the last unit.

Step 3: Divide the class into small groups. Ask each group to talk about their usual means of transportation in moving around the city and travelling around the country. Encourage students to use the phrases that you have listed as well as to borrow phrases and sentence patterns from the text.

Step 4:Ask for three volunteers to act out the text.

They can choose to read aloud their lines from the reading. They can also improvise and create lines of their own.

Unit project 1: History of a type of transportation (15 minutes)

Begin unit project 1. This project covers three lessons. Working in groups,' students will complete a project to present to the class.

Divide the class into small groups of three or four students. Each group chooses a type of transportation for the project. Instruct students to begin collecting information about that type of transportation. They will prepare a comic strip or timeline of important dates in its development.

Teaching tip

Set up a contest for good group work.

Here's a way to encourage good group work among your students.

Tell the class that each group starts with a score of ten in each of these categories: project plan, cooperation, use of English, quietness, progress, final product. Write these across the top of the blackboard. Along the left side Of the blackboard, write a list of the groups names.

Add or subtract scores according to each group's performance. For example, if a group is trying to use a lot of English, give it two points (so now it has twelve points in that category). If a group is working with too much noise, subtract a point from that group in that category.

Keep track of the scores each day over the course of a project. What group has the highest score?

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.

Dinosaur Fun Park

Hi, this is Danny: I will tell you a story about my trip to Dinosaur Fun Park!

Dinosaur Fun Park is a fun place for dinosaurs. There is lots of dinosaur food there. Dinosaur food is very good for dinosaurs. It is like people food, but it is bigger. Dinosaur cookies are as big as kitchen tables. There are lots of dinosaur games, too. Many dinosaurs play dinosaur ping-pong. It is like people ping-pong, but the ball is bigger. Dinosaur ping-pong uses a basketball!

I loved Dinosaur Fun Park, but I am too small to live there. If I grow bigger, maybe I will visit again!

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 34 教学设计

Teaching content

1． new words: refrigerator, inside, wash, juice, pass, knife, mine

2． a dialogue about having breakfast

3． the usage of would like

4． introduce sth.

Lesson objectives

At the end of this lesson, the students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know something about the development of the airplane

3. write something about airplanes

Key points

1． Time for sth. =It’s time for sth. =It is time to do sth.

2． What would you like? I would like…

Difficult points: would like to do sth.

Teaching aids: a picture of stove/ refrigerator, sink, some real things or some pictures of food, audiotape

Type: dialogue

Teaching procedure

Class opening (5 minutes)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s 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

airport, passenger, station, railway, fly

Oral Vocabulary

runway

For general suggestions about teaching immersion reading, please see “Teaching Techniques” in the back of this guide. Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about airplanes beyond what is said in the reading.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you think it is necessary to spend some time on the new vocabulary.

Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.

Stop 4: Ask for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.

Unit project 1: History of a type of transportation (continued) (15 minutes)

Continue unit project 1. Students continue to work on their projects. Advise students that they should finish the projects during this lesson. They will present their projects during the next lesson.

Activity book (5 minutes)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Follow 'the instructions.

a. Fill in the blanks. Write the words you hear.

Hi. Do you remember me? My name is Chad! I invented the dog-waterer. Do you have one yet? Thanks to me, there are no more thirsty dogs!

My family went on a trip this summer. We went on a ship. Passengers on the ship could sleep or play games. There were swimming pools and movie theatres on the ship! Our rooms were very big.

My mum and dad liked the ship. They did not have to cook or clean. My dad Cried when our trip was over!

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 second reading in the reader

the remaining activity, book exercises

the next lesson in the student book

Lesson 35 教学设计

Teaching content

1． new words: mitten, usually, sometimes, ride, always

2． a dialogue about Li Ming’s going to school in Canada

3． usage of sometimes, usually

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 something about the development of the bicycle

3. write something about bicycles

4. understand and write down some missing words as heard in sentences or passages in different contexts

Key points: usage of usually and sometimes

Difficult points: usually and sometimes

Preparations: pictures, audiotape, slide projector

Type: dialogue

Teaching procedure

Class opening (5 minutes)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s 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

all right, get off, get on, ride, seat (n.)

Oral Vocabulary

pedal (n.). wheel

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 1: Check to see if the students have previewed the text.

Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about bicycles, beyond what is said in the reading.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you want to spend some time on the vocabulary listed above.

Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.

Step 4: ASk for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.

Unit project 1: History of a type of transportation (Continued 15 minutes)

Conclude unit project 1. Groups present their work to the class. Depending on class size and the length of presentations, you may wish to divide up the class.

Groups would then present their projects to one portion of the class.

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.

Babo's Bike, Part One

Have you heard the story of Babo? No?

Then I will tell you about Babo.

Babo lived a long time ago. He did not work hard. He had a big basket. Every morning,

Babo filled the basket with apples. Then he walked along the street. People bought Babo's apples. Babo's basket was always empty when the evening came. But Babo was very poor.

One day, Babo saw a man riding a bicycle:

But it wasn't a bicycle! It had only one wheel! People were watching the man. They were singing, “Ron the Rider! Ron the Rider!” Some of them gave money to Ron.

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 third reading in the reader

the remaining activity book exercises

the next lesson in the student book

LESSON 36 教学设计

Teaching content

1. new words；year, same, glad, classmate

2. a dialogue about Li Ming’s meeting Jenny’s class

3. meet and introduce each other

4. usage of speak and same

Lesson objectives

After this lesson, students should be able to

1. understand the meaning of the song and sing the ong well

2. remember and use the mastery vocabulary

3. understand and write down some missing words as heard in sentences or passages in different contexts

Key points:

1. introduce to each other

2. speak and same

Difficult points: usage of word same

Teaching aids: audiotape, recorder, pictures

Type: dialogue

Teaching procedure

Class opening (5 minutes)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

drive, get in

No Parking!

Yes/Certainly.

You'd better not.

Oral Vocabulary

highway

See “Teaching Techniques” at the back of this teacher's guide for suggestions on teaching songs.

Here are some step-by-step instructions for one way to teach the song in this lesson.

Step 1 Have the class read the lyrics aloud as a poem. You may divide the class into two groups. Each group will read one line at a time. Make sure students can read rhythmically with a good sense of the rhymes!

Step 2: Play the audiotape. Have the class follow in their books.

Step 3: Practice singing the song repeatedly until the students can sing it well.

Class activity How to get from here to there (15 minutes)

In this activity, students can have fun discussing transportation. Write several false statements about transportation on the blackboard. For example:

I will drive my car across the Pacific Ocean to get to Canada.

At the airport, I will take the train to Beijing.

I will fly my bicycle to school.

Ask for volunteers to correct these statements. Then ask each student to make up three false sentences about transportation. Have students choose partners. The students exchange their sentences with their partner. Each partner works to correct the other's sentences. Then students compare their corrections. Do partners agree on how to correct the sentences?

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.

Babo's Bike, Part Two

Later, Babo saw Ron the Rider walking along the sidewalk. He had his one-wheeled bicycle. “Do you like riding your one-wheeled bicycle?” Babo said to Ron.

“No. It is hard work,” said the man. “And I am poor. 1 work hard and I make little money.”

“I make little money, too,”said Babo. “But I do not work hard. I fill this basket with apples. People come and buy them from me.”

Ron the Rider laughed. “I will give you my one-wheeled bicycle if you give me your basket” he said.

Class closing (5 minutes)

There is no specific reading from the reader to assign as homework for this lesson.

This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining exercises in the activity book

the next lesson in the student book

diary-writing and ,group verb-tense Studies

Lesson 37 教学设计

Teaching content

1. new words: temperature, outside, cup, shape, circle, line, pizza

2. a dialogue L Ming and his friends

3. how to ask and answer about the temperature

Lesson objectives

1. After this, students should be able to understand the meaning of the text

2. remember and use the mastery vocabulary and know some words that can help one imagine future transporttation

3. write something about transportation in the future

4. understand and write down some missing words as heard in sentences or passages in different contexts.

Key points: express weather

Difficult points: how to express weather

Type: dialogue

Preparations: pictures of different shapes, audiotape, recorder, slide projector

Class opening

For ideas and tips on beginning a class, see “Teaching Techniques” at back of this teacher’s guide. You may wish to have the class sing “Let’s Take a Drive.”

Student book( fifteen minutes)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

round (adj)

Oral Vocabulary

invent, present (v. ), presentation

Before you begin the reading, introduce unit projects 2. see “ Teaching Techniques” at the back of this teacher’s guide for general information about introductory page in this teacher’s guide, Instructions for unit project 2 are in the student book.

There are many ways to teach immersion reading. Here is some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text.

Encourage other students to try to answer the questions.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. At this point, you may wish to ask the students to explain the meaning of some sentences containing key words or phrases. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong.

Step3: Divide the class into small groups. Ask each group to use their imagination and talk about their ideas for new types of transportation. They should try to use what they have learned in this unit to talk about their inventions.

Step 4: Have some groups volunteer to tell the rest of the class about their inventions.

Step 5: If you have time, ask three volunteers to act out the reading in any way they choose.

UNIT PROJECT 2: FUTURE TYPE OFTRANSPORTATION （15 MINUTES)

Begin unit project 2. This project covers two lessons. Divide the class into small groups. Each group thinks up a new type of transportation for the future and begins to prepare a presentation about it for the class. They should include a drawing.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Follow the instructions.

a. Listen. Fill in the blanks. Write the words you hear.

Babo's Bike, Part Three

Babo learned how to ride Ron's bicycle. It was very hard work to ride the one-wheeled bike. So Babo thought of a new way to make his money.

One day, there was a rope in the air above the street. Babo was on the rope. He was on his one-wheeled bicycle! Babo rode his bike across the rope. Many people stopped to watch. They were very interested. They gave Babo lots of money! Babo was rich!

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 fourth reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 38 教学设计

TEACHINGCONTENT

1. new words: dry, bike, bear

2. a dialogue between Li Ming and his teacher

3. usage of some words: always, usually, sometimes, never

KEY AND DIFFICULT POINTS: usage of some adverbs: always, usually, sometimes, never

TYPE: dialogue

TEACHING AIDS: some different tapes, audiotape, recorder, slide projector

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 words that can help one imagine new types of transportation

3. write something about future transportation

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 teacher's guide .You may wish to have the class sing “Let's Take a Drive,”

STUDENT BOOK (15 MINUTES)

There is one reading for this lesson. The reading reviews the vocabulary students have learned in previous lessons. There is no new vocabulary for 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 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions. To check how well students understand this reading, you may find it helpful to ask questions such as:

Who is Sam? When and where did you meet him?

What new type of transportation would Sam like to invent'?

Step 2: Play the audiotape.

Step 3: Discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:

What is space?

What is a spaceship?

Do you have an idea for a future type of transportation?

Is Sam's idea for a future type of transportation the same as yours?

Step 4: Divide the class into small groups. Ask each group to continue to talk about their ideas of inventions by using words, expressions and sentence patterns they have learned in this unit. Instruct the groups to write five to six sentences describing their inventions. If there is time, have some groups share what they have written with the rest of the class.

UNIT PROJECT 2: FUTURE TYPE OF TRANSPORTATION (CONTINUED) (15 MINUTES)

Conclude unit project 2. The groups present their future type of transportation to the class. Depending on class size and the length of presentations, you may wish to divide up the class. Groups would then present their projects to one portion of the class.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Look at these questions.

Can you choose the correct answers? Please try.

1. Tom says, “I like this TV show very much.”

2. Li Ming says, “It is October 1. It is China's National Day.”

3. Li Ming Says, “1 would like brown shoes, please?

4. Li Ming says, ”Where are you getting off?“ Wang Mei says, ”At the next stop. Where are you getting off?“

Li Ming says, ”The stop after next.“

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 fourth reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 39 教学设计

TEACHING CONTENT

1. mastery words; watch, toilet

2. a dialogue and a short text

3. the Present Continuous Tense

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. memorize what is reviewed in this lesson and talk/write something about a fun project for inventions

3. understand and write down some missing words as heard in sentences or passages in different contexts

KEY POINTS

1. the Present Continuous Tense

2. look, watch and see

DIFFICULT POINTS: the Present Continuous Tense

TYPE: a dialogue and a short text

TEACHING AIDS: some food, some pictures of furniture, audiotape, recordeer

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class sing ”Let's Take a Drive.“

STUDENT BOOK (10 MINUTES)

There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new 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. Also see ”Teaching Techniques“ at the back of this teacher's guide for more general information about teaching readings.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions. As a quick review, ask students to name the words they know for different kinds of vehicles.

Step 2: Play the audiotape.

Step 3: Depending upon how much time you have you may divide the class into small groups. Ask each group to think about, discuss and then write an e-mail in response to Jenny's e-mail to Li Ming. if there is time, ask some groups to share their writings with the rest of the class.

VERBS (20 MINUTES)

Review the irregular verbs in this unit: drive, ride and sly. See ”Teaching Techniques“ at the back of this teacher's guide for recommended methods of teaching verbs.

Review the verb can, which is also in this unit.

This is a special verb, like might. The students learned the verb ”might' in Level 1 of junior school.

Do they remember what might means? Write this list on the blackboard:

I go. I might go.

He goes. He might go.

We go. We might go.

I run. I might run.

He runs. He might run.

We run. We might run.

Now ask for volunteers to write the same phrases with the word “can.”

I can go.

He can go.

We can go.

I can run.

He can run.

We can run.

What do the phrases mean? “I (verb)” describes what you are doing now. “I might ” expresses uncertainty. You might do something, but you might not. “1 can” expresses an ability. If you can do something, you are able to do it.

Sometimes “can” expresses permission. For example, you might ask your parents: “Can I go to the cinema?” If they permit you to go, they might say: “Yes, you can.”

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Look at these questions. Can you choose the correct answers? Please try.

1. Li Ming says, “It is cold, isn't it?”

Wang Mei says, “Yes it is. It might get colder. It might snow.”

2. Mrs. Brown says, “There will be a good program on TV. It is about making movies. Don't forget to watch it. ?'

3. Brian says, ”I saw Tim today. He is my good friend. I haven't seen him for many weeks. He looks great. I saw him at a restaurant.“

4. Danny says, ”I'm looking for Brian. I can't find him. Have you seen him?“

Jenny says, ”Yes. I saw him in the library.

He was looking up some words in the dictionary."

CLASS CLOSING (5 MINUTES

There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining exercises in the activity book

篇3：冀教7下Unit8教案(L57-64)Lesson 49(冀教版七年级英语下册教案教学设计)

Teaching Content:

Mastery words and expressions: geography, population, ever, abroad, Asia, Japan, Japanese, village, town, India, world

Oral words and expressions: some day, It is fun to travel around the world.

Teaching Aims:

1. Talk about the countries.

2. Be proud of one’s country.

Teaching Important Points:

1. Talk about the geography.

2. Learn something about the foreign countries.

Teaching Difficult Countries:

What languages do they speak in other countries?

Teaching Preparation: a globe

Teaching Aids: audiotape, flashcards, a globe

Type of lesson: new lesson

Teaching Procedure:

Step1. Look at the globe. Point to our country. Ask the students the questions:

What country are you in?

What language do we speak?

Have you been abroad?

Has anyone in your family been abroad? Where has he been? When?

Step2. Come to “THINK ABOUT IT”.

What’s your favourite subject?

What is geography?

Do you like geography?

Step3. Listen to the tape and answer the following questions:

1. Has Danny been abroad?

2. What language do they speak in Japan?

3. How long has Brain’s father been in Africa?

4. Where’s Jenny’s mother’ pen pal from?

Step4. Read and check the answers.

1. Read the text in roles.

2. Let some students act the dialogue out.

Step5. Discuss the details in groups.

1. Where would Danny love to go?

2. What countries has Brian been to?

3. Does Danny speak Chinese?

4. Where is Brian from?

5. Can you explain the meaning of “pen pal”?

Step6. Come to “LET’S DO IT”.

Talk about the countries that you have visited. If you haven’t visited, what country would you like to visit? Why?

Give a report to your class.

Step7. Homework

1. Finish off the exercises in the activity book.

2. Go on the next reading in the student book.

Summary:

Travel around the world and know about the culture and customs of other countries. That’s all what we want to do. How many countries do the students know? What do they know about them? Can they have a vivid explanation of the countries that they are interested in?

Lesson 50: The World Is a Big Place!

Teaching Content:

Mastery words and expressions: land, Europe, America, ocean, Pacific, Atlantic, Indian, earth, surface, island, river

Oral words and expressions: Antarctica, the Pacific Ocean, the Atlantic Ocean, the Indian Ocean, Arctic, the Arctic Ocean, Greenland, northeast, Nile

Teaching Aims:

1. Learn more about the world’s geography.

2. Master the words and expressions of the continents and oceans in English.

Teaching Important Points:

1. The words and expressions in this lesson.

2. Know about the world’s physical features.

Teaching Difficult Points:

Some geography features in the world.

Teaching Preparation: a map of the world

Teaching Aids: audiotape, flashcards, a map of the world

Teaching Procedure:

Step1. Talk about the question:

1. Where do you live?

2. Do you like to live here? Why?

Step2. Come to “THINK ABOUT IT”.

1. Which part of the world do you live in?

2. What do you know about the place where you live?

3. How many people are there in the world?

Step3. Listening task

Listen and answer the following questions:

1. How many people are there in the world?

2. Where do all the people live?

3. How big are the world’s oceans?

4. How many deserts does the world have?

5. What’s the world’s biggest island?

6. What’s the world’s longest river?

Step4. Reading task

Read the text and finish Exercise 2 in activity book.

1. Scientists predict the world’s population will be _______ by 2050. There will be 9.1 billion people by _______.

2. About ________ of the world is land. The land that is very ________ is called desert. The deserts cover ________ of the earth’s surface.

3. There are ________ continents. They are ________, _________, _________, _________, North America, South America and Antarctica. Antarctica is the world’s _______ and the world’s _______ continent.

4. There are _______ main oceans. They cover ______ of the worlds’ surface. They are ________, _______, _______ and the Arctic Ocean. ________ is the biggest ocean. _______ is the smallest ocean.

5. The world’s _______ island is Greenland.

6. The Nile River in Africa is the _______ river.

Step5. Listen to the tape again and ask the students to imitate after it.

Step6. Read the text again and talk about the details about the text.

How many deserts does the world have? What are they? Which is the second largest desert in the world?

What’s the world’s longest river? What is the second longest river? What is the third longest river?

What are the physical features of them?

Step7. Come to “LET’S DO IT”.

Prepare a dictionary before the class. When they meet new words, encourage them to look them up in the dictionary.

Step8. Homework

1. Finish off the exercises in activity book.

2. Go on the next reading in the student book.

Summary:

Ask the students to prepare a dictionary before the class. Some words are new for the classmates. Especially some names of places. When the students are discussing, help them if it is necessary.

All the questions have only one answer. When you have questions, remember to search on the Internet.

Lesson 51: Asia

Teaching Content:

Mastery words and expressions: area, Russian, mountain

Oral words and expressions: square kilometer, geographical, feature, Mont Everest, Qomolangma, Himalayas, the Yangtze River, Tokyo

Teaching Aims:

1. Use the Internet and the tools to search the information.

2. Create the students interests in learning English.

Teaching Important Points:

1. Learn the geographical features of Asia.

2. Name the main countries in Asia. What are in the main cities in the countries?

Teaching Difficult Points:

Some words and expressions are too difficult for the students.

Teaching Preparation: a map of the world

Teaching Aids: audiotape, flashcards, a map of the world

Type of lesson: new lesson

Teaching Procedure:

Step1. Say some countries and the capital cities.

Country Capital City

U. K. London

U. S. Washington, D. C.

Canada Ottawa

Australia Canberra

China Beijing

Step2. Come to “THINK ABOUT IT.”

1. What continent do you live in?

2. What languages do people speak in Asia?

Talk about the countries and the languages that they speak.

Step3. Listening task:

Listen and answer the following questions;

1. How big is Asia?

2. What countries are in Asia?

3. How many people live in Asia?

4. What languages do they speak?

5. What are the main geographical features of Asia?

6. What are the biggest cities in Asia?

Step4. Read the new words for the students. Then let them read after the teacher for several times. Now ask them if they have some words that are new to them. Let them talk about the words and guess the meanings together.

Step5. Reading task

Read the text and check the answers. Read the text again and finish Exercise3 in the activity book.

How big is Asia? Asia is the ______ continent. It _______ more than 44 million square kilometers. There are over ______ countries. China is the biggest country in ______ and population. More than three _______ people live in Asia. That’s more than _______ the world’s population. Mount Qomolangma is the highest ______ in the world. The Yangtze River in China is the ______ longest river in the world. Tokyo and _____ are two of the biggest _______ in Asia. The ______ city of China is Beijing. The Great Wall in China is world-famous.

Step6. Read together. Find the mistakes and help them correct them.

Step7. Come to “PROJECT”.

CHOOSE A CONTINENT

Talk about the project in groups of three of four. Each group chooses a region of the world. Students collect the facts of the region. They must work together and give a report to the class.

Instruct the students to begin writing their reports. Let them draw a map of their region. Can they locate cities and other features of the map?

Students continue to work in the same group. Instruct the students to begin writing their reports. Remind the students to think about illustrations for their presentations.

In the next class, students continue to work in their groups. Go on writing their reports. Encourage them to search more information on the Internet.

Step8. Homework

1. Finish off the exercises in activity book.

2. Go on the next reading in the student book.

Summary:

It is difficult to finish the project. Students must search more information on the Internet. They must work together to finish different parts by different students. If they want to give a good report to the class, they must have good translation. When they need help, the teacher should help them at once because this is a challenge for them.

Lesson 52: East We Go

Teaching Content:

Mastery words and expressions: coast, Russia

Oral words and expressions: Will/ Would/ Could you please…?

Teaching Aims:

1. Learn about the rhythm of the foreign songs.

2. Know more about the world’s geography.

Teaching Important Points:

1. Travel around the world.

2. How to look up words in a dictionary.

Teaching Difficult Points:

The way we travel around the world.

Teaching Preparation: a map of the world

Teaching Aids: audiotape, flashcards, a map of the world

Type of lesson: new lesson

Teaching Procedure:

Step1. Point to the map of the world and explain the song to the class. Ask the students: “Do you want to travel around the world?”

Step2. Let the students read the song and understand the meaning of it. Draw the way of traveling on the map. Make sure students can read rhythmically with a good sense of the rhymes!

Step3. Listen to the tape and sing after it. Play the tape again. Have the class follow in their books.

Step4. Have the students practice singing the song repeatedly until they sing it well.

Step5. Practice some words. Let the students find their meanings in the dictionary.

Step6. Make up dialogues.

Divide the class into several groups. Practice how to use a dictionary. Let them act the dialogue out in front of the class.

Step7. Come to “LET’S DO IT.”

Make up dialogues and act them out in front of the class.

Step8. Homework

1. Sing the song after class.

2. Finish off the exercises in activity book.

Summary:

It is hard for Chinese students to learn English songs well. Many students don’t have a good sense of the rhymes. The time in class is limited. We don’t have enough time to practice. Let the students practice after class. In the next lesson, we give him a chance to sing loudly in front of the class.

篇4：冀教7下Unit8教案(L57-64)Lesson 53(冀教版七年级英语下册教案教学设计)

Teaching Content:

Mastery words and expressions: ring, ring up

Oral words and expressions: ring up, What does…mean? Hold on, please. This is…speaking, a few

Teaching Aims:

1. Learn to make a telephone call in English.

2. Know about the following culture.

Teaching Important Points:

1. How to make a telephone call.

2. What does “ring up” mean in the U. K.?

Teaching Difficult Points:

How to make a telephone call?

Teaching Preparation: a telephone

Teaching Aids: audiotape, flashcards, a telephone

Type of lesson: new lesson

Teaching Procedure:

Step1. First sing the song together.

Step2. Ask the students if they have previewed the lesson. Let the students ask questions about the lesson.

Work in pairs. Ask and answer questions about this lesson.

They can ask like this:

1. What does “Ring up” mean in Canada?

2. Is Li Ming at home?

Step3. Listen to the tape and try to finish Exercise 2 in activity book.

1. What would Brian like to do for his report on Asia?

2. Who tells Brian Li Ming’s telephone number?

3. What time is it in China when it is afternoon in Canada?

4. Does Brian ring up Li Ming’s apartment?

5. How is the weather in Shijiazhuang?

6. Can Li Ming help Brian with his report?

Step4. Read the text and check the answers.

First let the students read the text silently. Then read it in roles. After a while, ask some students to come to the front and act the dialogue out.

Step5. Explain the main expressions in this text. Make up sentences with “May I speak to…?” “This is….speaking.” “Who’s that’s?”

Step6. Discuss the details of this lesson. What questions can the students ask? Can others find the right answer?

Step7. Come to “LET’S DO IT!”

Step8. Homework

1. Finish off the exercises in activity book.

2. Go on the next reading in the student book.

Summary:

Ringing up is the main content of this lesson. Making a telephone call is so different from Chinese. It is a good teaching tip to give the students more time to practice in class.

Lesson 54: Europe

Teaching Content:

Mastery words and expressions: England, European, sea

Oral words and expressions: German, Italian, Greek, the Alps, the Caspian Sea, the Volga River, Moscow, Paris, the Triumphal Arch

Teaching Aims:

1. Know more about the world’s geography.

2. Compare the physical features with the Asian physical features.

Teaching Important Points:

1. Learn about the physical features of Europe.

2. Know about the customs and habits in Europe.

Teaching Difficult Points:

the physical features of Europe

Teaching Preparation: a map of the world

Teaching Aids: audiotape, flashcards, a map of the world

Type of lesson: new lesson

Teaching Procedure:

Step1. Make up a telephone dialogue. Let the students act it out in front of the class.

Step2. Listening task

Listen and finish the exercises:

1. The world’s ________ smallest continent is Europe.

2. Europe has more than thirty __________.

3. ________ is the biggest country in Europe. And London is one of the largest _______.

Step3. Reading task

1. How big is Europe?

2. What countries are in Europe?

3. How many people live in Europe?

4. What languages do Europeans speak?

5. What are the main geographical features of Europe?

6. What are the biggest cities in Europe?

Step4.Read comprehension

First read the text silently. Then read the text loudly. If they have some trouble, let’s listen to the tape again.

Step5. Read the text again. Encourage the students to ask questions. Discuss the details in class.

Step6. Practice

Write some words and expressions on the blackboard. Such as:

Europe, Britain, French, German, Russian, Italian, the Alps, the Caspian Sea, the Volga River

Step7. Talk about the countries and the languages that they speak.

Country Language

England English

France French

Germany German

Russia Russian

Italy Italian

Greece Greek

Step8. Homework

1. Finish off the exercises in activity book.

2. Go on the next reading in the student book.

Summary:

Many words and expressions are too difficult for the students to read. So write them on the blackboard and read them loudly. It refers many languages in this lesson. Sum the content and present to the class in order to make them remember more clearly.

Lesson 55: Report on the Report!

Teaching Content:

Mastery words and expressions: interview, on

Oral words and expressions: province, go/be abroad

Teaching Aims:

1. Learn about the foreign culture and customs.

2. Know about more about the world’s geography.

Teaching Important Points:

1. Sum what we learn in this unit.

2. Master something about the geography.

Teaching Difficult Points:

Demonstrate the things that have passed. Pay attention to the indefinite pronouns.

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Review the countries and the languages. Let some students make a list on the blackboard.

Step2. Listening task

Listen and finish Exercise 2 in activity book. Answer true (T) or false (F)

1. Li Ming kept thinking about Brian’s report today in school.

2. Li Ming didn’t tell his mother about Brian’s geography class.

3. Most people in North America know Shijiazhuang well.

4. Brian’s report was the only one with an interview.

5. Brian’s teacher thought talking to people from other parts of the world is a good way to learn geography.

6. Danny gave a very good report on Asia.

7. The Europe’s longest river is in England.

Step2. Read and check the answers. First read silently. Then read it loudly in class. The teacher walks around the classroom to see if the students need some help.

Step3. Read the text again. Then discuss the questions in listening task. Discuss the details with the students to see if they have some questions to ask.

Step4. Make up sentences with the language points:

Keep doing: I keep thinking practicing the spoken English.

With an interview: Beijing is a city with many places of interest

Step5. Listen to the tape again. Pay attention to the intonation and pronunciation.

Step6. Let some students sum the main content in this lesson, but not word by word.

Step7. Come to “LET’S DO IT”.

Step8. Homework

1. Finish off the exercises in activity book.

2. Do the exercises on Page 69.

Summary:

How to express one’s idea in English is difficult for the students. Sometimes they understand the words but they don’t know how to use them. The teacher should spend some time on written English. Writing is an important ability for the students. It must be cultivated in daily English class.

Lesson 56: Unit Review

Teaching Content:

Mastery words and expressions from Lesson 50 to Lesson 55.

Oral words and expressions from Lesson 50 to Lesson 55.

Teaching Aims:

1. Know the main geographical features of the world.

2. Be familiar to the Internet.

Teaching Important Points:

1. Learn about the foreign culture.

2. Know about the situation of our country.

Teaching Difficult Points:

The names of some places, including the places in China and foreign countries.

Teaching Preparation: a globe, a map of China, a map of the world

Teaching Aids: audiotape, flashcards, a globe, a map of China, a map of the world

Teaching Procedure:

Step1. Look at the map of China. Introduce the main places of China. Discuss the places of interest in China.

Step2. Look at the map of the world. Point out the seven continents and four oceans on the map.

Introduce the situation in the seven continents.

Step3. Look at the globe and sing the song in Lesson 52. Let volunteers come to the front and sing the song. Do a survey: How many students can sing the song? Do they all have good listening ability?

Step4. Finish the exercises in this lesson.

Step5. Check if they have some difficulties. Explain them on the blackboard.

Step6. Come to “Do You Know”?

First let the students read together. Then ask them to sum the main meaning of this part. At last, make up sentences with the important grammars.

Step7. Homework

1. Read the text of Unit 7 in activity book.

2． Finish the writing exercises.

Summary:

The knowledge in the book is limited. Encourage the students to get more from the Internet and other books. Let the students present what they get in the class. They can improve their communicate ability. They also learn to use the Internet and tools.

篇5：冀教版unit3教案L17--23(冀教版七年级英语下册教案教学设计)

Teaching content: 1. mastery words: driver, drive, quickly, slowly

2. the usage of adj. and adv.

3. a dialogue about how to take a taxi

Teaching goals: 1: remember the mastery words

2. learn the difference of slow and slowly; quick and quickly

3. understand the meaning of the text

Key points: the usage of slow and slowly; quick and quickly

Difficult points: the usage of adj. and adv.

Teaching aids: word cards, audiotape, flashcard, slide projector

Type: dialogue

Teaching procedure

1. Class opening

1) Greet the students in everyday English. Make sure they can response correctly.

2) Duty report: They can say anything they like to say.

3) Check the homework of last lesson. Explain if necessary.

2. New lesson

Step 1 Lead in

Discuss the questions in “THINK ABOUT IT”

Do you like to take taxi? Why or why not?

Have you ever stayed in a hotel? When? Where?

Maybe they have many different answers. Gather them and then say “Today, Li Ming and his friends get to Beijing. They want to go to a hotel by taxi. Danny has a dialogue with the driver. Let’s look at what does he say to the driver.”

Step 2 Listen to tape with the following questions:

Why is Danny scared?

Can Danny speak Chinese?

Can the driver speak English?

Step 3 After listening to the text, discuss the questions with the students. Go through the dialogue at the same time. Deal with the language points. You can use the blackboard or the slide projector. Pay attention to the different usage of slow and slowly, quick and quickly.

Step 4 Listen to the audiotape again and let the students read after it.

Step 5 Practice

Have them read the text for a few minutes and then have them act out the dialogue in roles. Correct their pronunciation if any.

Step 6 Demonstrate quickly and slowly by performing an action quickly and slowly as you say the words. Point out the difference between “ I am quick/slow.” and “I am ___ing quickly/slowly.”

Ask for volunteers to perform actions quickly and slowly. Describe the volunteers’ actions to the class. Then ask the class to describe the actions.

Divide the class into small groups. Ask each group to make a dialogue about taking a walk on a busy street in Beijing. Let them use slow and slowly, quick and quickly.

Step 7 Deal with “LET’S DO IT”

Work in a small group. Imagine you are a tour guide. Your group members are on a trip to Beijing. Where do they want to go? Where do you take them?

Step 8 A test

词形转换

1) They eat many _____ . (noodle)

2) Look! They are ________ over there. (help)

3) Be ________ , or we will be late.(quickly)

4) The train is _________ tonight. (come)

5) Thank you for _______ me. (help)

6) They found that lost sheep ________. (quickly)

7) The bike is going _________ . (fast)

8) That old man is walking ________ . (slow)

9) That car is _______ (slowly), but this bus is _______ . (fast)

10) _________ , I can’t go down. (help)

3. Homework

1) understand the meaning of the text

2) remember the mastery words

3) finish the exercise of the workbook

the next reading in the student book

Lesson 18 Tian’anmen Square

Teaching content : 1. mastery words: laugh, fly, hard, quietly, worry, put

2. learn a dialogue about flying a kite

3. some word such as quiet and quietly, loud and loudly

Teaching goals: 1. understand the meaning of the text

2. remember the mastery words

3. learn some words of adj. and adv.

Key points: 1. there be…

2. the usage of adj. and adv.

3. some useful words and phrases

Difficult points: the usage of adj. and adv.

Teaching aids: audiotape, word cards, slide projector, a picture of Tian’anmen Square, a kite

Type: text

Teaching procedure

1. Opening class

1) Greet the students in everyday English. Make sure they can response in correct way.

2) Duty report.

3) Check the homework.

2. New lesson

Step 1 Lead in

Ask the students some questions :

Have you ever visited Tian’anmen Square? If yes, when? If no, why not?

Do you want to visit Tian’anmen Square? Why or why not?

You may give them some words to help them.

Step 2 Listen to the tape with the following questions:

What happens to Danny？

Can Jenny fly a kite?

Can Danny fly a kite?

Answer the questions together with the students and then discuss the text again. If they have any question, explain to them. Deal with the language points at the same time. Pay attention to the usage of loud and loudly, quiet and quietly.

Step 3 Listen to the audiotape again and let the students read after it. Give them a few minutes to practice the text. Correct the pronunciation when necessary. Then have them act out the text in roles.

Step 4 Practice

Divide the class into small groups. Ask each group to make up a dialogue about walking in Tian’anmen Square. Encourage the students to use as much vocabulary as possible from this unit (easy, hard, loudly, quietly, many, men, women, children, people). Encourage the students to be active and praise them for talking risks with English! The more they experiment, the more they learn.

Step 5 Deal with “LET’S DO IT”

Work with a parter. Draw a map of Tian’anmen Square. Describe your maps to each other. What are the people doing? Try to use loudly, quietly, slowly and quickly.

Step 6 A test

1.英汉互译

1) 放风筝 _____________ 2) 玩得痛快 __________ 3) 天安门 __________

4) 看见某人放风筝 _________ 4) hurt one’s arm _________

5) Let’s do sth. ___________ 6) laugh at _________

2. 词形转换

1）We often see boys ________ football. (play)

2) Tom is a ____ boy, he often doesn’t talk with others. (quietly)

3) The street is so busy, but the people like to walk ______ (happy)

4) I can’t hear your words, will you speak ________ (loud)?

5) Let’s _______ the basket on the table. (puts)

Step 7 If there is enough time, do the exercises in activity book.

Step 8 Summary

Today we learn a text about Li Ming and his friends. They are flying kites. There are so many people on the Tian’anmen Square. Some people are loud and some are quiet. After class you should understand the meaning of the text and try to use loud, loudly, quiet, quietly correctly.

3. Homework

1) understand the meaning of the text

2) remember the mastery words

3) finish the activity book in lesson 18

the next reading

Lesson 19 The Palace Museum

Teaching content: 1. mastery words: sky, film, camera, picture, smile, break, tail

2. a dialogue about taking pictures

3. some useful words

Teaching goals: 1. understand the meaning of the text

2. remember the mastery words

3.master the usage of some words and phrases

Key points: 1. express taking a picture

2. ask permission to do sth.: May I …?

Difficult points: 1. express what you see

2. express taking a picture

Preparations: a picture of the Palace Museum, a camera

Teaching aids: audiotape, pictures, a camera, flashcards and slide projector

Type: dialogue

Teaching procedure

1. Opening class

1) Greet the students in everyday English and make sure they can response correctly.

2) Everyday report in English.

3) Check the homework and explain if necessary.

2. New lesson

Step 1 Lead in

Discuss the questions in “THINK ABOUT IT”

Have you ever been to the Palace Museum? If yes, when?

What do you know about the Palace Museum?

Do you want to live there? Why or why not?

Today Li Ming and his friends go to the Palace Museum. The weather is fine. The palace is red and yellow. It’s beautiful. They take some pictures there. Now let’s join them.

Step 2 Listen to the tape of the text with the following questions:

What happens to Jenny?

What’s wrong with Danny’s nose?

What do they do for Danny’s nose?

What’s wrong with Danny’s tail?

After listening, discuss the questions with the students. Make sure they understand the whole text. Deal with any language point at the same time. Pay attention to the usage of the following words: sunny, help sb. (to) do sth., careful, fall, break

Step 3 Listen to the audiotape again and let them read after it.

Step 4. Have them read the text for a few minutes and then ask some students to act out the dialogue in roles. Pay attention to their pronunciation.

Step 5 Practice

Divide the class into small groups. Ask them to make up a dialogue about visiting the Palace Museum. Encourage the students to use much new vocabulary as they can.

Divide the class into small groups. Ask each group to make up a dialogue about taking pictures. Encourage the students to use as much vocabulary from this unit as possible (camera, picture, easy, hard, help, hurt, loudly, quietly, many, everyone, men, women, children, people, quickly, slowly)

As the students work on this dialogue, take real pictures of each group with your camera. Later make a poster of these photos to put up in class. Do this as a class project! Help the students write English sentences under each photograph to describe the action.

Step 6 Deal with “LET’S DO IT”

In a small group, write a dialogue about taking pictures. Where are you taking pictures? What funny things happen?

Step 7 A test

根据首字母完成下列单词

1） Can you sing? Yes, it’s e_______ .(容易)

2） Working out the problem is h______ . (难)

3） He b_______ that glass , look! He is crying. (打坏)

4） Don’t w________ , the classmates all help you. (着急)

5） Bad luck! He f________ off his bike. (掉下来)

6） Now Tom is putting the f______ in his c________ . (装胶卷)

Step 8 exercise

If time permits, do some exercises in activity book.

3. Homework

1) understand the meaning of the text

2) remember the mastery words

3) finish the activity book of lesson 19

read the next reading in lesson 20

Lesson 20 Let’s Write Home

Teaching content: 1. mastery words: letter, dear, dad, soon, bottom, address, stamp

2. a text about writing a letter

3. some useful expressions

Teaching goals: 1. understand the meaning of the text

2. remember the mastery words

3. find and use the list of mastery vocabulary in lesson 24

Key points: learn how to write a postcard

Learn how to write an envelope

Difficult points: write a letter

Preparations: postcards, letters, envelopes

Teaching aids: audiotape, postcards, envelopes, letters

Type: text

Teaching procedure

1. Opening class

1) greet the students in English and make sure they can response correctly.

2) Everyday report in English

3) Check the homework and explain something when necessary.

2. New lesson

Step 1 Lead in

Ask the following questions: Have you ever write a letter in Chinese?

Do you know how to write a letter in English?

Where do you put the address?

Where do you put the stamp?

Today we will learn how write a English letter.

Step 2 Listen to the tape of a letter. Then look through the text together with the students. Show the students some letters and envelopes and let them know how to write a letter. Learn the words: top, bottom, left and right. Show a letter to the students when explaining.

Step 4. Use objects in the classroom-such as the blackboard, a door or a window-to demonstrate top, left, right, bottom and corner. Ask for volunteers to show you the top, left, right and corner of objects in the classroom.

Step 5 practice

Divide the class into small groups. Ask each group to make up a dialogue about buying postcards. Why are they buying postcards? Who do they buy them for？What pictures do the postcards have？

Step 6 Play a game

Play “Opposites” with the new vocabulary and other vocabulary.

Step 7 Deal with “LET’S DO IT”

Make a postcard. Draw a picture on it. Include a place for writing a note, for the address and for the stamp. Write to a classmate. Do you know his or her address? Ask！

Step 8 If time permits, do some exercises in the activity book.

3. Homework

1) the remaining activities in the activity book

the next reading in the student book

Lesson 21Sending an E-mail

Teaching content: 1. mastery words: send, e-mail, show, welcome

2. a dialogue about sending an e-mail

3. an English song

Teaching goals: 1. understand the meaning of the text

2. remember the mastery words

3. some useful words and phrases

Key points: how to ask for help and how to send an e-mail

Difficult points: learn how to send an e-mail

Preparations : a postcard, a letter

Teaching aids: audiotape, slide projector, a postcard, a letter

Type: dialogue and song

Teaching procedure

1. Opening class

1) Greet the students in everyday English and make sure they can response correctly.

2) Duty report

3) Check the homework and explain something if necessary.

2. New lesson

Step 1 Lead in

Ask the following questions: Do you have a computer?

Where can you buy one?

Do you use e-mail?

Who do you like to send e-mail to?

Today we will learn a short dialogue about sending an e-mail.

Step 2 Listen to the tape with the following questions:

When will Danny go home?

Who does Danny send an e-mail to?

Where does Danny send his e-mail?

Answer the questions and discuss the dialogue with the students. Deal with the language points at the same time. You can use a computer and show the students how to send an e-mail. If they have any question you can help them.

Step 3 Listen to the audiotape again and let them read after it.

Step 4 Give them a few minutes to read the text. Then have them act out the dialogue in roles.

Step 5 Practice

Divide the class into small groups. Ask each group to make up a dialogue about writing and sending an e-mail. Encourage them to use as many different words as they can.

Step 6 Let’s sing a song

Play the tape for the students to listen.

Read through the songs together. Make sure the students understand the meaning of the song. Deal with any language point at the same time.

Step 7 Listen to the audiotape for a few times again and let them sing after it. Make sure they can sing the song themselves.

Step 8 Do some exercises in the activity book.

3. Homework

1) understand the meaning of the dialogue

2) learn to sing the song

3) finish the remaining exercises in activity book

the next reading

Lesson 22 The Great Wall

Teaching content: 1. mastery words: today, turn, traffic, light

2. a dialogue about visiting the Great Wall

3. some useful expressions

Teaching goals: 1. understand the meaning of the dialogue

2. remember the mastery words

3. learn to use some useful expressions

Key points: 1. follow the direction

2. some phrases: in an hour, arrive in, stop doing

Difficult points: some phrases

Teaching aids: a picture of the Great Wall, audiotape, slide projector

Type : dialogue

Teaching procedure

1. Opening class

1) Greet the students in English and make sure they can response correctly.

2) Duty report: they can say whatever they like to say

3) Sing the song learnt last lesson

4) Check the homework

2. New lesson

Step 1 lead in

Discuss the questions in “THINK ABOUT IT”

Have you ever climbed a mountain or walked a long way? Where?

What do you know about the Great Wall? How long is it? How old is it?

Encourage them to discuss the questions and give some words to help them if necessary.

Step 2 Listen to the tape with the following questions:

Why is Jenny unhappy with Danny?

Which bus do they take to the Great Wall?

How long does it take them to get to the Great Wall?

After listening, answer the questions together with the students. Learn the text and make sure they understand the meaning of the text. Deal with the language points at the same time. Pay attention to find and look for; in an hour, stop doing sth.

Step 3 listen to the audiotape again and let them read after it.

Step 4 Give them a few minutes to read the text and then have them act out the dialogue in roles.

Step 5 A test

选择填空

1) Look! Who ______ in the pool?

A. swims B. swimming C. is swimming

2) The cup of coffee is _______ you.

A. for B. of C. with

3) The little girl _____ a new bike.

A. is B. has C. have

4) Does he ______ a computer?

A. have B. has C. there is

Step 6 Deal with “LET’S DO IT”

Work in a small group. Write a song or a poem about the Great Wall. Make a poster for it with the words and some pictures. Practice your song or poem and teach it to your classmates.

Step 7 Activity book

In Number 1, the students can review the direction words.

In Number 2, the students match the correct words and pictures.

Number 3 is a listening exercise on the audiotape as follows:

Listen. Fill in the blanks.

a. Danny: This is a computer. You can send your friend an e-mail.

b. Jenny: This is a piece of paper. You can send your friend a letter.

Step 8 Summary

Today we know Li Ming and his friends go to the Great Wall. They take a no.919 bus to go there. When they get there they talk about sth. about the Great Wall. After class read the text fluently and remember the useful words.

3. Homework

1) understand the meaning of the text

2) remember the mastery words

3) finish the activity book

the next reading in student book

Lesson 23 Shopping in Beijing

Teaching content: 1. mastery words: gift, chopsticks

2. a dialogue about shopping in Beijing

3. some useful phrases

Teaching goals: 1. understand the meaning of the text

2. remember the mastery words

3. learn to ask about time

Key points：some sentences about shopping

ask about time

Do things slowly or quickly.

Difficult points: the usage of slowly and quickly

How to ask about time?

Teaching aids: some real things as gifts, some pictures, audiotape, slide projector

Type：dialogue

Teaching procedure

1. Class opening

1) Greet the students in everyday English and make sure they can response correctly.

2) Duty report: They can talk about weather, friends, family, classmates and so on.

3) Check the homework. Explain if necessary.

2. New lesson

Step 1 lead in

Talk about the questions in “THINK ABOUT IT”

Do you like to shop quickly or slowly? Why?

Where do you like to go shopping? Why?

Today Li Ming and his friends go to shop at Wangfujing. They buy many things as gift. What do they buy? Let’s go look?

Step 2 Listen to the tape with the following questions:

In the story, who shops quickly and who shops slowly? What do they buy/

Who will go to the hotel with the panda?

After listening, answer the questions and deal with the language points at the same time. Pay attention to the usage of go doing, with, gift and so on.

Step 3 listen to the audiotape again and let the students follow it.

Step 4 Give them a few minutes to practice the dialogue and then have them act out it in roles.

Step 5 Deal with “LET’S DO IT”

Write a paragraph. You go on a trip to Beijing and buy some gifts for your friends. For whom do you buy gifts? What do you buy? Read your paragraph to your classmates.

Step 6 A test

选词组句

1） They have a _____ meal. They eat their meal ______ . (quick, quickly)

2） The old man walks _____ . He is a ______ man. (slow, slowly)

3） The family are watching TV _____ . They are all very _____ .( quiet, quietly)

4） The students make a _______ noise. They are talking ______ .(loud, loudly)

5） It’s an ______ question . I can answer it _____ . (easy, easily)

6） Lucy is a _____ girl. She does everything _____ . (careful, carefully)

Step 7 If time permits, do some exercises in activity book.

3. Homework

1) understand the meaning of the text

2) remember the mastery words

3) finish the remaining exercises in activity book

read the next reading of student book

篇6：lesson57 教案教学设计(冀教版英语七年级)

Lesson 57 Summer Is Here!导学案

老师寄语：Everything comes to him who waits.

功夫不负有心人。

学习目标： 1.掌握本课生词及短语。

2．理解对话大意，并加强英语阅读能力。

3．能用英语谈论夏季的一些活动。

4．掌握本课重点知识点。

一 自主学习

1．在课前，借助音标或同学帮助，大声朗读单词，并识记。（小组互查）

2．从课文中找出以下词组，借助单词表或上下文，将其译成英语。（组内成

互查，或小组间互相抽查）

（1）enjoy oneself （2）play soccer

（3）go swimming （4）look scared

（5）the swimming pool （6） Don’t worry!

（7）have fun （8）like to do sth

3.朗读课文，把握主旨，回答下列问题。

(1) Will Li Ming go home this summer?

(2) What does Danny like to do in summer?

(3) Does Li Ming want to go swimming?

(4) What is Jenny doing in the swimming pool?

(5) Is the water in the pool cold or warm?

(6) Who will teach Danny to swim?

4.回答完上面问题，你一定对课文的大意有所了解，那么再试着将下列句子补充完整。

篇7：Lesson1 Hello! 教案教学设计(冀教版英语七年级)

一、教材分析：

本单元主要围绕“学校和朋友”展开话题，教材为学生提供了发生在学校操场、教室等的日常对话，帮助学生练习并掌握在新环境中如何用英语进行自我介绍，如何礼貌地询问他人的情况，如何向他人表示感谢。为进一步的沟通和对话打下基础。

1.教学目标

语言技能：能用新句型打招呼和介绍自己：hello, hi

What’s your name? My name is …

I’m from ….

How are you ? I’m fine, thanks.

情感态度:

⑴ 激发学生学英语、说英语的兴趣

⑵ 帮助学生树立自信心，让他们乐于模仿，敢于开口，积极参与到用英语与人交流的活动中。

2.教学重点，难点：

掌握以下句型： What’s your name? I’m from …

How are you? I am fine. And you?

二、教学准备：

磁带，录音机

三、教学步骤：

Step I Class opening

1. Greeting

Ts: How are you? How are you? How are you today?

Ss: I am fine, thanks. I am fine, thanks. Have a lovely day.

Ts: How are you? How are you? How are you today?

Ss: I am fine, thanks. I am fine, thanks. Have a lovely day.

(设计思路：通过歌曲以轻松愉快的方式进入英语学习，教师要带动学生，通过身体和表情号召学生加入到以歌曲打招呼的活动中来)

Step II New concepts

1. Hello! Hi! My name is ….

教师拉起一位学生，“Hi”打招呼，边和学生握手，边指自己说My name is … . What is your name? 让学生模仿并介绍自己，并以游戏方式传递进行。教会学生用英语礼貌地打招呼，介绍名字。注意表情，面带微笑。

2. How are you? I’m fine, thanks.

听录音，要求学生跟读。然后要求学生两两进行对话练习，直到能够熟练进行对话，并结合上一个对话，反复练习。

（设计思路：新课标明确指出，语言学习尽在模仿。通过录音机听标准的语音是最佳模仿方式，要让孩子养成听录音学说英语的习惯）

3. Write the sentences on the blackboard，ask the students to write down the sentences on the exercise book. Check their handwriting and praise some students。

注意书写规范, 四线三格。

(设计思路：纠正学生的书写错误，清楚地告知英文的书写规范，如首字母大写，专有名词大写，及标点符号的正确书写，使学生尽早培养良好的书写习惯)

Step III. Consolidation S

1.Role play

S1: Hello! My name is… What is your name?

S2: Hello! My name is … What is your name?

合作进行，比一比，看看哪一组声音洪亮，表现自然。可适当

进行内容的扩充。本活动要在全班范围进行，教师鼓励孩子给自己起一个好听的英文名字，如Mary, Jack等，注意性别的区分。

（疯狂英语的朗读方法非常有助于孩子提升自信，敢于大胆地开口说英语。 让学生有一个英文名字，是向别人重新介绍自己的好方法。）

2.Sing a song

Follow the tape to sing the song “What is your name?” together.

(设计思路：寓教于乐，尽可能以歌曲等喜闻乐见的方式让孩子轻轻松松学英语，同时也巩固了所学的知识。)

四、教学反思：

本课取得了很好的教学效果，课堂气氛活跃，受到了学生的一致好评。经过反思，我认为本课具有如下特点：

1.寓教于乐，利用游戏、唱歌等方式培养孩子学习英语的兴趣，

激发他们的表现欲，并适时地进行语言鼓励和表扬。这对于新生入学的第一堂课是至关重要的。

2.播放录音，告诉孩子们：听说以及大胆的模仿是学好英语的关键，需要他们有鹦鹉学舌的精神反复练习。同时教授孩子书写的规范，如四线三格的使用、首单词首字母大写等等，让他们摆脱不良书写习惯，进入规范化的学习。

3.充分利用师友互助、小组合作的模式，让每一个学生都加入到课堂活动中来，成为课堂活动的主体，充分调动每个学生学习英语的积极性，不让一个学生掉队。

但在活动中看到一些学生羞于开口，或声音过低，这需要老师不断地鼓励，当然更离不开学友的帮助，今后还要将更多的机会给这样的学生，使他们摆脱内向和自卑，大胆快乐地学习英语。

五、板书设计：

Lesson 1 Hello！

What is your name? My name is …（Jack , Li Ming）

I’m from China/Canada.

How are you? I’m fine. Thank you.

篇8：冀教版七年级英语下册教案

难点讲评

1.What time do you get up?

What time +助动词do/does +主语+动词原形，询问某人做某事的具体时间。

what time do you begin class in the morning?

注：What’s the time=What time is it?也是用来询问时间，意为“几点了”。用it作答。

What’s the time? It’s 7:30.

2.I usually get up at five o’clock.

1)句中usually与often 一样都是频度副词，常用于动词be 之后，行为动词之前。always 意思是“总是”、“永远”，表示动作重复，状态继续，中间没有间断。

We always get up before six o'clock.

He is always thinking of others.

always>usually>often>sometimes>seldom>never

2)介词 at 常用于具体时刻之前，意义为 在…… ，如：at 5：00 在5：00钟。

介词at 除了指时间以外，还可指

(1)人物的所在之处，如：at my uncle’s home 在我姑姑家, at the station 在火车站.

(2)朝向，如：look at me!看我!

(3)指速度或价格.如：she buys the book at a good price 她以优惠的价格买了这本书。

on，at，in这三个常用介词都可以表示时间和地点，但具体用法不同.

①on用在日期、星期几、节日前，也表示在具体某一天及具体某一天的上午、下午和晚上。

on November 1st on Monday on Children’s Day on Tuesday evening

②in用于月份、季节、年份前，当early，late用于句首修饰介词短语时，尽管表示具体某一天的上午、下午、晚上，都要用in，泛指一般的上、下午，晚上也用in 。

Early in the morning of National Day，I got up to catch the first bus to the zoo.

③将来时态表“过一段时间后” 及“在...期间” 和“在某个季节，某年、某月” 都用in。

Xiao Ming was born in December of .

3. What a funny time to eat breakfast!

(1)What a/an +形容词+单数名词+主语+谓语!

what a good girl she is!

(2)What+形容词+可数名词复数+主语+谓语!

What good girls they are!

(3)What +形容词+不可为名词+主语+谓语!

What terrible weather it is!

4、He works at a radio station.

work:人们日常工作和生活中从事的体力和脑力劳动，各类工作。不可数名词

job:指具体的职业或工作。可数名词

5、take a walk

take a walk=have a work=go for a walk 散步

6、either...or...

“要么、、、要么、、、”，连接句子中两个并列的成分，表示两者之一。

当连接两个主语时，谓语动词应该与最近的一个主语在人称和数上保持一致，即就近原则。

7.People love to listen to him.

love to do sth.=like to do sth.very much.喜欢做某事，强调具体活动。

而love doing sth.=like doing sth. very much则强调习惯。

Do you come out to play with me?你喜欢出来和我玩吗?

I like watching TV.我喜欢看电视。

8.hear与listen to

hear 意为“听见”，表示听的结果，而listen to则表示“听”，强调的是“听”的动作。

Let’s listen to the music.

We listen but don’t hear.

9. He gets home at 7：00，and he watches morning news on TV.

1)句中get 意为 “到达 ”，后接地点名词时，要加介词to，后接副词时，不能加to.

She gets to school at six o’clock.

注： home 是一个副词，所以其前不能加介词to，但home也可作名词，这时其前有物主代词时，可以加to，

She gets to her home at eight o’clock .

a piece of news 一条新闻 ，two pieces of news 两条新闻 。

Watch……On TV 表示 通过电视看……节目

We often watch football game on TV.

10、lots of=a lot of 既可以修饰可数名词复数形式，也可以修饰不可数名词。

11.What time is it?-几点了?-It’s eight thirty. 八点三十分。

本句是就具体时刻进行提问的，what time 意为“几点”，这是特殊问句，它的同义句为：

What’s the time? /What time is it by your watch? 在回答这个句子时,要用It’s +钟点。

注：英语时刻的表达法：顺读法和逆读法。

顺读法：钟点数+分钟数。

4：25→four twenty-five，6：58→six fifty-eight，7：→seven o clock

说明：这种表达不论分钟数是多少，均可使用。

逆读法：分钟为+介词to/past+钟点数，可分两种情况：

1)分钟为不超过半小时，用分钟数+past(/pa：st/过)+钟点数。

4：23→twenty-three past four，5：19→nineteen past five.

2)分钟数超过了半小时，用(所差的)分钟的+to+(下一个)钟点为。

7：31→twenty-nine to eight，10：58→two to eleven

在逆读法中分钟数逢 “五”逢 “十”可省略minute(s)。否则应加上。当然，英语习惯上把十五分钟(fifteen)称作一刻a quarter，三十分钟(thirty)称为half/half，因此10：30，可以用两种表达方式，half past ten，ten thirty。

12.Thanks for your letter.

Thanks for your help.

Thanks for telling me the good news.

13. Do you want to know about my morning?

1)该句中 want to do…句型。表示“想要做某事”，该短语中want为及物动词，后面的to do

是不定式

I want to play the drum.

I want to see my old teacher next week.

3)know about 知道有关…，了解有关…，句中about 意为“关于，有关”的意思。

17.Please write and tell me about your morning.请写信告诉我你的早晨。

释：1)tell sb. about sth.告诉某人有关某事的情况。

My father often tells me about China.

2)write sb. a letter=write a letter to sb.给某人写信。

She often writes me a letter=She often writes a letter to me.

三.重点短语

1.what time 几点

2.go to school 去上学

3.get up 起床

4.take a shower 洗淋浴

5.brush tooth 刷牙

6.get to 到达

7.do homework 做家庭作业

8.go to work 去上班

9.go home 回家

10.eat breakfast 吃早餐

11.get dressed 穿上衣服

12.get home 到家

13.either...or... 要么、、、要么

14.go to bed 上床睡觉

15.in the morning/afternoon/evening 在上午/下午/晚上

16.take a walk 散步

17.lots of 许多

18.radio station 广播电视

19.at night 在晚上

20.be late for 迟到

四.语法知识点

1. what time与when

what time翻译为“几点”问的是具体的时间，一般回答要具体到小时。

What time do you go to school?

I go to school at half past seven o’clock.

回答具体到点钟，且注意在几点前边的介词用at。

when也是对时间的提问，但与what time的区别是：用when提问，回答既可以是具体的时间，也可以是不具体的时间，如：in the morning，last year，in 等范围大的时间。www.Xkb1.coM

向对方询问具体时间时，即几点几分，只能用what time，不能用when。

询问年份、月份、日期时，只能用when，不能用what time。

2. 英语时间的表达

(1)整点时间可表示为“钟点数+o’clock”或直接读钟点数，省去o’clock。如：

It’s ten o’clock a. m. 现在是上午十点整。

(2)非整点时间可直接采取读数法。如：

It’s eight-thirty. 是八点三十分。

注意时间的表达方式：用数词。点与分钟之间用连字如：

eleven-thirty 十一点三十分

nine-twenty-five 九点二十五分

6:10 →six-ten 8:50→eight-fifty

9:30→nine-thirty 10:15→ten-fifteen

7:45→seven forty-five 11:05→eleven-five

(3)非整点时间的分钟数不超过30分钟，也可用介词“past”。如：

6:10→ten past six

11:05→five past eleven

10:15→ a quarter past ten或fifteen past ten

8:15→a quarter past eight或fifteen past eight

9:30→half past nine或thirty past nine

(4)非整点时间的分钟数超过30分钟，用介词to。如：

11:50→ten to twelve

7:31→twenty-nine to eight

9:45→a quarter to ten或fifteen to ten

12:59→one to thirteen

此句话还有几种表达方式。如：

What is the time? 几点了?

What time is it by your watch? 你的手表几点了?

( )1.--What's the time? --______one-thirty.

A. Its B.It's C.This is D.They're

( )2.I usually _______ at nine-thirty at night.

A. get to school B.get up C.go to bedD.go home

( )3.He likes ______ the radio. wwW.x kB 1.c Om

A.listens B.to listen to C. listens to D.to listen

( )4.I _______ at seven.

A. go to the school B.go to a school C.go to school D.go school

( )5.We only have _______ shower.

A. some B.an C.the D.one

( )6.My sister _______ home at 5:00 every day.

A. gets B.gets toC.get D.get to

( )7.We can watch Beijing Opera _____ TV.

A. in B.at C.on D.from

( )8.Let's ________.

A. take a shower B.have a shower C.take the shower D.A and B

( )9.My brother ____ the morning TV every day.

A. watches B.watch C.watches D.see

( )10.--______ do you usually go to bed?

--At six.

A. What time B.How time C.When D.A and C

( )11. Zhang Min usually gets up _______.

A. at six thirty B.at thirty six C.on six thirty D.on thirty six

( )12.Rick often does ______ homework at 6:00.

A.her B.his C.my D.your

( )13.--______ do people have dinner?

--At home. A.What B.When C.WhereD.B and C

( )14.In our school, school _____ at 7:30.

A.is B.start C.starts D.does

One day , an old man was selling a big elephant . A young man came up to the elephant and began to look at it slowly . The old man went up to him and said in his ear . “Don’t say anything about the elephant before I sell it . Then I will give you some meat .” “All right .”said the young man . After the old man sold the elephant , he gave the young man some met and said : “Now, can you tell me how you see the bad ears of the elephant ?” “I didn’t find the bad ears .”said the young man . “Then why do you look at it slowly ?”asked the old man . The young man said : “I never see an elephant before, and I want to know what it looks like.”

( )1________ the elephant.

A. The young man bought B. The old man sold

C. The two men sold D. The young man sold

( )2. The young man looked at the elephant . He wanted to find _____.

A. its bad ears B. some meat C. a good elephant D. what it looks like

( )3. The young man ________.

A.knew the elephant wasn’t good B. found the bad ears but didn’t tell it .

C. looked after the elephant D. got some meat

( )4.We know that ________.

A. the two men were not honest B. the young man wasn't a bad man

C. the old man was a good man D. the elephant was a very good one

( )5. The young man looked at the elephant slowly because he _______.

A. liked elephant B. wanted to buy it

C. didn’t see any elephant before D. wanted to help the old man

篇9：冀教版七年级英语下册教案

一、重点词汇

1. one hundred and five

表示具体的“几百”时，用“基数词+hundred”表示，注意此时hundred不能加s.

hundreds of表示“数百;成百上千的”，这是hundred后面有s,而且hundreds后面要有介词of,并且不能与数词连用。

与hundred 用法类似的还有单词：thousand，million，billion.

Our school is so famous that_____ people come and visit it every term.

A. hundred B. hundreds C. hundred of D. hundreds of

2. I ride it to school every day.

ride “骑”，后可接bike, horse, motorbike等。

还可以用做可数名词，“旅程”。 an hour’s ride 乘车一个小时的路程

every “每个;每一”，其后接单数可数名词。every day “每天”

every day 表示某事发生的频率，“每天，天天”。

I go to school every day.

everyday 形容词，“日常的，普通的”。

I study everyday English every day.

3. live

live 不及物动词，“居住，生活”，其后若跟名词则必须在名词前加上适当的介词。

I like to live in the country.

live on sth. “以某物为食”

Sheep live on grass.

live a ...life “过、、、生活”

The old man lives a happy life.

4. bus stop

bus stop与bus station 都是指“公共汽车站”。

bus stop 指城镇内外的停车点，bus station指能停、转车辆的汽车站点。

stop 做动词，意为“停止”，常用结构：

stop to do sth. “停下来去做某事”

stop doing sth. “停止做某事”(停止正在做的)

Let’s stop to have a rest.

Stop talking, please.

5. Crossing the River to School

cross是动词，“穿越，越过”，主要指“横穿”。

还可以作名词，意为“十字形，叉形符号”。

across既可以作介词，也可以作副词。

crossing 是名词，“渡口，交叉点”。

6. For many students,it is easy to get to school.

It is +adj.+to do sth. “做某事是.......”

7. There is a very big river between their school and the village.

between ...and... “在....和...之间”，连接两个并列的成分。

between/among

(1) between 用于两者之间。

(2) among 用于三个或三个以上的人或物的“中间”。

8. But he is not afraid.

afraid: “害怕的，畏惧的”。

(1)be afraid of sth. 害怕某事/某物

(2)be afraid to do sth. 害怕做某事

(3)be afraid of doing sth. 唯恐做某事，指担心或担忧做某事会引起某种后果。

(4)be afraid + that从句，恐怕....

(5)为某件已经发生或可能发生的事表示歉意或者作出否定判断，相当于sorry.

9. Many of the students and villagers never leave the village.

leave主要用法归纳如下:

1. 离开; 脱离

The train will leave at six tomorrow morning.

2. 把……留在; 留下

Leave the child at home. 把小孩留在家里。

3. 遗忘; 丢下

I left my notebook in the dormitory. 我把笔记本落在宿舍里了。

4. 使……处于(某种状态),后面常接宾语补足语

Leave the door open.

5. leave for+地点，“动身去某地”

He left for the station a few minutes ago.

10.must /have to

must多表示主观需要或责任感的驱使有必要或有义务去做某事，多译为“必须”，

have to多表示客观存在的环境所限,即客观要求(无奈)而为之，多译为“不得不干某事”。

I must clean the room because there are too dirty.

I have to do my homework now.

11. It takes sb some money/time to do sth.花费某人多少时间/钱做某事

Sb pay some money for sth 某人为某物花费多少钱

Sb spend some time/money on sth 某人在做某事或某物上花费时间/钱

Sb spend some time/ money (in)doing sth

Sth cost sb some money 某物花费某人多少钱

二、短语归纳

1.get to school 到校 2.take the subway 乘地铁

3.take the train 坐火车 4.leave for 到……地方去，离开去某地

5.take…to…把……带到…… 6. most students 大多数学生

7. depend on 依赖，决定于 8.from…to…从……到……

9.think of 想到，想起 10.ride bikes 骑自行车

11.in other parts of the world 在世界的其他地方 12. how far 多远

13.take the train to school 乘火车去上学 14.in places 在一些地方

15.go to school by boat乘船去上学 1 6.on the school bus乘坐校车

17.be different from和……不同 18.worry about 担忧，焦虑，担心

三、语法专项

how 引导的特殊疑问句

1.how 引导的特殊疑问句提问交通方式，其答语分三种情况：

a. take a/an/the+交通工具(单数)

take +a/an/the+表示交通工具的名词，乘……去某地。

He takes the train.

b. by+交通工具(单数)

c. on/in+限定词+交通工具

by+表示交通工具的单数名词或on/in+ a/an/the/one’s+表示交通工具的单数名词，是介词短语作方式状语。

I get to school by bike. = I get to school on my bike.

3.walk/ride/drive/fly+to+地点名词，步行/骑自行车/开车/坐飞机去某地

表示乘交通工具方式可以互换表达相同的意义:

Take the bus to school=go to school by bus=go to school on a bus

Drive a car to work=go to work by car=go to work in a car

Fly to shanghai=go to shanghai by plane/air=take the/a plane to shanghai=go to shanghai on a/an/the plane.

2. how far 用来提问距离，多远，其答语分为两种：

(1)用长度单位表示：It is five kilometers.

(2)用时间表示：It’s twenty minutes’ walk.

3.how long 用来提问时间，意为多久回答常用“for+段时”。

----How long have you learnt English?

----For 3 years.

4.how soon 用来提问做完某事还需要多长时间， 常用于将来时态时， 常用“in+时间段”来回答。

――How soon will you arrive in Beijing?

----In 3 hours.

(二)宾语从句

1.在句子中起宾语作用的句子叫宾语从句。宾语从句用陈述语序。

2.宾语从句的连接词：

(1)从属连词有that, if, whether。

Nobody knew whether she could pass the exam.

I know that she is from America.

(2)连接代词有who, whom, whose, what 等

Do you know whose book it is?

Could you tell me what your father looks like?

(3)连接副词有when, where, why, how等

He didn’t tell me when we could meet again.

I don’t know how I can get there. wwW.x kB 1.c Om

I’m always very busy (忙的) every day. I usually 1 up early at 6:30 in the morning. But 2 . I’m still sleepy (睡着的) . I put on my clothes, I wash my hands 3 face…Do this! Do that. 4 I have my 5 . I go go school. I usually leave home at 7:00. At school we all study 6 . We study English. Chinese, maths and so on (等等). 7 noon (中午) I get home and have lunch. At 1:30 I go to school again. Sometimes we play 8 football in the afternoon. I go home at 4:30. In the evening I do 9 homework. I go to bed at 10:00 and I go to sleep (入睡) very 10 .

( )1. A. get B. gets C. getting D. getting

( )2. A. often B. usually C. sometimes D. always

( )3. A. and B. or C. but D. so

( )4. A. Before B. After C. When D. If

( )5. A. lunch B. supper C. breakfast D. meal

( )6. A. easy B. different C. difficult D. hard

( )7. A. on B. On C. at D. At

( )8. A. the B. × C. a D. an

( )9. A. many B. a lot of C. any D. a lot

( )10. A. next B. soon C. first D. last

选词填空。请从方框内选择适当的词语完成这封信。

Writing, talking, sitting , playing, swimming , flying, sunny, studying, drawing, having

Dear Bob,

My name is Rich .I’m fourteen years old .I’m(1)__________ in a middle school .My school is nice and clean. There are 30 students in my class .It’s(2) _______ today . My classmates and I are(3) ________ a good time on the beach .It’s a nice place .The water is blue and clear . Many birds are(4) ________ over the sea .Many people are (5)_________ . Some boys are(6) _________ football . Some people are (7)________ on the beach . A girl is(8) _________ pictures on a chair .Another girl is (9)________ photos .I’m (10)_________to you ! What are you doing ? I hope you can write to me soon .

Best wishes! Rich

篇10：冀教版六年级英语下册教案

教学目标：

知识目标：

1、bought, taught and thought

2、the story

3、a song

能力目标：

1、past tense

2、where did you do

3、What did you do

情感目标：

When you play things, you must get good corporation with your players.

教学重点、难点：

1、I am throwing the basketball.

2、hitting and throwing

教具、学具：

some balls and story a tape and pictures

教学过程：

[=WWW.JXSJ.cn=]

一. Class opening and review

Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday IXXXde. Today IXXX. Tomorrow I am going toXX.

Introduce

Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”

Use the student book

Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to

Note the word “player” in the lesson. A “players” plays something, such as a sport.

Practice

Play “What’s wrong” to practice the new past tense verbs, and other tenses and verbs.

Play “spelling Bee” to practice spelling any vocabulary in this unit.

Tech “Oh, what did you do” in Number 3 of the student book.

Use the activity book

Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past—tense. Here’s how the audiotape goes:

篇11：冀教版六年级英语下册教案

教学目标：

1、知识目标：能四会单词need,any,or;理解any，some的用法;能灵活使用句子We need some ping-pong balls. Do you have any balls Do you like this T-shirt or that T-shirt I like this one. Do you like these runners or those runners I want these runners.

2、能力目标：能利用所学的词汇和句子到商店买东西，提高综合语言运用能力,解决实际生活中的问题。

3、情感目标：让学生学会独立买东西，学会看价钱和计算价格。

教学重、难点：要求四会的单词和要求掌握的句式。

教具、学具准备：

1、单词卡片,运动服装,乒乓球,纸币，课后习题卡(每人一张)。

2、录音机或课件。

教学过程：

Class Opening and Review

1、分给学生不同的球，让学生自己说出I like to play XXXX. My favourite sport is XXXX./ I like XXXX best.

2、T: What’s this/that

S: It’s a T-shirt

T: Do you like this T-shirt or that T-shirt

S: I like this one.

T: What are these/those

S: They are runners.

T: Do you like these runners or those runners

S: I like/want these runners.

(设计意图：利用已有知识引出新知识，减小教学的难度，or在以前的教学中已多次用到，学生都已掌握，不必再多费时间，加深学生对this，that，these，those用法的印象为下面的学习做铺垫。)

New Concepts

1、If I want to play ping-pong，we need some ping-pong balls.Say “need”,please.让学生利用need造句。

2、Do you have any balls Say “any”,please.讲清some和any的用法，都跟可数名词的复数或不可数名词，如：some/any shorts;some/any soup;some用在肯定句中，any用在否定和问句中，举例说明。

3、完成课后习题。

4、听录音两至三遍。同时讲解美元和元的区别。如：one dollar，two dollars;one yuan，two yuan.练习一下如何问多少钱How much is it How much are they

5、布置商店的'环境，让学生根据课文编短剧，三、四人一组。

6、汇报演出。

(设计意图：本课是对话形式的课文教学，主要是环境的设置，要让学生在实际的生活环境中学习本文，首先要解决课文中的重难点，也就是新单词和一些主要句式，理清脉络。突破了重难点，理清了脉络，学生在表演对话时就没有很大的困难了。)

Class Clossing

Activity book

Homework

亲自到体育用品商店买一次东西并运用所学语言。

板书设计：

Lesson2、At the Sports Store

We need some ping-pong balls.

Do you have any balls

课后习题：

一.改错：

these book this runners some ball

those pencil that T-shirts any soups

二.选词填空：

1、Do you like XXXXXXT-shirt or XXXXXXT-shirt

2、Do you like XXXXXXshorts or XXXXXXshorts

3、We need XXXXXX ping-pong balls. Do you have XXXXXX balls

(any, some, these, those, this, that)

篇12：冀教版六年级英语下册教案

教学目标：

1、知识目标：能四会单词sport，ping-pong，badminton，basketball，soccer，T-shirt，shorts，runners;能灵活使用句子What’s your favourite sport My favoutite sport is XXXX./ I like XXXX best. What do you wear I wear XXXX ,XXXX andXXXX to play XXXX.

2、能力目标：能运用所学的英语词汇和句式解决体育运动中所遇到的问题。

3、情感目标：培养学生热爱运动的思想品质，提高对运动项目的认识。

教学重、难点：

要求四会的单词和要求掌握的句式。

教具、学具准备：

1、单词卡片，要求四会单词的实物，课后习题卡(每人一份)。

2、录音机或课件。

教学过程：

Class Opening and Review

1、Let’s guess. If you want to make supper/take a bath/watch TV/read books/buy things/play ping-pong. Where do you go

I go to the kitchen/the bathroom/the livingroom/the library/the store/the gym.

有必要的话，拿出这些词的卡片，进行复习一下。

(设计意图：这个环节的设置既复习了一些动词性词组，又引出了今天课文中提到的地点体育馆和商店。)

2、利用单词卡片What’s your favourite clothes My favourite clothes is XXXX.

也可以直接提问学生：Today is warm/cool,what are you wearing

What’s your favourite clothes

(设计意图：这个环节的设置用来复习服装的词汇，同时复习What’s your favourite XXXX这个句式，用这些词汇和句式引出新的服装词汇和新句式。)

New Concepts

1、利用复习二中的句式引出What’s your favourite sport学习单词sport，

出示单词卡片，联系朗读，拼读

并让学生模仿回答My favourite sport is ping-pong/badminton.

2、学生熟悉句式后，再利用实物和单词卡片学习单词basketball，soccer.

3、带入句式进行练习。可以是连接式练习，也可以小组练习。

4、告诉学生回答这个问题还可以使用一个更简单的句式I like XXXX best.

5、两人一组做问答练习。

6、让学生根据已有知识说出踢足球，打篮球都用play.

(设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出新句式，教师加以指导就可以了，通过练习巩固新知。)

7、If you want to play basketball, what do you wear学习服装词汇I wear shorts，T-shirt.并引出runners,出示单词卡片，拼读单词，并让学生练习用这些词说一个句子。

8、两人一组练习这组句式。

9、听录音两遍，注意any和some,either和too的读音和用法。

10、完成课后习题并两人一组自编对话。

11、利用实物汇报演出。

(设计意图：学习第二部分内容时,要把either和too的用法提一下, any和some的用法留到第二课去解决。编对话的内容可根据完成习题的内容进行，并利用实物表演出来，运用于实际生活中。)

Class Clossing

Activity book

Homework

Draw your favourite sport and write your favourite sport.

板书设计：

Lesson 1、Ping-pong and Basketball

What’s your favourite sport

My favoutite sport is XXXX.

I like XXXX best.

What do you wear

I wear XXXX ,XXXX andXXXX to play XXXX.

课后习题：

一.填单词并连线：

bXXdmXXntXXn篮球T-shXX XXt运动鞋

pXXng-pXXng羽毛球shXX XXts T恤衫

sXXccXX XX乒乓球rXXnnXX XXs短裤

bXXskXXtbXXll足球

二.填空：

1、What’s your favourite sport

My favoutite sport is XXXX.

I like XXXX best.

2、What do you wear

I wear XXXX ,XXXX andXXXX to play XXXX.

篇13：冀教版六年级英语下册教案

教学目标：知识目标：1.bought, taught and thought

2.the story

3.a song

能力目标：1. past tense

2.where did you do?

3.What did you do?

情感目标：When you play things, you must get good corporation with your players.

教学重点、难点：1.I am throwing the basketball.

2.hitting and throwing

教具、学具：some balls and story a tape and pictures

教学过程：[=WWW.JXSJ.cn=]

一. Class opening and review

Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday I___de. Today I___. Tomorrow I am going to__.

Introduce

Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”

Use the student book

Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to?

Note the word “player” in the lesson. A “players” plays something, such as a sport.

Practice

Play “What’s wrong?” to practice the new past tense verbs, and other tenses and verbs.

Play “spelling Bee” to practice spelling any vocabulary in this unit.

Tech “Oh, what did you do?” in Number 3 of the student book.

Use the activity book

Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past—tense. Here’s how the audiotape goes:

板书：

Lesson4 Where did you go?

bought taught thought

Where did you do?

What did you do?

习题：

? 写出buy teach think 的过去式。

? 用Where did you do?练习说话。

? 用What did you do?练习说话。