新机教版七年级英语下册lesson31 practice

七下英语冀教版31课课文

七下英语冀教版31课课文The Importance of Preserving Endangered LanguagesLanguage is the foundation of human communication and cultural expression. It is not merely a tool for conveying information; it is a reflection of a people's history, traditions, and worldview. However, in today's rapidly globalizing world, many of the world's languages are under threat of extinction. It is estimated that nearly half of the approximately 7,000 languages spoken around the globe are endangered, with one language disappearing every two weeks.The loss of these endangered languages is a grave concern, as it represents the erosion of irreplaceable cultural and linguistic diversity. Each language is a unique repository of knowledge, wisdom, and artistic expression, shaped by the experiences and perspectives of the people who speak it. When a language dies, it takes with it a wealth of information about the natural world, traditional practices, and ways of understanding the human experience.The causes of language endangerment are manifold and complex. Colonization, urbanization, and the dominance of a few global languages, such as English, have all contributed to the marginalization and decline of smaller, less-powerful languages. Economic and social pressures often compel speakers of endangered languages to abandon their mother tongue in favor of a more widely spoken language, which is perceived as offering greater opportunities for education, employment, and social mobility.Moreover, the rapid pace of technological and cultural change has disrupted traditional ways of life, eroding the contexts in which endangered languages are typically used. As younger generations increasingly adopt the language and cultural practices of the dominant society, the intergenerational transmission of endangered languages is often interrupted, leading to language shift and eventual language loss.The consequences of this language loss are far-reaching and profound. When a language dies, it takes with it a unique perspective on the world, a distinct way of understanding and engaging with the environment, and a rich tapestry of stories, songs, and cultural traditions. The loss of this linguistic diversity impoverishes our collective human experience and diminishes our understanding of the diverse ways in which humans have adapted to and thrived in different environments.Furthermore, the loss of endangered languages has significant implications for our scientific and academic understanding of the world. Many endangered languages contain specialized knowledge about local ecosystems, traditional medicinal practices, and other forms of traditional ecological knowledge that are invaluable to fields such as anthropology, biology, and linguistics. The disappearance of these languages means the loss of irreplaceable data and insights that could inform our understanding of the natural world and human societies.In recognition of the immense value of linguistic diversity, there have been growing efforts to preserve and revitalize endangered languages around the world. These efforts often involve collaborations between linguists, anthropologists, and members of the language communities themselves, with the goal of documenting, teaching, and promoting the use of endangered languages.One such initiative is the Endangered Languages Project, a global initiative that aims to document, support, and raise awareness about the world's endangered languages. The project provides a platform for language communities, researchers, and activists to share information, resources, and best practices for language preservation and revitalization.Another example is the work of indigenous language immersion schools, which have been established in many parts of the world to teach endangered languages to children and young adults. These schools not only help to maintain the language but also foster a sense of cultural identity and pride among the younger generations, who are often the key to the long-term survival of endangered languages.In addition to these grassroots efforts, governments and international organizations have also taken steps to protect and promote linguistic diversity. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has declared International Mother Language Day, celebrated annually on February 21st, to raise awareness about the importance of linguistic diversity and to promote the preservation of endangered languages.However, despite these efforts, the challenge of preserving endangered languages remains daunting. The forces of globalization, economic pressures, and social change are powerful and persistent, and the task of revitalizing a language that is on the brink of extinction is often a long and arduous process.Nevertheless, the preservation of endangered languages is a crucial task, not only for the sake of the language communities themselves but for the benefit of all humanity. By safeguarding the world'slinguistic diversity, we are not only honoring the rich cultural heritage of our species but also ensuring that we maintain access to a wealth of knowledge and perspectives that can enrich our understanding of the world and our place within it.In conclusion, the preservation of endangered languages is a matter of profound importance, both for the language communities themselves and for the broader human community. By recognizing the value of linguistic diversity and taking concrete steps to support the revitalization of endangered languages, we can ensure that these unique and irreplaceable forms of cultural expression continue to thrive and enrich our shared human experience.。

冀教版英语七年级下册Lesson 31 教案

UNIT 6 Seasons General objectives:1. Master the way to talk about festival and seasons.2. Show best wishes.3. Mater t he using of “be going to〞and exclamatory sentences.4. Learn to talk about activities of different seasons.5. Know about some culture of Christmas Day and Spring Festival.New languages:What do you like to do? I like to ______.Merry Christmas! That’s great!This is for you/ me/ him/ her.Why? Because _______.What is he going to do? He is going to _______.It’s somebody’s turn t o do _____.What a wonderful festival!Difficult points:1. How to improve the students reading and speaking abilities according to the reading materials.2. Grammar: be going toexclamatory sentencesTeaching aids:computer, video, recorderTearing periods:Period 1: Les son 41Period 2: Lesson 42Period 3: Lesson 43Period 4: Lesson 44Period 5: Lesson 45Period 6: Lesson 46Period 7: Lesson 47Period 8: Lesson 48Lesson 31 What strange weather!Teaching aims:1. Teach vocabulary words.2. Main sentences: What do you like to do?What a cold, snowy day!3. Master exclamatory sentences.4. Train the speaking and listening abilities.5. Learn to talk about the winter.Lesson structure:Class opening:1. Greeting.2. Duty report.3. Sing “the mo nth song〞.4. Play “what day is it?〞to review the seasons.Key concepts:Put on _____ (winter, jackets, scarf, mittens, hat…)What a cold, snowy day!skate, ski, ice, snowLearn, teach.Step 1. Presentation1. Teacher: (Show a window, some snow outside it with a computer. Pretend to be very cold.)What’s the weather like today?Students: it’s cold and snowy.Teacher: Yes. Look out of the window. It’s snowing. It’s winter. What do I wear in winter? I want my mittens. Now I am puttin g on my mittens. What a cold snowy day!2. Demonstrate ski and skate with pictures that show Danny skiing and skating.Teacher: Look! What is Danny doing?Students: Danny is skating.Teacher: What is Danny doing?. Students: Danny is skiing.Teacher: Can you ski? (To student 1)Stu dent 1: No, I can’t.Teacher: Can you skate? (To student 2)Student 2: Yes, I can.Step 2. Practice1. Drill1) Teacher: What a cold day!Students: What a cold day!Teacher: What a cold, snowy day!Students: What a cold, snowy day!Teacher: Put on the winter jackets!Students: Put on the winter jackets!Teacher: Mittens.Students: Put on the mittens!Teacher: Scarf.Students: Put on the scarf!2) Student A: (To B) Can you ski?Student B: No, I can’t. (To C) Can you skate?Student C: yes, I can. (To D) Can you swim?Student D: yes, I can. (To E) Can you jump?3) Teacher: I like to skate.Students: I like to skate.Teacher: I like to skate on t he ice.Teacher: Ski.Students: I like to ski.Teacher: I like to ski Students: I like to ski.Students: I like to ski Students: I like to ski.2. Listen to the dialogue with the following questions:What does Li Ming like to do?What does Li Ming want to learn?.After listening answer the questions together. Discuss the dialogue again and make sure they can understand the meaning of the text.3. Read aloud.4. Ask for volunteers to read the dialogue.5. Divide the class into small groups. Ask each group to male up a dialogue about a cold, snowy winter day.6. Talk about exclamatory sentence. Use this sentence as an example: What a cold, snowy day!The structure of the exclamatory sentences:What + a (an) + adj. + n. + (sub. + v.)You can give more examples then ask students to make some sentences.Step 3. Conclusion1. Learn and master the vocabulary words.2. Master the main sentences: What do you like to do?What a cold, snowy day!Steps 4. Homework1. Finish off the activity book.2. Practice the dialogue in this lesson.3. Preview next lesson.。

七年级英语下册 Unit 6 Seasons Lesson 31课件 (新版)冀教版[1]

A. becomes B. became C. turns D. turned
第十六页，共18页。
3. —_____________
—Yeah! Let’s have snowball fights.
A. What a snowy day! B. What snowy day!
C. How a snowy day!
第十二页，共18页。
【用法辨析(biànxī)】“变得”不同
用法
例句
后接形容词,多用于口语 The weather gets hotter
get 中,多与形容词的比较级 and hotter.天气变得越
连用
来越热了。
多接表示颜色的形容词,
也接表示天气的形容词, The weather turns cold
第十四页，共18页。
Ⅰ. 从方框中选词并用其适当形式(xíngshì)填空 notice, become, wake, strange, dark 1. I heard a ________ voice just now. 2. Did you ________ the old man in the park? 3. —When did she ________ a dancer? —About two years ago. 4. I’m afraid to go out in the ________ . 5. I ________ up early in the morning. So I didn’t get to school late. 答案：1. strange 2. notice 3. become 4. dark 5. woke
turn
它侧重变为完全不同的事

七年级英语下册Lesson31教材内容详解冀教版

Lesson 31An from Li Ming来自李明的一封电子课文英汉对照THINK ABOUT IT! 想一想！●Would you like to live with your best friend? Why or why not?你想和你最好的朋友住在一起吗？●Where would you live: at his / her home or yours? Why?你将住在哪儿? 在他/她家里或你家？为什么？●Why is Danny excited?丹尼为什么兴奋?From : Li-Mingnet.寄件人：Li-Mingnet.TO:收件人：Subject : Good news!主题：好消息!Date：10/02 9：04PM日期：10月2号晚9：04Dear Jenny and Danny,亲爱的詹妮和丹尼，Thank you for your invitation! 感谢你们的邀请！I have some good news.我有一些好消息。

My parents said yes!我父母同意我（去）！ I can e as soon as you are ready.只要你一准备好，我就出发。

By the way, here are some pictures of our trip to Beijing. 顺便说一下，这儿有几X我们去旅行的照片。

From :寄件人：TO: Li-Mingnet.收件人：Li-Mingnet.Subject :Re Good news!主题：回复好消息!Date：11/02 9：04AM日期：11月2号上午9：04Dear LiMing,亲爱的李明：I’m very happy to hear your good mews!听到你的好消息，我很高兴！And thank you for the pictures!My parents say 并且感谢你寄的这些照片！我的父母亲说you can e when you are ready .My teacher .Mr 当你准备好的时候你就可以来。

2024年冀教版七年级英语下册教案Lesson 31 What Strange Weather!

Lesson 31 What Strange Weather!教学目标通过本课的学习,学生能够:1.利用对话,组内讨论等形式,用口语和书面语篇介绍四季的特点,以及人们从事的户外活动。

2.初步感知what引导的感叹句的结构特点,使用感叹句表达惊异、喜悦、气愤等情绪。

3.热爱生活,享受生活,热爱大自然。

语篇研读What: 本课语篇是一段对话,通过对话介绍了怪异的天气,并引出感叹句的用法,以及Jenny、Danny等同学最喜爱的季节和原因。

Why: 作者通过讲述怪异的天气,自然地引出感叹句,表达对怪异天气的惊异情绪,引导学生学习和使用感叹句的用法,并学会介绍四季的天气特点和人们从事的活动。

How: 本语篇的内容是Jenny、Danny与同学们谈论天气与季节的对话。

第一部分谈论怪异的天气,并引出了感叹句;第二部分谈论Jenny、Danny等同学喜爱的季节及原因。

教学过程设计理念:以《英语课程标准》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《英语课程标准》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。

续表续表do in spring?S1: I can fly kites.S2: I can play in the rain.…语表达能力设计意图展示图片,让学生了解四季的天气特点及与季节有关的活动,寓教于乐,学生在轻松的学习过程中掌握知识,提高能力,达到迁移创新的目的【迁移创新】板书设计Lesson 31 What Strange Weather!What a snowy day!The sun came out. It’s going to rain.What strange weather!We are experiencing almost four seasons.winter autumn summer spring作业设计基础型作业:Review and recite the important points of this lesson.实践型作业:Write a short passage about your favourite season after class. 教学反思。

冀教版英语七年级下册 Lesson 31 What Strange Weather教案

Step2.
1. Listen to the tape and fill in the blanks.
Step3:Read and fill in the blanks.
In the morning, it was ______. Then the
sun _____ _____ and it became warm.
Step6:
感叹句的简单用法
1.引导学生观察语言规律
2.教师引导总结
3.Work in pairs运用知识讨论图片
4.
Step7:Practice
work in pairs
Step8:Let’s do it!
1. What are the students’ favourite seasons Listen and fill in thetable.
All the snow _____ _____. Later, the sky is _____. It’s going to _____.What ________ weather！
Step:4.:Listen and learn
1.notice的使用方法
(1)notice sb. do sth.注意到某人做某事的全过
(3)“Can you describe them? Yes, I think you know all of them. But what’s the English for these things?Now let’s learn how to read thewords：strange noticewake wild surprised become dark
Lesson 31 What Strange Weather！教案

冀教版七年级英语下册Lesson31WhatStrangeWeather!教学设计

四、教学内容与过程
（一）导入新课
1.教师通过提问方式引导学生回忆上一课的内容，如：“Can you remember what we learned about weather last time? Can you name some weather words we have learned?”通过学生的回答，自然过渡到今天的天气话题。
2.利用多媒体教学手段，如图片、视频等，帮助学生直观地感受天气变化，提高学生的感知能力。
3.设计丰富的课堂活动，如角色扮演、小组讨论等，让学生在实践中掌握英语知识，提高英语实际运用能力。
4.鼓励学生用英语表达自己的观点，培养他们的思维能力和语言表达能力。
（三）情感态度与价值观
1.培养学生对自然现象的好奇心和探索精神，激发他们学习英语的兴趣。
2.口语练习：与家长或朋友一起，讨论并描述你所经历的一次奇特天气现象。尝试使用本节课所学的词汇和句型，提高自己的口语表达能力。
3.阅读拓展：阅读一篇关于天气变化的英文文章，了解不同地区的奇特天气现象。要求做好阅读笔记，积累相关词汇和表达。
4.视频观看：观看一段关于天气变化的英语视频，观察并模仿视频中人物的发音和表达方式。尝试用自己的话总结视频内容，提高听力理解能力。
2.教师展示一段关于天气突变的视频，让学生观看并引导他们关注视频中天气的变化过程。
3.教师结合视频内容，讲授一般过去时态的用法，并板书重点词汇和句型，如：“suddenly, it started to rain heavily, there was lightning and thunder”等。
b.学生在口语表达中，能够灵活运用所学词汇和句型，进行流畅的叙述；
c.学生在讨论天气变化时，能够结合实际情境，运用所学的语言知识。

七年级英语下册：Unit 6Lesson 31

Presentation
Language points
What was the weather like that day?
Read the lesson and put the weather descriptions in the correct order.
1. Right now the sky is dark.2. All the snow went away.3.The sun came out and it became warm.4.What a snowy day!5.It’s going to rain.The correct order is:_________
七年级下册
Unit 6 SeasonsWhat Strange Weather!
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七年级英语下册 Unit 6 Seasons Lesson 31课件 (新版)冀教版

感叹句由what或how引导。 what引导的感叹句的构成(gòuchéng)： what +a/an+形容词+单数名词! what +形容词+不可数名词/复数名词! What tall trees (they are)! 多么高的树！
第十页，共15页。
how引导(yǐndǎo)的感叹句的构成： how+形容词/副词+主语+谓语！ How big the room is！（how+形容词）这个房间好大！ How fast the boy is running！（how+副词）这个男孩跑得真快!
第十四页，共15页。
A stitch in time saves nine. 小洞不补，大洞难堵。
第十五页，共15页。
第十一页，共15页。
2. The weather turns hot and I can go swimming. 天气变热了，我可以(kěyǐ)去游泳。（1）这里(zhèlǐ)turn作系动词，后面跟形容词作表语。 In spring, trees turn green. 春天，树变绿了。（ 2）go swimming去游泳。类似短语还有： go shopping 去购物；go boating 去划船； go fishing 去钓鱼。
Jenny Kim Danny
Favourite Season
spring summer
autumn
winter
第八页，共15页。
Read and fill in the blanks.
In the morning, it was ____sn__o.wTyhen the
sun _c_a_m__e___o_u_tand it became warm.

七年级英语下册 Unit 6 Seasons Lesson 31 What Strange Wea

201７春七年级英语下册Uｎit 6 SeasonｓLessｏn 31 Ｗhat Ｓtｒａnge Wｅatｈeｒ教案（新版）冀教版编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心,本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对,但是难免会有疏漏的地方,但是任然希望(２01７春七年级英语下册Uｎi ｔ６Seasoｎs Lｅｓson 31 What Strａnge Weathｅr教案（新版）冀教版)的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉,前进的动力。

本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅,最后祝您生活愉快业绩进步,以下为2017春七年级英语下册Uｎｉt 6 Sｅasｏns Lessｏn 31 Wｈat Ｓtrａnge Wｅather 教案(新版)冀教版的全部内容。

Uｎit 6一、１．wｏke 2。

surｐrisｅｄ3。

skiiｎg 4。

ｃolouｒful 5。

ｅatinｇ二、１-5 BBAＣB以上就是本文的全部内容，可以编辑修改。

高尔基说过：“书是人类进步的阶梯。

”我希望各位朋友能借助这个阶梯不断进步。

物质生活极大丰富，科学技术飞速发展,这一切逐渐改变了人们的学习和休闲的方式。

很多人已经不再如饥似渴地追逐一篇文档了，但只要你依然有着这样一份小小的坚持,你就会不断成长进步,当纷繁复杂的世界牵引着我们疲于向外追逐的时候,阅读一文或者做一道题却让我们静下心来，回归自我。

用学习来激活我们的想象力和思维,建立我们的信仰，从而保有我们纯粹的精神世界，抵御外部世界的袭扰。

The aboｖe iｓtｈe whｏle ｃontent of thｉs ａｒticｌｅ, Ｇｏrky ｓai ｄ: "thｅbooｋis ｔhe laddeｒof ｈumａn progrｅsｓ．" I hope you c ａn mａke ｐrｏgress wiｔh the help of tｈｉｓｌaddｅr. Material ｌifｅis extｒemelｙriｃh, scｉenｃe and techｎoloｇy are develｏpinｇrａpiｄly，all ｏf which gradualｌｙｃｈangｅｔｈe way ｏf ｐeopｌe's stuｄy ａnd leiｓure. Manｙｐeｏｐlｅare nｏlonger eageｒtｏpursue a document, bｕt as lｏng as you still ｈaｖe such ａｓmalｌｐｅrsistenｃe, yｏｕwill cｏntiｎue to grow aｎd prｏgreｓs. Wｈen the comｐlex wｏrlｄleａds us to chase ouｔ, reaｄiｎg an arｔｉcle or dｏinｇa probleｍｍａkｅs ｕｓcalm down and ｒｅtｕrn ｔo ouｒselｖeｓ. Wiｔh ｌearｎｉnｇ, wｅcaｎactivａte our ｉmａgｉnａtiｏn anｄthｉnｋinｇ, ｅsｔabｌｉｓh ouｒbeｌｉef, kｅep oｕr pure spiriｔual ｗorld ａnd reｓist the attack of the external ｗorlｄ.。

冀教版七年级英语下册Lesson31WhatStrangeWeather!优秀教学案例

三、教学策略
（一）情景创设
1.利用多媒体展示不同天气现象的图片和视频，如阳光明媚的晴天、狂风暴雨的雨天、雪花飘飘的雪天等，让学生直观地感受各种天气魅力；
2.创建虚拟情境，如角色扮演活动，让学生扮演天气预报主持人、气象学家等角色，进行weather forecast和weather explanation的表演，增强学生的实践体验；
在教学过程中，我会关注每个学生的学习情况，及时给予指导和帮助，确保他们能够跟上教学进度。同时，我会运用鼓励性语言，肯定学生的进步和努力，增强他们的自信心。通过本节课的学习，让学生在掌握知识的同时，也能够提高他们的合作能力、解决问题的能力和自我反思能力。
五、案例亮点
1.多元化的教学手段：本节课通过图片、视频、小组讨论等多种教学手段，让学生从不同角度接触和理解天气现象，提高了学生的学习兴趣和参与度。
四、教学内容与过程
（一）导入新课
1.利用图片和视频，展示各种奇怪的天气现象，如彩虹、冰雹、龙卷风等，激发学生对天气话题的兴趣；
2.引导学生谈论自己最喜欢的天气和最不喜欢的天气，让学生自由发表观点，活跃课堂气氛；
3.提出问题What do you want to know about weather?让学生思考和提出对本节课的学习期待。
2.总结天气现象的成因和特点，让学生形成知识体系；
3.强调weather与生活息息相关，提醒学生关注天气变化，学会尊重自然、保护自己。
（五）作业小结
1.布置作业：要求学生写一篇关于自己最喜欢的天气的短文，运用本节课所学的词汇和句型；
2.让学生通过观察天气变化，记录天气情况，提高他们对天气的关注度；
3.提醒学生进行自我反思，评估自己在小组活动中的表现，找出需要改进的地方，为下次课程做好准备。

七年级英语下册 Lesson 31 What Strange Weather教学课件 (新版)冀教版

谓语! • What kind women they are! 她们是多么善良的女
人啊！ • What nice music it is! 多么动听的音乐啊！
• 二、由how引导的感叹句
• 1.How+形容词（副词）+主语+谓语！ • How hard the workers are working! • 工人们干得多么起劲呀！ • How clever the girl is! 这个女孩多么聪
• 1.太阳出来了，天气就变得暖和了。 The sun ______ and it became warm.
• 2.现在天色又暗了，快要下雨了。 • And ______ the sky is dark. It's _________. • 3.我们几乎在一天经历了四种不同的季节。 • We are experiencing almost ___________ in one day. • 4.今天的雪真大啊！ • _____ a ____ day!
• 5.天气变热了，我可以去游泳了。 • The weather __________ and I can _______. • 6.你们还可以打雪仗。 • You can ______ have ___________. • 7.明天早晨你能叫醒我吗？ • Can you __________________________tommorrow
LESSON 31：WHAT STRANGE WEATHER
WILD WEATHER
WHAT STRANGER WEATHER!
•wake up 醒来 •wake …up 把…叫
醒
What a snowy day!
WHAT A STRANGE WEATHER!

2020-2021学年翼教英语七年级下学期Lesson31WhatStrangeWeather!教案

Lesson 31: What Strange Weather!ⅠTeaching Aims:1.Knowledge and Skills:①Master the new words and structures :strange, notice, wild, wake, surprised, become, dark, ski, snowball; wake up, go away, good/great work, go swimming, go skiing, go skating, go fishing, go boating, go surfing, go hiking, make a snowman, have snowball fights, fly kites, plant trees, play in the rain, pick apples.②Learn about exclamatory sentences.2.Process and Methods:① Learn to sum up grammar by themselves.② Practice expressing themselves in English.3. Emotional Attitude and Values:Be interested in learning English and learn to cooperate with group members through communication.ⅡTeaching Emphasis and Difficulty:1. Teaching Emphasis:①Master these structures: go swimming, go skiing, go skating, go fishing, go boating, go surfing, go hiking, make a snowman, have snowball fights, fly kites, plant trees, play in the rain, pick apples.②Learn about exclamatory sentences.2. Teaching Difficulty:Learn about exclamatory sentences.ⅢTeaching Appliance:multi-media ; teaching slidesⅣTeaching methods:Task based learningⅤPeriods:One periodⅥTeaching steps:1.Review and lead in:Enjoy an English song.2. Look at the pictures and name the seasons.3. Learn the new words and phrases:strange, notice, wild, wake, surprised, become, dark, ski, snowball;wake up, go away, good/great work, go swimming, go skiing, go skating, have snowball fights.4. Watch the video, read the text and fill in the table.5. Act out the text.6. Look at the pictures and name the activities.go skiing, go fishing, go boating, go surfing, go hiking, make a snowman, have snowball fights, fly kites, plant trees, play in the rain, pick apples. 7.Write a short passage about your favourite season. Try using the following phrases:go swimming, go skiing, go skating, go fishing, go boating, go surfing, go hiking, make a snowman, have snowball fights, fly kites, plant trees, play in the rain, pick apples.8.Put the words in the correct order.What, girl, beautiful, a, she, is, ! _______________________________ tall, they, what, trees, are, ! _______________________________ water, it, is, what, clear, ! _______________________________ 9.Sum up the sentence pattern and make some examples.Exclamatory sentence which begins with “what”：What+ (a/an)+ adj.+ n.+( S+ V)!ⅦHomework:1. Complete Let’s Do It! No.3 and No.4.2. Write a passage about your favourite season and draw a picture to go with it.ⅧMoral education:Spring is a great season for planting, and autumn is a harvest season.Thanks to the hard work in spring, people can have a good harvest in autumn. So, if we want to succeed in the future, we must work hard now !。

七年级英语下册 Unit 6 Seasons Lesson 31 What Strange Weather教案 (新版)冀教版

UNIT 6 SeasonsLesson 31 What Strange Weather教学目的1、Learn about the words in lesson 31 and let students remember them.2、Students can listen to the tape and understand the dialogue.3、Learn the dialogue by themselves and solve the problems in groups, then talk about their favourite seasons with the goal language.4、Improve the ability to study on their own and study with others.教学重难点1、New words:strange, notice, wild, wake (woke/wo ken), surprised, surprising, dark, s ki, snowball, become (became/become)2、 Phrases:wake up notice sb.do sth. Notice sb. doing sth. go away become warmgo swimming/skiing/ skating have snowball fights Good/Great work!3、Sentences:Exclamatory sentences with what。

教学方法Learning Plan Teaching, Explanation, Practice, approach.教学过程Step1.warming up. Talk a bout the weather and the season.Teacher: Now please look out of window, How’s the weather today?Student s: It’s cool/......Teacher: You’re great, it's autumn now. Do you like autumn? What do you like abou t this season?Students:Teacher: OK, today we will learn Lesson 31 What strange weather! Then let students know the learning aims.Step2.Let students learn the text by themselves, check and help each otherStep3.Learn the text t he first time.1、Let students listen to the tape and answer the three questions. Then check the answers in class.2、Read the text carefully and finish the table in groups. Then check the answers in class and give some explanation if necessary.Step4.Master the new words.1、Teacher: Can you read these words and say the Chinese meaning?Then call some students read the word s and give some help if necessary.1）、Let stud ents read and remember for t wo minutes.2）、Let students write the words from memory.Step5. Practice with the goal language.1、Order the sentences according to the text. Then check the answer.2、Fill in the blanks with the give n words. Then check the answer.3、Fill in the blanks in English or Chinese. Check the answers in class and give some explanation if necessary.4、Translate sente nces with their partners. Then let students find the common points and summarize the Exclamatory sentences with what。