七年级英语下册 Lesson 41教案 冀教版
七年级英语下册 Unit 6 Lesson41教案 冀教版
冀教版英语七年级下Unit 6 Lesson41教案Snow! It's Winter!教学设计一、教材依据冀教版，《义务教育课程标准实验教科书·英语》七年级（下），Unit 6 Lesson41。
二、设计思想本课以新课程理念为指导，主要采用探究式教学法，培养学生自主、合作、探究、互动的意识和能力。
本课从学生的生活经验和兴趣出发，围绕“snow、winter”这个学生感兴趣的话题，利用多媒体创设教学情境，将学生置身于美丽的大自然之中，激发学生热爱大自然的美好情怀和学习热情。
在探究学习活动的开展中，指导学生学会归纳整理并培养学生自主学习的能力和合作精神。
课堂教学力求体现有效性原则，以学生为中心原则，探究性原则，交际性原则和情感性原则。
三、教学目标：（一）知识与能力1、学习并掌握winter,spring,bring,night,scarf等生词。
2、掌握what引导的感叹句。
3、会用“-What do you like to do?”“-I like to···”组编对话。
4、进一步提高学生的听、说、读、写能力。
（二）过程与方法1、设计探究式的学习活动，促进学生实践能力和创新能力的发展。
2、利用多媒体创设教学情境，提高课堂效率和效果。
（三）情感态度与价值观1、让学生在英语学习和过程中，体验进步和成功。
2、通过对话交流，学会与小组成员或伙伴合作。
3、通过对“snow,winter”学习，增进其对大自然，对生活的热爱之情。
四、教学重点：1、运用what引导的感叹句表达心里体验。
2、运用“-What do you like to do?”“-I like to···”来谈论喜欢做的事情。
五、教学难点1、培养学生观察、推理、总结和归纳的能力。
2、如何有效引导小组合作学习，开展积极的小组竞赛。
六、教学准备1、多媒体课件2、录音机3、花、围巾等具体实物七、教学过程：StepⅠ：Greetings and warming up.Ss：Good morning ,Ms Wang.T： Good morning boys and girls. First, let's sing“The snow is falling from the sky”.通过共唱有关“雪”的这首歌曲，活跃课堂气氛，同时为本课的学习创设了良好的教学情景。
冀教版英语七年级下册Lesson 41 教案
.Lesson 41Lesson objectives:1. Understand the meaning of the dialogue.2. Remember and use the mastery vocabulary and know some important words.3. Understand and write down some missing words as heard in sentences or passages in different contexts.Class opening:Ideas and tips on beginning a class, see “Teaching Techniques at the back of this, teacher’s guide.Presentation:There is one dialogue for this lesson. While you are encouraged to use your own ways of teaching, you could follow the steps outlined below.Step 1. Check to see if the students have previewed the text as requiredAsk if they have any questions concerning the meaning of the text.Step 2. Play the audiotape, which teaches the vocabulary for this lessonPlay the audiotape, and finish the exercise of 1 on page 107.Step 3PracticeHave the class read the dialogue again and answer the questions of 2 on page 107.Step 4课文讲解Step 5短语汇总Step 6课文诵读1、听读课文；2、诵读课文。
七年级英语下册 Unit 7 Lesson 41 Were People Healthy Then教案 (新版)冀教版
Lesson 41 Were People Healthy Then !Teaching Aims:1.Master the new words: nation, hurt , spend, natural, pow-wow.2.Some useful expressions:go fishing/hunting, First Nations, at that time, makea fire3.Know about people how to keep healthy at that time.Key points: Did people go fishing a long time ago?We are First Nations people.At that time, there were no supermarkets.In the evenings, they often made a big fire.Difficult point: How to use “spend ” and how to keep healthy at that time. Teaching Resources: recorder , multimediaTeaching procedure:Step1 Class Opening1.GreetingsGood morning, class. How are you today?Tell me, have any of you ever gone fishing? Has anyone ever gone hunting? Have students give their examples.2. Review some of the key importance from Lesson 40.Step2 New Concepts1. Leading in : T : Can you guess what this lesson is about?S : It’s about a different time.T : That’s right. Not long ago, most people did not live in cities. They lived on farmand had to work very hard just to have enough to eat. There were no computers to sit in front of. And certainly no donuts! Do you thinkit is easy living then.S : Yes/No (discuss this with the class)T : Today we will see people at that time how to keep healthy.2. Listen .1) Play the tape for Lesson 41.2) Play the tape a second time and all the students to complete Ex1.3) Discuss the answers as a class . Make sure the students understand thekey words and phrases.3. Read. 1) Instruct the students to read Lesson 41 to themselves , and completethe passage independently.2) Upon completion , students should check and correct their answers in groups.3) Check the answer as a class.4. Practice: class work.1) Instruct students to rearrange the words and rewrite the sentences correctly.2) Upon completion ,have students present their answers for one question to the class.3) Review any problem words.5. Language points.Step 3:Let’s Do It. Do Ex4.Work in pairs. Life was different a long time ago. Talk about the differences between life then and life now.Step4:Class closingAssign homeworkWere People Healthy Then: Based on the lesson, have the students write a few sentences about what would be the best part of living long ago and what would be the worst part.。
冀教版七年级英语下册Lesson41WerePeopleHealthyThen教学设计.docx
Lesson 41 Were People Healthy Then 教学设计【教学目标】1 ・Master the words and phrases in the text.2.Understand the custom culture in foreign country【教学重难点】J ‘重点：the vocabulary and phrase 难，点：understand the culture background knowledge 【课时安排】1课时【授课时间】2018年（）月（）日星期（）【教学过程】一、导入环节（2分钟〉（一）导入新课，板书课题导入语: Good morning, class・ How are you? Today, we are going to learn：Lesson 41 Were People Healthy Then（二）出示学习目标过渡2吾:First Jet's read the learning goals together.1 •我要学握单词和句世：nation, hunt, spend, natural••- go fishing, at that time••-2.通过学习，我要了解相关异国风情文化知识。
过渡语:I believe everyone can achieve your goal? Can you ? Lct，s begin ・二、先学环节（15分钟〉过渡语：First look at the guides carefully and then finish the tasks step by step.（一）出示自学指导1.熟记单词，完成白学检测（1）2.读课文，完成自学检测（2）和Lefs do it（二）自学检测反馈I.背写本课生词（英语、词性、汉语意思）（1） _________________ （2） ___________________ （3） ________________ （4） _________________ （5） ___________________ （6） ________________ II•读课文，找出本课短语并翻译：1.go fishing/hunting 去钓鱼/捕猎o2.First Nations 第一民族（原住民族）3.at that time 那时4.make a fire 生火5.some---others---—些---另一些--- 6.spend sth（money, time） on sth;某人在某事物上花费多少金钱/时间。
冀教版七年级下册英语 Lesson 41 教案(教学设计)
Unit 7 Sports and Good Health Lesson 41 Were People Healthy Then?单词spend, natural, nation, hunt, pow-wow1.掌握There be结构和一般过去时的用法。
2.了解好的生活方式对人们健康的影响。
正确使用本课的词和短语,分辨、会用spend, natural, nation, hunt, pow-wow, go fishing/hunting, First Nations, at that time, make a fire。
Step 1.Lead inLeading in 【情景1】Show some pictures of summer to the students.Ask them to talk about the pictures.Point to the pictures.Ask the students questions:T:What are these people doing in the picture?S1:They are fishing.T:What are those people doing in the picture?S2:They are hunting.T:What are the women doing?S3:They are planting crops and vegetables.T:What are the people doing in the picture?S4:Some people are playing the drums and others are dancing around the fire.Leading in 【情景2】Work in groups.Ask the students to talk about how to stay healthy.S1:How do we have a healthy life?S2:We must eat healthy food,fruit and vegetables.S3:We must do some exercise.S4:We must study hard, but at the same time, we need to relax.S5:Do we need to go fishing and hunting?S6:No, we don’t.We didn’t live in the past.S7:We should wash the fruit and vegetables to make them clean before eating.S8:We shouldn’t eat snacks.After a few minutes, ask the groups to give a speech in front of the class.Group 1:To stay healthy, we must eat healthy food, fruit and vegetables.We must study hard, but at the same time, we need to relax.We should wash the fruit and vegetables to make them clean before eating.We shouldn’t eat snacks.Step 2.Presentation1.Show the students pictures or objects and learn the new words and expressions in this part:spend, natural, nation, hunt, pow-wow, go fishing/hunting, First Nations, at that time, make a fire.T:What do you do on weekends?S9:I spend much time reading.T:Now read after me “spend”.S:Spend.T:Is natural food good for us?S10:Of course.T:Now read after me “natural”.S:Natural.2.Ask the students to work in pairs.Try to make a conversation with the new words and phrases.T:Try to make conversations with the new words and phrases.S11:Do you like going fishing?S12:Yes,I do.Fishing is interesting.S11:Do you like hunting?S12:No.We can’t hunt in the forest.S11:Can we make a fire and dance around it?S12:Of course.When we go camping, we often do that.Step 3.Practice1.Retell the story.Ask the students to retell the text.Ask a few students to try in class.2.Work in pairs.Create a new dialogue about healthy lifestyle.Ask a few pairs to act them out in front of the class.S13:What do you often do after school?S14:I often play basketball with my friends.What about you?S13:I often read books at home.3.Make sentences with the new words, expressions and grammars.Step 4plete Let’s Do It!Exercise 1 is listening part.We have finished it in class.Exercise 2 is about reading test.We have finished it in class.Exercise 3 is about rewriting the sentences using the proper form of “there be” of the text.Check the answers in class.Step 5.TaskPair work:Let’s Do It! Exercise 4.Work in pairs.Life was different a long time ago.Talk about the differences.Example:A:Today we buy food at the supermarket.But there were no supermarkets a long time ago.Where did people get food?B:People went fishing and hunting for food.They always ate good, natural food.Now people eat a lot of fast food.Ask the students to discuss in groups.Create more dialogues.After a few minutes, ask some groups to act their dialogues out in front of the class.1.The boy wants to have a (health) body.2.Did people (eat) meat a long time ago?3.He spent much time (read) in the library.4.We (rest) at home last weekend.5.She (dance) with her friends at the party.答案：1.healthy 2.eat 3.reading 4.rested 5.danced1.Remember the words and phrases in this lesson.2.Read the text after class.3.Prepare for the next lesson.。
冀教版七年级英语下册Lesson41WerePeopleHealthyThen优秀教学案例
（二）讲授新知
1.在讲授新知识时，我会以生动的语言和丰富的教学活动，向学生介绍课文的主要内容。通过讲解课文中的关键句子和词汇，帮助学生理解和掌握课文的主题和要点。
2.结合课文内容，我会进行一些拓展和延伸，让学生了解过去人们的生活方式以及健康生活的重要性。通过举例和讲述相关的真实案例，让学生更深入地理解课文内容。
3.小组合作：将学生分成小组，进行合作学习。通过小组讨论、角色扮演等活动，让学生在合作中交流、分享和对比，提高他们的合作能力和团队意识。这种小组合作的学习方式还能够培养学生的自主学习能力和创新精神。
4.反思与评价：在课堂结束前，引导学生进行自我反思和评价，思考自己在本节课中学到了什么，有什么收获和感悟。通过学生自评、同伴评价和教师评价，对学生的学习效果进行评价。这种反思与评价的教学方法能够帮助学生巩固所学知识，培养他们的评价能力和自我反思能力。
2.通过总结归纳，帮助学生梳理和巩固所学知识，提高他们的归纳和表达能力。
3.引导学生思考和规划自己的健康生活方式，培养他们的自主学习能力和创新精神。
（五）作业小结
1.在课堂结束前，我会布置一些相关的作业，让学生进一步巩固所学知识。作业可以包括课后阅读、写作练习等，让学生在实践中运用所学知识。
2.同时，我会提醒学生课后及时复习和总结，巩固所学知识，为下一节课做好准备。
五、案例亮点
1.情景创设法：通过展示过去和现在人们生活方式的对比图片，引发学生对课文主题的思考，激发了学生的学习兴趣，增强了学生的直观感受。这种情景创设法不仅能够吸引学生的注意力，还能够帮助学生更好地理解和记忆课文内容。
2.问题导向：通过提出一系列问题，引导学生思考和探索过去人们的生活方式以及健康生活的重要性。这种问题导向的教学方法能够激发学生的思考兴趣，培养他们的思维能力和批判性思维能力。
冀教版七年级英语下册Lesson41WerePeopleHealthyThen教学设计
（一）教学重难点
1.重点：本节课的重点在于让学生掌握一般过去时的用法，以及频率副词在句子中的应用。同时，需要学生能够运用所学知识描述过去的事物和现象，如人们的健康状况、生活环境等。
2.难点：一是让学生在实际语境中灵活运用一般过去时和频率副词；二是培养学生通过听力、阅读等途径获取文本信息，并进行有效加工和处理的能力。
具体教学设想如下：
Step 1:导入（5分钟）
利用图片、视频等资源，展示过去与现在的环境、生活等方面的对比，引导学生关注本节课的话题。
Step 2:新知识学习（10分钟）
1.引导学生观察教材中的图片，预测课文内容。
2.学生自主阅读课文，理解大意，并完成相关练习。
3.讲解一般过去时的用法和频率副词的应用。
1.学生自主阅读课文，理解大意，并完成相关练习。
2.教师针对课文内容进行讲解，重点讲解一般过去时的用法和频率副词的应用，如：“At that time, people didn't have cars. They usually walked or rode bikes to work.”
3.教师设计一些实例，让学生观察、分析，进一步理解一般过去时和频率副词的用法。
4.重视课堂互动，鼓励学生提问、发表观点，充分调动他们的学习积极性，培养其思维品质和批判性思维。
5.在教学过程中，适时进行反馈与评价，关注学生的学习进度和问题，及时调整教学策略，以提高教学效果。
6.课后布置相关作业，巩固所学知识，并进行拓展延伸，如让学生采访家人或朋友，了解他们过去的生活，然后进行分享，提高学生的跨文化意识。
3.培养乐观向上的心态，学会珍惜现在的生活，感恩身边的人和事。
4.增强团队合作意识，学会与人沟通、交流，培养良好的人际关系。
【冀教版七年级英语下册】Unit7Lesson41WerePeopleHealthyThen教案
UNIT 7 Sports and Good HealthLesson 41 Were People Healthy Then教课目标1.知识与技术 :(1)Master: spend, natural, go fishing/hunting, Firs t Nations, at that time, make a fire(2)know about: Dena Morin, nation, hunt, and pow-wow(3)Know about: bright, ski.过程与方法经过目标展现，学生自主学习与研究，老师点拨完成任务。
感情态度与价值观认识异国风俗文化，热爱生活。
教课重难点【教课要点】本课的要点为四会单词及短语，主要经过屡次练习来突显。
【教课难点】本课难点为 using the proper form of“通there过举be例，”仿写与屡次来打破。
教课过程Step I Class Opening (3 )’1.Greeting2.Free talks: Have any of you ever gone fishing or hunting?1. Greeting2.Help them to discuss the questionsStep II Learning Aims (4’)Go through the new words, language points and sentences.Analysis:Show the learning goals and Let them know what they will learn.Step III Learning and demonstrate (22’)Step 1: Learn by themselves1.New Words. (4 ’)Plane/airplane, fast, slow① Read by themselves or ask for others' help.② Finish Exercise One in "Guiding Case"Question 1:How to re ad and use the new words① Word cards/Pictures Correct their pronunciation② Help and appraise.③ Check.2: Learn the text and answer the questions. (4’)① Listen and complete Let ’s Do It Exercise Give1them questions, then check theanswers②Read and complete Let ’s Do It Exercise 2Help and checkStep2: Discussion and team work (9’)1.Class Work: Let ’ s Do It! NoInstruct.3 students to rearrange the words and rewrite the sentences correctly.2.Look for the important language points I will give them some hints.3.Read and ShareWork in pairs: Complete Let’ s Do It!HelpNoand.4 praise.Step 3: Practise and demonstrate (5’)①Make sentences with the phrases or structures or important words help them to use different ways to show:Enjoy and praise, then correct their mistakes at the same time.IV Quiz and appraise (5-6’)1.Finish the exercises on the Power Point. (Discuss)2.Exercise 1 in Exercise Book. Show the exercises in time, then present.V Summary (3 ’ )Ask the Ss to summary themselves.Homework1.Based on the lesson, have the students write a few sentences about what would the best part of living long ago and what would be the worst part.2.Preview the next lesson教课反思。
七年级英语下册Unit6WinterinCanadaLesson41Lesson42教案冀教版.doc
Unit 6 Winter in CanadaLesson 41 教学设计LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary and know some important words for making travel plans3. wr ite something about planning a trip4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING (5 MINUTES'IIntroduce 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 Vocabularyenjoy yourself, have a good time, suitcase, travel0ral Vocabularybaggage, journey, luggage, pack (v.)There are many ways to t each 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 DogJim 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 h omework. Base your decision on students' progress.the first reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 42 教学设计LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remembe r and use the mastery vocabulary and know some important words for describing travels3. write something about making a trip4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS 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 VocabularyGood-bye! (Bye-bye! Bye! )Have a nice/good tripOral VocabularyThere 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, si nce 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 th e place is, in a general way (in the north, so uth, 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.MaryMary works at a bank. She begins her work at eight o'clock in the morning. She s tops 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 readerthe remaining activity book exer cisesthe next lesson in the student book。
【冀教版】七下英语Unit7SportsandGoodHealthLesson41__参考教案
Lesson41 参考教案Teaching goals 教学目标1. Target language 目标语言a. 掌握词汇及短语spend, naturalgo fishing/hunting, First Nations, at that time, make a fire, a long time ago. hunt forb. 句型1) Grandpa, did people go fishing a long time ago?2) They spent a lot of time outdoors.2. Ability goals 能力目标Enable students to know the differences between now and t hen.3. Learning ability goals 学能目标Help students know some cultures.Teaching important and difficult points 教学重难点To grasp the use of some words.Teaching meth ods教学方法Listening and speaking.Teaching aids 教具准备Audiotape.Teaching procedures & ways 教学步骤与方式Step I Greeting and lead-inReview lesson 40 and lead in new lesson.T: Do you kno w the life a long time ago?S:….T: What do they often do a long time ago?Get students to talk about the differences between life then and life now.Step II Learn the textListen to the tape and finish exercise 1from“Let’s Do It”Read the lesson and finish exercise 2 from “Let’s Do It”Step II Grasp some important phrases and sentences of the text.Phrasesgo fi shing/hunting 去钓鱼/打猎at that time 在那个时候make a fire 生火a long time ago 很久以前hunt for 寻找Sentences1）Grandpa, did people go fishing a long time ago? 爷爷，在很久以前人们钓鱼吗？go fishing 意为“去钓鱼”，其构成形式为go+doing常见的词组还有：go swimming 去游泳；go skiing 去滑雪；go skating 去滑冰；go climbing mountain 去爬山2）At that time, there were no supermarkets. 那时候还没有超市。
2024年冀教版七年级英语下册教案Lesson41Were People Healthy Then？
Lesson 41 Were People Healthy Then?教学目标通过本课的学习,学生能够:1.熟练掌握《英语课程标准》要求的“四会”词汇及重要句型。
2.阅读文本,进一步了解第一民族(加拿大土著民族)健康的生活方式。
3.积极参与小组合作并发表关于健康生活方式的见解,在个人及合作学习的过程中体会到学习英语的乐趣及成就感。
4.培养良好的饮食习惯,关爱健康,服务社会。
语篇研读What: 本课语篇是一段对话,作者以对话的形式呈现出第一民族(加拿大土著民族)健康的生活方式,让学生进一步了解关于运动与健康的话题,并学会如何表达运动与健康。
同时让学生了解加拿大的民族文化。
Why: 作者以对话的形式呈现出第一民族(加拿大土著民族)健康的生活方式,启发学生对比第一民族(加拿大土著民族)与现代人的生活方式,从而对健康的生活方式有深入的认识,培养学生良好的饮食习惯和运动习惯,形成健康的生活方式,同时引导学生进行跨文化知识的学习。
How: 语篇采用对话的形式,以Dena提问,Mr. Morin解答的形式把第一民族(加拿大土著民族)的生活方式呈现出来,结构清晰。
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。
续表板书设计Lesson 41 Were People Healthy Then?First Nations people↙↘Food Activities作业设计基础型作业:Review and recite the important points of this lesson. 实践型作业:Ask the students to talk about their own life.教学反思。
冀教版初中英语七年级下册Unit 6 Winter in Canada Lesson 41教案
冀教版初中英语重点知识精选掌握知识点，多做练习题，基础知识很重要！冀教版初中英语和你一起共同进步学业有成！Unit 6 Winter in CanadaLesson 41 教学设计LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary and know some important words for making travel plans3. wr ite something about planning a trip4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING (5 MINUTES'IIntroduce 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 Vocabularyenjoy yourself, have a good time, suitcase, travel0ral Vocabularybaggage, journey, luggage, pack (v.)There are many ways to t each 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 DogJim 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 h omework. Base your decision on students' progress.the first reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 42 教学设计LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remembe r and use the mastery vocabulary and know some important words for describing travels3. write something about making a trip4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS 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 VocabularyGood-bye! (Bye-bye! Bye! )Have a nice/good tripOral VocabularyThere 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, si nce 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 th e place is, in a general way (in the north, so uth, 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.MaryMary works at a bank. She begins her work at eight o'clock in the morning. She s tops 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 readerthe remaining activity book exer cisesthe next lesson in the student book相信自己，就能走向成功的第一步教师不光要传授知识，还要告诉学生学会生活。
初中冀教版英语七年级下册【教学设计】Unit 7 Lesson 41
Unit 7 Sports and good healthLesson 41 Were people healthy then?Enable students to know the differences between now and then.【知识与能力目标】a. 词汇spend, naturalgo fishing/hunting, First Nations, at that time, make a fire, a long time ago. hunt for b. 句型1) Grandpa, did people go fishing a long time ago?2) They spent a lot of time outdoors.【过程与方法目标】Enable students to know the differences between now and then.【情感态度价值观目标】Help students know some cultures.To grasp the use of some words.【教学难点】To grasp the use of some words.Multimedia, radio-tapeStep I Greeting and lead-inReview lesson 40 and lead in new lesson.T: Do you know the life a long time ago?S:….T: What do they often do a long time ago?Get students to talk about the differences between life then and life now.Step II Learn the textListen to the tape and finish exercise 1from“Let’s Do It”Read the lesson and finish exercise 2 from “Let’s Do It”Step II Grasp some important phrases and sentences of the text.Phrasesgo fishing/hunting 去钓鱼/打猎at that time 在那个时候make a fire 生火a long time ago 很久以前hunt for 寻找Sentences1）Grandpa, did people go fishing a long time ago? 爷爷，在很久以前人们钓鱼吗？go fishing 意为“去钓鱼”，其构成形式为go+doing常见的词组还有：go swimming 去游泳；go skiing 去滑雪；go skating 去滑冰；go climbing mountain 去爬山2）At that time, there were no supermarkets. 那时候还没有超市。
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冀教版英语七年级下册Lesson 41教案
Lesson 41 教学设计
LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary and know some important words for making travel plans3. write something about planning a trip4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING （5 MINUTES'IIntroduce the topic for Unit 6. See “Teaching Techniques” at the back of this teacher's guide for informatio n 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 Vocabularyenjoy yourself, have a good time, suitcase, travel0ral Vocabularybaggage, 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 prov oke 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 DogJim 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 readerthe remaining activity book exercisesthe next lesson in the student book。