初中英语第三册第六单元 Lesson41说课

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新概念英语第三册 41课时

Lesson 41 Illusion of pastoral peace
• illusion：n. 幻想，错觉 • under illusion that 幻想着 • -He still lives under the illusion that country
life is superior to town life. • under no illusion that没有…幻想 • -We live under no illusion that country is
• “羊”俚语 • black sheep • wolf in sheep’s clothing • lost sheep • fllow like sheep • 盲从 • return to one’s sheep • 回归主题 • separate sheep from the goats • 区分好人和坏人
beautiful.
• have illusion about/have no illusion about • 抱有/不报幻想 • -He has illusion about his bad future.
• 【辨】 • delusion 幻想，幻觉。侧重于强调精神病人无中
生有的幻觉
• -He is under the delusion that somebody will kill him tomorrow.
regarded the country as something you look at through a train window, or something you occasionally visit during the week-end.
keep an eye on dogs.

Lesson41说课稿

Lesson 41: A Phone Friend说课稿Tangtougou Middle School Yan Limin尊敬的各位领导，各位老师，大家好。

今天我说课的内容是冀教版英语八年级上，第六单元第一课Lesson 41: A Phone Friend.本课是一堂对话课，通过学习李明、王梅和詹妮之间打电话的对话，使学生初步了解简单的打电话用语，并且能够和他们的朋友用英语打电话。

利用音频和动画视频从情感上激发学生们对英语的学习兴趣。

从能力上培养学生口语会话能力和做题的技巧。

下面我说一下我的教学流程。

第一步，导入新课。

我用李明、王梅和詹妮之间打电话的图片提问：Who are they? What are they doing?学生能够很容易的回答：They are Li Ming,Wang Mei and Jenny.They are making a phone call.从而导入新课Lesson 41: A Phone Friend.第二步，检查导学案上自主预习部分的10个短语，让学生提前将答案写在黑板上，看幻灯片核对答案。

然后给他们时间让他们理解和记忆。

第三步，处理课文。

第一个环节：听力训练。

通过有目的的听，来把握课文大意，对课文有一个初步的认识了解。

让学生的听力得到锻炼。

在本环节，我给学生链接了本课的课文音频，让学生从听觉上去感受和理解课文。

第二个环节：学单词。

利用音频学习新单词。

第三个环节：读课文。

首先是阅读课文回答问题。

目的是为了使学生更好的理解课文。

然后，重点句子讲解，帮助学生理解课文。

第四个环节：学习简单的打电话用语，并让学生进行简单的对话练习。

之后播放课文视频，我选用这个视频有三个好处，第一可以直接练习听力，第二可以显示英文，第三可以显示中文，帮助学生理解课文。

第四步：利用一首歌曲再次激发学生的学习兴趣。

第四步：习题处理。

通过练习题来检查学生对课文的理解程度和对知识点的灵活运用能力，让学生分别说出每道题所考查的知识点。

unit6《accidents》lesson41教案(冀教版初三上)1doc初中英语

unit6《accidents》lesson41教案（冀教版初三上）1doc初中英语Class openingFor ideas and tips on beginning a class , see 〝Teaching Techniques’’ at the back of this teacher’s guide .Step 1: Come to 〝think about it〞.Step 2: Check to see if the students have previewed the reading as required . Ask if they have any questions concerning the text . Encourage other students to try to answer the questions . Select one or two words from the vocabulary list 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 3:Play the audiotape . Have the class follow the audiotape while looking at the text.Step 4: Divide the class into groups of three. Ask each group member to take one of the three roles (Jenny , Danny , or Brian and out the dialogue.Step 5: Come to 〝Project 1”Introduce and begin unit project 1. This project can cover six lessons . Students will be working in groups of six to prepare and present this role-play project about how to respond to an accident . The 〝Teaching Techniques 〞section at the back of this teacher’s guide provides suggestions for introducing a new project. The following is a step-by-step method of helping students learn and practice this information .Teaching tips .表演：把学生分成假设干组进行事故发生或发生后的表演。

八年级英语上册 Unit6lesson41A Phone Friend说课稿冀教版

1. The status and function
Such a topic is related to daily life, so it is helpful to raise learning interests of the students and it will be also helpf ul to improve their spoken English. These are my analysis of the status and function.
Part 3. Studying ways.
As we all know, Ss have learn t English for about two years, and they can speak simple English, so I’ll ask the students to have a full preparation before the class, find out how to speak English on the phone
5.Teaching aids.
I’ll use the tape recorder and a phone to help me finish this lesson.
Part 2.The teaching m ethod
According to the students’ abilities, I’ll use the following teaching methods:student-centered teaching method, task-based teaching method and activity-based teaching method.

冀教版英语必修3 Unit 6 Geography lesson 41 PPT

play basketball
Exercises:
Let’s have a competition.
1. Let’s play soccer ball (踢足球). --That sounds interesting (很有趣). 2. Let’s play basketball. -- I don’t have (没有)a basketball. Let’s play ping-pong. -- That sounds good (那太好了). 3. Do you have(你有) a baseball bat? -- No, I don’t. Let’s watch TV (看电视). -- That sounds boring (没意思).
Please say that again. Pardon? Please speak more slowly.
Group work: 1.You ask your classmate to buy a pairof shoes with you. 2.You forget your English book and borrow the book from your friend. 3.Invite your friends to come to your birthday party. 4.Invite your classmate to play basketball on Friday morning. 5.Your good friend has a headache, you ask him if he is better.
Let’s practice in pairs.
....
A: Let’s …. B: That sounds … .

新概念英语第三册笔记第41课上课教案

Lesson 41 Illusions of Pastoral peace 宁静田园生活的遐想New words and expression 生词和短语illusion：n. 幻想，错觉（“由于视觉，感觉的歪曲所造成的错觉”，也可能是“感情的因素所致的错觉”。

）under illusion that/under the impression that（同位语从句的活用）[ɪ'luʒn]eg: I am under the impression that you are honest.He still lives under the illusion that country life is superior to town life.under no illusion that: 没有…幻想eg: We live under no illusion that country is beautiful.have illusion about/have no illusion about:对…不报有幻想delusion: 妄想，错觉。

侧重于强调精神病人无中生有的幻觉（通常用于表示“荒谬的见解”或被别人所“迷惑”，有时包含着“神经错乱”，或者“没有区别真假的能力”的含义；）两词都可以表示错觉或者illusion一般是自己产生，强调主体的感官，而delusion往往是由他人的某些行为所致Illusion，加拿大看病不要钱（确实有），也想着中国政府也会。

Delusion，每天幻想我们被政府所监控。

（are not true）eg: He is under the delusio n that somebody will kill him tomorrow.He lives under the delusion that he will be killed sometime.vision: 对美好未来的想象，憧憬（avengers 幻视）eg: I live under the vision that I have a bright future从词根扩展词型：illusioned: adj. 充满幻想的eg: The world of children is illusioned.illusionary: adj.错觉的，幻觉的eg: Don’t believe in him. What he said is illusionary picture.illusive: adj.虚假的，不可靠的eg: what he described was illusive.imagine / imaginary / imagingeg: I can not imagine building the Great Wall.imaginary:虚构的eg: The story is imaginary. Do not be taken in.imaginative: [ɪ'mædʒɪnətɪv] 富有想象力的eg: Children are more imaginative than adults. unimaginative:缺乏想象力的imaginable:能够被想象的出的，用在修饰的名词后面eg: This is the idea / way imaginable.pastoral：['pɑ:st(ə)r(ə)l] adj. 田园的（牧人的；田园生活的；乡村的n 牧歌，田园诗/风光）（of shepherds and country life）shepherd 牧人（动词：护送）shepherdess 牧羊女nomad 游牧民eg: pastoral piece：田园般的宁静lead a pastoral life 过着田园生活pastoral poetry田园诗idyllic [ɪ'dɪlɪk] adj.田园诗般的（闲适恬静的）(simple, happy period of life often in the country)an idyllic scene 抒情般的情景pasture ['pɑ:stʃə] n.牧场vt 放牧pastor 牧师（尤指新教的牧师），也可以指牧人（有宗教色彩，少见）herder 美牧人herdsman英国牧人herd n 兽群vt 放牧，群集，把群往哪里赶breed (bred, bred)：vt. 培育（n、(动物的) 品种vt养殖n breeding养殖vi繁殖n breeding 繁殖）v. （使）动物繁殖；（动物）交配；（为某种目的而）培育（动、植物）；培养；滋生；（通过核反应）增殖可裂变物质；酿成(不良情绪或不良行为)n. 品种；（人或物的）类型，种类；养殖；繁殖breed / raise / bring up / rear1.书面用语，表示raise,表示饲养宠物或植物（animals or plants）.较raise 更为正式.“饲养，培育”eg: raise / breed pets raise / breed dogs breed livestock饲养牲畜2. 表示bring up,把sb. 培养成人educate（To train, educate or bring up）“训练，培养，养育”eg: As mother, you must breed good manners into your child. 作为一个目前，你必须培养孩子良好的举止和习惯。

英语初二上冀教版unit6ilesson41教案

英语初二上冀教版unit6ilesson41教案Lesson41APhoneFriendTeaching Aims:AimofknowledgeLearnandmasterthefollowingwordsandphrases:howoften,makephonecallstosb,wouldlove todo,encourage,haveatalk,makeup,actoutAimofabilityLearnhowtomakephonecallstopeopleAimofemotionPractisespeakingmoreanddon’tbescaredifyouareabeginnerTeaching Important Points:LearnhowtomakephonecallstopeopleTeaching Difficult Points:HowtomakephonecallstopeopleOrganization:What’stheexpressionweoftenusewhenmakingaphonecall? IfyouhavedifficultyunderstandingyourfriendwhospeakEnglish,whatcanyouaskthemtodo ?Teachingofnewlesson:Step1.Askstudentstodo“Thinkaboutit”Howoftendoyoumakephonecallstoyourfriend? IsithardtounderstandyourfriendswhentheyspeakEnglish?Ifso,whatcanyouaskthemtodo? Step2.Playtheaudiotape,askthestudentstoreadthetextafterthetape.Step3.Explainthefollowing:1.打电话用语：在用英语打电话时，假如要问对方“你是……吗？”一般用：Isthat/this…?Isthat/this…speaking?其中that表示打电话的另一方。

新概念英语第三册逐句精讲：第41课宁静田园生活的遐想

Lesson41 Illusions of Pastoral Peace 宁静⽥园⽣活的遐想新概念3课⽂内容： The quiet life of the country has never appealed to me. City born and city bred. I have always regarded the country as something you look at through a train window, or something you occasional visit during the weekend. Most of my friends live in the city, yet they always go into raptures at the mere mention of the country. Though they extol the virtues of the peaceful life, only one of them has ever gone to live in the country and he was back in town within six months. Even he still lives under the illusion that country life is somehow superior to town life. He is forever talking about the friendly people, the clean atmosphere, the closeness to nature and the gentle pace of living. Nothing can be compared, he maintains, with the first cockcrow, the twittering of birds at dawn, the sight of the rising sun glinting on the trees and pastures. This idyllic pastoral scene is only part of the picture. My friend fails to mention the long and friendless winter evenings in front of the TV-virtually the only form of entertainment. He says nothing about the poor selection of goods in the shops, or about those unfortunate people who have to travel from the country to the city every day to get to work. Why people are prepared to tolerate a four-hour journey each day for the dubious privilege of living in the country is beyond me. They could be saved so much misery and expense if they chose to live in the city where they rightly belong. If you can do without the few pastoral pleasures of the country, you will find the city can provide you with the best that life can offer. You never have to travel miles to see your friends. They invariably live nearby and are always available for an informal chat or an evening's entertainment. Some of my acquaintances in the country come up to town once or twice a year to visit the theatre as a special treat. For them this is a major operation which involves considerable planning. As the play draws to its close, they wonder whether they will ever catch that last train home. The city dweller never experiences anxieties of this sort. The latest exhibitions, films, or plays are only a short bus ride away. Shopping, too, is always a pleasure. The latest exhibitions, films, or plays are only a short bus ride away. Shopping, too, is always a pleasure. There is so much variety that you never have to make do with second best. Country people run wild when they go shopping in the city and stagger home loaded with as many of the exotic items as they can carry. Nor is the city without its moments of beauty. There is something comforting about the warm glow shed by advertisements on cold wet winter nights. Few things could be more impressive than the peace that descends on deserted city streets at weekends when the thousands that travel to work every day are tucked away in their homes in the country. It has always been a mystery to me who city dwellers, who appreciate all these things, obstinately pretend that they would prefer to live in the country. 新概念英语3逐句精讲： 1.The quiet life of the country has never appealed to me. 宁静的乡村⽣活从来没有吸引过我。

九年级英语下册 Unit 6 Get Ready for Jobs Lesson 41教案冀教版

Lesson 41: When Are You FreeTeaching Content:Mastery words and expressions: free, grow up, pilot, match, skill, busy, suggestion, educationOral words and expressions: Hall, dialTeaching Aims:1. Talk about the occupation.2. Create the stu dents’ cooperation spirit.3. Know more about the spaceship.Teaching Important Points:1. The words about occupation.2. Grasp the adverbial clause.Teaching Difficult Points:The words about occupationTeaching Preparation: pictures about the occupationTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Lead in by discussing the following questions:Would you like to be an astronaut? Why or why not?Who is the first Chinese astronaut? Would you like to meet him?What do you know about him?Discuss the questions in groups. The teacher shows some pictures about the astronauts in China, such as: Yang Liwei and Nei Haisheng.Ask the students to talk for five minutes. Then let them present them in class. Step2. Listen to the tape and find the answer to the question:What does Danny want to be? Why?Does Jack Hall live in the same city with Danny?Finish the task in class in oral.Step3. Read the text and decide the statements are true or false.1. Science is Danny’s favourite subject in school.2. Danny called Jack Hall on the telephone.3. Jack Hall will meet Danny tomorrow evening at 6:00.Finish the task in class in oral.Step4. Activities1.Talk about one’s favourite job in groups. What do you want to be when you grow up? Does the job fit you? Make a dialogue between three or four students. Then present it in front of the class.2. Work with your partner. Act out the dialogue between Danny and Jack Hall. Step5. Make a phone callSuppose you are going to see Yang Liwei. Make a telephone before you go. Remember to tell him why you want to be an astronaut.Practice for a while. Then let some students show their dialogues in front of the class.Step6. e to “LET’S DO IT”.Work with your partner. Act out the dialogue. Suppose you and your partner are Danny and Jack Hall.Danny is going to interview Jack Hall. What will he ask? What will Mr. Hall say? Practice for a while. Then ask some students to present their dialogues in front of the class.Step7. Homework1. Finish off the exercises in activity book.2. Go on reading the text in student book.Summary:What we learn is getting ready for the occupation in the future. What you want to do should suit your interests. Discussing with your partner is a good way to find what your interests really are. It’s a good chance to practice their spoken English. Making telephone calls is an important skill in life. We must practice it in class.。

冀教版初中英语第三册 Lesson 41 A Phone Friend说课稿

冀教版初中英语第三册Lesson 41 A Phone Friend说课稿Lesson41APhoneFriend. 尊敬的各位领导，评委老师！大家好！。

我说课的课题是冀教版初中英语第三册第六单元Lesson41APhoneFriend.我将从以下五个方面进行阐述： Part1.教材分析ThislessonisthefirstlessonofUnit6.Soifthestudentslearnitverywell,itwillbehelpfultom akethemlearntherestofthisunit. 根据这一课在教材中的地位和作用，我制定了以下重点和难点：重点：Howtomakephonecallsandhowtoexpresswhenyoucan’tfollowothers. 难点：运用所学语言点自编电话对话。

八年级的学生，在各个方面都对英语有了一定的认识，并且产生了浓厚的兴趣和强烈的求知欲。

对于41课重难点的突破就在于大量的口语训练以及笔头练习。

Part2.教学目标分析 1.知识目标： Fourskillwords:idea,phone,encourage,follow,repeat,sentence,understand Oralwordsandexpressions:pardon,haveagoodtalk,haveanidea OralEnglish:MayIspeakto……?Thisis……speaking.Isthis/that……? Who’sthis/that?Ican’tfollowyou.Pardon? 2.能力目标：学会用英语进行交流。

3.情感目标：通过小组合作培养合作精神，并通过互相评价激发学生的学。

Unit6Lesson41教案

Unit 6 ConnectLesson41◆课程目标导航【教学目标】1. 词汇(1)掌握词语：connect，monitor, screen, keyboard, mouse, key, enter, Internet, fail, succeed, suddenly,fantastic, shout, menu, forward, search, turn on(2)认知词语：space bar, shift, button, connect…to…2. 学会正确表达上网的次序3. 了解noise, sound, voice的区别【教学重点】表达上网的次序【教学难点】noise, sound, voice的区别【学习策略】观察法【教学方法】实物演示法、讨论法◆教学情景导入T: What’s the date today?Ss: Today is ….T: What do you want to do in your spare time?Ss: I want to ….Ask the student to answer the question according to the fact.T: Do you want to visit your friends?Ss: Yes.T: You can seed e-mail to your friends. It’s very convenient. Before that, let’s study the computer first.◆教学过程设计Step 1. Presentation.1. Show a real computer, and talk about the parts of the computer. Or you can draw a computer on the blackboard and show each part to the students.2. Read the new words after the teacher several time later, ask individual students to read for class.Step 2. Talk about it.1. If you want to send an e-mail to your friend, you must connect to Internet. Now discuss the question:How can you connect to the Internet? You can discuss it with your partners.2. Ask some students to show their answer.Step 3. Read the text.1. Read the passage and find the steps we connect to the Internet.First, turn on the computer.Then, push the “on” button. You’ll see a picture of the world. Under the world, you see the word “Internet”. Finally, choose the world. If connection failed, try again.2. Read the steps together.3. Explain the difference of sound, noise and voice.Step work.1. Use your imagination to think over what we can do with the Internet.And write at least ten ways about Internet.2. Share the answer with other group①We use the Internet to watch movies.②We use the Internet to listen to music.③We use the Internet to chat.④We use the Internet to send or receive e-mail.⑤We use the Internet to read novels.⑥We use the Internet to shop.⑦We use the Internet to make friends.⑧We use the Internet to play games.⑨We use the Internet to load pictures.⑩We use the Internet to search what we need.◆课堂板书设计◆作业Retell how we can connect to the Internet in English.。

新概念英语第三册第41课

新概念英语第三册第41课Lesson 41 - A very dear catIn this lesson, we are introduced to a heartwarming story about a cat and the special bond it shares with its owner. Through the narrative, we learn about the cat's loyalty, intelligence, and how it becomes an invaluable part of the family. Let us delve into the story of the very dear cat.The story takes place in a small village where a lady named Mrs. James owns a cat named Tiddles. Tiddles is no ordinary cat; he is exceptionally intelligent and devoted to his owner. Mrs. James had raised Tiddles since he was a kitten and had grown fond of his affectionate nature.One day, Mrs. James falls ill and is confined to her bed for several weeks. During this time, Tiddles becomes her constant companion, never leaving her side. He is attuned to her needs and provides her with comfort and solace during her illness. This display of loyalty and understanding is truly remarkable.Tiddles' intelligence is further revealed when Mrs. James's daughter, Betty, gives birth to a son. Mrs. James insists on having the baby baptized in their home. However, they encounter a dilemma as they lack a basin large enough for the ceremony. Remarkably, Tiddles solves the problem by bringing a deep plate filled with water from the kitchen. This unexpected act demonstrates Tiddles' ability to think and solve problems, leaving the family astounded.As time passes, Tiddles' bond with the family deepens, and he becomes an integral part of their lives. He shows his affection in various ways, suchas sitting on Mr. James' shoulder during dinner or sleeping at the foot of Mrs. James' bed every night. Tiddles' dedication and love brighten the family's days and provide them with a sense of comfort and companionship.Tragically, one evening, Tiddles is run over by a car. The family is devastated by the loss, and Mrs. James is particularly heartbroken. She decides to bury Tiddles in the garden and plants flowers over his grave as a way to remember him.In the end, the story beautifully captures the emotional connection between humans and their pets. Tiddles, with his loyalty, intelligence, and love, leaves an indelible mark on Mrs. James and her family. His absence is deeply felt, and the family cherishes the memories they shared with their dear cat.This narrative showcases the profound impact that animals can have on our lives. They bring joy, companionship, and comfort when we need it the most. The story of Tiddles reminds us of the unconditional love and unwavering loyalty that our furry friends provide, making them an essential part of our families.The tale of the very dear cat emphasizes the significance of appreciating and cherishing the bonds we form with our pets. They enrich our lives, teach us valuable lessons, and offer us unwavering support. Let us remember the remarkable qualities of animals like Tiddles and value their presence in our lives.Through this heartwarming story, we are reminded of the beauty of the human-animal bond and the impactful role our pets play in our lives. Maywe treasure and nurture these connections, just as Mrs. James and her family did with their beloved cat, Tiddles.In conclusion, the story of the very dear cat touches our hearts and reminds us of the incredible companionship and love that animals bring into our lives. Tiddles' loyalty, intelligence, and unwavering dedication make him an unforgettable cat. May we all appreciate the special bonds we form with our pets and cherish the loving presence they bring.。

新概念英语第三册第41课

新概念英语第三册第41课
《新概念英语第三册》是一套英语教材，第41课是其中的一课。

以下是关于该课的多角度全面回答：
第41课的主题是"An ideal teacher"（理想的老师）。

这一课
主要介绍了一个学生对理想的老师的描述和期望。

学生认为理想的
老师应该是有耐心、友善、严格要求、富有幽默感和对学生有激励
作用的人。

从学生的角度来看，他们希望老师能够给予他们足够的时间和
关注，帮助他们解决问题，激发他们的学习兴趣。

理想的老师应该
能够以身作则，给学生树立榜样，同时也要能够理解学生的困难和
需求。

从教师的角度来看，理想的老师应该具备专业知识和教学经验，能够灵活运用不同的教学方法和策略，以满足不同学生的学习需求。

他们应该能够创造积极的学习环境，鼓励学生参与课堂活动，并给
予他们充分的反馈和评价。

此外，理想的老师应该具备良好的沟通能力，能够与学生、家
长和同事建立良好的关系。

他们应该能够倾听学生的意见和反馈，并不断改进自己的教学方法和教学内容。

总的来说，理想的老师应该是一个全面发展的人，具备教育情怀和责任心，能够为学生提供良好的学习环境和教育资源，帮助他们实现自己的潜力。

希望以上回答能够满足你的要求。

如果你还有其他问题，我将继续为你解答。

冀教版英语七上Unit6Lesson41教案

Period 1 Listening and speakingTarget language目标语言1. Words and phrases 生词和短语walk, car, bicycle, doctor, by, far, near, drive, ride, businessman, store, by bus, by car2. Key sentences 重点句子How do you / they go to …?By bus / car.How does she / he go to …?She / He goes to work on foot.Ability goals 能力目标Enable students to express different means of transportation.Learning ability goals学能目标Help students talk about their family members using the target language.Teaching important points 教学重点Learn to express different means of transportation.Teaching difficult points 教学难点The meanings and usage of different ways of transportation.Teaching methods 教学方法Listening and speaking.Teaching aids 教具准备Pictures, tape recorder and a projector.Teaching procedures & ways 教学过程与方式Step I Warming upSs sing a song: This is the way we brush our hair, on a Sunday morning.Step II Lead-inShow the pictures of a bus, a car, a bicycle and a picture of walking.T: (Picture 1) How do I go to work?S1: I go to work by bus. I take a bus to work.T: (Picture 2) How do you go to school?S2: I go to school by bicycle. I ride a bicycle to school.T: (Picture 3) How does my friend go to work?S3: My friend goes to work by car. My friend drives a car to work.T: (Picture 4) How does my sister go to work?S4: She goes to work on foot. She walks to work.Teach the phrases: by bus / car / bicycle, on foot.Introduce the phrases: in the / one’s car, on the / one’s bike, take a bus / car, ride a bicycle. Language points:How do you go to school? 你怎么去学校？询问别人去做某事的交通方式，用how来提问，回答一般用“by +交通工具”或on foot 短语。

八年级英语下册 Unit6 Lesson 41教案冀教版

冀教版英语八年级下册Unit6 Lesson 41教案Lesson 41 w w w. go!Teaching Content:Mastery words and expressions: connect, monitor, keyboard, key, enter, mouse, screen, Internet, button, fail, succeed, fantastic, shout, menu, forward, searchOral words and expression s: space bar, shift, button, connect…to…，turn onTeaching Aims:1.Learn about the development of the computer.2.Know about how to use the computer.Teaching Important Points:1.How to connect the computer to the Internet.2.Let the students express it in English.Teaching Difficult Points:Some words and expressions in the process of connecting the computer to the Internet.Teaching Preparation: a computerTeaching Aids: audiotape, flashcards, a computerType of lesson: new lessonTeaching Procedure:Step1. Review the last unit:Make up some sentences with the Modal Verbs: can, could, would, should, may, must, mightI can go almost anywhere on foot.At first, only rich people could buy cars.I would like to see hoverboards.I think someone should invent a transporter, too.May we leave our car here?I must go and get new things, or I might have a fit.Step2. Come to “THINK ABOUT IT.”Let the students talk about the questions.Step3. Listen to the tape and finish Exercise2 in activity book.1）What is Li Ming doing?2）Can Wang Mei connect the computer to the Internet?3）What do they see when Li Ming pushes the “on” button?4）What does the word “fail” mean?5）Why do they fail to connect to the Internet for the first time?6）Do they succeed at last?Step4. Read the text and check the answers in silent. Then read the text loudly for a while. At the same time, the teacher walks around to see if they need any help.Step5. Practice some language points, such as: connect… to…， make a noise, fail, succeedStep6. Let some students come to the front and practice. The teacher should choose the similar situation for them.Step7. Come to “LET'S DO IT.”Divide the class into groups of three of four. Talk about the following questions:What would you like to do on the Internet? Why?Are these things possible? Use your imagination.Step8. Homework1.Finish off the activity book.2.Go on the next reading in the student book.Summary:This is very abstract to the students who are not familiar to the computer. So the teacher should try to create a vivid situation for them. If you have the lesson in the media room, that is very convenient. If you don't, please bring them into the computer room to continue the lesson.。

七年级英语第六单元Lesson41--48教学设计冀教版

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 "TeachingTechniques" at the back of this teacher's guide forinformation about introducing units.STUDENT BOOK (15 MINUTES)There is one reading for this lesson. The readingpresents new vocabulary and reviews the vocabularystudents have learned in previous lessons.The new vocabulary for this lesson includes thefollowing 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 instructionsfor one wayto teach the reading in this lesson. Also see"teaching Techniques" at the back of this teacher'sguide for more general information about teachingreadings.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 theywould pack for a long trip. This exercise reviewsvocabulary about trips, and getting ready for themfrom previous levels. Here are some step-by-stepinstructions 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 thislesson 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 ofhomework. Use your discretion in deciding howmuch 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 bookLesson 42 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 describing travels3. write something about making a trip4. understand and write down some missing words as heard in sentences or passages in different contextsCLASSOPENING（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 readingpresents 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 V ocabularyThere 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 abouttraveling 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 groupto choose a famous destination for a trip in China. Each group then generates a list of clues about this destinatio n－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 thenorth, 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.MaryMary 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 eightkilometers 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 yearsold.CLASS CLOSING (5 MINI ITES)Below is the suggested homework for this lesson.Aim to give students about thirty minutes ofhomework. Use your discretion ill deciding howmuch reading or how many exercises to assign ashomework. Base your decision on students' progress.the second reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 43 教学设计LESSON ORJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary andknow some important words for describing camping3. write something about camping4. understand and write down some missing words as heard in sentences or passages indifferent contextsCLASS OPENING (5 MINUTES)For ideas and tips on beginning a class, see"Teaching Techniques" at the back of this teacher'sguideSTUDENT BOOK (15 MINUTES)There are two readings for this lesson. Teach thefirst reading. The second reading is for students touse independently.The readings present new vocabulary and reviewvocabulary the students have learned in previouslessons.The new vocabulary for this lesson includes thefollowing words and phrases:Mastery Vocabularyfish (v.), stayOral V ocabularycamping, outdoors, sleeping bag, tentBefore you begin the reading, introduce the unitproject. See "Teaching Techniques" at the back ofthis teacher's guide for general information aboutintroducing unit projects. Also see the Unit 6introductory 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 message for Jenny to Li Ming explaining why Jenny, Brian and Dannyfinally 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 threelessons. Students write about a real or imaginary tripand present to other students.In this lesson, begin by having students write abouta trip they have taken or would like to take. Theyshould illustrate their story. Students may eitherdraw pictures or bring photographs to the next class.There will be time in the next lesson to continueworking on the stories.ACTIVITY BOOK (5 MINUTES_)Play the audiotape. The aural exercises for thislesson are:1. Listen to the audiotape. Fill in the blanks. Write the words you hear.An Animal in the Car! Part OneA 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 ofhomework. Use your discretion in deciding howmuch reading or how many exercises to assign ashomework. Base your decision on students' progress.the third reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 44 教学设计LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the song2. memorize and sing the song well3. 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'sguide.STUDENT BOOK (15 MINUTES)The reading for this lesson is a song. The audiotapepresents the song; the words to the song are in thestudent book. The new vocabulary for this lessonincludes the following words and phrases:Mastery Vocabularyhurry (n.),hurry (v.),miss (v.),on timeOral V ocabularyThere is no new oral vocabulary in this lesson.See "Teaching Techniques" at the back of thisteacher's guide for suggestions on teaching songs. Here are some step-by-step instructions for one wayto 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 theirthe 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 TwoThat 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 verygood time there. Now we are going to the beach."CLASS CLOSING (5 MINUTES)There is no specific reading from the reader toassign as homework for this lesson. This is a chancefor students to catch up if they are behind.Suggested homework for this lesson includes:the remaining exercises in the activity bookthe next lesson in the student bookLesson 45 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 describing a piic3. write something about piicking4. 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'sguide. You may wish to have the class sing "Hurry!"STUDENT BOOK (15 MINUTES)There is one reading for this lesson. The readingpresents new vocabulary and reviews the vocabularystudents have learned in previous lessons.The new vocabulary for this lesson includes thefollowing words and phrases:Mastery Vocabularyby the side of, hurry upI think it's time for us to leave now.Please hurry. Oral V ocabularyham, piic, sandwichThere are many ways to teach immersion reading.Here are some step-by-step instructions for one wayto 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 piic.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 smallgroups. Within their groups, students present theirprojects to each other. Encourage the students whoare watching the presentation to ask questions. Thestudent who is presenting will try to answer thequestions.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 ofhomework. Use your discretion in deciding how muchreading or how many exercises to assign ashomework. Base your decision on students' progress.the fourth reading in the readerthe remaining activity book exercisesthe next lesson in the students bookLesson 46 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 describing camping experiences3. write something about camping4. 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'sguide. You may wish to have the class sing "Hurry!"STUDENT BOOK (15 MINUTES)There is one reading for this lesson. The readingpresents new vocabulary and reviews the vocabularystudents have learned in previous lessons.The new vocabulary for this lesson includes the following words and phrases:Mastery Vocabularybrush (n. ), pillowOral V ocabularyThere 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 anyquestions 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 ment 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 advertisementfor a trip. Instruct students to write the ad about thetrip they described in unit project 1. Aadvice studentsto refer to the students book and reader for ideas.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for thislesson are:1. Listen to the audiotape. Fill in the blanks. Write the words you hear.The GiftA 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 ofhomework. Use your discretion in deciding how muchreading or how many exercises to assign ashomework. Base your decision on students' progress.the fifth reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 47 教学设计LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. enjoy the fun of a fishing trip3. memorize what is reviewed in this lesson4. 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'sguide. You may wish to have the class sing "Hurry!"STUDENT BOOK (1 fi MINI ITES)There is one reading for this lesson. It reviews thevocabulary for this unit. There is no new vocabularyin this lesson.There are many ways to teach immersion reading.Here are some step-by-step instructions for one wayto teach the reading in this lesson. Also see"Teaching Techniques" at the back of this teacher'sguide for more general information about teachingreadings.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. Encourageother 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)GrammarThe 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 es 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 thestructure, not specific parts of speech.TEACHING TIPGames 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 quicklyread slowlytalk loudlysing quietlySee "Games"at the back of this teacher's guide for analphabetical list of games with instructions on how to play.Here are some examples of adverbs. Write thesesentences on the blackboard. Ask students to identifythe adverbs.He walks quickly to the office.She rides slowly on her bike. I sing loudly.Can students see a pattern in these sentencestructures? Note that these adverbs end in "ly”andthey e 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 eafter the verb: Adverbs usually e after a verb.VerbsReview the verbs for this unit: fish, miss, stay,travel, leave. Note that "leave" is irregular (see thetable below). See "Teaching Techniques" at the backof this teacher's guide for remendedmethods ofteaching verbs.Present Tense Past Tensefish fishedmiss missedstay stayedtravel travelledleave leftACTIVITY 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 OneIt 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 exercisesLesson 48 教学设计LESSON OBJECTIVESSince this is a lesson of review, by the end of theclass, students should be able to1. understand and remember what is reviewed in this lesson2. have a clear idea of what has been covered in this unit, including the theme(s), experiments, vocabulary, phrases and expressions, grammar, listening and phonetics3. use what has been learned in this unit in theirfree talks and writings about doing experimentsCLASS 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 timeallows, 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! )。

冀教版英语Book3Unit6Lesson41任务型教案

初中英语任务型教案设计——冀教版BookⅢUnit6 Lesson41 A phone friend一、Teaching aims:1.knowledge aims:⑴掌握词汇及短语：idea, phone, encourage, follow, repeat, sentence, understand⑵识别词汇及短语：pardon, have a good talk, have an idea2.Ability aims：learn to make a phone call in English3.Emotive aims:Encourage the students to speak English actively.二、Teaching importance and difficulties:1.掌握词汇及短语：idea, phone, encourage, follow, repeat, sentence, understand2.识别词汇及短语：pardon, have a good talk, have an idea3.learn to make a phone call in English三、Teaching wayTask—based learning四、Teaching Resources:教学磁带，录音机，课件，多媒体教室五、Teaching procedures:Step1 Leading—in (导入)Free talk 以值日生为主，围绕主题“how to make a call to your pen—pals in English”展开讨论，并互相提问，教师适时点拨总结。

Step2 Pre—task(设计和朋友电话交谈的小对话)任务：搜集有关用英语打电话的语言素材（词汇、短语、句子）目的：让学生接触用英语打电话，产生兴趣，练熟简单的电话用语。

材料：工具书，英文书刊，电话等。

新概念英语第三册课文翻译及学习笔记：Lesson41

【课⽂】 The quiet life of the country has never appealed to me. City born and city bred. I have always regarded the country as something you look at through a train window, or something you occasional visit during the weekend. Most of my friends live in the city, yet they always go into raptures at the mere mention of the country. Though they extol the virtues of the peaceful life, only one of them has ever gone to live in the country and he was back in town within six months. Even he still lives under the illusion that country life is somehow superior to town life. He is forever talking about the friendly people, the clean atmosphere, the closeness to nature and the gentle pace of living. Nothing can be compared, he maintains, with the first cockcrow, the twittering of birds at dawn, the sight of the rising sun glinting on the trees and pastures. This idyllic pastoral scene is only part of the picture. My friend fails to mention the long and friendless winter evenings in front of the TV -- virtually the only form of entertainment. He says nothing about the poor selection of goods in the shops, or about those unfortunate people who have to travel from the country to the city every day to get to work. Why people are prepared to tolerate a four-hour journey each day for the dubious privilege of living in the country is beyond me. They could be saved so much misery and expense if they chose to live in the city where they rightly belong. If you can do without the few pastoral pleasures of the country, you will find the city can provide you with the best that life can offer. You never have to travel miles to see your friends. They invariably live nearby and are always available for an informal chat or an evening's entertainment. Some of my acquaintances in the country come up to town once or twice a year to visit the theatre as a special treat. For them this is a major operation which involves considerable planning. As the play draws to its close, they wonder whether they will ever catch that last train home. The city dweller never experiences anxieties of this sort. The latest exhibitions, films, or plays are only a short bus ride away. Shopping, too, is always a pleasure. The latest exhibitions, films, or plays are only a short bus ride away. Shopping, too, is always a pleasure. There is so much variety that you never have to make do with second best. Country people run wild when they go shopping in the city and stagger home loaded with as many of the exotic items as they can carry. Nor is the city without its moments of beauty. There is something comforting about the warm glow shed by advertisements on cold wet winter nights. Few things could be more impressive than the peace that descends on deserted city streets at weekends when the thousands that travel to work every day are tucked away in their homes in the country. It has always been a mystery to me who city dwellers, who appreciate all these things, obstinately pretend that they would prefer to live in the country. 【课⽂翻译】宁静的乡村⽣活从来没有吸引过我。

新冀教版英语七年级下册《unit 6 winter in canada》lesson41-42优秀教案(重点资料).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. 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'IIn troduce 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 wordsand 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 todiscuss 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 somestep-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 givestudents 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 bookLesson 42 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 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, 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.MaryMary 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 readerthe remaining activity book exercisesthe next lesson in the student book。

2019-2020年新冀教版英语七年级下册《unit 6 winter in canada》lesson41-42教案.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. 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'IIn troduce 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 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 aboutteaching 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 suit case. 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 addthose 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 abou t 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 bookLesson 42 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 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, since it contains many newwords and idiomatic expressions about traveling to scenic spots. Select one or two sentences containing key words or phrases and ask if anyone ha s 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.MaryMary 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 a nd 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 teno'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 exercisesthe next lesson in the student book。

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