七年级英语下册 Unit 6 Lesson41教案 冀教版
初中七年级英语教案Lesson 41 Holidays-一等奖
教学设计
教学反思：
我认为本节课有三个成功之处：
1.学生通过了解中国的节日并用英语表达节日的日期以及在节日中国的各种活动，让学生在实际学习生活中得以运用，体验所学的语言知识，并为学习西方国家的各种节日的表达起到了很好的引导作用。
体现了在用中学的思想。
通过这样的学习节
日，锻炼了孩子们的听说读写的能力，同时提高了孩子们的学习语言的兴趣。
学生非常乐意去了解，有效的培养了学生的学习说英语的习惯。
2.、并通过歌曲来了解节日，学生在欢快的歌声中无形地投入到学习的过程中，学的轻松愉快，而且记忆牢固。
3. 学生在初步掌握了What do you like to do on holidays 句型之后，小组练习互相询问在节日中喜欢做得事情，不仅在任务中巩固语言并且增进了同学之间的情感，培养了学生团结，合作的品质和合作，探究的精神以及用所学语言解决实际问题的能力。
此外，课外作业的布置也有效的巩固了所学语言知识，学生的知识得到了有益的延伸。
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。
冀教版英语七下Unit6WinterinCanada(lesson4142)word教案
Unit 6 Winter in CanadaLesson 41 教学设计LESSON OBJECTIVESAfter this lesson, st udents 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 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 touse 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 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 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 new words 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 ten o'clock shegoes to bed. Mary is tired. She is eighty years old.CLA SS 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。
冀教版七年级下Lesson6教学设计
1.教学方法：
-采用任务型教学法，设计真实语境的任务，让学生在实践中学习。
-利用多媒体教学资源，如图片、视频等，增强学生的感官体验，提高学习兴趣。
-通过合作学习，促进学生之间的交流互动，提高解决问题的能力。
2.教学步骤：
-导入：通过讨论学生熟悉的人物成就，激发学习兴趣，引入新课。
-新课内容呈现：以故事形式呈现新课内容，引导学生关注关键信息和语法点。
-对于阅读教学，训练学生使用标注、概括等策略，提高阅读效率。
-对于写作教学，提供写作框架和例句，引导学生逐步完成写作任务。
4.教学评价：
-采用形成性评价，关注学生的学习过程，鼓励学生自我反思和同伴评价。
-结合终结性评价，通过定期的测试和作业，评估学生对知识与技能的掌握情况。
四、教学内容与过程
（一）导入新课
3.情感态度：学生在学习英语过程中，需要关注情感态度的培养。通过本章节的学习，有助于培养学生积极向上、勇于尝试的精神风貌，提高他们的自信心和团队合作意识。
4.个体差异：学生之间存在个体差异，部分学生在口语表达和写作方面较为薄弱。因此，在教学过程中，教师要关注每个学生的成长，提供个性化指导，帮助他们克服困难，提高英语能力。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法引导学生学习：
1.导入：通过图片展示和问题引导，激发学生的兴趣，为新课的学习做好铺垫。
2.阅读策略：指导学生运用略读、寻读等阅读策略，快速捕捉文章关键信息，提高阅读效率。
3.小组合作：组织学生进行小组讨论，培养学生的团队合作意识，提高学生的口语表达能力。
-要求学生用一般过去时描述该人物的成就，并讨论他们是如何取得这些成就的。
2.小组讨论目标：
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。
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。
最新冀教版七年级英语下册 Unit 6 Seasons教案 (新版)
UNIT 6 SeasonsGeneral objectives:1. Master the way to talk about festival and seasons.2. Show best wishes.3. Mater the using of “be going to” and exclamatory sentences.4. Learn to talk about activities of different seasons.5. Know about some culture of Christmas Day and Spring Festival.New languages:What do you like to do? I like to ______.Merry Christmas! That’s great!This is for you/ me/ him/ her.Why? Because _______.What is he going to do? He is going to _______.It’s somebody’s turn to do _____.What a wonderful festival!Difficult points:1. How to improve the students reading and speaking abilities according tothe reading materials.2. Grammar: be going toexclamatory sentencesTeaching aids:computer, video, recorderTearing periods:Period 1: Lesson 41Period 2: Lesson 42Period 3: Lesson 43Period 4: Lesson 44Period 5: Lesson 45Period 6: Lesson 46Period 7: Lesson 47Period 8: Lesson 48Lesson 31 What strange weather!Teaching aims:1. Teach vocabulary words.2. Main sentences: What do you like to do?What a cold, snowy day!3. Master exclamatory sentences.4. Train the speaking and listening abilities.5. Learn to talk about the winter.Lesson structure:Class opening:1. Greeting.2. Duty report.3. Sing “the month song”.4. Play “what day is it?” to review the seasons.Key concepts:Put on _____ (winter, jackets, scarf, mittens, hat…)What a cold, snowy day!skate, ski, ice, snowLearn, teach.Step 1. Presentation1. Teacher: (Show a window, some snow outside it with a computer. Pretendto be very cold.)What’s the weather like today?Students: it’s cold and snowy.Teacher: Yes. Look out of the window. It’s snowing. It’s winter.What do I wear in winter? I want my mittens. Now I am puttingon my mittens. What a cold snowy day!2. Demonstrate ski and skate with pictures that show Danny skiing andskating.Teacher: Look! What is Danny doing?Students: Danny is skating.Teacher: What is Danny doing?Students: Danny is skiing.Teacher: Can you ski? (To student 1)Student 1: No, I can’t.Teacher: Can you skate? (To student 2)Student 2: Yes, I can.Step 2. Practice1. Drill1) Teacher: What a cold day!Students: What a cold day!Teacher: What a cold, snowy day!Students: What a cold, snowy day!Teacher: Put on the winter jackets!Students: Put on the winter jackets!Teacher: Mittens.Students: Put on the mittens!Teacher: Scarf.Students: Put on the scarf!2) Student A: (To B) Can you ski?Student B: No, I can’t. (To C) Can you skate?Student C: yes, I can. (To D) Can you swim?Student D: yes, I can. (To E) Can you jump?3) Teacher: I like to skate.Students: I like to skate.Teacher: I like to skate on the ice.Teacher: Ski.Students: I like to ski.Teacher: I like to ski Students: I like to ski.Students: I like to ski Students: I like to ski.2. Listen to the dialogue with the following questions:What does Li Ming like to do?What does Li Ming want to learn?After listening answer the questions together. Discuss the dialogue again and make sure they can understand the meaning of the text.3. Read aloud.4. Ask for volunteers to read the dialogue.5. Divide the class into small groups. Ask each group to male up adialogue about a cold, snowy winter day.6. Talk about exclamatory sentence. Use this sentence as an example:What a cold, snowy day!The structure of the exclamatory sentences:What + a (an) + adj. + n. + (sub. + v.)You can give more examples then ask students to make some sentences. Step 3. Conclusion1. Learn and master the vocabulary words.2. Master the main sentences: What do you like to do?What a cold, snowy day!Steps 4. Homework1. Finish off the activity book.2. Practice the dialogue in this lesson.3. Preview next lesson.Lesson 32 I can’t wait for winter!Teaching aims:1. Teach vocabulary words.2. Main languages:First, we make a big ball of snow.Then, we make another snowball, and put it on top of the other two.Look out! D on’t throw snowball at me.3. Practise the speaking ability.Lesson resources:Class opening:1. Greeting.2. Duty report3. Sing “the month song”4. Play “What day is it?” to review the week, months and ordinal numbers.5. Play the variation of “dress up” to review the seasons.Key concepts:Make a snowman/ snowball, look out, and throw.Step 1. PresentationShow a picture about a snowman and some children throwing snowballs with the computer.Teacher: What’s this?Students: I t’s a snowman.Teacher: What are the children doing?Students: They are throwing snowballs.Teacher: Do you play with snow in winter?Students: Yes. / No.Step 2. Practice1. DrillTeacher: Snowballs.Students: Snowballs.Teacher: Make snowballs.Students: Make snowballs.Teacher: Make snowballs and throw snowballs.Students: Make snowballs and throw snowball.Teacher: They are making snowballs and throwing them.Students: They are making snowballs and throwing them.2. Books closed! Ask some questions: what are the children doing? Arethe having fun? Listen to the audiotape.3. Check the answers4. Listen to the dialogue with the following questions:What happens to Jenny?What do Jenny and Li Ming make?After listening answer the questions together. Discuss the dialogueagain and make sure they can understand the meaning of the text. Dealwith the language points at the same time. 5. Practice in smallgroups.6. Present. Ask some volunteers to act the dialogue.7. Discuss:What are Jenny and Li Ming making? What do they do first? How manysnowballs does the snowman have? Does the snowman have eyes/ ears/arms/ feet/ a mouth/ a nose? Li Ming wants to go inside. Why?8. Make up a new dialogue. Divide the class into small groups. Ask eachgroup to make up a dialogue about playing with snow.Step 3. ConclusionMaster the words of this lesson and some main languages.Step 4. Homework1. Finish off the activity book.2. Practice the dialogue in this lesson.3. Preview the next lesson.Lesson 33 Kim’s Favourite SeasonI,Teaching important points1,Master the new words and phrases in this lesson. Such asa kind of, be filled with, pick up, in front of , in the frontof,give sb. sth. = give sth. to sb.2,Talking about the different seasons.II,Teaching difficult points1,The differences bet ween in front of …and in the front of…2,The usages of pick up,be full of and be filled with.3,How to write a report about different seasons correctly.III,Teaching timeOne periodIV. Teaching stepslead-in:Hi, everyone! There are four seasons in a year, but what’s your favourite season? (spring, summer, autumn or winter). Do you know Kim’s favourite season ? (No).OK, Let’s learn about Kim’s favourite season.(showing the title of Lesson 44 by PPT).Step 1. Showing the aims ( by PPT).1,Master the new words and phrases in this lesson.2, Revise “be going to”3,Learn about some activities related to the seasons.4,After learning this lesson, students can write a report about different seasons.Step 2. Self-learning and discuss in groups1, Read the text and find out the words that they unknown, and discuss them, then I teach them to read the words.2, Read the text and answer the following questions, first, they answer them by themselves. Then check the keys and discuss them in groups.1) ,Who is talking at the front of the class?2) . What season is Kim talking about?3).How is the temperature is in this season?4).What does Kim often wear?5). How many bags do they pick the apples?3, Write a short story about your favourite season. What activities do you like to do? What clothes do you like to wear? What food do you usually eat? Do NOT write what the season is. Can your classmates guess?! 4,Talk about the following language points. ( I can give them some cues by ppt )Pick, full, clap, kind, fillBe going to, in front of/in the front of, give Sth. to Sb.Step 3, Teaching and explaining1,She stands in front of the class and holds a very big, black bag? in front of 指在某一范围以外的前面,而in the front of 指在某一范围以内的前面。
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。
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。
冀教版初一下册英语 Unit 6 单元全套教案(教学设计)
Unit 6 Seasons话题Topic 谈论季节和活动(Talking about Seasons and Activities)功能Functions 谈论季节:…is my favourite season.谈论活动:I’m going to have a great time!语法Grammar 感叹句。
词汇和常用表达Words &expressions 1.能正确使用下列词汇(按词性排列)名词:website, hill, ice, temperature, pie, cloud, degree, sea, strawberry 动词:wake, become, reach形容词:clear, wet, popular副词:everywhere名词& 形容词:dark名词& 动词:notice, research2.能正确使用下列常用表达wake up, go away, go swimming/skiing/skating, have snowball fights, good/great work, wait for, do some research, get…together, It’s a great season for…, It’s one’s turn to…, play catch, maple syrup, have a picnic, G’day mates, be different from…, ride the waves3.能认读下列词汇wild, surprised, ski, snowball, snowman, clap, happily, maple, syrup, goose, honk, surfing, mate, Aaron, surfboard, surfer学习策略Strategies 1.能谈论季节和这个季节进行的活动。
冀教版七年级英语第二册unit6lesson41Snowi
冀教版七年级英语第二册unit 6 lesson 41 “Snow in April”各位评委老师大家好,我说的是冀教版七年级英语第二册unit 6 lesson 41 “Snow in April”这一课，我将从以下几个方面谈谈：一、说教学理念：冀教版英语教材要求教师要从教学实践者转为教学的研究者，强调task-based的语言学习，采用project approach的教学方法，使学生主动学习。
二、说教材(教材概述、三维目标设立、教学重难点)㈠教材概述：本节课是冀教版七年级英语（下），第六单元的第一课，既是第五单元LiMing Goes to Canada 的一个延续，也是学生了解加拿大天气、文化、风俗的一个开端，在五、六两个单元中起着承上启下的纽带作用。
㈡三维目标设立：1、cognition objectives⑴master some words and phrases：winter、spring、night、scarf、skate等(2)掌握喜好问答句型：What do you like to do? I like to do sth...(3)学习感叹句句型：what a/an +形容词+名词+主语+谓语！How +形容词/副词+主语+谓语！2.、skill objectives：：提高学生交际，探究能力，培养创新精神。
3、sensibility objectives⑴引导学生充分认识到必须主动对学习内容练习和实践，主动复习。
⑵培养学生的学习英语兴趣，使学生了解加拿大与中国气候的差异，进一步了解异域文化。
⑶培养团结协作精神，主动与他人交流。
㈢Teaching important and difficult points基于以上分析，确定本课重点：(1)the usage of some new words and phrases(2)喜好问答句型：What do you like to do? I like to do sth..(3)improve students' reading skills难点：(1)学习并使用感叹句句型(2)学生根据实际情境需要，运用所学知识，真正开口讲英语。
英语七年级下冀教版unit6 lesson 41课件.
I like winter best
I like winter best, because in winter I can play snowball and make a snowman with my friends. It snows in winter, it is often very beautiful! In winter, I can skate on the ice, that is very happy . I like everything in wielax! Good –bye!!!
22
put ______ on In winter, Mr. Wood likes to _____ scarf and _______. mittens He jacket his _____ his winter_______,
often ______ in the snow. He likes to _____ walks _____ ski and ______. skate
Listen to the tape and answer the questions. 1.Does it snow in April in Canada? Yes, it does. 2.Who can ski and skate?
Mr. Wood.
3.What does Li Ming want to learn? They want to learn to skate and ski
By Dai Shangju From Houliu Middle School
Lesson 41
Snow! It’s Winter!
2
What season is it?
七年级英语下册Unit6Lesson41教案冀教版
冀教版英语七年级下册Unit 6 Lesson 41教案Unit 6 Winter in CanadaLesson 41 教学设计LESSON OBJECTIVESAfter this lesson, st udents 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 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 plannedtrip. 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 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 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 book。
七年级英语下册 Unit 6 lesson 41学案 冀教版
Lesson 41学习目标1、识记并运用单词：begin bright scarf also ski skate learn teach activit y2、理解并运用短语：on a cold day put on skate on the ice ski on the snow3、掌握并运用句型：What a cold ， snowy day ！What do you like to do in winter ？I like to skate on the ice .They are going to write the best reports ever .【预习检测】一、据句意及单词首字母写出所缺单词1. Our English teacher t ______ us well.2. It very c______ outside. You have to (不得不)p ______ on you s _____ and m______ .3. Everything is r ______ . Let's begin.4. I like to s ______ on the ice, but she likes to s ______ on the s______.答案：1. teaches 2. cold; put; scarves; mittens 3. ready 4. skate; ski; snow II．根据课文内容，完成句子。
1.突然，外面开始下雪了。
Suddenly, it _____ _____ _____outside.2.多冷的雪天啊!____ a cold, _____ _____!3.在加拿大，春天来得比较晚。
Spring _____ ______in Canada.4.冬天，你喜欢做什么?_____ do you _____ _____ ______ in winter?5.丹尼看起来一点儿都不高兴。
七年级英语Unit6 Lesson 41 Go to School冀教版
Unit6Lesson 41Go to SchoolⅡ：Teaching aims:教学目标Ability and knowledge goals:知识能力目标1. Words and phrases 生词和短语walk, car, bicycle, doctor, by, far, near, drive, ride, businessman, store, by bus, by car 2. 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.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.Ⅲ：Teaching important and difficult points 教学重难点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.Ⅳ：Teaching methods 教学方法Listening and speaking.Teaching aids 教具准备Pictures, tape recorder and a projector.Ⅴ：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.Step IV Presentation(1) Free talk.Ss have a free talk in pairs. Say something about their family members using the target language. A sample dialogue:S1: How do you go to school?S2: I walk to school.S1: How does your father go to work?S2: He goes to work by bus.(2) Deal with Part 2 on Page 52: How does she / he go to work? Show the pictures on the screen. Ss ask and answer about them. (They stand in front of the whole class.)A sample dialogue:S1: Look at this picture. This is my uncle.S2: What’s your uncle? / What does your uncle do?S1: He is a clerk in a store.S2: How does he go to work?S1: He goes to work on foot. / He walks to work.S3: Look at this picture. This is my aunt.S4: …Ask more Ss to practise it.Step V ListeningT: Now you will hear a short dialogue with the target language. You’ll listen to it twice. Please listen carefully and then answer my Qs:1. How does Jenny go to school?2. How does Kim go to school?3. How does Steven go to school?4. How does Danny go to school?Play the audiotape. After listening, check Ss’ answers.Suggested answers:1. She goes to school by bus. / She takes a bus to school.2. She goes to school on foot. / She walks to school.3. He goes to school by car. / He takes a car to school.4. He goes to school by bicycle. / He rides his bicycle to school.Ⅵ：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。
七年级英语下册Unit6Seasons教案（新版）冀教版
UNIT 6 SeasonsGeneral objectives:1. Master the way to talk about festival and seasons.2. Show best wishes.3. Mater the using of “be going to” and exclamatory sentences.4. Learn to talk about activities of different seasons.5. Know about some culture of Christmas Day and Spring Festival.New languages:What do you like to do? I like to ______.Merry Christmas! That’s great!This is for you/ me/ him/ her.Why? Because _______.What is he going to do? He is going to _______.It’s somebody’s turn to do _____.What a wonderful festival!Difficult points:1. How to improve the students reading and speaking abilities according tothe reading materials.2. Grammar: be going toexclamatory sentencesTeaching aids:computer, video, recorderTearing periods:Period 1: Lesson 41Period 2: Lesson 42Period 3: Lesson 43Period 4: Lesson 44Period 5: Lesson 45Period 6: Lesson 46Period 7: Lesson 47Period 8: Lesson 48Lesson 31 What strange weather!Teaching aims:1. Teach vocabulary words.2. Main sentences: What do you like to do?What a cold, snowy day!3. Master exclamatory sentences.4. Train the speaking and listening abilities.5. Learn to talk about the winter.Lesson structure:Class opening:1. Greeting.2. Duty report.3. Sing “the month song”.4. Play “what day is it?” to review the seasons.Key concepts:Put on _____ (winter, jackets, scarf, mittens, hat…)What a cold, snowy day!skate, ski, ice, snowLearn, teach.Step 1. Presentation1. Teacher: (Show a window, some s now outside it with a computer. Pretendto be very cold.)What’s the weather like today?Students: it’s cold and snowy.Teacher: Yes. Look out of the window. It’ｓ snowing. It’s winter.What do I wear in winter? I want my mittens. Now I am puttingon my mittens. What a cold snowy day!2. Demonstrate ski and skate with pictures that show Danny skiing andskating.Teacher: Look! What is Danny doing?Students: Danny is skating.Teacher: What is Danny doing?Students: Danny is skiing.Teacher: Can you ski? (To student 1)Student 1: No, I can’t.Teacher: Can you skate? (To student 2)Student 2: Yes, I can.Step 2. Practice1. Drill1) Teacher: What a cold day!Students: What a cold day!Teacher: What a cold, snowy day!Students: What a cold, snowy day!Teacher: Put on the winter jackets!Students: Put on the winter jackets!Teacher: Mittens.Students: Put on the mittens!Teacher: Scarf.Students: Put on the scarf!2) Student A: (To B) Can you ski?Student B: No, I can’ｔ. (To C) Can you skate?Student C: yes, I can. (To D) Can you swim?Student D: yes, I can. (To E) Can you jump?3) Teacher: I like to skate.Students: I like to skate.Teacher: I like to skate on the ice.Teacher: Ski.Students: I like to ski.Teacher: I like to ski Students: I like to ski.Students: I like to ski Students: I like to ski.2. Listen to the dialogue with the following questions:What does Li Ming like to do?What does Li Ming want to learn?After listening answer the questions together. Discuss the dialogueagain and make sure they can understand the meaning of the text.3. Read aloud.4. Ask for volunteers to read the dialogue.5. Divide the class into small groups. Ask each group to male up adialogue about a cold, snowy winter day.6. Talk about exclamatory sentence. Use this sentence as an example:What a cold, snowy day!The structure of the exclamatory sentences:What + a (an) + adj. + n. + (sub. + v.)You can give more examples then ask students to make some sentences. Step 3. Conclusion1. Learn and master the vocabulary words.2. Master the main sentences: What do you like to do?What a cold, snowy day!Steps 4. Homework1. Finish off the activity book.2. Practice the dialogue in this lesson.3. Preview next lesson.Lesson 32 I can’t wait for winter!Teaching aims:1. Teach vocabulary words.2. Main languages:First, we make a big ball of snow.Then, we make another snowball, and put it on top of the other two.Look out! D on’ｔ throw snowball at me.3. Practise the speaking ability.Lesson resources:Class opening:1. Greeting.2. Duty report3. Sing “the month song”4. Play “What day is it?” to review the week, months and ordinal numbers.5. Play the variation of “dress up” to review the seasons.Key concepts:Make a snowman/ snowball, look out, and throw.Step 1. PresentationShow a picture about a snowman a nd some children throwing snowballs with the computer.Teacher: What’s this?Students: I t’ｓ a snowman.Teacher: What are the children doing?Students: They are throwing snowballs.Teacher: Do you play with snow in winter?Students: Yes. / No.Step 2. Practice1. DrillTeacher: Snowballs.Students: Snowballs.Teacher: Make snowballs.Students: Make snowballs.Teacher: Make snowballs and throw snowballs.Students: Make snowballs and throw snowball.Teacher: They are making snowballs and throwing them.Students: They are making snowballs and throwing them.2. Books closed! Ask some questions: what are the children doing? Arethe having fun? Listen to the audiotape.3. Check the answers4. Listen to the dialogue with the following questions:What happens to Jenny?What do Jenny and Li Ming make?After listening answer the questions together. Discuss the dialogueagain and make sure they can understand the meaning of the text. Dealwith the language points at the same time. 5. Practice in smallgroups.6. Present. Ask some volunteers to act the dialogue.7. Discuss:What are Jenny and Li Ming making? What do they do first? How manysnowballs does the snowman have? Does the snowman have eyes/ ears/arms/ feet/ a mouth/ a nose? Li Ming wants to go inside. Why?8. Make up a new dialogue. Divide the class into small groups. Ask eachgroup to make up a dialogue about playing with snow.Step 3. ConclusionMaster the words of this lesson and some main languages.Step 4. Homework1. Finish off the activity book.2. Practice the dialogue in this lesson.3. Preview the next lesson.Lesson 33 Kim’s Favourite SeasonI,Teaching important points1,Master the new words and phrases in this lesson. Such asa kind of, be filled with, pick up, in front of , in the frontof,give sb. sth. = give sth. to sb.2,Talking about the different seasons.II,Teaching difficult points1,The differences bet ween in front of …and in the front of… 2,The usages of pick up,be full of and be filled with.3,How to write a report about different seasons correctly.III,Teaching timeOne periodIV. Teaching stepslead-in:Hi, everyone! There are four seasons in a year, but what’s your favourite season? (spring, summer, autumn or winter). Do you know Kim’s favourite season ? (No).OK, Let’s learn about Kim’s favourite season.(showing the title of Lesson 44 by PPT).Step 1. Showing the aims ( by PPT).1,Master the new words and phrases in this lesson.2, Revise “be going to” 3,Learn about some activities related to the seasons.4,After learning this lesson, students can write a report about different seasons.Step 2. Self-learning and discuss in groups1, Read the text and find out the words that they unknown, and discuss them, then I teach them to read the words.2, Read the text and answer the following questions, first, they answer them by themselves. Then check the keys and discuss them in groups.1) ,Who is talking at the front of the class?2) . What season is Kim talking about?3).How is the temperature is in this season?4).What does Kim often wear?5). How many bags do they pick the apples?3, Write a short story about your favourite season. What activitiesdo you like to do? What clothes do you like to wear? What food do you usually eat? Do NOT write what the season is. Can your classmates guess?! 4,Talk about the following language points. ( I can give them some c ues by ppt )Pick, full, clap, kind, fillBe going to, in front of/in the front of, give Sth. to Sb.Step 3, Teaching and explaining1,She stands in front of the class and holds a very big, black bag?in front of 指在某一范围以外的前面,而in the front of 指在某一范围以内的前面。
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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。
StepⅡ Leading in and presentation.T：What a beautiful song it is! Are you interested in snow and winter?Ss：Yes. We like snow and winter very much.We aways have fun in winter.T：Please look at the beautiful pictures on the screen. You can guess their English meaning.（When the beautiful pictures about winter ,spring and night are shown,the students are interested in them.They give out the right meanings, I praise them immediately）When I teach some verbs,I get students to act.In this way ,they can guess their English meanings easily.I show a scarf to them,they can say out“scarf”quickly.（The students are excited,I give them some encouragement）利用多媒体创设的教学图片，肢体语言及实物来呈现本课要学的单词，生动活泼，学生能轻松地掌握单词，同时有利于学生英语兴趣的培养。
StepⅢ ListeningGet the students to listen to the tape and find out the answers to the questions on the screen.1）How's the weather today?2）Does it snow in April in Shijiazhuang?3）What does Li Ming like to do in winter?Check the answers.引导学生有目的地听，在听的过程中抓住关键信息，指导学生掌握一定的听力技能。
StepⅣ Reading1、Ask students to read the text by themselves quickly and silently.When they find something important and difficult, they should point it out.2、Divide the students into groups of six.Give them several minutes to learn from each other and help each other.And they can also ask me for help .In this way,they can solve the problems they meet.3.This time, the students read aloud the text.本环节既有默读，也有朗读，既有学生自主学习，也有学生互学；既有学生的主体活动，又有老师的指导点拨。
这样就留给了学生自由的空间，有利于挖掘其潜能；同时又在学习中培养了互助合作与探究能力。
StepⅤ CompetitionDivide the students into six groups and ask them some questions.They should close their books.When they have the answers, they must stand up and say them out as quickly as possible. The group who get highest marks is the winning one.Questions,（Questions are shown on the screen）1）Where are Li Ming, Jenny and their classmates sitting?2）What's the weather like?3）Who looks out of the window?4）Does spring come later in Canada?5）Does it always snow in winter?6）How is the sky in Canada?7）What does Li Ming like to put on?8）What does Li Ming like to do?9）What does he want to learn?10）Who will teach Li Ming to skate and ski?通过比赛，不但能检查学生对课文内容的掌握程度，还能活跃课堂气氛，培养学生的合作意识、参与意识与竞争意识StepⅥ Presentation（Get the students to look at beautiful scenery of snow on the screen）T：What's the weather like on the screen?Ss：It's cold and snowy.T：Yes,it's snowing.It's winter. I'm cold. I want my mittens and my scarf. What a cold,snowy day! （pretend to be very cold）Ss：Yes. What a cold、snowy day!T：What do you like to do in winter?Ss：I like to skate on the ice?/I like to skion the snow.通过此环节展示本课的重点语法What引导的感叹句及“What do you like to do?”句型。
StepⅦ：Practice and sum it up.T：Please look at this scarf.Is it nice?（I show a real scarf to them .）S：Yes,very nice,T：Do you like it?S：Yes, I do.T：Please describe it using an exclamatory sentence.Ss：What a nice scarf it is !T：Are these flowers beautiful?（I show some real,nice flowers to them.）S1：Yes,very beautiful.S2：What beautiful flowers they are!S3：What beautiful flowers!At last ,I get students to sum up the structure of exclamatory sentence. They can write out the following structures：1）What+a/an+形容词+单数可数名词+主语+谓语！2）What+形容司+复数名词或不可数名词+主语+谓语！此环节用了实物教学，可激发学生的学习热情，在探究式学习活动的开展中，指导学生学会归纳整理，培养了学生自主学习的能力。
StepⅧ PairworkGet the students to make up new dialogues Use the key words and target languages in the box.look out of,skate,ski…What a cold,snowy day!--What do you like to do?--I like to…Example dialogues：Pair 1：S1：Look out of the window.What beautiful snow!S2：Yes,it is very beautiful. What do you like to do on snowy days?S1：I like to skate on the ice. What about you?S2：The same to me.Pair 2：S3：What a cold, snowy day it is!S4：Oh,you are right. It's too cold.S3：What do you like to wear like this day?S4：I like to wear my winter jackes,my scarf and my mittens.S3：What do you like to do?S4：I like to ski on the snow,too.通过学生编对话，可培养学生的交际能力，同时可巩固本课的重点知识。