七年级英语winter in canada教案2

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七年级英语下册 Unit 6 Winter in Canada Lesson43教案冀教版

冀教版英语七年级下册Unit 6 Winter in Canada Lesson43教案Unit 6 Winter in CanadaLesson 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 and know some important words for describing camping3. write something about camping4. understand and write down some mi ssing words as heard in sentences or passages in different contextsCLASS OPENING （5 MINUTES）For ideas and tips on beginning a class, see “Teaching Techniques” a t the back of this teacher's guideSTUDENT BOOK （15 MINUTES）There are two readings for this lesso n. Teach the first reading. The second reading is for students to use independently.The readings present new vocabulary and review vocabulary the students have learned in previous lessons.The new vocabulary for this lesson includes the following words and phrases:Mastery Vocabularyfish （v.）， stayOral Vocabularycamping, outdoors, sleeping bag, tentBefore you begin the reading, introduce the unit project. See “Teachi ng Techniques” at the back of this teacher's guide for general information about i ntroducing unit projects. Also see the Unit 6 introductory page in this teacher's guide. Instructions for unit project 1 are in the student book.There are many ways to teach immersion reading.Here are some step-by-step instructions for one way to teach the reading in this lesson.Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions.Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.Step 3: Divide the class into small groups. Ask each group to write an e-mail message for Jenny to Li Ming expla ining why Jenny, Brian and Danny finally decided to go on a camping trip. Use the reasons provided by the textStep 4: If time allows, have some groups share what they have written with the rest of the class.UNIT PRO JECT: WRITE ABOUT A TRIP（CONTUBUED）（15 MINUTES）Begin unit project. This project covers three lessons. Students write about a real or imaginary trip and present to other students.In this lesson, begin by having students write about a trip they have taken or would like to take. They should illustrate their story. Students may either draw pictures or bring photographs to the next class.There will be time in the next lesson to continue working on the stories.ACTIVITY BOOK （5 MINUTES_）Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Fill in the blanks. Write the words you hear.An Animal in the Car! Part 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 i n her car and drove away.Later, a man stopped the woman. The man said, “You can't have an animal in your car. Take it to the zoo.”CLASS CLOSING （5 MINUTES）Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.the third reading in the readerthe remaining activit y book exercisesthe next lesson in the student book。

英语：Unit 6 Winter in Canada Lesson 45—48复习教案(冀教版七年级下)

Unit 6 Winter in CanadaLesson 45—48一、重点句型1．Are you going to give something special to Jenny’s family?你打算给詹妮家一些特别的礼物吗？（1）Are you going to...?是一般将来时的一般疑问句。

由于be going to构成一般将来时是由“be＋动词-ing形式”构成，故其否定式是在be 后加上not构成，一般疑问句则是将be动词提至句首。

e.g. I am not going to go shopping this Sunday.本周日我不打算去购物。

Are you going to have a party？你打算举行一个派对吗？Is your sister going to make a cake for her mother?你妹妹打算为她母亲做个蛋糕吗？（2）something是不定代词，当形容词修饰不定代词时需后置（即形容词放在不定代词的后面）。

e.g. I have something happy to tell you.我有些高兴的事告诉你。

Do you want to do something interesting?你想做些有趣的事情吗？Now our Christmas tree will always have something Chinese on it.现在我们的圣诞树上将会常常有些中国的东西了！2．What would you like for Christmas, Danny?Danny，你圣诞节想要什么啊？（1）What would sb. like for...？某人……（时间）想要……（东西）？e.g. What would your best friend like for her birthday?你的好朋友生日想要什么？What would you like for the New Year？你新年想要什么？（2）上面的问句可以用sb. would like...来回答。

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。

Unit 3 Winter in Canada Lesson 16 A Skating Lesson 教学设计2

Unit 3 Winter in CanadaLesson 16 A Skating Lesson教学设计2一、教学目标1、知识目标：使学生掌握四会词语learn, teach, think, can。

2、能力目标：能运用learn, teach, think等词语进行实际交流。

3、情感目标：培养学生互相学习、互相帮助的精神,培养学生自信心。

二、教学重点、难点使学生能够听、说、读、写和运用词汇learn, teach, think ,can。

三、教具准备词汇卡片录音机课文课件四、教学过程（一）、问候Hello, boys and girls!（二）、复习借助图片复习ski, ski on the snow; skate, skate on the ice等词及短语。

出示图片并提问：What does Danny do? Can you ski? Can you skate?（三）、游戏1、做游戏：“Simon Says.”先由教师发指令：Stand up. Turn left. Turn right. Walk slowly. Walk quickly. 后由学生发口令。

让学生看书中第一部分的图，提问：What is Danny doing? 让学生回答。

播放录音，让学生看书跟读。

2、出示课文课件认读词learn, teach, think, can.（四)、新授：learn, teach, think。

1、演示learn, teach, think。

教师出示Danny滑冰的图画，和问题Danny is _____ ing. 假装不知道怎样拼skate,，引导对话：How to spell “skate”? Hmmm…I am thinking. I am thinking. I don’t know what letter comes first! Can you write “skate”? I want to learn. Can you teach me?出示单词learn, teach, think。

七年级英语WinterInCanada课件

加拿大冬季的独特气候
这一章节将为大家介绍加拿大冬季独特的天气模式和气候特点，包括寒冷温度、降雪量和冰雪结冻现象。
加拿大冬季活动
加拿大冬季提供了丰富多样的户外活动。从滑雪和滑雪板到冰上曲棍球和雪上摩托车，让我们一起探索加拿大最受欢迎的冬季活动。
加拿大的滑雪和滑雪板运动
加拿大是世界上最著名的滑雪和滑雪板胜地之一。无论你是初学者还是专业者，加拿大的滑雪度假村将给你带来非凡的滑雪体验。
计划加拿大冬季之行
梦想来一次加拿大冬季之行吗？学习如何计划和安排你的旅行，确保你在加拿大冬季拥有美好而难忘的时光。
推荐的加拿大冬季目的地
加拿大拥有众多令人眼花缭乱的冬季目的地。从滑雪度假胜地到北极光观赏点，让我们来为你推荐加拿大最值得一去的地方。
加拿大的冬季旅游业
加拿大的冬季旅游业对经济发展起着重要的作用。了解加拿大冬nterInCanada课件的最后，让我们一起总结并拥抱加拿大冬季的美妙和魅力。感谢大家的参与！
加拿大的冬季节日
加拿大的冬季节日庆祝丰富多彩。从圣诞节的狂欢到冬至的传统，让我们一起来了解加拿大冬季独特的节庆文化。
加拿大的冰上钓鱼
冰上钓鱼是加拿大冬季传统的娱乐活动。在冰封的湖面上，体验钓鱼的乐趣，享受冰天雪地的宁静与放松。
加拿大的温泉放松时光
加拿大寒冬中的温泉是一种奢华而放松的享受。在温暖的泉水中泡澡，舒缓疲劳，尽情享受冬天的宠爱。
加拿大北极光奇观
加拿大是观赏北极光的理想地点之一。在黑夜的天空中，欣赏美丽的极光光带舞动，给心灵带来无尽的想象和美好。
加拿大冬季时尚
在寒冷的冬季里，加拿大人以时尚和保暖并重。了解加拿大冬季时尚的独特风格和服饰搭配。
加拿大冬季美食

《The Snowman》Winter in Canada PPT教学课件

no snow and no ice,” said John. “And no snowmen,” said the snowman sadly. “No,” said John. “But don’t worry. I can help you.” At dinner time, John’ s mother opened the fridge. Hello. Nice to meet you!
观察图片，选出这段主题
A. John made a big snowman and he was surprised. B. John found that the snowman could talk when he put his hat on the snowman. C. John thought the snowman had a wonderful name. D. John didn’t put his hat on the snowman because it was cold.
worry! I can help you.” John put his skates under the snowman. “Can you skate now?” asked John. Whoosh! The snowman could skate! He could skate very fast! “This is easy! This is fun!” he said. “Can we always skate?” the
to
close
the
door.
我忘记关门了。
加法记忆法： for（为了）+ get（得到）= forget
过去式： forgot

七年级英语下册Unit6WinterinCanadaLesson41Lesson42教案冀教版

英语：Unit 6 《Winter in Canada》教案(5)(冀教版七年级下)

Unit 6 Winter in Canada一. 教学内容：Unit 6 Winter in Canada Lesson 45 — Lesson 481. 单词和短语something funny guess sweater well whisper lantern bloom blow fall flower off sea season spring summer swim2. 语法（1）一般将来时（2）一般过去时（3）感叹句3. 交际用语（1）Are you going to give something to Jenny’s family?（2）What a hot，sunny day!二. 重点、难点分析1. I want to buy something for my family for Christmas.我想在圣诞节为全家买东西。

buy sth. for sb. =buy sb. sth为某人买某物相类似的：sing a song for sb. = sing sb. a song：为某人唱歌give sth. to sb. ；give sb. sth. 给某人某物sell sth. to sb. ;sell sb. sth.. 卖给某人某物2. Are you going to give something to Jenny’s family?你打算给珍妮的家人东西吗?（1）此句是be going to+v…句型的一般疑问句，其构成为：Be+主语+going to+动词原形+宾语+其他?如：Are you going to meet this afternoon? 你们今天下午打算会面吗?肯定回答：Yes, we are.否定回答：No, we aren’t.（2）some及some构成的不定代词、不定副词一般置于肯定句中，在否定句或疑问句中要变成any 及any构成的不定代词、不定副词，但在希望得到肯定回答或表示语气委婉的疑问句中，也可用some及some构成的不定代词、不定副词。

英语：unit 6 《winter in canada》教案(2)(冀教版七年级下).doc

Unit 6 Winter in Canada一. 教学内容：Unit 6 Winter in Canada Lesson 41 — Lesson 441. 单词和短语ice mitt ninth scarf skate ski winter another carrot face heyrock snowball snowman stick throw bring because Christmasgive holiday merry Santa Claus special together toy uswestern why put up2. 语法（1）将来时（2）感叹句3. 交际用语（1）提出建议及回答——Let’s make a snowman.——Let’s make a face on the snowman.——Let’s go inside now.——Let’s find the card with Santa Cla us.——Sure.（2）表示祝福、祝愿——Merry Christmas!（3）表示高兴、喜悦等感情色彩That’s funny!That’s great!Wonderful!二. 重点、难点分析1.You speak good English ! Does everyone in your family speak English?你英语讲得很好! 你家里人都讲英语吗？speak 动词，当表示说某种语言时，是及物动词。

如：I can speak Japanese.我会说日语。

Can you speak French? 你会说法语吗？The teacher asked us to speak English in class.老师让我们在课堂上说英语。

speak 做不及物动词时后常接介词to 或with sb. 表示与……说话，接about 或of，表示“谈到……”接on sth.，表示交际用语。

Unit6《WinterinCanada》教案2(冀教版七年级下)

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'IIntroduce the topic for Unit 6. See "Teaching Techniques" at the back of this teacher's guide for information about introducing units.STUDENT BOOK (15 MINUTES)There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.The new vocabulary for this lesson includes the following words and phrases:Mastery Vocabularyenjoy yourself, have a good time, suitcase, travel0ral Vocabularybaggage, journey, luggage, pack (v.)There are many ways to 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 suitcase. Draw a box on the blackboard to show how big the suitcase is (You can make it any size you want. A bigger suitcase may make students work hard to "fill" it. A smaller suitcase will provoke discussion about what a person really needs to take. )Each group makes a list of things to take and writes it down.With another group, each group talks about its list. The groups may question each other about their decisions. Did they forget anything important? They may add those items to their lists.If you have time, generate a list on the blackboard with suggestions from each group, one by one, until no one has any more suggestions. Will it all fit in the suitcase? If there is too much, ask the students to help you choose items to cross off.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Fill in the blanks. Write the words you hear.Jim and the DogJim was walking along the street. He saw a big dog. The dog saw Jim. Jim stopped walking.A woman was standing near the dog. “Excuse me,” Jim said. “Does your dog bite?”“No,” the woman said, “my dog doesn’t bite.”Jim walked on. Then, the dog jumped up and bit him.“Hey!” Jim said to the woman. “You said your dog doesn’t bite!”“It doesn’t,” the woman said. “That’s not my dog.”CLASS CLOSING (5 MINUTES)Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as 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学╚优#中;考|，网。

unit6《winterincanada》教案(冀教版初一下)doc初中英语

unit6《winterincanada》教案（冀教版初一下）doc初中英语(—)话题Topic(二)重点词组和句型Christmas Day Spring Festival at the front of, pick up,Merry Christmas look out of ... in April, make a snowman,Put...on top of ..., show sth.to sb., Christmas tree, on theFirst day of ..., run away,My favourite holiday is Christmas.I like winter because I like to ski and skate.My favourite seasons are spring and fall.What are you going to do tomorrow?I’m going to talk about Christmas.Are you going to give something to Jenny’s family?What a cold, snowy day!How happy they are!(三) 重难点释义1. Snow is falling.snow 可用作名词, 意为〝雪〞, 一样是不可数名词, 假如表示〝一场大/小雪时, 可用 a heavy /light snow 表示. 例如:Children are playing in the snow.What a heavy snow!snow 还可作动词, 意为下雪. 要表示下大雪应用副词hard或heavily 来修饰动词snow .例如:It’s snowing hard now.It often snows in winter in the north of China.2.Let’s make a snowman.Let 开头的祈使句的结构: Let sb. /sth. + 动词原形.例如: Let me make a cake for you.3. Then we make another snowball, and put it on that snowball.another 形容词, 〝另一个〞例如: another appleput: put…on … 〝把……放在……上面〞例如:He put the book on the desk.put on 〝穿上, 戴上〞例如:Mr. Smith put on his coat and hat.put away 〝收起来, 储存起来〞Put your books away .4.Winter will be over.be over 意思是〝终止, 完了〞例如:Class is over. Let’s have rest.5. Spring will come and Easter, too.本句省略了will come .全句为: Spring will come and Easter will come, too.6. We play a game together called 〝Roll the Stones〞.called 是过去分词作定语, 意思是〝叫作,称作〞例如:This is the boy called Li Ming.7.She stands at the front of the classroom.at the front of 意思是〝在...... 前面〞. 例如:Teachers usually stand at the front of the classroom.8. Then she picks up the bright red card.pick up 意思是〝捡起, 捡起〞例如:He picks up his suitcase and goes out.9. This is for you.介词for 后的代词需要用宾格. 例如:The gift is for us.10. It is Li Ming’s turn to speak.turn 是名词,意思是〝轮番〞.It’s sb.’s turn to do sth. 意思是〝该轮到某人做某事了〞.It’s your turn to clean the room.11. Li Ming holds something else in his hand.else 意思是〝不的, 其他的〞, 修饰不定代词或疑咨询代词,并放在他们的后面. 例如:Do you have anything else?What else can you see?12. You can play outside with no winter coat and mittens!with no 意思是〝没有任何〞相当于without any .He came to school with no food.13. They run away, laughing, singing, and jumping in all the puddles.run away 意思是〝跑开, 逃走〞句子中laughing , singing,and jumping 差不多上现在分词, 作相伴状语.如:Jenny arrives, dancing and singing a happy song .14.Well, Canada is farther north than China.farther 是far 的比较级.例如:Hudson sailed farther north and west than any European before him.哈德逊比他往常的任何欧洲人航行的往北,往西.15. In Shijiazhuang, the winter is cold and the summer is much too hot.much too 相当于very , 意思是〝专门, 十分〞too much意思是〝太多〞. 例如:The coat is much too expensive.Watching TV too much is bad for your eyes.(四) 语法知识be going to 的用法1.be going to 结构表示一样今后时态, be 动词和人称的数保持一致;表示立即发生的动作, 也可与will 替换,例如:A. I am going to play ping-pong this afternoon.= I will go to play ping-pong this afternoon.B. She is going to sing a song for us .= She will sing a song for us.2. be going to + 动词原形这一结构还表示打算, 打算决定做某事,常与be going to 结构连用的时刻状语有tomorrow, this evening, next week, next month, next year 等. 例如:I am going to do my homework this evening .They aren’t going to have any lessons next week.2.Will +动词原形这一结构表示今后, 不是打算做的事,而是表示将要发生的事. 例如It will be sunny tomorrow.。

新冀教版英语七年级下册《unit 6 winter in canada》lesson48教学设计(精品).doc

Unit 6 Winter in CanadaLesson 48 教学设计LESSON OBJECTIVESSince this is a lesson of review, by the end of the class, 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 thetheme(s), experiments, vocabulary, phrases and expressions, grammar, listening and phonetics3. use what has been learned in this unit in their free 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 time allows, play the quiz again.The audiotape presents both the questions and answers for the quiz:1.1 am going on a trip. My father is going to drive me to the airport. I'm ready to go. It's getting late! What do I say to my father? Please put up your hand for the right answer.(Let's stay home.)(I think it's time for us to leave now.)(Time for class! Let's go! )2. Now, we are in the car. My plane leaves in twenty minutes, but my father is going so slowly! What can I say to him? Look at the sentences below. Let's say the right answers together.(Please hurry!)(Hurry up, Dad! We're going to be late! )(We're in a hurry, Dad. Please drive faster. )(Please slow down!)3. Oh, good! Here's the airport! Am I late? Am I early? No. What am I? When you hear the right answer, please repeat it loudly!(I am sad.)(I am in a hurry.)(I am on time.)4. Now we are at the airport. It's time for me to go! What can I say to my father? Please stand for the right answers. Please sit fo r the wrong answers.(Good-bye! I'll miss you! )[(Bye-bye!)(Hello! Nice to see you! )(Bye, Dad!)5. What can my father say to me? I'm going to say three answers. One of them is wrong. When you hear the wrong answer, please say "no."(Have a nice time!)(Have a good time!)(Please hurry up!)(Have a nice trip!)6. Two days later, I return home. My mother asks me a question. Here is my answer: "Yes, thanks! I did! I had a great trip. "What did she ask me? Please stand when you hear the right answer.(Where did you stay?)(What did you eat on the airpl ane?)(Did you enjoy yourself?)7. Here's a hard question. Think! [ am walking by the side of the road. What else can I say? When you hear the right answer, please stand by the side of your desk!(I am walking on the road.)(I am walking above the road.)(I am walking beside the road.)(I am walking under the road.)8. Listen. What am I talking about? When you know the answer, say it loudly!(It means "luggage" or "baggage.”You take it on trips. You put clothes in it. You carry it. It starts with the letter "s". )CLASS REVIEW ACTIVITY (15 MINU TES)Have the class play games as a review activity. See "Games" at the back of thisteacher's guide for an alphabetical list of games with instructions on how to play.Here are some recommended games for this lesson's review."What's my Line?" for review of phrases in this unit. Here are some phrases and solutions you can try:Student A: No, I think we are late.Student B: Are we on time? Are we early?Student A: No, we haven't missed it. The train is still here.Student B: Have we missed the train? Are we late for the train?Student A: Thanks! Bye-bye!Student B: Have a nice time. Have a good trip. Enjoy yourself!Student A: I'm trying! I know we're late!Student B: Please hurry. Hurry up!Student A: Yes, let’s go.Student B: i think it's time for us to leave now.Student A: In a hotel, I think. I don't like tents.Student B: Where are we staying? Where will we stay?Student A: No, this isn't a good place for a picnic. There are too many cars.Student B: Let's stop by the side of the road.]Play "Charades" for review of vocabulary.Without saying anything, a student acts out a word. Other students try to guess what the word is by watching the student's actions. Use phrases such as: in a hurry/hurryingfishingpacking a suitcasea brush[来picnickingputting up a tentACTIVITY BOOK（5 MINUTES）Have students begin working on the exercises in the activity book. These exercises in the activity book. These exercises review the vocabulary for this unit.CLASS CLOSING (5MINUTES)There is no homework to assign as the unit ends with this lesson. Remember to ask students to preview the next unit, especially the first lesson in the student book.。

《Seasons》Winter in Canada 教学图文

2. ___B____ comes after spring. A. Winter B. Summer
C. Spring
习题
3. What a cool, ____B___ day! A. wind B. windy C. rain
4. It is very hot. You can take ___B____ your coat. A. of B. off C. to
讲解
歌谣记忆法: 歌谣记忆法就是把学过的单词和短语利用儿歌的形式串起来，使单词和短语读起来朗朗上口，容易记忆。同学们也可以尝试用这种方法把单词和短语变成容易记忆的句子进行记忆。如表示四季的短语就可以用这种方法来记忆。 warm spring 春来早；花儿盛开问您好。 hot summer 夏天到；游泳池里来洗澡。 cool autumn 秋天收获好；瓜果梨桃都尝到。 cold winter 冬季到；滑冰、滑雪真热闹。
作者简介：谈笑在指尖文章，诗歌多见于省内外报刊和网络平台。喜欢把日子中的点点滴如同一次旅行，一次不清楚哪里是终点的旅行。在人生的旅程中，有些人走的很从容，一边走一边欣赏着沿途的风景，春天踏青，感受万物复苏时生命的萌动；夏日赏荷，嗅闻花儿的芳香，聆听悠扬的蝉鸣；秋时听风，欣赏落叶在秋风中忘情的舞动；冬日品雪，品味银装素裹的晶莹，让自己的人生如四季绚烂，多姿多彩。有些人却是步履匆匆，他们只顾埋头盯着脚下的道路，拼命的赶完余下的旅程，一路上，只顾疲于奔跑，疲于生存，疲于生，看不见路边花儿的美丽，也注意不到蔚蓝天空中白云的漂浮，一心只忙于到达目的地，一程又一程的奔跑，将自己置于永不停歇的劳碌之中，错过了欣赏身边许多美丽的风景。

冀教版英语七下Unit6WinterinCanada(lesson4548)word教案

Unit 6 Winter in CanadaLesson 45—48一、重点句型1． Are you going to give something special to Jenny’s family?你打算给詹妮家一些专门的礼物吗？（1）Are you going to...?是一样以后时的一样疑问句。

由于be going to组成一样以后时是由“be＋动词-ing形式”组成，故其否定式是在be后加上not组成，一样疑问句那么是将be动词提至句首。

. I am not going to go shopping this Sunday.本周日我不打算去购物。

. I have something happy to tell you.我有些快乐的事告知你。

Do you want to do something interesting?你想做些有趣的情形吗？Now our Christmas tree will always have something Chine se on it.此刻咱们的圣诞树上将会常常有些中国的东西了！2． What would you like for Christmas, Danny?Danny，你圣诞节想要什么啊？（1）What would sb. like for...？某人……（时刻）想要……（东西）？. What would your best friend like for her birthday?你的好朋友生日想要什么？What would you like for the New Year？你新年想要什么？（2）上面的问句能够用sb. would like...来回答。

Unit 3 Winter in Canada Lesson 17 I Like All Seasons! 教学设计2

Unit 3 Winter in CanadaLesson 17 I Like All Seasons!教学设计2一、教学目标：1、知识目标：能熟练运用Why? Because…进行交流，能在听说读写方面掌握和运用一些关于季节的单词。

能够理解运用并口头应答下列句子：What’s your favourite season? My favourite season is _____. Why? Because __________________.2、能力目标：能够在日常生活中运用所学的各种服装的词汇并能运用句型做简短的情景对话。

如：在教室中两个同学在谈论同学们四季的服装，等等。

会简单描写自然界的一些现象，会唱歌本课的歌曲。

3、情感目标：用游戏、歌曲的方式激发学习兴趣，创设情景为学生提供学习英语氛围, 运用实物、图片吸引学生注意力并加强记忆，通过小组活动让学生体验。

养成一些良好习惯，渗透审美意识。

二、教学重、难点：重点：掌握和运用一些关于季节的单词；能够理解运用并口头应答句子：What’s your favourite season? My favourite season is _____. Why? Because __________________.难点：学生的语言灵活运用。

三、教学准备：图片、录音机、磁带、单词卡片等四、教学过程：Step 1 Class closing and review:Greeting.T: Good morning, class.Ss: Good morning,, Ms … .Step 2 New concepts: rain sun windFind someone to draw picture of the weather. Teacher describes the three pictures of them.1、The weather is sunny.2、It is rainy.3、It is windy.Teacher asks others to describe the last picture. Point to the sun, rain, wind and lead the sentence: How’ the weather?Step 3 Review the main structure and practice:What’s your favourite season? My favourite season is _____. Why? Because ________________. Step 3 Exercises:1. Fill in the blanks according to the contents of the text: Season Do you like this season? Why? Spring Summer Autumn Winter 然后教师进行提问。

Unit 3 Winter in Canada Lesson 15 Winter Fun 教学设计

Unit 3 Winter in CanadaLesson 15 Winter Fun教学设计一、教学目标：1. 知识目标：能熟练运用“why” “because”进行交流。

能认读、理解并运用下列句子：We make a small snowball for his head. I have ________ for his _________.2. 能力目标：介绍自己眼中的“winter fun”，了解堆雪人的过程，并用所学英语进行描述。

3. 情感目标：积极营造真实情境，使学生感受冬天的乐趣，并在过程中体验学习的乐趣。

二、教学重点：认读、理解并运用句子：We make a small snowball for his head. I have ________ forhis _________. 并用所学英语描述堆雪人的过程。

三、教学难点：运用略读（skimming）及寻读等阅读技巧捕捉文本主旨及细节信息，解决问题。

四、教学过程步骤1：Warm up1. Let’s sing a song about winter. (It’s from this lesson)2. Have a race. (每人一张“test paper”，看谁把身体各部位填得又快又准。

)3. Let’s talk.（屏幕上打出四季的图片，让学生讨论，并用句型What’s your favourite season? Why? Because…来问答。

）步骤2：Presentation1. 看一看，说一说。

课件呈现，“What do you do in winter?”。

2. 学生讨论后，教师带读四个单词，并在教的时候提问： Can you skate? What do you wear to skate or ski? Do you like to make snowballs and throw them? Did you make a snow man last winter?3. 课件呈现：snowball = snow + ball snowman = snow + man 教师告诉学生： You can say “make a snowball or make snowballs.”让学生自己总结，我们除了可以说“make a snowman”还可以说“make snowmen”。

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Unit 6 Winter in Canada一. 教学内容：Unit 6 Winter in Canada Lesson 45 — Lesson 481. 单词和短语something funny guess sweater well whisper lantern bloom blow fall flower off sea season spring summer swim2. 语法（1）一般将来时（2）一般过去时（3）感叹句3. 交际用语（1）Are you going t o give something to Jenny’s family?（2）What a hot，sunny day!二. 重点、难点分析1. I want to buy something for my family for Christmas.我想在圣诞节为全家买东西。

buy sth. for sb. =buy sb. sth为某人买某物相类似的：sing a song for sb. = sing sb. a song：为某人唱歌give sth. to sb. ；give sb. sth. 给某人某物sell sth. to sb. ;sell sb. sth.. 卖给某人某物2. Are you going to give something to Jenny’s family?你打算给珍妮的家人东西吗?（1）此句是be going to+v…句型的一般疑问句，其构成为：Be+主语+going to+动词原形+宾语+其他?如：Are you going to meet this afternoon? 你们今天下午打算会面吗?肯定回答：Yes, we are.否定回答：No, we aren’t.（2）some及some构成的不定代词、不定副词一般置于肯定句中，在否定句或疑问句中要变成any及any构成的不定代词、不定副词，但在希望得到肯定回答或表示语气委婉的疑问句中，也可用some及some构成的不定代词、不定副词。

试比较以下句子：Would you like some bread?你想要些面包吗?Do you need any help?你需要一些帮助吗?Could you do something for me?你能为我做些事情吗?Is there anything else in the room?房间里还有其他东西吗?3. That’s funny!太有趣了!这是口语交际句型，表示喜欢、高兴等感情色彩，与That’s interesting!意思相同。

funny 是形容词“有趣的，可笑的”，其名词为fun。

如：He’s a very funny man. 他是个很有趣的人。

I heard a funny story this morning.今天早上我听到了一个有趣的故事。

4. I know what I would like!我知道我想要什么了!此句是一个复合句。

I know是主句，what I would like是宾语从句，其语序是陈述句的语序，连接词what在从句中作宾语。

如：Please tell me what you want to buy.请告诉我你想买什么。

They don’t know if there is a computer in the hotel.他们不知道旅馆里是否有电脑。

5. Winter is cold. There are ice and snow.冬天寒冷，有冰和雪。

There be句型中的be遵循就近原则，ice和snow都是不可数名词，但在本句中强调的是两种物质，所以用there are。

如：There is a table and two beds in the room. 房间里有一张桌子，两张床。

There are some students and a teacher on the playground.操场上有一些学生和一个老师。

There are rice and meat on the plate. 盘子里有米和肉。

6. What a hot，sunny day!多么炎热且晴朗的一天啊!这是一个省略了主谓的感叹句，其完整的形式应该为：What a hot，sunny day it is!感叹句表示说话人的惊异、喜悦、悲哀、愤怒等感情色彩，多由how和what引起。

how修饰形容词或副词，what修饰名词及名词性词组，后面用陈述句语序。

如：How hard he works!他工作多努力啊!What a beautiful girl she is!她是多么漂亮的一个女孩子啊！7. The wind blows the leaves off the tree.风把树叶从树上吹下来。

leaf树叶，复数形式leaves。

leave离开，动词，第三人称单数leaves。

如：In spring，the leaves of the trees turn green. 春季树叶变绿。

He often leaves home at 9：00. 他经常在9点离开家。

8. Is winter your favourite season,Janny?珍妮，冬天是你最喜欢的季节吗?favourite：最喜欢的=like best如：My favourite ball game is football. 我最喜欢的球类运动是足球。

My favourite food is dumplings. 我最喜欢的食物是饺子。

Wh at’s your favourite colour?你最喜欢的颜色是什么?9. Be going to结构（1）用法：be going to表示即将发生的动作，常用来表示短期将要发生的事或打算、计划要做的事，一般译为“打算，将来，将要”，是一般将来时的一种形式。

如：We are going to play football this afternoon.今天下午我们将去踢足球。

（2）构成：be going to+动词原形（3）在be going to结构中，be随着主语人称和数的改变而改变，动词原形固定不变，各类句式的构成情况如下：①肯定句：主语+be going to+动词原形+（宾语）+表示将来的时间状语+其他.如：I’m going to learn English this evening.今晚我打算学英语。

②否定句：主语+be+not+going to+动词原形+（宾语）+表示将来的时间状语+其他.如：We aren’t going to have any classes tomorrow.明天我们不上课。

③一般疑问句：Be+主语+going to+动词原形+（宾语）+表示将来的时间状语+其他.如：Are they going to have a meeting after school?放学后他们要开会吗?肯定回答：Yes,they are.是的，他们要开会。

否定回答：No,they aren’t.不，他们不开会。

④特殊疑问句：特殊疑问词（组）+一般疑问句的语序?如：What are they going to leave?他们打算什么时候离开?Where are they going to meet tomorrow?明天他们准备在哪里见面?10. 一般过去时态表示过去发生的动作或存在的状态.谓语动词通常用过去式来表示.动词的过去式分为规则变化和不规则变化。

不规则动词的过去式参见不规则动词表，需特殊记忆。

规则动词的变化规律及读音总结如下：（1）一般情况下，在动词词尾加ed，在清辅音后读/t/，在元音，浊辅音后读/d/，在/d/，后读/id/。

如：help—helped/t/，look—looked/t/，enjoy—enjoyed/d/，call—called/d/，end—ended/id/，want—wanted/id/。

（2）词尾是e 的动词加d,读音同（1）。

如：live—lived/d/，like—liked/t/（3）以辅音字母+y结尾的动词，先把y改为i再加ed，此时读d.如：worry—worried/d/，cry—cried/d/，study—studied/d/（4）以重读闭音节结尾的动词，若末尾只有一个辅音字母，先双写该辅音字母再加ed，读音同（1）。

如：clap—clapped/t/，plan—planned/d/11. 感叹句感叹句用于表达说话者的惊异，喜悦，悲哀，气愤等强烈的感情，句末用感叹号“!”，读时用降调。

感叹句多用how和what引起，how和what与所修饰的词放在句首，其他部分用陈述句语序。

（1）how用作状语，修饰形容词、副词或动词。

如：How old it is today!今天多冷!How heavily it is raining!雨下得真大!How I miss you!我是多么想你啊!（2）what作定语,修饰名词（名词前可有其他定语）,单数可数名词前要加不定冠词a/an.如：What clever boys they are! 多聪明的孩子啊!What an important meeting it is! 多么重要的会议啊!如果what 后面出现的是不可数名词，就不要使用任何冠词。

如：What busy traffic!多拥挤的交通啊!What bad weather!多糟糕的天气啊!（3）用what和how引导的感叹句可以相互转换。

如：What a good boy he is!=How good the boy is!What tall buildings they are!=How tall the buildings are!。