陕西省兴平市秦岭中学七年级英语《Lesson39 Home for the Evening》导学案

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七年级英语下册 Unit 5 Lesson39 Home for the Evening课件 冀教版

七年级英语下册 Unit 5 Lesson39 Home for the Evening课件 冀教版

• • •
Please pass the peas! 请把豌豆递过来。 pass v. 传递;传达;经过;度过。例如: Pass me the book, `please. 请把那本书递给我。 • Every day I pass the shop. 每天我都路过这家商店。 • A year passed quickly. 一年很快过去了。 • He passed the English exam. 他通过了英语考试。
• • •
• • •
We are hungry, Mom. What’s for supper? 我们饿了,妈妈。晚饭吃什么? hungry adj. 饥饿的(反义词:full 饱了的)。例 如: Let’s get something to eat! I’m hungry. 让我们找点东西吃吧!我饿了。 拓展:hungry的比较级:hungrier. 例如; Lucy is hungrier than me. 露西比我更饿。 What’s for supper? ( = What do we have for supper?) 晚饭吃什么?
pea
• What time do you eat supper? What do you usually have? • Why do we wash our hands before eating? • What do the Smiths do after supper?
• L: What time is it? I’m hungry. • J: It’s 6:00. Time for supper! We’re hungry, Mom. What’s for supper? • MS: I’m cooking meat and vegetables. Supper’s ready! Wash your hands, everyone! • L: Help, Jenny. My hands are dirty. • (Now, they are at the table.) • L: This meat is delicious, Mrs. Smith. And I love your potatoes and carrots! • MS: Thank you, Li Ming. • J: Please pass the peas! • After supper, Jenny and Danny are watching TV. Jenny is sitting in a chair, and Danny is sitting beside her. • Lynn is Jenny’s sister and Bob is Jenny’s brother. They are playing cards. Mr. Smith is sitting on the couch. He is reading the newspaper. • Do you see Li Ming in the corner? He is writing a letter. “I’m going to use the toilet,” says Danny. “Not now. mom is taking a shower!” says Jenny.

冀教版 七年级下册 unit5 lesson39 课件

冀教版 七年级下册 unit5 lesson39  课件

• • •ຫໍສະໝຸດ • • •We are hungry, Mom. What’s for supper? 我们饿了,妈妈。晚饭吃什么? hungry adj. 饥饿的(反义词:full 饱了的)。例 如: Let’s get something to eat! I’m hungry. 让我们找点东西吃吧!我饿了。 拓展:hungry的比较级:hungrier. 例如; Lucy is hungrier than me. 露西比我更饿。 What’s for supper? ( = What do we have for supper?) 晚饭吃什么?
• • • • •
Jenny and Danny are watching TV. 詹妮和丹尼正在看电视。 watch v. 观看,注意。例如: I watched the football game on TV. 我看了电视上的足球比赛。 Watch what I do, and learn it. 看我的动作并掌握它。 拓展:TV是television的缩写。
Let’s do it
• What does your family do after supper? Write a paragraph. Be sure to include everyone in your family. Present your paragraph to a partner or your whole class.


• • • •
I’m cooking meat and vegetables. 我正在炒肉和菜。 am cooking 是现在进行时态,表示这个动作正 在进行或发生。结构是:be(am, is, are) + v.ing。 例如: Li Ming is writing a letter. 李明正在写一封信。 We are reading newspapers. 我们正在看报纸。 meat 肉,是不可数名词。例如: fresh meat 鲜肉

七年级英语下册Lesson39教材内容详解冀教版

七年级英语下册Lesson39教材内容详解冀教版

Lesson 39 Home for the Evening夜晚的家◆课文英汉对照THINK ABOUT IT! 想一想!●What time do you eat supper?What do you usually have?你几点吃晚饭?你通常吃什么?●Why do we wash our hands before eating?为什么我们饭钱要洗手?●What do the Smiths do after supper?史密斯一家晚饭后做什么?Li Ming:What time is it? I am hungry.李明:现在几点了?我饿了。

Jenny:It’s 6:00. Time for supper! We’re詹妮:6点。

该吃晚饭了!我们饿了,’s for supper?妈妈。

晚饭吃什么?Mrs.Smith:I’m cooking meat and vegetables. 史密斯夫人:我在炒肉和蔬菜。

Supper’s ready! Wash your hands, everyone!晚饭好了!都去洗手!Li Ming:Help, Jenny. My hands are dirty.李明:帮帮忙,詹妮。

我的手脏。

Jenny:Oh! You can wash your hands in the sink.詹妮:噢!你可以在水槽里洗手。

After supper, Jenny and Danny are watching晚饭后,詹妮和丹尼正在看电视。

TV. Jenny is sitting in a chair, and Danny is 詹妮坐在椅子上,而丹尼sitting beside her.坐在她身边。

Lynn is Jenny’s sister and Bob is Jenny’s林恩是詹妮的妹妹,鲍勃是詹妮的弟弟brother. They are playing cards.他们正在打牌。

七年级英语下册 Unit 5 Lesson 39教案 冀教版 教案

七年级英语下册 Unit 5 Lesson 39教案 冀教版 教案

冀教版英语七年级下册Unit 5 Lesson 39教案Lesson 39 教学设计TEACHING CONTENT1.mastery words; watch, toilet2.a dialogue and a short text3.the Present Continuous TenseLESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. memorize what is reviewed in this lesson and talk/write something abouta fun project for inventions3. understand and write down some missing words as heard in sentences or passages in different contextsKEY POINTS1.the Present Continuous Tense2.look, watch and seeDIFFICULT POINTS: the Present Continuous TenseTYPE: a dialogue and a short textTEACHING AIDS: some food, some pictures of furniture, audiotape, recordeerCLASS OPENING (5 MINUTES)For ideas and tips o n beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing “Let's Take a Drive.”STUDENT BOOK (10 MINUTES)There is one reading for this lesson. It re views the vocabulary for this unit. There is no new 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. Also see “Teaching Techniques” at the back of this teacher's guide for more ge neral information about teaching readings.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 answerthe questions. As a quick review, ask students to name the words they know for different kinds of vehicles.Step 2: Play the audiotape.Step 3: Depending upon how much time you have you may divide the class into small groups. Ask each group to think about, discuss and then write an in response to Jenny's to Li Ming. if there is time, ask some groups to share their writings with the rest of the class.VERBS (20 MINUTES)Review the irregular verbs in this unit: drive, ride and sly. See “Teaching Techniques” at the back of this teacher's guide for remended meth ods of teaching verbs.Review the verb can, which is also in this unit.This is a special verb, like might. The students learned the verb “might' in Level 1 of junior school.Do they remember what might means? Write this list on the blackboard:I go. I might go.He goes. He might go.We go. We might go.I run. I might run.He runs. He might run.We run. We might run.Now ask for volunteers to write the same phrases with the word ”can.“I can go.He can go.We can go.I can run.He can run.We can run.What do the phrases mean? ”I(verb)“ describes what you are doing now. ”I might“ expresses uncertainty. You might do something, but you might not. ”1 can“ expresses an ability. If you can do something, you are able to do it.Sometimes ”can“ expresses permission. For example, you might ask your parents: ”Can I go to the cinema?“ If they permit you to go, they might say: ”Yes, you can.“ACTIVITY BOOK (5 MINUTES)Play the aud iotape. The aural exercises for this lesson are:1. Listen to the audiotape. Look at these questions. Can you choose the correct answers? Please try.1. Li Ming says, ”It is cold, isn't it?“Wang Mei says, ”Yes it is. It might get colder. It might snow.“2. Mrs. Brown says, ”There will be a good program on TV. It is about making movies. Don't forget to watch it. ?'3. Brian says, “I saw Tim today. He is my good friend. I haven't seen him for many weeks. He looks great. I saw him at a restaurant.”4. Danny says, “I'm looking for Brian. I can't find him. Have you seen him?”Jenny says, “Yes. I saw him in the library.He was looking up some words in the dictionary.”CLASS CLOSING (5 MINUTESThere is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.Suggested homework for this lesson includes:the remaining exercises in the activity book。

七年级英语下册Lesson39教案冀教版

七年级英语下册Lesson39教案冀教版

冀教版英语七年级下册Lesson 39教案Lesson 39 教学设计TEACHING CONTENT1.mastery words; watch, toilet2.a dialogue and a short text3.the Present Continuous TenseLESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. memorize what is reviewed in this lesson and talk/write something abouta fun project for inventions3. understand and write down some missing words as heard in sentences or passages in different contextsKEY POINTS1.the Present Continuous Tense2.look, watch and seeDIFFICULT POINTS: the Present Continuous TenseTYPE: a dialogue and a short textTEACHING AIDS: some food, some pictures of furniture, audiotape, recordeerCLASS OPENING (5 MINUTES)For ideas and tips on beginn ing a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing “Let's Take a Drive.”STUDENT BOOK (10 MINUTES)There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new 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. Also see “Teaching Techniques” at the back of this teacher's guide for more general inf ormation about teaching readings.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. As a quick review, ask students to name the words they know for different kinds of vehicles.Step 2: Play the audiotape.Step 3: Depending upon how much time you have you may divide the class into small groups. Ask each group to think about, discuss and then write an e-mail in response to Jenny's e-mail to Li Ming. if there is time, ask some groups to share their writings with the rest of the class.VERBS (20 MINUTES)Review the irregular verbs in this unit: drive, ride and sly. See “Teaching Techniques” at the back of this teacher's guide for recommende d methods of teaching verbs.Review the verb can, which is also in this unit.This is a special verb, like might. The students learned the verb “might' in Level 1 of junior school.Do they remember what might means? Write this list on the blackboard:I go. I might go.He goes. He might go.We go. We might go.I run. I might run.He runs. He might run.We run. We might run.Now ask for volunteers to write the same phrases with the word ”can.“I can go.He can go.We can go.I can run.He can run.We can run.What do the phrases mean? ”I(verb)“ describes what you are doing now. ”I might“ expresses uncertainty. You might do something, but you might not. ”1 can“ expresses an ability. If you can do something, you are a ble to do it.Sometimes ”can“ expresses permission. For example, you might ask your parents: ”Can I go to the cinema?“ If they permit you to go, they might say: ”Yes, you can.“ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Look at these questions. Can you choose the correct answers? Please try.1. Li Ming says, ”It is cold, isn't it?“Wang Mei says, ”Yes it is. It might get colder. It might snow.“2. Mrs. Brown says, ”There will be a good program on TV. It is about making movies. Don't forget to watch it. ?'3. Brian says, “I saw Tim today. He is my good friend. I haven't seen him for many weeks. He looks great. I saw him at a restaurant.”4. Danny says, “I'm looking for Brian. I can't find him. Have you seen him?”Jenny says, “Yes. I saw him in the library.He was looking up some words in the dictionary.”CLASS CLOSING (5 MINUTESThere is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.Suggested homework for this lesson includes:the remaining exercises in the activity book。

冀教版七年级英语上册Lesson39教学设计

冀教版七年级英语上册Lesson39教学设计
冀教版七年级英语上册Lesson39教学设计
一、教学目标
(一)知识与技能
在本章节的学习中,学生将掌握冀教版七年级英语上册Lesson39的核心词汇和语法,提高英语听、说、读、写四项基本技能。具体包括:
1.词汇:学生能够掌握以下词汇并能正确运用:library、borrow、return、magazine、novel、reference book、shelve、arrange、stack、shelf等。
2.语法:学生能够理解和运用一般现在时态,描述图书馆的场景和动作。
3.听力:学生能够听懂并理解与图书馆相关的英语对话,获取关键信息。
4.口语:学生能够在实际场景中运用所学词汇和语法,进行关于图书馆的交流。
5.阅读:学生能够阅读和理解与图书馆相关的英语文章,提取重要信息。
6.写作:学生能够运用所学词汇和语法,编写关于图书馆的小短文。
-录制一段视频,向同学介绍自己最喜欢的图书馆区域及原因,注意运用所学词汇和语法。
3.实践作业:
-前往学校或社区的图书馆,观察并记录图书馆的各个区域和功能,尝试用英语描述。
-拍摄图书馆的照片,结合所学词汇,为照片配上相应的英文描述。
4.拓展作业:
-搜索并阅读一本英文原著或英文版本的图书,了解不同类型的书籍,拓展阅读面。
3.教师设计图书馆相关的小对话,引导学生进行角色扮演,巩固所学知识。
-分组进行角色扮演,让学生在实际语境中运用所学词汇和语法。
(三)学生小组讨论
1.教师提出与图书馆相关的话题,让学生分组进行讨论,促进学生之间的互动交流。
-话题如:“What is your favorite part of the library? Why? How do you usually borrow books from the library?”

冀教版英语七年级上册Lesson39教学设计

冀教版英语七年级上册Lesson39教学设计
7.鼓励学生在课后利用网络资源,了解世界各地人们的作息习惯,拓宽视野。并在下一堂课上进行简短的口头报告,分享所学所得。
7.教学评价:采用多元化的评价方式,如课堂表现、课后作业、小测验等,全面评估学生的学习效果,并及时给予反馈,指导学生改进学习方法。
8.家校合作:与家长保持沟通,了解学生在家的学习状况,鼓励家长关注孩子的英语学习,共同促进学生的全面发展。
四、教学内容与过程
(一)导入新课
1.教师出示一张时钟图片,引导学生说出时钟上的时间,如“six o'clock”,为新课的学习做好铺垫。
(二)教学设想
1.创设情境:利用图片、时间表等教学资源,创设与学生生活密切相关的情境,引导学生观察、思考,激发他们的学习兴趣。
2.分层教学:针对学生在词汇、语法等方面的个体差异,制定分层教学策略。对基础薄弱的学生,重点辅导词汇和基本句型;对基础较好的学生,注重提高他们的口语表达和写作能力。
3.互动交流:采用小组合作、角色扮演等形式,让学生在实际语境中进行交流,培养他们的合作精神和口语表达能力。
2.各小组展示讨论成果,互相提问、回答,提高学生的口语表达能力。
3.教师巡回指导,对学生在讨论过程中遇到的问题进行解答,确保学生掌握所学知识。
(四)课堂练习
1.教师设计练习题,让学生完成填空、选择、连线等形式的练习,巩固所学知识。
2.学生互相检查练习答案,共同讨论、解决问题,提高学生的合作能力。
3.教师针对学生的练习情况,进行讲解、答疑,确保学生掌握一般现在时的用法。
3.教师带领学生朗读课文,让学生在语境中感受一般现在时的用法,并注意语音、语调的模仿。
4.教师对重点词汇、句型进行讲解,帮助学生理解记忆,如:“get up”, “have breakfast”, “go to school”等。

七年级英语上册 Unit 5 Family and Home Lesson 39 Danny is at Home导学案 冀教版

七年级英语上册 Unit 5 Family and Home Lesson 39 Danny is at Home导学案 冀教版
教师活动 (环节、措施)
学生活动 (自主参与、合作探究、展示交流)
教师活动 (环节、措施)
学生活动 (自主参与、合作探究、展示交流)
四 完形填空。
Fred goes home from school. He's hungry. And he has a lot of homework. He 1 Tom and play football, too. He doesn't have 2 time. "Hello, Fred," says Mrs. Martin. " 3 was school today?" "Fine, but I have a lot of homework."
教师活动 (环节、措施)
学生活动 (自主参与、合作探究、展示交流)
《Unit 5 Family and Homes》Lesson 39 Danny is at Home
课题
Lesson 39 Danny is at Home
课时
1课时
课型
新授
学习目标
1掌握下列单词:数字 三十 数 刷,刷子 牙齿 梳子 洗 沐浴
( )9、A、play B、study C、plays D、studying
( )10、A、good B、nice C、fine D、well
答案:1.D2.A3.C4.B5.A6.B7.D8.A9.D10.D
五.阅读短文. 根据短文内容,选择最佳答案。
My name is Chen Lan. My home is in Gulangyu. Do you know Gulangyu? It is inXiamen. It is near the sea. Gulangyu is a small place, but it is very nice and clean. There are no cars, no buses, and no bikes. People only walk. So it isn’t very noisy.
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Step1.课前导学:
1.cook(现在分词)_____
2.dirty(反义词)_____
3.wash(单三形式)___
4.potato(复数)_____
5.tomato (复数)_____
6.sit (现在分词)_____
7.write(现在分词)_____
8.take(现在分词)_____
9.before(反义词)_____10.dry (反义词)_____
11.饿了_____1 2渴了_____
Step2.Fill in the blanks
1.This shirt is very d___.
2.This meat is d___.
3.I like to eat p___and c___,they are vegetables.
4.My father is w___ TV on the c___.
5.This is a bathroom .There is a sink ,a s___,a b___and a t__
_.
Step3.Think about it:
1.What time do you eat supper?
2.What do you usually have?
3.Do you wash your hands before eating?
Step4.Listen and answer the following questions:
1.What’s the time ?
2.How does Li Ming think of the meat ?
3.How many people are there in the living room ?
4.What is Jenny’s father doing after supper?
5.What is LiMing doing ?
Step5.Read the text more carefully and find out the following sentences:
1.晚饭准备好了。

________________
2.我们饿了,妈妈。

晚饭吃什么?________________
3.我正在炒肉和菜。

________________
4.把豌豆递给我。

________________
5.詹妮和丹尼正在看电视。

________________
6.詹妮正坐在椅子上,丹尼坐在她的旁边。

_______________
_
nguage notes:
1. be ready for sth. 准备做某事;be ready to do sth. 准备做某事
例如:
We are ready for an English class.=We are ready to have an English class. 我们准备好上英语课。

2.hungry adj. 饥饿的(反义词:full 饱了的)。

例如:
Let’s get something to eat! I’m hungry.
让我们找点东西吃吧!我饿了。

拓展:hungry的比较级:hungrier. 例如;
Lucy is hungrier than me. 露西比我更饿。

What’s f or supper? ( = What do we have for supper?)
晚饭吃什么?
3.现在进行时态,表示这个动作正在进行或发生。

结构是:be (am, is, are) + v.-ing 例如:
•李明正在写一封信。

Li Ming is writing a letter.
我们正在看报纸。

We are reading newspapers.
•meat 肉,是不可数名词。

例如fresh meat 鲜肉
4.pass,传递,搭配:pass sb. sth.=pass sth. to sb.,表示递给某人某物。

例如: Please pass me the salt.
= Please pass the salt to me. 把盐递给我。

A year passed quickly. 一年很快过去了。

He passed the English exam. 他通过了英语考试。

5.watch v. 观看,注意。

例如:
I watched the football game on TV.
我看了电视上的足球比赛。

•Watch what I do, and learn it.
看我的动作并掌握它。

•拓展:TV是television的缩写。

•beside prep. 在……的附近;在……的旁边。

例如:
•Sit beside me, please. 请坐在我旁边。

•拓展:
•beside oneself (with) 发狂;忘形
•beside the point 离题;不得要领
• in/on the chair
Step7.Practice
After supper,Jenny and Danny are________.Jenny is ________ a chair,and Danny is ________her.Lynn is Jenny’s ____and Bob is Jenny’s ____.They ________cards.Mr.Smith is sitting ___________.He is____________ .Do you see LiMing in _____? He is ____________.
Step8.Let’s do it:
What does your family do after supper? Be sure to include everyone in your family.Please act out.。

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