冀教版七年级英语第二册unit 6 lesson 41“Snowin April”
２．２．１ ｃｏｇｎｉｔｉｏｎ ｏｂｊｅｃｔｉｖｅｓ （１）ｍａｓｔｅｒ ｓ０ｍｅ ｗｏｒｄｓ ａｎｄ ｐｈｒａｓｅｓ：ｗｉｎｔｅｒ、ｓｐｒｉｎｇ、ｎｉｇｈｔ、ｓｃａｒｆ，ｓｋａｔｅ
（１） Ｓｉｎｇ”ＴｈｅＭ ｏｎｔｈＳｏｎｇ”ｔｏ ｒｅｖｉｅｗ ｔｈｅｍｏｎｔｈｓ
（２）Ｐｌａｙｔｈｅｖａｒｉａｔｉｏｎ ｏｆ”ＤｒｅｓｓＵｐ’＇ｔｏ ｒｅｖｉｅｗ ｔｈｅ ＳｅａＳＯｎＳ利用 游戏 教学
４，３ 为赢取 ‘唤 语课 堂最 佳表 现奖’＇而主 动 学习 。
２．１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 ，
依 据 ：新 课程倡 导 的感 知— — 体验— — 实践—— 参 与— — 合作 ， 以及
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 形 成 性评价 。
２－３．１ ｔｈｅ ｕｓａｇｅ ｏｆｓｏｍｅ ｎｅｗ ｗｏｒｄｓ ａｎｄ ｐｈｒａｓｅｓ
ｓｎｏｗｙ ｃｌａｙｌ”和 “Ｉ ｌｉｋｅ ｔｏ ｓｋａｔｅ ｏｎｔｈｅ ｉｃｅ！”进 行详 细讲解 ；对 感 叹旬句 型
２．３．２ 喜 好 问答 句型 ：Ｗｈａｔｄｏｙｏｕｌｉｋｅｔｏｄｏ？Ｉｌｉｋｅｔｏｄｏ ｓｔｈ．．
等
法 ，激 发学 生学 习兴趣
（２）掌握 喜好 问答 句型 ：Ｗｈａｔｄｏｙｏｕｌｉｋｅｔｏｄｏ？Ｉｌｉｋｅｔｏｄｏ ｓｔｈ…
（３）出示下 雪 的图片 引 出并板 书课题 ‘＇Ｓｎｏｗ！Ｉｔ＇ｓ ｗｉｎｔｅａ＂佣 情景 教 学法
（３）学习感叹句句型：ｗｈａｔ ａ／ａｎ＋形容词＋名词＋主语＋谓语 ｌ
１２至蔓 塑 ５上２
Ｍ ＯＴＨＥＲＩ．ＡＮＤ
学科 交流
冀教版七年级英语第二册 ｕｎｉｔ ６ ｌｅｓｓｏｎ ４１ “Ｓｎｏｗ ｉｎ Ａｐｒｉｌ＂
张 晓 琴 （甘肃省定西 市安定区大柏林小 学 ７４３０００）
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
（２）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， 用，帮助学生从所学单词中找出几组反义词，加以强调训练；
进 一 步 了解异 域文 化 。
（２）Ｌｉｓｔｅｎ ａｕｄｉｏ忸口ｅ ａｎｄ ｔｈｅ ｌｉｒｌｓｗ￣ｒ ｔｈｅ ｑｕｅｓｔｉｏｎｓ．训 练学 生 的英语 听力
（３）培养团结协作精神 ，主动与他人交流。
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
５ 教 具准 备 ：ｔｅａｃｈｉｎｇ ｆｌａｓｈｃａｒｄ ａｎｄ ａｕｄｉｏｔａｐｅ
用 。
６ 说 流程 设计及 依 据
２．２ 三 维 目标设 立 ：
Ｓｔｅｐ１：在任 务活 动 中 ｗａｎｎｉｎｇ－ｕｐ
和“ｌｉｋｅ ｔｏ ｄｏ ｓｔｈ＇旬 型进行重点训练。
２．３．３ ｉｍｐｒｏｖｅ ｓｔｕｄｅｎｔｓ’ｒｅａｄｉｒｔｇ ｓｌｄｌｌｓ 难 点 ：
Ｓｔｅｐ３ 在任 务 活动 中巩 固 ，培 养学 生说 英 语和 合作 学 习 的能力 。最终 达 到听 说读 写 四个 方面 的 能力 。
（１）学 习 并使用 感 叹句 句型
（１）Ｐｌａｙｉｎｐａｉｒｓ．
（２）学 生 根据 实际 情境 需要 。运 用所 学 知识 ，真 正开 口讲 英语 。
（２）Ｐｒｅｓｅｎｔ．Ａｓｋ ｖｏｌｕｎｔｅｅｒ ｐａｉｒｓ ｔｏ ｐｒａｃｔｉｓｅ ｔｈｅｉｒ ｄｉａｌｏｇｕｅｓ ｂｅｆｏｒｅ ｔｈｅ
３ 说 教法
ｃｌａｓｓ．评 选 出最佳 ห้องสมุดไป่ตู้ ｐａｉｒｓ．
ｉｎ ｔｈｅ ｗｉｎｔｅｒ？使 学生 初步 了解 ｌｉｋｅ ｔｏ ｄｏ ｓｔｈ．
２．２．３ ｓｅｎｓｉｂｉｌｉｔｙ ｏｂｊｅｃｔｉｖｅｓ （１）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。
Ｓｔｅｐ２ 在任 务活 动 中认知 （１）通 过幻灯 片 教学 新单 词，使 学 生掌握 本课 生词 的读 音 ，拼写 和运
Ｌｅａｄ—ｉｎ，使学 生在 雪景 图片所 引起 的感 官 兴奋 中引入 本节 课 的课题 。
Ｈｏｗ＋形 容词倡Ⅱ词＋主语 ＋谓 语 ｌ
（４）提 出问题 ：Ｗｈａｔｄｏｙｏｕｗｅａｌ＇ｏｒｌ ａ ｃｏｌｄｄａｙ？Ｗｈａｔｄｏｙｏｕｌｉｋｅｔｏｄｏ
２．２．２ ｓｋｉｌｌ ｏｂｊｅｃｔｉｖｅｓ：：提 高学生 交 际，探 究 能力 ，培 养创 新精 神 。
为 了较 好 地完 成本 节 课教 学任 务 ，使 学 生能在 积 极参 与 的情 况下 学 会
（３）Ｈｏｍｅｗｏｒｋ：ｗｒｉｔｅ ａｐａｒａｇｒａｐｈ ａｂｏｕｔｔｈｅｗｉｎｔｅｒｉｎｙｏｕｒｈｏｍｅｔｏｗｎ．
３．５ 多媒体 辅助 教学 。通 过教 学 ｐｐｔ，给学 生 以直观 印象 ，辅助 学生 掌
４１“Ｓｎｏｗ ｉｎ Ａｐｒｉｌ”这一课 ，我将 从 以下 几个方 面 谈谈 ： １ 说 教学 理念 ：
握 知 识 ；运 用 教学录 音 ，训练 学生 的英 语听 力 。 ４ 说 学法
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
能 力 。
２－３ Ｔｅａｃｈｉｎｇｉｍｐｏｒｔａｎｔ ａｎｄｄｉｆｉｃｕｌｔｐｏｉｎｔｓ
（３）Ｐｌａｙｔｈｅｔａｐｅ ａｓｔｈｅ ｓｔｕｄｅｎｔｓｆｏｌｌｏｗ ａｌｏｎｇｉｎｔｈｅｉｒ ｓｔｕｄｅｎｔｂｏｏｋｓ．
基 于 以上 分析 ，确 定本 课重 点 ：
（４）在 学生对 课 文理解 的基 础上 ，抽 取 出课 文 中知识 点‘＇Ｗｈａｔ ａ ｃｏｌｄ，
４．１ 善于抓 住用 英语 交 际的机会 ，充分 感知 ，积极 体验 ，大 胆实 践 。
ｔａｓｋ－ｂａｓｅｄ的语 言学 习 ，采 用 ｐｒｏｊｅｃｔ ａｐｐｒｏａｃｈ的教 学方 法 ，使 学生 主 动学 习 。
４：２积 极参 与 ，善于 合作 ，培 养 团队精 神 。
２ 说 教材 （教 材概 述 、三 维 目标设 立 、教 学重 难点）
七年级英语下册 Unit 6 Lesson41教案 冀教版
冀教版英语七年级下Unit 6 Lesson41教案Snow! It's Winter!教学设计一、教材依据冀教版，《义务教育课程标准实验教科书·英语》七年级（下），Unit 6 Lesson41。
二、设计思想本课以新课程理念为指导，主要采用探究式教学法，培养学生自主、合作、探究、互动的意识和能力。
本课从学生的生活经验和兴趣出发，围绕“snow、winter”这个学生感兴趣的话题，利用多媒体创设教学情境，将学生置身于美丽的大自然之中，激发学生热爱大自然的美好情怀和学习热情。
在探究学习活动的开展中，指导学生学会归纳整理并培养学生自主学习的能力和合作精神。
课堂教学力求体现有效性原则，以学生为中心原则，探究性原则，交际性原则和情感性原则。
三、教学目标：（一）知识与能力1、学习并掌握winter,spring,bring,night,scarf等生词。
2、掌握what引导的感叹句。
3、会用“-What do you like to do?”“-I like to···”组编对话。
4、进一步提高学生的听、说、读、写能力。
（二）过程与方法1、设计探究式的学习活动，促进学生实践能力和创新能力的发展。
2、利用多媒体创设教学情境，提高课堂效率和效果。
（三）情感态度与价值观1、让学生在英语学习和过程中，体验进步和成功。
2、通过对话交流，学会与小组成员或伙伴合作。
3、通过对“snow,winter”学习，增进其对大自然，对生活的热爱之情。
四、教学重点：1、运用what引导的感叹句表达心里体验。
2、运用“-What do you like to do?”“-I like to···”来谈论喜欢做的事情。
五、教学难点1、培养学生观察、推理、总结和归纳的能力。
2、如何有效引导小组合作学习，开展积极的小组竞赛。
六、教学准备1、多媒体课件2、录音机3、花、围巾等具体实物七、教学过程：StepⅠ：Greetings and warming up.Ss：Good morning ,Ms Wang.T： Good morning boys and girls. First, let's sing“The snow is falling from the sky”.通过共唱有关“雪”的这首歌曲，活跃课堂气氛，同时为本课的学习创设了良好的教学情景。
冀教版七年级英语复习笔记四1二
冀教版七年级英语复习笔记四1二篇4：冀教版七年级（下）英语复习笔记（六）Unit 6 Winter in CanadaLesson 41 Snow! It's Winter1. put on 穿，表动作 wear 穿（着),表状态put 过去式与动词原形相同He quickly put on his coat.反义词：take off这两个词组的宾语如果是代词，要把这个代词放在这个词组的中间：Put it on. take it off是名词时，放在中间，后面都可以。
Please take off your shoes.2. snow E snowy rain E rainyice E icy fog E foggysnowball snowfall snowman3. Snow is falling.fall E fell (注意过去式的变化)Leaves fall in autumn.树叶在秋天落下。
The rain is falling outside.外面在下雨。
He fell into the river.他掉到河里。
其他重要词组：fall asleep 入睡 fall behind 落后fall off --- 从---掉下来The cup fell off the table and was broken. 茶杯从桌子上掉下来，摔碎了。
I fell off my bike yesterday. 我昨天从自行车上摔了下来。
4. in winter/in spring/in summer/in autumn5. teach sb. to do sth. 教某人做什么learn to do sth. 学（会）做什么know to do sth. 知道做什么6. It's snows a lot/a little in winter.这里冬天下雪多/少。
7. cold E hot cool E warm8. catch/have a cold 得感冒。
冀教版英语七年级上册《Unit6 Let’s go》(lesson41)课件之一
A: Does your … work? B: Yes, he/she does. A: What is he/she ? B: He/She is a … A: How does he/she go to work? B: He/She goes to work …
把下列句子变成一般疑问句并作肯定和否定回答 1. I walk to school.
A: Where do you live? B: I live near school/ far from school.
A: Where do you live? B: I live near school/far from school. A: How do you go to school? B: I go to school by bus/by bicycle/by car/ on foot.
A: What is she dat are they doing? B: They are taking a bus.
A: How do you go to school? B: I go to school by bus/by bicycle/by car/on foot.
Fill in the blanks: A: Where _d__o_es__ he/she live? B: He/She _l_iv_e_s_ near school/far from school. A: How __d_o_e_s_ he/she go to school? B: He/She _g_o_e_s_ to school by bus/by bicycle/by car/
bicycle
car
motorbike
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。
七年级英语Unit6 Lesson 41 Go to School冀教版
Unit6 Lesson 41 Go 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。
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。
冀教版英语七年级下Lesson41
He took off his hat. 他摘下了帽子。
注意: 当宾语是代词时，代词必须放在 put on (take off) 的中间, 当宾语是名词时， 可放在中间也可放在后面。如：
Put on your coat. = Put your coat on.
2. But, why is it snowing in April? 李明，你在加拿大的冬天喜欢做什么？
in April 在四月 in + 季节/年/月等时间。例如： in spring 在春天；in 2011 在2011年； in September 在9月
But, it doesn’t always snow in winter. 可是，在冬天加拿大不常下雪。 winter n. 冬天，冬季（通常不加冠词 the，指某年的冬天才用the）。例如：
Look and say winter 冬天，冬季 spring 春天，春季
scarf 围巾；头巾
skate 滑冰
ski 滑雪
learn 学， 学习 teach
教，讲授
What do you like to do in winter?
skate skate on the ice
ski ski on the snow
1. I like to put on my winter jacket, scarf
and mittens and walk in the snow. 我喜欢穿上夹克衫, 戴上围巾、手套在雪 地里走。 put on 穿上，戴上(反义词是take off 脱下， 摘下)。如：
He put on his glasses to read the letter. 他戴上眼镜看信。
七年级英语下册Unit6WinterinCanadaLesson41Lesson42教案冀教版.doc
Unit 6 Winter in CanadaLesson 41 教学设计LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary and know some important words for making travel plans3. wr ite something about planning a trip4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING (5 MINUTES'IIntroduce the topic for Unit 6. See "Teaching Techniques" at the back of this teacher's guide for information about introducing units.STUDENT BOOK (15 MINUTES)There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.The new vocabulary for this lesson includes the following words and phrases:Mastery Vocabularyenjoy yourself, have a good time, suitcase, travel0ral Vocabularybaggage, journey, luggage, pack (v.)There are many ways to t each immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see "teaching Techniques" at the back of this teacher's guide for more general information about teaching readings.Step 1: Check to see if the students have previewed the text as required. You may ask them what places Brian, Danny and Jenny intend to visit.(The oceans, the mountains and cities like Toronto, Montreal and Vancouver.)Step 2: Play the audiotape. Have the class listen to the audiotape while looking at the textbook.Step 3: Ask three volunteers to play the roles of Jenny, Brian and Danny and act out the reading.Step 4: Divide the class into small groups. Ask each group to discuss and plan a trip around China. Instruct groups to make up a dialogue about their planned trip. Encourage the students to use words, expressions and sentence patterns from the text.Step 5: If you have time, have one or two groups perform their dialogues for the rest of the class.CLASS ACTIVITY: PACKING! (15 MINUTES)In this activity, the students talk about what they would pack for a long trip. This exercise reviews vocabulary about trips, and getting ready for them from previous levels. Here are some step-by-step instructions for this activity.Divide the class into small groups.Each group discusses what one person should take on a long trip. They must pretend that they only have one suitcase. Draw a box on the blackboard to show how big the suitcase is (You can make it any size you want. A bigger suitcase may make students work hard to "fill" it. A smaller suitcase will provoke discussion about what a person really needs to take. )Each group makes a list of things to take and writes it down.With another group, each group talks about its list. The groups may question each other about their decisions. Did they forget anything important? They may add those items to their lists.If you have time, generate a list on the blackboard with suggestions from each group, one by one, until no one has any more suggestions. Will it all fit in the suitcase? If there is too much, ask the students to help you choose items to cross off.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Fill in the blanks. Write the words you hear.Jim and the DogJim was walking along the street. He saw a big dog. The dog saw Jim. Jim stopped walking.A woman was standing near the dog. “Excuse me,” Jim said. “Does your dog bite?”“No,” the woman said, “my dog doesn’t bite.”Jim walked on. Then, the dog jumped up and bit him.“Hey!” Jim said to the woman. “You said your dog doesn’t bite!”“It doesn’t,” the woman said. “That’s not my dog.”CLASS CLOSING (5 MINUTES)Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as h omework. Base your decision on students' progress.the first reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 42 教学设计LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remembe r and use the mastery vocabulary and know some important words for describing travels3. write something about making a trip4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING（5 MINUTES）For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide.STUDENT BOOK（15 MINUTES）There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.The new vocabulary for this lesson includes the following words and phrases:Mastery VocabularyGood-bye! (Bye-bye! Bye! )Have a nice/good tripOral VocabularyThere is no new oral vocabulary in this lesson.There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.Step l: Check to see if the class has previewed the text as required. In either case, ask the students to read the text silently now, si nce it contains many new words and idiomatic expressions about traveling to scenic spots. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.Step 3: Divide the class into small groups. Ask the class,"If Jenny, Brian and Danny visited all the places and enjoyed everything as advertised, what did they do?" In answer to this question, each group will make a chart of all Jenny's, Brian's and Danny's activities, based upon the reading.Step 4: If time allows, have one or two groups share what they have written with the rest of the class.CTIVCLASS ITY: WHERE ARE YOU GOING? 15 MIUTES)In this activity, the students work in groups to generate clues to a mystery location, and then solve each other's puzzles. Here are some step-by-step instructions:Explain to the class that Niagara Falls (described in the student book for this lesson) is a famous place to visit in Canada. If you gave a list of clues about this destination to a Canadian, he or she would know it right away!Divide the class into small groups. Ask each group to choose a famous destination for a trip in China. Each group then generates a list of clues about this destination－in －English!－for another group to guess.Tell the students that the list of clues should include:--What people enjoy doing there. --How people travel there (plane, train, car).--Where th e place is, in a general way (in the north, so uth, east or west of China).--Any other clues the students can put into English.The students exchange clues with another group and find the answer to the other group's clues.If you have time, the groups can exchange clues with more than one group.CTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Fill in the blanks. Write the words you hear.MaryMary works at a bank. She begins her work at eight o'clock in the morning. She s tops working at five o'clock in the afternoon.At five o'clock, the bank closes. All the people who work in the bank leave. Some people drive to their houses. Some people take the bus. Some people take the train.Mary walks to her house. She likes to walk. She walks and walks. She lives eight kilometers from the bank. She walks for three hours.At eight o'clock in the evening, Mary is at her house. She eats supper. At ten o'clock she goes to bed. Mary is tired. She is eighty years old.CLASS CLOSING (5 MINI ITES)Below is the suggested homework for this lesson.Aim to give students about thirty minutes of homework. Use your discretion ill deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.the second reading in the readerthe remaining activity book exer cisesthe next lesson in the student book。
冀教版英语七上Unit6Lesson41教案
Period 1 Listening and speakingTarget language目标语言1. Words and phrases 生词和短语walk, car, bicycle, doctor, by, far, near, drive, ride, businessman, store, by bus, by car2. Key sentences 重点句子How do you / they go to …?By bus / car.How does she / he go to …?She / He goes to work on foot.Ability goals 能力目标Enable students to express different means of transportation.Learning ability goals学能目标Help students talk about their family members using the target language.Teaching important points 教学重点Learn to express different means of transportation.Teaching difficult points 教学难点The meanings and usage of different ways of transportation.Teaching methods 教学方法Listening and speaking.Teaching aids 教具准备Pictures, tape recorder and a projector.Teaching procedures & ways 教学过程与方式Step I Warming upSs sing a song: This is the way we brush our hair, on a Sunday morning.Step II Lead-inShow the pictures of a bus, a car, a bicycle and a picture of walking.T: (Picture 1) How do I go to work?S1: I go to work by bus. I take a bus to work.T: (Picture 2) How do you go to school?S2: I go to school by bicycle. I ride a bicycle to school.T: (Picture 3) How does my friend go to work?S3: My friend goes to work by car. My friend drives a car to work.T: (Picture 4) How does my sister go to work?S4: She goes to work on foot. She walks to work.Teach the phrases: by bus / car / bicycle, on foot.Introduce the phrases: in the / one’s car, on the / one’s bike, take a bus / car, ride a bicycle. Language points:How do you go to school? 你怎么去学校？询问别人去做某事的交通方式，用how来提问，回答一般用“by +交通工具”或on foot 短语。