2019-2020年七年級(jí)英語下冊(cè) Lesson 33教案 冀教版.doc

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2019-2020年七年級(jí)英語下冊(cè) Lesson 33教案 冀教版 　　Lesson 33 教學(xué)設(shè)計(jì) 　　Teaching content: 　　1. new words: living room, kitchen, bathroom 　　2. a dialogue about Li Mings arriving in Canada 　　3. let sb. do sth. 　　4. introduce sth./sb. to sb. 　　Lesson objectives 　　After this lesson, students should be able to 　　1. understand the meaning of the text 　　2. remember and use the mastery vocabulary and know some important words for transportation 　　3. write something about means of transportation 　　4. understand and write down some missing words as heard in sentences or passages in different contexts 　　Key points 　　1.the usage of let 　　2.introduce sth. to sb. 　　Difficult points: the usage of let 　　Teaching aids: a picture of living room/ kitchen/ bathroom, some cards, slide projector 　　Type: dialogue 　　Teaching procedure 　　Class opening （5 minutes） 　　Introduce the topic for Unit 5. Please read about introducing units in “Teaching Techniques” at the back of this teachers guide. 　　Student book （15 minutes） 　　There are two reading for this lesson. 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 Vocabulary 　　Can, on foot, take a plane/train 　　Can/could I/you…？ 　　Of course. 　　Oral Vocabulary 　　Rapid, transportation, type （n.） 　　Before you begin the reading, introduce unit project 1. See “Teaching Techniques” at the back of this teachers guide for general information about introducing unit projects. Also see the Unit 5 introductory page in this teachers 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. Also see “Teaching Techniques” at the back of this teachers guide for general information about teaching readings. 　　Step l: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. 　　Step 2: Play the audiotape. Use your discretion to decide whether you want to spend some time on the new vocabulary. You may want to ask students to explain the meaning of some sentences containing key words. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if its wrong. It may be helpful to write the following phrases on a large piece of paper or on the blackboard, as a review. This will be helpful for students to refer to in the next step. 　　（to go） on foot 　　take a bus/taxi/car 　　ride a bike/the train 　?。╰o go to someplace） in a car 　　If you wish, you may say something about the word type in parison with the word kind, which the students learned in the last unit. 　　Step 3: Divide the class into small groups. Ask each group to talk about their usual means of transportation in moving around the city and travelling around the country. Encourage students to use the phrases that you have listed as well as to borrow phrases and sentence patterns from the text. 　　Step 4:Ask for three volunteers to act out the text. 　　They can choose to read aloud their lines from the reading. They can also improvise and create lines of their own. 　　Unit project 1: History of a type of transportation （15 minutes） 　　Begin unit project 1. This project covers three lessons. Working in groups, students will plete a project to present to the class. 　　Divide the class into small groups of three or four students. Each group chooses a type of transportation for the project. Instruct students to begin collecting information about that type of transportation. They will prepare a ic strip or timeline of important dates in its development. 　　Teaching tip 　　Set up a contest for good group work. 　　Heres a way to encourage good group work among your students. 　　Tell the class that each group starts with a score of ten in each of these categories: project plan, cooperation, use of English, quietness, progress, final product. Write these across the top of the blackboard. Along the left side Of the blackboard, write a list of the groups names. 　　Add or subtract scores according to each groups performance. For example, if a group is trying to use a lot of English, give it two points （so now it has twelve points in that category）。 If a group is working with too much noise, subtract a point from that group in that category. 　　Keep track of the scores each day over the course of a project. What group has the highest score? 　　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. 　　Dinosaur Fun Park 　　Hi, this is Danny: I will tell you a story about my trip to Dinosaur Fun Park! 　　Dinosaur Fun Park is a fun place for dinosaurs. There is lots of dinosaur food there. Dinosaur food is very good for dinosaurs. It is like people food, but it is bigger. Dinosaur cookies are as big as kitchen tables. There are lots of dinosaur games, too. Many dinosaurs play dinosaur ping-pong. It is like people ping-pong, but the ball is bigger. Dinosaur ping-pong uses a basketball! 　　I loved Dinosaur Fun Park, but I am too small to live there. If I grow bigger, maybe I will visit again! 　　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 reader 　　the remaining activity book exercises 　　the next lesson in the student book