七年级英语下册第五单元教案
-
Lesson 33
教学设计
Teaching content:
1. new words
:
living room, kitchen, bathroom
2. a dialogue about Li Ming’s 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 t
he topic
for Unit 5. Please read about introducing units in
“Teaching
Techniques” at the back of
this teacher’s 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
teacher’s guide for general information about
introducing unit projects. Also see the
U
nit 5 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. Also see
“Tea
ching
Techniques” at the
back of this teacher’s 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
it's 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
(to go to someplace) in a car
If you wish, you may say something
about the word type in comparison 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
complete 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 comic strip or
timeline of important dates in its
development.
Teaching tip
Set up a contest for good group work.
Here's 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 group's
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
Lesson 34
教学设计
Teaching
content
1
．
new words: refrigerator, inside, wash,
juice, pass, knife, mine
2
．
a
dialogue about having breakfast
3
．
the
usage of would like
4
．
introduce sth.
Lesson
objectives
At the end of this lesson,
the students should be able to
1.
understand the meaning of the text
2.
remember and use the mastery vocabulary and know
something about the development
of the
airplane
3. write something about
airplanes
Key points
1
．
Time for sth.
=It
’
s time for sth. =It is
time to do sth.
2
．
What would you like? I would
like
…
Difficult
points
: would like to do sth.
Teaching aids:
a picture of
stove/ refrigerator, sink, some real things or
some pictures of
food, audiotape
Type: dialogue
Teaching
procedure
Class 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 Vocabulary
airport, passenger, station, railway,
fly
Oral Vocabulary
runway
For general suggestions about teaching
immersion
reading, please see “Teaching
Techniques” in the
back of
this guide. 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.
Ask if they have any questions
concerning the meaning of the text.
Encourage other students to try to answer the
questions.
Ask if they know anything
about airplanes beyond what is said in the
reading.
Step 2: Play the audiotape.
Have the class follow the audiotape while looking
at the text.
You can decide whether you
think it is necessary to spend some time on the
new vocabulary.
Step 3: Ask the
students to work individually to summarize the
main ideas of the reading in
five or
six sentences.
Stop 4: Ask for one or
two volunteers to read their summaries aloud to
the class. Do other
students agree with
what has been presented as the main ideas? Discuss
as a class. Use as much
English as
possible.
Unit project 1: History of a
type of transportation (continued) (15 minutes)
Continue unit project 1.
Students continue to work on their projects.
Advise students that
they should finish
the projects during this lesson. They will present
their projects during the
next lesson.
Activity book (5 minutes)
Play the audiotape. The aural exercises
for this lesson are:
1. Listen to the
audiotape. Follow 'the instructions.
a.
Fill in the blanks. Write the words you hear.
Hi. Do you remember me? My name is
Chad! I invented the dog-waterer. Do you have one
yet? Thanks to me, there are no more
thirsty dogs!
My family went on a trip
this summer. We went on a ship. Passengers on the
ship could
sleep or play games. There
were swimming pools and movie theatres on the
ship! Our rooms
were very big.
My mum and dad liked the ship. They did
not have to cook or clean. My dad Cried when
our trip was over!
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 second reading in the
reader
the remaining activity, book
exercises
the
next lesson in the student book
Lesson 35
教学设计
Teaching content
1
．
new
words: mitten, usually, sometimes, ride, always
2
．
a
dialogue about Li Ming
’
s
going to school in Canada
3
．
usage of sometimes, usually
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 something about the
development
of the bicycle
3. write something about bicycles
4. understand and write down some
missing words as heard in sentences or passages in
different contexts
Key
points:
usage of usually and sometimes
Difficult points:
usually
and sometimes
Preparations:
pictures, audiotape, slide projector
Type:
dialogue
Teaching procedure
Class 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 Vocabulary
all right, get off, get on, ride, seat
(n.)
Oral Vocabulary
pedal
(n.). wheel
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.
Ask if they have any questions
concerning the meaning of the text. Encourage
other
students to try to answer the
questions. Ask if they know anything about
bicycles, beyond what
is said in the
reading.
Step 2: Play the audiotape.
Have the class follow the audiotape while looking
at the text.
You can decide whether you
want to spend some time on the vocabulary listed
above.
Step 3: Ask the students to work
individually to summarize the main ideas of the
reading in
five or six sentences.
Step 4: Ask for one or two volunteers
to read their summaries aloud to the class. Do
other
students agree with what has been
presented as the main ideas? Discuss as a class.
Use as much
English as possible.
Unit project 1: History of a type of
transportation (Continued 15 minutes)
Conclude unit project 1. Groups present
their work to the class. Depending on class size
and the length of presentations, you
may wish to divide up the class.
Groups
would then present their projects to one portion
of the class.
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.
Babo's Bike, Part
One
Have you heard the story of Babo?
No?
Then I will tell you about Babo.
Babo lived a long time ago. He did not
work hard. He had a big basket. Every morning,
Babo filled the basket with apples.
Then he walked along the street. People bought
Babo's
apples. Babo's basket was always
empty when the evening came. But Babo was very
poor.
One day, Babo saw a man riding a
bicycle:
But it wasn't a bicycle! It
had only one wheel! People were watching the man.
They were
singing, “Ron the Rider! Ron
the Rider!”
Some of them gave money to
Ron.
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 reader
the
remaining activity book exercises
the
next lesson in the student book
LESSON 36
教学设计
Teaching content
1.
new
words
；
year, same, glad,
classmate
2.
a
dialogue about Li Ming
’
s
meeting Jenny
’
s class
3.
meet and
introduce each other
4.
usage of speak and same
Lesson objectives
After this
lesson, students should be able to
1.
understand the meaning of the song and sing the
song well
2. remember and use the
mastery vocabulary
3. understand and
write down some missing words as heard in
sentences or passages in
different
contexts