七年级英语下册全册教案 冀教版.doc

Lesson 1 May I Go to Beijing?Lesson ObjectivesAt the end of this lesson, students will be able to:1. understand the meaning of the text2. remember the mastery vocabulary3. find and use the list of mastery vocabulary in Lesson 8Class OpeningGREETINGThis is a new term. Greet the students by saying Hello, class. How is your vacation?New ConceptsDEMONSTRATE Demonstrate the word trip. Explain it in English like this:Li Ming is going to Beijing.Li Ming wants to go to Beijng.That is a trip.Li Ming is going on a trip to Beijing.Then point to the picture in No. 1 of the student book and ask the class: Where is he going? If you wanted too to on a trip, what would you do next?Look at the picture in No. 2 of the student book with your class. What does Li Ming do next?DRILLUse word cards in a pocket panel to show the students how to substitute words in May I? Yes / No. Point to the words as you say them.STUDENT BOOK L1Play the tape of the text in the student book. Ask the students to listen carefully as they follow along in their student books.PLAY “MOTHER, MAY I”Play it in a simple form, with numbers and big or little steps. You could also play variation 1 of the game with phrases such as read a book, sing a song, write a story, draw a picture and eat an apple. If you do this, brainstorm possible phrases before you start the game.ACTIVITY BOOK Finish Exercise 2.Class ClosingRetrospect of the lessonLesson 2 May I Invite Danny and Jenny?Lesson ObjectivesAt the end of this lesson, students will be able to:1. understand the meaning of the text2. get familiar with the oral vocabularyClass OpeningGREETINGRemember to greet the students with phrases they have learned.PLAY “MOTHER, MAY I?”This is a good game to review May I? Yes/ No, you may / may not.New ConceptsDEMONSTRATE Role-play come and go with students in the class. Use gestures to make your meaning clear. For example, ask individual students to come and then go.Lead the class through a dialogue such as this:Teacher: I want to go on a trip to Beijing! (Pick up your suitcase, point ahead and start walking.) Here I go! (Stop and point to a student.) You come, too. You come with me. (Start walking again, with the student.) Lets go.PRACTICEPlay “The Trip Game.” Refer to the “Games” section at the back of this guide. DEMONSTRATENote that this lesson uses leave and arrive. The students know most of the words in the sentences that use leave and arrive. Can they guess what the words mean? Remember to praise any student who tries to answer. STUDENT BOOK L2Play the tape of the text in the student book. They follow the text in their book and pay special attention to come on our trip and go on a trip.ACTIVITY BOOK Finish Exercise 2.PRACTICEDiscuss the story in the student book. What does Li Ming want? (He want s Danny and Jenny to come.)How does Mrs. Li talk to Mrs. Smith? (On the telephone.) where is Mrs. Smith? (In Canada.) Can Jenny come on the trip? Can Danny come?Class ClosingRetrospect of the lessonLesson 3 How Far Is Beijing?Lesson ObjectivesAt the end of this lesson, students will be able to:1. understand the meaning of the text2. remember the mastery vocabulary3. find and use the list of mastery vocabulary in Lesson 8Class OpeningGREETINGPLAY “THE TRIP GAME”Play variation 2 of the game. New ConceptsDEMONSTRATE Numbers are very regular in English. Once you know how to count to 100, you can count to 1000. Teach them how to read the numbers between 100 and 1000.E.g. 101: one hundred and one426: four hundred and twenty-six917: nine hundred and seventeenDemonstrate about with examples. Draw two quick stick people on the blackboard, a very tall boy and very short girl. Draw a tape measure beside each with an exact height marker off(such as 1.8 metres and 1.2 metres ) Lead a dialogue such as:Teacher: (Point to ech stick person in turn.) He is one-point-eight metres tall. How tall is she?Class: One point two metres tall.Teacher: Yes, he is one point eight etres tall and she is one point two metres tall. He is about two metres tall and she is about one metre tall.PRACTICECall out any number and ask the students in any row to count sequentially from that number. Stop and start the game several times with different numbers and different rows of students.DEMONSTRATE1. Explain fromto. Write the names of cities in China on the blackboard. Write the distances from our city to these cities on the blackboard. Work these out before class and use exact numbers. Then lead the dialogue like this: How far is? Or How far is it fromto ? Its about About kilometers.2. Teach near and far. Lead a dialogue like this:(Standing next to the volunteer.) He / She is near. (Take the volunteer to a far corner of the room and walk back to my original position. Point to the volunteer.) Is he / she near or far?Far.ACTIVITY BOOK Finish Exercise 3.Class ClosingRetrospect of the lessonLesson 4 How Can We Go to Beijing?Lesson ObjectivesAt the end of this lesson, students will be able to:1. understand the meaning of the text2. remember the mastery vocabulary3. understand and sing the song “A plane is fast. A bus is slow.”Class OpeningGREETINGPLAY “SPELL IT”Play “Spell it” to revew modes of transportation the students have mastered (bicycle, car, cab, truck). See the directions for this game in “Games” at the back of this guide. Leave the words on the blackboard. Then ask for volunteers to draw pictures to match the words.New ConceptsDEMONSTRATE Teach: airplane, train, fast, faster, slow, slowerDemonstrate fast and slow by talking fast and slowly, or walking fast and slowly, as you make up appropriate sentences.Demonstrate faster than and slower than with two balls of the same size, but different colours.Roll them at different speeds. Construct a sentence that describes their relative speed. As for volunteers to roll the balls and each construct a correct sentence that describes the relative speed of their ball.Demonstrate train and airplane with your large vocabulary cards. Then lead a dialogue such as: （Hold up a vocabulary card.） Whats this? A train/ An airplane. Is a train faster than an airplane? (Use gestures to make your meaning clear.) No No! A train is slower than an airplane. Is an airplane faster than a train? Yes. Yes, an airplane is faster than a train.Note that plane is short of airplane.STUDENT BOOK L4Review the story so far. Li Ming wants to go on a trip to Beijing. His mother is coming. Jenny and Danny are coming, too. Look at the pictures in No. 1 of the student book. Whats it about?DEMONSTRATE Lets takeShow the meaning of take first by doing some actions and at the same time holding your word cards of transportation vehicles. And then ask your students to join in your actions, and say: Lets take a bicycle or Lets take a bus.STUDENT BOOK L4Teach “The Trip Song” in No. 3 of the student book with the tape. Then sing the song.ACTIVITY BOOK Finish Exercise 2.Class ClosingRetrospect of the lessonLesson 5 Leaving and ArrivingLesson ObjectivesAt the end of this lesson, students will be able to:1. understand the meaning of the text2. remember the mastery vocabulary3. understand and learn “The leave arrive chant”Class OpeningGREETINGPLAY “WHAT DAY IS IT?” AND SING “THE TRIP SONG”New ConceptsDEMONSTRATE arrive, leaveDraw a circle at each end of the blackboard. Label one circle with the name of your home city. Label the other with the name of another city. Ask for a volunteer. You and the volunteer stand next to your home city. Lead the dialogue such as this:Please go to(the other circle)(start walking to the other circle.)Goodbye. He/ She is leaving Please come to(the first circle.) Now, he/she is arriving inSTUDENT BOOK L 5Play the tape.PRACTICEDivide the class into small groups: Ask each group to plan a trip to Beijing the way Li Ming planned a trip in the student book.DEMONSTRATEStudy the course plan of your students. Find out what classes they have on Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.CHANTTeach “The leave arrive Chant”ACTIVITY BOOK Finish Exercise 2.Class ClosingRetrospect of the lessonLesson 6 Li Ming Packs His SuitcaseLesson ObjectivesAt the end of this lesson, students will be able to:1. understand the meaning of the text2. remember the mastery vocabulary3. understand and chant “The This That”Class OpeningGREETINGREVIEW “NEAR”AND”FAR”Review near and far. Ask two volunteers to stand on close to you and one in a far corner of the room. Lead a dialogue such as:（Indicate the volunteer close to you.） is near. (Point to the other volunteers and talk to first volunteer.) Isnear or far?is far.(Repeat with other volunteers and eventually allow students to lead the dialogue.)DRILLReview regular plurals with an object-prompt drill.You show a book, and say “I have a book.” Then you add another book and say, “Now I have two books.” and so on.New ConceptsDEMONSTRATE This, that, these, thoseUse objects around the room and model the following structures: Teacher: (Hold up one object.) The is near. This is near. (Point to an object far away) Theis far. That is far. (Hold up two objects.) Thes are near. These are near. (Point to two objects far away.) The s are far. Those are far.Remind the students about some special plurals in English. Brainstorm a chart like this on the blackboard.This, that these, those；sweatersweaters；pencilpencils; pantpantsDRILLUse word cards in a pocket panel to show the students how to substitute words in the phrase I like this/that/these/those（colour or other adjective）them.DEMONSTRATE Packing my / your / his / her suitcaseDo this with a real suitcase and real clothes. Use demonstrative pronouns to make choices anbout the clothes you pack.STUDENT BOOK L6Review the story so far. Jenny, Danny and Li Ming are going on a trip to Beijing. Look at the pictures in the student book with the class. What is Li Ming doing in this lesson? What is Jenny doing?Jenny and Li Ming use the words a pair of. The students have heard these words before. Does anyone remember what they mean?Play the tape.PRACTICE IN PAIRSDivide the class into pairs. Ask each pair of students to make up a dialogue about packing a suitcase. One student packs and one student helps. They can use their flashcards for clothes to prompt conversation about clothing choices, or they can draw and cut out clothes on paper. They can use a pencil case as a pretend suitcase for packing the clothes.Yes, please / No, thanks.Do you like this/ that/ these/ those？A pair ofHow manydo you have?DEMONSTRATE Clothes, jacketTeach jacket with the real clothes.CHANTTeach “The This Tat Chant” in No. 2 of the student ook.ACTIVITY BOOK Finish Exercise 1.Class ClosingRetrospect of the lessonLesson 7 Buying Train TicketLesson ObjectivesAt the end of this lesson, students will be able to:1. understand the meaning of the text2. remember the mastery vocabulary3. find and use the list of mastery vocabulary in Lesson 8Class OpeningGREETINGCHANT “THE LEAVE ARRIVE CHANT”TELL THE TIMEReview how to read time. Draw clocks on the blackboard and ask the class to recite the time.New ConceptsDEMONSTRATE Jump / run / walk fromto Sit down. Stand up.Act out jump, run and walk. Then do these actions from one object to another. Ask for a volunteer to do the actions from one object to another with you . Then ask for volunteers to do them without you. But as you direct, sometimes change your directions while your volunteers are still moving between objects. PLAY “TIC-TAC-TOE”Play “Tic-Tac-Toe” Give the students directions such as those below. Note that, in English, you can say fromto or tofrom Both are correct. The students must listen carefully to the construction of each sentence you say.Please walk to the clock from the door.Please dont run from the chair to the window.Please jump.PRACTICEPlay “Mother, May I?” with sit, stand and other vocabulary from this unit.ACTIVITY BOOK Finish Exercise 2.Class ClosingRetrospect of the lessonLesson 9 Getting on the TrainTeaching content:mastery words: get, get on, very, stop, stand, where, see, mana dialogue about getting on the trainthe usage of word look and seeTeaching goals:understand the meaning of the textlearn some mastery wordsTeaching key points: difference of see and look The usage of imperative SentenceDifficult points: the usage of Imperative SentenceTeaching aids: recorder, slide projector, flashcardsType : textTeaching procedure Class openingGreet the students in English and make sure they can response correctly.duty report (such as the weather, the school life, their classmates and teachers and so on)check yesterdays homeworkNew lessonStep1 Lead inDiscuss the questions in “THINK ABOUT IT”Do you argue with your friends? Why?Do you have a friend who gets very excited? Who? Why?Answer the questions and say “We are going to learn a dialogue today. Li Ming and his friends are looking for their seats on the train. Danny sits on a wrong seat. So there is an argument. Now lets look at it.Step2 Listen to the text with the following questions:Why is Jenny angry with Danny?Which is Dannys seat?Step3 After listening to the tape, answer the questions and read through the whole text. Make sure they understand the meaning. Deal with the language points at the same time. ( using the slide projector)Step4 Listen to the tape again and let the students read after it.Step5 PracticeHave them read the dialogue aloud and correct their pronunciation if necessary. Then have them act it out in roles.Step6 Come to “LETS DO IT”: Draw a map of the inside of a train. Draw the seats and write their numbers. You should also draw the door, washroom, stairs and hot water room on the map. Describe your map to a partner. Where do you like to sit? Why?Do this part in class if time permits.Step7 A test1. I see him _ away.A. to run B. run C. runs D. ran2. I _ but _ nothing. A. looked, looked B. looked , saw C. saw, looked D. saw, saw3. The _ behind the tree is Marys father. A. man B. woman C. boy D. girl Step8 SummaryToday we learn a dialogue about getting on the train. Hl Ming and his friends get on the train. They are very excited. Danny sits on the wrong seat. He takes another mans seat. He has an argument with Jenny. In this text we learn some words such as look and see. We should be able to use them. You must practice after class.3. Homework1) Understand t