七年级英语下册 Unit 7 Sports and Good Health全单元教案 冀教版.doc

Unit 7 Sports and Good Health
Lesson 50 教学设计
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 about the geography in North America
3. write something or talk about North America
4. understand and write down some missing words as heard in sentences or passages in different contexts
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
America, American
Certainly.
Will/Would you please ？
Oral Vocabulary
North America, South America
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 the class what they know about North America, including the population, countries, cities, languages spoken, history and geographical features.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3 Discuss the reading with the class. Ask the class to summarize the main ideas of the text. Make sure the students know the six main points (the six questions introducing each paragraph) discussed in the text.
Step 4: Divide the class into small groups. Have each group do the one of following activities: draw a map of North America, roughly indicating in English the countries, major cities and mountains the students know; or discuss the reading, using as much English as possible. Their discussions could centre around questions such as:
What two countries are in North America?
(Canada and the United States)
The name South America gives you a clue as to this country's location.
Where is South America located? (It is located south of North America.)
CLASS ACTIVITY: WORD GAMES(15 MINUTES)
Have the class play a game as a fun way to learn the vocabulary for this lesson. You can use this as an opportunity to review learned vocabulary as well. See "Games" at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Choose one of these suggested games for learning vocabulary:
"Bingo"(students match words on their game sheets to words on vocabulary cards)
"Draw and Guess" (students draw pictures to illustrates words or phrases)
"Spelling Bee" (students play in teams, winning points for correctly spelling words)
You can also cut this activity and assign some time for diary writing or group verb-tense studies.
Remember to check in on these activities at the end of Lesson 55 or 56 (or both).
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.
A Smart Mother, Part Two
Tasha and her children are in the back of the house! Gary runs into the house. There is a lot of water in the house. Where is Tasha? There she is!
She is swimming. Where are her children? They are in a dish. It is Tasha's food dish. The dish is like a boat! Tasha is pushing the dish with her nose.
The small dogs have a smart mother.
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 second reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 51 教学设计
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 about the countries in Asia
3. write something or talk about Asian countries
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINI ITES)
For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide.
STUDENT BOOK (15 MINUTES)
There are two readings for this lesson. Teach the first reading. The second reading is for students touse 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
abroad, Japanese, town, village
Oral Vocabulary
Africa, Asia, India, Japan
Before you begin the reading, introduce the unit project. See "Teaching Techniques" at the back Of this teacher's guide for general information about introducing unit projects. Also see the Unit 7
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.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask them if they know anything about countries in Asia, other than China, and including Japan and India.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Use your judgment to decide whether you want to spend some time on any of the new words. You might select one or two words from the vocabulary list 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 3: Ask for volunteers to take on the roles of Jenny, Brian and Danny and act out the reading in any way they choose.
Stop 4: Divide the class into small groups. Ask all the groups to have a discussion around one of the following topics. Remind students to use as much English as possible. Countries 1 would like to visit What I know about Asian countries Languages spoken in Asia
UNIT PROJECT: REGIONAL REPORT (15 MINUTES)
Begin unit project. This project covers four lessons. Students will prepare a report to present to the class. Divide the class into small groups. Have each group choose a region of the world. Working in their groups, students begin to collect facts about the region. Instruct them to refer to the student book and reader.
TEACHING TIP
Display centres are fun!
This would be a good project for the students to make display centres.
Each group could create a display about its region in a different area of the classroom, they can display maps, written information and any pictures or objects they have managed to find. On presentation day, one member of each group stays with the display as host to explain it. The rest of the students walk around the classroom to visit each centre, Students can take turns as host of their group's display centre.
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.
In the City, Part One
A woman goes to the city for the first time. She sees many cars, lights and tall buildings. She is seared of the cars. She has never seen so many cars! She walks into a big office building. It is quiet there. She looks around. She sees an old, old man with gray hair. He is standing in front of two doors. He pushes a button. The doors open. He walks inside and the two doors close.
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 52 教学设计
LESSON BOJECTIVES
After this lesson, students should be able to
1. understand the meaning of the song and sing it 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
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 (5 MINI TTRS)
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
Thanks a lot!
You're welcome.
Sure!
Certainly!
Oral Vocabulary
There 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 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students try to answer the questions.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Select one or two sentences containing key phrases, expressions and sentence patterns. 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 3: Divide the class into groups of four. Each group member will play one of the four roles (Jenny, Brian, Li Ming's mother and Li Ming).
The students can act out the reading in any way they choose. Have one group perform for the rest of the class.
Step 4: If time allows, discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:
What does Brian say that means the same thing as call on the telephone? (He says "ring up. ")
What could you say instead of "Thanks a lot"?
(Thanks, thank you, thanks very much, thank you very much.)
UNIT PROJECT: REGIONAL REPORT (CONTINUED) (15 MINUTES)
Continue unit project. Students continue to work in the same groups. Instruct the groups to begin writing their reports. Advise students that there will be time in the next lesson to finish their reports. Remind the groups to think about illustrations for their presentations. Can they draw a map of their region? Can they locate cities and other features on the map? Students may refer to the student book and reader for information.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Follow the directions,
a. Listen. Fill in the blanks. Write tile words you hear.
In the City, Part Two
There are numbers over the doors. The numbers change: 1, 2, 3, 4, 5. Then the numbers change again: 5, 4, 3, 2, 1. The doors open again. A good looking young man with black hair walks out! The woman is very surprised. She says, "My! That's very good! Tomorrow, I'm going to bring my husband!"
CLASS CLOSING (5 MINUTES)
There 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
the next lesson in the student book diary writing and group verb-tense studies

Lesson 53 教学设计
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 making phone calls
3. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
or ideas and tips on beginning a class, see “ Teaching Techniques at the back of this, teacher’s guide. You may wish to have the class sing “East We Go.”
STUDENTS NT BOOK (15 MINUTES)
There is one reading for this lesson. While you are encouraged to use your own ways of teaching, you could follow the steps outlined below.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text.
Step 2: Play the audiotape, which teaches the vocabulary for this lesson. The new mastery vocabulary for this lesson is:
ring up
Hold on, please.
This is speaking.
How’s the weather in ?
Note there is no new oral vocabulary for this lesson.
Here you may want to mention some other important phrases, expressions and sentence patterns in the text, including:
a report on something
to get ready for something
May I please speak to…?
There is...speaking.
Step 3: Action! Divide the class into groups of four. Each member plays one of the four roles (Jenny, Brian, Li Ming's mother and Li Ming). The students can act out the reading in any way they choose, have one group perform for the rest of the class.
Step 4: If time allows, discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:
What does Brian say that means the same thing as "call on the telephone"? (He says "ring up, ") What could you say instead of "Thanks a lot"? (Thanks, thank you, thanks very much, thank you very much.)
UNIT PROJECT: REGIONAL REPORT
(CONTINUED) (15 MINUTES)
Continue unit project. Students continue to work in the same groups. They continue to work on their reports. Encourage the groups to add information to their reports that is not in the student book or reader. For example, students may know of famous places in their region or unusual animals that live there. Advise students to finish their reports in this lesson. They will be presenting their reports in the next lesson.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape, choose the correct answers.
1. I live in a place that is bigger than a village and smaller than a city. What is it?
2. This could hold many of my schoolbooks. But I never take it to school. I use it only when I go on a trip. What is it?
3. When l drive my car, I am a driver. When l travel on an airplane, I am one of these.
4. Bikes, cars, airplanes and busses have these.
What are they?
5. You can do this to stairs and airplanes.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of