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2019-2020年七年級英語下冊 Unit 6 Lesson 42教案 冀教版 　　Lesson 42 教學設(shè)計 　　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 describing travels 　　3. write something about making a trip 　　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 teachers 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 　　Good-bye! （Bye-bye! Bye! ） 　　Have a nice/good trip 　　Ora l 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 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 its 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 Jennys, Brians and Dannys 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 others 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 groups clues. 　　If you have time, the groups can exchange clues with more than one group. 　　CTIVITY BOOK （5 MINUTES） 　　Play the audiotape. The aural exe rcises for this lesson are: 　　1. Listen to the audiotape. Fill in the blanks. Write the words you hear. 　　Mary 　　Mary works at a bank. She begins her work at eight oclock in the morning. She stops working at five oclock in the afternoon. 　　At five oclock, 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 oclock in the evening, Mary is at her house. She eats supper. At ten oclock she goes 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 reader 　　the remaining activity book exercises 　　the next lesson in the student book