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2019-2020年七年級英語下冊 Lesson 41教案 冀教版 　　Lesson 41 教學(xué)設(shè)計 LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary and know some important words for making travel plans3. write something about planning a trip4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING （5 MINUTESIIntroduce the topic for Unit 6. See “Teaching Techniques” at the back of this teachers guide for information about introducing units. 　　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 Vocabularyenjoy yourself, have a good time, suitcase, travel0ral Vocabularybaggage, journey, luggage, pack （v.）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 more general information about teaching readings. 　　Step 1: Check to see if the students have previewed the text as required. You may ask them what places Brian, Danny and Jenny intend to visit. 　　（The oceans, the mountains and cities like Toronto, Montreal and Vancouver.）Step 2: Play the audiotape. Have the class listen to the audiotape while looking at the textbook. 　　Step 3: Ask three volunteers to play the roles of Jenny, Brian and Danny and act out the reading. 　　Step 4: Divide the class into small groups. Ask each group to discuss and plan a trip around China. Instruct groups to make up a dialogue about their planned trip. Encourage the students to use words, expressions and sentence patterns from the text. 　　Step 5: If you have time, have one or two groups perform their dialogues for the rest of the class. 　　CLASS ACTIVITY: PACKING! （15 MINUTES）In this activity, the students talk about what they would pack for a long trip. This exercise reviews vocabulary about trips, and getting ready for them from previous levels. Here are some step-by-step instructions for this activity. 　　Divide the class into small groups. 　　Each group discusses what one person should take on a long trip. They must pretend that they only have one suitcase. Draw a box on the blackboard to show how big the suitcase is （You can make it any size you want. A bigger suitcase may make students work hard to “fill” it. A smaller suitcase will provoke discussion about what a person really needs to take. ）Each group makes a list of things to take and writes it down. 　　With another group, each group talks about its list. The groups may question each other about their decisions. Did they forget anything important? They may add those items to their lists. 　　If you have time, generate a list on the blackboard with suggestions from each group, one by one, until no one has any more suggestions. Will it all fit in the suitcase? If there is too much, ask the students to help you choose items to cross off. 　　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. 　　Jim and the DogJim was walking along the street. He saw a big dog. The dog saw Jim. Jim stopped walking. 　　A woman was standing near the dog. “Excuse me,” Jim said. “Does your dog bite?” 　　“No,” the woman said, “my dog doesnt bite.” 　　Jim walked on. Then, the dog jumped up and bit him. 　　“Hey!” Jim said to the woman. “You said your dog doesnt bite!” 　　“It doesnt,” the woman said. “Thats not my dog.” 　　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 readerthe remaining activity book exercisesthe next lesson in the student book