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冀教版初中英语重点知识精选掌握知识点，多做练习题，基础知识很重要！冀教版初中英语和你一起共同进步学业有成！Unit 7 Sports and Good Health Lesson 41 Were People Healthy Then Teaching goals 教学目标1. Target language 目标语言a. 掌握词汇及短语spend, naturalgo fishing/hunting, First Nations, at that time, make a fire, a long time ago. hunt forb. 句型1) Grandpa, did people go fishing a long time ago?2) They spent a lot of time outdoors.2. Ability goals 能力目标Enable students to know the differences between now and t hen.3. Learning ability goals 学能目标Help students know some cultures.Teaching important and difficult points 教学重难点To grasp the use of some words.Teaching meth ods教学方法Listening and speaking.Teaching aids 教具准备Audiotape.Teaching procedures & ways 教学步骤与方式Step I Greeting and lead-inReview lesson 40 and lead in new lesson.T: Do you kno w the life a long time ago?S:….T: What do they often do a long time ago?Get students to talk about the differences between life then and life now.Step II Learn the textListen to the tape and finish exercise 1from“Let’s Do It”Read the lesson and finish exercise 2 from “Let’s Do It”Step II Grasp some important phrases and sentences of the text.Phrasesgo fi shing/hunting 去钓鱼/打猎at that time 在那个时候make a fire 生火a long time ago 很久以前hunt for 寻找Sentences1）Grandpa, did people go fishing a long time ago? 爷爷，在很久以前人们钓鱼吗？go fishing 意为“去钓鱼”，其构成形式为 go+doing常见的词组还有：go swimming 去游泳； go skiing 去滑雪；go skating 去滑冰；go climbing mountain 去爬山2）At that time, there were no supermarkets. 那时候还没有超市。
Lesson 50 教学设计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 about the geography in North America3. write something or talk about North America4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING (5 MINUTES}For ideas and tips on beginning a class, see"Teaching Techniques" at the back of this teacher'sguide.STUDENT BOOK (15 MINUTES)There is one reading for this lesson. The readingpresents new vocabulary and reviews the vocabularystudents have learned in previous lessons.The new vocabulary for this lesson includes thefollowing words and phrases:Mastery VocabularyAmerica, AmericanCertainly.Will/Would you please？Oral VocabularyNorth America, South AmericaThere are many ways to teach immersion reading.Here are some step-by-step instructions for one wayto 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 inEnglish the countries, major cities and mountainsthe 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 learnthe vocabulary for this lesson. You can use this as anopportunity to review learned vocabulary as well. See"Games" at the back of this teacher's guide for analphabetical list of games with instructions on how toplay.Choose one of these suggested games for learningvocabulary:"Bingo"(students match words on their gamesheets 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 TwoTasha 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 ofhomework. Use your discretion in deciding how much reading or how many exercises to assign ashomework. Base your decision on students' progress.the second reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 51 教学设计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 about the countries in Asia3. write something or talk about Asian countries4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS 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 Vocabularyabroad, Japanese, town, villageOral VocabularyAfrica, Asia, India, JapanBefore you begin the reading, introduce the unit project. See "Teaching Techniques" at the back Of this teacher's guide for general information aboutintroducing unit projects. Also see the Unit 7introductory page in this teacher's guide. Instructionsfor 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 wayto 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 AsiaUNIT PROJECT: REGIONAL REPORT(15 MINUTES)Begin unit project. This project covers fourlessons. Students will prepare a report to present tothe class.Divide the class into small groups. Have eachgroup choose a region of the world. Working in theirgroups, students begin to collect facts about theregion. Instruct them to refer to the student bookand reader.TEACHING TIPDisplay centres are fun!This would be a good project for the students to makedisplay centres.Each group could create a display about its region in adifferent area of the classroom, they can display maps,written information and any pictures or objects they havemanaged to find. On presentation day, one member ofeach group stays with the display as host to explain it.The rest of the students walk around the classroom to visiteach centre, Students can take turns as host of theirgroup's display centre.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for thislesson are:1. Listen to the audiotape. Fill in the blanks. Write the words you hear.In the City, Part OneA 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 doorsclose.CLASS CLOSING (5 MINUTES)Below is the suggested homework for this lesson.Aim to give students about thirty minutes ofhomework. Use your discretion in deciding howmuch reading or how many exercises to assign ashomework. Base your decision on students' progress.the third reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 52 教学设计LESSON BOJECTIVESAfter this lesson, students should be able to1. understand the meaning of the song and sing it well2. remember and use the mastery vocabulary3. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING (5 MINUTES)For ideas and tips on beginning a class, see"Teaching Techniques" at the back of this teacher'sguide.STUDENT BOOK (5 MINI TTRS)There is one reading for this lesson. The readingpresents new vocabulary and reviews the vocabularystudents have learned in previous lessons.The new vocabulary for this lesson includes thefollowing words and phrases:Mastery VocabularyThanks a lot!You're wele.Sure!Certainly!Oral VocabularyThere is no new oral vocabulary in this lesson.There are many ways to teach immersion reading.Here are some step-by-step instructions for onewayto 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 inthe same groups. Instruct the groups to begin writingtheir reports. Advise students that there will be timein the next lesson to finish their reports. Remind thegroups to think about illustrations for theirpresentations. 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 forinformation.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for thislesson are:1. Listen to the audiotape. Follow the directions,a. Listen. Fill in the blanks. Write tile words you hear.In the City, Part TwoThere 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 toassign as homework for this lesson. This is a chancefor students to catch up if they are behind.Suggested homework for this lesson includes:the remaining exercises in the activity bookthe next lesson in the student book diary writing and group verb-tense studiesLesson 53 教学设计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 phone calls3. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING (5 MINUTES)or ideas and tips on beginning a class, see“Teaching Techniques at the back of this,teacher’s guide.Yo u 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 questionsconcerning 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 upHold 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 somethingto get ready for somethingMay Iplease 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. Askquestions to make it easier for students to participate in the discussion. Ask questions suchas: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 inthe same groups. They continue to work on theirreports. Encourage the groups to add information totheir reports that is not in the student book orreader. For example, students may know of famousplaces in their region or unusual animals that livethere. Advise students to finish their reports in thislesson. They will be presenting their reports in thenext lesson.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for thislesson are:1. Listen to the audiotape, choose the correct answers.1. I live in a place that is bigger than a villageand 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 whenI 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 minutesofhomework. Use your discretion in deciding how muchreading or how many exercises to assign ashomework. Base your decision on students' progress.the fourth reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 54 教学设计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 about Europe3. write something or talk about Europe4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING (5 MIUNTES)For ideas and tips on beginning a class, see"Teaching Techniques" at the back of this teacher'sguide. You may wish to have the class sing "East WeGo."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 VocabularyEngland, Russian, sea, theOral VocabularyBritain, Europe, Germany, RussiaThere are many ways to teach immersion reading.Here are some step-by-step instructions for one wayto 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 the students if they know anything about Europe,including its population, countries, language, major cities, mountains and rivers.Step 2:Play the audiotape. Have the class follow the audiotape while looking at the text.Step 3: Divide the class into small groups. Each groupdraws a map of Europe. The map should include all the countries, seas, rivers, mountains, capital cities and languages spoken that have been mentioned in the text.Encourage the students to use English in their discussion and mapping.UNIT PROJECT: REGIONAL REPORT(CONTINUED) (15 MINUTES)Conclude unit project. 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 orportion of the class.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for this lesson are:l. Listen to the audiotape. Choose the correct answers.1. Jenny:What's the weather like today?Brian: It's cold. It's snowing.2. Danny:What's the weather like today?Brian: It's cold. The leaves have many colors.3. Danny:What's the weather like today'?Brian: It's hot! Let's go to the swimming pool.4. Jenny:What's the weather like today?Danny:It is rainy and cold.5. Brian:What's the weather like today?Danny: It is warm. There are new leaves on the trees.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 fifth reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 55 教学设计LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text :il2. memorize what is reviewed in this less03. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING (5 MINUTES)Forideas and tips on beginning a class, see“TeachingTechniques at the back of this,teacher’s guide.Yo u may wish to have the class sing“East We Go.”STUDENTS BOOK (15 MINUTES)There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson. There are many ways to teach immersion reading. Here are some step-by-step instructions for one wayto teach the reading in this lesson. Also see "TeachingTechniques" at the back of this teacher's guide formore general information about teaching readings.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. You may wish to select one or two words or phrases from the new vocabulary for this unit for review. Ask students to tell you what these words and phrases mean. 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 2: Play the audiotape, Have the class follow the audiotape.Step 3: Divide the class into small groups. Have the students talk about writing an message to Jenny reporting on what they have learned in this unit. In particular, what should they include in their reports?GRAMMAR AND VERBS (20 MINUTES)GrammarThe grammar for this lesson is articles and proper nouns. An article is a special type of adjective. "A", "an" and "the" are articles. In sentences, articles are always placed before a noun. A proper noun is a special type of noun. It is the name of something and always starts with a capital letter.ArticlesThere are two kinds of articles: indefinite and definite. “A”and “an”are indefinite articles. Definite. "A" and "an" are indefinite articles. Useindefinite articles when talking about somethingsingular (one thing)in general. For example:I want an apple. (any apple)A cheetah is a kind of cat. (cheetahs in general)Note that you do not use articles in theexpression"kind of." You say "a kind of cat," you do not say "akind of a cat."Give the rule for using "an" instead of "a. ""An" isused for words that begin with vowels:A, E, I, O orU. It makes them easier to pronounce. For example:an animalan eraseran ideaan orangean umbrellaThe" is a definite article. Use definite articles for the following situations:1. When talking about something mentioned earlier. For example:He picked up a book and read the book.Note that the article "a" is used with the first mention of "book", but the article "the" is used with the following mention of "book."2. When talking about something that the listener knows. For example:Open the door please.In this case, you are not talking about any door.You are talking about a specific door. The listener knows which door you mean.3. When using with certain proper nouns. For example:The ship sailed on the Pacific Ocean.In this case, we say "the" Pacific Ocean, not "a" Pacific Ocean. Why?Because there is only one Pacific Ocean, although it is one of many oceans.4. When using with plurals of nouns. For example:A black cat is at the door.BUT, the black cats are at the door.Proper NounsProper nouns are names. pare the following:Noun Proper Nouncountry Chinagirl Jennylanguage EnglishArticles can be used with any of the nouns listed: a country, the country, a girl, the girl and so on. Articlesre used with only some proper nouns. Remember theabove example using the Pacific Ocean?But we say "China, "not the China. Why? BecauseChina is unique. The Pacific Ocean is one of manyoceans, so we specify the ocean we mean. But there isonly one China, so we don't need to specify or use theword "the."”Note that we say the United States or the US. Andthe United Kingdom or the U.K. Why? For the samereason: there are many states in the world (" states”can mean "country”, so we spec ify which one wemean: the United States. And the world has manykingdoms, so we specify which one we mean: theUnited Kingdom.VerbsReview the verbs for this lesson. Note that "know"is an irregular verb. It is the only verb to review forthis lesson, so if you have time, you may wish toreview other irregular verbs as well. Please read aboutteaching verbs in "Teaching Techniques" at the backof this guide.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for thislesson are:1. Listen to the audiotape. Fill in the blanks. Write the words you hear.Help! I Can't Find My Apartment! Part OneErik lives in Norway. He lives in the country. He likes Norway, but he doesn't like the country. He wants to live in the city.Erik goes to Oslo. Oslo is a big city. He sees a nice apartment. He buys the apartment.Erik is hungry. He goes to a restaurant. He eats lunch.Alter lunch,Erik wants togo back to his new apartment. But where is his apartment? All the buildings look the same. He can't remember where his is!CLASS CIOSING (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. They should also plete any remaining exercises from the activity book.Lesson 56 教学设计LESSON OBJECTIVESSince this is a lesson of review, by the end of theclass, students should be able to1. understand and remember what is reviewed in this lesson2. have a clear idea of what has been covered in this unit, including the theme (s), activities,vocabulary, phrases and expressions, grammar, listening and phonetics3. use what has been learned in this unit in their free talks and writings about geographyCLASS OPENING (5 MINIITES)For ideas and tips on beginning a class, see"Teaching Techniques" at the back of this teacher'sguide. You may wish to have the class stag "East WeGo."QUIZ (15 MINUTES)Play the audiotape for the quiz. The quiz reviewsphrases and vocabulary teamed in this unit.Do not use the list of vocabulary in this lesson todrill students! The purpose of the list is to helpstudents learn mastery vocabulary as they read.Watch your students closely during the quiz. The quiz is a chance for you to identify students who may be having particular problems. It is also a chance for you to assess the general progress of your class. Are the students generally able to follow the audiotape?If you find students have trouble with parts of the quiz, discuss the points, and then, if time allows, play the quiz again.The audiotape presents both the questions and answers for the quiz:1. I am going to call Danny on the phone. Look at the sentences below.What's another way to say "call on the phone"?It's what I usually say!Please say it with me.(I'm going to hang up the phone.)(I'm going to ring up Danny.)(I'm going to wake up Danny.)2. The phone is ringing now. Someone says, "Hello?”What can I say next? When you hear the right answer, please say "right!"(Time to go!)(Hello! This is Brian speaking. )(Excuse me, would you please hang up?)3. Now I say, "May I speak to Danny, please?"Theperson answers, "Hold on, please.”Why? Whenyou hear the right answer, please put up your hand. (Because I'm already talking to Danny.) (Because I'm not talking to Danny.)4. Please say this with me: "Jenny, would youplease help me with my geography homework?"What does Jenny say? I'm going to say four answers. Three of them are right. Please repeat the right answers after me.(Certainly!)(No, I already did my homework.)(Sure, Brian!)(Of course!)5. Jenny says, "You're wele. "Why?What did I say to Jenny? Please put up your hand for the right answer.(Thanks a lot.)(I'm sorry, but I don't want to read that book.)(Will you please bring me a map?)6. I have rung up my mother in England. I have asked her a question. Here is her answer: "It's rainy today, Brian. I took my umbrella to work. "What was my question? When you hear it, please smile!(How are you, Mum?)(I miss you. Do you miss me?)(How's the weather in England?)7. Jenny has a map. I need Jenny's map for my geography report. Am I asking the right question?Please say "yes" or "no." (Would you please let me see your map, Jenny?)8. Listen. What am I talking about? When youknow the right answer, write it down on some paper. Then show your answer to a classmate. Were you right? (It's a piece of land. It has the word "land" in it. It's smaller than a continent. It has water around it. It starts with an i. It's second letter is s, but you don't say the s.)CLASS REVIEW ACTIVITY( 15 MINUITES)Have the class play games asa review activity. See"Games" at the back of this teacher's guide for analphabetical list of games with instructions on how toplay.Here are some remended games for thisless on’s review."Dial a Word" to review nouns in this unit."What's my Line?" Use phrases such as:Student A: Certainly, I'll show you. This is Japan.Student B: Will/Would you please show me Japan?Student A: It's raining in Beijing, today.Student B: How's/What's the weather in Beijing?Student A: It's like a huge lake, but it's salty.Student B:What's a/the "sea"?Student A: No, I have traveled to Beijing, but I have never traveled outside China.。
Unit 7 Sports and Good Health必背单词1. truth n.真相；真实→true adj.真实的；正确的→truly adv.真实地2. decide v. 决定；作出判断→decision n. 决定→decide to do sth. 决定做某事3. change n. &v.改变→changes (复数形式)→change n.零花钱4. habit n. 习惯；行为→get into the habit of 养成……习惯→eating habits 饮食习惯5. usual adj.通常的→usually adv. 通常→unusual adj.不寻常的6. health n. 健康；健康状态→healthy adj. 健康的→healthily adv. 健康地7. awful adj. 可怕的8. saying n. 俗语；谚语必背短语9. to tell you the truth 说实话10. as usual 像往常一样11. have a dream 做梦必背句子12. …vegetables are good for us.……蔬菜对我们有益。
13. So, I decided to eat more vegetables.所以，我决定多吃些蔬菜。
必背单词1. remember v. 记得；记起→forget v. 忘记(反义词)→remember to do sth. 记得要做某事→remember doing sth. 记得做过某事2. information n.信息→a piece of information 一条信息3. keep v.保持；保留→kept(过去式)→kept(过去分词)→keep doing sth. 一直做某事4. brain n. 脑；头脑5. ping-pong n. 乒乓球必背短语6. stay healthy 保持健康必背句子7. We should exercise our minds.我们应该锻炼我们的头脑。
冀教版英语七下Unit 7《Sports and Good Health》单元教学设计一. 教材分析冀教版英语七下Unit 7《Sports and Good Health》单元主要围绕运动与健康这一主题展开。
本单元通过介绍不同的体育运动和健康知识，让学生了解运动对身体健康的重要性，培养他们积极锻炼身体的意识。
教材内容丰富，包括词汇、对话、阅读理解和写作等，为教学提供了多样化的材料。
二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的听说读写能力。
他们对新鲜事物充满好奇，喜欢参加各种活动。
但部分学生对英语学习仍存在恐惧心理，课堂参与度不高。
因此，在教学过程中，教师需要关注学生的心理需求，激发他们的学习兴趣，提高课堂参与度。
三. 教学目标1.知识目标：学生能够掌握本单元的词汇、语法和表达方式，了解运动与健康的关系。
2.能力目标：学生能够运用所学知识进行日常交流，提高听说读写能力。
3.情感目标：培养学生热爱运动，养成良好的锻炼习惯，关注身体健康。
四. 教学重难点1.重点：本单元的词汇、语法和表达方式的掌握。
2.难点：如何运用所学知识进行实际交流，提高口语表达能力。
五. 教学方法1.任务型教学法：通过设置各种任务，让学生在实践中运用所学知识。
2.情境教学法：创设真实的情境，激发学生的学习兴趣。
3.小组合作学习：培养学生团队合作精神，提高课堂参与度。
六. 教学准备1.教学课件：制作生动有趣的课件，辅助教学。
2.教学素材：收集与运动和健康相关的图片、视频等素材。
3.课堂活动用品：如球类、跳绳等，用于课堂实践环节。
七. 教学过程1.导入（5分钟）利用图片、视频等素材，引导学生谈论他们喜欢的运动，激发学生的学习兴趣。
2.呈现（10分钟）介绍本节课的主要内容，展示本单元的词汇和表达方式。
通过情境教学法，让学生在真实环境中感受和理解所学知识。
3.操练（10分钟）将学生分成小组，进行角色扮演、分组讨论等活动，让学生在实践中运用所学知识。
Unit 7 Sports and Good Health教案Functions:Talking about HabitsTalking about Exercise and Good healthGrammar:Using “there be”Structures:Vegetables are good for us.How can we stay health?There are many ways.Exercise can keep our brains young!Teaching aids:computer, video, recorderTeaching periods:Period 1: Lesson 37Period 2: Lesson 38Period 3: Lesson 39Period 4: Lesson 40Period 5: Lesson 41Period 6: Lesson 42Period 7: Unit ReviewLesson 37Lesson objectives:After this lesson, students should be able to:1. Understand the meaning of the text.2. Remember and use the mastery vocabularyand know some important words.3. Understand and write down some missingwords as heard in sentences or passages indifferent contexts.Class opening:Introduce the topic for Unit 7. See "Teaching Techniques" at the back of thisteacher's guide for information about introducing units.Student book:There is one reading for this lesson. The reading presents the new vocabulary for this lesson.The new vocabulary for this lesson includes the following words and phrases: Mastery vocabulary: truth decide change habit usual health awfulOral vocabulary: sayingThere 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 teacher's guide for more general information about teaching readings.Step 1. Check to see if the students have previewed the textAsk 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 eat for lunch or breakfast.Step 2. Listen to the dialogue with the following questions:1 Listen and write true (T) or false (F).1. Danny and Jenny are having lunch.( )2. Danny is eating a salad. ( )3. Danny likes vegetables very much. ( )4. Danny decided to change his eating habits.( )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. Divide the class into small groupsAsk each group to do two things: First, summarize the main ideas of the text.Remind students of useful strategies for determining the main ideas of a reading. Second, have students discuss the reading, using as much English as possible. They can concentrate on eating habits.Step 4 PracticeHave the class read the dialogue again and answer the questions of 2 on page 99. Step 5、课文讲解Step 6、短语汇总Step 7、课文诵读1、听读课文；2、诵读课文。
冀教版英语七下Unit 7《Sports and Good Health》单元说课稿一. 教材分析冀教版英语七下Unit 7《Sports and Good Health》是一个以运动和健康为主题的教学单元。
本单元主要让学生了解各种运动项目以及运动对身体健康的益处。
教材内容丰富，包括运动项目的介绍、运动健康的知识以及与运动相关的词汇和语法。
通过本单元的学习，学生可以提高自己的英语水平，增强对体育运动的兴趣，培养良好的锻炼习惯。
二. 学情分析面对初中一年级的学生，他们对体育项目有着浓厚的兴趣，大多数学生喜欢参加各种体育活动。
因此，在教学过程中，教师可以充分利用学生的这一特点，激发他们的学习兴趣。
然而，学生在英语方面的水平参差不齐，部分学生对英语学习缺乏自信。
因此，教师需要关注学生的个体差异，调整教学策略，使每个学生都能在课堂上得到锻炼和提高。
三. 说教学目标1.知识目标：学生能够掌握与运动和健康相关的词汇和表达方式，了解各种运动项目以及运动对身体健康的益处。
2.能力目标：学生能够用英语简单介绍自己喜欢的运动，表达运动过程中的情感体验。
3.情感目标：激发学生对体育运动的兴趣，培养他们积极参与运动的习惯，增强健康意识。
四. 说教学重难点1.重点：学生能够掌握与运动和健康相关的词汇和表达方式，用英语介绍自己喜欢的运动。
2.难点：学生能够正确运用一般现在时表达习惯性动作，并在实际情境中灵活运用。
五. 说教学方法与手段1.教学方法：采用任务型教学法、情境教学法和交际教学法，让学生在实际情境中学习英语，提高他们的语言运用能力。
2.教学手段：利用多媒体课件、图片、实物等教学资源，创设生动、有趣的教学情境，激发学生的学习兴趣。
六. 说教学过程1.导入：教师通过展示各种运动项目的图片，引导学生谈论自己喜欢的运动，自然引入本课主题。
2.新课呈现：教师呈现本课的生词和短语，引导学生跟读、模仿，并通过举例和情景演练，使学生理解并掌握这些词汇和短语。
