小學(xué)語文微課教案

Module3ThenaturalelementsUnit4Forestsandland。

作為老師的任務(wù)寫教案課件是少不了的，大家在用心的考慮自己的教案課件。只有規(guī)劃好了教案課件新的工作計(jì)劃，才能促進(jìn)我們的工作進(jìn)一步發(fā)展！你們會寫多少教案課件范文呢？為了讓您在使用時更加簡單方便，下面是小編整理的“Module3ThenaturalelementsUnit4Forestsandland”，歡迎您參考，希望對您有所助益！

Module3ThenaturalelementsUnit4Forestsandland
TeachingPlan
Topic:牛津英語7AM3U4Forestsandland(P54-55)
Period:2ndPeriod
School:JiuFengExperimentalSchool
Name:ChengXiaoyan（程曉彥）

Teachingaims:
Tohelpthestudentstoconsolidate“if”clausesand“mustdo/mustn’tdo”
Todevelopthestudents’abilitiesindescribingpictures,takingnoteswhilelistening,anddoingreadingcomprehension
Tomakethestudentsknowaboutforestsandland,andmakethemrealizetheimportanceandnecessityofprotectingthem

Teachingsteps:
Warming-up
Singingasong
Pre-taskpreparation
Classcompetition
Dividethestudentsintogroupsandletthemdoaquizcompetitionaboutforestsandlandaccompaniedwiththebackgroundmusic.
(Toelicitthemaintopicof“Forestsandland”.
While-taskprocedure
Pictureshow
Showsomepictures(forests,trees,birds,insects,flowers,fruit,leaves…)andaskthestudentstodescribethem.
Listening
Getthestudentstocompletealisteningtask(P54,paragraph1),takenoteswhilelisteningandanswerthefollowingquestions.
Q:1.Whatisaforest?
2.Whyareforestsveryimportant?
3.Whatdobirdsdointrees?
4.Whatanimalsbuildhomesinthehollowsofthetrees?
5.Whatisfoodforthem?
Givethestudents1minutetojointhefiveshortanswersintooneparagraph.(Invite1-2studentstosaysth.abouttheparagraph.)
Askandanswer
Getthestudentstoreadtheothertwoparagraphssilently,anddothepairworktoaskandansweraboutthecontentsofthetwoparagraphs.
A:Whatdopeopleusetreesfor?B:…
A:Wheredooilandcoalcomefrom?B:…
A:Whatdoweuselandfor?B:…
A:Whydomanyanimalsdie?B:…
A:Whatmustwestopdoing?B:…
Readaloudthewholetext
Fillintheblanks
Getthestudentstofillintheblankswithproperwordsaccordingtothetext.(ThisexercisecanbefoundonP55ofthetextbook)
Post-taskactivities
Answerthequestion:Iftherearenotrees,whatwillhappen?
Getthestudentstodopairworktopractisethesentencepatternsasthefollowing.Thestudentscanrefertothepicturesshownonthedisplayboard.
S1:Iftherearenotrees(Withouttrees),whatwillhappen?
S2:Iftherearenotrees(Withouttrees),________________.
S1:Whatmayhappenwhenthereisaflood?
S2:_______________________.
Discussthetopic:Howshouldweprotectforests,landandtheearth?
Getthestudentstoworkingroupstodiscusshowtoprotectforests,landandtheearth.Usethesentencepatterns:Wemust/mustn’tdo…toprotectforests(land,theearth).
Summaries
Forestsareveryimportanttopeople,animalsandinsects.
Wemuststopcuttingdowntheforests.
Wemustprotectforestsandland.
Wearethefriendsoftheearth.
Homework:
Followthetapeandreadthetextfluently
Writeapassagearound60wordsonthetopic“WearethefriendsoftheEarth”
附：教學(xué)設(shè)計(jì)說明：
本節(jié)課是第二課時，主要學(xué)習(xí)有關(guān)森林和土地的內(nèi)容。在第一課時中，我們已經(jīng)學(xué)習(xí)了有關(guān)的單詞和“if”句型。因此本節(jié)課的教學(xué)目標(biāo)是讓學(xué)生鞏固“if”所引導(dǎo)的條件狀語從句，以及“mustdo/mustn’tdo”句型，通過聽力和表述課文，提高學(xué)生的聽說讀寫能力。同時，讓他們意識到森林和土地的重要性，使他們明白大自然是我們的朋友，我們有責(zé)任和義務(wù)去愛護(hù)它！
Warming-up中,學(xué)生唱一首輕快的植樹英文歌來活躍課堂氣氛。
Pre-taskpreparation中,把學(xué)生分成兩組進(jìn)行一個簡單的關(guān)于森林和土地的知識競賽，以此來引出本課主題。
進(jìn)入到While-taskprocedure,作為新授課，要去聽讀、理解課文內(nèi)容。課文有三段，我把它們這樣處理：第一段做聽力，讓學(xué)生回答問題，隨后讓他們把回答的問題串聯(lián)成一段話，即是課文的第一段內(nèi)容；第二、三段讓學(xué)生默讀，之后根據(jù)課文內(nèi)容進(jìn)行askandanswer，同桌之間一問一答。這樣，鍛煉了他們的聽力以及閱讀理解能力，同時也培養(yǎng)了他們的合作能力，使他們在短時間內(nèi)對課文有整體的了解。再根據(jù)課文填空，進(jìn)一步檢查他們對課文的熟悉程度。
進(jìn)入到Post-taskactivities，一方面讓學(xué)生運(yùn)用所學(xué)過的“if”從句，以及“mustdo/mustn’tdo”句型來拓展所學(xué)課文內(nèi)容；另一方面，讓學(xué)生了解保護(hù)森林的重要性，以及激發(fā)他們熱愛大自然的情感。

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Module3Unit4Amoreenjoyableschoollife

老師在新授課程時，一般會準(zhǔn)備教案課件，大家在用心的考慮自己的教案課件。寫好教案課件工作計(jì)劃，才能使接下來的工作更加有序！你們清楚有哪些教案課件范文呢？下面是小編為大家整理的“Module3Unit4Amoreenjoyableschoollife”，希望能為您提供更多的參考。

Module3ChangeUnit4Amoreenjoyableschoollife
1
Languagefocus:
Asking‘Wh-’questionstofindoutvariouskindsofspecificinformationaboutanevent.
e.g.Whatchangewouldyouliketoseeinourschool?
Usingmodalstomakesuggestions.
e.g.I’dliketohavecomputerlessons.

Languageskills:
Listening
Listenforspecificinformation
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Usinggesturesandfacialexpressiontoconveymeaningandintention.
Reading
Readwrittenlanguageinmeaningchunks
Recognizerecurrentpatternsinlanguagestructure

Materials:
Student’sBook7Bpage2
Cassette7Bandacassetteplayer

Preparation:
Cuethecassette.

Pre-taskpreparation

Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Introduce:enjoyable.Say:Ilikeswimminginsummer.It’senjoyable.Encouragestudentstoguessthemeaningofthisnewadjective.
2.Reviewthelanguagestructure:I’dliketo…Ask:Whatwouldyouliketohavefordinnertonight?Toelicit:I’dliketohave…Providesomepromptwordsforstudentsifnecessary.
3.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
4.Playtherecordingagain.Studentslistenandrepeat.
5.Inviteeightstudentstocomeoutandrole-playtheconversationinclass.Otherstudentsactasthejudgesandselectthebestperformer.

Consolidation
GrammarPracticeBook7Bpage52

2
Languagefocus:
Usingmodalstomakesuggestions
e.g.We’dliketo…
Usingadjectivestodescribeevents
e.g.Itwouldbeimpossibletohaveaswimmingpoolinourschool.
Asking‘Wh-’questionstofindoutvariouskindsofspecificinformationaboutanevent.
e.g.Whatchangeswouldyouliketoseeinourschool?

Languageskills:
Listening
Listenforspecificinformation.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Openaninteractionbyelicitingaresponse.
Maintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Recognizethepresentationofideasthroughbyusingstrategiessuchasbrainstorming,listing

Materials:
Student’sBook7Bpage60
Cassette7Bandacassetteplayer
Workbook7Bpage54
Photocopiablepage31

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage54foreachstudent.
Pre-taskpreparation
1.Introduce/Reviewthefollowingadjectivesto/withstudents:fun,nice,possible,impossible,interesting,necessary,unnecessary,important,comfortableanddifficult.
2.Playtherecording:Thinkanddiscuss.Studentlistenandfollowintheirbooks.
3.Studentsworkingroupsoffiveandtalkaboutthelistofsuggestions.Tellthemtousetheadjectivestheyhavejustlearnt.Alternatively,youcanencouragestudentstouseanyotheradjectivestheyhavelearntbefore.
4.Invitearepresentativefromeachgrouptoreporttotheclasswhattheirgroupthinksofeachsuggestion,e.g.Itwouldbe(anadjective)to…

Post-taskactivity
Workbookpage1

Consolidation
GrammarPracticeBook7Bpage1

3
Languagefocus:
Usingmodalstotalkaboutability
e.g.Wecouldmovethedesksintogroupsourselves
Usingpronounstoidentifypeople.
e.g.I’lldoitmyself.
Usingformulaicexpressionstorespondtosuggestions.
e.g.That’sagoodidea.

Languageskills:
Listening
Identifydetailsthatsupportamainidea.
Listenforspecificinformation
Speaking
Openaninteractionbyelicitingaresponse
Maintainaninteractionbyreplying.
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Readwrittenlanguageinmeaningfulchunks
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,question.
Developwrittentextsbyexpressingideasandfeelings.

Materials:
Student’sBook7Bpage61
Cassette7Bandacassetteplayer
Workbook7Bpage32
Photocopiablepage55

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage55foreachgroup.RemindstudentstobringbackPhotocopiablepage54toclass.

Pre-taskpreparation
1.Introducethereflexivepronouns:yourself,yourselves,ourselves,themselves,myself,himselfandherself.Say:Idon’thaveamaidathome.Idoallthehouseworkmyself.Doyoudothehouseworkyourselfordoesyourmotherdoallthehouseworkherself?
2.Playtherecoding:Lookandread.Studentslistenandfollowintheirbooks.
3.Playtherecordingagain.Studentslistenandrepeat
4.Dividestudentsintogroupsoffive.Tellthemtoimaginethemselvestobekittyandherfriendsanddiscussthechangestheycanmakeforamoreenjoyableschoollife.RemindthemtorefertothemodeledconversationinDiscussforreference.
5.Inviteafewgroupstocomeforwardandcarryouttheirdiscussions.Encourageothergroupstopointoutanyotherchangetheycanmakethemselves.
Post-taskactivity
Workbookpage32

Consolidation
GrammarPracticeBook7Bpages54to55.

4
Languagefocus:
Asking‘Wh-’questionstofindoutvariouskindsofspecificinformationaboutaperson.
e.gWhatwouldyoudotomakeschoollifemoreenjoyable?
Usingmodalstomakesuggestions.
e.g.He/She’dlet/give…

Languageskills:
Listening
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Usegesturesandfacialexpressiontoconveymeaningandintention.
Reading
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage
Writeoutapieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary.

Materials:
Student’sBook7Bpage62
Cassette7Bandacassetteplayer
Photocopiablepages56and84

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage84foreachstudent.MakeacopyofPhotocopiablepage56foreachgroup.

Post-taskactivity
1.StudentslookatthepicturesonthedisplayboardinLookandsay.Thetheyworkinpairandtalkaboutwhateachpicturemeans.RemindthemtousethemodeleddialogueprovidedintheStudents’Book.
2.DistributeacopyofPhotocopiablepage56toeachgroup.Studentsworkingroupsoffiveandmakeasimilarboarddisplay.Invitearepresentativefromeachgrouptocomeforwardandtalkabouttheirpictures.Youmayalsoencourageotherstudentstogivesomesuggestionsorideasforimprovement.

Consolidation
GrammarPracticeBook7Bpages56and57

Module4Unit3WaterFestival教案

Module4Thenaturalelements
Unit3WaterFestival
1
Languagefocus:
Usingconnectivestoexpressalternatives
e.g.Theyhaveeitherahotdrinkoracolddrink.
Usingadverbs/adverbialstoexpressaddition
e.g.Class,you’venotonlylearnthowmakedeliciousdrinks,you’vealsolearntaboutthethreeformsofwater.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Listenforspecificinformation
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Openaninteractionbyelicitingaresponse
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replaying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Readwrittenlanguageinmeaningfulchunks
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Recognizerecurrentpatternsinlanguagestructure
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing.
Developwrittentextsbyusingappropriateformat,conventionsandlanguagefeatureswhenwritingnon-narrativetexts.

Materials:
Student’sBook7Bpages76and77
Cassette7Bandacassetteplayer
Photocopiablepage72.
Recipesfordifferenthotandcolddrinks.

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage72foreachpair.

Pre-taskpreparation
Languagelearningactivity

(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Introducerecipesofdifferenthotandcolddrinkstostudents.Askstudentsaboutthedifferenttypesofhotandcolddrinkscanmake.Writestudents’suggestionsontheboard.
2.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
3.DistributeacopyofPhotocopiablepage72toeachpair.StudentsarerequiredtowritearecipeformakingAppleandPeachTea.Getstudentstodiscussinpairshowtheywouldmakeit,giventhepicturesandwords.Thentheywritetheirrecipes.
4.Inviteafewpairestosharetheirrecipeswiththerestoftheclass.Geteachpairtochecktheiranswerswithanotherpair.Acceptallreasonableanswersandgiveexplanationswhennecessary.
5.Askstudentstowriterecipesfortheirsuggestionspreviouslydiscussed.Youmayaskstudentstothinkofotherdrinkstheycanmake.Studentscanworkindividually,inpairsoringroups.
6.Whenstudentshavefinishedtheirrecipes,collectthemandbindthemtogethertomakearecipebook.

2
Languagefocus:
Asking‘Wh-’questionstofindoutvariouskindsofspecificinformationaboutaperson,objectoranevent.
e.g.Whathappenswhenweboilwater?
Usingconnectivestoshowthetimerelationshipbetweentwoactions.
e.g.Whenwefreezewater,itturnsintoice.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Closeaninteractionbygivingreasons.
Reading
Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.
Recognizerecurrentpatternsinlanguagestructure.
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
Planandorganizeinformationandideasbydecidingonthesequenceofcontent.

Developwrittentextsbypresentingmainandsupportingideas.
Developwrittentextsbyexpressingownideasandfeelings.

Materials:
Student’sBook7Bpage77
Workbook7Bpage41
Photocopiablepage73

Preparation:
MakeacopyofPhotocopiablepage73foreachpair.

Pre-taskpreparation
1.Demonstrateboilingwaterturningintosteaminclass.Havestudentswatchthedemonstrationandgivebriefexplanationabouteachstepofthedemonstration.
2.Askstudents:Whathappenswhenweboilwater/freezewater/icemelts?Toelicit:Whenweboilwater…/Whenwefreezewater…/Whenicemelts…Youmayaskmoreablestudents:Whatarethethreeformsofwater?

Consolidation
GrammarPracticeBook7Bpage67

3
Languagefocus:
Usingconnectivestoshowthetimerelationshipbetweentwoactions.
e.g.Whenthejugfull,itcontains100millilitresofwater.
Usingnouns/nounphrasestorefertoquantity/units.
e.g.100millilitresofwater.
Usingmodalstoexpressobligationandprohibition.
e.g.Youmustpourallthewaterintoanotherobject.
Usingtheintroductory‘there’toexpressfacts.
e.g.Therewere100millitresofwaterinthejug.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Indentifythemainideasofanewtopic.Listenforspecificinformation.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate
Reading

Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.
Recognizerecurrentpatternsinlanguagestructure.

Materials:
Student’sBook7Bpage78
Cassette7Bandacassetteplayer
Ajug,abowl,acupandwater.

Preparation:
Cuethecassette.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Askstudentsiftheyknowanywatergames.Getstudentstoexplainthegame,includingtheproceduresandrules,totherestoftheclass.
2.Playtherecording:Thinkanddo.Studentslistenandfollowintheirbooks.Ifitisnecessary,clarifytheproceduresandruleswiththeclass.
3.Invitetwostudentstocometothefrontoftheclassanddemonstratethegame.
4.Askstudents:Howcanyouget90millilitresofwaterinthejug?Givestudentstimetoanswerthisquestion.Thendemonstrateittotherestoftheclass.
5.Youmayinvitestudentstoplaysomewatergamespreviouslysuggested.Getstudentstobringthematerialstoclass.Havestudentsexplaintheproceduresandrulestotherestoftheclasswhiletheydemonstrateit.Offerhelpandguidancetothelessablestudents.

4
Languagefocus:
Usingtheintroductory‘there’toexpressfacts.
e.g.Therewere50millilitresofwaterinthebowl.
Usingthesimplepasttensetotalkaboutpastactivitiesandstates.
e.g.Therewere50millilitresofwaterinthejug.
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Nowthereareonly20millilitresofwaterinit.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Openaninteractionbyelicitingaresponse.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Maintainaninteractionbyaskingandrespondingtoothers’opinions
Reading
Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Recognizerecurrentpatternsinlanguagestructure.
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing.
Developwrittentextsbyexpressingownideasandfeelings.
Writeoutapieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary.

Materials:
Student’sBook7Bpage79
Workbook7Bpage42
Photocopiablepage74
Ajug,abowl,acupandwater

Preparation:
MakeacopyofPhotocopiablepage74foreachstudent.

5
Languagefocus:
Asking‘Wh-’questionstofindoutplace,positionordirection.
e.g.Wheredoweusuallyfindthissign?
Useadverbs/adverbialstoexpresstime/frequency.
e.g.Weusuallyfindthissignnearreservoirsandpiers.
Useformulaicexpressionstoexpressopinions.
e.g.Whatashame!

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Identifythemainideasofanewtopic.
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Maintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak.
Reading.
Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.
Recognizerecurrentpatternsinlanguagestructure

Materials:
Student’sBook7Bpage80
Cassette7Bandacassetteplayer
Workbook7Bpage43

Preparation:
Cuethecassette.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewthedifferentplaces,suchas:swimmingpools,reservoirs,constructionsites,beaches,etc.Askstudents:Whatsignsdoweseeattheseplaces?Toelicitdifferentsignswhichstudentsknow.Getstudentstocomeuptothefrontanddrawthesignontheboard.Offerhelptostudentsiftheyarenotsurewhatthesignsays.
2.Playtherecording:Read,thinkandmatch.Studentslistenandfollowintheirbooks.
3.Invitesomestudentstorole-playthecharactersandsaytheconversationinRead,thinkandmatch.
4.AskstudentstocomeupwiththeproceduresandrulesforthematchinggameinRead,thinkandmatch.Writestudents’ideasontheboard.

6
Languagefocus:
Asking‘Wh-’questionstofindoutplace,positionanddirection.
e.g.Wheredowefindthissign?
Usingadverbs/adverbialstoexpresstime/frequency
e.g.Weusuallyfindthissignin…
usingimperativestoexpressprohibitions.
e.g.Divingisnotallowed.

Languageskills:
Listening

Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.
Maintaininteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownworkandacompleteexpression.Recognizerecurrentpatternsinlanguagestructure.
Materials:
Student’sBook7Bpage81
Workbook7Bpage44
Photocopiablepages75and76
Afewboxes
Preparation:
MakeacopyofPhotocopiablepages75and76foreachgroup.

Pre-taskpreparation
1.Introducethedifferentsignspage81oftheStudent’sBooktostudents.Askstudentstoreadouteachsign.Askthem:Wheredowefindthissign?Toelicit:Weusuallyfindthissignin/at/near…
2.Askstudentstothinkofothersignsthattheyknowof,besidestheonesonpage81oftheStudent’sBook.Getstudentstodrawandwritethesignsonpaper.Tellstudentstoincludetheirsignswhentheyplaythematchinggame.

Post-taskactivity
Workbookpage44
Consolidation
GrammarPracticeBook7Bpages70and75

MODULE4Myfamily

老師在新授課程時，一般會準(zhǔn)備教案課件，大家在用心的考慮自己的教案課件。寫好教案課件工作計(jì)劃，才能使接下來的工作更加有序！你們清楚有哪些教案課件范文呢？下面是小編為大家整理的“MODULE4Myfamily”，希望能為您提供更多的參考。

MODULE4Myfamily
Part1TeachingDesign
第一部分教學(xué)設(shè)計(jì)
FunctionDescribingfamilies

StructureHave/hasgot(affirmative,negative,interrogative)
Listening/SpeakingIdentifyingfamilymembers
Describingyourfamily

Reading/WritingDescribingfamilies
Describingfamilies;usingpunctuation:fullstops,capitalletters,questionmarks
CultureFamilies
TaskWritingaboutyourfamily
Unit1Howmanypeoplearethereinyourfamily?
■Warmingup
GoodMorning,class.Doyouseethepictureonpage20?ItisapictureofTony’sfamily.Howmanypeoplearethereinthispicture?Howmanychildrenarethereinthispicture?Thereareelevenpeopleinthispicture.Therearetwochildreninthispicture.Tonyisthelittleboyinthepicture.WhoisthelittlegirlnexttoTony?SheisTony’ssister.HasTonygotanyauntsoruncles?HasTonygotanygrandmothersorgrandfathers?
■Vocabularyandlistening
1Lookatthepicture.LabelTonysfamily.
Wecanseemanypeopleinthepicture.TheyareTony’sfamily.NowpleaselookatthepicturecarefullyandtrytolabelTony’sfamily.WhoisTony’saunt?WhoareTony’sparents?WhoareTony’sgrandparents?
Family:aunt→6brother→5father→8grandfather→4grandmother→3grandparents→1,2mother→7sister→10uncle→9parents→7,8
2Listenandcheck(√)inActivity1thepeopleTonymentions.
NowIwillplaythetapeforyou.Lookatthepictureandlistentothetapecarefully.PayattentiontothepeopleTonymentions.Check(√)nexttothepeopleTonymentionsinthepicture.
3Listenandread．
Nowlet’sgoontopage21.Let’sreadthedialoguefirst.Inthedialogueyouheartwopeopletalking.Whilereadingtrytocut(斷句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（劃線）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
Nowwereadthedialogue.It’stimetolistentothetape.Iwillplayittwice.Forthefirsttimelistenandlookatthedialogue.Forthesecondtimecloseyourtextbookandonlylistentothetapecarefully.
4Completethesentences.
FromthedialogueweknowaboutTony’sfamily.NowwecompletethesentencesaboutTony’sfamily.Doyouknowtheanswers?
TherearefourpeopleinTony’sfamily---Tony,his(1)sister,hismotherandhis（2）father.Hismotherandhisfatherarehis（3）parents.Tonysalsogotfour(4）grandparents,twouncles,andone（5）aunt.Hehasn’tgotany（6）brothers.
■Pronunciationandspeaking
5Listenandrepeat.
Nowclass,wepracticepronunciationoffoursounds.
Forthefirsttime,listenandrepeataftermethreetimes.
//familyfatherfour
//have
//thirty
//motherbrotherthere

Forthesecondtime,listentothetapeandrepeatafterit.Pleaselistenandrepeatcarefully.Trytolearnthepronunciationofthenativespeaker.
6Workinpairs.Talkaboutyourfamily.
Boysandgirls,everyonehasafamily.Weallloveourfamily.Howmanypeoplearethereinyourfamily?Doyouliketotalkaboutyourfamilywithyourclassmates?Haveyougotanysistersorbrothers?Haveyougotanaunt?Nowlookatthefollowingexample.Workinpairsandtalkaboutyourfamily.Usethesentencesintheboxesonpage21.
Howmanypeoplearethereinyourfamily?
Therearefour---mymumanddad,mysisterandI.
Haveyougotanygrandparents?Yes,Ihave.I’vegotfourgrandparents.
Haveyougotanybrothers?Yes,Ihave.Ihavegotabrother.HisnameisWeiWei.
Haveyougotanysisters?No,Ihaven’t.
Haveyougotanyaunts?Yes,I’vegottwoaunts.TheirnamesareXiaoHongandXiaoMei.
Haveyougotanyuncles?No,Ihaven’t.
Unit2I’vegotasmallfamily.
■Warmingup
Hi,everyone!TodayIwanttointroducemyfamilytoyou.I’vegotasmallfamily,notabigfamily.Therearethreepeopleinmyfamily,myfather,mymotherandI.Ihavegotnosistersorbrothers.Iamtheonlychildofmyparents.Myfamilyisahappysmallfamily.Weloveeachotherverymuch.
Haveyougotasmallfamilyorabigfamily?Doyouliketointroduceyourfamilytous?Nowlet’sgotopage22tolearnsomeinterestingthingsaboutfamily.
■Readingandvocabulary
1MatchwordsinBoxAwiththewordsinBoxB.
Firstlet’smatchwordsinBoxAwiththewordsinBoxB.Canyoufindthecorrectanswer?
aunt→unclegrandma→grandpagralndmother→grandfather
mother→fathermum→dadsister→brother
2Workingroups.Talkaboutyourfamily.
ThistimeI’dlikeyoutoworkingroupsandtalkaboutyourfamily.Haveyougotabigfamily?Howmanypeoplearethereinyourfamily?Whoarethey?Usethewordsbigandsmallinyourconversation.
big/small
---Haveyougotasmallfamilyorabigfamily?
---I’vegotabigfamily.Therearetenpeopleinmyfamily.
I’vegotfourgrandparents,mymumanddad,twouncles,anauntandabrother.
---Haveyougotasmallfamilyorabigfamily?
---I’vegotasmallfamily.Therearethreepeopleinmyfamily.Theyaremyfather,mymotherandI.
3Workinpairs．Readtheemailandanswerthequestions．
Onpage23,wecanseeanemailfromLinglingtoDiana.Whatcanyoulearnfromthisemail?Afteryoureadtheemail,pleaseanswerthefourquestionsbelow.
HowmanypeoplearethereinBetty’sfamily?→TherearefivepeopleinBetty’sfamily.
IsBetty’sfamilysmall?→No,Itisn’t.It’sabigfamily.
HasBettygotanybrothersorsisters?→Yes,shehas.Shehasgottwobrothers.
HowmanypeoplearethereinTony’sfamily?→TherearetenpeopleinTony’sfamily.
Let’sreadtheemail.Whilereadingtrytocut(斷句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（劃線）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
Readtheemailonceagain.Thistimepayattentiontoitsmeaning.Trytounderstandthepassageyourself.
■Writing
4Lookatthispassage.Underlinethecapitalletters，fullstopsandquestionmarks.
Inourwriting,itisimportanttoknowtheuseofcapitalletters,fullstops,questionmarksandotherpunctuations.Nowpleaseunderlinethesethingsinthepassage.
capitalletterfullstopquestionmark
Linglinghasgotasmallfamily.Howmanypeoplearethereinherfamily?Therearefive---Lingling,hertwoparentsandhertwograndparents.Shesgotanaunt.Shehasn’tgotanyuncles.Shehasntgotanybrothersorsisters.
5Putcapitalletters,fullstops,andquestionmarksintothispassage.
Doyouknowwhentousethecapitalletters?Doyouknowthedifferencebetweenfullstopsandquestionmarks?Pleaseputthesethingsintothepassagebelow.

Unit3Languageinuse
■Warmingup
Hi,class.Languageissomethingforuse,forcommunication.Andlanguagecanbelearnedinuse,incommunication.
TodayweshalllearnabouttheEnglishlanguageinuse.WeshalllearnaboutEnglishGrammarandEnglishVocabulary.
■Grammar
We’vegotasmallfamily.
Hehasn’tgotanybrothers.
Haveyougotabigfamily?
Yes,Ihave./No,Ihaven’t.
1Lookatthepictures．Writequestionsaboutthetwofamilies．
Goodmorning,class.Whatcanyouseeonpage24?Yes,therearetwopicturesonthispage.Theyaretwofamilypictures.Lookatthesepicturescarefully.Doyouhaveanyquestionsaboutthetwofamilies?Whoisthelittlegirlintheleftpicture?Hasshegotabigfamily?Hasshegotanysisters?Hasshegotanybrothers?Whoisthelittleboyintherightpicture?Howmanypeoplearethereinhisfamily?Hashegotasmallfamily?Nowpleasewriteyourquestionsaboutthetwofamiliesonyourtextbook.
ThegirlisSara.TheboyisTaotao.
Hasshegotabigfamily?Hashegotabigfamily?
Hasshegotanybrothers?Hashegotanybrothers?
Hasshegotanysisters?Hashegotanysisters?
2WriteanswerstothequestionsinActivity1.
Afteryouwroteyourquestions,doyouhavetheanswerstoyourquestions?Youcanfindoutalltheanswersinthepictures.Iamsureyouhavegotyouranswers.Pleasewritethemonyourtextbook.
Hasshegotabigfamily?Yes,shehas.
Hasshegotanybrothers?Yes,shehasgottwobrothers.
Hasshegotanysisters?No,shehasn’t.
Hashegotabigfamily?Yes,hehas.
Hashegotanybrothers?No,hehasn’tgotabrother.
Hashegotanysisters?No,hehasn’tgotasister.
3Writeaboutthedifferencesbetweenthetwofamilies.
Whatarethedifferencesbetweenthetwofamilies?Canyoutellusthedifferences?
Sarahasgottwobrothers.Sarahasn’tgotanygrandparents.
Taotaohasn’tgotabrother.Taotaohasgottwograndparents.
■Vocabulary
4Labelthefamilytree．
Welearnalotofnewvocabulariesinthismodule.Theyarewordsaboutfamily,suchasmother,father,grandmother,grandfatherandsoon.Pleaselabelthefamilytreebelowwiththesewords.
GrandparentsgrandpagrandmagrandfathergrandmotheruncleauntfatherparentsmotherauntunclebrotherSamsister
■Aroundtheworld
Let’sgoaroundtheworldonpage25.Thistimewearegoingtomeetthreefamiliesfromdifferentpartsoftheworld.Let’ssayhitothem!
■Moduletask→Writingaboutyourfamily
Inthismoduletask,weshalllearntotalkaboutourfamiliesandaskothersabouttheirfamilies.
5Workinpairs.Askandanswer.
Therearesentenceexamplesintheboxesbelow.Pleaseworkinpairs.Askandanswer.
Howmanypeoplearethereinyourfamily?→Therearefivepeopleinmyfamily.
Haveyougotanybrothersorsisters?→Yes,Ihave.Ihavegotabrother.Hisname’sDagang.
Haveyougotanyauntsoruncles?→Yes,Ihave.Ihavegotanauntandanuncle.TheirnamesareXiaoMeiandZhiZhong.
Haveyougotanygrandparents?→No,Ihaven’t.
6Writeaboutyourfamily.
Wouldyouliketotalkaboutyourfamilywithyourclassmates?Whatdoyouwanttosayaboutyourfamily?Pleasewriteaboutyourfamily.Usethefollowingsentencepatternsonpage25.
Ihavegotabigfamily.Thereareeightpeopleinmyfamily.Theyaremyfourgrandparents,mymum,mydadandmybrother.I’vegotanuncleandanaunt.TheirnamesareLiWeiandLiuPing.Myfatherisaworker.Mymotherisateacher.Mybrotherissixyearsold.HisnameisBenben.Ihaven’tgotanysisters.
Ihavegotasmallfamily.Therearethreepeopleinmyfamily.Theyaremyfather,mymotherandI.I’vegotnosisterorbrother.Myfather’sisZhaoDeyuan.Mymother’nameisHuoqing.Mymotherisaworker.Myfatherisalawyer.Theyarebothfortyyearsold.MynameisZhaoYuting.Iamthirteen.IamastudentatNo.3MiddleSchool.
Makeafamilytreeforyourfamily.
Afteryouwroteaboutyourfamily,pleasemakeafamilytreeforyourfamily.Inthisway,wecanknowyourfamilyclearly.
Grandparents→Uncle→father→mother→aunt→Brother→I