小學(xué)英語單元教案

Module4Thenaturalelements單元教案。

教案課件是老師上課中很重要的一個(gè)課件，大家靜下心來寫教案課件了。只有規(guī)劃好了教案課件新的工作計(jì)劃，這樣我們接下來的工作才會更加好！你們會寫教案課件的范文嗎？急您所急，小編為朋友們了收集和編輯了“Module4Thenaturalelements單元教案”，相信能對大家有所幫助。

Module4Thenaturalelements
Unit1Electricitytoday
主要內(nèi)容：
（注：所有單詞可參照目錄中的Vocabulary及后面的WordList.）
I.常用詞組：
Onadarknight,givehimafright,usethelightningtogetelectricity,seepylonscarryingwires,electricalappliances,awashingmachine,avacuumcleaner,anairconditioner,theimportanceofelectricity,electrickettles,linkup…with…,beknown(as),makesth+adj.(maketravelingcomfortable),runthroughtunnels,runoverabridge,runontheground,bedifferentfrom,bemadeof,aswell,

II.有用句型：
1.Whatelsedoesitgivepowerfor?
2.Televisionsmakeourlivesmoreenjoyable.
3.Computershelpusworkmoreefficiently.
4.Airconditionersmakeusfeelmorecomfortable.
5.Itisbecause…

III.語言難點(diǎn)：
1.Computersareusedtogiveinformationtothetraindrivers.本單元中出現(xiàn)了幾處被動(dòng)語態(tài)，盡可能當(dāng)作固定詞組來記憶，如beusedtodosth,也可與usedtodo及beusedtodoing作比較。
2.electric與electrical較易混淆，可通過記些固定搭配讓學(xué)生掌握。

IV.拓展詞匯：
fright…frighten…frightening…frightened…electricity…electrical…electric…

V.教學(xué)建議：
1.掌握TommyTarget所列內(nèi)容。
2.教育學(xué)生正確使用電器及注意安全用電。
3.可以結(jié)合后面的project一起學(xué)習(xí)，盡可能多采用直觀的方法。

Unit2Thewindisblowing
主要內(nèi)容：
（注：所有單詞可參照目錄中的Vocabulary及后面的WordList.）
I.常用詞組：
Learnalessonfrom…,lookdisappointed,befriendlyto…,asstrongas…,muchstronger,playtricksonothers,showoff,takeoff,startsweating,haveacompetition,blowoff,becomewarmerandwarmer,makemefeelcomfortable,makeaframe,finishmakingakite,notasbigas…,electricshock,

II.有用句型：
1.I’mmuchstrongerthanhim.
2.It’s(not)aslongasyours.
3.Hersisthemostbeautiful.

III.語言難點(diǎn)：
1.名詞性物主代詞的使用與形容詞性物主代詞作比較。
2.注意同級比較中原級的使用。

IV.拓展詞匯：
patient…impatient…colour…colourful…beauty…beautiful…strong…strength…

V.教學(xué)建議：
1.掌握TommyTarget所列內(nèi)容。
2.教育學(xué)生要從風(fēng)和太陽的競賽中得出啟示。
3.要求學(xué)生準(zhǔn)備材料自己動(dòng)手制作風(fēng)箏，有條件的還可放風(fēng)箏，當(dāng)然要求他們操練鞏固所學(xué)到的語言。

Unit3WaterFestival
主要內(nèi)容：
（注：所有單詞可參照目錄中的Vocabulary及后面的WordList.）
I.常用詞組：
Getonwellwith…,preparefor,lookforwardtosth/doingsth.,either…or…,notonly…butalso…,turninto,askpeopletodothequiz,beallowed,besuitablefor…,constructionsites,

II.有用句型：
1.Whathappenswhenweboilwater?
2.Whtashame!
3.Itdoesn’tmatter.
4.I’msurethat…
5.Wheredoweusuallyfindthissign?
6.100minus50equals50.
7.Time’sup.

III.語言難點(diǎn)：
1.Wh-questions與when引導(dǎo)的狀語從句容易混淆。
2.注意介詞的使用（e.g.in,at,near）。

IV.教學(xué)建議：
1.掌握TommyTarget所列內(nèi)容。
2.教育學(xué)生節(jié)約水資源，不要浪費(fèi)污染水資源。
3.可以借鑒書本，以節(jié)約水資源為主題，讓學(xué)生也設(shè)計(jì)一個(gè)WaterFestival。

Unit4AvisittotheSpaceMuseum
主要內(nèi)容：
（注：所有單詞可參照目錄中的Vocabulary及后面的WordList.）
I.常用詞組：
watchaslideshow,theSpaceMuseum,thesolarsystem,takecareofsickpeople,dosomeexperiments,planajourney,one…theother…,prefer…to…,

II.有用句型：
1.Whichisthelargest.planetinoursolarsystem?
2.Ineedsomeonewhocandosomeimportantexperiments.

III.語言難點(diǎn)：
1.What’shis/hernationality?國籍與國名學(xué)生容易混淆。
2.Ineedsomeonewho…此句包含一個(gè)定語從句，注意讓學(xué)生理解含義。

IV.拓展詞匯：
Britain…British…American…America…,large…larger…largest…,

V.教學(xué)建議：
1.掌握TommyTarget所列內(nèi)容。
2.此乃科普性知識，比較枯燥，盡可能借助多媒體等手段以便讓學(xué)生產(chǎn)生興趣。
3.可借助實(shí)物、通過比賽等方法教授最高級。

相關(guān)知識

Module4Thenaturalelements-

Unit1Electricitytoday

TeachingDesignClassOne,GradeSevenSubject:EnglishTeacher:JinGui-fangDate:May13,2008ProjectTitle7BModule4ThenaturalelementsUnit1ElectricitytodayThethirdperiodP67TeachingAimsKnowledge-learningtarget：1.TomaketheSshaveagoodmasterofthesentencepatternonPage672.Tograspthelanguagepoints:makesb.do,helpsb.(to)dosth.etc3.Tolearnandpractiseusingadjectivesandadverbs(comparative)todescribeconditions4.TowriteashortpassagewithatleastsixtywordsabouttheimportanceofelectricityAblities-cultivatingtarget:Todevelopstudents’abilityofspeaking,listeningandwritingMoral-penetratingtarget:1.Toletstsrealizethatelectricityisveryimportantandwemustsaveelectricity2.Tocultivatests’communcativeandcooperativeabilitiesBasisforthetargetdesignAnalysesofthematerialThisisthethirdperiodofthisunit.Thematerialgivesstudentssomeinformationabouttheimportanceofelectricityinourlives.Studentslearnedthenamesofdifferentkindsofelectricalappliances.Moststudentswillfeeldifficultbecausethesentencesareusuallylongandsomeofthewordsaredifficulttopronounce,especiallythenewstructuresareeasilyconfused.Analysesofstudents’statusThestudentsofClass1areoftenactiveduringEnglishclassexceptafewstudentswhoarepooratEnglish.MostofthemareinterestedinlearningEnglish.Theyarenotonlyabletolisten,speakandanswer,butalsowillingtoexpresstheirideassothattheycangetmoremarksfortheirowngroups.Teachingemphases1.Toexpresswhattheyhavejustlearnedskillfully2.Toletstshavefunlearninganddoingintheprocessandgetthesenseofsuccess3.Tocultivateteamspirit.Difficultpointinteaching1、graspthelanguagepoints:makesb.do,helpsb.(to)dosth.,savesb.timedoingsth.2、haveagoodmasterofthesentencepatternTeachingmethods1、Task-basedteachingmethod2、Usingmulti-media3、Co-operativeapproachTeachingAidsPowerpointTeachingProceduresTeachingcontentTeacher’sactivitiesStudents’activitiesDesigningaimswarming-upListenonlyandlookatstudentswithasmileGooverthenamesofelectricalapplianceswiththehelpofppttopreparefortheEnglishlessonPre-taskMakeamodelShowtime:GuessinggameOnestudentdescribessomekindofelectricalappliancewithwordsexceptthetheobjectitself,theotherstudentsguesstheanswerTobringupsts’abilityforproducinglanguageandlisteningWhile-task1.Ask:What’stherelationshipbetweenelectricalappliancesandelectricity?Toelicit:A;Whyhaselectricitybecomesoimportant.inourlives?B:It’sbecausepeoplewanttousemanydifferentelectricalappliances2.Ask:What’stherelationshipbetweenelectricityandourlives?What’stherelationshipbetweenelectricityandourlives?3.Ask:Whatdoyouthinkofelectricity?Canyoufindoutatleastfouradjectivestodescribeelectricity?Introduceandpractisetheadjectives4.Introduceandpractisethesentencepattern1.oraldrillsIfthereisnoelectricity,peoplewillnotbeabletouse…2.workinpairs3.oraldrills:Ifthereisnoelectricity,ourliveswillbeless……4.practisethesentencepatternfocus:makesb.domakesth.adj./comparativesofadj.helpsb.dosth.savesb.timedoinghousework1.Toimprovests’abilityforspeaking2.makestslearnthenewlanguagepointsskillfullySummaryGiveasummaryofthenewlessonbywritingdownthekeywordsontheblackboardReadthekeywordsandspeakoutthesentencesTomakestsclearerPost-taskWritingFinishtheimportanceofelectricityofPage67Toimprovests’abilityforwritingAssign-ment1.FinishGrammarPracticeBook7BP58/592.7BworkbookP33/343.Writing:theimportanceofelectricityFinishallofthemafterclassToconsolidatewhattheyhavelearnt.

Module1Thenaturalelements

Module1Thenaturalelements
Unit4Forestsandland
P24
應(yīng)掌握的詞匯：
touchv.觸摸
feelv.摸起來
hardadj.硬的
eg.Don’ttouchit.不要觸摸它。
Howdoesitfell?摸起來感覺真么樣。
It’shard.它是堅(jiān)硬的。
認(rèn)知詞匯:tablecloth,above
應(yīng)掌握的短語:bemadeof
應(yīng)掌握的句型:Howdoesitfeel?
What’s---madeof?It’smadeof---.
prefertodosth
eg.Iprefertostayathomebecauseit’shotoutside.
外面太熱，我寧愿呆在家里。
Whatisthescarfmadeof?這條圍巾是什么做的？
It’smadeofwool.它是羊毛的。

教學(xué)重點(diǎn):1.讓學(xué)生強(qiáng)化對句型bemadeof的訓(xùn)練，是學(xué)生能夠更靈活、
準(zhǔn)確地應(yīng)用，同時(shí)進(jìn)一步提高學(xué)生的想象能力。
2.是學(xué)生以問答的方式回憶并掌握本單元的重點(diǎn)內(nèi)容。

教學(xué)難點(diǎn):1.培養(yǎng)學(xué)生大膽發(fā)揮他們的想象力，并且能夠大膽的用英語表達(dá)，
2．培養(yǎng)學(xué)生注重觀察生活。
教學(xué)過程:
Step1.Revision
Freetalkwithbemadeof.
Step2.Lead-in
從學(xué)生的提問所用的實(shí)物中挑選一件，先讓學(xué)生用眼睛觀察它的材質(zhì)，再
找一名同學(xué)用手觸摸一下，然后讓他大膽的說出自己的感受。
Let’swatchit.Wecanseeit’smadeof---?
Thistimecloseyoureyes,touchit.
Howdoesitfeel?
Step3.Playagame
(以同桌的形式)讓學(xué)生把事先準(zhǔn)備好的東西在同桌蒙上眼睛后，拿給對方，
并詢問：
Howdoesitfeel?幫助蒙上眼睛的同學(xué)回答：It’shard/soft/smooth/rough.
在游戲中讓學(xué)生盡量用所學(xué)過的形容詞大膽的表達(dá)。
Step4.Thinkandtick
四人一組先進(jìn)行討論，如果他們要給其中一人開生日派隊(duì)的話，實(shí)現(xiàn)需要
準(zhǔn)備那些東西寫出來，越多越好。然后把他們的討論結(jié)果以對話的方式表演出
來，讓學(xué)生盡量把本單元所學(xué)過的指示盡可能多地用上。
eg.I’dprefertoget---.
What’sitmadeof?
Wherecanweget---?
Whatdoweuse---todo?
Step5.TommyTarget
1．讓學(xué)生盡可能多的回憶出本單元所學(xué)的重要的單詞、詞組和句型
寫到黑板上，并說出他們的意思。
2．讓學(xué)生就所學(xué)的內(nèi)容盡可能多的提問，請其他的同學(xué)來回答。
Step6.Writingpractice
DoWookbookexercisesandGrammarPracticeBookexercises.

板書設(shè)計(jì)
Unit4P24
Howdoesitfeel?TommyTarget
(Sswrite)
It’shard/smooth/hard/rough.

Module3Thenaturalelements-

Unit2Windyweather

Pre-taskpreparation

1.Reviewthecontentofpage42.

Teachermayask:

Whatcanyouseewhenthereisagentlebreeze?

Whatcanyouseewhenthereisastrongwind?

Whatcanyouseewhenthereisatyphoon?2.Introducenewwords.

Teachermayask:

Whatcanyouseewhenthereisatyphooninthepark/inthesea?

Toelicit:fall,sink,clean-upWhile-taskprocedure

1.Reviewthepastformsofverbs.Writetheverbsontheboardanddividedthemintotwocolumns

move-movedbe-was/were

stay-stayedblow-blew

pass-passedfly-flew

watch-watchedbecome-became

fall-fell

break-broke

go-went

sink-sank

begin-began

2.Introducetheadverbs.Showfourpicturesonpage44tostudentsandask:

Howdidthewindblow?—Thewindblew_______.(fierce)

Howdidthecloudsintheskymove?—Thecloudsintheskymoved_______.(quick)

HowdidKittyandBengohome?—KittyandBenwenthome________.(immediate)

Howdidthewindbecomestronger?—_______,(sudden)thewindbecamestronger.

Howdidthewindblow?—Thewindblew_______.(light)

Howdidtheleavesblowinthewind?—Thewindblew_______.(slight)

Howdidtheyflowtheirkiteinthegentlebreeze?—Theyflewtheirkite_______(happy)inthegentlebreeze.

Howdidthetyphoonpass?—Thetyphoonpassed_______.(quick)

Howdidthebigclean-upbegin?—Thebigclean-upbegan__________.(immediate)

3.Showfourpicturesagainandaskstudentstoputtheminthecorrectorder.

4.Learnthefirstpassage.Studentsanswerthefollowingquestions:

WherewereKittyandBen?—Inthecountryside

Howdidthewindblow?—Lightly

Howdidtheleavesblowinthewind?—Slightly

Howdidtheyflowtheirkiteinthegentlebreeze?—Happily

5.Learnthesecondpassage.Studentsreadthepassageandanswer“T”or“F”

Thewindbecamestrongerslowly.—F(suddenly)

Thecloudsintheskymovedfast.—T

Thewindblewthestingaway.—F(kite)

KittyandBenwenthomeimmediatelybecauseitbecamedark.—T

6.Learnthethirdpassage.Studentslistenandfillintheblanks.

KittyandBenstayed___________.TheywatchedTV.Thewindbecamemuch________.Itblew_________.Itbecamea__________.________felldown.Shipsandboatssankinthebig_______.

7.Learnthefourthpassage.Showthepictureandaskstudentstodescribeit.

typhoon/pass/quickly

wind/become/gentler

clean-up/begin/immediately

gooutPost-taskactivity

1.Askstudentstoreadthestoryaftertheteacher.Thenaskeachgrouptoreadonepassageofthestory.

2.Dopairwork.Studentsmaychooseonepictureandaskquestionsandanswerinpairsaccordingtothecontentofeachpicture.

S1:HowdidKittyandBenflykiteinthecountryside?

S2:Theyflewkitehappily.

S1:Howdidthecloudsintheskymove?

S2:Itmovedquickly.