小學(xué)語文微課教案

Module2GardenCityanditsneighbours。

做好教案課件是老師上好課的前提，大家在認(rèn)真準(zhǔn)備自己的教案課件了吧。寫好教案課件工作計(jì)劃，才能規(guī)范的完成工作！你們會寫多少教案課件范文呢？下面是小編精心收集整理，為您帶來的《Module2GardenCityanditsneighbours》，希望對您的工作和生活有所幫助。

Module2GardenCityanditsneighbours
Unit3SantaClausisconmingtotown!
Period1課型:新授
教學(xué)目標(biāo)
Usingrelativeclausestodescribepeople
Usingpronounstorefertopeople

教學(xué)重點(diǎn)
1.AsktheSstomastertheuseageofrelativeclauses
e.g.Wearelookingforsomeonewhoarekindandpatient.
2.名詞做定語時(shí)用單數(shù),除man、woman以外.
e.g.studentassistantswomenteachers

教學(xué)難點(diǎn)
定語從句

課前預(yù)習(xí)
Previewthenewwords

聽力訓(xùn)練
Identifydetailsthatsupportamainidea

課后鞏固
練習(xí)冊P.21語法訓(xùn)練P.30

Period2
教學(xué)目標(biāo)
Usingthepresentperfecttensetorelate
pastenentstothepresent.
Usingprepositionalphrasestoindicateaperiodoftime.

教學(xué)重點(diǎn)
1.Usingprepositionstoindicatetime
e.g.atChristmas,onChristmasDay
2.Usingpropernounstorefertoevents.
e.g.ChristmasEve,ChristmasDay,BoxingDay
3.Usingadverbstoexpressfrequency
e.g.Peopleusuallyspendthisdaywiththeirfamilyandfriends.

教學(xué)難點(diǎn)
現(xiàn)在完成時(shí)
課前預(yù)習(xí)
ListentotherecordingofPage39

聽力訓(xùn)練
Identifythemainideasofanewtopic

課后鞏固
練習(xí)冊P.22語法訓(xùn)練P.31

Period3-4

教學(xué)目標(biāo)
Usingthepresentperfecttensetorelate
pasteventstothepresent.
Usingrelativeclausestodescribeobjects
Usingnouns/nounphrasestorefertooneobject/morethanoneobject/uncountableobjects

教學(xué)重點(diǎn)
1.Asking‘How’questionstofindoutthelengthofaperiodoftime.
e.g.HowlonghaveyoulivedinGardenCity?
2.Usingconnectivestoindicateaperiodoftime.
e.g.IvelivedheresinceIwasborn.

教學(xué)難點(diǎn)
Usingrelativeclausestodescribeobjects.
e.g.TurkeyisapopulardishwhichpeopleusuallyeatatChristmas.

課前預(yù)習(xí)
RecitethetextofPage39

聽力訓(xùn)練
ListentotherecordingofPage40、41

課后鞏固
1.完成巧學(xué)M2U3試題
2.完成同步訓(xùn)練MUU3練習(xí)

延伸閱讀

Module1GardenCityanditsneighbours-

教案課件是每個(gè)老師工作中上課需要準(zhǔn)備的東西，大家在認(rèn)真準(zhǔn)備自己的教案課件了吧。我們制定教案課件工作計(jì)劃，可以更好完成工作任務(wù)！你們清楚教案課件的范文有哪些呢？小編特地為您收集整理“Module1GardenCityanditsneighbours-”，歡迎您閱讀和收藏，并分享給身邊的朋友！

Unit3:TheDragonBoatFestival(I)

Languagefocus:

Usingadjectivestodescribeobjects.

e.g.asaltyricedumpling/asweetricedumpling

Usingprepositionstoindicatetime.

e.g....insummer.Itsonthefifthdayofthefifthlunarmonth...

Asking“Wh-”questionstofindoutvariouskindsofspecificinformationaboutaperson.

e.g.Whatdopeopleeat?

Whatdopeopledotocelebratethisfestival?

Usingconnectivestolinkcontrastingideas.

e.g.Kittylovesthesweetricedumplings,butshehatesthesaltyones.

Usingthesimplepresenttensetoexpresspreferences.

e.g.loves/hates/likes

Usingprepositionalphrasestodescribeobjects.

e.g.saltyoneswithmeatandgreenbeans/sweetoneswithoutredbeansLanguageskills:

Listening:

Identifythemainideasofanewtopic.Listenforspecificinformation.

Speaking:

Maintainaninteractionbyexplaining.

Reading:

Readwrittenlanguageinmeaningfulchunks.Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.Recognizerecurrentpatternsinlanguagestructure.

Writing:

Developwrittentextsbyusingappropriatelinkingwordsorphrases.Materials:

1.StudentsBook7Apage10.

2.Cassette7Aandacassetteplayer.

3.Workbook7Apage5.

Preparation:

Cuethecassette.I.Warming-up:

II.Pre-taskpreparation:

1.AskstudentswhattheyliketodoandeattocelebratetheDragonBoatFestival.Encouragestudentstotalkaboutthisfestival.

2.ReviewandintroducenewvocabularyitemsinLookandlearn.

3.Playtherecording:LookandlearnandLookandread.Studentslistenandfollowintheirbooks.

4.Playtherecordingagain.Studentslistenandrepeat.

III.While-taskprocedure:

1.Studentspairuptotalkaboutthericedumplingstheylike.HavethemcompletethesurveyfrominCircleandwritebycirclingandwritingdownwhattheyhavediscussedwiththeirpartners.Theyarerequiredtousethetargetlanguageintheirreport,likethis:Ilove...,butIhate.../Myclassmateloves...,/but.../Webothlove...,but...

2.Askindividualstoreadtheirreportstotheclass.

3.Collectallreportsandbindthemintoabookforcirculationinclass.

4.Conductasimplesurveytofindoutthemostpopularkindofricedumplingamongstudentsbycountinghowmanystudentslikeaparticularkindofricedumpling.Asksomestudentswhytheylikeordislikeaparticularkindofricedumpling.

IV.Post-taskactivity:

Workbookpage5.

V.Consolidation:

GrammarPracticeBook7Apages9and10.Unit3:TheDragonBoatFestival(II)

Languagefocus:

Asking“Wh-”questionstofindoutthereason.

e.g.WhydowecelebratetheDragonBoatFestival?

Usingthesimplepasttensetotalkaboutpastactivitiesandstates.

e.g.Qu-yuanwasbornaroundtwothousandyearsagoinChina.

Usingthesimplepresenttensetotalkaboutpresentstates.

e.g.Nowadays,peopleeatricedumplingsandhaveDragonBoatracesto...

Languageskills:

Listening:

Identifythemeanideasofanewtopic.Listenforspecificinformation.

Speaking:

Openaninteractionbyelicitingaresponsebyaskingquestionsonatopic.

Reading:

Readwrittenlanguageinmeaningfulchunks.Recognizethepresentationofideasthroughparagraphing.Re-readtoestablishandconfirmmeaning.

Writing:

Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasquestion.Developwrittentextsbypresentingmainandsupportingideas.Materials:

1.StudentsBook7Apage11.

2.Cassette7Aandacassetteplayer.

3.Photocopiablepage8.Preparation:

MakeacopyofPhotocopiablepage8foreachstudent.Cuethecassette.Warming-up:II.Pre-taskpreparation:

Languagelearningactivity:

Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.

1.Givestudentssometimetoreadthestorysilently.Thenaskstudents:WasQu-yuansad?Why?Encouragevolunteerstoanswerthequestions.

2.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.

3.Playtherecordingagain.Studentslistenandrepeat.Askstudentstopayattentiontothepronunciationandintonationofthewords.

4.Remindstudentsoftheuseofthepasttenseinthestory.Goovertheverbsinthepasttensewithstudents.Invitethemoreablestudentstospeakoutandspell,ifpossible,thecorrespondingverbsintheirpresenttenseform.

5.Remindstudentstopayattentiontotheuseofdifferenttenseswhentalkingaboutthepastandthepresentinthestory.

6.DistributeacopyofPhotocopiablepage8toeachstudent.Studentsreadthetextonpage11oftheStudentsBookagainindividually.Havethemcompletethelistandwritedowntheanswerstothequestions.

7.Tochecktheanswerswithstudents,invitesomestudentstowritethelistontheboard.Theninvitethemoreablestudentstoanswerthequestionsorally.Unit3:TheDragonBoatFestival(III)

Languagefocus:

Usingmodalstomakeanoffer.

e.g.Wouldyoulikeapieceofricedumpling?

Usingformulaicexpressionstoacceptoffers.

e.g.Yes,please.Ireallylikericedumplings.

Usingformulaicexpressionstodeclineoffers.

e.g.No,thanks.Idontlikericedumplingsverymuch.

Usingmodalstoindicatepreferences.

e.g.Idratherhaveapieceofpizza.Languageskills:

Listening:

Recognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately.Identifythemainideasofanewtopic.Understandthespeakersintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.

Speaking:

Maintainaninteractionbyreplying,askingquestionsandusingformulaicexpressionswhereappropriate.

Reading:

Readwrittenlanguageinmeaningfulchunks.Recognizerecurrentpatternsinlanguagestructure.Understandintention,attitudeandfeelingsstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage.

Materials:

1.StudentsBook7Apage12.

2.Cassette7Aandacassetteplayer.

3.Workbook7Apage6.Preparation:

Cuethecassette.I.Warming-up:

II.Pre-taskpreparation:

Languagelearningactivity:

Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.

1.Reviewthenamesofthefoodanddrunkitemsthatstudentshavelearnedpreviously,e.g.pizza,pancake,cookies,hamburger,lemonade,7-up,coffee,etc.Introducenewfooditems,e.g.Chinesepudding,Christmaspuddingwiththehelpofpictureorphotos.

2.Playtherecording:Lookandsay.Studentslistenandfollowintheirbooks.

3.StudentsworkingroupsofthreeandusethemodelledconversationinAboutyoutodotherole-play.Havesomegroupscomeoutandacttheconversation.

III.Consolidation:

Workbookpage6

GrammarPracticeBook7Apage11.

Module1GardenCityanditsneighbours

教案課件是老師不可缺少的課件，大家應(yīng)該在準(zhǔn)備教案課件了。只有規(guī)劃好教案課件工作計(jì)劃，才能使接下來的工作更加有序！你們會寫多少教案課件范文呢？為滿足您的需求，小編特地編輯了“Module1GardenCityanditsneighbours”，供您參考，希望能夠幫助到大家。

Module1GardenCityanditsneighbours
Unit3:TheDragonBoatFestival(I)
Languagefocus:
Usingadjectivestodescribeobjects.
e.g.asaltyricedumpling/asweetricedumpling
Usingprepositionstoindicatetime.
e.g....insummer.Itsonthefifthdayofthefifthlunarmonth...
Asking“Wh-”questionstofindoutvariouskindsofspecificinformationaboutaperson.
e.g.Whatdopeopleeat?
Whatdopeopledotocelebratethisfestival?
Usingconnectivestolinkcontrastingideas.
e.g.Kittylovesthesweetricedumplings,butshehatesthesaltyones.
Usingthesimplepresenttensetoexpresspreferences.
e.g.loves/hates/likes
Usingprepositionalphrasestodescribeobjects.
e.g.saltyoneswithmeatandgreenbeans/sweetoneswithoutredbeans

Languageskills:
Listening:
Identifythemainideasofanewtopic.Listenforspecificinformation.
Speaking:
Maintainaninteractionbyexplaining.
Reading:
Readwrittenlanguageinmeaningfulchunks.Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.Recognizerecurrentpatternsinlanguagestructure.
Writing:
Developwrittentextsbyusingappropriatelinkingwordsorphrases.

Materials:
1.StudentsBook7Apage10.
2.Cassette7Aandacassetteplayer.
3.Workbook7Apage5.
Preparation:
Cuethecassette.

I.Warming-up:
II.Pre-taskpreparation:
1.AskstudentswhattheyliketodoandeattocelebratetheDragonBoatFestival.Encouragestudentstotalkaboutthisfestival.
2.ReviewandintroducenewvocabularyitemsinLookandlearn.
3.Playtherecording:LookandlearnandLookandread.Studentslistenandfollowintheirbooks.
4.Playtherecordingagain.Studentslistenandrepeat.
III.While-taskprocedure:
1.Studentspairuptotalkaboutthericedumplingstheylike.HavethemcompletethesurveyfrominCircleandwritebycirclingandwritingdownwhattheyhavediscussedwiththeirpartners.Theyarerequiredtousethetargetlanguageintheirreport,likethis:Ilove...,butIhate.../Myclassmateloves...,/but.../Webothlove...,but...
2.Askindividualstoreadtheirreportstotheclass.
3.Collectallreportsandbindthemintoabookforcirculationinclass.
4.Conductasimplesurveytofindoutthemostpopularkindofricedumplingamongstudentsbycountinghowmanystudentslikeaparticularkindofricedumpling.Asksomestudentswhytheylikeordislikeaparticularkindofricedumpling.
IV.Post-taskactivity:
Workbookpage5.
V.Consolidation:
GrammarPracticeBook7Apages9and10.

Unit3:TheDragonBoatFestival(II)
Languagefocus:
Asking“Wh-”questionstofindoutthereason.
e.g.WhydowecelebratetheDragonBoatFestival?
Usingthesimplepasttensetotalkaboutpastactivitiesandstates.
e.g.Qu-yuanwasbornaroundtwothousandyearsagoinChina.
Usingthesimplepresenttensetotalkaboutpresentstates.
e.g.Nowadays,peopleeatricedumplingsandhaveDragonBoatracesto...
Languageskills:
Listening:
Identifythemeanideasofanewtopic.Listenforspecificinformation.
Speaking:
Openaninteractionbyelicitingaresponsebyaskingquestionsonatopic.
Reading:
Readwrittenlanguageinmeaningfulchunks.Recognizethepresentationofideasthroughparagraphing.Re-readtoestablishandconfirmmeaning.
Writing:
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasquestion.Developwrittentextsbypresentingmainandsupportingideas.

Materials:
1.StudentsBook7Apage11.
2.Cassette7Aandacassetteplayer.
3.Photocopiablepage8.

Preparation:
MakeacopyofPhotocopiablepage8foreachstudent.Cuethecassette.

Warming-up:

II.Pre-taskpreparation:
Languagelearningactivity:
Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Givestudentssometimetoreadthestorysilently.Thenaskstudents:WasQu-yuansad?Why?Encouragevolunteerstoanswerthequestions.
2.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
3.Playtherecordingagain.Studentslistenandrepeat.Askstudentstopayattentiontothepronunciationandintonationofthewords.
4.Remindstudentsoftheuseofthepasttenseinthestory.Goovertheverbsinthepasttensewithstudents.Invitethemoreablestudentstospeakoutandspell,ifpossible,thecorrespondingverbsintheirpresenttenseform.
5.Remindstudentstopayattentiontotheuseofdifferenttenseswhentalkingaboutthepastandthepresentinthestory.
6.DistributeacopyofPhotocopiablepage8toeachstudent.Studentsreadthetextonpage11oftheStudentsBookagainindividually.Havethemcompletethelistandwritedowntheanswerstothequestions.
7.Tochecktheanswerswithstudents,invitesomestudentstowritethelistontheboard.Theninvitethemoreablestudentstoanswerthequestionsorally.

Unit3:TheDragonBoatFestival(III)
Languagefocus:
Usingmodalstomakeanoffer.
e.g.Wouldyoulikeapieceofricedumpling?
Usingformulaicexpressionstoacceptoffers.
e.g.Yes,please.Ireallylikericedumplings.
Usingformulaicexpressionstodeclineoffers.
e.g.No,thanks.Idontlikericedumplingsverymuch.
Usingmodalstoindicatepreferences.
e.g.Idratherhaveapieceofpizza.

Languageskills:
Listening:
Recognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately.Identifythemainideasofanewtopic.Understandthespeakersintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking:
Maintainaninteractionbyreplying,askingquestionsandusingformulaicexpressionswhereappropriate.
Reading:
Readwrittenlanguageinmeaningfulchunks.Recognizerecurrentpatternsinlanguagestructure.Understandintention,attitudeandfeelingsstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage.
Materials:
1.StudentsBook7Apage12.
2.Cassette7Aandacassetteplayer.
3.Workbook7Apage6.

Preparation:
Cuethecassette.

I.Warming-up:
II.Pre-taskpreparation:
Languagelearningactivity:
Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewthenamesofthefoodanddrunkitemsthatstudentshavelearnedpreviously,e.g.pizza,pancake,cookies,hamburger,lemonade,7-up,coffee,etc.Introducenewfooditems,e.g.Chinesepudding,Christmaspuddingwiththehelpofpictureorphotos.
2.Playtherecording:Lookandsay.Studentslistenandfollowintheirbooks.
3.StudentsworkingroupsofthreeandusethemodelledconversationinAboutyoutodotherole-play.Havesomegroupscomeoutandacttheconversation.
III.Consolidation:
Workbookpage6
GrammarPracticeBook7Apage11.

Module2Relationships

教案課件是老師不可缺少的課件，大家應(yīng)該開始寫教案課件了。只有寫好教案課件計(jì)劃，才能夠使以后的工作更有目標(biāo)性！你們知道哪些教案課件的范文呢？下面是小編為大家整理的“Module2Relationships”，希望對您的工作和生活有所幫助。

Module2Relationships

Unit1Visitingrelatives

一.教學(xué)內(nèi)容：

Module2RelationshipsUnit1Visitingrelatives

（一）課標(biāo)詞匯

（二）重點(diǎn)短語

（三）重點(diǎn)句型

（四）wouldlike的用法

（五）特殊疑問句Howlong…?Howmuch…?

二.知識總結(jié)與歸納：

（一）課標(biāo)詞匯

1.invite2.yet3.exciting

4.send5.as6.great

7.his8.expensive9.rain

10.interesting11.idea12.say

13.eleventh14.slow15.cost

16.plane17.week18.dear

19.trip20.much21.present

22.lovely

（二）重點(diǎn)短語

1.havealetterfrom2.thesameageas

3.talkto4.from…to…

5.thinkabout6.writeto

7.staywith8.beexcitedabout

9.getthere10.byplane

11.haveagoodjourney12.alltheinterestingplaces

13.makeatimetable14.ontheGreatWall

15.intheSummerPalace16.atTian’anmenSquare

17.intheForbiddenCity18.inthecenterofBeijing

19.besadto20.aphotoofBen

（三）重點(diǎn)句型

1.I’vehadaletterfrommybrother.

2.HehasinvitedustostaywithhisfamilyinAugust.

3.I’veneverseenmycousininBeijing.

4.Howexciting!

5.ArewegoingtovisitBeijing?

6.That’stooslow/expensive.

7.Howmuchistheticket?

8.Howlongwillwestay?

（四）wouldlike的用法

“wouldlike”意為“想要”，其語氣比用like婉轉(zhuǎn)些。具體用法如下：

1.后面接名詞或代詞，表示“具體要”某樣?xùn)|西。例如：

I’dliketwosweatersformydaughters.

（我想給我的女兒們買兩件毛衣。）

Wouldyoulikeoneofthesemooncakes？

（你想要一塊這樣的月餅嗎？）

2.后面接動詞不定式，表示“愿望，喜愛”，常用于有禮貌地提出邀請、請求或建議。例如：

Iwouldliketodropmaths.

（我想放棄數(shù)學(xué)。）

Wouldyouliketocometosupper？

（你愿意來吃晚飯嗎？）

3.當(dāng)主語是第一人稱時(shí)，would可與should換用，它們都可以縮寫為‘d，并且like也可換成love.例如：

I’msurehewouldlovetocome.

（我確信他愿意來。）

Ishouldliketheredone.

（我想要紅色的。）

4.“wouldlike”后面可以用動詞不定式作賓語補(bǔ)足語。例如：

Whatwouldyoulikemetodo？

（你想要我干什么？）

I’dlikeyoutomeetmyparents,too.

（我想要你也見見我的父母。）

*重點(diǎn)記?。簑ouldlike后面不能接doing

（五）特殊疑問句Howlong…?Howmuch…?

We’llstayuntiltheendofAugust.

Howlongwillwestay?

Ittakes2.5hourstotravelfromGardenCitytoBeijingbyplane.

HowlongdoesittaketotravelfromGardenCitytoBeijingbyplane?

Itis1500yuan.

Howmuchisit?

Itcost1500yuan.

Howmuchdoesitcost?

Theyare549yuan.

Howmucharethey?