高中教案教案
發(fā)表時間：2020-12-04Module1ChangeUnit1WhatwillIbe教案。
Module1ChangeUnit1WhatwillIbe
一.教學(xué)內(nèi)容：
Module1ChangeUnit1WhatwillIbe
1、課標詞匯
2、重點詞組
3、重點句型
4、時態(tài)：一般將來時
5、形容詞比較級的構(gòu)成
二.本周知識總結(jié)與歸納
1、課標詞匯
changecenterstartintonoteonheavywillwantputseeshoppingknowphotographnewbackcentimeterkilogrammehairexcitedglassesreportermodeltimestrongneedsportpossiblyneedpolicemanagreethinkloveEnglishChineseslimdriversingerfarmerpoormorehoweverpracticelearn
2、重點詞組
takeaphotographin13year’stimewearglasses
begoodatbepooratdressup
afootballplayerwouldlikehavetostuffyhard
3、重點句型
Hewillbe10centimeterstaller.
Shewillbe5kilogrammeheavier.
Kellywillbetallandslim.
Shewillpossiblybeamodel.
Hewillbegoodatsport.
I’mpooratEnglish.Ihavetostudyhard.
Yes,Iagree./No,Idon’tagree.
Iwouldliketobeadoctor.
4、時態(tài)：一般將來時
一般將來時的基本用法：表示將要發(fā)生的動作或存在的狀態(tài)
一般將來時的形式：
●主語＋助動詞(will/shall)＋動詞原形(shall只用于第一人稱)
肯定句：Ishallwork.Youwillplayfootball.
否定句：Ishallnotwork.Youwillnotwork.
疑問句：Willyouwork?Willtheywork?
●主語＋begoingto＋動詞原形。表示計劃、打算要發(fā)生的事，或即將發(fā)生的事。
肯定句：Iamgoingtowork.
Youaregoingtowork.
否定句：Iamnotgoingtowork.
Youarenotgoingtowork.
疑問句：Areyougoingtowork?
●瞬間動詞(come,go,arrive,leave…)的現(xiàn)在進行時也可以表示將來。如：
Springiscoming.
●表示將來的時間狀語：tomorrow,nextweek,nextmonth,in13years’time…
●in后接一段時間與將來時連用，表示將來動作發(fā)生在此段時間之后。如：
Hewillbuyanewhouseintwoyears.
5、形容詞比較級的構(gòu)成
規(guī)則變化：
（1）單音節(jié)詞和少數(shù)雙音節(jié)詞一般在詞尾加er：bright--brighter
（2）以不發(fā)音的e字母結(jié)尾的加r：large--larger
（3）以輔音字母加y結(jié)尾的變y為i加er:happy—happier
（4）以一個輔音字母結(jié)尾的重讀閉音節(jié)詞雙寫最后一個輔音字母再加er:big--bigger
（5）以er，ow結(jié)尾的雙音節(jié)詞加er：
clever—clevererslow—slower
不規(guī)則變化：
good,well—betterbad—worsemuch,many—more
little—lessfar—farther/further
擴展閱讀
Unit1WhatwillIbe?教案
教案課件是老師上課中很重要的一個課件，大家正在計劃自己的教案課件了。各行各業(yè)都在開始準備新的教案課件工作計劃了，未來工作才會更有干勁！你們知道多少范文適合教案課件？以下是小編為大家精心整理的“Unit1WhatwillIbe?教案”，僅供參考，歡迎大家閱讀。
Unit1WhatwillIbe?教案
Period:Firstperiod
AimsandDemands:
Studentsarerequiredto
a.Drawandwriteaboutwhatthecharacterswilllooklikewhentheyare25
b.Talkaboutwhattheirclassmateswilllooklikeinthefuture
c.Thinkandwriteaboutthemselves
Mainpoints:
A.Peterlikeshelpingpeople./Kallylovesdressingup.
B.In13years’time,Kallywillbetallandslim.
C.Hewillbe180centimetrestallandhewillweigh65kilogrammes.
D.Ithinkhe’llpossiblybeafireman.
E.However,I’dliketobeadoctor.
F.I’mpooratEnglishandChinese.
G.Ineedtostudyhard./Ihavetolearntomakesickpeoplebetter.
Teachingstrategy:
a.Learn-in-situation
b.Learner-based
c.Askandanswer
d.Introduce
MeansofTeaching:
Multimedia/discussion/role-play
Teachingaids:
Tape-recording/slide
Teachingprocedure:
Step1——Pre-taskpreparation
⒈LookattheinformationcardofKally.(slide)
ThephotoofKallyNameKally
Age12
Height155centimetres
Weight40kilogrammers
Hobbiessinging
dressingup
⒉Answerquestionsaccordingtotheinformationcard.
①WhatdoesKallylooklike?
②What’sherweight?
③What’sherheight?
④What’sherhobby?
Step2——While-taskprocedure
⒈Usethemagicmachineinthecorrectway.
(Kallywantstoknowwhatshewillbelikein13years’time,soshegoestotheshoppingcenter.Shewantstousethemagicmachine.Butshedoesn’tknowhowtouseit.Canyouhelpher?)
⒉TellwhatKallywilllooklikewhensheis25.(slide)
ThephotoofKallywhensheis25Height170centimetres
Weight55kilogrammers
JobActress
①WhatwillKallylooklikein13years’time?
(Wecanalsosay“WhatwillKallybelikein13years’time?”)
Shewillhavelonghair.She’llbemorebeautiful.She’llbetallandslim.
②What’sherweightwhensheis25?
She’llbe170centimetrestall.She’llbe______________________taller.
③What’sherheightwhensheis25?
She’llbe55kilogrammersheavy.She’llbe_____________________heavier.
⒊Talkaboutthemselveswhatwillbelikein13years’time.
Step3——Consolidation
⒈DiscusswhatDannywillbein13years’time.(slide)
NowIn13years’time
Height155cmHeight172cm
Weight55kgWeight65kg
AppearanceFat,wearglassesAppearanceNotverytall,strong
HobbyeatingHobbysports
Homework
⒈Writtenwork:GrammarBookpage17,ExerciseBookpage9
⒉Oralwork:WhatwillIbein13years’time?
Teachingcomments:
Thedesignoftheinformationcardplaysanimportantroleinthisunit.Studentscaneasilyknowthemeaningofeachkeysentenceandgivetherightanswerstothequestions.Buttheyhavedifficultiesinpronunciation,suchas“she’ll,he’ll,I’ll”.
Period:Secondperiod
AimsandDemands:
Studentsarerequiredto
d.Drawandwriteaboutwhatthecharacterswilllooklikewhentheyare25
e.Talkaboutwhattheirclassmateswilllooklikeinthefuture
f.Thinkandwriteaboutthemselves
Mainpoints:
A.Peterlikeshelpingpeople./Kallylovesdressingup.
B.In13years’time,Kallywillbetallandslim.
C.Hewillbe180centimetrestallandhewillweigh65kilogrammes.
D.Ithinkhe’llpossiblybeafireman.
E.However,I’dliketobeadoctor.
F.I’mpooratEnglishandChinese.
G.Ineedtostudyhard./Ihavetolearntomakesickpeoplebetter.
Teachingstrategy:
e.Learn-in-situation
f.Learner-based
g.Askandanswer
h.Introduce
MeansofTeaching:
Multimedia/discussion/role-play
Teachingaids:
Tape-recording/slide
Teachingprocedure:
Step1——Pre-taskpreparation
⒈Saysomethingabout“WhatwillIbein13years’time?”
⒉Listento“Read,thinkandsay”,thenfillintheblanks.
In13years’time
Height180cm
Weight65kg
AppearanceTallandstrong,
notwearglasses
Begoodatsports
⒊Discusswhatpeterwillbe.
(IthinkPeterwillpossiblybeapolicemanbecausehelikeshelpingpeople.Doyouagree?Yes,Iagree.No,Idon’tagree.Ithinkhe’llpossiblybeafireman.)
Step2——While-taskprocedure
⒈UsetheslidetodiscusswhatKallyandDannywillbe.
⒉DiscusswhatKallyandDannyneedtodo,iftheywanttomaketheirdreamcometrue.
(Dannyisgoodateating.HeispooratEnglishandsports.Hewillpossiblybeacooker.However,hewouldliketobeafireman.Soheneedstodomoreexercise.HehastopractiseEnglishmore.Hehastolearntoputoutfires.
Kallyisgoodatdressingupandsinging.Sheispooratdancing.She’llpossiblybeamodel.However,she’dliketobeasinger.Whatdoessheneedtodo?Whatdoesshehavetopractise?)
⒊Completethetask“Aboutyou”.
Step3——Consolidation
ExerciseBookpage10,GrammarBookpage18,19,20
Homework
Oralwork:WhatwillIbe?
Writtenwork:composition“WhatwillIbe?”
Module3ChangeUnit1Changingourlives(牛津7B)
Module3Change
Unit1Changingourlives1/4I.Languagefocus:
1.Usingconnectivestolinkcontrastingideas
2.Usingthesimplepasttensetotalkaboutpastactivities
3.Usingconnectivestoexpresstransitionofmeaning
II.Languageskills:
Listening
lUnderstandtheconnectionbetweenideas
lRecognizinglinkingwordsandphrases
lPredictthelikelydevelopmentofatopic
Reading
lUnderstandtheconnectionbetweenideas
lRecognizerecurrentpatternsinlanguagestructure
lPredictthelikelydevelopmentofatopic
lSkimatexttoobtainageneralimpressionandthemainideas
Speaking
lMaintaininganinteractionbyreplying
III.Materials:
lSBP49
lCassette7B
lWBP1
ProcedureI.Warming-up
1.Freetalk:
II.Pre-taskpreparation
1.Introduce:
Although：
Althoughweareold,westillworkinthefieldseveryday.
We’reold,butwestillworkinthefieldseveryday.
2.Invitestudentstomakeupsentencesbeginning
with“although”
3.Lookandread:
1)Listenandfollow
2)Listenandrepeat
3)Askquestionstochecktheirunderstandingofthestory.
III.While-taskprocedure
1.LookatThinkandwrite
2.HelpLuckFairyfinishthereporttotheking
3.Individualwork:readaloudthefourreasonsforgivingFredandDorisawish.
4.Checktheanswerstogether.
IV.Consolidation
loral:1)Listenandread5times
2)Actoutthedialogues
lwritten:1)Copywork:phrases
2)GBP38
V.NoteUnit1Changingourlives2/4I.Languagefocus:
lUsingconnectivestoexpresstransitionofmeaning
II.Languageskills:
Listening
lUnderstandtheconnectionbetweenideas
Reading
lUnderstandtheconnectionbetweenideas
lRecognizerecurrentpatternsinlanguagestructure.
lRecognizethepresentationofideas
lRe-readtoestablishandconfirmmeaning
Speaking
lConnectideasbyusinglinkingwordsorphrases
Writing
lDevelopwrittentextsbypresentingmainandsupportingideas
lDevelopwrittentextsbyusingappropriatelinkingwordsorphrases
III.Materials:
lSBP50
lCassette7B
ProcedureI.Warming-up
Freetalk:retellthestory
II.Pre-taskpreparation
lContinuetoplaytherecording:Lookandread
lListenandfollow
lActoutthedialogue
III.While-taskprocedure
Individualwork:readthestoryagain,completetheblankets.
Checktogether.
IV.Consolidation
loral:1)Listenandread5times
2)Actoutthedialogues
lwritten:1)Copywork:phrases
2)GBP39
Unit1Changingourlives3/4I.Languagefocus:
lUsingconnectivestoexpresstransitionofmeaning
lUsingthefuturetensetotalkaboutfutureactions
II.Languageskills:
Listening
lUnderstandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases
Speaking
lConnectideasbyusinglinkingwordsorphrases
Reading
lReadwrittenlanguageinmeaningfulchunks
lUnderstandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases
lRecognizerecurrentpatternsinlanguagestructure
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
lDevelopwrittentextsbyusingappropriatelinkingwordsorphrases
lDevelopwrittentextsbyexpressingownideasandfeelings
Ⅲ.Materials:
lSBP51
lCassette7B
lWBP25
lPPP44
ProcedureⅠ.Warming-up
1.Freetalk:
Ⅱ.Pre-taskpreparation
1.Askastudent:
Whichsubjectareyougoodat?
Whichsubjectareyoupoorat?
2.Practiceinpairs:Although…isgoodat(asubject),he/sheispoorat(anothersubject).
3.Thinkandsay:listenandfollow,listenandrepeat
Ⅲ.While-taskprocedure
1.LookatthepicturesagaininThinkandsay,andwrite
aboutwhatthechildrencanlearnfromothers
2.Haveoneortwostudentsreadtheiranswersaloud.
3.PPP44,writeareportaboutwhattheycanlearnfromtheirparents,teachersorfriends
4.Inviteafewstudentstosharetheirreportswithclass
IV.Post-taskactivity
WB:P25
V.Consolidation
loral:1)Listenandread5times
2)Actoutthedialogues
lwritten:1)Copywork:phrases
2)GBP40
VI.Notes:
Unit1Changingourlives4/4I.Languagefocus:
1.Usingconnectivestoexpresstransitionofmeaning
II.Languageskills:
Reading
lScanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords
Speaking
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
lMaintainaninteractionbytakingone’sturnattherightmomentandrecognizingother’sdesiretospeak
Writing
lPlanandorganizeinformationandideasbydecidingonthesequenceofcontext
lDevelopwrittentextsbyusingappropriatelinkingwordsorphrases
lDevelopwrittentextsbyusingbasicnarrativestructure
lReviseandeditdraftsbysharingworkwithteachersandclassmates
III.Materials:
lSBP52
lCassette7B
lWB26
ProcedureI.Warming-up
1.Freetalk:
Ⅱ.Pre-taskpreparation
HavestudentsreadthestoryofthepoorfarmerandhiswifeonSBP49,50
Ⅲ.While-taskprocedure
1.PP45,46:writethescriptforthestoryaboutthepoorfarmerandhiswife
2.Roleplay:Playingtherolesofpresenter,theLuckFairy,Fred
andDorisrespectively.
3.Performplays
Ⅳ.Post-taskactivity
WBP26
Ⅴ.Consolidation
loral:1)Listenandread5times
2)Actoutthedialogues
lwritten:1)Copywork:phrases
2)GBP45
3)PAM3U1
VI.Notes
牛津上海七下Module3ChangeUnit1Changingourlives教案
Module3Change
Unit1Changingourlives
1
Languagefocus:
Usingconnectivestolinkcontrastingideas
e.g.I’mgoodatalotofsubjects,butI’mpooratMaths.
Usingthesimplepasttensetotalkaboutpastactivites.
e.g.Longago,therewasapoorfarmercalledFred.
Usingconnectivestoexpresstransitionofmeaning
e.g.‘Althoughwe’reold,westillworkinthefieldseveryday,’saidDoris.
Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases
Predictthelikelydevelopmentofatopicbyrecognizingkeywords,andmakinguseofcontextandknowledgeoftheworld
Speaking
Maintainaninteractionbyreplying
Reading
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure
Predictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
Skimatexttoobtainageneralimpressionandthemainideas
Materials:
Student’sBook7Bpage49
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Introduce:Although.Writeafewsamplesentencesontheboardtohelpexplainingthemeaning,e.g.AlthoughMaryisthin,sheishealthy./AlthoughJohnispoor,heishappy./AlthoughUncleTomisrich,heisunhappy.
2.Inviteafewmoreablestudentstomakeupsomesentencesbeginningwith‘Although’.Askthemtowritethesentencesontheboard.Offerhelpifnecessary.Thengooverthesentenceswiththewholeclass.
3.Playtherecording:Lookandread.StoptherecordingafterPicture2.Studentslistenandfollowintheirbooks.
4.Askthestudentssomequestionstochecktheirunderstandingofthestory,e.g.What’sthenameofthefarmerandhiswife?/Wheredidtheylive?/Whovisitedthemonewinternight?/Didtheystillworkinthefields?Etc.
5.Remindstudentsthatthestoryisnotfinishedyetandwillbecontinuedonpage50oftheStudent’sBook.However,youmayencouragestudentstoguesswhatisgoingtohappenprortheendingofthestorybeforeyougoon..
Consolidation
GrammarPracticeBook7Bpage38
2
Languagefocus:
Usingconnectivestoexpresstransitionofmeaning
e.g.Althoughtheyarepoor,theydonotwantany_____fromme.
Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.
Speaking
Connectideasbyusinglinkingwordsorphrases
Reading
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation
Re-readtoestablishandconfirmmeaning
Writing
Developwrittentextsbypresentingmainandsupportingideas
Developwrittentextsbypresentingmainandsupportingideas.
Developwrittentextsbyusingappropriatelinkingwordsorphrases
Materials:
Student’sBook7Bpage50
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Consolidation
GrammarPracticeBook7Bpage79
3
Languagefocus:
Usingconnectivestoexpresstransitionofmeaning
e.g.AlthoughKallyhasalittlepockedmoney,sheisstillveryhappy.
Usingthefuturetensetotalkaboutfutureactions
e.g.HewillpractiseMathsmore.
Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.
Speaking
Connectideasbyusinglinkingwordsorphrases
Reading
Readwrittenlanguageinmeaningfulchunks
Understandtheconnectionbetweenideasbyidentifylinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
Developwrittentextsbyusingappropriatelinkingwordsorphrases.
Developwrittentextsbyexpressingownideasandfeelings.
Materials:
Student’sBook7Bpage51
Cassette7Bandacassetteplayer
Workbook7Bpage25
Photocopiablepage44
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage44foreachstudent.
Pre-taskpreparation
1.Askstudent:Whichsubjectareyougoodat?Whichsubjectareyoupoorat?Whatwillyoudoaboutthis?Toelicit:I’mgoodat(asubject),butI’mpoorat(anothersubject).I’ll…Afterlisteningtothestudent’sanswers,youcanputtheminanotherwayandsay:Although(thestudent’sname)isgoodat(asubject),he/sheispoorat(anothersubject).He/She’ll…Havestudentsworkinpairsandtalkinthesamewayaboutthesubjectstheyaregoodatandpooratandwhattheywilldoaboutit.Walkaround,offeringhelpandguidancetothelessablestudents.
2.Inviteafewpairstoreporttheirfindingsinclass,e.g
S1:AlthoughS2isgoodat_____,he/sheispoorat____.He/Shewill…
S2:Although51isgoodat______,he/sheispoorat.He/Shewill…
3.Playtherecording:Thinkandsay.Studentslistenandfollowintheirbooks.
4.Playtherecordingagain.Studentslistenandrepeat.
Post-taskactivity
Workbookpage25
Consolidation
GrammarPracticeBook7Bpage40
4
Languagefocus:
Usingconnectivestoexpresstransitionofmeaning
e.g.Althoughwe’reold,…
Languageskills:
Speaking
Connectideasbyusinglinkingwordsorphrases
Usegesturesandfacialexpressiontoconveymeaningandintention
Maintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitysuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
Reading
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.
Writing
Planandorganizeinformationandideabydecidingonthesequenceofcontent.
Developwrittentextsbyusingappropriatelinkingwordsorphrases.
Developwrittentextsbyusingbasicnarrativestructurethatcomprisessetting,characters,eventsanddialoguewhenwritingaboutrealandimaginaryexperience
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage
Materials:
Student’sBook7Bpage52
Workbook7Bpage26
Photocopiablepages45and46
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepages45and46foreachstudent.
Post-taskactivity
Workbookpage26
Consolidation
GrammarPracticeBook7Bpage45.
