小學集體備課教案
發(fā)表時間：2020-12-09Modlue9備課材料（7B）。
一般給學生們上課之前，老師就早早地準備好了教案課件，到寫教案課件的時候了。我們制定教案課件工作計劃，才能更好地安排接下來的工作！你們清楚教案課件的范文有哪些呢？下面是小編精心為您整理的“Modlue9備課材料（7B）”，僅供參考，歡迎大家閱讀。
Modlue9備課材料（7B）
一、教材分析
本模塊題材為童話故事，主要是關于Goldilocks的故事，另外增加了精衛(wèi)填海的故事。內容和情節(jié)很容易引發(fā)學生的興趣，語言簡單易懂，描寫細致生動，非常有利于開展聽、說、讀、寫方面的語言實踐活動，讓學生在使用語言的過程中學習語言，促使學生更有意識地自覺學習英語。
講故事須使用一般過去時，所以本模塊繼續(xù)以一般過去時作為語法學習重點。通過操練、使學生在掌握語言結構的同時、既學習語言知識、感悟語言功能、又能欣賞到美麗的童話故事，并能學會描述一個完整的故事或一件事情
二、教學目標
1.知識目標:
語音：規(guī)則動詞的一般過去時的發(fā)音
詞匯：once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、onceuponatime、goforaride、pickup、lookaround、changeinto
語法：規(guī)則動詞的一般過去式。
功能：按時間順序描述事情。
話題：以“童話故事”（fairytales)為話題。
2.能力目標：
聽：能聽懂簡單故事中的主要人和事。
說：運用一般過去時表述事件，講簡單的故事。
讀：能讀懂簡單的故事，明白主要的人物、事件以及情節(jié)。進行簡單的技能訓練。
寫：運用一般過去時寫簡單的事情。
3.情感目標：通過閱讀童話故事提高對英語的學習興趣、感受學習的樂趣。
三、學習策略、文化意識
1.學習策略：形成自主學習、有效交際、信息處理、英語思維能力。
認知:聯系，歸納，推測等技能。觀察并歸納規(guī)則動詞的一般過去式、提高自學能力。
調控：從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改
交際：學習運用恰當詞語講解童話故事。
資源：通過其他資源獲取更多簡單英語的“童話故事”
自學策略：能夠嘗試閱讀一些簡寫的英文童話故事。能注意發(fā)現語言現象背后的規(guī)律、并能運用規(guī)律舉一反三。
合作學習策略：互相學習，取長補短，注意從他人的演示中汲取經驗、注意學習策略共享。
2.文化意識：比較中國童話與外國童話的異同、通過外國童話了解世界不同地方的風俗習慣、從而拓展視野、激發(fā)學習英語的興趣。
四、教學重點與難點
重點：通過童話故事訓練學生的聽、說、讀、寫能力，掌握規(guī)則動詞的一般過去式。
難點：掌握規(guī)則動詞的一般過去式的形式和逐步形成正確使用一般過去時的意識。
五、模塊任務（ModuleTask）
能夠運用規(guī)則動詞的一般過去式講述簡單的故事。
六、教材處理及教學設計
我們把本模塊劃分為4課時：
Period1:VocabularyandListening、PronunciationandSpeaking
Period2:ReadingandVocabulary
Period3:Writing、Aroundtheworld、ModuleTask
Period4:Languageinuse
教學設計
Period1:
VocabularyandListening、PronunciationandSpeaking
Unit1Onceuponatime（工作總結之家 Dg15.COM）
Step1WarmingupRevision
1.Guess:
Wheretheteacherwaslastnight?
S1:---Wereyouathomelastnight?
T:----No,Iwasn’t.
S2:---Wereyouatschool?
T:----No,Iwasn’t
設計理念:
通過設置懸念，引發(fā)學生探究欲望、從而激起學習動機；同時又復習了前一模塊的知識重點
2.Askandansweringroupsoffour:
Learnwhereyourfriendwaslastnight.Askonetostandup.
S1:---Wereyouatthecinema?
S2:---No,Iwasn’t.
S3:---Washe/she(S4)atthecinema?
S4:---No,he/shewasn’t.
S1:---Wereyouathome?
S2:---Yes,Iwas.
設計理念：通過學生之間的活動，既復習舊課又了解朋友、增進友情。
Step2Presentation
LastlightIwasatthecinema,Isawafairyfilm“TheSnowWhite”(白雪公主）
SnowWhite
設計理念：以學生熟悉的童話故事人物－－－theSnowWhite為引子，很自然地倒入新課
Doyouknowthem?
TheLittleMermaidTheEmperor’sNewClothes
TheLittleGirlWhoIsSellingMatchesGoldilocks
設計理念：展示一些童話人物，并以Goldilocks為結束，以引出新內容的學習活動。
Step3Learnsomewords
Weusuallybegin（開始）astorywith“Onceuponatime…（從前）”
golden金黃色decidetodo決定去做某事
goforaride＝ride
bear熊
設計理念：無論多新的教法，單詞還得實實在在得教、讀。
Step4Listenandcheck
Activity1
ThestoryisTheThreeBears.()
Goldilockslivedintheforest.()
Thestorybegins:Onceuponatime…()
Shedecidedtogoforarideintheforest.()
設計理念：
剛剛學好單詞，可以趁熱打鐵，訓練聽的能力，使學習活動更加有效。
Step5Lookandlearn
1.Learn：little=verysmall
2.Lookatthepicturesandanswerthequestions.
1)WhoisGoldilocks?2)Whereisshe?
1)Goldilockswasalittlegirlwithgoldenhair.
2)Shewasintheforest.
3.Learn
knockV.敲pickv.采摘pushv.推enterv.進入
設計理念:
根據圖片學習單詞有助于學生掌握。
Step6Listenandnumber
a(8)b(7)c(4)d(5)
e(1)f(6)g(3)h(2)
設計理念:
初步感知一般過去時的讀音及鞏固剛才所學
Step7Lookandlearn（Activity5）
Pickedwaslostnoticedhurried
Knockedpushedenteredcounted
設計理念:以剛獲得的知識進行鞏固并借此認識規(guī)則動詞的一般過去時，同時將第五部分處理好。
Activity7
Step8Listenandrepeat（Pronunciation）
knockedpickedwalkedpushed
likedfinishedstoppednoticed
answeredenteredhurriedlived
counteddecided
設計理念:
簡要理解一下規(guī)則動詞的一般過去時的構成
Step9Listenandanswer
Activity4andactivity6
1.Listentothetapeandanswer:
---Whatdidshepickintheforest?
---WherewasGoldilocks?
2.Readthedialogueinpairs，andanswerthequestionsofactivity6
3.Asksomestudentstoactitout.
4.Explain:
bowl—碗nobody—無人
all—全部的hungry—饑餓的
設計理念:
聽力的訓練離不開知識的積累，這一步驟力爭與前面更好的銜接。
Step10Speaking
1.Listenandrepeatofactivity8
2.Workinpairs,retellthestoryifpossible.
設計理念:
一方面先鞏固故事情節(jié)，一方面又可以鍛煉說英文故事的能力?？紤]到內容較多，針對學習能力強的同學可以課堂內完成復述。
Homework：
1.Readandcopythenewwords.(All)
2.Retellthestoryforyourfriend(Part)
設計理念:
課后單詞一定要讀,否則容易忘記。分層作業(yè)對不同的學生有不同的要求，體現以人為本的教育理念。
Period2
ReadingandVocabulary
Unit2
Goldilocksrushedoutofthehouse
Step1WarmingupRevision
1.Canyoureadthese?
knockedpickedwalkedpushed
likedfinishedstoppednoticed
answeredenteredhurriedlived
counteddecided
2.CanyouretellthestoryofGoldilocks?
設計理念：復習環(huán)節(jié)要突出實效，一般剛開始上課學生注意力更集中，有利于對前面的知識及時有效的復習。
Step2Pre－read
1.Guess:---Whosehousewasit?
2.Workinpairs.SaywhathappenednextinGoldilocksandThreeBears.(Activity1)
3.Learnsomenewwords:
try—trieddestroy—destroyed
cry—criedreturn—returned
point—pointedjump--jumped
設計理念：閱讀故事前應該先進行熱身活動，有利于對故事先有一個詞匯上的準備
Step3Read
1.Whatcanyouseeinthepicture?
設計理念:借助對圖片的認識，對故事有一個大致的了解。
2.Readthestoryandnumberthepicturesinthecorrectorder.
設計理念:改變以往快速閱讀后回答一二個簡單的問題的形式，重新排列圖片使學生對故事有進一步的認識。
3.Readandcheckthetruesentences.
1)Goldilocksdidn’tlikethesmallestchair.()
2)Goldilocksdidn’tlikethesmallestbed.()
3)BabyBeardidn’tlookinthebedroom.()
4)BabyBeardidn’tnoticethelittlegirlinhisbedatfirst.()
5)Goldilocksdidn’tnoticethethreeBearsatfirst()
6)Goldilocksdidn’tlikethethreeBears.()
設計理念:
精讀故事之后，對故事的細節(jié)需要有一定的認識，可以自己另外設計一些選擇題目。
Step4Listenandrepeat
First,Goldilockswantedtositdownbecauseshewastired．Thetwobigchairswereuncomfortable．Shedidn’tlikethem，soshetriedthesmallestchair．Itwasnice,butGoldilockswasveryheavyandshedestroyedit．
Shewasunhappyandtired．Shewalkedintothebedroom．Therewerethreebeds．Shedidn’tlikethetwobigbeds．Thesmallestbedwasverycomfortable．Verysoonshewasasleepinit．
ThethreeBearsreturned．Theylookedatthebowlsandthechairs．BabyBearcried,“There’snothinginmybowlandmychairisinpieces!’’Hewasveryunhappy!
Next,theBearslookedintheirbedroom．Theydidn’tnoticeGoldilocksatfirst．
ThenBabyBearpointedatthelittlegirlinhisbed，andcried,“Look!There’sthenaughtygirl!”
Finally,Goldilocksopenedhereyes．ThethreeBearswerearoundher，soGoldilocksjumpedoutofbedandhurriedoutofthehousewithoutherbasket．Shedidn’treturntotheforestagain．
設計理念:
學生關上書本，對故事進行聽和跟讀的活動，既能練習聽力又對故事進行了更深的了解。
Step5Expression
1.unhappy---adj.不高興
2.asleep---adj.睡著的
3.pointat---指著
4.without---prep.沒有
設計理念:
將剩余的詞匯以解釋的形式學習，并適當舉例進行活動。
Step6Readthestoryagain
1.Readthestoryagainandmatchthesentenceswiththepictures.(Activity3)
2.Lookatthesesentences.
--First,theylookedatthebowlsandthechairs.
--NexttheBearslookedintheirbedroom.
--ThenBabyBearpointedatthelittlegirlinhisbed.
--Finally,Goldilocksopenedhereyes.
設計理念:這些句子實際是為以后的寫作打下鋪墊。
Homework
1.Usefirst,next,then,finallytowriteashortpassageorretellthestory.(part)
2.Readthestoryloudlythreetimes.(all)
設計理念：讀完故事要求最好會說故事，考慮到難度問題故此分層做。
Period3
WritingAroundtheworld
Moduletask
Step1Revision
1.Usefirst,next,then,finallytoretellthestory.
2.Revisethewordsandphrasesinlastperiod.
設計理念:本節(jié)課時主要完成寫作任務，在寫作之前對上一課時的詞匯與短語進行復習是必要的，復述課文有利于寫作的開展。
Step2Numberthesentencesinactivity6
1.Askthestudentstonumberthesentencesindividuallyandchecktheiranswerwithafriend.
2.Rewritethemusingfirst,next,thenandfinally.
3.Readthesesentencesloudly.
設計理念：
把寫作可能出現的難處預先處理好，為寫作做好充分的準備。
Step3Write
1.Ifpossible,givethemanexample.
2.AskthestudentstorewritethestoryofGoldilocksandtheThreeBears.
3.Checksomeexamplesfromtheclass.
4.Givethemsomesummarize.
設計理念：課堂效益的提高不是在口頭上或是花樣上，而應該是實用性較強的雙基上。寫作課一定要讓學生去實踐、去體驗、去交流。
Step4Aroundtheworld
Learnsomethingaboutfairytales.
Iftheyhavequestionsaboutit,helpthem.
設計理念：這一環(huán)節(jié)可以簡單處理，若沒有時間則不處理。我們是用教材去教而不是教教材。
Step5ModuleTask
Tellingastory:
1.Activity3onP61.Askthestudentstotalkaboutwhattheycansee.
2.Letthemputthesentencestogether.
3.Checktheiranswers.
設計理念：模塊任務體現在寫作課時中，能更好地幫助學生學習整個模塊。
Homework
1.DotheSelf-assessmentoftheworkbook.(all)
2.Writeafairytalethatyouknew.(part)
設計理念：拓展學生學習資源，利用已有的經驗進行寫故事對學生是一種更好的激勵。自我評價也是各類評價中的一種，也可以互相評價。
Period4
Unit3Languageinuse
Step1Revision
pickedwaslostnoticedhurried
knockedpushedenteredcounted
設計理念：重復前面的內容，以便于學生因熟悉而更好掌握。
Step2Summary
規(guī)則動詞過去式的構成：
一般動詞加-ed。如：looked,stayed
以e結尾的動詞只加-d。如：hoped,lived
末尾只有一個輔音字母結尾的重讀閉音節(jié)的動詞，應先雙寫這個輔音字母，再加-ed.如：stop→stopped,plan(計劃)→planned
結尾是“輔音字母+y”的動詞，先將y改為i,再加-ed.如：study－studied,carry－carried
–ed(或-d)的讀音：
在清輔音結尾的詞后讀[t].如：work→worked[kt],help－h(huán)elped[pt];在濁輔音和元音后讀[d]。如：call→called[ld],play－played[pleid];在[t]和[d]音后面發(fā)[id]。如：want－wanted[tid]，need－needed[did].
設計理念：語法的歸納，雖然老套，但必不可少。
Step3Practice
Activity2Completethesentenceswiththecorrectformofthewordsinthebox
answerenterhurryjumplikenoticepointreturnrush
Goldilocksrushedoutofthehouse
Goldilocksdidn’tlive(not)intheforest
BabyBear_________tothegirlinhisbed
She_______________thehouse
Goldilocks______________outofbed
She_____________tothelittlehouse
ThethreeBears____________(not)thedoorbecausetheywereoutintheforest
Goldilocks__________(not)thefoodinthebiggestbowl
ThethreeBears______________(not)Goldilocksinbedatfirst.
Goldilocks_______________(not)tothatpartoftheforestagain
設計理念：運用過去式的基本形式，通過練習，幫助學生查漏補缺。
Step4Practise
Activity1:Doitindividually.Theanswers:
1.didn’tlive2.picked3.noticed4.knocked5.entered6.counted7.picked8.didn’tlike9.finished10.tried11.destroyed12.looked13.returned14.didn’tnotice15.cried16.pointed17.cried18.jumped19.hurried20.didn’tlook21.returned
設計理念：繼續(xù)運用過去式，對課本進行更深入的研究學習。
Step5Workinpairs
Lookatthepictureandmakesentencesusingthewordsgiven
設計理念：重回模塊任務，以實例驗證學生掌握的情況。
Step5Makeastory
Putthesentencestogethertomakeastory.Usewordslikeand,so,but,because,first,next,thenandfinally.
設計理念：根據學生掌握的情況，決定這一環(huán)節(jié)是否需要。
Homework
1.Finishtheworkbook.(all)
2.Reciteallthewordsandexpressions.(all)
3.Writeyourownfairytale.(part)
設計理念：背誦單詞與詞組是不可少的，而自己編寫一個童話故事，則有利于激發(fā)學生的學習興趣。
整體設計理念
教材是供我們使用的，我們是用教材教，而不是教教材。新課程的理念要求我們以人為本進行素質教育，如果我們的學生本身英語基礎一般，那我們應該有一個站得高看得遠的終身學習的理念。相信通過教師自身的努力，我們的課改會真正落實在課堂教學的實踐中。
相關知識
Unit2Thewindisblowing(牛津7B)
Unit2Thewindisblowing1/5I.Languagefocus:
1.Usingimperativestogiveinstructionsanddirections
2.Asking‘Wh-’questionstofindoutvariouskindsofinformationaboutaperson,objectoranevent.
3.Askingsimplequestionstoobtain‘yes/no’responses
4.Usingadjectivestomakecomparisons
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately
lListenforspecificinformation
Reading
lReadwrittenlanguageinmeaningfulchunks
Speaking
lOpenaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
lMaintainaninteractionbytakingone’sturnattherightmomentandrecognizingother’sdesiretospeak
lCloseaninteractionbygivingreasons
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
III.Materials:
lSBP70
lCassette7B
ProcedureI.Warming-up
1.Achant:Lightningandthunder
Ⅱ.Pre-taskpreparation
1.Knowledgeaboutafable:
Whatisafable?
It’sastory.Welearnalessonfromit.
2.Think,discussandmatch
1)listenandfollow
2)Doyoustillrememberthefable:Thewindandthesun?
3）Questions:
WhatkindofpersonwasMrWind?
Whatdidhesometimesdotothepeople?
WereMrWindandMrSungoodfriends?
WhatdidMrWindandMrSundotofindoutwhowasstronger?
Whathappenednext?
Whowasstronger?
Whathaveyoulearntfromthisfable?
III.Consolidation
1.Oral:1)Listenandread5times
2)Practisethedialogueorally
2.Written:1)Copywork:phrases
2)Moregrammarexercises
IV.Notes:
Unit2Thewindisblowing2/5I.Languagefocus:
1.Usingthesimplepasttensetotalkaboutpastactivitiesandstates
2.Usingadjectivestodescribemanner
3.Usingadjectivestodescribepeople,animals,objectsandconditions
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
lUnderstandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpressions
Reading
lReadwrittenlanguageinmeaningfulchunks
lPredictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
Speaking
lOpenaninteractionbyelicitingaresponse
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswherenecessary
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
lMaintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
lCloseaninteractionbygivingreasons
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
III.Materials:
lSBP71
lCassette7B
lWBP37
lPPP63-67ProcedureI.Warming-up
1.Freetalk:
II.Pre-taskpreparation
Readtheparagraphsinconsecutiveorder
III.While-taskprocedure
1.Groupwork:PPP63-67
1)Puttheparagraphsincorrectorderandnumberthem
2)Makeyourstorybooks
3)Shareyourbookswithyourclassmates
IV.Post-taskactivity:
1.WBP37
V.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthefable
2.Written:1)Copywork:phrases
2)WBP37Unit2Thewindisblowing3/5I.Languagefocus:
1.Usingpronounstoidentifypeople,animalsandobjects
2.Usingadjectivestomakecomparisons
3.Usingmodalstoexpressobligationandprohibition
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lReadwrittenlanguageinmeaningfulchunks
Speaking
lApplysyntacticrulessuchassubject-verbagreement
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswherenecessary
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
lMaintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
III.Materials:
lSBP72,
lCassette7B
lWBP38
ProcedureI.Warming-up
1.Freetalk:Role-playthefable
II.Pre-taskpreparation
1.Saysomethingaboutwind:
lDoyoulikewind?
lWhattypeofwinddoyoulike?
lWhyisgentlewindthemostpopular?
2.Look,readandmake
lListenandfollow
lMakeakiteofyourown
3.Decidewhohasmadethemostbeautifulkite
III.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthedialogue
2.Written:1)Copywork:phrases
2)WBP38
3)GBP61-62
Unit2Thewindisblowing4/5I.Languagefocus:
1.Usingpronounstoidentifypeople,animalsandobjects
2.Usingadjectivestomakecomparisons
3.Usingmodalstoexpressobligationandprohibition
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lReadwrittenlanguageinmeaningfulchunks
Speaking
lApplysyntacticrulessuchassubject-verbagreement
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswherenecessary
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
lMaintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
III.Materials:
lSBP73
lCassette7B
lWBP39
lPPP6-70
ProcedureI.Warming-up
1.Storytelling:Thewindandthesun
II.Pre-taskpreparation
1.Languagepractise:
lHis/Hersis(not)asbig/small/heavy/lightashis/hers.
lHisschoolbagis(not)aslong/short/lightas
hers.
lHisisbigger/heavier/lighterthanhers.
III.While-taskprocedure
1.Groupwork1:PPP68
1)Drawandcolour
2)Talkinthegroupusingthetargetlanguage
3)Fillinthesurvey
2.Groupwork2:PPP69,70
1)Makeaposter
2)Writecaptions
IV.Post-taskactivity
WBP39
V.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthedialogue
2.Written:1)Copywork:phrases
2)WBP39
3)GBP63-64
Unit2Thewindisblowing5/5I.Languagefocus:
1.Usingprepositionstoindicateposition/place/direction
2.Usingconnectivestoshowthetimerelationship
II.Languageskills:
Speaking
lOpenaninteractionbyelicitingaresponsebyaskingquestions
lMaintainaninteractionbyagreeingordisagreeing,replying
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing
lPlanandorganizeinformationandideasbydecidingonthesequenceofcontent
lDevelopwrittentextsbyexpressingownideasandfeelings
lReviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguges
Reading
lReadwrittenlanguageinmeaningfulchunks
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
III.Materials:
lSBP75
lCassette7B
lWBP40
lPPP71
ProcedureI.Warming-up
1.Readapoem:Whenthewindblows
II.Pre-taskprocedure
1.Whatelsedoyouseewhenthewindblows?
III.While-taskprocedure
1.Pairwork:PPP71:
1)Completethepoemandwriteanextraparagraph
2)Discuss,planandwrite
3)Actoutyourownpoem
4)Voteforyourfavouritepoembasedonthecontentand
creativityofthepoemandactingskillsofthestudents
IV.Post-taskactivity
WBP40
V.Consolidation
1.Oral:1)Listenandread5times
2)Sayyourownpoem
2.Written:1)Copywork:phrases
2)WBP40
3)GBP66
Unit4Shopsandmarkets(牛津7B)
Unit4Shopsandmarkets
I.Languagefocus:
Asking“Wh-”questiontofindoutvariouskindsinforaboutperson
Usingquantifierstorefertoquantity.
UsingtheSimplepresenttensetoexpressneeds
II.Languageskills:
Listening
lListenforspecificinfor
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lMaintainaninteractionbyreplying
Reading
lReadwrittenlanguageinmeaningfulinchunks
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
lRe-readtoestablishandconfirmmeaning
III.Materials:
SBP43
Photosofdifferentkindsofshops
Procedure
I.Warming-up
Talkabutallkindsofsupermarketsandtheirfunctions
II.Pre-taskpreparation
1.AskSS:Didyourfamilygoshoppinglastweekend?Whatdidyoubuy?
2.Showsomeshops’photos,write:bookshop,videoshop,furnitureshop,toy/watch/shoe/clothesshop,supermarket.Say:Whatcanwebuyindifferentshops?Wherecanbuya/an/some…
3.listen,follow,repeat:Read
III.While-taskprocedure
1.LookthephotosinLook,speakandwritereadRead,findoutwhichshopsMrsWangneedstogoto.
2.WritealistforMrsWang
3.Askandanswer:
T:WhichshopdoesMrsWangneedtogoto?Whatwillshebuythere?
S1:MrsWangneedstogoto_____shop.She’llbuya/an/some…there.
IIIConsolidation:
1.Oral:1)Listenandread5times
2)Role-playthedialogue
2.Written:1)Copywork
2)PAP29
VNotes:
Unit4Shopsandmarkets2/4
I.Languagefocus:
Asking“Wh-”questiontofindoutplace
Usingconjtolinksimilarideas
UsingtheSimplepresenttensetoexpressneeds
II.Languageskills:
Listening
lListenforspecificinformation
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lUsingappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lMaintainaninteractionbyreplying
Reading
lPredictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
lRe-readtoestablishandconfirmmeaning
Writing
lDevelopwrittentextsbypresentingmainandsupportingideas
III.Materials:
lSBP44
lPPP34,35
lWBP23
Procedure
I.Warming-up
Talkabutallkindsofsupermarketsandtheirfunctions
II.Pre-taskpreparation
1.DrawalargeinforboardliketheoneinLookandreadontheboard.Ask:Youneedtobuy____.Whichshopwillyougoto?
2.Listenandfollow:Lookandread.
3.Role-play:MrsWangandAlice
III.While-taskprocedure
1.AskSStoputtheirshoppinglistforMrsWangonthedesks.DistributePPP34toSS.Workout---WhichshopsMrsWangwillgotoinCityside.
2.Pairwork:checktheanswers.UseAskandanswer.
3.Performthedialogue.
4.DistributePPP35toSS.Decide:WhichshopstheywillgotoinCitysideShoppingCentretobuythethingstheyneed.
5.Pairwork:checkanswers.
6.Performthedialogue.
IV.Post-taskactivity
WBP23
VConsolidation:
1.Oral:1)Listenandread5times
2)Pairwork
2.Written:1)Copywork
2)WBP23
VINotes:
Unit4Shopsandmarkets3/4
I.Languagefocus:
lUsingconnectivestoexpressalternatives
lUsingPreptodescribeobjects
lUsingformulaicexpressionstoshowagreements
lUsingadjtodescribeobjects
lUsingtheSimplepresenttensetoexpressneeds
II.Languageskills:
Listening
lUnderstandthespeaker’sintonationandstress…
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lUsingappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lUsegestures,andfacialexpressionstoconveymeaningandintention
lMaintainaninteractionbyreplying
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
III.Materials:
lSBP45
lWBP24
lDifferentkindsofclothes
lSometoyRMBnotes
Procedure
I.Warming-up
Talkabutallkindsofsupermarketsandtheirfunctions
II.Pre-taskpreparation
1.BringclothestoSS:apairofjeanswithabluebelt,ashirtwithawhitecollar…---Thisisapairofjeanswithabluebelt…
2.Talkaboutschooluniformswith’a___with_____’.eg:Ipreferashirtwithabluecollar…
3.Listenfollow,repeat:Lookandread
III.While-taskprocedure
1.Groupworkofseven:abuyingandsellinggame.
2.RefertoLook,askandanswer.
3.Give15minutesforthem,andthenreporthowmuchthey’vespent.
IVConsolidation:
1.Oral:1)Listenandfollow5times
2)Pairwork
2.Written:1)WBP24
2)GBP34
VNotes:
Unit4Shopsandmarkets4/4
I.Languagefocus:
UsingPreptodescribeobjects
Usingadjtodescribeobjects
UsingtheSimplepresenttensetoexpressneeds
II.Languageskills:
Listening
lUnderstandthespeaker’sintonationandstress…
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lUsingappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lUsegestures,andfacialexpressionstoconveymeaningandintention
lMaintainaninteractionbyreplying
Writing
lGatherandshareinforbyusinglisting,questioning…
lWriteoutapieceofworkbypresentingwritingusinglayoutandsupport.
III.Materials:
lSBP46
lPPP36,83
l3T-shirtofdifferentsizes
somepiecesofpaper
Procedure
I.Warming-up
Talkabutallkindsofsupermarketsandtheirfunctions
II.Pre-taskpreparation
1.ShowtheT-shirttoSS:Thisissizesmall/medium/large.It’ssize____.
2.AskSS:Whichsizeofclothesdoyouusuallywear?Size___.
3.Listenandfollow:Lookandread.
4.Pairwork:LookatclothesofSBP45.Ro-playcustomerandshopassistant.
5.Actitout.
III.While-taskprocedure
1.DistributePPP36toSS.Makeaclothesdictionary.
2.ShowSS’clothesdictionary.
3.Selectniceonesonthedisplayboard
IV.NowListen!PPP83
VConsolidation:
1.Oral:1)Listenandread5times
2)Pairwork
2.Written:1)PPP37-43
2)GBP35-37
VNotes:
Unit3Theinternationalfoodfestival(牛津7B)
Unit3TheinternationalfoodfestivalI.Languagefocus:
1.Usingformulaicexpressionstomakesuggestions
2.Usingmodalstoexpressanobligation
3.Asking‘Wh-’questionstofindoutvariouskindsofspecificinformation
4.Usingformulaicexpressionstoshowagreement
II.Languageskills:
Listening
lIdentifymainideasofanewtopic
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings
Writing
lScanatexttolocatespecificinformation
lReadwrittenlanguageinmeaningfulchunks
III.Materials:
lSBP14
lCassette7BProcedureI.Warming-up
1.Freetalk:
lAchant:Because
II.Pre-taskpreparation:
lIntroduce:raisingmoney
lNamethewaysyouknowaboutraisingmoney
lHaveyoueverparticipatedinanyfund-raisingactivities?
lTellusyourexperiences:
Whenandwheredidithappen?
Howwasitcarriedout?
lPlananinternationalfoodfestivaltoraisemoneyfortheSPCA
DoyoustillrememberthefullnameofSPCA?
lMatchwork:matchthefoodtothenationalflagsofthecountries
lRead:1)listenandfollow
2)role-playthecharactersandpractisethe
dialogue
3)readthepassageinchorus
4)pairwork:askandansweraboutthepassage
III.Consolidation
1.Oral:1)Listenandread5times
2)Pairwork:askandansweraboutthetext
2.Written:1)Copywork:phrases
2)ComprehensionquestionsonP14
3)GBP11
IV.NotesUnit3Theinternationalfoodfestival2/5I.Languagefocus:
1.Using‘goingto’todescribeeventsthatwilloccurquitesoon
2.Asking‘Wh-’questionstofindoutvariouskindsofspecificinformation
II.Languageskills:
Listening
lListenforspecificinformation
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings
Reading
lRecognizerecurrentpatternsinlanguagestructure
lRecognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation
Writing
lReviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher
lDevelopwrittentextsbyusingappropriateformat,conventionsandlanguagefeatureswhenwritingnon-narrativetexts
III.Materials:
lSBP15
lCassette7B
lWBP9
lPPP9,10
ProcedureI.Warming-up
1.Freetalk:
lQuestionsaboutthepassageonP14
i.Whataretheygoingtodo?
ii.Whyaretheygoingtodoit?
iii.Wherearetheygoingtodoit?
iv.Whenaretheygoingtodoit?
v.Howaretheygoingtodoit?
vi.Whoisgoingtohelpthem?
II.While-taskprocedure:
1)discussthereasonforhavingtheinternationalfoodfestival
2)decideonthedate,time,venueandformat
3)askandanswerusingthetargetlanguageonP15inThink,speakandwite
4)writeoutyourplan:
lDesignaposter:
1)lookattheposteronP15first
lHaveyoueverparticipatedinanyfund-raisingactivities?
lTellusyourexperiences:
Whenandwheredidithappen?
Howwasitcarriedout?
lPlananinternationalfoodfestivaltoraisemoneyfortheSPCA
DoyoustillrememberthefullnameofSPCA?
lMatchwork:matchthefoodtothenationalflagsofthecountries
lRead:1)listenandfollow
2)role-playthecharactersandpractisethe
dialogue
3)readthepassageinchorus
4)pairwork:askandansweraboutthepassage
III.Consolidation
1.Oral:1)Listenandread5times
2)Pairwork:askandansweraboutthetext
2.Written:1)Copywork:phrases
2)ComprehensionquestionsonP14
3)GBP11
IV.Notes
Unit3Theinternationalfoodfestival3/5I.Languagefocus:
1.Usingthefuturetensetotalkaboutfutureevents
2.Usingprepositionstoindicateaddition
3.Usingconnectivestoaddinformation
4.Usingadjectivestodescribedifferentkindsofethnicfood
II.Languageskills:
Listening
lListenforspecificinformation
Reading
lRecognizerecurrentpatternsinlanguagestructure
lReadwrittenlanguageinmeaningfulchunks
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
III.Materials:
lSBP16
lCassette7B
lWBP10
lPPP11
lAworldmap
lStickersofnationalflags
lAnEnglishdictionary
lPicturesorphotosofdifferentethnicfood
ProcedureI.Warming-up
1.Freetalk:
lAchant:Because
II.Pre-taskpreparation:
lReviewthenamesofcountries:
Japan
Japanese
China
Chinese
Italy
Italian
America
American
England
English
India
Indian
lNewvocabularyitems:
tuna,cucumber,scones,samosas,naanbread
nameanyotherethnicfoodyouknoworyoucanmake.
lLookandread:listenandfollow
lPlayamatchinggame:PPP11
matchthecountriestothefoodandpracticethetargetlanguage:
eg:I’llsellJapanesefood.It’llbesushi.
III.Consolidation
1.Oral:1)Listenandread5times
2.Written:1)Copywork:newwordsandphrases
2)WBP10
3)GBP12
IV.Notes
Unit3Theinternationalfoodfestival4/5I.Languagefocus:
1.Usingthe‘goingto’todescribeeventsthatwilloccurquitesoon
2.Usingthefuturetensetomakearequest
3.Usingimperativestogiveinstructions
4.Usingadverbstoindicatetimesequenceandprocedures
II.Languageskills:
Listening
lListenforspecificinformation
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings
Reading
lRecognizerecurrentpatternsinlanguagestructure
lScanatexttolocatespecificinformation
lPredictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
Writing
lReviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher
lPlanandorganizeinformationandideasbydecidingonthesequenceofcontent
III.Materials:
lSBP17
lCassette7B
lWBP11
lPPP12
ProcedureI.Warming-up
1.Freetalk:
lAchant:Because
II.Pre-taskpreparation:
lReviewfooditemsusingthetargetlanguage:
WhatwillIneedtomakebiscuits?
Youwillneedsugar,flour,salt,milkandbutter
lNewvocabularyitems:self-raisingflour
lLookandread:1)readbyyourselves
2)pairwork:discussanddecide
ontherightorderoftheprocedures
3)listenandfollow
III.While-taskprocedure:
lIndividualwork:PPP12writetherecipeforthescones
lDemonstratetheproceduresofmakingscones
lPairwork:onewritesouttheingredientsandthesteps,otheronefollowstheinstructions
IV.Post-taskactivities
lMakesconesathome
lWBP11
V.Consolidation
1.Oral:1)Listenandread5times
2.Written:1)Copywork:newwordsandphrases
2)WBP11
3)GBP13
IV.Notes
Unit3Theinternationalfoodfestival5/5I.Languagefocus:
1.Usingmodalstomakeanoffer
2.Usingmodalstomakeapoliterequest
3.Asking‘Wh-’questionstofindoutspecificinformationaboutsomeone
4.Asking‘How’questionstomakeapoliterequest
II.Languageskills:
Listening
lListenforspecificinformation
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
lUnderstandthespeaker’sintention,attitudesandfeelingsthroughhisorherchoiceanduseoflanguage,gestureandfacialexpression.
Speaking
lUseappropriateregisterswhenspeakingtofamiliarinterlocutorssuchasteachersandpeers
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lScanatexttolocatespecificinformation
III.Materials:
lSBP18,19
lCassette7B
lWBP12
lPPP13,14
ProcedureI.Warming-up
1.Freetalk:
lAchant:Because
II.Pre-taskpreparation:
lReviewnamesofethnicfooditems:
Japan
China
America
England
Italy
India
sushi
dumplings
hamburger
scones
pizza
samosas
lLookandread:1)readbyyourselvesfirst
2)listenandfollow
3)pairwork:practisetheconversation
III.While-taskprocedure:
lPlayasellinggame:PPP13and14
decideonthepriceforeachitem
lDemonstratetheproceduresofmakingscones
lPairwork:onewritesouttheingredientsandthesteps,otheronefollowstheinstructions
IV.Post-taskactivities
lMakesconesathome
lWBP11
V.Consolidation
1.Oral:1)Listenandread5times
2.Written:1)Copywork:newwordsandphrases
2)WBP11
3)GBP13
IV.Notes
