小學(xué)語(yǔ)文微課教案

Grammarofunit4Period5。

每個(gè)老師不可缺少的課件是教案課件，大家在認(rèn)真寫教案課件了。只有寫好教案課件計(jì)劃，未來工作才會(huì)更有干勁！你們知道適合教案課件的范文有哪些呢？以下是小編為大家精心整理的“Grammarofunit4Period5”，希望能為您提供更多的參考。

Grammarofunit4Period5
Grammar(PartAAdverbsoffrequency)
Teachingcontents:theadverbsoffrequency
Objectives:Torecognizeandusetheadverbsoffrequency
TeachingAids:Acomputer,aprojector
Teachingprocedures:
Pre-task:1)Presentation
T:Kate,what’syourfavouritesport?S1:Myfavouritesportisdancing.
T:Soyoucansay,“Ialwaysdance.”Lucy,whatsportdoyoulove?
S2:Iloveswimming.
T:Soyoucansay,“Iusuallyswim.”Jack,doyoulikeplayingfootball?S3:Yes,Ido.
T:Soyoucansay,“Ioftenplayfootball.Idon’tlikeswimming,butswimmingisgoodformyhealth.SoIsometimesgoswimming.Lily,doyoulikeplayingbadminton?
S4:No,Idon’tlikeit.Iplayittwiceaweek.
T:Soyoucansay,“Iseldomplaybadminton.”Tom,doyoulikeplayingfootball?
S5:No,Ihateit.Iwillnotplayit.
T:Soyoucansay,“Ineverplayfootball.”
2):TelltheSstheadverbsoffrequency
ShowtheSsadiagramtotelltheadverbsoffrequency.(用柱狀圖表示)

Maintask:1)Askandanswer
T:Tom,howoftendoyougorollerskating?(showapictureofrollerskating)
S1:Isometimesplaybadminton.
Repeatwithotheradverbsoffrequency.
Thentheteachercanencouragethestudentstoasktheteachersomequestions.
S1:Howoftendoyouswim?T:Ioftenswim.
2):DoPartA1
T:Boysandgirls,doyouwanttoknowhowoftenourfriendsexercise?Ss:Yes.
ThenasktheSstoopentheirEnglishbookstocompletethesentencesinPartA1.First,letthestudentsworkindividually.Thenaskthemtochecktheiranswersinpairs.Atlast,checkforthecorrectuseofadverbsasaclassactivity.
Pre-task:1)Presentation
Showsomekindsoffoodforlunchanddinner.(onepictureforonekindoffood)
T:What’sthis?Ss:It’sicecream.
T:Lucy,howoftendoyoueaticecream?S1:Sometimes.
T:Andwhat’rethey?Ss:They’renoodles.
T:Tom,howoftendoyoueatnoodles?S2:Iusuallyeatthem.
T:Nowlet’sseehowmanytimesMillie’sclassmateseatthesekindsoffoodforlunchanddinnerinaweek.
Showthetable.ThenlettheSsaskandanswerquestionsaccordingtothetable.
S1:Howmanytimesdotheboyseatchicken?
S2:Theyeatittwiceaweek.
Maintask:DoPartA3
AsktheSstocompletethesentencesinPartA3.Thenchecktheanswers.
Post-task:Workinpairsandactitout
AsktheSstomakedialoguesabouthowoftentheyexerciseandhowoftentheyeatthesekindsoffood.Thenletthemactitout.
Homework:
Askthemtowriteashortpassagetotellhowoftentheythemselvesandtheirpartnersexerciseandeatthesekindsoffood.

延伸閱讀

Grammerofunit5period5and6

Languagefocus:

1.Learnnewwordexpressions

2.Text-learning

3.Usingthesimplepresenttensetoexpresspreferences

Materials:

Students’Book7bpage87

Acassetteplayer,aslideprojector

Differentkindsofthings

Teachingprocedure:

I.Warming-up

Let’ssingasongtorelax.

II.Greeting

III.Students’report

Todayourtopicis“Ouranimalfriends”.

First,let’swatchashortplaybystudents.

IV.Presentation

Thankyou.

Intheirshortplay,weknowanimalsareverylovely.Theyareourgood

friends.SoIthinkmostofpeoplelikeanimals,especiallyyou,children

Doyouhavegoodanimalfriends?Youbringthemhere.Wouldyouplease

showusyouranimalfriends?Pleasetakeoutandtrytointroduceyour

pets.Likethis:

1.Doyouhaveapetathome?

2.What’sit?

3.What’shis/hername?

4.Whatcolourishe/she?

5.How/Wheredidyougethim/her?

Nowdiscusswithyourdeskmates,I’llasksomeofyoutotryO.K.?

(Thenask6studentstointroduce.)

Allofyourpetsarenice.ButIpreferpuppies.

ToS1:Whichanimaldoyoulike?S1:Ilike…

Oh,he/sheprefers…Andhowaboutyou?(ToS2)S2:Ilike/prefer…

Oh,heprefers…Nowlookatthisexpression:

----Whichonedoyoulike?

----Iprefer…

Readafterme.(practise)

----Whichfooddoyoulike?

----Whichfruitdoyoulike?

----Whichcitydoyoulike?

Practisethisexpressioninpairs.

Now,doyouknowwhichpetKittyandBenprefer.Let’slearnSam’sstory.

Lookatsomenewwordsfirst.(Showabrochure.)

Thisisatravelbrochure/acomputerbrochure.Wecanalsosayatravel

booklet.(Showslide)

Readafterme.(Showapicture.)

Whoishe?He’saninspector.Apersonwhosejobistoexamorcheck

something.

(Showword:inspector.Read)/(Showanotherpicture.)

Whatcanyouseeinthepicture?It’sahomefordogs.It’sakennel.(

Showword:kennel.Read)

I’lltellyouSamisattheSPCAkennels.WhatisSPCA.

(Showslide:SPCA:Societyforthepreventionofcrueltytoanimals.)

Readafterme.Itmeansanorganizationwhichprotectsanimalsfromdanger.

Let’sreadallnewwords.

V.Text-learning

Thenlet’scometoourtext.First,listentothetext,don’tlookatyour

books.Thentrytoanswersomequestionsaboutthetext.Solisten

carefully.

(1)Isdog’snameSimon?

(2)DidBenandKittyfirstmeetSaminthepetshop?

(3)DoesKittyprefertheblackandwhiteonebest?

(4)Dotheywantthelightbrownone?

(5)What’sthedog’sname?

(6)WheredidtheyfirstmeetSam?

(7)WhichpetdoesBenprefer?

(8)Whichonedotheychoosefinally?

(9)WhatmustBenandKittydoifSamissick?

Allright.Openyourbookstopage67.Readafterthetapesentenceby

sentence.Payattentiontopronunciationandintonation.

Thenyoupractisethetextbygroupsinroles.Trytoimitateaspossible

asyoucan.

VI.Consolidation

Fromthetext,weknowKittyandBenloveSamverymuch.Theytakegood

careofhim.Theyaresokindtoanimals.Butnowadays,alotofpeople

arecrueltoanimals.Alargenumberofanimalsarekilledbypeople.Even

somerareanimalshavedisappearedfromtheearth.Itisasadstory.So

wemustprotectanimalsandprotectenvironment.

Doyouagree?(Yes.)

Accordingtothissituation.Iaskyoutodiscussingroupsandgiveus

yourstoriesaboutthistopic.

Pleaseprepareforawhile.I’llplaythemusic.Themusicstops,youstop.

VII.Summaryandassignment

Inthisclass,welearnSam’sstoryandweknowanimalsareourgood

friends.Weshouldbekindtothem.Wealsolearnsomenewwordsand

expression.

Today’shomework:

1.Copythenewwords.2.Recitethetext.3.Completethereportonpage89

Commentsafterclass

Englishisausefullanguage.It’sausefultool.Wewouldlikeour

studentstousethislanguageflexiblyratherthanonlyrememberingsomephrases.

Accordingtothisaim,inthislesson,mydesignisfirstlymovingfromold

knowledgetonewknowledge,frompreviouslessontothenextone.

Mytopicis“Ouranimalfriends”,andchildrenlikeanimals.Soatthe

beginningofthelesson,Iinvitestudentstointroducetheirfavourite

animals.Theycouldtaketheirpetstotheclassandtheyshowedgreat

interest.NextItransferredtothesentencepattern:

“Whichonedoyoulike?”

“Iprefer….”

Byasking“Whichanimalsdoyoulike?”

Iletstudentsuseallkindsofthingstheyhavelearnedtopractisethis

sentencepattern.

ThenIcametothetext-learning.Itaughtthemnewwordsbyshowingthem

pictures.Afterthat,Iaskedstudentstolistenandunderstandthe

generalmeaningofthetext,readandimitatethepronunciationand

intonationofthetapeofthetext.

Atlast,Ihavethestudentsimaginedifferentkindsofstories,concerned

thesituationnowadaysthatalotofrareanimalshavebeendestroyedby

someunkindpeople.Letthestudentsknowweshouldprotectanimalsand

naturalenvironment.

Allaboveismyoutlineofthewholeclass.Ithinkstudentscanlearn

somethingnotonlyinsideclassbutalsooutsideclass.MaybeIshould

continuetoimprovethesituationalteachingmethod.

consolidationofunit5Period7

Languagefocus:

1.Asking“Wh-”questionstofindoutvariouskindsofspecificinformation

aboutaperson

2.Usingprepositionstoindicatepositonandplace

3.Asking“Wh-”questionstofindoutplace

Materials:

1.Student’sBook7bpage84

2.Brochuresofdifferentestateagencies

3.Acomputerandaprojector

4.Multimediaprogrammes

Teachingprocedure:

Pre-taskpreparation

1.SinganEnglishsong

2.Role-playthedialogueonpage83

3.Askandanswerbasedontheplay

4.Retelltheplay

5.Introducetheirownlivingcondition

While-taskprocedure

1.ListentoLookandreadonce

2.Listenandrepeatthedialogue

3.Readthedialogue

4.Makeadialogue

Post-taskactivity

Sellnewflatsasestateagents

Consolidation

Displaythefloorplansonthedisplayboard.Haveadiscussiontofind

thebestone,whichmatchestheteacher’srequirements.

Assignment

MainTaskofunit4Period9

MainTaskofunit4Period9
Teachingcontents:Toteachthestudentshowtowriteanarticle.
Teachingaims:
1Toexpressfactualinformationaboutdietsandlifestylesinwriting.
2Towriteanarticleforawebsitebasedonpersonalinformation.
3Toreadanarticletoaclassmateandcheckformistakes.
4Totrainthehealthylifestyleofthestudents.
Teachingimportantanddifficultpoints:
Toteachthestudentshowtowriteanarticle.
Teachingaids:pictures,realobjectsandmulti-mediacomputer
Teachingsteps:
Greetingsandassigningthetask
T:Goodmorning/afternoon,boysandgirls.DoyouknowaboutGetFitClub.GetFitClubisane-clubwhichintroduceshealthystylesandhelpspeopletolivebetterandhealthier.Milliehasjoinedit.Wearegoingtojoinit,too.Andeachmemberofitmustwriteanarticletointroducehis/herhealthylifestyle.Sointhisclasseachofuswillwriteanarticletotalkaboutourlifestyles.
Warmingup
T:Inthelastseveralperiods,wehavealreadylearnedandrevisedmanynamesoffood.Now,canyousaythemasmanyaspossible?...
Food:cakes(1),bread(2),rice(3),meat(4),chicken(1),beef(3),fish(2),noodles(4),
eggs(3),potatoes(2),tomatoes(1),hamburgers(4),pizzas(4),carrots(3),turnips(2),vegetables(1)etc.
Fruit:watermelons(4),apples(1),pears(2),bananas(3),oranges(3),
lemons(2),strawberries(4),mangoes(1),pineapples(2)cherries(3),etc.
Drinks:coke(1),juice(3),water(4),milk(2),tea(3)etc.
Snacks:biscuits(1),chips(4),icecream(2)etc.
Pre-writing
1)T:Good.Youhavereallyknownagreatdealofwordsaboutfood.Hereisaform.Canyouaskandanswerthequestionsandfilltheform?Afteryouhavefinishedit,youwillhaveareport.
Name__________________________Age____________________________
HealthCondition__________________Hobby/Hobbies____________________
QuestionsAnswers
Doyouhavebreakfasteveryday?Seldom/everyday/never
Whatdoyouhaveforbreakfast?
Whatdoyouhaveforlunch?
Doyouhavesnacks?
Whatdoyouhaveforsupper?
Doyouhavesports?
Howoftendoyouhavesports?
2)T:Lookattheinformationtableonpage67andcompareyourformwithyourpartners.Doyouknowhowmuchenergyyouneedeveryday?Canyourdietsgiveyouenoughenergy?Doyoueattoomuchortaketoolittleexercise?Learnthecaloriesandvitaminsineachportionofthefood,comparethereportaboveanddesignahealthydietforyourselvesandtelltheclassaboutit.
Breakfast:bread,milk,eggs,fruit/noodleswitheggsormeat,fruit/
Congee,eggs,meat,fruitetc.
Lunch(dinner):soup,rice,pork,fish,vegetables/soup,rice,chicken,
vegetables,fruit/soup,fish,beef,vegetables,fruit,etc.
Supper:porridge,cakes,vegetablescongee,cakes,vegetables/
noodles,vegetablesetc.
Snacks:biscuits,juiceetc.
Exercise:haveawalkeveryday/jogging/playballgames/domorningexercises,riding,etc.
ReportPattern
Hello,everybody.Mynameis….Iam…yearsold.Ilike….Iamstrong/alittleweak/abitfat/alittlethin/…Iwillhave…forbreakfasteveryday,because…;forlunchIwillhave….Thiswillgivemeenoughenergyto….;Betweenlunchanddinner/supper,Iwillhavesomesnacks,suchas….Iwillhave…forsupper.IwilldoenoughexerciseandIwill….Iwillbeahealthyboy/girl.
Writing
T:PleasereadMillie’sarticleforthewebsite(onPage68)andseehowMilliedesignherhealthylifestyle.
T:Milliehaswrittenoutherplantokeepfit.Nowyoutryit,imitatingherwritingstyle,writeyourownarticlesfortheGetFitClub.
Tipsforyourwriting
Name:age:sports:healthcondition:
Whattohaveforbreakfast:
Whattohaveforlunch:
Whattohavefordinner/supper:
Whattohavebetweenthemeals:
someexercise
WritingSample:Millie’sarticleonPage68(omitted)
Post-writing
1)T:Pleasereadyourarticlestotheclass.Wewillhelpyoutocorrectyourmistakesandmakeyourarticlesbetter.Whowillreadthearticlefirst.

2)T:wehavefinishedourarticlesfortheGetFitClub.Nowhereisyourhomework:
Homework
Read,beautify,print,displayyourarticlesandposttotheGetFitClub(Website—[emailprotected])
Helpyourparentstodesigntheirhealthydietsandwritethemout.
Finishtheexercisesonpage60andpage61,workbook.

VocabularyofUnit5period3

Teachingaims:

Inthislesson,trainstudents’capabilityofResearch-orientated

learning,CooperativelearningandIndependentlearning.

Teachingfocus:

1.Asking“How”questionstofindoutthelengthofaperiodoftime

2.Asking“How”questionstofindoutprice

3.Learninghowtodescribeplaces

4.Learninghowtogetinformationandcompareit

TeachingMaterials:

1.Student’sBook7bunit5

2.Acomputer

TeachingProcedure:

I.Pre-task

1.ConductashortplaybetweenMr.LiandKitty.Thenaskthequestions.

T:“Whyhasn’tMr.Lidecided?”

S:“Maybehewantstoknowthepriceandthelengthoftime.”

(Aim:Presentthestructures.StudentsfindMr.Lihasn’tdecidedwhether

togotoBeijing.Thenaccordingtotheirexperienceoftraveling,they

canusethestructures“Howlongdoesittake…”and“Howmuchdoesitcost?”

toaskforthelengthofaperiodoftimeandprice.)

2.Haveacompetition

Theyaskandanswerthequestions.Theonegetsthenearestanswer,his

orhergroupwillwin.

(Aim:Toconsolidatethestructuresbyguessingthepriceandtime.)

3.Learnthetext

(1)Talkabouthowtogetinformation.

S:“Frombooks,magazines,newspapers,otherpeople,computersetc.”

(2)Letstudentsreadthefirstpartofthetextafterthetape.

(3)Letstudentsmakedialoguestocompletethesecondpartofthetext.

(Aim:Topractisethecapabilityofcooperation.)

II.While-task

1.HavestudentstalkaboutthescenesinBeijingbyusingthekeywords.

(Aim:Tolearnhowtodescribeplacesandtopaveforfurtherexercise).

2.Havestudentsintroducesomenewtravelroutes.

Theyshouldsearchforinformationbeforeclassbythemselves.Thenone

actsasanagent,others

askforinformationabouttraveling.

(Aim:FirstitcanpractisethecapabilityofIndependentlearningand

ResearchOrientedlearning.Secondbyaskingandanswering,students

consolidatetheirknowledgeandspreadthelimitsofknowledge.Italso

trainstheircapabilityofCooperationlearning.)

III.Post-task

1.Haveadiscussion.

Andtell“Wherewouldyouliketovisitandwhy?”

(Aim:Tocompareinformationandmakeconclusions.)

2.Letstudentsdesignholidayplans.

(Aim:Topractisethecapabilityofwriting.)

AHolidayPlanIwillgoto______by________.Itcostsme_______yuan.

Iwillsetoffon_______andcomebackon________.(date)Iwillvisit

______,_______,….and________.

3.Expresstheirfeelingaftertraveling.

T:“There’remanybeautifulplacesinourcountry.Aftertraveling,what

doyouthinkofourmotherland?”

S:“It’sbeautiful/wonderful/great.It’sbecomingmoreandmore

modern/stronger.”

(Aim:Toarousestudents’feelingoflovingmotherland.)

4.Makeaconclusionofthislesson.

Functions:howtogetinformation,howtocompareit,howtodescribe

something.

IV.Homework

Designatouristguideforforeigners.

(Aim:touseknowledgecomprehensively.Topractisethecapabilityof

IndependentlearningandResearch-orientallearnin

Maintask

1Todescribedifferentmaterialsanditemsofclothing.

2Tomakeabrochureaboutclothesandfashion.

3Topresentabrochuretotheclass.

Backgroundinformation

Studentswillhaveopportunitiestodescribeclothesandaccessories.Thissectionfocusesonafashionbrochureforgirls,whichmakesitnecessarytobringinmagazinepicturesofboys’fashionsformixedclasses.

Bringinauthenticbrochurestoshowstudentsthestyleofthiskindofwriting.Talktostudentsaboutthepurposeofwritingabrochure.Elicitfromstudentsasmuchinformationaspossible:

1Whoarethereaders?

2Whatdothereaderswanttoknow?

3Howdoyoumakeyourbrochurelookinterestingtothereader?

Teachingprocedures

1Beforedoingthetask,askstudentswhotheaudienceisandemphasizethecontextintheStudent’sBookofcreatinga‘FashionWall’.

2Enablestudentstodescribethemselvesortheirclassmatesbyusingthekeywordsabove.

3Askstudentstoreadthemodelarticleonpage102.AndtellthemtousethemodelarticleandcompletethesentenceswithwordfromPartAonpage101.

4Checktheanswersandencouragestudentstoexpresstheiropinionsaboutthemodelarticle.

5Tellstudentstochooseonefashionitemandmakethemawareofwhatkindofthings.Theirreadersmightliketoreadabout.Andtellstudentstocreatetheirownwordstowritearoughdraftusingthegivenmodel.

6Letstudentsread,checkandcorrecttheirpartner’sdraftsinpairsandgivethemsuggestionsabouttheimprovementsintheuseofwords,spellingandstructuresandprovidehelpwhilemonitoring.

7Makestudentsrewritetheirarticlesonaseparatesheetofpaperandaddillustrations,particularlypicturesofpopularfashionitems.Askthemtosticktheirworkonthenoticeboardandencouragethemtoreadeachother’sposter.

Samplewriting

First,IdesignedacottonT-shirt.ItisbrightredandhasaV-neck.Itgoeswellwithapairofjeans.Thejeanshavewidelegs.Therearelotsofbigpocketsatthefrontandback.Ialsodesignedacottonshirtwithlongsleevesandbuttonsinthefront.