高中教案教案
發(fā)表時間：2021-04-23Module4NewTechnology教案。
作為老師的任務(wù)寫教案課件是少不了的，大家應(yīng)該在準(zhǔn)備教案課件了。只有規(guī)劃好新的教案課件工作，這對我們接下來發(fā)展有著重要的意義！有沒有出色的范文是關(guān)于教案課件的？下面是小編為大家整理的“Module4NewTechnology教案”，大家不妨來參考。希望您能喜歡！
Module4NewTechnology教案一.教學(xué)內(nèi)容：
Module4NewTechnology
二.重點內(nèi)容：
If引導(dǎo)的條件狀語從句
三.具體內(nèi)容：
（一）語法知識
If引導(dǎo)條件狀語從句。
在含有條件狀語從句的主從復(fù)合句中，當(dāng)主句謂語動詞以某種形式表示將來時間概念時，條件狀語從句中的謂語動詞通常要用一般現(xiàn)在時代替一般將來時。
此句中主句為用祈使句表將來，if引導(dǎo)的狀語從句用一般現(xiàn)在時。
Ifyouseehim,givehimthisletter.
如果你見到他的話，把這封信給他。
（二）知識拓展：
引導(dǎo)條件狀語從句最常用的連詞是if，由if引導(dǎo)的條件狀語從句表示在某種條件下某事很可能發(fā)生。如：
Ifyouaskhim，hewillhelpyou.
如果你請他幫忙，他會幫你的。
Ifyoufailintheexam,youwilllethimdown.
如果你考試不及格，你會讓他失望的。
另外，if從句還表示不可實現(xiàn)的條件或根本不可能存在的條件，也就是一種虛擬的條件或假設(shè)，從句多用一般過去時或過去完成時。如：
IfIwereyou,Iwouldinvitehimtotheparty.
如果我是你，我會邀請他參加聚會。
IwouldhavearrivedmuchearlierifIhadnotbeencaughtinthetraffic.
如果沒有堵車，我會到的早一點兒。
那么，除了if之外，是否還有其他連詞也可以引導(dǎo)條件狀語從句呢？回答是肯定的，不僅有，還有很多。這些詞由于出現(xiàn)的頻率較小，且用法較復(fù)雜一些，所以不為大家所熟知罷了。
下面就這些詞的用法以例句的形式進(jìn)行一下簡單總結(jié)。
（1）unlessconj.除非，若不，除非在……的時候
Youwillfailtoarrivethereintimeunlessyoustartearlier.
如果你不早點動身，你就不能及時趕到那兒。
Unlessitrains,thegamewillbeplayed.
除非下雨，比賽將照常進(jìn)行。
（2）oncondition（that）…在……條件下，如果
oncondition（that）…引導(dǎo)的條件狀語從句是主句事件發(fā)生的前提條件或唯一條件。
Icantellyouthetruthonconditionthatyoupromisetokeepasecret.
我可以告訴你真相，條件是你答應(yīng)保守秘密。
Youcangoswimmingoncondition（that）youdon’tgotoofarfromtheriverbank.
你只有在不遠(yuǎn)離河岸的條件下才可以下水游泳。
（3）supposingconj.如果，假如
supposing引導(dǎo)的條件從句表示一種假設(shè)條件。
Supposingitrains,shallwecontinuethesportsmeeting?
倘若下雨，我們的運動會還要繼續(xù)舉行嗎?
Supposingsomethingshouldgowrong，whatwouldyoudothen?
假如出了什么問題，你準(zhǔn)備怎么對付?
（4）providedconj.假如，除非，以……為條件
provided（that）+從句表示一種假設(shè)條件。
Hewillsignthecontractprovidedweoffermorefavorableterms.
如果我們提出更優(yōu)惠的條件，他就會在合同上簽字。
Hewon’tbeagainstusinthemeetingprovidedthatweaskforhisadviceinadvance.
如果我們提前征求一下他的意見，他就不會在會上反對我們。
從上述例句可以看出if，unless，oncondition（that），supposing，provided等詞引導(dǎo)的條件狀語從句，主從句條件關(guān)系分明，結(jié)構(gòu)清晰。但有些句子，雖沒有含條件關(guān)系的連詞，卻也隱含著條件關(guān)系，這些句子常用一些詞，如butfor，without等引出一個介詞結(jié)構(gòu)來表示條件，條件常常是虛擬的，或與事實相反的假設(shè)。如：
butfor若非，要不是
Butfortherain,weshouldhave,apleasantjourney.
要不是下雨，我們的旅行肯定會很愉快。
Butforyourhelp,weshouldnothavefinishedintime.
要不是你幫忙，我們肯定不能及時完成任務(wù)。
四.課文知識點詳解
1.HelentmehisCDrecorder.
他把他的CD機(jī)借給了我。
lend將某物借給某人
（1）主語+lend+人+物
Ilentafriendapen.
（2）主語+lend+物+to+人
Ilentmoneytoafriend.
borrow向某人借某物主語+borrow+物+from+人
Iborrowedabookfrommyteacher.
2.Ifyouwanttosendyourrecordingbyemail,connecttherecordertoyourcomputer.
如果你想通過電子郵件的方式發(fā)送你的錄音，你要把錄音連接到電腦上。
want的用法；
want表示“想要”
①want+名詞“想要某物”
②wanttodosth…“想要干某事”
③wantsb.todosth.“想要某人干某事”
例如：
Iwantabottleofjuice.
Shewantstogotoamovie.
Iwantyoutogowithme.
3.Ifyouwanttochooseanotherprogram,pressthekey.
如果你想選擇另一個節(jié)目，按這個鍵。
another表示泛指，又一，再一，另一，強(qiáng)調(diào)的是單數(shù)，跟單數(shù)名詞連用。
例如：Canyougivemeanotherone?
（一）知識拓展：
other，another，others的辨析：
other其它的，泛指，other+復(fù)數(shù)名詞，指其他的人或物
others表示泛指，相當(dāng)于other+復(fù)數(shù)名詞，指其他的人或物／其他的，另外的人或者事，它一般跟some連用。theother表示特指，有限定的范圍，與單數(shù)名詞連用，指兩者中的另一個。
例如：Holdthebottleandpullthecorkoutwiththeotherhand（握住瓶子，另一只手把瓶塞拔開）；theothers表示特指，相當(dāng)于theother+名詞復(fù)數(shù)，指其余的，剩下的（人或者事）
例如：
TheotherstudentsinmyclassarefromItaly.我們班其余的同學(xué)都是意大利人。
one…theother一共兩個，一個……另一個……
some…others一些……其余……
one…another不只是兩個，一般指兩個事物以上的一個……另一個……
4.Iwenttotrytopickitupanditbitmeagain.
我試圖過去把它揀起來時它又咬到了我。
trydoingsthtrytodosth
（1）這兩個短語動詞的區(qū)別主要取決于try這個動詞的意義：作“試驗”或“嘗試”講，要跟動名詞短語；作“企圖”或“想要”講，則要跟不定式短語。
比較：Whydon’tyoutryhiringacar?
你為什么不試試租用一輛汽車呢?（要是你不想另買一輛的話。）
Whydon’tyoutrytohireacar?
你為什么不想辦法租用一輛汽車呢?（要是你一時買不到新車的話。）
（2）遇到疑問和條件兩種結(jié)構(gòu)，則要用動名詞短語，不用不定式短語。
例如：
Haveyouevertriedbuyingthingsyourself?你有沒有自己買過東西?
Trywearingthisoneifyoudon’tliketowearthatone.
不喜歡穿那一件，那你就穿這一件吧。
5.Ithrewitacrossthekitchen,anditlandedinthefridge.
我沿著廚房向外扔，它落進(jìn)了冰箱里。
across、over、through
在英語考題中，經(jīng)常出現(xiàn)單詞“across”，“over”和“through”，它們都有“穿過”的意思，但其用法有如下區(qū)別：
“across”介詞，意為“橫過”，常指從這邊到另一邊，即：“fromthissidetotheother”，圖形好像“十”字。
例如：
Theyoftengotoschoolacrossthestreet.
“over”既可用作介詞又可用作副詞，意為“越過、翻越過去”。
例如：
Aftertheyclimbedoverthehill,theyfoundmanyflowersinthefields.
“through”介詞，意為“從中間穿過”。
例如：Thedeerisgoingthroughtheforest.
6.Doctorscouldn’tsaywhatwaswrongbecausetheydidn’tknowwhatkindofsnakeitwas.
醫(yī)生們因為不知道那是哪一種類的蛇而不能說出他到底有什么病。
Whatwaswrong與Whatkindofsnakeitwas均為what引導(dǎo)的賓語從句。賓語從句中，語序為陳述語序。
7.Ifthesnakedoesn’tsmileforitsphoto,don’tworry!
不要擔(dān)心給蛇拍照時它沒有笑。
if引導(dǎo)的條件句，當(dāng)主句謂語動詞以某種形式表示將來時間概念時，條件狀語從句中的謂語動詞通常要用一般現(xiàn)在時代替一般將來時。否定情況亦符合。
8.Whatkindoffooddoyouadvisepeopletoeatbecauseit’sgoodforthem?
你建議人們吃哪些對人體有益的食品?
advisesb.todosth建議某人做某事，不定式作補(bǔ)語。advise等一些動詞后面接不定式作補(bǔ)語。
動詞+賓語+不定式（todo）
advisewarn
advise普通用詞，泛指勸告，不涉及對方是否聽從勸告。
warn主要指針對有潛在危險而提出的警告，尤指小心從事的意味。
warnsb.nottodo
知識拓展：
動詞+賓語+不定式（todo）
adviseallowappointbelievecausechallengecommand
compelconsiderdeclaredriveenableencouragefind
forbidforceguesshireimagineimpelinduce
informinstructinvitejudgeknowlikeorder
permitpersuaderemindreportrequestrequireselect
sendstatesupposetellthinktraintrust
understandurgewarn
9.Whenlgothome,Ifoundoutthattheplantwasverydangerous.
我到家時才發(fā)現(xiàn)這株植物非常危險。
findout表示“找出原因、查明真相”等意思，常接賓語或賓語從句。
例如：
Ihavefoundoutthattheyhadsettledtheproblem.
知識拓展：
find，findout，lookfor
find強(qiáng)調(diào)“找”的結(jié)果，即“找”到還是沒“找”到。如：
Ilookformybookeverywhere，butIcan’tfindit.我到處找我的書，但沒找到。
findout表示“查出，努力查找”。往往是指通過努力去查明事情的真相或查找答案等。
如：
Theteachertriestofindoutwhoisnotintheclassroom.老師試著查出誰沒在教室。
lookfor強(qiáng)調(diào)“找”的動作和過程。如：
I’mlookingformybook.我正在找我的書。
相關(guān)閱讀
Module4Unit4AvisittotheSpaceMuseum教案
每個老師為了上好課需要寫教案課件，大家在認(rèn)真寫教案課件了。我們要寫好教案課件計劃，這對我們接下來發(fā)展有著重要的意義！你們會寫多少教案課件范文呢？以下是小編收集整理的“Module4Unit4AvisittotheSpaceMuseum教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！
Module4Thenaturalelements
Unit4AvisittotheSpaceMuseum
1
Languagefocus:
Usingnouns/nounphrasetoidentifypeople,animals,events,objectsandactivites.
e.g.planet,Earth.
Usingdefinitearticlestorefertoacosmicobject.
e.g.theSun.
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.
e.g.MissGuoandherstudentsarewatchingaslideshowintheSpaceMuseum.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Useappropriateregisterswhenspeakingtofamiliarinterlocutorssuchasteachersandpeers.
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.
Materials:
Student’sBook7Bpage82
Workbook7Bpage45
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.AskstudentsiftheyhavebeentotheSpaceMuseum.AskthemwhattheysawattheSpaceMuseum.InvitestudentstotelltheclassabouttheirexperiencesattheSpaceMuseum;whattheysaw,whattheydidandwheretheywent,etc.
2.Askstudentswhattheyknowaboutthesolarsystem.Askthemquestionslike:Howmanyplanetsarethereinoursolarsystem?Whataretheirnames?
3.Introducethenamesofthenineplanetstostudents.Makesurestudentscanpronounceandspellthenamescorrectly.
4.Studentsworkinpairstowritethenamesoftheplanetsinthecorrectorder;startingfromtheplanetclosesttotheSuntotheplanetfarthestfromtheSun.Getstudentstodiscussinpairs.
5.Whenstudentshavecompletedthetask,haveafewpairsgivetheiranswerstotheclassandthewholeclasscheckstheanswerstogether.
6.Studentsworkingroups.Inviteeachgrouptochooseaplanetinthesolarsystemtheywouldliketoknowmoreabout.Encouragestudentstogotolibrarytofindoutsomeinformationontheirchosenplanet.Askstudentstosharetheirfindingsinclass.
Consolidation
Workbookpage45
2
Languagefocus:
Usingadjectivetomakecomparisons.
e.g.Jupiteristhelargestplanetinoursolarsystem.
Usingprepositions/prepositionalphrasestoindicateposition/place/direction
e.g.WhichistheclosestplanettotheSun?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Listenforspecificinformation.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Recognizerecurrentpatternsinlanguagestructure.
Materials:
Student’sBook7Bpage83
Cassette7Bandacassetteplayer
Workbook7Bpage46
Preparation:
Cuethecassette.
Pre-taskpreparation
1.Reviewthecomparativeadjective:largest,longestandsmallestwithstudents.Introduceothercomparativeadjectivestostudents,e.g.closest,farthest,hottest,coldest,shortest.Youmayusepicturestoconveythemeaningofthewordstostudents.Makesurestudentknowtheformoftheadjectives,themeaningandthepronunciation.
2.Playtherecording:Read,thinkandwrite.Studentlistenandfollowintheirbooks.
Consolidation
GrammarPracticeBook7Bpage1
3
Languagefocus:
Usingrelativeclausetodescribepeople.
e.g.Ineedsomeonewhocandosomeimportantexperiments.
Usingnouns/nounphrasestoidentifypeople,animals,events,objectsandactivities.
e.g.authors,pilots,nurses,doctors
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduselanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation.
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.
Materials:
Student’sBook7Bpages84and85
Workbook7Bpage47.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewthedifferentoccupationsonpage84oftheStudent’sBookwithstudents.Makesurestudentsarefamiliarwiththemeaningandpronunciationofthewords.
2.HavestudentslookatReadandthink.Studentsaretoworkindividually.Askthemtoplantheirjourneysintospacebyselectingthemostappropriatecrewmembers.Studentshavetodecidehowmanypeopletoallocateforeachtypeofjobandwhotheyaregoingtotakewiththemontheirjourneys.
3.Whenstudentshavefinishedselectingtheircrewmembers,askafewstudentstobrieflyexplaintheirselectiontotheclass.
Consolidation
GrammarPracticeBook7Bpage72
Workbookpage47
4
Languagefocus:
Usingadjectivestodescribepeople,animals,objectsandconditions.
e.g.British,American,Korean,Italian.
Asking‘Wh-’and‘How’questionstofindoutvariouskindsofspecificinformationaboutaperson,objectoranevent.
e.g.Howmanypilotshaveyouchosen?/What’shis/hernationarlity?
Usingconnectivestogivereason.
e.g.…Iprefer…to…because…
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Openaninteractionbyelicitingaresponse.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Materials:
Student’sBook7Bpage85
Workbook7Bpage48
PicturesorPhotographsofpeopleofdifferentnationations.
Preparation:
Bringpicturesorphotographsofpeopleofdifferentnationalitiestoclass.
Post-taskactivity
Workbookpage48
Consolidation
GrammarPracticeBook7Bpages73to74
5
Languagefocus:
Usingimperativesanddirections.
e.g.WriteareportaboutyourvisittotheSpaceMuseum.
Usingmodalstomakeanofferorinvitation.
e.g.Wouldyourecommendthisvisittoyourschoolmates?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statement,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.
Writing
Developwrittentextsbyusingbasicnarrativestructurethatcomprisessetting,characters,eventsanddialoguewhenwritingaboutrealandimaginaryexperience.
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.Writeoutopieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary.
Materials:
Student’sBook7Bpage86
Cassette7Bandacassetteplayer.
Photocopiablepage85
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage85foreachstudent.
Consolidation
GrammarPracticeBook7Bpage76
Photocopiablepages77to81.
Module4Thenaturalelements單元教案
教案課件是老師上課中很重要的一個課件，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：
1.Computersareusedtogiveinformationtothetraindrivers.本單元中出現(xiàn)了幾處被動語態(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：
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：
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)計一個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：
1.What’shis/hernationality?國籍與國名學(xué)生容易混淆。
2.Ineedsomeonewho…此句包含一個定語從句，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.可借助實物、通過比賽等方法教授最高級。
MODULE4Myfamily
老師在新授課程時，一般會準(zhǔn)備教案課件，大家在用心的考慮自己的教案課件。寫好教案課件工作計劃，才能使接下來的工作更加有序！你們清楚有哪些教案課件范文呢？下面是小編為大家整理的“MODULE4Myfamily”，希望能為您提供更多的參考。
MODULE4Myfamily
Part1TeachingDesign
第一部分教學(xué)設(shè)計
FunctionDescribingfamilies
StructureHave/hasgot(affirmative,negative,interrogative)
Listening/SpeakingIdentifyingfamilymembers
Describingyourfamily
Reading/WritingDescribingfamilies
Describingfamilies;usingpunctuation:fullstops,capitalletters,questionmarks
CultureFamilies
TaskWritingaboutyourfamily
Unit1Howmanypeoplearethereinyourfamily?
■Warmingup
GoodMorning,class.Doyouseethepictureonpage20?ItisapictureofTony’sfamily.Howmanypeoplearethereinthispicture?Howmanychildrenarethereinthispicture?Thereareelevenpeopleinthispicture.Therearetwochildreninthispicture.Tonyisthelittleboyinthepicture.WhoisthelittlegirlnexttoTony?SheisTony’ssister.HasTonygotanyauntsoruncles?HasTonygotanygrandmothersorgrandfathers?
■Vocabularyandlistening
1Lookatthepicture.LabelTonysfamily.
Wecanseemanypeopleinthepicture.TheyareTony’sfamily.NowpleaselookatthepicturecarefullyandtrytolabelTony’sfamily.WhoisTony’saunt?WhoareTony’sparents?WhoareTony’sgrandparents?
Family:aunt→6brother→5father→8grandfather→4grandmother→3grandparents→1,2mother→7sister→10uncle→9parents→7,8
2Listenandcheck(√)inActivity1thepeopleTonymentions.
NowIwillplaythetapeforyou.Lookatthepictureandlistentothetapecarefully.PayattentiontothepeopleTonymentions.Check(√)nexttothepeopleTonymentionsinthepicture.
3Listenandread．
Nowlet’sgoontopage21.Let’sreadthedialoguefirst.Inthedialogueyouheartwopeopletalking.Whilereadingtrytocut(斷句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（劃線）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
Nowwereadthedialogue.It’stimetolistentothetape.Iwillplayittwice.Forthefirsttimelistenandlookatthedialogue.Forthesecondtimecloseyourtextbookandonlylistentothetapecarefully.
4Completethesentences.
FromthedialogueweknowaboutTony’sfamily.NowwecompletethesentencesaboutTony’sfamily.Doyouknowtheanswers?
TherearefourpeopleinTony’sfamily---Tony,his(1)sister,hismotherandhis（2）father.Hismotherandhisfatherarehis（3）parents.Tonysalsogotfour(4）grandparents,twouncles,andone（5）aunt.Hehasn’tgotany（6）brothers.
■Pronunciationandspeaking
5Listenandrepeat.
Nowclass,wepracticepronunciationoffoursounds.
Forthefirsttime,listenandrepeataftermethreetimes.
//familyfatherfour
//have
//thirty
//motherbrotherthere
Forthesecondtime,listentothetapeandrepeatafterit.Pleaselistenandrepeatcarefully.Trytolearnthepronunciationofthenativespeaker.
6Workinpairs.Talkaboutyourfamily.
Boysandgirls,everyonehasafamily.Weallloveourfamily.Howmanypeoplearethereinyourfamily?Doyouliketotalkaboutyourfamilywithyourclassmates?Haveyougotanysistersorbrothers?Haveyougotanaunt?Nowlookatthefollowingexample.Workinpairsandtalkaboutyourfamily.Usethesentencesintheboxesonpage21.
Howmanypeoplearethereinyourfamily?
Therearefour---mymumanddad,mysisterandI.
Haveyougotanygrandparents?Yes,Ihave.I’vegotfourgrandparents.
Haveyougotanybrothers?Yes,Ihave.Ihavegotabrother.HisnameisWeiWei.
Haveyougotanysisters?No,Ihaven’t.
Haveyougotanyaunts?Yes,I’vegottwoaunts.TheirnamesareXiaoHongandXiaoMei.
Haveyougotanyuncles?No,Ihaven’t.
Unit2I’vegotasmallfamily.
■Warmingup
Hi,everyone!TodayIwanttointroducemyfamilytoyou.I’vegotasmallfamily,notabigfamily.Therearethreepeopleinmyfamily,myfather,mymotherandI.Ihavegotnosistersorbrothers.Iamtheonlychildofmyparents.Myfamilyisahappysmallfamily.Weloveeachotherverymuch.
Haveyougotasmallfamilyorabigfamily?Doyouliketointroduceyourfamilytous?Nowlet’sgotopage22tolearnsomeinterestingthingsaboutfamily.
■Readingandvocabulary
1MatchwordsinBoxAwiththewordsinBoxB.
Firstlet’smatchwordsinBoxAwiththewordsinBoxB.Canyoufindthecorrectanswer?
aunt→unclegrandma→grandpagralndmother→grandfather
mother→fathermum→dadsister→brother
2Workingroups.Talkaboutyourfamily.
ThistimeI’dlikeyoutoworkingroupsandtalkaboutyourfamily.Haveyougotabigfamily?Howmanypeoplearethereinyourfamily?Whoarethey?Usethewordsbigandsmallinyourconversation.
big/small
---Haveyougotasmallfamilyorabigfamily?
---I’vegotabigfamily.Therearetenpeopleinmyfamily.
I’vegotfourgrandparents,mymumanddad,twouncles,anauntandabrother.
---Haveyougotasmallfamilyorabigfamily?
---I’vegotasmallfamily.Therearethreepeopleinmyfamily.Theyaremyfather,mymotherandI.
3Workinpairs．Readtheemailandanswerthequestions．
Onpage23,wecanseeanemailfromLinglingtoDiana.Whatcanyoulearnfromthisemail?Afteryoureadtheemail,pleaseanswerthefourquestionsbelow.
HowmanypeoplearethereinBetty’sfamily?→TherearefivepeopleinBetty’sfamily.
IsBetty’sfamilysmall?→No,Itisn’t.It’sabigfamily.
HasBettygotanybrothersorsisters?→Yes,shehas.Shehasgottwobrothers.
HowmanypeoplearethereinTony’sfamily?→TherearetenpeopleinTony’sfamily.
Let’sreadtheemail.Whilereadingtrytocut(斷句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（劃線）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
Readtheemailonceagain.Thistimepayattentiontoitsmeaning.Trytounderstandthepassageyourself.
■Writing
4Lookatthispassage.Underlinethecapitalletters，fullstopsandquestionmarks.
Inourwriting,itisimportanttoknowtheuseofcapitalletters,fullstops,questionmarksandotherpunctuations.Nowpleaseunderlinethesethingsinthepassage.
capitalletterfullstopquestionmark
Linglinghasgotasmallfamily.Howmanypeoplearethereinherfamily?Therearefive---Lingling,hertwoparentsandhertwograndparents.Shesgotanaunt.Shehasn’tgotanyuncles.Shehasntgotanybrothersorsisters.
5Putcapitalletters,fullstops,andquestionmarksintothispassage.
Doyouknowwhentousethecapitalletters?Doyouknowthedifferencebetweenfullstopsandquestionmarks?Pleaseputthesethingsintothepassagebelow.
Unit3Languageinuse
■Warmingup
Hi,class.Languageissomethingforuse,forcommunication.Andlanguagecanbelearnedinuse,incommunication.
TodayweshalllearnabouttheEnglishlanguageinuse.WeshalllearnaboutEnglishGrammarandEnglishVocabulary.
■Grammar
We’vegotasmallfamily.
Hehasn’tgotanybrothers.
Haveyougotabigfamily?
Yes,Ihave./No,Ihaven’t.
1Lookatthepictures．Writequestionsaboutthetwofamilies．
Goodmorning,class.Whatcanyouseeonpage24?Yes,therearetwopicturesonthispage.Theyaretwofamilypictures.Lookatthesepicturescarefully.Doyouhaveanyquestionsaboutthetwofamilies?Whoisthelittlegirlintheleftpicture?Hasshegotabigfamily?Hasshegotanysisters?Hasshegotanybrothers?Whoisthelittleboyintherightpicture?Howmanypeoplearethereinhisfamily?Hashegotasmallfamily?Nowpleasewriteyourquestionsaboutthetwofamiliesonyourtextbook.
ThegirlisSara.TheboyisTaotao.
Hasshegotabigfamily?Hashegotabigfamily?
Hasshegotanybrothers?Hashegotanybrothers?
Hasshegotanysisters?Hashegotanysisters?
2WriteanswerstothequestionsinActivity1.
Afteryouwroteyourquestions,doyouhavetheanswerstoyourquestions?Youcanfindoutalltheanswersinthepictures.Iamsureyouhavegotyouranswers.Pleasewritethemonyourtextbook.
Hasshegotabigfamily?Yes,shehas.
Hasshegotanybrothers?Yes,shehasgottwobrothers.
Hasshegotanysisters?No,shehasn’t.
Hashegotabigfamily?Yes,hehas.
Hashegotanybrothers?No,hehasn’tgotabrother.
Hashegotanysisters?No,hehasn’tgotasister.
3Writeaboutthedifferencesbetweenthetwofamilies.
Whatarethedifferencesbetweenthetwofamilies?Canyoutellusthedifferences?
Sarahasgottwobrothers.Sarahasn’tgotanygrandparents.
Taotaohasn’tgotabrother.Taotaohasgottwograndparents.
■Vocabulary
4Labelthefamilytree．
Welearnalotofnewvocabulariesinthismodule.Theyarewordsaboutfamily,suchasmother,father,grandmother,grandfatherandsoon.Pleaselabelthefamilytreebelowwiththesewords.
GrandparentsgrandpagrandmagrandfathergrandmotheruncleauntfatherparentsmotherauntunclebrotherSamsister
■Aroundtheworld
Let’sgoaroundtheworldonpage25.Thistimewearegoingtomeetthreefamiliesfromdifferentpartsoftheworld.Let’ssayhitothem!
■Moduletask→Writingaboutyourfamily
Inthismoduletask,weshalllearntotalkaboutourfamiliesandaskothersabouttheirfamilies.
5Workinpairs.Askandanswer.
Therearesentenceexamplesintheboxesbelow.Pleaseworkinpairs.Askandanswer.
Howmanypeoplearethereinyourfamily?→Therearefivepeopleinmyfamily.
Haveyougotanybrothersorsisters?→Yes,Ihave.Ihavegotabrother.Hisname’sDagang.
Haveyougotanyauntsoruncles?→Yes,Ihave.Ihavegotanauntandanuncle.TheirnamesareXiaoMeiandZhiZhong.
Haveyougotanygrandparents?→No,Ihaven’t.
6Writeaboutyourfamily.
Wouldyouliketotalkaboutyourfamilywithyourclassmates?Whatdoyouwanttosayaboutyourfamily?Pleasewriteaboutyourfamily.Usethefollowingsentencepatternsonpage25.
Ihavegotabigfamily.Thereareeightpeopleinmyfamily.Theyaremyfourgrandparents,mymum,mydadandmybrother.I’vegotanuncleandanaunt.TheirnamesareLiWeiandLiuPing.Myfatherisaworker.Mymotherisateacher.Mybrotherissixyearsold.HisnameisBenben.Ihaven’tgotanysisters.
Ihavegotasmallfamily.Therearethreepeopleinmyfamily.Theyaremyfather,mymotherandI.I’vegotnosisterorbrother.Myfather’sisZhaoDeyuan.Mymother’nameisHuoqing.Mymotherisaworker.Myfatherisalawyer.Theyarebothfortyyearsold.MynameisZhaoYuting.Iamthirteen.IamastudentatNo.3MiddleSchool.
Makeafamilytreeforyourfamily.
Afteryouwroteaboutyourfamily,pleasemakeafamilytreeforyourfamily.Inthisway,wecanknowyourfamilyclearly.
Grandparents→Uncle→father→mother→aunt→Brother→I
