小學語文微課教案
發(fā)表時間：2021-05-03Chapter4TomSawyerpaintsthefence。
Chapter4TomSawyerpaintsthefence
ThefirstperiodTeachingaims:
1.toimprovestudents’fourskills
2.toencouragestudentstoreadmorenovels.
Teachingpoint:howtouseattributiveclause
Teachingdifficulties:howtouse“that,which,who”
Teachingmethods:multi-mediataperecoder
Teachingprocedure:Pre-taskpreparation
Step1WarmingupDailytalk
Talkaboutthefamousperson.
MarkTwain（1835－1910），oneofthebestknownAmericanwritersinthe19thcentury，wasborninMissouriinthemiddlepartoftheUnitedStates.
MarkTwainshometownlayonthebanksoftheMississippiRiver，wherehespenthischildhood.Whenhegrewupheworkedasapilotonariverboatforsometime.MarkTwainishispenname.Hetookitfromtheshoutofthesailorsmeasuringthedepthofthewaterwhenthewaterwastwomarksdeepontheleadline.
MarkTwainwrotealotofnovels，oneofwhichisTheAdventuresofTomSawyer，themasterpiecewhichbroughthimfameandhonor.Someofhiswritingshavebeentranslatedintomanylanguages.Heandhisworksaredeeplylovedbyreadersthroughouttheworld.
Step2While-taskprocedure
ThischapterisaboutthefamousbookcalledTheadventuresofTomSawyer.themainpassageisasimplifiedversionofonefunnyincidentinthebook,whenTomtrickedotherboysintopaintingafenceforhim.
TellstudentsthattheyaregoingtoreadafunnystoryaboutaboyinAmericain1830.Askthemtoworkinpairsandwritedown10thingswhichpeopledidnothaveinAmericain1830,andanotherlistcontaining10thingswhichtheydidhavethem.
Discusstheselistswithyourclass,andgetstudentstotellyoutheirideasaboutlifeatthattime.
Askstudentsiftheyhaveevertriedtoavoiddoingsomehouseworkbytrickingsomeoneintotheworkforthem.
Askstudentshowmanystory-bookstheyhaveeverreadinEnglish.Ifyouhaveaschoolorclasslibraryofsimplifiedreaders,encouragestudentstouseitandtodevelopthehabitofreadingforpleasure,andreadingregularly.
Step3.Questions:doyouknowwhichkindofthethingsdidthepeoplein1830use?
Toshowtheppt:picturesaboutacar,asteamboat,arifle,aradio,atelephone,anaeroplane,abicycle,ahorseandcart……
AccordingtothepartAonpage46.
Listentothetapeaboutthepart.
Step4Togive5minstothestudentstoreadthoughthetext,andthenanswerthequestionsofpartB
Step5Homework
1.preparethetext,andunderlinethekeywordsandthephrasesinthetext.
2.torememberthenewwordsonthebook.
Feedback:wecanextendtheknowledgeinthetimeof1830s,trytogivemoreinformationtothemandletthestudentshavemoreimpressiononthattime.
Thesecondandthirdperiod:
Teachingaims:
1.toimprovestudents’readingskills
2.toencouragestudentstotellmoreaboutthisstory.
Teachingpoint:thewordsandphrases
Teachingdifficulties:howtosavethetimetofinishtheminordertohavemoreexercises.
Teachingmethods:multi-media
Teachingprocedure:firsttoknowthemeaningofthetext,andthenstudythewordsinit.
Step1Togivesomequestionsaccordingtotherulesonthetest.
TorFquestions:
1.ThewritersofthisbookisTomSawyer.
2.BenRogerscamedownthestreet,singinghappilyandholdinganapple.
3.BenbeggedTomtogiveanappletohim.
4.HegaveBenhisbrushwithreallyworriedheart.
5.WhenBengottired,BillyFisherwasstoppingandwentaway.
6.Bytheendoftheday,Tomhadgainedallsortsoftoys.
7.TomSawyerisahappyboy.
Step2Togivethekeywordsandthekeyphrasesbyunderliningthem.
1.except
2.encourage…to…
3.printed
4.abrushwithalonghandle
5.thirtyyardslong
6.depressed
7.dipped..in…
8.unpainted
9.plannedfor
10.makefunof
11.justthen
12.pickup
13.gobacktowork
14.goonpainting
15.ignored
16.getachancetodo…
17.abitmore
18.everymove
19.afterawhile
20.wantittobedone
21.withworryonhisfacebutjoyinhisheart
22.endup
23.bylateafternoon
24.allsortsof
25.soon
Step3Tohavedetailexplanationonthereferencebookonpage82-84
Step4Tofinishtheexercisesonpage48-49
Step5Homework:
TofinishtheexercisesonExerciseBook(partfour)
Feedback:
Wemaydesignsomequestionsliketheexercisesintheexam.
Thefourthperiod:
Teachingaims:
1.tolearntheskillsthatwecanusetheattributiveclausetomakeasentencemoreactive.
2.tolearnthespiritonthehardtimefromthefamouswriterMarkTwain.jaB88.com
Teachingpoint:Attributiveclause
Teachingdifficulties:toshowtheeverypartineachposition.
Teachingmethods:ppt
Teachingprocedure:
Step1Questionsonsomeconcepts:
定語從句先行詞關系代詞、關系副詞
先行詞：被定語從句修飾的詞。
關系代詞：that,which,who,whom,whose,as等
關系副詞：when,where,why等
關系詞的作用：
1.引導定語從句
2.代替先行詞
3.在定語從句中充當一個成分。
Themanwhoisshakinghandswithmyfatherisapoliceman.
先行詞關系代詞，代替先行詞，在定語從句中充當主語
Step2:
關系代詞who,which,that引導的定語從句
1.Who指人，在定語從句中作主語。
TheboyswhoareplayingfootballarefromClassOne.
Whom指人，在定語從句中作賓語，?？墒÷?，在口語中也可用who代替。
Themanwhom/whoyoumetjustnowismyoldfriends.
2.Which指物，在定語從句中作主語或賓語。
Footballisagamewhichislikedbymostboys.
Thisisapen(which)heboughtyesterday.
3.That指人時，相當于who或whom;指物時，相當于which。在定語從句中作主語或賓語，作賓語時?？墒÷?。
Thenumberofpeoplethat/whocometovisitthiscityeachyearreachesonemillion.
Whereisthemanthat/whomIsawthismorning?
Theseasonthat/whichcomesafterspringissummer.
”介詞+關系代詞“引導的定語從句：
Theschool(which/that)heoncestudiedinhisveryfamous.=
Theschoolinwhichheoncestudiedisveryfamous.
Step3：
1.含有介詞的短語動詞一般不拆開，介詞仍放在動詞短語的后面，如lookfor,lookafter,takecareof…
ThisisthewatchforwhichIamlooking.（誤）
Thisisthewatch(which/that)Iamlookingfor.
2.若介詞放在關系代詞前，關系代詞指人時只可用whom,不可用who,that
關系代詞指物時只可用which,不可用that
關系代詞是所有格時用whose
Themanwiththat/whoyoutalkedjustnowismyneighbour.(誤）
Themanwithwhomyoutalkedjustnowismyneighbour.(正）
TheplaneinwhichweflewtoCanadawasreallycomfortable.
3.“介詞+關系代詞”前還可有some,any,none,all,both.neither,many,most,each,few等代詞或數(shù)詞
Heloveshisparentsdeeply,bothofwhomareverykindtohim.
Step4：
TodosomeexercisesinExerciseBookonpage19-23
Step5:Homework
TofinishofftheexercisesinGrammarBookofChapter4.
Feedback:
ThisisalongtextwhichhasmoreAttributiveClause,sowecanusethecontentofthetexttoexplainthegrammar.Ithinkit’sbettertomakethemrememberiteasierthanbefore.
Thefifthperiod
Teachingaims:
1.Towriteacompositionwithsomepictureswegiveyou.
2.Youshouldusethewordsandthephrasesgivenyoutomakesentences.
Teachingpoint:writing
Teachingdifficulties:howtogetthemaininformationfromthepicture？
Teachingmethods:competitionbetweenthetwogroups.
Teachingprocedure:
Step1
Announcement:Wehaveacompetitionbetweentheboysandgirls.Herearesomepicturesgivenyoutomakeacomposition.Trytomakeitwith3personsinyourcomposition.Ifyoumaketheleastmistakeandmoreinteresting,you‘llwin.
Trytogetagoodcooperationwithyourmembers.
Step2
Inthisexercise,theyusetheguidingquestion,hegivenwordsandphrases,andthepicturestohelpthem.
Studentsshouldremembertobreakuptheirworkintoseveralparagraphs.Theyshouldalsobeaskedtouseseveralexamplesofdirectspeechintheirstories.
Step3
Discusswiththeirgroupmemberstostudythequestions,wordsandphrases.
Step4
Cometotheblackboardtowritethecompositionforus.Andpickthemistakeseachotherandtellthereasons.
Step5
Homework:Towriteacompositionwithsomepicturesyouwant.
Feedback:
Onceyoureallycanmakethemactive,theresultyoucan’timaginecanbringabigsurpriseforus.
擴展閱讀
Chapter4TomSawyerpaintsthefence教案
Chapter4TomSawyerpaintsthefence教案
ThefirstperiodTeachingaims:
1.toimprovestudents’fourskills
2.toencouragestudentstoreadmorenovels.
Teachingpoint:howtouseattributiveclause
Teachingdifficulties:howtouse“that,which,who”
Teachingmethods:multi-mediataperecoder
Teachingprocedure:Pre-taskpreparation
Step1WarmingupDailytalk
Talkaboutthefamousperson.
MarkTwain（1835－1910），oneofthebestknownAmericanwritersinthe19thcentury，wasborninMissouriinthemiddlepartoftheUnitedStates.
MarkTwainshometownlayonthebanksoftheMississippiRiver，wherehespenthischildhood.Whenhegrewupheworkedasapilotonariverboatforsometime.MarkTwainishispenname.Hetookitfromtheshoutofthesailorsmeasuringthedepthofthewaterwhenthewaterwastwomarksdeepontheleadline.
MarkTwainwrotealotofnovels，oneofwhichisTheAdventuresofTomSawyer，themasterpiecewhichbroughthimfameandhonor.Someofhiswritingshavebeentranslatedintomanylanguages.Heandhisworksaredeeplylovedbyreadersthroughouttheworld.
Step2While-taskprocedure
ThischapterisaboutthefamousbookcalledTheadventuresofTomSawyer.themainpassageisasimplifiedversionofonefunnyincidentinthebook,whenTomtrickedotherboysintopaintingafenceforhim.
TellstudentsthattheyaregoingtoreadafunnystoryaboutaboyinAmericain1830.Askthemtoworkinpairsandwritedown10thingswhichpeopledidnothaveinAmericain1830,andanotherlistcontaining10thingswhichtheydidhavethem.
Discusstheselistswithyourclass,andgetstudentstotellyoutheirideasaboutlifeatthattime.
Askstudentsiftheyhaveevertriedtoavoiddoingsomehouseworkbytrickingsomeoneintotheworkforthem.
Askstudentshowmanystory-bookstheyhaveeverreadinEnglish.Ifyouhaveaschoolorclasslibraryofsimplifiedreaders,encouragestudentstouseitandtodevelopthehabitofreadingforpleasure,andreadingregularly.
Step3.Questions:doyouknowwhichkindofthethingsdidthepeoplein1830use?
Toshowtheppt:picturesaboutacar,asteamboat,arifle,aradio,atelephone,anaeroplane,abicycle,ahorseandcart……
AccordingtothepartAonpage46.
Listentothetapeaboutthepart.
Step4Togive5minstothestudentstoreadthoughthetext,andthenanswerthequestionsofpartB
Step5Homework
1.preparethetext,andunderlinethekeywordsandthephrasesinthetext.
2.torememberthenewwordsonthebook.
Feedback:wecanextendtheknowledgeinthetimeof1830s,trytogivemoreinformationtothemandletthestudentshavemoreimpressiononthattime.
Thesecondandthirdperiod:
Teachingaims:
1.toimprovestudents’readingskills
2.toencouragestudentstotellmoreaboutthisstory.
Teachingpoint:thewordsandphrases
Teachingdifficulties:howtosavethetimetofinishtheminordertohavemoreexercises.
Teachingmethods:multi-media
Teachingprocedure:firsttoknowthemeaningofthetext,andthenstudythewordsinit.
Step1Togivesomequestionsaccordingtotherulesonthetest.
TorFquestions:
1.ThewritersofthisbookisTomSawyer.
2.BenRogerscamedownthestreet,singinghappilyandholdinganapple.
3.BenbeggedTomtogiveanappletohim.
4.HegaveBenhisbrushwithreallyworriedheart.
5.WhenBengottired,BillyFisherwasstoppingandwentaway.
6.Bytheendoftheday,Tomhadgainedallsortsoftoys.
7.TomSawyerisahappyboy.
Step2Togivethekeywordsandthekeyphrasesbyunderliningthem.
1.except
2.encourage…to…
3.printed
4.abrushwithalonghandle
5.thirtyyardslong
6.depressed
7.dipped..in…
8.unpainted
9.plannedfor
10.makefunof
11.justthen
12.pickup
13.gobacktowork
14.goonpainting
15.ignored
16.getachancetodo…
17.abitmore
18.everymove
19.afterawhile
20.wantittobedone
21.withworryonhisfacebutjoyinhisheart
22.endup
23.bylateafternoon
24.allsortsof
25.soon
Step3Tohavedetailexplanationonthereferencebookonpage82-84
Step4Tofinishtheexercisesonpage48-49
Step5Homework:
TofinishtheexercisesonExerciseBook(partfour)
Feedback:
Wemaydesignsomequestionsliketheexercisesintheexam.
Thefourthperiod:
Teachingaims:
1.tolearntheskillsthatwecanusetheattributiveclausetomakeasentencemoreactive.
2.tolearnthespiritonthehardtimefromthefamouswriterMarkTwain.
Teachingpoint:Attributiveclause
Teachingdifficulties:toshowtheeverypartineachposition.
Teachingmethods:ppt
Teachingprocedure:
Step1Questionsonsomeconcepts:
定語從句先行詞關系代詞、關系副詞
先行詞：被定語從句修飾的詞。
關系代詞：that,which,who,whom,whose,as等
關系副詞：when,where,why等
關系詞的作用：
1.引導定語從句
2.代替先行詞
3.在定語從句中充當一個成分。
Themanwhoisshakinghandswithmyfatherisapoliceman.
先行詞關系代詞，代替先行詞，在定語從句中充當主語
Step2:
關系代詞who,which,that引導的定語從句
1.Who指人，在定語從句中作主語。
TheboyswhoareplayingfootballarefromClassOne.
Whom指人，在定語從句中作賓語，?？墒÷?，在口語中也可用who代替。
Themanwhom/whoyoumetjustnowismyoldfriends.
2.Which指物，在定語從句中作主語或賓語。
Footballisagamewhichislikedbymostboys.
Thisisapen(which)heboughtyesterday.
3.That指人時，相當于who或whom;指物時，相當于which。在定語從句中作主語或賓語，作賓語時?？墒÷浴?br>
Thenumberofpeoplethat/whocometovisitthiscityeachyearreachesonemillion.
Whereisthemanthat/whomIsawthismorning?
Theseasonthat/whichcomesafterspringissummer.
”介詞+關系代詞“引導的定語從句：
Theschool(which/that)heoncestudiedinhisveryfamous.=
Theschoolinwhichheoncestudiedisveryfamous.
Step3：
1.含有介詞的短語動詞一般不拆開，介詞仍放在動詞短語的后面，如lookfor,lookafter,takecareof…
ThisisthewatchforwhichIamlooking.（誤）
Thisisthewatch(which/that)Iamlookingfor.]
2.若介詞放在關系代詞前，關系代詞指人時只可用whom,不可用who,that
關系代詞指物時只可用which,不可用that
關系代詞是所有格時用whose
Themanwiththat/whoyoutalkedjustnowismyneighbour.(誤）
Themanwithwhomyoutalkedjustnowismyneighbour.(正）
TheplaneinwhichweflewtoCanadawasreallycomfortable.
3.“介詞+關系代詞”前還可有some,any,none,all,both.neither,many,most,each,few等代詞或數(shù)詞
Heloveshisparentsdeeply,bothofwhomareverykindtohim.
Step4：
TodosomeexercisesinExerciseBookonpage19-23
Step5:Homework
TofinishofftheexercisesinGrammarBookofChapter4.
Feedback:
ThisisalongtextwhichhasmoreAttributiveClause,sowecanusethecontentofthetexttoexplainthegrammar.Ithinkit’sbettertomakethemrememberiteasierthanbefore.
Thefifthperiod
Teachingaims:
1.Towriteacompositionwithsomepictureswegiveyou.
2.Youshouldusethewordsandthephrasesgivenyoutomakesentences.
Teachingpoint:writing
Teachingdifficulties:howtogetthemaininformationfromthepicture？
Teachingmethods:competitionbetweenthetwogroups.
Teachingprocedure:
Step1
Announcement:Wehaveacompetitionbetweentheboysandgirls.Herearesomepicturesgivenyoutomakeacomposition.Trytomakeitwith3personsinyourcomposition.Ifyoumaketheleastmistakeandmoreinteresting,you‘llwin.
Trytogetagoodcooperationwithyourmembers.
Step2
Inthisexercise,theyusetheguidingquestion,hegivenwordsandphrases,andthepicturestohelpthem.
Studentsshouldremembertobreakuptheirworkintoseveralparagraphs.Theyshouldalsobeaskedtouseseveralexamplesofdirectspeechintheirstories.
Step3
Discusswiththeirgroupmemberstostudythequestions,wordsandphrases.
Step4
Cometotheblackboardtowritethecompositionforus.Andpickthemistakeseachotherandtellthereasons.
Step5
Homework:Towriteacompositionwithsomepicturesyouwant.
Feedback:
Onceyoureallycanmakethemactive,theresultyoucan’timaginecanbringabigsurpriseforus.
Chapter4TomSawyerPaintstheFence教學設計
Chapter4TomSawyerPaintstheFence
I.TeachingAims:Tolearnthevocabularyitems
II.Teachingimportantpoints:Theusageofthewordsandphrases.
III.Teachingdifficultpoints:Tousethenewvocabulariestomakesentences
IV.TeachingProcedures:
Pre-taskactivity:DailyTalk:Asuccessstoryof….
While-taskprocedure
Newwords1
1.encourage(v.):persuade;leadsb.todosth.inafriendlyway
encouragesb.todosth.
e.g.,Myfriendhasagoodvoice.Iwillencouragehimtotakeupsinging.
MissChenalwaysencouragesustostudyharder.
2.bright(adj.):
1)(shining)明亮的
e.g.Thesunwasverybright
2)(intelligent;clever)聰明的
e.g.abrightidea
3)(light)鮮艷的
e.g.brightred
3.depressed(adj.):
e.g.Hewasdepressedbythelossofhisjob.
depress(v.)
depression(n.)沮喪,消沉
e.g.Aholidaywillhelphisdepression.
depressing(adj.)壓抑的,沉悶的
e.g.adepressingthought
4.yardn.
(unitoflength,equalto0.9144meter)
e.g.Givehimaninchandhelltakeayard!
CanyoustillbuyclothbytheyardinBritain?
5.dip(v.):putsth.slowlyintoaliquid--dipped;dipping
e.g.Idippedmypenintotheink.
Idippedmytoeintothewater,butitwasverycoldsoIdidnotgoswimming.
6.section(n.):partofsomething
e.g.Onesectionoftheclasswasreadingandtheothersectionwaswriting.
7.makefunofsb./sth.:laughatsb.inanastyway
e.g.Hethoughthisfriendswouldmakefunofhisnewhairstyle.
ThekidsatschoolalwaysmadefunofJill’sclothes.
8.funny(adj.):amusing
E.g.Hehasfunnyhabitofblinkingwhentalkingwithothers.
fun(n.):enjoyment;amusement
E.g.Havefunatthepartytonight.
Whatfunitwillbewhenweallgoonholidaytogether!
9.goondoingsth.:
e.g.,Youcan’tgoondrinkingsomuch.
Thepartywentonuntil3a.m.
goontodo
e.g.Theteacherwentontotellastoryafterheworkedouttheproblem.
10.ignore(v.):donotlookatortalktosb..
Shesawhimcomingbutsheignoredhim.
11.guess(v.):imagine;think
e.g.,IguessIwillgoswimmingattheweekendiftheweatherisnice.
12.abit(asmalldegree;somewhat)
(much,alot,alittle,even,still,far)
e.g.abitwarmer
Thatsmuchbetter.
feltalittlebetter
Itsevencolderthanyesterday.
Heistallenough,buthisbrotherisstilltaller.
Sheisfarbetterthanmeatwriting.
13.move:action
e.g.,What’syournextmove?
move(v.):tochangeinposition
e.g.Whohasmovedmybook?
move(v.)感動
e.g.Weweremovedtotearsbythefilm.
movement(n.):theactofmoving
e.g.Shewatchedthedancerandtriedtocopyhermovements.
14.while:ashortpartoftime
e.g.,Pleasetakeaseat.Thedoctorwillseeyouinawhile.
afterawhile
alongwhile
15.properly(adv.):intherightway
e.g.,Washthosedishesproperly,andmakesurethattheyarecompletelyclean.
16.beg(v.):--begged;begging
begsbtodosth
e.g.,Ibeggedhimtostaybutherefused
Thepoormanbeggedmetogivehimsomefood.
beggar(n.)
e.g.Letbeggarsmatchwithbeggars.
17.joy:happiness
Anewbabybringsjoytoallthefamily.
Shewasfullofjoywhenherchildwasborn.
enjoy(v.)
e.g.SomeelderlypeopleenjoyBeijingopera.
18.endupdoingsth.以…而告終
e.g.,Weweregoingtogoout,butendedupwatchingvideoathome.
19.marblen.
(asmallglassballusedinchildrensgames)
(akindofrock)
e.g.Thesestepsaremadeofmarble.
Let’shaveagameofmarbles.
20.andsoon
(andthingscontinuedinthesameway;etc.)
e.g.Ilikesportslikeswimming,jogging,playingfootball,andsoon.
21.lateadj.
1.遲的，晚的
e.g.Iwaslateforschool.
2.晚期的,末期的
e.g.HebegantheworkinlateMay.
3.新的；剛剛到的
e.g.somelatestnews
lateadv.e.g.Igotuplate.
22.gain:get;obtain;have
e.g.Hequicklygainedexperience.
gain(n.)
e.g.Nopains,nogains.Homework:
1.抄寫并背誦單詞
2.預習課文
Chapter4Theworldofnumbers
教案課件是每個老師工作中上課需要準備的東西，準備教案課件的時刻到來了。只有寫好教案課件計劃，才能規(guī)范的完成工作！你們會寫適合教案課件的范文嗎？下面是小編為大家整理的“Chapter4Theworldofnumbers”，歡迎閱讀，希望您能閱讀并收藏。
Chapter4Theworldofnumbers
(Intensivereading)
Teachingaims:
1.Togetfurtheringlearningaboutthepassage,learnthe12phrasesinthetext.
2.Knowhowtousethephrases.
3.Tolearnhownumbersdevelopedwiththetimes.
Teachingkeypoint:
The12phrasesinthetext
Teachingdifficultpoints:
1.Phrase:helpsb.dosth.
2.Recitethepassage.
Teachingprocedures:
步驟目的教師活動學生活動條件/手段Step1.RevisionCheckthehomeworkandprepareforthelesson.1.Guidethestudentstousereadingskills.(Itisapassageaboutaclock.)Tellandchecktheanswersofthisreading.BlackboardStep2.
Lead-in1.GetclosetotheSs2.Createaneasyatmosphere3.Leadintothelesson1.Asksswhat’sthetopicofthepassage?(Aclock)2.Showaclocktoshowweusenumberstotellthetime.Askss“Wherecanweseenumbers?”1.Answerthequestion.2.Freetalk:“Wherecanweseenumbers?”ComputerStep3.
Intensivereading1.Getthefurtherlearningaboutnumbers.2.Gettheideahowancientpeoplewrotenumbersinmanydifferentways.3.TraintheSs’intonation;getabetterunderstandingofthecharacter.4.EducateSstobecareful.5.EducateSs’abilityofanalysis.6.EducateSs’abilityofanalysis.7.Thecomputersareverypowerful.
8.Traintheirdiscussingability.
1.Askstudentstoansweraquestion:Howmanylanguagesdoyouknow?2.A.AskstudentstoreadPara1tounderstandhowancientpeoplewrotenumbersinmanydifferentways.(showapictureofdifferentnumbers)B.Asksstofindthesimilarofancientnumbers.3.AskastudenttoreadPara2.Andtheotherstudentstocorrecthisorherintonation.Andthenshowapicturetohelpthesstounderstandwhatthesystemofnumberstodayis.Askaquestion:What’stheimportanceoftheinventionofthezero?4.AskSstoreadPara3tosix.Ask:Howmanycalculatingmachinesarethereinthebook?5.Analysistheabacus’sfeatures.6.Explainthemodernelectroniccalculator.Focusonitsfunctions.
7.Showacomputer,asktwoquestions:A.Howdopeoplethinkofthecomputer?B.Howfastcanacomputerdoacalculation?
8.Showaform;askstudentstoconsolidateeachcalculatingmachine’sformationandfunctions.1.Answerthequestionandthenreadtheheadlineandthentrytoreciteit.2.ReadPara1andfindancientpeoplewrotenumbersindifferentwaysbythehelpofthepicture.3.Readandanswerthequestions.4.Withthehelpofthepicturesinthebook,thestudentstrytogetthesenseofthedevelopmentofcalculatingmachines.5.Seethepicture,tosayout“thebeadsonthewiresstandfor…”6.Seethepicture,andsayout“itcanadd,subtract…”7.Findtheanswersinthetextbook.8.Discussinthegroupandfillintheform.
ComputerandtextbookShowingpicturesComputerShowingapicture.ShowingpicturesShowingapictureShowingapictureThetextbook.ComputerStep3LanguagepointsConsolidation1.Readthephrases2.Dothreeexercises:a.phrasesb.Fillintheblankswiththephrasestosummarizethepassage.1.Readthephrasesandfinishtheexercises.ComputerpicturesStep4Usinglanguage
TellSshownumbersdevelopedwiththetimes3.Showsomepicturesofumbers.Discussthedevelopmentofnumbers.PicturesStep4
HomeworkConsolidation1.Listenandreadthetext,recitethephrases2.Trytorecitethepassageaccordingtothepictures
