教案课件是老师不可缺少的课件，大家应该在准备教案课件了。只有规划好教案课件工作计划，才能使接下来的工作更加有序！你们会写多少教案课件范文呢？为满足您的需求，小编特地编辑了“Module1GardenCityanditsneighbours”，供您参考，希望能够帮助到大家。

Module1GardenCityanditsneighbours
Unit3:TheDragonBoatFestival(I)
Languagefocus:
Usingadjectivestodescribeobjects.
e.g.asaltyricedumpling/asweetricedumpling
Usingprepositionstoindicatetime.
e.g....insummer.Itsonthefifthdayofthefifthlunarmonth...
Asking“Wh-”questionstofindoutvariouskindsofspecificinformationaboutaperson.
e.g.Whatdopeopleeat?
Whatdopeopledotocelebratethisfestival?
Usingconnectivestolinkcontrastingideas.
e.g.Kittylovesthesweetricedumplings,butshehatesthesaltyones.
Usingthesimplepresenttensetoexpresspreferences.
e.g.loves/hates/likes
Usingprepositionalphrasestodescribeobjects.
e.g.saltyoneswithmeatandgreenbeans/sweetoneswithoutredbeans

Languageskills:
Listening:
Identifythemainideasofanewtopic.Listenforspecificinformation.
Speaking:
Maintainaninteractionbyexplaining.
Reading:
Readwrittenlanguageinmeaningfulchunks.Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.Recognizerecurrentpatternsinlanguagestructure.
Writing:
Developwrittentextsbyusingappropriatelinkingwordsorphrases.

Materials:
1.StudentsBook7Apage10.
2.Cassette7Aandacassetteplayer.
3.Workbook7Apage5.
Preparation:
Cuethecassette.

I.Warming-up:
II.Pre-taskpreparation:
1.AskstudentswhattheyliketodoandeattocelebratetheDragonBoatFestival.Encouragestudentstotalkaboutthisfestival.
2.ReviewandintroducenewvocabularyitemsinLookandlearn.
3.Playtherecording:LookandlearnandLookandread.Studentslistenandfollowintheirbooks.
4.Playtherecordingagain.Studentslistenandrepeat.
III.While-taskprocedure:
1.Studentspairuptotalkaboutthericedumplingstheylike.HavethemcompletethesurveyfrominCircleandwritebycirclingandwritingdownwhattheyhavediscussedwiththeirpartners.Theyarerequiredtousethetargetlanguageintheirreport,likethis:Ilove...,butIhate.../Myclassmateloves...,/but.../Webothlove...,but...
2.Askindividualstoreadtheirreportstotheclass.
3.Collectallreportsandbindthemintoabookforcirculationinclass.
4.Conductasimplesurveytofindoutthemostpopularkindofricedumplingamongstudentsbycountinghowmanystudentslikeaparticularkindofricedumpling.Asksomestudentswhytheylikeordislikeaparticularkindofricedumpling.
IV.Post-taskactivity:
Workbookpage5.
V.Consolidation:
GrammarPracticeBook7Apages9and10.M.JaB88.cOm

Unit3:TheDragonBoatFestival(II)
Languagefocus:
Asking“Wh-”questionstofindoutthereason.
e.g.WhydowecelebratetheDragonBoatFestival?
Usingthesimplepasttensetotalkaboutpastactivitiesandstates.
e.g.Qu-yuanwasbornaroundtwothousandyearsagoinChina.
Usingthesimplepresenttensetotalkaboutpresentstates.
e.g.Nowadays,peopleeatricedumplingsandhaveDragonBoatracesto...
Languageskills:
Listening:
Identifythemeanideasofanewtopic.Listenforspecificinformation.
Speaking:
Openaninteractionbyelicitingaresponsebyaskingquestionsonatopic.
Reading:
Readwrittenlanguageinmeaningfulchunks.Recognizethepresentationofideasthroughparagraphing.Re-readtoestablishandconfirmmeaning.
Writing:
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasquestion.Developwrittentextsbypresentingmainandsupportingideas.

Materials:
1.StudentsBook7Apage11.
2.Cassette7Aandacassetteplayer.
3.Photocopiablepage8.

Preparation:
MakeacopyofPhotocopiablepage8foreachstudent.Cuethecassette.

Warming-up:

II.Pre-taskpreparation:
Languagelearningactivity:
Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Givestudentssometimetoreadthestorysilently.Thenaskstudents:WasQu-yuansad?Why?Encouragevolunteerstoanswerthequestions.
2.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
3.Playtherecordingagain.Studentslistenandrepeat.Askstudentstopayattentiontothepronunciationandintonationofthewords.
4.Remindstudentsoftheuseofthepasttenseinthestory.Goovertheverbsinthepasttensewithstudents.Invitethemoreablestudentstospeakoutandspell,ifpossible,thecorrespondingverbsintheirpresenttenseform.
5.Remindstudentstopayattentiontotheuseofdifferenttenseswhentalkingaboutthepastandthepresentinthestory.
6.DistributeacopyofPhotocopiablepage8toeachstudent.Studentsreadthetextonpage11oftheStudentsBookagainindividually.Havethemcompletethelistandwritedowntheanswerstothequestions.
7.Tochecktheanswerswithstudents,invitesomestudentstowritethelistontheboard.Theninvitethemoreablestudentstoanswerthequestionsorally.

Unit3:TheDragonBoatFestival(III)
Languagefocus:
Usingmodalstomakeanoffer.
e.g.Wouldyoulikeapieceofricedumpling?
Usingformulaicexpressionstoacceptoffers.
e.g.Yes,please.Ireallylikericedumplings.
Usingformulaicexpressionstodeclineoffers.
e.g.No,thanks.Idontlikericedumplingsverymuch.
Usingmodalstoindicatepreferences.
e.g.Idratherhaveapieceofpizza.

Languageskills:
Listening:
Recognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately.Identifythemainideasofanewtopic.Understandthespeakersintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking:
Maintainaninteractionbyreplying,askingquestionsandusingformulaicexpressionswhereappropriate.
Reading:
Readwrittenlanguageinmeaningfulchunks.Recognizerecurrentpatternsinlanguagestructure.Understandintention,attitudeandfeelingsstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage.
Materials:
1.StudentsBook7Apage12.
2.Cassette7Aandacassetteplayer.
3.Workbook7Apage6.

Preparation:
Cuethecassette.

I.Warming-up:
II.Pre-taskpreparation:
Languagelearningactivity:
Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewthenamesofthefoodanddrunkitemsthatstudentshavelearnedpreviously,e.g.pizza,pancake,cookies,hamburger,lemonade,7-up,coffee,etc.Introducenewfooditems,e.g.Chinesepudding,Christmaspuddingwiththehelpofpictureorphotos.
2.Playtherecording:Lookandsay.Studentslistenandfollowintheirbooks.
3.StudentsworkingroupsofthreeandusethemodelledconversationinAboutyoutodotherole-play.Havesomegroupscomeoutandacttheconversation.
III.Consolidation:
Workbookpage6
GrammarPracticeBook7Apage11.

扩展阅读

Module2GardenCityanditsneighbours

做好教案课件是老师上好课的前提，大家在认真准备自己的教案课件了吧。写好教案课件工作计划，才能规范的完成工作！你们会写多少教案课件范文呢？下面是小编精心收集整理，为您带来的《Module2GardenCityanditsneighbours》，希望对您的工作和生活有所帮助。

Module2GardenCityanditsneighbours
Unit3SantaClausisconmingtotown!
Period1课型:新授
教学目标
Usingrelativeclausestodescribepeople
Usingpronounstorefertopeople

教学重点
1.AsktheSstomastertheuseageofrelativeclauses
e.g.Wearelookingforsomeonewhoarekindandpatient.
2.名词做定语时用单数,除man、woman以外.
e.g.studentassistantswomenteachers

教学难点
定语从句

课前预习
Previewthenewwords

听力训练
Identifydetailsthatsupportamainidea

课后巩固
练习册P.21语法训练P.30

Period2
教学目标
Usingthepresentperfecttensetorelate
pastenentstothepresent.
Usingprepositionalphrasestoindicateaperiodoftime.

教学重点
1.Usingprepositionstoindicatetime
e.g.atChristmas,onChristmasDay
2.Usingpropernounstorefertoevents.
e.g.ChristmasEve,ChristmasDay,BoxingDay
3.Usingadverbstoexpressfrequency
e.g.Peopleusuallyspendthisdaywiththeirfamilyandfriends.

教学难点
现在完成时
课前预习
ListentotherecordingofPage39

听力训练
Identifythemainideasofanewtopic

课后巩固
练习册P.22语法训练P.31

Period3-4

教学目标
Usingthepresentperfecttensetorelate
pasteventstothepresent.
Usingrelativeclausestodescribeobjects
Usingnouns/nounphrasestorefertooneobject/morethanoneobject/uncountableobjects

教学重点
1.Asking‘How’questionstofindoutthelengthofaperiodoftime.
e.g.HowlonghaveyoulivedinGardenCity?
2.Usingconnectivestoindicateaperiodoftime.
e.g.IvelivedheresinceIwasborn.

教学难点
Usingrelativeclausestodescribeobjects.
e.g.TurkeyisapopulardishwhichpeopleusuallyeatatChristmas.

课前预习
RecitethetextofPage39

听力训练
ListentotherecordingofPage40、41

课后巩固
1.完成巧学M2U3试题
2.完成同步训练MUU3练习

Module2GardenCityanditsneighbours-

每个老师上课需要准备的东西是教案课件，大家在认真写教案课件了。只有写好教案课件计划，未来工作才会更有干劲！你们会写一段优秀的教案课件吗？小编特地为大家精心收集和整理了“Module2GardenCityanditsneighbours-”，欢迎您参考，希望对您有所助益！

Module2GardenCityanditsneighbours

Unit2Goingtoseeafilm

1

Languagefocus:

Usingformulaicexpressionstostartatelephoneconversation.

e.g.Hello.MayIspeaktoKittyLi,please?

Usingadjectivestodescribeobjects

e.g.Iloveexcitingfilms.

Usingimperativestogiveinstructions.

e.g.Holdon.I’llbebackinamoment.

Usingthesimplepresenttensetoexpressfeelings.

e.g.Weloveexcitingfilms,butyourmumdoesn’tlikethiskindoffilm.Languageskills:

Listening

Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.

Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.

Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gestureandfacialexpression

Speaking

Usegesturesandfacialexpressiontoconveymeaningandintention.

Maintainaninteractionbyreplying

Reading

Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression

Understandintention,attitudeandfeelingsstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage.Materials:

Student’sBook7Bpage33

Cassette7Bandacassetteplayer

Workbook7Bpage19Preparation:

Cuethecassette.Pre-taskpreparation

Languagelearningactivity

(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.

1.Say:Iwenttothecinemayesterdayandsaw(nameofthefilm).It’sa/an___film.It’sabout…Asktheclass:Haveyoubeentothecinemarecently?Whichfilmdidyousee?What’sitabout?Toelicit:Isaw(nameofthefilm).It’sa/an_______film.It’sabout…

2.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.

3.Playtherecordingagain.Studentslistenandrepeat.

4.Write:‘SodoI’,‘NeitherdoI’and‘SowouldI’ontheboard.Inviteamoreablestudenttocomeforwardandaskandanswerquestionswithyoulikethis:

Teacher:Whatkindoffilmdoyoulove?

Student:Ilove__films/filmsabout______.

Teacher:SodoI.Whatkindoffilmdon’tyoulike?

Student:Idon’tlike____films/filmsabout______.

Teacher:NeitherdoI.Whatwouldyourathersee:______filmsor_____films?

Student:I’drathersee____films.

Teacher:SowouldI.

5.Youmayhavestudentsworkinpairsandconductasimilardialoguetotalkaboutthekindsoffilmstheylikeanddonotlike.Walkaround,offeringhelpandguidancetothelessablestudentsifnecessary.Consolidation

GrammarPracticeBook7Bpage25

Workbookpage192

Languagefocus:

Asking‘Wh-’questionstofindoutaboutaspecificobject

e.g.Whichfilmwouldyouliketosee?

Usingadverbialstoexpressdegree

e.g.No,Idon’tlike________filmsverymuch.

Usingthesimplepresenttensetoexpressfeelings

e.g.Ilikethiskindoffilm.Languageskills:

Listening

Listenforspecificinformation

Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression

Speaking

Usegesturesandfacialexpressiontoconveymeaningandintention

Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings

Openaninteractionbyelicitingaresponse

Maintainaninteractionbyreplying

Reading

Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.Materials:

Student’sBook7Bpage34

SomeEnglishfilmposterfrommagazines/newspapers.Preparation:

CollectsomeEnglishfilmposterfrommagazines/newspapersandbringthemtoclass.Consolidation

GrammarPracticeBook7Bpage263

Languagefocus:

Usingmodalstomakesuggestions

e.g.Canweseethetwo-fiveshowintheafternoon?

Usingprepositionstoindicatetime.

e.g.Canweseethetenshowinthemorning?

Usingformulaicexpressionstorespondtosuggestions

e.g.Sorry,Kitty.Ican’tmakeitthenLanguageskills:

Listening

Recognizedifferencesintheuseofintonationinquestion,statements(includingapprovalanddisapproval),commands,andrespondappropriately

Listenforspecificinformation

Speaking

Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeeling.

Usegestureandfacialexpressiontoconveymeaningandintention.

Openaninteractionbyelicitingaresponse

Maintainaninteractionbyreplying

Maintainaninteractionbyaskingandrespondingtoothers’opinions.

Writing

Gatherandshareinformation,ideasandlanguagebuusingstrategiessuchasbrainstorming,listing,questioning,andinterviewingMaterials:

Student’sBook7Bpage35

Cassette7Bandacassetteplayer

Photocopiablepage30Preparation:

Cuethecassette.MakeacopyofPhotocopiablepage30foreachstudent.Pre-taskpreparation

1.Askstudentstolookatthefilmguideonpage34ofthestudent’sBookagain.Teachthemhowtoreadtheshowtimesaloud,e.g.10:20a.m.-thetentwentyshowinthemorning,2:45p.m.-thetwoforty–fiveshowintheafternoon,7:30p.m.-theseventhirtyshowintheevening,etc.

2.Playtherecording:Readandthink.Studentslistenandfollowintheirbooks.

3.HavethewholeclassreadthetextinReadandthinkcarefully.Ask:WhichshowcanKitty.MrsLiandpetersee?Toelicit:Theycanseethefivefortyshowintheevening.Youmayinviteamoreablestudenttoexplainwhy.

4.TellstudentstocompleteAskandanswerontheirown.Remainthemtorefertothefilmguideagaintofindtheanswers.Wheneveryonehascompletedtheexercise,checkanswersorally.4

Languagefocus:

Usingadverbstoexpresssequence

e.g.First,turnright.

Usingimperativestogiveinstructions

e.g.WalkalongGreetStreet.

Usingconnectivestolinksimilarideas

e.g.Next,turnleftandwalkalongTreeRoad.

Usingprepositionstoindicateposition

e.g.YouwillfindCityCinemaonyourright.Languageskills:

Listening

Listenforspecificinformation

Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases

Speaking

Connectideasbyusinglinkingwordsorphrases

Maintainaninteractionbyreplying

Reading

Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases

Writing

Planandorganizeinformationandideasbydecidingonthesequenceofcontent

DevelopwrittentextsbyusingappropriatelinkingwordsorphrasesMaterials:

Student’sBook7Bpage36

Cassette7Bandacassetteplayer

Workbook7Bpage20

Photocopiablepage31Preparation:

Cuethecassette.MakeacopyofPhotocopiablepage31foreachpairofstudents.Pre-taskpreparation

1.Reviewtheadverbsoftime:first,next,thenandfinallywithstudentsfirst.Youmaytellthemhowyougotoschool,e.g.First,Iwalktothebusstop.Next,ItakebusNo.3.ThenIgetoffthebusatSunsetRoad.Finally,Iwalkforthreeminutesandarriveatourschool.Inviteamoreablestudenttotelltheclasshowhe/shegoestoschoolusingthetimeadverbs.

2.DrawabigmapliketheoneinReadandsayontheboard.GivestudentsafewminutestoreadKitty’sinstructionsinPicture2.

3.Playtherecording:Readandsay.Studentslistenandfollowintheirbooks.

4.Playtherecordingagain.Inviteastudentstocomeforwardanddrawtherouteontheboardwhiletherestoftheclassarelisteningtotherecordingforthesecondtime.

5.Thewholeclassthencheckswhethertheirclassmatehasdrawntheroutecorrectlyornot.Post-taskactivity

Workbookpage20Consolidation

GrammarPracticeBook7Bpage275

Languagefocus:

Usingadverbstoexpresssequence

e.g.First,turn__.

Usingprepositionstoindicateposition

e.g.YouwillfindCityCinemaonyour______.

Usingprepositionstoindicatedirection.

e.g.Next,turn_______intoTreeRoad.

Usingimperativestogiveinstructionsanddirections

e.g.Turn___andwalkalong_____Languageskills:

Listening

Listenforspecificinformation

Speaking

Connectideasbyusinglinkingwordsorphrases

Maintainaninteractionbyreplying

Reading

Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases

Self-correctbyusingstrategiessuchasreadingfurthertoclarify

Writing

Planandorganizeinformationandideasbydecidingonthesequenceofcontent

Developwrittentextsbyusingappropriatelinkingwordsorphrase.Materials:

Student’sBook7Bpage37Pre-taskpreparation

Reviewthetimeadverbs:first,next,thenandfinallywithstudentsagain.Drawasimplestreetmapontheboardliketheoneonpage36ofthestudent’sBook.Askafewofthemoreablestudents:Howdoyougetto(aplace)from(anotherplace)?Toelicit:first,…Next,…Then…Finally,…Consolidation

GrammarPracticeBook7Bpage28to29

Module1Unit1

课时备课表（教案）

课题

Module1Unit1

课型

Listeningandspeaking

第1课时

教学

目标

知识目标

1.Graspthefourskillsofthewords.

2.Grasptheusefulexpressionsinthisunit.

3.Knowtheusageofthegrammars(a/an/the/名词、数词)

能力目标

Usethepointsofthisunitveryfreely.

情感目标

Getthestudentstoenjoythesceneryofthenature.

内容

分析

重点

Thewords,usefulexpressionsandthegrammar.

难点

Theusageoftheattributiveclause.

关键点

Thewords,phrasesandthetransports

教法学法

Team-workandcommunicationapproach.

教具

学具

Muiti-mediaAtaperecorder

教学程序

教材处理

师生活动

时间

Step1：Leadin（引入的同时学习活动1）Step2:Listenandanswer(Activity2)Step3:ListenagainandcompletethetableinActivity3.Step4:ReadingStep5:PronunciationandspeakingStep6:Homeworkfortoday

《中华一题》

Reciteallthepointsinthisunit,gettingreadyforthedictationtomorrow.

Getthestudentstotalkaboutthetransportsandthenaskthem“Whichonedoyoulikemost/least?“Whichonedoyouusemostoften/leastoften?”andsoon.Andknowthereasonsaccordingtotheiranswers.Readthewordsintheyellowboxtogether,knowingtheirmeanings.

ListentothetapeandfindouttheanswerstothequestionsinActivity2,thenaskthreestudentstoanswerthem,andcheckiftheyarerightornot.Listentothetapeagain,andcompletethetableaccordingtothetape.Thenask1studenttoreadhisanswertotheclassandcheck.1.ReadthedialogueandthenfinishActivity5.

2.Team-work:readitandunderlineallthepointswhichareimportantwithyourpartner.

3.Showtheimportancestotheclass,andtheteacherexplainssomedifficultiestothem.

4.ThendoActivities6and7.Listentothetapeandrepeatthesentencesafterthetape.

板书设计Thewordsinthismodule

Thepointsinthisunit

Notbad

Befullof

Befilledwith

Becauseof

EtcSomephrasesinthisunit

Haveagoodholiday

Flyback

Attheendof

Plentyof

Etc.

教学后记

课时备课表（教案）

课题

Module1Unit2(1)

课型

Readingandlearning

第2课时

教学

目标

知识目标

1.Graspthefourskillsofthewords.

2.Grasptheusefulexpressionsinunit2..

3.Knowtheusageofthegrammars(a/an/the/名词、数词)

能力目标

Usethepointsofthisunitveryfreely.

情感目标

Getthestudentstoenjoythesceneryofthenature.

内容

分析

重点

Theusefulexpressionsinthisunit.

难点

Afewsentences

关键点

Thewords,phrasesandthetransports

教法学法

Team-workandcommunicationapproach.

教具

学具

Muiti-mediaAtaperecorder

教学程序

教材处理

师生活动

时间

Step1：HaveadictationStep2:LookingthroughStep3:ReadandchoosethebestanswersStep4:ReadingStep5:ExplainingStep5:PronunciationandspeakingStep6:Homeworkfortoday

《中华一题》

Reciteallthepointsinthisunit,gettingreadyforthedictationtomorrow.

Getthestudentstowritetheimportancesinunit1,checkthemiftheyhavegraspedtheusagesofthepoints.Letthestudentslookthroughthepassageasquicklyastheycan,thenputthesentenceswhichareinActivity1intherightorder.LookatthequestionsinActivity2,andthenfindouttheanswerstotheminthepassage.

Thenchecktheiranswers.Teamwork:Listentothetapefirst,thenunderlinetheimportances,translatethepassageandexplainthedifficultiestoeachotherwithyourpartners.Afterthestepabove,theteachercanexplainsomedifficultiestothestudentsandhelpthemtounderstandthepassagebetter.Ifthestudentshaveanyquestion,theycanasktheteacherrightnow.

板书设计Setoff

Holdoneinone’sarms

Withtearsinone’seyes

Assoonas

Lookoutofthewindow

Nod

Without

Getoff-geton

Evenif=eventhough

…

教学后记

课时备课表（教案）

课题

Module1Unit2(2)

课型

Readingandlearning

第3课时

教学

目标

知识目标

1.Graspthefourskillsofthewords.

2.Grasptheusefulexpressionsinunit2..

3.Knowtheusageofthegrammars(a/an/the/名词、数词)

能力目标

Usethepointsofthisunitveryfreely.

情感目标

Getthestudentstoenjoythesceneryofthenature.

内容

分析

重点

Theusefulexpressionsinunit2.

难点

Afewsentences

关键点

Thewords,phrasesandthetransports

教法学法

Team-workandcommunicationapproach.

教具

学具

Muiti-mediaAtaperecorder

教学程序

教材处理

师生活动

时间

Step1：HaveadictationStep2;oralEnglishStep3:PairworkStep4:讲解《中华一题》中的错题Step6:Homeworkfortoday

作文一篇

Inordertoknowifthestudentswentoverthepointsinunit2,let’shaveadictationaboutit.

Getthestudentstodictateallthepointsinthisunit.Getthestudentstomakeupashortpassagewiththeusefulexpressionsinunit2,thenreaditfortheclass.Activity3:Workinpairandtalkabouttheanswerstothequestions.

Showtheanswerstotheclass.教师讲，学生先在书上改错，然后再把错误改在作业本上。改的同时，有不明白的，请及时问老师。

板书设计《中华一题》中的错题

中比较重要的知识点写在黑板上

教学后记

课时备课表（教案）

课题

Module1Unit3(1)

课型

Languageinuse

第4课时

教学

目标

知识目标Grasptheusageofthegrammars(a/an/the/名词、数词)

能力目标

Usethepointsofthisunitveryfreely.

情感目标

Getthestudentstochoosethebestwaytotravel

内容

分析

重点

Theusagesofthegrammars.

难点

Tousean/a/thecorrectly

关键点

Knowtherulesoftheusageofan/a/the

教法学法

Team-workandcommunicationapproach.

教具

学具

Muiti-mediaAtaperecorder

教学程序

教材处理

师生活动

时间

Step1：Usinga/an/thecorrectlyStep2:UsingthenumberscorrectlyStep3:ReadingStep4:ReadingStep6:Homeworkfortoday

《中华一题》Unit31.Atfirst,getthestudentstogoovertheusageof“a/an/the”.

2.ThenaskthestudentstodoActivities1and2.

Andthencheck.LetthestudentstodoActivities4and5.Iftheyhaveanyquestionaboutnumbers,theycanasktheteachers.(Becausenumbersareeasytounderstand,theteacherdoesn’twanttospendsomuchtimeinexplainingthem.GetthestudentstoreadthepassageinActivity7andcompletethechartandmatchthenumbersandthefactstheyrefertoinActivity8.

Thengetthestudentstoreaditbythemselves,andfindouttheimportantpointsandwhichwordstheycan’treadcorrectly.

Andthenlistentothetape,readafterthetape,whiletheteachercanaskthestudentstosolvesomequestionsaboutthispassage.

Nowchecktheiranswers.

板书设计Thepointsinthisunit

Intime/ontime

TheGreatWall

Fly-flew-flown

Bebadfor

Doharmto

Attheendof

Too…to..

教学后记

课时备课表（教案）

课题

Module1Unit3(2)

课型

Languageinuse

第5课时

教学

目标

知识目标

Grasptheusageofthegrammars(a/an/the/名词、数词)

能力目标

Usethepointsofthisunitveryfreely.

情感目标

Getthestudentstochoosethebestwaytotravel

内容

分析

重点

Theusagesofthegrammars.

难点

Tousean/a/thecorrectly

关键点

Knowtherulesoftheusageofan/a/the

教法学法

Team-workandcommunicationapproach.

教具

学具

Muiti-mediaAtaperecorder

教学程序

教材处理

师生活动

时间

Step1：HaveadictationStep2:ReadingStep3:讲解《中华一题》中的错题Step6:Homeworkfortoday

试题一份Getthestudentstowritethefollowingusefulexpressions:

Intime/ontime

TheGreatWall

Fly-flew-flown

Bebadfor

Doharmto

Attheendof

Too…to..Aroundtheworld:ThefirstplanetoflyacrosstheAtlanticOcean

Getthestudentstoreadthispassage,beforereading,teachthefollowing:

Eventually=atlast=intheend=finally

Freezing严寒的

Takeoff起飞

Thenaskafewstudentstoreadit,andtranslateitintoChineseatlast.

Solvetheproblemswhichthestudentsmetinreading.教师讲，学生先在书上改错，然后再把错误改在作业本上。改的同时，有不明白的，请及时问老师。

板书设计《中华一题》中的错题

错的单词

错的短语

出现的比较重要的句型

等等

教学后记

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