学生们有一个生动有趣的课堂，离不开老师辛苦准备的教案，大家开始动笔写自己的教案课件了。用心制定好教案课件的工作计划，才能更好地安排接下来的工作！你们会写教案课件的范文吗？请您阅读小编辑为您编辑整理的《Module1ChangeUnit1WhatwillIbe教案》，欢迎大家阅读，希望对大家有所帮助。

Module1Change
Unit1WhatwillIbe

一.教学内容：
Module1ChangeUnit1WhatwillIbe
1、课标词汇
2、重点词组
3、重点句型
4、时态：一般将来时
5、形容词比较级的构成
二.本周知识总结与归纳
1、课标词汇
changecenterstartintonoteonheavywillwantputseeshoppingknowphotographnewbackcentimeterkilogrammehairexcitedglassesreportermodeltimestrongneedsportpossiblyneedpolicemanagreethinkloveEnglishChineseslimdriversingerfarmerpoormorehoweverpracticelearn
2、重点词组
takeaphotographin13year’stimewearglasses
begoodatbepooratdressup
afootballplayerwouldlikehavetostuffyhard
3、重点句型
Hewillbe10centimeterstaller.
Shewillbe5kilogrammeheavier.
Kellywillbetallandslim.
Shewillpossiblybeamodel.
Hewillbegoodatsport.
I’mpooratEnglish.Ihavetostudyhard.
Yes,Iagree./No,Idon’tagree.
Iwouldliketobeadoctor.
4、时态：一般将来时
一般将来时的基本用法：表示将要发生的动作或存在的状态
一般将来时的形式：
●主语＋助动词(will/shall)＋动词原形(shall只用于第一人称)
肯定句：Ishallwork.Youwillplayfootball.
否定句：Ishallnotwork.Youwillnotwork.
疑问句：Willyouwork?Willtheywork?
●主语＋begoingto＋动词原形。表示计划、打算要发生的事，或即将发生的事。
肯定句：Iamgoingtowork.
Youaregoingtowork.
否定句：Iamnotgoingtowork.
Youarenotgoingtowork.
疑问句：Areyougoingtowork?
●瞬间动词(come,go,arrive,leave…)的现在进行时也可以表示将来。如：
Springiscoming.
●表示将来的时间状语：tomorrow,nextweek,nextmonth,in13years’time…
●in后接一段时间与将来时连用，表示将来动作发生在此段时间之后。如：
Hewillbuyanewhouseintwoyears.
5、形容词比较级的构成
规则变化：
（1）单音节词和少数双音节词一般在词尾加er：bright--brighter
（2）以不发音的e字母结尾的加r：large--larger
（3）以辅音字母加y结尾的变y为i加er:happy—happier
（4）以一个辅音字母结尾的重读闭音节词双写最后一个辅音字母再加er:big--bigger
（5）以er，ow结尾的双音节词加er：
clever—clevererslow—slower
不规则变化：
good,well—betterbad—worsemuch,many—more
little—lessfar—farther/further

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Unit1WhatwillIbe?教案

教案课件是老师上课中很重要的一个课件，大家正在计划自己的教案课件了。各行各业都在开始准备新的教案课件工作计划了，未来工作才会更有干劲！你们知道多少范文适合教案课件？以下是小编为大家精心整理的“Unit1WhatwillIbe?教案”，仅供参考，欢迎大家阅读。

Unit1WhatwillIbe?教案
Period:Firstperiod
AimsandDemands:
Studentsarerequiredto
a.Drawandwriteaboutwhatthecharacterswilllooklikewhentheyare25
b.Talkaboutwhattheirclassmateswilllooklikeinthefuture
c.Thinkandwriteaboutthemselves

Mainpoints:
A.Peterlikeshelpingpeople./Kallylovesdressingup.
B.In13years’time,Kallywillbetallandslim.
C.Hewillbe180centimetrestallandhewillweigh65kilogrammes.
D.Ithinkhe’llpossiblybeafireman.
E.However,I’dliketobeadoctor.
F.I’mpooratEnglishandChinese.
G.Ineedtostudyhard./Ihavetolearntomakesickpeoplebetter.

Teachingstrategy:
a.Learn-in-situation
b.Learner-based
c.Askandanswer
d.Introduce

MeansofTeaching:
Multimedia/discussion/role-play
Teachingaids:
Tape-recording/slide

Teachingprocedure:
Step1——Pre-taskpreparation
⒈LookattheinformationcardofKally.(slide)
ThephotoofKallyNameKally
Age12
Height155centimetres
Weight40kilogrammers
Hobbiessinging
dressingup
⒉Answerquestionsaccordingtotheinformationcard.
①WhatdoesKallylooklike?
②What’sherweight?
③What’sherheight?
④What’sherhobby?

Step2——While-taskprocedure

⒈Usethemagicmachineinthecorrectway.
(Kallywantstoknowwhatshewillbelikein13years’time,soshegoestotheshoppingcenter.Shewantstousethemagicmachine.Butshedoesn’tknowhowtouseit.Canyouhelpher?)
⒉TellwhatKallywilllooklikewhensheis25.(slide)
ThephotoofKallywhensheis25Height170centimetres
Weight55kilogrammers
JobActress
①WhatwillKallylooklikein13years’time?
(Wecanalsosay“WhatwillKallybelikein13years’time?”)
Shewillhavelonghair.She’llbemorebeautiful.She’llbetallandslim.

②What’sherweightwhensheis25?
She’llbe170centimetrestall.She’llbe______________________taller.
③What’sherheightwhensheis25?
She’llbe55kilogrammersheavy.She’llbe_____________________heavier.
⒊Talkaboutthemselveswhatwillbelikein13years’time.

Step3——Consolidation
⒈DiscusswhatDannywillbein13years’time.(slide)
NowIn13years’time
Height155cmHeight172cm
Weight55kgWeight65kg
AppearanceFat,wearglassesAppearanceNotverytall,strong
HobbyeatingHobbysports
Homework
⒈Writtenwork:GrammarBookpage17,ExerciseBookpage9
⒉Oralwork:WhatwillIbein13years’time?

Teachingcomments:
Thedesignoftheinformationcardplaysanimportantroleinthisunit.Studentscaneasilyknowthemeaningofeachkeysentenceandgivetherightanswerstothequestions.Buttheyhavedifficultiesinpronunciation,suchas“she’ll,he’ll,I’ll”.
Period:Secondperiod
AimsandDemands:
Studentsarerequiredto
d.Drawandwriteaboutwhatthecharacterswilllooklikewhentheyare25
e.Talkaboutwhattheirclassmateswilllooklikeinthefuture
f.Thinkandwriteaboutthemselves

Mainpoints:
A.Peterlikeshelpingpeople./Kallylovesdressingup.
B.In13years’time,Kallywillbetallandslim.
C.Hewillbe180centimetrestallandhewillweigh65kilogrammes.
D.Ithinkhe’llpossiblybeafireman.
E.However,I’dliketobeadoctor.
F.I’mpooratEnglishandChinese.
G.Ineedtostudyhard./Ihavetolearntomakesickpeoplebetter.

Teachingstrategy:
e.Learn-in-situation
f.Learner-based
g.Askandanswer
h.Introduce

MeansofTeaching:
Multimedia/discussion/role-play
Teachingaids:
Tape-recording/slide
Teachingprocedure:

Step1——Pre-taskpreparation

⒈Saysomethingabout“WhatwillIbein13years’time?”
⒉Listento“Read,thinkandsay”,thenfillintheblanks.
In13years’time
Height180cm
Weight65kg
AppearanceTallandstrong,
notwearglasses
Begoodatsports
⒊Discusswhatpeterwillbe.
(IthinkPeterwillpossiblybeapolicemanbecausehelikeshelpingpeople.Doyouagree?Yes,Iagree.No,Idon’tagree.Ithinkhe’llpossiblybeafireman.)

Step2——While-taskprocedure
⒈UsetheslidetodiscusswhatKallyandDannywillbe.
⒉DiscusswhatKallyandDannyneedtodo,iftheywanttomaketheirdreamcometrue.
(Dannyisgoodateating.HeispooratEnglishandsports.Hewillpossiblybeacooker.However,hewouldliketobeafireman.Soheneedstodomoreexercise.HehastopractiseEnglishmore.Hehastolearntoputoutfires.
Kallyisgoodatdressingupandsinging.Sheispooratdancing.She’llpossiblybeamodel.However,she’dliketobeasinger.Whatdoessheneedtodo?Whatdoesshehavetopractise?)
⒊Completethetask“Aboutyou”.

Step3——Consolidation
ExerciseBookpage10,GrammarBookpage18,19,20

Homework
Oralwork:WhatwillIbe?
Writtenwork:composition“WhatwillIbe?”

Module3ChangeUnit1Changingourlives(牛津7B)

Module3Change

Unit1Changingourlives1/4I.Languagefocus:

1.Usingconnectivestolinkcontrastingideas

2.Usingthesimplepasttensetotalkaboutpastactivities

3.Usingconnectivestoexpresstransitionofmeaning

II.Languageskills:

Listening

lUnderstandtheconnectionbetweenideas

lRecognizinglinkingwordsandphrases

lPredictthelikelydevelopmentofatopic

Reading

lUnderstandtheconnectionbetweenideas

lRecognizerecurrentpatternsinlanguagestructure

lPredictthelikelydevelopmentofatopic

lSkimatexttoobtainageneralimpressionandthemainideas

Speaking

lMaintaininganinteractionbyreplying

III.Materials:

lSBP49

lCassette7B

lWBP1

ProcedureI.Warming-up
1.Freetalk:

II.Pre-taskpreparation

1.Introduce:

Although：

Althoughweareold,westillworkinthefieldseveryday.

We’reold,butwestillworkinthefieldseveryday.

2.Invitestudentstomakeupsentencesbeginning

with“although”

3.Lookandread:

1)Listenandfollow

2)Listenandrepeat

3)Askquestionstochecktheirunderstandingofthestory.

III.While-taskprocedure

1.LookatThinkandwrite

2.HelpLuckFairyfinishthereporttotheking

3.Individualwork:readaloudthefourreasonsforgivingFredandDorisawish.

4.Checktheanswerstogether.

IV.Consolidation

loral:1)Listenandread5times

2)Actoutthedialogues

lwritten:1)Copywork:phrases

2)GBP38

V.NoteUnit1Changingourlives2/4I.Languagefocus:

lUsingconnectivestoexpresstransitionofmeaning

II.Languageskills:

Listening

lUnderstandtheconnectionbetweenideas

Reading

lUnderstandtheconnectionbetweenideas

lRecognizerecurrentpatternsinlanguagestructure.

lRecognizethepresentationofideas

lRe-readtoestablishandconfirmmeaning

Speaking

lConnectideasbyusinglinkingwordsorphrases

Writing

lDevelopwrittentextsbypresentingmainandsupportingideas

lDevelopwrittentextsbyusingappropriatelinkingwordsorphrases

III.Materials:

lSBP50

lCassette7B

ProcedureI.Warming-up

Freetalk:retellthestory

II.Pre-taskpreparation

lContinuetoplaytherecording:Lookandread

lListenandfollow

lActoutthedialogue

III.While-taskprocedure

Individualwork:readthestoryagain,completetheblankets.

Checktogether.

IV.Consolidation

loral:1)Listenandread5times

2)Actoutthedialogues

lwritten:1)Copywork:phrases

2)GBP39

Unit1Changingourlives3/4I.Languagefocus:

lUsingconnectivestoexpresstransitionofmeaning

lUsingthefuturetensetotalkaboutfutureactions

II.Languageskills:

Listening

lUnderstandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases

Speaking

lConnectideasbyusinglinkingwordsorphrases

Reading

lReadwrittenlanguageinmeaningfulchunks

lUnderstandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases

lRecognizerecurrentpatternsinlanguagestructure

Writing

lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing

lDevelopwrittentextsbyusingappropriatelinkingwordsorphrases

lDevelopwrittentextsbyexpressingownideasandfeelings

Ⅲ.Materials:

lSBP51

lCassette7B

lWBP25

lPPP44

ProcedureⅠ.Warming-up
1.Freetalk:

Ⅱ.Pre-taskpreparation

1.Askastudent:

Whichsubjectareyougoodat?

Whichsubjectareyoupoorat?

2.Practiceinpairs:Although…isgoodat(asubject),he/sheispoorat(anothersubject).

3.Thinkandsay:listenandfollow,listenandrepeat

Ⅲ.While-taskprocedure

1.LookatthepicturesagaininThinkandsay,andwrite

aboutwhatthechildrencanlearnfromothers

2.Haveoneortwostudentsreadtheiranswersaloud.

3.PPP44,writeareportaboutwhattheycanlearnfromtheirparents,teachersorfriends

4.Inviteafewstudentstosharetheirreportswithclass

IV.Post-taskactivity

WB:P25

V.Consolidation

loral:1)Listenandread5times

2)Actoutthedialogues

lwritten:1)Copywork:phrases

2)GBP40

VI.Notes:

Unit1Changingourlives4/4I.Languagefocus:

1.Usingconnectivestoexpresstransitionofmeaning

II.Languageskills:

Reading

lScanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords

Speaking

lMaintainaninteractionbyaskingandrespondingtoothers’opinions

lMaintainaninteractionbytakingone’sturnattherightmomentandrecognizingother’sdesiretospeak

Writing

lPlanandorganizeinformationandideasbydecidingonthesequenceofcontext

lDevelopwrittentextsbyusingappropriatelinkingwordsorphrases

lDevelopwrittentextsbyusingbasicnarrativestructure

lReviseandeditdraftsbysharingworkwithteachersandclassmates

III.Materials:

lSBP52

lCassette7B

lWB26

ProcedureI.Warming-up
1.Freetalk:

Ⅱ.Pre-taskpreparation

HavestudentsreadthestoryofthepoorfarmerandhiswifeonSBP49,50

Ⅲ.While-taskprocedure

1.PP45,46:writethescriptforthestoryaboutthepoorfarmerandhiswife

2.Roleplay:Playingtherolesofpresenter,theLuckFairy,Fred

andDorisrespectively.

3.Performplays

Ⅳ.Post-taskactivity

WBP26

Ⅴ.Consolidation

loral:1)Listenandread5times

2)Actoutthedialogues

lwritten:1)Copywork:phrases

2)GBP45

3)PAM3U1

VI.Notes

牛津上海七下Module3ChangeUnit1Changingourlives教案

Module3Change
Unit1Changingourlives
1
Languagefocus:
Usingconnectivestolinkcontrastingideas
e.g.I’mgoodatalotofsubjects,butI’mpooratMaths.
Usingthesimplepasttensetotalkaboutpastactivites.
e.g.Longago,therewasapoorfarmercalledFred.
Usingconnectivestoexpresstransitionofmeaning
e.g.‘Althoughwe’reold,westillworkinthefieldseveryday,’saidDoris.

Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases
Predictthelikelydevelopmentofatopicbyrecognizingkeywords,andmakinguseofcontextandknowledgeoftheworld
Speaking
Maintainaninteractionbyreplying
Reading
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure
Predictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
Skimatexttoobtainageneralimpressionandthemainideas

Materials:
Student’sBook7Bpage49
Cassette7Bandacassetteplayer

Preparation:
Cuethecassette.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Introduce:Although.Writeafewsamplesentencesontheboardtohelpexplainingthemeaning,e.g.AlthoughMaryisthin,sheishealthy./AlthoughJohnispoor,heishappy./AlthoughUncleTomisrich,heisunhappy.
2.Inviteafewmoreablestudentstomakeupsomesentencesbeginningwith‘Although’.Askthemtowritethesentencesontheboard.Offerhelpifnecessary.Thengooverthesentenceswiththewholeclass.
3.Playtherecording:Lookandread.StoptherecordingafterPicture2.Studentslistenandfollowintheirbooks.

4.Askthestudentssomequestionstochecktheirunderstandingofthestory,e.g.What’sthenameofthefarmerandhiswife?/Wheredidtheylive?/Whovisitedthemonewinternight?/Didtheystillworkinthefields?Etc.
5.Remindstudentsthatthestoryisnotfinishedyetandwillbecontinuedonpage50oftheStudent’sBook.However,youmayencouragestudentstoguesswhatisgoingtohappenprortheendingofthestorybeforeyougoon..

Consolidation
GrammarPracticeBook7Bpage38

2
Languagefocus:
Usingconnectivestoexpresstransitionofmeaning
e.g.Althoughtheyarepoor,theydonotwantany_____fromme.

Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.
Speaking
Connectideasbyusinglinkingwordsorphrases
Reading
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation
Re-readtoestablishandconfirmmeaning
Writing
Developwrittentextsbypresentingmainandsupportingideas
Developwrittentextsbypresentingmainandsupportingideas.
Developwrittentextsbyusingappropriatelinkingwordsorphrases

Materials:
Student’sBook7Bpage50
Cassette7Bandacassetteplayer

Preparation:
Cuethecassette.

Consolidation
GrammarPracticeBook7Bpage79

3
Languagefocus:
Usingconnectivestoexpresstransitionofmeaning
e.g.AlthoughKallyhasalittlepockedmoney,sheisstillveryhappy.
Usingthefuturetensetotalkaboutfutureactions
e.g.HewillpractiseMathsmore.

Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.
Speaking
Connectideasbyusinglinkingwordsorphrases
Reading
Readwrittenlanguageinmeaningfulchunks
Understandtheconnectionbetweenideasbyidentifylinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
Developwrittentextsbyusingappropriatelinkingwordsorphrases.
Developwrittentextsbyexpressingownideasandfeelings.

Materials:
Student’sBook7Bpage51
Cassette7Bandacassetteplayer
Workbook7Bpage25
Photocopiablepage44

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage44foreachstudent.

Pre-taskpreparation
1.Askstudent:Whichsubjectareyougoodat?Whichsubjectareyoupoorat?Whatwillyoudoaboutthis?Toelicit:I’mgoodat(asubject),butI’mpoorat(anothersubject).I’ll…Afterlisteningtothestudent’sanswers,youcanputtheminanotherwayandsay:Although(thestudent’sname)isgoodat(asubject),he/sheispoorat(anothersubject).He/She’ll…Havestudentsworkinpairsandtalkinthesamewayaboutthesubjectstheyaregoodatandpooratandwhattheywilldoaboutit.Walkaround,offeringhelpandguidancetothelessablestudents.
2.Inviteafewpairstoreporttheirfindingsinclass,e.g
S1:AlthoughS2isgoodat_____,he/sheispoorat____.He/Shewill…
S2:Although51isgoodat______,he/sheispoorat.He/Shewill…
3.Playtherecording:Thinkandsay.Studentslistenandfollowintheirbooks.
4.Playtherecordingagain.Studentslistenandrepeat.
Post-taskactivity
Workbookpage25
Consolidation
GrammarPracticeBook7Bpage40
4
Languagefocus:
Usingconnectivestoexpresstransitionofmeaning
e.g.Althoughwe’reold,…

Languageskills:
Speaking
Connectideasbyusinglinkingwordsorphrases
Usegesturesandfacialexpressiontoconveymeaningandintention
Maintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitysuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
Reading
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.
Writing
Planandorganizeinformationandideabydecidingonthesequenceofcontent.
Developwrittentextsbyusingappropriatelinkingwordsorphrases.
Developwrittentextsbyusingbasicnarrativestructurethatcomprisessetting,characters,eventsanddialoguewhenwritingaboutrealandimaginaryexperience
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage

Materials:
Student’sBook7Bpage52
Workbook7Bpage26
Photocopiablepages45and46

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepages45and46foreachstudent.

Post-taskactivity
Workbookpage26

Consolidation
GrammarPracticeBook7Bpage45.

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