每个老师不可缺少的课件是教案课件，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！你们知道适合教案课件的范文有哪些呢？以下是小编为大家精心整理的“Grammarofunit4Period5”，希望能为您提供更多的参考。

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.(用柱状图表示)

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.

延伸阅读

VocabularyofUnit4(period4)

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，是认真规划好自己教案课件的时候了。认真做好教案课件的工作计划，才能更好的在接下来的工作轻装上阵！你们清楚有哪些教案课件范文呢？以下是小编为大家收集的“VocabularyofUnit4(period4)”希望能为您提供更多的参考。

VocabularyofUnit4(period4)
TeachingContent:VocabularyofUnit4(FWE7A
TeachingAims:1.Torecognizenamesofdifferentfoods
2.Touseadjectivestodescribedifferenttastes
TeachingDifficulty:Spellingofthenamesofthefoods
TeachingImportance:Torecognizethenamesofthedifferentfoods
TeachingTools:foods,pictures,apieceofcloth,papers
TeachingProcedure:
I.Greetingsandgivingtheaimsofthislesson.
T:Hello,boysandgirls.Todaywearegoingtorecognizedifferentfoodandtheirtastes.
II.Pre-taskactivity
1.T:Boysandgirls,lookatmydesk.Ibringsomekindsoffoodheretoday.Let’sseewhohasthebestmemory.I’llgiveyoutwominutestolookthroughthefood.Then,I’llcoverthefood.Whosaysthemostnamesofthefood,who’llbethewinner.AndI’llgivehimorherthefoodasaprize.
(Usesomefoodstomakethestudentsinterestedandexcited.)
2.T:Now,boysandgirls,lookatthesepictures.Therearemanykindsoffoodonthepictures.Let’sseewhataretheirnames.Now,followme.
(Displaythepicturesoffoodwiththewordsunderneaththeminlargeandclearletters.Usethemtoteachthenewwords.Thismakesthelearninginterestingandeasy.)
III.Taskcycle
Task1.Rearrangethelettersofsomefood.
Boysandgirls,let’scometoPartAonP59.PleasehelpMillierearrangetheletterstofindoutthenamesoffood.Afteryoufinishtheanswers,pleaseputupyourhand.Letmeseewho’llbethefirstfivestudents.
(gettwostudentstowritetheiranswersontheblackboardandchecktheanswerswiththewholeclass.Ifyourclassisastrongeroneyoucanchooseotherwordsforfoodandjumblethelettersofeachword.Askforvolunteerstowritesomeofthesewordsonblackboard.Workouttheanswersasaclassactivity.)
Task2.Findhowthefoodtastes.
Wow,lookatme.It’ssosour/sweet/spicy/salty.
(Usesomepicturesofdifferentkindsoffoodwithstrongtastes.Mimethewords“sour”and“spicy”.Explainthesemeaningsfurtherwithpictures.)
Now,boysandgirls,let’scometoPartB.Howwelldoyouknowthedifferenttastes?Lookatthepictures,writethecorrectwordsunderthepictures.
(Askstudentstodothistaskontheirown.Compareanswerswiththeirpartner.)
Task3.Listthenamesoffood,thencompletethefigure.
Now,lookatthefigure.Pleaseworkinpairs,trytowritedownthenamesoffoodandtheirtastes.Themore,thebetter

IV.Posttask
Pleasetellmehowmanynamesoffooddoyoulist.Themore,thebetter.
(Studentsreporttheresultstothewholeclass.)
Welldone!Now,let’sseewhichgroupfindsthemostfood.That’sthewinnerofthislesson.(Givesomefoodasprizes.)
V.Homework
Makeasurvey.Gotothesupermarkettofindmorefoodandtheirtastes.

VocabularyofUnit5period3

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

Practiseofunit5period4

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.

ThenIdesignedapairoftrainerstogowiththejeansandT-shirt.Theyareverycomfortableandmadeofwhiteleather.Theydonothavelaces,sotheyareeasytoputon.ThejacketIdesignedisbluewithwhitesleeves.

IntegratedSkillsofunit5period89

每个老师需要在上课前弄好自己的教案课件，大家在用心的考虑自己的教案课件。教案课件工作计划写好了之后，这样接下来工作才会更上一层楼！有没有好的范文是适合教案课件？小编特地为大家精心收集和整理了“IntegratedSkillsofunit5period89”，仅供您在工作和学习中参考。

IntegratedSkillsofunit5period89

ASimplepasttense

Task-basedTeachingAims:

1.CognitiveDevelopment

Makesurestudentscanrecognizethetensefreely.

2.ProficiencyLevel

Todeveloptheirintegratedskillsthroughlistening,reading,speakingandwriting.Theycanusethetensetomakeupsentencesanddialoguesfreelyafterlearning.Theycanalsorecognizeanduseadverbstoorderevents.

3.AffectiveLearning

Todeveloptheirenjoymentsoflifeandthingsaroundthem,especiallythesuccessoflearning,throughinteractiveteachingandstudent-orientedteaching.

Step2Talktostudentsaboutwhatyoudidlastweekendandasksomequestionsasyougoalong,e.g.Ihadareallygoodweekend.

Didyouhaveagoodweekend?

Iplayedtennisfortwohours.

Whatdidyoudo?

IwatchedafilmonSaturdayevening.Itfinishedat11p.m.

WhatdidyoudolastSaturday?

OnSunday,ItookabusfromWangfujing.

Therewerealotofpeople.

WhatdidyoudoonSunday?

Step4Teachthemhowtousethesimplepasttensetomakepositiveandnegativesentences,askandanswerquestions.Havethemcompletetheconversation.Checkanswersandclarifyanymisunderstandings.

MrsWang:DidMillieaskGrandmaaboutthedressonMonday?

Andy:No,shedidn’t.ShewenttotheReadingClub.DidshehelpyouwiththeshoppingonTuesday?

MrsWang:Yes,shedid.DidsheplayvolleyballonWednesday?

Andy:Yes,shedid.Butshecleanedherbedroom.

MrsWang:Iknow!DidshedoherMathsproject?

Andy:No,shedidn’t.Butshedidsomeworkforthefashionshow.

BSequencingevents

Step1Torecognizeanduseadverbstoorderevents.Tellthemtopayattentiontothesimplepasttense.Weusetheseadverbstoshowtheorderinwhichthingshappen.Weputtheadverbsatthebeginningofasentenceastheyconnectthesentences.Weoftenusethemtoclarifyaprocessoraparticularsequenceofevents.

(first,then,next,afterward,finally)

Step2Askstudentstodoapresentationabouttheirowndayusingtheadverbstheyhavelearned.Encouragethemtoincludemoreinformation.Helpthemchooseatitle.Remindthemtousethesimplepasttense.

B1Brieflyreviewtheadverbs,usingthepicturesforsupport.

AskstudentstowritethelettersintheboxesinPpartB1individually.Studentscheckeachother’ssequenceofsentences.Monitortheclassasyouwalkaround.

B2SetthecontextbyremindingstudentsaboutthefashionshowdescribedearlierintheunitbeforeaskingstudentstodoB2.LinkSimon’sexperiencetoanyothereventsyourstudentsmayhavebeeninvolvedin.introducetheideaofworitingapicturestoryasanarrativeusingadverbsandthesimplepasttensetoorderevents.

Step3Reviewkeyvocabualryandexplainunfamiliarwords:‘catwalk.’

Askquestionsabouteachpicture.

1)WhatdidSimondofirst?

2)WhatdidSimonwear?

3)Whatdidhedonext?

4)WhodidSimontalkto?

5)Wheredidhegoafterwards?

AskstudentstowritesentencesaboutSimon’sdayusingthesimplepasttense.Checktheanswersasaclassactivity.

CheckoutandProjectofUnit5Period10

Task-basedTeachingAims:

(1)CognitiveDevelopment:

Throughreadingandlisteningto“Thelifeofatrainer”,theSscanlearnanduserelevantexpressionsfreely.

(2)ProficiencyLevel:

TodeveloptheSs’integratedskillsthroughlistening,speaking,readingandwriting.

(3)AffectiveLearning:

TodeveloptheSs’enjoymentsoflifeandthingsaroundthem,especiallythesuccessoflearning,throughinteractiveteachingandstudent-orientedteaching.

(4)CulturalUnderstanding:

MaketheSsfeeltheculturaldifferencesbetweenEasternandWesternCountries.

Procedures:

StepOne:Presentatrainerandteachthedifferentpartsofit.ThenlistenanddopartA1.

T:Isitatrainer?S:…

T:Doyoulikewearingtrainers?S:…

T:Doyouknowwhatthenamesofthesepartsare?S:…

T:OK.Wecallit“shoelace/sole/stripe/tongue”.

StepTwo:Presenttheproceduresofmakingatrainer.ThenguidetheSsthroughthenewwordsandletthemspeakoutinEnglish.

T:Now,boysandgirls,Iknowthatmostofyoulikewearingtrainers.Doyouknowhowtomakeone?

S:…

T:OK.Firstlet’shavealookonthescreen.Thenpleasetellmeaboutit.S:…

T:OK.Iknowit’sverydifficultforyoutosay.Butitdoesn’tmatter.Nowpleasediscussinyourgroupsandlaterwe’llshareyourideastogether.

S:…(Discussingroups)

T:(AfterlisteningtotheSs’description,theteacherdescribesthegeneralcontentsinPartA2.ThenlettheSssayaftermetwice.Finallylistenandputthesentencesinthecorrectorder.)

StepThree:PresentPartTwoofthestory.ThenlettheSsgetthegeneralideaofitandpaymuchattentiontotheverbspasttenseforms.

T:Now,weknowhowtomakeatrainer.Doyouwanttoknowhowthetrainerisgettingalong?OK.Let’slistencarefullyandcompletethesentencesinPartA4.S:…

StepFour:Presentafashionshowandpractisethesentences“Whatis/are…madeof?It’s/They’remadeof…”.

StepFive:Writtenwork

T:Now,we’velearnedthedifferentpartsofatrainerandhowtomakeone.Andwealsoseeafashionshowandhavelearneddifferentmaterialsformakingclothes.Andwouldyoupleasedesignsomeclothesandmakeapostertogiveinformationaboutthestyles,coloursandmaterialsoftheclothes?Youcandoitlikethis:

Homework:

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