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

相关知识

Module1GardenCityanditsneighbours-

教案课件是每个老师工作中上课需要准备的东西，大家在认真准备自己的教案课件了吧。我们制定教案课件工作计划，可以更好完成工作任务！你们清楚教案课件的范文有哪些呢？小编特地为您收集整理“Module1GardenCityanditsneighbours-”，欢迎您阅读和收藏，并分享给身边的朋友！

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/sweetoneswithoutredbeansLanguageskills:

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.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.

Module1GardenCityanditsneighbours

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.

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.

Module2Relationships

教案课件是老师不可缺少的课件，大家应该开始写教案课件了。只有写好教案课件计划，才能够使以后的工作更有目标性！你们知道哪些教案课件的范文呢？下面是小编为大家整理的“Module2Relationships”，希望对您的工作和生活有所帮助。

Module2Relationships

Unit1Visitingrelatives

一.教学内容：

Module2RelationshipsUnit1Visitingrelatives

（一）课标词汇

（二）重点短语

（三）重点句型

（四）wouldlike的用法

（五）特殊疑问句Howlong…?Howmuch…?

二.知识总结与归纳：

（一）课标词汇

1.invite2.yet3.exciting

4.send5.as6.great

7.his8.expensive9.rain

10.interesting11.idea12.say

13.eleventh14.slow15.cost

16.plane17.week18.dear

19.trip20.much21.present

22.lovely

（二）重点短语

1.havealetterfrom2.thesameageas

3.talkto4.from…to…

5.thinkabout6.writeto

7.staywith8.beexcitedabout

9.getthere10.byplane

11.haveagoodjourney12.alltheinterestingplaces

13.makeatimetable14.ontheGreatWall

15.intheSummerPalace16.atTian’anmenSquare

17.intheForbiddenCity18.inthecenterofBeijing

19.besadto20.aphotoofBen

（三）重点句型

1.I’vehadaletterfrommybrother.

2.HehasinvitedustostaywithhisfamilyinAugust.

3.I’veneverseenmycousininBeijing.

4.Howexciting!

5.ArewegoingtovisitBeijing?

6.That’stooslow/expensive.

7.Howmuchistheticket?

8.Howlongwillwestay?

（四）wouldlike的用法

“wouldlike”意为“想要”，其语气比用like婉转些。具体用法如下：

1.后面接名词或代词，表示“具体要”某样东西。例如：

I’dliketwosweatersformydaughters.

（我想给我的女儿们买两件毛衣。）

Wouldyoulikeoneofthesemooncakes？

（你想要一块这样的月饼吗？）

2.后面接动词不定式，表示“愿望，喜爱”，常用于有礼貌地提出邀请、请求或建议。例如：

Iwouldliketodropmaths.

（我想放弃数学。）

Wouldyouliketocometosupper？

（你愿意来吃晚饭吗？）

3.当主语是第一人称时，would可与should换用，它们都可以缩写为‘d，并且like也可换成love.例如：

I’msurehewouldlovetocome.

（我确信他愿意来。）

Ishouldliketheredone.

（我想要红色的。）

4.“wouldlike”后面可以用动词不定式作宾语补足语。例如：

Whatwouldyoulikemetodo？

（你想要我干什么？）

I’dlikeyoutomeetmyparents,too.

（我想要你也见见我的父母。）

*重点记住：wouldlike后面不能接doing

（五）特殊疑问句Howlong…?Howmuch…?

We’llstayuntiltheendofAugust.

Howlongwillwestay?

Ittakes2.5hourstotravelfromGardenCitytoBeijingbyplane.

HowlongdoesittaketotravelfromGardenCitytoBeijingbyplane?

Itis1500yuan.

Howmuchisit?

Itcost1500yuan.

Howmuchdoesitcost?

Theyare549yuan.

Howmucharethey?

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