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:

相关阅读

Grammerofunit5period5and6

Grammerofunit5period5and6

Languagefocus:

1.Learnnewwordexpressions

2.Text-learning

3.Usingthesimplepresenttensetoexpresspreferences

Materials:

Students’Book7bpage87

Acassetteplayer,aslideprojector

Differentkindsofthings

Teachingprocedure:

I.Warming-up

Let’ssingasongtorelax.

II.Greeting

III.Students’report

Todayourtopicis“Ouranimalfriends”.

First,let’swatchashortplaybystudents.

IV.Presentation

Thankyou.

Intheirshortplay,weknowanimalsareverylovely.Theyareourgood

friends.SoIthinkmostofpeoplelikeanimals,especiallyyou,children

Doyouhavegoodanimalfriends?Youbringthemhere.Wouldyouplease

showusyouranimalfriends?Pleasetakeoutandtrytointroduceyour

pets.Likethis:

1.Doyouhaveapetathome?

2.What’sit?

3.What’shis/hername?

4.Whatcolourishe/she?

5.How/Wheredidyougethim/her?

Nowdiscusswithyourdeskmates,I’llasksomeofyoutotryO.K.?

(Thenask6studentstointroduce.)

Allofyourpetsarenice.ButIpreferpuppies.

ToS1:Whichanimaldoyoulike?S1:Ilike…

Oh,he/sheprefers…Andhowaboutyou?(ToS2)S2:Ilike/prefer…

Oh,heprefers…Nowlookatthisexpression:

----Whichonedoyoulike?

----Iprefer…

Readafterme.(practise)

----Whichfooddoyoulike?

----Whichfruitdoyoulike?

----Whichcitydoyoulike?

Practisethisexpressioninpairs.

Now,doyouknowwhichpetKittyandBenprefer.Let’slearnSam’sstory.

Lookatsomenewwordsfirst.(Showabrochure.)

Thisisatravelbrochure/acomputerbrochure.Wecanalsosayatravel

booklet.(Showslide)

Readafterme.(Showapicture.)

Whoishe?He’saninspector.Apersonwhosejobistoexamorcheck

something.

(Showword:inspector.Read)/(Showanotherpicture.)

Whatcanyouseeinthepicture?It’sahomefordogs.It’sakennel.(

Showword:kennel.Read)

I’lltellyouSamisattheSPCAkennels.WhatisSPCA.

(Showslide:SPCA:Societyforthepreventionofcrueltytoanimals.)

Readafterme.Itmeansanorganizationwhichprotectsanimalsfromdanger.

Let’sreadallnewwords.

V.Text-learning

Thenlet’scometoourtext.First,listentothetext,don’tlookatyour

books.Thentrytoanswersomequestionsaboutthetext.Solisten

carefully.

(1)Isdog’snameSimon?

(2)DidBenandKittyfirstmeetSaminthepetshop?

(3)DoesKittyprefertheblackandwhiteonebest?

(4)Dotheywantthelightbrownone?

(5)What’sthedog’sname?

(6)WheredidtheyfirstmeetSam?

(7)WhichpetdoesBenprefer?

(8)Whichonedotheychoosefinally?

(9)WhatmustBenandKittydoifSamissick?

Allright.Openyourbookstopage67.Readafterthetapesentenceby

sentence.Payattentiontopronunciationandintonation.

Thenyoupractisethetextbygroupsinroles.Trytoimitateaspossible

asyoucan.

VI.Consolidation

Fromthetext,weknowKittyandBenloveSamverymuch.Theytakegood

careofhim.Theyaresokindtoanimals.Butnowadays,alotofpeople

arecrueltoanimals.Alargenumberofanimalsarekilledbypeople.Even

somerareanimalshavedisappearedfromtheearth.Itisasadstory.So

wemustprotectanimalsandprotectenvironment.

Doyouagree?(Yes.)

Accordingtothissituation.Iaskyoutodiscussingroupsandgiveus

yourstoriesaboutthistopic.

Pleaseprepareforawhile.I’llplaythemusic.Themusicstops,youstop.

VII.Summaryandassignment

Inthisclass,welearnSam’sstoryandweknowanimalsareourgood

friends.Weshouldbekindtothem.Wealsolearnsomenewwordsand

expression.

Today’shomework:

1.Copythenewwords.2.Recitethetext.3.Completethereportonpage89

Commentsafterclass

Englishisausefullanguage.It’sausefultool.Wewouldlikeour

studentstousethislanguageflexiblyratherthanonlyrememberingsomephrases.

Accordingtothisaim,inthislesson,mydesignisfirstlymovingfromold

knowledgetonewknowledge,frompreviouslessontothenextone.

Mytopicis“Ouranimalfriends”,andchildrenlikeanimals.Soatthe

beginningofthelesson,Iinvitestudentstointroducetheirfavourite

animals.Theycouldtaketheirpetstotheclassandtheyshowedgreat

interest.NextItransferredtothesentencepattern:

“Whichonedoyoulike?”

“Iprefer….”

Byasking“Whichanimalsdoyoulike?”

Iletstudentsuseallkindsofthingstheyhavelearnedtopractisethis

sentencepattern.

ThenIcametothetext-learning.Itaughtthemnewwordsbyshowingthem

pictures.Afterthat,Iaskedstudentstolistenandunderstandthe

generalmeaningofthetext,readandimitatethepronunciationand

intonationofthetapeofthetext.

Atlast,Ihavethestudentsimaginedifferentkindsofstories,concerned

thesituationnowadaysthatalotofrareanimalshavebeendestroyedby

someunkindpeople.Letthestudentsknowweshouldprotectanimalsand

naturalenvironment.

Allaboveismyoutlineofthewholeclass.Ithinkstudentscanlearn

somethingnotonlyinsideclassbutalsooutsideclass.MaybeIshould

continuetoimprovethesituationalteachingmethod.

consolidationofunit5Period7

Languagefocus:

1.Asking“Wh-”questionstofindoutvariouskindsofspecificinformation

aboutaperson

2.Usingprepositionstoindicatepositonandplace

3.Asking“Wh-”questionstofindoutplace

Materials:

1.Student’sBook7bpage84

2.Brochuresofdifferentestateagencies

3.Acomputerandaprojector

4.Multimediaprogrammes

Teachingprocedure:

Pre-taskpreparation

1.SinganEnglishsong

2.Role-playthedialogueonpage83

3.Askandanswerbasedontheplay

4.Retelltheplay

5.Introducetheirownlivingcondition

While-taskprocedure

1.ListentoLookandreadonce

2.Listenandrepeatthedialogue

3.Readthedialogue

4.Makeadialogue

Post-taskactivity

Sellnewflatsasestateagents

Consolidation

Displaythefloorplansonthedisplayboard.Haveadiscussiontofind

thebestone,whichmatchestheteacher’srequirements.

Assignment

Grammarofunit4Period5

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.

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.

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