作为老师的任务写教案课件是少不了的，大家应该在准备教案课件了。只有规划好新的教案课件工作，这对我们接下来发展有着重要的意义！有没有出色的范文是关于教案课件的？下面是小编为大家整理的“Module4NewTechnology教案”，大家不妨来参考。希望您能喜欢！

Module4NewTechnology教案
一.教学内容：
Module4NewTechnology
二.重点内容：
If引导的条件状语从句
三.具体内容：
（一）语法知识
If引导条件状语从句。
在含有条件状语从句的主从复合句中，当主句谓语动词以某种形式表示将来时间概念时，条件状语从句中的谓语动词通常要用一般现在时代替一般将来时。
此句中主句为用祈使句表将来，if引导的状语从句用一般现在时。
Ifyouseehim,givehimthisletter.
如果你见到他的话，把这封信给他。
（二）知识拓展：
引导条件状语从句最常用的连词是if，由if引导的条件状语从句表示在某种条件下某事很可能发生。如：
Ifyouaskhim，hewillhelpyou.
如果你请他帮忙，他会帮你的。
Ifyoufailintheexam,youwilllethimdown.
如果你考试不及格，你会让他失望的。
另外，if从句还表示不可实现的条件或根本不可能存在的条件，也就是一种虚拟的条件或假设，从句多用一般过去时或过去完成时。如：
IfIwereyou,Iwouldinvitehimtotheparty.
如果我是你，我会邀请他参加聚会。
IwouldhavearrivedmuchearlierifIhadnotbeencaughtinthetraffic.
如果没有堵车，我会到的早一点儿。
那么，除了if之外，是否还有其他连词也可以引导条件状语从句呢？回答是肯定的，不仅有，还有很多。这些词由于出现的频率较小，且用法较复杂一些，所以不为大家所熟知罢了。
下面就这些词的用法以例句的形式进行一下简单总结。
（1）unlessconj.除非，若不，除非在……的时候
Youwillfailtoarrivethereintimeunlessyoustartearlier.
如果你不早点动身，你就不能及时赶到那儿。
Unlessitrains,thegamewillbeplayed.
除非下雨，比赛将照常进行。
（2）oncondition（that）…在……条件下，如果
oncondition（that）…引导的条件状语从句是主句事件发生的前提条件或唯一条件。
Icantellyouthetruthonconditionthatyoupromisetokeepasecret.
我可以告诉你真相，条件是你答应保守秘密。
Youcangoswimmingoncondition（that）youdon’tgotoofarfromtheriverbank.
你只有在不远离河岸的条件下才可以下水游泳。
（3）supposingconj.如果，假如
supposing引导的条件从句表示一种假设条件。
Supposingitrains,shallwecontinuethesportsmeeting?
倘若下雨，我们的运动会还要继续举行吗?
Supposingsomethingshouldgowrong，whatwouldyoudothen?
假如出了什么问题，你准备怎么对付?
（4）providedconj.假如，除非，以……为条件
provided（that）+从句表示一种假设条件。
Hewillsignthecontractprovidedweoffermorefavorableterms.
如果我们提出更优惠的条件，他就会在合同上签字。
Hewon’tbeagainstusinthemeetingprovidedthatweaskforhisadviceinadvance.
如果我们提前征求一下他的意见，他就不会在会上反对我们。
从上述例句可以看出if，unless，oncondition（that），supposing，provided等词引导的条件状语从句，主从句条件关系分明，结构清晰。但有些句子，虽没有含条件关系的连词，却也隐含着条件关系，这些句子常用一些词，如butfor，without等引出一个介词结构来表示条件，条件常常是虚拟的，或与事实相反的假设。如：
butfor若非，要不是
Butfortherain,weshouldhave,apleasantjourney.
要不是下雨，我们的旅行肯定会很愉快。
Butforyourhelp,weshouldnothavefinishedintime.
要不是你帮忙，我们肯定不能及时完成任务。
四.课文知识点详解
1.HelentmehisCDrecorder.
他把他的CD机借给了我。
lend将某物借给某人
（1）主语+lend+人+物
Ilentafriendapen.
（2）主语+lend+物+to+人
Ilentmoneytoafriend.
borrow向某人借某物主语+borrow+物+from+人
Iborrowedabookfrommyteacher.
2.Ifyouwanttosendyourrecordingbyemail,connecttherecordertoyourcomputer.
如果你想通过电子邮件的方式发送你的录音，你要把录音连接到电脑上。
want的用法；
want表示“想要”
①want+名词“想要某物”
②wanttodosth…“想要干某事”
③wantsb.todosth.“想要某人干某事”
例如：
Iwantabottleofjuice.
Shewantstogotoamovie.
Iwantyoutogowithme.
3.Ifyouwanttochooseanotherprogram,pressthekey.
如果你想选择另一个节目，按这个键。
another表示泛指，又一，再一，另一，强调的是单数，跟单数名词连用。
例如：Canyougivemeanotherone?
（一）知识拓展：
other，another，others的辨析：
other其它的，泛指，other+复数名词，指其他的人或物
others表示泛指，相当于other+复数名词，指其他的人或物／其他的，另外的人或者事，它一般跟some连用。theother表示特指，有限定的范围，与单数名词连用，指两者中的另一个。
例如：Holdthebottleandpullthecorkoutwiththeotherhand（握住瓶子，另一只手把瓶塞拔开）；theothers表示特指，相当于theother+名词复数，指其余的，剩下的（人或者事）
例如：
TheotherstudentsinmyclassarefromItaly.我们班其余的同学都是意大利人。
one…theother一共两个，一个……另一个……
some…others一些……其余……
one…another不只是两个，一般指两个事物以上的一个……另一个……
4.Iwenttotrytopickitupanditbitmeagain.
我试图过去把它拣起来时它又咬到了我。
trydoingsthtrytodosth
（1）这两个短语动词的区别主要取决于try这个动词的意义：作“试验”或“尝试”讲，要跟动名词短语；作“企图”或“想要”讲，则要跟不定式短语。
比较：Whydon’tyoutryhiringacar?
你为什么不试试租用一辆汽车呢?（要是你不想另买一辆的话。）
Whydon’tyoutrytohireacar?
你为什么不想办法租用一辆汽车呢?（要是你一时买不到新车的话。）
（2）遇到疑问和条件两种结构，则要用动名词短语，不用不定式短语。
例如：
Haveyouevertriedbuyingthingsyourself?你有没有自己买过东西?
Trywearingthisoneifyoudon’tliketowearthatone.
不喜欢穿那一件，那你就穿这一件吧。
5.Ithrewitacrossthekitchen,anditlandedinthefridge.
我沿着厨房向外扔，它落进了冰箱里。
across、over、through
在英语考题中，经常出现单词“across”，“over”和“through”，它们都有“穿过”的意思，但其用法有如下区别：
“across”介词，意为“横过”，常指从这边到另一边，即：“fromthissidetotheother”，图形好像“十”字。
例如：
Theyoftengotoschoolacrossthestreet.
“over”既可用作介词又可用作副词，意为“越过、翻越过去”。
例如：
Aftertheyclimbedoverthehill,theyfoundmanyflowersinthefields.
“through”介词，意为“从中间穿过”。
例如：Thedeerisgoingthroughtheforest.
6.Doctorscouldn’tsaywhatwaswrongbecausetheydidn’tknowwhatkindofsnakeitwas.
医生们因为不知道那是哪一种类的蛇而不能说出他到底有什么病。
Whatwaswrong与Whatkindofsnakeitwas均为what引导的宾语从句。宾语从句中，语序为陈述语序。
7.Ifthesnakedoesn’tsmileforitsphoto,don’tworry!
不要担心给蛇拍照时它没有笑。
if引导的条件句，当主句谓语动词以某种形式表示将来时间概念时，条件状语从句中的谓语动词通常要用一般现在时代替一般将来时。否定情况亦符合。
8.Whatkindoffooddoyouadvisepeopletoeatbecauseit’sgoodforthem?
你建议人们吃哪些对人体有益的食品?
advisesb.todosth建议某人做某事，不定式作补语。advise等一些动词后面接不定式作补语。
动词+宾语+不定式（todo）
advisewarn
advise普通用词，泛指劝告，不涉及对方是否听从劝告。
warn主要指针对有潜在危险而提出的警告，尤指小心从事的意味。
warnsb.nottodo
知识拓展：
动词+宾语+不定式（todo）
adviseallowappointbelievecausechallengecommand
compelconsiderdeclaredriveenableencouragefind
forbidforceguesshireimagineimpelinduce
informinstructinvitejudgeknowlikeorder
permitpersuaderemindreportrequestrequireselect
sendstatesupposetellthinktraintrust
understandurgewarn
9.Whenlgothome,Ifoundoutthattheplantwasverydangerous.
我到家时才发现这株植物非常危险。
findout表示“找出原因、查明真相”等意思，常接宾语或宾语从句。
例如：
Ihavefoundoutthattheyhadsettledtheproblem.
知识拓展：
find，findout，lookfor
find强调“找”的结果，即“找”到还是没“找”到。如：
Ilookformybookeverywhere，butIcan’tfindit.我到处找我的书，但没找到。
findout表示“查出，努力查找”。往往是指通过努力去查明事情的真相或查找答案等。
如：
Theteachertriestofindoutwhoisnotintheclassroom.老师试着查出谁没在教室。
lookfor强调“找”的动作和过程。如：
I’mlookingformybook.我正在找我的书。

相关知识

Module4Unit4AvisittotheSpaceMuseum教案

每个老师为了上好课需要写教案课件，大家在认真写教案课件了。我们要写好教案课件计划，这对我们接下来发展有着重要的意义！你们会写多少教案课件范文呢？以下是小编收集整理的“Module4Unit4AvisittotheSpaceMuseum教案”，欢迎您阅读和收藏，并分享给身边的朋友！

Module4Thenaturalelements
Unit4AvisittotheSpaceMuseum
1
Languagefocus:
Usingnouns/nounphrasetoidentifypeople,animals,events,objectsandactivites.
e.g.planet,Earth.
Usingdefinitearticlestorefertoacosmicobject.
e.g.theSun.
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.
e.g.MissGuoandherstudentsarewatchingaslideshowintheSpaceMuseum.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Useappropriateregisterswhenspeakingtofamiliarinterlocutorssuchasteachersandpeers.
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.
Materials:
Student’sBook7Bpage82
Workbook7Bpage45

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.AskstudentsiftheyhavebeentotheSpaceMuseum.AskthemwhattheysawattheSpaceMuseum.InvitestudentstotelltheclassabouttheirexperiencesattheSpaceMuseum;whattheysaw,whattheydidandwheretheywent,etc.
2.Askstudentswhattheyknowaboutthesolarsystem.Askthemquestionslike:Howmanyplanetsarethereinoursolarsystem?Whataretheirnames?
3.Introducethenamesofthenineplanetstostudents.Makesurestudentscanpronounceandspellthenamescorrectly.
4.Studentsworkinpairstowritethenamesoftheplanetsinthecorrectorder;startingfromtheplanetclosesttotheSuntotheplanetfarthestfromtheSun.Getstudentstodiscussinpairs.
5.Whenstudentshavecompletedthetask,haveafewpairsgivetheiranswerstotheclassandthewholeclasscheckstheanswerstogether.
6.Studentsworkingroups.Inviteeachgrouptochooseaplanetinthesolarsystemtheywouldliketoknowmoreabout.Encouragestudentstogotolibrarytofindoutsomeinformationontheirchosenplanet.Askstudentstosharetheirfindingsinclass.

Consolidation
Workbookpage45

2
Languagefocus:
Usingadjectivetomakecomparisons.
e.g.Jupiteristhelargestplanetinoursolarsystem.
Usingprepositions/prepositionalphrasestoindicateposition/place/direction
e.g.WhichistheclosestplanettotheSun?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Listenforspecificinformation.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Recognizerecurrentpatternsinlanguagestructure.

Materials:
Student’sBook7Bpage83
Cassette7Bandacassetteplayer
Workbook7Bpage46

Preparation:
Cuethecassette.
Pre-taskpreparation
1.Reviewthecomparativeadjective:largest,longestandsmallestwithstudents.Introduceothercomparativeadjectivestostudents,e.g.closest,farthest,hottest,coldest,shortest.Youmayusepicturestoconveythemeaningofthewordstostudents.Makesurestudentknowtheformoftheadjectives,themeaningandthepronunciation.
2.Playtherecording:Read,thinkandwrite.Studentlistenandfollowintheirbooks.

Consolidation
GrammarPracticeBook7Bpage1

3
Languagefocus:
Usingrelativeclausetodescribepeople.
e.g.Ineedsomeonewhocandosomeimportantexperiments.
Usingnouns/nounphrasestoidentifypeople,animals,events,objectsandactivities.
e.g.authors,pilots,nurses,doctors

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduselanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation.
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.

Materials:
Student’sBook7Bpages84and85
Workbook7Bpage47.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewthedifferentoccupationsonpage84oftheStudent’sBookwithstudents.Makesurestudentsarefamiliarwiththemeaningandpronunciationofthewords.
2.HavestudentslookatReadandthink.Studentsaretoworkindividually.Askthemtoplantheirjourneysintospacebyselectingthemostappropriatecrewmembers.Studentshavetodecidehowmanypeopletoallocateforeachtypeofjobandwhotheyaregoingtotakewiththemontheirjourneys.

3.Whenstudentshavefinishedselectingtheircrewmembers,askafewstudentstobrieflyexplaintheirselectiontotheclass.

Consolidation
GrammarPracticeBook7Bpage72
Workbookpage47

4
Languagefocus:
Usingadjectivestodescribepeople,animals,objectsandconditions.
e.g.British,American,Korean,Italian.
Asking‘Wh-’and‘How’questionstofindoutvariouskindsofspecificinformationaboutaperson,objectoranevent.
e.g.Howmanypilotshaveyouchosen?/What’shis/hernationarlity?
Usingconnectivestogivereason.
e.g.…Iprefer…to…because…

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Openaninteractionbyelicitingaresponse.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.

Materials:
Student’sBook7Bpage85
Workbook7Bpage48
PicturesorPhotographsofpeopleofdifferentnationations.

Preparation:
Bringpicturesorphotographsofpeopleofdifferentnationalitiestoclass.

Post-taskactivity
Workbookpage48

Consolidation
GrammarPracticeBook7Bpages73to74

5
Languagefocus:
Usingimperativesanddirections.
e.g.WriteareportaboutyourvisittotheSpaceMuseum.
Usingmodalstomakeanofferorinvitation.
e.g.Wouldyourecommendthisvisittoyourschoolmates?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statement,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.
Writing
Developwrittentextsbyusingbasicnarrativestructurethatcomprisessetting,characters,eventsanddialoguewhenwritingaboutrealandimaginaryexperience.
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.Writeoutopieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary.
Materials:
Student’sBook7Bpage86
Cassette7Bandacassetteplayer.
Photocopiablepage85

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage85foreachstudent.

Consolidation
GrammarPracticeBook7Bpage76
Photocopiablepages77to81.

Module4Thenaturalelements单元教案

教案课件是老师上课中很重要的一个课件，大家静下心来写教案课件了。只有规划好了教案课件新的工作计划，这样我们接下来的工作才会更加好！你们会写教案课件的范文吗？急您所急，小编为朋友们了收集和编辑了“Module4Thenaturalelements单元教案”，相信能对大家有所帮助。

Module4Thenaturalelements
Unit1Electricitytoday
主要内容：
（注：所有单词可参照目录中的Vocabulary及后面的WordList.）
I.常用词组：
Onadarknight,givehimafright,usethelightningtogetelectricity,seepylonscarryingwires,electricalappliances,awashingmachine,avacuumcleaner,anairconditioner,theimportanceofelectricity,electrickettles,linkup…with…,beknown(as),makesth+adj.(maketravelingcomfortable),runthroughtunnels,runoverabridge,runontheground,bedifferentfrom,bemadeof,aswell,

II.有用句型：
1.Whatelsedoesitgivepowerfor?
2.Televisionsmakeourlivesmoreenjoyable.
3.Computershelpusworkmoreefficiently.
4.Airconditionersmakeusfeelmorecomfortable.
5.Itisbecause…

III.语言难点：
1.Computersareusedtogiveinformationtothetraindrivers.本单元中出现了几处被动语态，尽可能当作固定词组来记忆，如beusedtodosth,也可与usedtodo及beusedtodoing作比较。
2.electric与electrical较易混淆，可通过记些固定搭配让学生掌握。

IV.拓展词汇：
fright…frighten…frightening…frightened…electricity…electrical…electric…

V.教学建议：
1.掌握TommyTarget所列内容。
2.教育学生正确使用电器及注意安全用电。
3.可以结合后面的project一起学习，尽可能多采用直观的方法。

Unit2Thewindisblowing
主要内容：
（注：所有单词可参照目录中的Vocabulary及后面的WordList.）
I.常用词组：
Learnalessonfrom…,lookdisappointed,befriendlyto…,asstrongas…,muchstronger,playtricksonothers,showoff,takeoff,startsweating,haveacompetition,blowoff,becomewarmerandwarmer,makemefeelcomfortable,makeaframe,finishmakingakite,notasbigas…,electricshock,

II.有用句型：
1.I’mmuchstrongerthanhim.
2.It’s(not)aslongasyours.
3.Hersisthemostbeautiful.

III.语言难点：
1.名词性物主代词的使用与形容词性物主代词作比较。
2.注意同级比较中原级的使用。

IV.拓展词汇：
patient…impatient…colour…colourful…beauty…beautiful…strong…strength…

V.教学建议：
1.掌握TommyTarget所列内容。
2.教育学生要从风和太阳的竞赛中得出启示。
3.要求学生准备材料自己动手制作风筝，有条件的还可放风筝，当然要求他们操练巩固所学到的语言。

Unit3WaterFestival
主要内容：
（注：所有单词可参照目录中的Vocabulary及后面的WordList.）
I.常用词组：
Getonwellwith…,preparefor,lookforwardtosth/doingsth.,either…or…,notonly…butalso…,turninto,askpeopletodothequiz,beallowed,besuitablefor…,constructionsites,

II.有用句型：
1.Whathappenswhenweboilwater?
2.Whtashame!
3.Itdoesn’tmatter.
4.I’msurethat…
5.Wheredoweusuallyfindthissign?
6.100minus50equals50.
7.Time’sup.

III.语言难点：
1.Wh-questions与when引导的状语从句容易混淆。
2.注意介词的使用（e.g.in,at,near）。

IV.教学建议：
1.掌握TommyTarget所列内容。
2.教育学生节约水资源，不要浪费污染水资源。
3.可以借鉴书本，以节约水资源为主题，让学生也设计一个WaterFestival。

Unit4AvisittotheSpaceMuseum
主要内容：
（注：所有单词可参照目录中的Vocabulary及后面的WordList.）
I.常用词组：
watchaslideshow,theSpaceMuseum,thesolarsystem,takecareofsickpeople,dosomeexperiments,planajourney,one…theother…,prefer…to…,

II.有用句型：
1.Whichisthelargest.planetinoursolarsystem?
2.Ineedsomeonewhocandosomeimportantexperiments.

III.语言难点：
1.What’shis/hernationality?国籍与国名学生容易混淆。
2.Ineedsomeonewho…此句包含一个定语从句，注意让学生理解含义。

IV.拓展词汇：
Britain…British…American…America…,large…larger…largest…,

V.教学建议：
1.掌握TommyTarget所列内容。
2.此乃科普性知识，比较枯燥，尽可能借助多媒体等手段以便让学生产生兴趣。
3.可借助实物、通过比赛等方法教授最高级。

MODULE4Myfamily

老师在新授课程时，一般会准备教案课件，大家在用心的考虑自己的教案课件。写好教案课件工作计划，才能使接下来的工作更加有序！你们清楚有哪些教案课件范文呢？下面是小编为大家整理的“MODULE4Myfamily”，希望能为您提供更多的参考。

MODULE4Myfamily
Part1TeachingDesign
第一部分教学设计
FunctionDescribingfamilies

StructureHave/hasgot(affirmative,negative,interrogative)
Listening/SpeakingIdentifyingfamilymembers
Describingyourfamily

Reading/WritingDescribingfamilies
Describingfamilies;usingpunctuation:fullstops,capitalletters,questionmarks
CultureFamilies
TaskWritingaboutyourfamily
Unit1Howmanypeoplearethereinyourfamily?
■Warmingup
GoodMorning,class.Doyouseethepictureonpage20?ItisapictureofTony’sfamily.Howmanypeoplearethereinthispicture?Howmanychildrenarethereinthispicture?Thereareelevenpeopleinthispicture.Therearetwochildreninthispicture.Tonyisthelittleboyinthepicture.WhoisthelittlegirlnexttoTony?SheisTony’ssister.HasTonygotanyauntsoruncles?HasTonygotanygrandmothersorgrandfathers?
■Vocabularyandlistening
1Lookatthepicture.LabelTonysfamily.
Wecanseemanypeopleinthepicture.TheyareTony’sfamily.NowpleaselookatthepicturecarefullyandtrytolabelTony’sfamily.WhoisTony’saunt?WhoareTony’sparents?WhoareTony’sgrandparents?
Family:aunt→6brother→5father→8grandfather→4grandmother→3grandparents→1,2mother→7sister→10uncle→9parents→7,8
2Listenandcheck(√)inActivity1thepeopleTonymentions.
NowIwillplaythetapeforyou.Lookatthepictureandlistentothetapecarefully.PayattentiontothepeopleTonymentions.Check(√)nexttothepeopleTonymentionsinthepicture.
3Listenandread．
Nowlet’sgoontopage21.Let’sreadthedialoguefirst.Inthedialogueyouheartwopeopletalking.Whilereadingtrytocut(断句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（划线）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
Nowwereadthedialogue.It’stimetolistentothetape.Iwillplayittwice.Forthefirsttimelistenandlookatthedialogue.Forthesecondtimecloseyourtextbookandonlylistentothetapecarefully.
4Completethesentences.
FromthedialogueweknowaboutTony’sfamily.NowwecompletethesentencesaboutTony’sfamily.Doyouknowtheanswers?
TherearefourpeopleinTony’sfamily---Tony,his(1)sister,hismotherandhis（2）father.Hismotherandhisfatherarehis（3）parents.Tonysalsogotfour(4）grandparents,twouncles,andone（5）aunt.Hehasn’tgotany（6）brothers.
■Pronunciationandspeaking
5Listenandrepeat.
Nowclass,wepracticepronunciationoffoursounds.
Forthefirsttime,listenandrepeataftermethreetimes.
//familyfatherfour
//have
//thirty
//motherbrotherthere

Forthesecondtime,listentothetapeandrepeatafterit.Pleaselistenandrepeatcarefully.Trytolearnthepronunciationofthenativespeaker.
6Workinpairs.Talkaboutyourfamily.
Boysandgirls,everyonehasafamily.Weallloveourfamily.Howmanypeoplearethereinyourfamily?Doyouliketotalkaboutyourfamilywithyourclassmates?Haveyougotanysistersorbrothers?Haveyougotanaunt?Nowlookatthefollowingexample.Workinpairsandtalkaboutyourfamily.Usethesentencesintheboxesonpage21.
Howmanypeoplearethereinyourfamily?
Therearefour---mymumanddad,mysisterandI.
Haveyougotanygrandparents?Yes,Ihave.I’vegotfourgrandparents.
Haveyougotanybrothers?Yes,Ihave.Ihavegotabrother.HisnameisWeiWei.
Haveyougotanysisters?No,Ihaven’t.
Haveyougotanyaunts?Yes,I’vegottwoaunts.TheirnamesareXiaoHongandXiaoMei.
Haveyougotanyuncles?No,Ihaven’t.
Unit2I’vegotasmallfamily.
■Warmingup
Hi,everyone!TodayIwanttointroducemyfamilytoyou.I’vegotasmallfamily,notabigfamily.Therearethreepeopleinmyfamily,myfather,mymotherandI.Ihavegotnosistersorbrothers.Iamtheonlychildofmyparents.Myfamilyisahappysmallfamily.Weloveeachotherverymuch.
Haveyougotasmallfamilyorabigfamily?Doyouliketointroduceyourfamilytous?Nowlet’sgotopage22tolearnsomeinterestingthingsaboutfamily.
■Readingandvocabulary
1MatchwordsinBoxAwiththewordsinBoxB.
Firstlet’smatchwordsinBoxAwiththewordsinBoxB.Canyoufindthecorrectanswer?
aunt→unclegrandma→grandpagralndmother→grandfather
mother→fathermum→dadsister→brother
2Workingroups.Talkaboutyourfamily.
ThistimeI’dlikeyoutoworkingroupsandtalkaboutyourfamily.Haveyougotabigfamily?Howmanypeoplearethereinyourfamily?Whoarethey?Usethewordsbigandsmallinyourconversation.
big/small
---Haveyougotasmallfamilyorabigfamily?
---I’vegotabigfamily.Therearetenpeopleinmyfamily.
I’vegotfourgrandparents,mymumanddad,twouncles,anauntandabrother.
---Haveyougotasmallfamilyorabigfamily?
---I’vegotasmallfamily.Therearethreepeopleinmyfamily.Theyaremyfather,mymotherandI.
3Workinpairs．Readtheemailandanswerthequestions．
Onpage23,wecanseeanemailfromLinglingtoDiana.Whatcanyoulearnfromthisemail?Afteryoureadtheemail,pleaseanswerthefourquestionsbelow.
HowmanypeoplearethereinBetty’sfamily?→TherearefivepeopleinBetty’sfamily.
IsBetty’sfamilysmall?→No,Itisn’t.It’sabigfamily.
HasBettygotanybrothersorsisters?→Yes,shehas.Shehasgottwobrothers.
HowmanypeoplearethereinTony’sfamily?→TherearetenpeopleinTony’sfamily.
Let’sreadtheemail.Whilereadingtrytocut(断句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（划线）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
Readtheemailonceagain.Thistimepayattentiontoitsmeaning.Trytounderstandthepassageyourself.
■Writing
4Lookatthispassage.Underlinethecapitalletters，fullstopsandquestionmarks.
Inourwriting,itisimportanttoknowtheuseofcapitalletters,fullstops,questionmarksandotherpunctuations.Nowpleaseunderlinethesethingsinthepassage.
capitalletterfullstopquestionmark
Linglinghasgotasmallfamily.Howmanypeoplearethereinherfamily?Therearefive---Lingling,hertwoparentsandhertwograndparents.Shesgotanaunt.Shehasn’tgotanyuncles.Shehasntgotanybrothersorsisters.
5Putcapitalletters,fullstops,andquestionmarksintothispassage.
Doyouknowwhentousethecapitalletters?Doyouknowthedifferencebetweenfullstopsandquestionmarks?Pleaseputthesethingsintothepassagebelow.

Unit3Languageinuse
■Warmingup
Hi,class.Languageissomethingforuse,forcommunication.Andlanguagecanbelearnedinuse,incommunication.
TodayweshalllearnabouttheEnglishlanguageinuse.WeshalllearnaboutEnglishGrammarandEnglishVocabulary.
■Grammar
We’vegotasmallfamily.
Hehasn’tgotanybrothers.
Haveyougotabigfamily?
Yes,Ihave./No,Ihaven’t.
1Lookatthepictures．Writequestionsaboutthetwofamilies．
Goodmorning,class.Whatcanyouseeonpage24?Yes,therearetwopicturesonthispage.Theyaretwofamilypictures.Lookatthesepicturescarefully.Doyouhaveanyquestionsaboutthetwofamilies?Whoisthelittlegirlintheleftpicture?Hasshegotabigfamily?Hasshegotanysisters?Hasshegotanybrothers?Whoisthelittleboyintherightpicture?Howmanypeoplearethereinhisfamily?Hashegotasmallfamily?Nowpleasewriteyourquestionsaboutthetwofamiliesonyourtextbook.
ThegirlisSara.TheboyisTaotao.
Hasshegotabigfamily?Hashegotabigfamily?
Hasshegotanybrothers?Hashegotanybrothers?
Hasshegotanysisters?Hashegotanysisters?
2WriteanswerstothequestionsinActivity1.
Afteryouwroteyourquestions,doyouhavetheanswerstoyourquestions?Youcanfindoutalltheanswersinthepictures.Iamsureyouhavegotyouranswers.Pleasewritethemonyourtextbook.
Hasshegotabigfamily?Yes,shehas.
Hasshegotanybrothers?Yes,shehasgottwobrothers.
Hasshegotanysisters?No,shehasn’t.
Hashegotabigfamily?Yes,hehas.
Hashegotanybrothers?No,hehasn’tgotabrother.
Hashegotanysisters?No,hehasn’tgotasister.
3Writeaboutthedifferencesbetweenthetwofamilies.
Whatarethedifferencesbetweenthetwofamilies?Canyoutellusthedifferences?
Sarahasgottwobrothers.Sarahasn’tgotanygrandparents.
Taotaohasn’tgotabrother.Taotaohasgottwograndparents.
■Vocabulary
4Labelthefamilytree．
Welearnalotofnewvocabulariesinthismodule.Theyarewordsaboutfamily,suchasmother,father,grandmother,grandfatherandsoon.Pleaselabelthefamilytreebelowwiththesewords.
GrandparentsgrandpagrandmagrandfathergrandmotheruncleauntfatherparentsmotherauntunclebrotherSamsister
■Aroundtheworld
Let’sgoaroundtheworldonpage25.Thistimewearegoingtomeetthreefamiliesfromdifferentpartsoftheworld.Let’ssayhitothem!
■Moduletask→Writingaboutyourfamily
Inthismoduletask,weshalllearntotalkaboutourfamiliesandaskothersabouttheirfamilies.
5Workinpairs.Askandanswer.
Therearesentenceexamplesintheboxesbelow.Pleaseworkinpairs.Askandanswer.
Howmanypeoplearethereinyourfamily?→Therearefivepeopleinmyfamily.
Haveyougotanybrothersorsisters?→Yes,Ihave.Ihavegotabrother.Hisname’sDagang.
Haveyougotanyauntsoruncles?→Yes,Ihave.Ihavegotanauntandanuncle.TheirnamesareXiaoMeiandZhiZhong.
Haveyougotanygrandparents?→No,Ihaven’t.
6Writeaboutyourfamily.
Wouldyouliketotalkaboutyourfamilywithyourclassmates?Whatdoyouwanttosayaboutyourfamily?Pleasewriteaboutyourfamily.Usethefollowingsentencepatternsonpage25.
Ihavegotabigfamily.Thereareeightpeopleinmyfamily.Theyaremyfourgrandparents,mymum,mydadandmybrother.I’vegotanuncleandanaunt.TheirnamesareLiWeiandLiuPing.Myfatherisaworker.Mymotherisateacher.Mybrotherissixyearsold.HisnameisBenben.Ihaven’tgotanysisters.
Ihavegotasmallfamily.Therearethreepeopleinmyfamily.Theyaremyfather,mymotherandI.I’vegotnosisterorbrother.Myfather’sisZhaoDeyuan.Mymother’nameisHuoqing.Mymotherisaworker.Myfatherisalawyer.Theyarebothfortyyearsold.MynameisZhaoYuting.Iamthirteen.IamastudentatNo.3MiddleSchool.
Makeafamilytreeforyourfamily.
Afteryouwroteaboutyourfamily,pleasemakeafamilytreeforyourfamily.Inthisway,wecanknowyourfamilyclearly.
Grandparents→Uncle→father→mother→aunt→Brother→I

文章来源：http://m.jab88.com/j/83965.html

更多