Module2GardenCityanditsneighbours。

做好教案课件是老师上好课的前提，大家在认真准备自己的教案课件了吧。写好教案课件工作计划，才能规范的完成工作！你们会写多少教案课件范文呢？下面是小编精心收集整理，为您带来的《Module2GardenCityanditsneighbours》，希望对您的工作和生活有所帮助。

Module2GardenCityanditsneighbours
Unit3SantaClausisconmingtotown!
Period1课型:新授
教学目标
Usingrelativeclausestodescribepeople
Usingpronounstorefertopeople

教学重点
1.AsktheSstomastertheuseageofrelativeclauses
e.g.Wearelookingforsomeonewhoarekindandpatient.
2.名词做定语时用单数,除man、woman以外.
e.g.studentassistantswomenteachers

教学难点
定语从句

课前预习
Previewthenewwords

听力训练
Identifydetailsthatsupportamainidea

课后巩固
练习册P.21语法训练P.30

Period2
教学目标
Usingthepresentperfecttensetorelate
pastenentstothepresent.
Usingprepositionalphrasestoindicateaperiodoftime.

教学重点
1.Usingprepositionstoindicatetime
e.g.atChristmas,onChristmasDay
2.Usingpropernounstorefertoevents.
e.g.ChristmasEve,ChristmasDay,BoxingDay
3.Usingadverbstoexpressfrequency
e.g.Peopleusuallyspendthisdaywiththeirfamilyandfriends.

教学难点
现在完成时
课前预习
ListentotherecordingofPage39

听力训练
Identifythemainideasofanewtopic

课后巩固
练习册P.22语法训练P.31

Period3-4

教学目标
Usingthepresentperfecttensetorelate
pasteventstothepresent.
Usingrelativeclausestodescribeobjects
Usingnouns/nounphrasestorefertooneobject/morethanoneobject/uncountableobjects

教学重点
1.Asking‘How’questionstofindoutthelengthofaperiodoftime.
e.g.HowlonghaveyoulivedinGardenCity?
2.Usingconnectivestoindicateaperiodoftime.
e.g.IvelivedheresinceIwasborn.

教学难点
Usingrelativeclausestodescribeobjects.
e.g.TurkeyisapopulardishwhichpeopleusuallyeatatChristmas.

课前预习
RecitethetextofPage39

听力训练
ListentotherecordingofPage40、41

课后巩固
1.完成巧学M2U3试题
2.完成同步训练MUU3练习

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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?