Module4Unit3WaterFestival教案。
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Module4Thenaturalelements
Unit3WaterFestival
1
Languagefocus:
Usingconnectivestoexpressalternatives
e.g.Theyhaveeitherahotdrinkoracolddrink.
Usingadverbs/adverbialstoexpressaddition
e.g.Class,you’venotonlylearnthowmakedeliciousdrinks,you’vealsolearntaboutthethreeformsofwater.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Listenforspecificinformation
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Openaninteractionbyelicitingaresponse
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replaying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Readwrittenlanguageinmeaningfulchunks
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Recognizerecurrentpatternsinlanguagestructure
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing.
Developwrittentextsbyusingappropriateformat,conventionsandlanguagefeatureswhenwritingnon-narrativetexts.
Materials:
Student’sBook7Bpages76and77
Cassette7Bandacassetteplayer
Photocopiablepage72.
Recipesfordifferenthotandcolddrinks.
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage72foreachpair.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Introducerecipesofdifferenthotandcolddrinkstostudents.Askstudentsaboutthedifferenttypesofhotandcolddrinkscanmake.Writestudents’suggestionsontheboard.
2.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
3.DistributeacopyofPhotocopiablepage72toeachpair.StudentsarerequiredtowritearecipeformakingAppleandPeachTea.Getstudentstodiscussinpairshowtheywouldmakeit,giventhepicturesandwords.Thentheywritetheirrecipes.
4.Inviteafewpairestosharetheirrecipeswiththerestoftheclass.Geteachpairtochecktheiranswerswithanotherpair.Acceptallreasonableanswersandgiveexplanationswhennecessary.
5.Askstudentstowriterecipesfortheirsuggestionspreviouslydiscussed.Youmayaskstudentstothinkofotherdrinkstheycanmake.Studentscanworkindividually,inpairsoringroups.
6.Whenstudentshavefinishedtheirrecipes,collectthemandbindthemtogethertomakearecipebook.
2
Languagefocus:
Asking‘Wh-’questionstofindoutvariouskindsofspecificinformationaboutaperson,objectoranevent.
e.g.Whathappenswhenweboilwater?
Usingconnectivestoshowthetimerelationshipbetweentwoactions.
e.g.Whenwefreezewater,itturnsintoice.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Closeaninteractionbygivingreasons.
Reading
Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.
Recognizerecurrentpatternsinlanguagestructure.
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
Planandorganizeinformationandideasbydecidingonthesequenceofcontent.
Developwrittentextsbypresentingmainandsupportingideas.
Developwrittentextsbyexpressingownideasandfeelings.
Materials:
Student’sBook7Bpage77
Workbook7Bpage41
Photocopiablepage73
Preparation:
MakeacopyofPhotocopiablepage73foreachpair.
Pre-taskpreparation
1.Demonstrateboilingwaterturningintosteaminclass.Havestudentswatchthedemonstrationandgivebriefexplanationabouteachstepofthedemonstration.
2.Askstudents:Whathappenswhenweboilwater/freezewater/icemelts?Toelicit:Whenweboilwater…/Whenwefreezewater…/Whenicemelts…Youmayaskmoreablestudents:Whatarethethreeformsofwater?
Consolidation
GrammarPracticeBook7Bpage67
3
Languagefocus:
Usingconnectivestoshowthetimerelationshipbetweentwoactions.
e.g.Whenthejugfull,itcontains100millilitresofwater.
Usingnouns/nounphrasestorefertoquantity/units.
e.g.100millilitresofwater.
Usingmodalstoexpressobligationandprohibition.
e.g.Youmustpourallthewaterintoanotherobject.
Usingtheintroductory‘there’toexpressfacts.
e.g.Therewere100millitresofwaterinthejug.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Indentifythemainideasofanewtopic.Listenforspecificinformation.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate
Reading
Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.
Recognizerecurrentpatternsinlanguagestructure.
Materials:
Student’sBook7Bpage78
Cassette7Bandacassetteplayer
Ajug,abowl,acupandwater.
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Askstudentsiftheyknowanywatergames.Getstudentstoexplainthegame,includingtheproceduresandrules,totherestoftheclass.
2.Playtherecording:Thinkanddo.Studentslistenandfollowintheirbooks.Ifitisnecessary,clarifytheproceduresandruleswiththeclass.
3.Invitetwostudentstocometothefrontoftheclassanddemonstratethegame.
4.Askstudents:Howcanyouget90millilitresofwaterinthejug?Givestudentstimetoanswerthisquestion.Thendemonstrateittotherestoftheclass.
5.Youmayinvitestudentstoplaysomewatergamespreviouslysuggested.Getstudentstobringthematerialstoclass.Havestudentsexplaintheproceduresandrulestotherestoftheclasswhiletheydemonstrateit.Offerhelpandguidancetothelessablestudents.
4
Languagefocus:
Usingtheintroductory‘there’toexpressfacts.
e.g.Therewere50millilitresofwaterinthebowl.
Usingthesimplepasttensetotalkaboutpastactivitiesandstates.
e.g.Therewere50millilitresofwaterinthejug.
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Nowthereareonly20millilitresofwaterinit.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Openaninteractionbyelicitingaresponse.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Maintainaninteractionbyaskingandrespondingtoothers’opinions
Reading
Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Recognizerecurrentpatternsinlanguagestructure.
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing.
Developwrittentextsbyexpressingownideasandfeelings.
Writeoutapieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary.
Materials:
Student’sBook7Bpage79
Workbook7Bpage42
Photocopiablepage74
Ajug,abowl,acupandwater
Preparation:
MakeacopyofPhotocopiablepage74foreachstudent.
5
Languagefocus:
Asking‘Wh-’questionstofindoutplace,positionordirection.
e.g.Wheredoweusuallyfindthissign?
Useadverbs/adverbialstoexpresstime/frequency.
e.g.Weusuallyfindthissignnearreservoirsandpiers.
Useformulaicexpressionstoexpressopinions.
e.g.Whatashame!
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.
Identifythemainideasofanewtopic.
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Maintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak.
Reading.
Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.
Recognizerecurrentpatternsinlanguagestructure
Materials:
Student’sBook7Bpage80
Cassette7Bandacassetteplayer
Workbook7Bpage43
Preparation:
Cuethecassette.wwW.Jab88.Com
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewthedifferentplaces,suchas:swimmingpools,reservoirs,constructionsites,beaches,etc.Askstudents:Whatsignsdoweseeattheseplaces?Toelicitdifferentsignswhichstudentsknow.Getstudentstocomeuptothefrontanddrawthesignontheboard.Offerhelptostudentsiftheyarenotsurewhatthesignsays.
2.Playtherecording:Read,thinkandmatch.Studentslistenandfollowintheirbooks.
3.Invitesomestudentstorole-playthecharactersandsaytheconversationinRead,thinkandmatch.
4.AskstudentstocomeupwiththeproceduresandrulesforthematchinggameinRead,thinkandmatch.Writestudents’ideasontheboard.
6
Languagefocus:
Asking‘Wh-’questionstofindoutplace,positionanddirection.
e.g.Wheredowefindthissign?
Usingadverbs/adverbialstoexpresstime/frequency
e.g.Weusuallyfindthissignin…
usingimperativestoexpressprohibitions.
e.g.Divingisnotallowed.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.
Maintaininteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownworkandacompleteexpression.Recognizerecurrentpatternsinlanguagestructure.
Materials:
Student’sBook7Bpage81
Workbook7Bpage44
Photocopiablepages75and76
Afewboxes
Preparation:
MakeacopyofPhotocopiablepages75and76foreachgroup.
Pre-taskpreparation
1.Introducethedifferentsignspage81oftheStudent’sBooktostudents.Askstudentstoreadouteachsign.Askthem:Wheredowefindthissign?Toelicit:Weusuallyfindthissignin/at/near…
2.Askstudentstothinkofothersignsthattheyknowof,besidestheonesonpage81oftheStudent’sBook.Getstudentstodrawandwritethesignsonpaper.Tellstudentstoincludetheirsignswhentheyplaythematchinggame.
Post-taskactivity
Workbookpage44
Consolidation
GrammarPracticeBook7Bpages70and75
扩展阅读
Module3Unit4Amoreenjoyableschoollife
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“Module3Unit4Amoreenjoyableschoollife”，希望能为您提供更多的参考。
Module3ChangeUnit4Amoreenjoyableschoollife
1
Languagefocus:
Asking‘Wh-’questionstofindoutvariouskindsofspecificinformationaboutanevent.
e.g.Whatchangewouldyouliketoseeinourschool?
Usingmodalstomakesuggestions.
e.g.I’dliketohavecomputerlessons.
Languageskills:
Listening
Listenforspecificinformation
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Usinggesturesandfacialexpressiontoconveymeaningandintention.
Reading
Readwrittenlanguageinmeaningchunks
Recognizerecurrentpatternsinlanguagestructure
Materials:
Student’sBook7Bpage2
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Introduce:enjoyable.Say:Ilikeswimminginsummer.It’senjoyable.Encouragestudentstoguessthemeaningofthisnewadjective.
2.Reviewthelanguagestructure:I’dliketo…Ask:Whatwouldyouliketohavefordinnertonight?Toelicit:I’dliketohave…Providesomepromptwordsforstudentsifnecessary.
3.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
4.Playtherecordingagain.Studentslistenandrepeat.
5.Inviteeightstudentstocomeoutandrole-playtheconversationinclass.Otherstudentsactasthejudgesandselectthebestperformer.
Consolidation
GrammarPracticeBook7Bpage52
2
Languagefocus:
Usingmodalstomakesuggestions
e.g.We’dliketo…
Usingadjectivestodescribeevents
e.g.Itwouldbeimpossibletohaveaswimmingpoolinourschool.
Asking‘Wh-’questionstofindoutvariouskindsofspecificinformationaboutanevent.
e.g.Whatchangeswouldyouliketoseeinourschool?
Languageskills:
Listening
Listenforspecificinformation.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Openaninteractionbyelicitingaresponse.
Maintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Recognizethepresentationofideasthroughbyusingstrategiessuchasbrainstorming,listing
Materials:
Student’sBook7Bpage60
Cassette7Bandacassetteplayer
Workbook7Bpage54
Photocopiablepage31
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage54foreachstudent.
Pre-taskpreparation
1.Introduce/Reviewthefollowingadjectivesto/withstudents:fun,nice,possible,impossible,interesting,necessary,unnecessary,important,comfortableanddifficult.
2.Playtherecording:Thinkanddiscuss.Studentlistenandfollowintheirbooks.
3.Studentsworkingroupsoffiveandtalkaboutthelistofsuggestions.Tellthemtousetheadjectivestheyhavejustlearnt.Alternatively,youcanencouragestudentstouseanyotheradjectivestheyhavelearntbefore.
4.Invitearepresentativefromeachgrouptoreporttotheclasswhattheirgroupthinksofeachsuggestion,e.g.Itwouldbe(anadjective)to…
Post-taskactivity
Workbookpage1
Consolidation
GrammarPracticeBook7Bpage1
3
Languagefocus:
Usingmodalstotalkaboutability
e.g.Wecouldmovethedesksintogroupsourselves
Usingpronounstoidentifypeople.
e.g.I’lldoitmyself.
Usingformulaicexpressionstorespondtosuggestions.
e.g.That’sagoodidea.
Languageskills:
Listening
Identifydetailsthatsupportamainidea.
Listenforspecificinformation
Speaking
Openaninteractionbyelicitingaresponse
Maintainaninteractionbyreplying.
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Readwrittenlanguageinmeaningfulchunks
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,question.
Developwrittentextsbyexpressingideasandfeelings.
Materials:
Student’sBook7Bpage61
Cassette7Bandacassetteplayer
Workbook7Bpage32
Photocopiablepage55
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage55foreachgroup.RemindstudentstobringbackPhotocopiablepage54toclass.
Pre-taskpreparation
1.Introducethereflexivepronouns:yourself,yourselves,ourselves,themselves,myself,himselfandherself.Say:Idon’thaveamaidathome.Idoallthehouseworkmyself.Doyoudothehouseworkyourselfordoesyourmotherdoallthehouseworkherself?
2.Playtherecoding:Lookandread.Studentslistenandfollowintheirbooks.
3.Playtherecordingagain.Studentslistenandrepeat
4.Dividestudentsintogroupsoffive.Tellthemtoimaginethemselvestobekittyandherfriendsanddiscussthechangestheycanmakeforamoreenjoyableschoollife.RemindthemtorefertothemodeledconversationinDiscussforreference.
5.Inviteafewgroupstocomeforwardandcarryouttheirdiscussions.Encourageothergroupstopointoutanyotherchangetheycanmakethemselves.
Post-taskactivity
Workbookpage32
Consolidation
GrammarPracticeBook7Bpages54to55.
4
Languagefocus:
Asking‘Wh-’questionstofindoutvariouskindsofspecificinformationaboutaperson.
e.gWhatwouldyoudotomakeschoollifemoreenjoyable?
Usingmodalstomakesuggestions.
e.g.He/She’dlet/give…
Languageskills:
Listening
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Usegesturesandfacialexpressiontoconveymeaningandintention.
Reading
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Writing
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage
Writeoutapieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary.
Materials:
Student’sBook7Bpage62
Cassette7Bandacassetteplayer
Photocopiablepages56and84
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage84foreachstudent.MakeacopyofPhotocopiablepage56foreachgroup.
Post-taskactivity
1.StudentslookatthepicturesonthedisplayboardinLookandsay.Thetheyworkinpairandtalkaboutwhateachpicturemeans.RemindthemtousethemodeleddialogueprovidedintheStudents’Book.
2.DistributeacopyofPhotocopiablepage56toeachgroup.Studentsworkingroupsoffiveandmakeasimilarboarddisplay.Invitearepresentativefromeachgrouptocomeforwardandtalkabouttheirpictures.Youmayalsoencourageotherstudentstogivesomesuggestionsorideasforimprovement.
Consolidation
GrammarPracticeBook7Bpages56and57
Unit3WaterFestival(牛津7B)
Unit3WaterFestival
I.Languagefocus:
lUsingconnectivestoexpressalternatives
lUsingadvtodescribeaddition
II.Languageskills:
Listening
lUnderstandthespeaker’sintonationandstress…
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
lListenforspecificinformation
Speaking
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,adding,orgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lMaintainaninteractionbyreplying
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
lReadwrittenlanguageinmeaningfulchunks
lRecognizerecurrentpatternsinlanguagestructure
Writing
lGatherandshareinformationbyusinglisting,questioning…
lDevelopwrittentextsbypresentingmainandsupportingideas
III.Materials:
lSBP76,77
lPPP72
lRecipesfordifferenthotandcolddrinks
Procedure
I.Warming-up
Freetalk:Savewater
II.Pre-taskpreparation
LanguageLearningactivity:
ThissectionaimsatprovidingSSwithopportunitiestopratisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows
1.IntrorecipestoSSofhotandcolddrinks.
2.Listenandfollow:Lookandread.
3.DistributePPP72toSS.SSshouldwritearecipeformakingAppleandPeachTea.
4.Sharetherecipeswiththerestoftheclass.
5.CollecttherecipeswrittenbySS,blindthemtomakearecipebook.
III.Consolidation:
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)WBP41
IV.Notes:
Unit3WaterFestival2/6
I.Languagefocus:
lAsking“Wh-”questionstofindoutvariouskindsofspecificinformationaboutaperson,objectoranevent.
lUsingconjtoshowthetimerelationshipbetweentwoactions
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,adding,orgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lMaintainaninteractionbyreplying
lCloseaninteractionbygivingreasons
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
lReadwrittenlanguageinmeaningfulchunks
lRecognizerecurrentpatternsinlanguagestructure
Writing
lGatherandshareinformationbyusinglisting,questioning…
lDevelopwrittentextsbypresentingmainandsupportingideas
lDevelopwrittentextbyexpressingownideasandfeelings
lPlanandorganizeinformationandideasbydecidingonthesequenceofcontent
III.Materials:
lSBP77
lWBP41
lPPP73
Procedure
I.Warming-up
Freetalk:Savewater
II.Pre-taskpreparation
I.Demonstrateboilingwaterturningintosteaminclass.Givebriefexplanationstoeachstep.
II.Ask:Whathappenswhenweboilwater/freezewater/icemelts?Whatarethethreeformsofwater?
III.While-taskprocedure
lPairwork:DistributePPP73toSS.Completethequizcard.
lAclasscompetition.Communicatewiththewholeclass.
IV.Post-taskactivities
1.Demonstrateturningiceintowaterinclass.Putsomeice-cubesintoaglassofwarmwater.ExplaintoSSthatwhenicemeltsitturnsintowater
2.SuggestSSdoitathome.
3.WBP41
VConsolidation:
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)GBP67
VI.Notes:
Unit3WaterFestival3/6
I.Languagefocus:
lUsingconjtoshowthetimerelationshipbetweentwoactions.
lUsingnounsphrasestorefertoquantity/units.
lUsingmodalstoexpressobligationandprohibition
lUsingtheintroductory“there”toexpressfacts
II.Languageskills
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
lListenforspecificinformation
lIdentifythemainideasofanewtopic
Speaking
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,adding,orgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lMaintainaninteractionbyreplying
lCloseaninteractionbygivingreasons
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
lReadwrittenlanguageinmeaningfulchunks
lRecognizerecurrentpatternsinlanguagestructure
III.Materials:
lSBP78
lAjug,abowl,acupandwater
Procedure
I.Warming-up
Freetalk:Savewater
II.Pre-taskpreparation
LanguageLearningactivity:
ThissectionaimsatprovidingSSwithopportunitiestopratisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows
lAskSSiftheyknowanywatergames.LetSStoexplainthegame.
lListenandfollow:Thinkanddo.
linviteSStodemonstratethegame.
lAsk:Howcanyouget90millilitresofwaterinthejug?
lYoumayinviteSStoplaysomewatergamespreviouslysuggested
III.Consolidation:
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)WBP42
IVNotes:
Unit3WaterFestival4/6
I.Languagefocus:
lUsingintroductory“there”toexpressfacts
lUsingthesimplepresenttensetoexpresssimpletruths
lUsingthesimplepasttensetotalkaboutpastactivitiesandstates
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvice,andspeedofconveyintendedmeaningsandfeelings.
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,adding,orgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lMaintainaninteractionbyreplying
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
lReadwrittenlanguageinmeaningfulchunks
lRecognizerecurrentpatternsinlanguagestructure
Writing
lGatherandshareinformationbyusinglisting,questioning…
lDevelopwrittentextsbypresentingmainandsupportingideas
lWriteoutapieceofwork
III.Materials:
lSBP79
lWBP42
lPPP74
lAjug,abowl,acupandwater
Procedure
I.Warming-up
Freetalk:Savewater
II.Pre-taskpreparation
Reviewthegame“Pouringwater”withSS.ShowSShowtoget90millilitresofwaterinthejug.
III.While-taskprocedure
lPairwork:Makenotesandwriteareport.
lInviteSStoreadtheiranswersaloudcorrectthem.
III.Post-taskactivities
lGroupwork:makeabookofwater.
lWBP42
IV.Consolidation:
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)GBP68-70
IV.Notes:
Unit3WaterFestival5/6
I.Languagefocus:
lAsking“Wh-”questionstofindoutplaces,positionordirection.
lUseAd/adverbialtoexpresstime/frequency
lUseformulaicexpressionstoexpressopinions
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
lListenforspecificinformation
lIdentifythemainideasofanewtopic
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvice,andspeedofconveyintendedmeaningsandfeelings.
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,adding,orgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lMaintainaninteractionbyreplying
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
lReadwrittenlanguageinmeaningfulchunks
lRecognizerecurrentpatternsinlanguagestructure
III.Materials:
lSBP80
lWBP43
lCassette7B
Procedure
I.Warming-up
Freetalk:Savewater
II.Pre-taskpreparation
LanguageLearningactivity:
ThissectionaimsatprovidingSSwithopportunitiestopratisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows
1.Reviewthedifferentplaces,suchas:swimmingpool,reservoirs,constructionsites,beaches,
ask:Whatsigndoweseeattheseplaces?
2.Listenandfollow:Read,thinkandmatch
3.Role-play:Read,thinkandread
4.Actitout.WriteSs’ideasontheboard.
III.Consolidation
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)WBP43,44
IV.Notes:
Unit3WaterFestival6/6
I.Languagefocus:
lAsking“Wh-”questionstofindoutplaces,positionordirection.
lUseAd/adverbialtoexpresstime/frequency
lUseformulaicexpressionstoexpressopinions
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
lUnderstandspeaker’sintonation,attitudeandfeelings
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvice,andspeedofconveyintendedmeaningsandfeelings.
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,adding,orgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lMaintainaninteractionbyreplying
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompletemeaning.
lReadwrittenlanguageinmeaningfulchunks
Recognizerecurrentpatternsinlanguagestructure
III.Materials:
lSBP81
lWBP44
lPPP75,76
lAfewboxes
Procedure
I.Warming-up
Freetalk:Savewater
II.Pre-taskpreparation
1.IntrothesignsonP81.LetSsreadthem.
Ask:Wheredowefindsigns?
2.GetSStodrawandwriteotherssigns
III.While-taskprocedure
1.Matchinggame.PPP75,76.
2.Eachhasasign.Askaquestion,iftheansweriscorrect,getonepoint.
IV.Post-taskactivity:WBP44
V.Consolidation:GBP70,75
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)PAP54-57
IV.Notes:
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.
