Unit4Howisfoodmade?(牛津7B)。
老师会对课本中的主要教学内容整理到教案课件中，大家在认真写教案课件了。只有制定教案课件工作计划，可以更好完成工作任务！你们了解多少教案课件范文呢？下面是由小编为大家整理的“Unit4Howisfoodmade?(牛津7B)”，供您参考，希望能够帮助到大家。
Unit4Howisfoodmade?1/5I.Languagefocus:
1.Using‘goingto’todescribeeventsthatwilloccurquitesoon
2.Usingthesimplepresenttensetoexpressthoughts
3.Asking‘Wh-’questionstofindoutspecificinformationaboutafooditem
II.Languageskills:
Listening
lIdentifymainideasofanewtopic
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Speaking
lOpenaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lRecognizerecurrentpatternsinlanguagestructure
lRecognizeformatandlanguagefeaturesinnarrativeandnon-narrativetexts
III.Materials:
lSBP20
lCassette7B
ProcedureI.Warming-up
1.Freetalk:
lAchant:Aperfectscore
II.Pre-taskpreparation:
lWhereisfoodmade?factories
lHaveyoueverbeentoafoodfactory?
lDoaprojectonhowacertainkindoffoodismade:
Whichfoodareyougoingtoinvestigateinyourproject?
Iamgoingtoinvestigatebread.
Myprojectisgoingtobeaboutfoodincans.
lRead:1)listenandfollow
lLook,askandanswer:reviewthefoodvocabulalry:frozenvegetables,orangejuice,cheese,biscuitsandcrisps
lPairwork:askandansweraboutafoodproject
III.Consolidation
1.Oral:1)Listenandread5times
2)Pairwork:askandanswerabouttheproject
2.Written:1)Copywork:newwordsandphrases
2)Supplementaryexercises
IV.NotesUnit4Howisfoodmade?2/5
I.Languagefocus:
1.Using‘goingto’todescribeeventsthatwilloccurquitesoon
2.Usingconnectivestoshowaresult.
3.Asking‘Wh-’questionstofindoutspecificinformationaboutafooditem
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
lUnderstandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases
Speaking
lOpenaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
Reading
lScanatexttolocatespecificinformation
lRecognizerecurrentpatternsinlanguagestructure
lUnderstandtheconnectionbetweenideasbyidentifyinglinkingwordsandphrases
III.Materials:
lSBP21
lCassette7B
lWBP13
lPPP15
ProcedureI.Warming-up
1.Freetalk:
lAchant:Aperfectscore
II.Pre-taskpreparation:
lFoodproduction:
foodfoodfactory
yoghurtdairy
frozenfishfrozenfishfactory
noodlesnoodlesfactory
addmoretothecolumns
lIndividualwork:
Whatisyourprojectgoingtobeabout?
Myprojectisgoingtobeaboutcannedfood.
Whodoyouneedtointerviewforyourproject?
Ineedtointerviewsomeoneatacanningfactory.
lMoreoralpractice:
I’minvestigatinghowfoodisputintocans,soIneedtotalkto(interview)someoneatacanningfactory
lLookandread:
1)readbyyourselves
2)listenandfollow
3)role-playusingthetargetlanguage
lGroupwork:PPP15:fillinthetableandorganizetheinformationintoashortreport
III.Consolidation
1.Oral:1)Listenandread5times
2)Pairwork:askandanswerabouttheproject
2.Written:1)Copywork:newwordsandphrases
2)WBP13
3)GBP15
IV.Notes
Unit4Howisfoodmade?3/5
I.Languagefocus:
1.Asking‘Wh-’questionstofindoutspecificinformationaboutaplace
2.Asking‘Wh-’questionstofindoutspecificinformationaboutsomething
3.Asking‘Wh-’questionstofindoutspecificinformationaboutareason
4.Asking‘How’questionstofindoutspecificinformationaboutamethod
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
lListenforspecificinformation
Speaking
lOpenaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
Reading
lRecognizeformatandlanguagefeaturesinnarrativeandnon-narrativetexts
III.Materials:
lSBP22
lCassette7B
lWBP15
lPPP16,17
ProcedureI.Warming-up
1.Freetalk:
lAchant:Aperfectscore
II.Pre-taskpreparation:
lReviewtheuseofinterrogatives:
Whatisyourprojectabout?
Whydidyouchoosetoinvestigateyoghurt?
Whereareyougoingtovisit?
Whodoyouneedtointerview?
Howareyougoingtovisittheperson?
lLookandread:
1)readbyyourselves
2)listenandfollow
3)pairwork:practicethedialoguebetweenDannyandthemanatthefrozenfactory.
4)actout
lComprehensionquestions:
Wheredothepeopleatthefrozenfishfactorygetthefishfrom?
Whatdotheydotothefishbeforethefreezeit?
Whydotheyfreezethefish?
Howdotheygetthefrozenfishtotheshops?
lIndividualwork:PPP16:completeEddie’snotesabouthisvisittothefrozenfishfactory
1)doitbyyourselvesfirst
2)readandcorrect
III.While-taskprocedure:
lPairwork:PPP17:makeaninterview
III.Consolidation
1.Oral:1)Listenandread5times
2)Pairwork:askquestionsaboutyourproject
2.Written:1)Copywork:newwordsandphrases
2)WBP15
3)GBP16
IV.Notes
Unit4Howisfoodmade?4/5
I.Languagefocus:
1.Asking‘Wh-’questionstofindoutspecificinformationaboutaday
2.Usingformulaicexpressionstobeginaformalletter
3.Usingformulaicexpressionstoendaformalletter
4.Usingmodalstoindicatepreferences
II.Languageskills:
Reading
lScanatexttolocatespecificinformation
lRecognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation
lUnderstandintention,attitudeandfeelingsstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage
III.Materials:
lSBP23,24
lCassette7B
ProcedureI.Warming-up
1.Freetalk:
lAchant:Aperfectscore
II.Pre-taskpreparation:
lReviewtheformatthealetter:
formalletters:DearSir/Madam…Yourssincerely
informalletters:DearDanny…Love
lRead:
1)ReadDanny’sletterbyyourselves
2)Isitaformalletteroraninformalone?
3)Whenisitappropriatetouseaformalletter?
4)Listenandfollow
III.Consolidation
1.Oral:1)Listenandread5times
2)Pairwork:askquestionsaboutyourproject
2.Written:1)Copywork:newwordsandphrases
2)WBP14
3)GBP17
4)CompletetheletteronP24ofyourSB
IV.Notes
Unit4Howisfoodmade?5/5
I.Languagefocus:
1.Usingthesimplepresenttensetoexpressneeds
2.Asking‘Wh-’questionstofindoutspecificinformationaboutsomething
3.Usingadverbstoexpresstimesequence
4.Usingimperativestogiveinstructions
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
lListenforspecificinformation
lIdentifymainideasofanewtopic
Reading
lRecognizeformatandlanguagefeaturesinnarrativeandnon-narrativetexts
lScanatexttolocatespecificinformation
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lPredictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
III.Materials:
lSBP25
lCassette7B
lWBP16
lPPP18,82
ProcedureI.Warming-up
1.Freetalk:
lAchant:Aperfectscore
II.Pre-taskpreparation:
lNametheingredientsandcookingutensilsneededtomakeyoghurt:
milk,powderedmilk,yoghurt,
asaucepan,astove,aspoon,aflask,abowloraplate
Whatdoyouneedtomakeyoghurt?
Youneedfourcupsofmilk,twospoonsofpowderedmilkandtwospoonsofyoghurt.
Youalsoneedasaucepan,aspoonandaflask.
lLookandread:
1)Lookandthepicturesandthecaptions
2)Trytoanswer:
lWhatdoyoudofirst?
lWhatdoyoudosecondly?
lWhatdoyoudonext?
lWhatdoyoudothen?
lWhatdoyoudoafterthat?
lWhatdoyoudofinally?
→
lFirst,youmixthemilkandthepowderedmilkinthesaucepan.Heatthemilkonthestove.
lSecondly,takethesaucepanoffthestove.Letthemilkcool.
lNext,addtheyoghurt.Stirthemixturewithaspoon.
lThenpoutthemixtureintotheflask.Closethelid.Leaveforsixhours.Donotmovetheflask.
lAfterthat,opentheflaskaftersixhours.Themixtureisnowyoghurt.Pourintoabowl.Putthebowlinthefridgetomaketheyoghurtcold.
lFinally,whentheyoghurtiscold,addsomefruit.Theneatit!It’sdelicious!
3)Listenandfollow
III.While-taskprocedure:
lPairwork:PPP18:askandanswerquestionsabouthowtomakemoreyoghurtwithalittleyoghurtusingthetargetlanguage
lNowlisten:PPP82:
ListentotheconversationbetweenMrLiandKitty,anddothequiz.
IV.Post-taskactivities:
lMakeyoghurtathome:youmayfollowtherecipeinyourtextbook,ormakeyourownyoghurt
lWBP16
V.Consolidation
1.Oral:1)Listenandread5times
2)Individualwork:describehowtomakeyoghurt
2.Written:1)Copywork:newwordsandphrases
2)PPP19to24
3)GBP18,21
4)PAPartModule1
IV.Notes
相关推荐
Unit4Howisfoodmade?
Unit4Howisfoodmade?
1
Languagefocus:
Using‘goingto’todescribeeventsthatwilloccurquitesoon
e.g.Kittyandherclassmatesaregoingtodoproject.
Usingthesimplepresenttensetoexpressthoughts
e.g.IthinkI’mgoingtoinvestigatebread.
Asking‘Wh-’questionstofindoutspecificinformationaboutafooditem.
e.g.Whichfoodareyougoingtoinvestigateinyourproject?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymain,ideasofanewtopic.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.
Materials:
Student’sBook7Bpage20
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Askstudentsiftheyknowwherethefoodsoldatsupermarketsismade.Somestudentsmaygivethecorrectanswer:‘factories’.Askstudentswhethertheyhaveevervisitedcertainfoodfactoriesandwhethertheyknowhowfoodisproducedinfactories.Conductasurveytofindoutthetypesoffoodfactoriesstudentshavevisited.Listthetypesoffoodfactoriesstudentshavevisited.Listthetypeoffoodontheboard.
2.Askanystudentswhohavevisitedfoodfactoriestotalkabouttheirvisited.Ifmostofthestudentshavenevervisitedafoodfactory,aclasstriptoafactorycouldbearrangedtogivethembackgroundknowledgeinfoodproduction.Encouragestudentstotalkaboutwhatfoodproductiontheywouldliketoknowmoreabout
3.Tellstudenttheyaregoingtodoaprojectoninvestigatinghowacertainkindoffoodismade.Explaintostudentsthemeaningoftheworld‘investigate’.Askindividualsthesubjectoftheirinvestigation,likethis:Whichfoodareyougoingtoinvestigateinyourproject?toelicit:Iamgoingtoinvestigate(nameoffood)./Myprojectisgoingtobeabout(nameoffood).
4.Playtherecording:Read.Studentslistenandfollowintheirbooks.
5.AskstudentstosaywhatfoodthechildreninReadhavechosentostudy.
6.ReviewthefoodvocabularyinLook,askandanswer.Askstudentstosuggestsomemorefooditemstheywouldliketoinvestigate.
7.StudentsworkinpairstoaskandanswerquestionsaboutafoodprojectinLook,askandanswerusingthetargetlanguage.
2
Languagefocus:
Usingconnectivestoshowaresult
e.g.I’minvestigatinghowfoodisputcans,soIneedtotalktosomeoneatacanningfactory.
Using‘goingto’todescribeeventsthatwilloccurquitesoon.
e.g.Myproject’sgoingtobeaboutorangejuice.
Asking‘Wh-’questionstofindoutspecificinformationaboutathingandaperson.
e.g.What’syourprojectgoingtobeabout?/Whodoyouneedtointerviewforyourproject?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.
Scanatexttolocatespecificinformation
Materials:
Student’sBook7Bpage21
Cassette7Bandacassetteplayer
Workbook7Bpage13
Photocopiablepage15
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage15foreachgroup.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Writeontheboardalistoffooditemsandalistoffoodfactoriesintwoseparatecolumns.Tellstudentstomatchthefooditemstothefactories,e.g.yoghurttodairy;frozenfishtofrozenfishfactory;noodlestonoodlefactory,etc.Askindividualstosuggestsomemorefooditemstheywanttoinvestigateandthekindoffactorytheywillvisit.Addtheirsuggestiontothecolumns.
2.Askindividualsquestions,likethis:Whatisyourprojectgoingtobeabout?Toelicit:Myproject’sgoingtobeabout(nameoffood).Thenask:Whodoyouneedtointerviewforyourproject?Toelicit:Ineedtointerviewsomeoneata(place).
3.Invitestudentstocomeforwardandtalkaboutthefooditemtheyaregoingtoinvestigate,likethis:I’minvestigatinghowyoghurtismade,soIneedtointerviewsomeoneatadairy.Explaintostudentsthattheyshouldusetheconnective‘so’toexplainwhatactiontheyaregoingtotaketodotheinvestigation.Rememberthereisnoneedforstudentstolearnthepassivevoiceatthisstage.
4.HavestudentsreadLookandreadforsometime.Thenplaytherecording.Studentslistenandfollowintheirbooks.
5.Inviteseveralstudentstorole-playMissGuo,KittyandherclassmatestoaskandanswerquestionsusingthetargetlanguageinAskandanswer,basedonthecontentsofLookandread.
6.Inviteastudenttocomeforwardandaskhis/herclassmatesquestionsabouttheprojectstheyhavechosentoinvestigate.
7.Studentsworkingroups.DistributeacopyofPhotocopiablepage15toeachgroup.Studenttelloneanotherwhatfoodtheyaregoingtoinvestigateandwhotheyintendtointerview.Studentsfillinthetableandorganizetheinformationintoashortreport.
Consolidation
GrammarPracticeBook7Bpage15
Workbookpage13
3
Languagefocus:
Asking‘Wh-’questionstofindoutspecificinformationaboutaplace.
e.g.Wheredoyougetthefishfrom?
Asking‘Wh-’questionstofindoutspecificinformationaboutsomething.
e.g.Whatdoyoudotothefishbeforeyoufreezeit?
Asking‘Wh-’questionstofindoutspecificinformationaboutareason.
e.g.Whydoyoufreezethefish?
Asking‘How’questionstofindoutspecificinformationaboutamethod.
e.g.Howdoyougetthefrozenfishtotheshops?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Listenforspecificinformation
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
Reading
Recognizeformatandlanguagefeaturesinnon-narrativetexts.
Writing
Developwrittentextsbyusingappropriateformat,conventionsandlanguagefeaturefeatureswhenwritingnon-narrativetexts.
Materials:
Student’sBook7Bpage22
Cassette7Bandacassetteplayer
Workbook7Bpage15
Photocopiablepages16and17
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage16and17foreachstudent.
Pre-taskpreparation
1.Reviewwithstudentstheuseofinterrogativesbyaskingstudentsquestionsabouttheirfoodprojects,likethis:Whatisyourprojectabout?Whydidyouchoosetoinvestigate(nameoffood/drink)?Whereareyougoingtovisit?Whodoyouneedtointerview?Howareyougoingtovisittheperson?Writestudents’answerstothequestionsontheboard.
2.TellstudentstoreadEddie’squestionsforthefrozenfishfactory.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
3.StudentspairuptopractisethedialoguebetweenDannyandthemanatthefrozenfishfactory.Invitesomepairstocomeforwardtoactouttheinterviewandreadthedialogue.
4.Askquestions:Wheredothepeopleatthefrozenfishfactorygetthefishfrom?Whatdotheydotothefishbeforetheyfrozenit?Whydotheyfreezethefish?Howdotheygetthefrozenfishtotheshops?Studentsarerequiredtogiveshortanswerstoshowtheirunderstandingofthekeypoints.
5.DistributeacopyofPhotocopiablepage16eachstudent.TellstudentstocompleteEddie’snotesabouthisvisittothefrozenfishfactory.Studentsinpairsreadeachother’snotesandmakecorrectionsifnecessary.
Consolidation
Workbookpage15
GrammarPracticeBook7Bpage16
4
Languagefocus:
Usingformulaicexpressionstobeginaformalletter.
e.g.DearSir/Madam.
Usingformulaicexpressionstoendaformalletter
e.g.Ilookforwardtohearingfromyou./Yourssincerely.
Usingmodalstoindicatepreferences
e.g.Iwouldliketovisityourdairy.
Asking‘Wh-’questionstofindoutspecificinformationaboutaday.
e.g.Whichdaywillbeconvenientformetovisitthedairy?
Languageskills:
Reading
Scanatextalocatespecificinformation
Recognizethepresentationofideasthroughheading,Paragraphing,spacing,italic,boldprintandpunctuation
Understandintention,attitudeandfeelingstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage.
Materials:
Student’sBook7Bpage23
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewtheformatofaletterwithstudents,tellingthemthatthereareformalandinformalletters.Drawstudents’attentiontothesalutationandthecomplimentaryclosingwhichusuallyindicatewhetheraletterisinaformalorinformalstyle,asinDearSir/MadamandDearDanny:YourssincerelyandLove.Bringinthetwotypesoflettersandshowthemtostudents.
2.HavestudentsreadDanny’slettertothedairy.AskstudentswhetheritisaformalorinformalletterandthereasonforDannytohavewrittenaformalletter.Explaintostudentsunderwhatcircumstancesandconditionsaformalletterismoreappropriate.Playtherecording:Read.Studentslistenandfollowintheirbooks.
Consolidation
GrammarPracticeBook7Bpage17
5
Languagefocus:
Usingformulaicexpressiontobeginaformalletter
e.g.DearSir/Madam
Usingformulaicexpressionstoendaformalletter.
e.gIlookforwardtoheadingfromyou,/Yourssincerely.
Usingmodalstoindicatepreferences
e.g.Iwouldliketovisityour_________.
Asking‘Wh-’questionstofindoutspecificinformationaboutaday.
e.g.Whichdaywillbeconvenientformetovisit______?
Languageskills:
Writing
Gatherandshareinformation,ideasandlanguagebybrainstorming,listingandobserving.
Planandorganizeinformationandideasbyindentifyingpurposeandaudienceforawritingtask.
Developwrittentextsbyexpressingideasandfeelingsandbywritingparagraphswhichpresentideaslogically.Reviseandeditshorttextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher.
Materials:
Student’sBook7Bpage24
Cassette7Bandacassetteplayer
Workbook7Bpage14
Consolidation
GrammarPracticeBook7Bpage14
6
Languagefocus:
Usingthesimplepresenttensetoexpressneeds
e.g.Youalsoneedasaucepanandaflask.
Usingimperativestogiveinstructions
e.g.Mix,Take,Add,Pour,Open
Asking‘WH-’questiontofindoutspecificinformationaboutsomething
e.g.Whatdoyouneedtomakeyouyoghurt?
Usingadverbstoexpresstimesequence
e.g.First,…/Secondly,…/Next,…/Then/
Afterthat,…/Finally,…
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.
Identifymainideasofanewtopic
Listenforspecificinformation
Reading
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Recognizeformatandlanguagefeaturesinnarrativeandnon-narrativetexts.
Predictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextsandknowledgeoftheworld.
Scanatexttolocatespecificinformation
Materials:
Student’sBook7Bpage25
Cassette7Bandacassetteplayer
Workbook7Bpage16
Photocopiablepage18and82
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage18and82foreachstudent.
Pre-taskpreparation
1.IntroducetostudentstheingredientsandcookingutensilsneededtomakeyoghurtinLookandread.Askstudents:Whatdoyouneedtomakeyoghurt?Toelicit:Youneed…
2.Givestudentssometimetolookatthephotosandreadthecaptionstounderstandtheproceduresformakingyoghurt.Askindividualstudents:Whatdoyoudofirst?Toelicit:First,youmixthemilkandthepowderedmilkinthesaucepan.Heat…,Whatdoyoudosecondly/next/then/afterthat/finally?Toelicitcorrespondinganswerstothequestions
3.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.Pausethetapeatthebeginningofeachprocedure,askstudentstoreadoutanappropriateadverboftime,andcontinueplayingthetape.
Consolidation
GrammarPracticeBook7Bpage18and21.
Photocopiablepage19and24
Unit4AvisittotheSpaceMuseum(牛津7B)
教案课件是老师上课中很重要的一个课件，大家正在计划自己的教案课件了。各行各业都在开始准备新的教案课件工作计划了，未来工作才会更有干劲！你们知道多少范文适合教案课件？以下是小编为大家精心整理的“Unit4AvisittotheSpaceMuseum(牛津7B)”，仅供参考，欢迎大家阅读。
Unit4AvisittotheSpaceMuseum1/5
I.Languagefocus:
lUsingnouns/nounphrasestoidentifypeople,animals,events,objectsandactivities.
lUsingdefinitearticlestorefertoacosmicobject
lUsingpresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking
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
lRecognizerecurrentpatternsinlanguagestructure
III.Materials:
lSBP81
lWBP44
lPPP75,76
lAfewboxes
Procedure
I.Warming-up
Freetalk:Savewater
II.Pre-taskpreparation
1.IntroducethesignsonP81.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)WBP45,46
IV.Notes:
Unit4AvisittotheSpaceMuseum2/5
I.Languagefocus:
lUsingadjectivestomakecomparison.
lUsingpreptoindicateposition/place/direction
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
lUnderstandspeaker’sintonation,attitudeandfeelings
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvice,andspeedofconveyintendedmeaningsandfeelings.
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,adding,orgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
lOpenaninteractionbyelicitingaresponsebyaskingquestion
lMaintainaninteractionbyreplying
Reading
lReadwrittenlanguageinmeaningfulchunks
lRecognizerecurrentpatternsinlanguagestructure
III.Materials:
lSBP83
lWBP46
Procedure
I.Warming-up
Freetalk:outerspace
II.Pre-taskpreparation
1.Reviewthecomparativeadjectives:largest,longest,smallest,closest,farthest,hottest,coldest,shortest
2.Listenandfollow:Read,thinkandwrite
III.While-taskprocedure
I.Pairwork:Askandanswer.
II.Checktheanswers.
IV.Post-taskactivities:
I.Playaquizgame.UsethequizcardsinAskandanswer.
II.WBP46
V.Consolidation:
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)GBP71
VI.Notes:
Unit4AvisittotheSpaceMuseum3/5
I.Languagefocus:
lUsingrelativeclausetodescribepeople
lUsingnouns/nounphrasestoidentifypeople,animals,events,objectsandactivities.
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
lUnderstandspeaker’sintonation,attitudeandfeelings
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvice,andspeedofconveyintendedmeaningsandfeelings.
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,adding,orgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
lScanatexttolocatespecificinformation
lRecognizerecurrentpatternsinlanguagestructure
III.Materials:
lSBP84,85
lWBP47
Procedure
I.Warming-up
Freetalk:outerspace
II.Pre-taskpreparation
LanguageLearningactivity:
ThissectionaimsatprovidingSSwithopportunitiestopratisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows
I.ReviewthedifferentoccupationsonP84ofSB.
II.LookatReadandthink.Ssaretoworkindividually.
III.AskSstobrieflyexplaintheirselectiontotheclass.
III.Consolidation:
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)GBP72
VI.Notes:
Unit4AvisittotheSpaceMuseum4/5
I.Languagefocus:
lUsingadjectivestodescribepeople,animals,objectsandconditions
lAsking“Wh-”“how”questionstofindoutvariouskindsofspecificinformation
lUsingconnectivestogivereason
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately
lUnderstandspeaker’sintonation,attitudeandfeelings
Speaking
lUseappropriateintonationandstress,andvaryvolume,toneofvice,andspeedofconveyintendedmeaningsandfeelings.
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,adding,orgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
III.Materials:
lSBP85
lWBP48
lPicturesofdifferentnationalities
Procedure
I.Warming-up
Freetalk:outerspace
II.Pre-taskpreparation
Usethepictureofdifferentnationalities
Ask:What’shis/hernationality?
I.While-taskprocedure
1.Pairwork:choosecrewnumbersthey’vechosenonP84.
2.WhenSstalkabouttheirselectionsask:Wouldyouliketomakechangestoyourplans?
3.InviteSstoreporttheirchangestotheclass
IV.Post-taskactivities:WBP48
V.Consolidation:
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)GBP73,74
VI.Notes:
Unit4AvisittotheSpaceMuseum5/5
I.Languagefocus:
lUsingimperativestogiveinstructionsanddirections
lUsingmodalstomakeanofferorinvitation
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:
lSBP86
lPPP85
lCassette7B
Procedure
I.Warming-up
Freetalk:Savewater
II.Pre-taskpreparation
AskSS:HaveyoubeentotheSpaceMuseum?Whereisit?Whatdidyousee?Whichpartdidyouenjoymast?Wouldyourecommendthisvisittoyourschoolmates?
III.While-taskprocedure
1.Ssworkindividually.HelpPetertofinishareport.
2.InviteSstoreadit.
II.Post-taskactivities
1.InviteSstowritetheirownreportabouttheirvisittotheSpaceMuseum.
2.collectthereportstomakeabook.
V.Consolidation:
oral:1)Listenandread5times
2)Actoutthedialogues
written:1)Copywork:phrases
2)GBP76
IV.Notes:
Unit2Thewindisblowing(牛津7B)
Unit2Thewindisblowing1/5I.Languagefocus:
1.Usingimperativestogiveinstructionsanddirections
2.Asking‘Wh-’questionstofindoutvariouskindsofinformationaboutaperson,objectoranevent.
3.Askingsimplequestionstoobtain‘yes/no’responses
4.Usingadjectivestomakecomparisons
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately
lListenforspecificinformation
Reading
lReadwrittenlanguageinmeaningfulchunks
Speaking
lOpenaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
lMaintainaninteractionbytakingone’sturnattherightmomentandrecognizingother’sdesiretospeak
lCloseaninteractionbygivingreasons
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
III.Materials:
lSBP70
lCassette7B
ProcedureI.Warming-up
1.Achant:Lightningandthunder
Ⅱ.Pre-taskpreparation
1.Knowledgeaboutafable:
Whatisafable?
It’sastory.Welearnalessonfromit.
2.Think,discussandmatch
1)listenandfollow
2)Doyoustillrememberthefable:Thewindandthesun?
3）Questions:
WhatkindofpersonwasMrWind?
Whatdidhesometimesdotothepeople?
WereMrWindandMrSungoodfriends?
WhatdidMrWindandMrSundotofindoutwhowasstronger?
Whathappenednext?
Whowasstronger?
Whathaveyoulearntfromthisfable?
III.Consolidation
1.Oral:1)Listenandread5times
2)Practisethedialogueorally
2.Written:1)Copywork:phrases
2)Moregrammarexercises
IV.Notes:
Unit2Thewindisblowing2/5I.Languagefocus:
1.Usingthesimplepasttensetotalkaboutpastactivitiesandstates
2.Usingadjectivestodescribemanner
3.Usingadjectivestodescribepeople,animals,objectsandconditions
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
lUnderstandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpressions
Reading
lReadwrittenlanguageinmeaningfulchunks
lPredictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld
Speaking
lOpenaninteractionbyelicitingaresponse
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswherenecessary
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
lMaintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
lCloseaninteractionbygivingreasons
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing
III.Materials:
lSBP71
lCassette7B
lWBP37
lPPP63-67ProcedureI.Warming-up
1.Freetalk:
II.Pre-taskpreparation
Readtheparagraphsinconsecutiveorder
III.While-taskprocedure
1.Groupwork:PPP63-67
1)Puttheparagraphsincorrectorderandnumberthem
2)Makeyourstorybooks
3)Shareyourbookswithyourclassmates
IV.Post-taskactivity:
1.WBP37
V.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthefable
2.Written:1)Copywork:phrases
2)WBP37Unit2Thewindisblowing3/5I.Languagefocus:
1.Usingpronounstoidentifypeople,animalsandobjects
2.Usingadjectivestomakecomparisons
3.Usingmodalstoexpressobligationandprohibition
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lReadwrittenlanguageinmeaningfulchunks
Speaking
lApplysyntacticrulessuchassubject-verbagreement
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswherenecessary
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
lMaintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
III.Materials:
lSBP72,
lCassette7B
lWBP38
ProcedureI.Warming-up
1.Freetalk:Role-playthefable
II.Pre-taskpreparation
1.Saysomethingaboutwind:
lDoyoulikewind?
lWhattypeofwinddoyoulike?
lWhyisgentlewindthemostpopular?
2.Look,readandmake
lListenandfollow
lMakeakiteofyourown
3.Decidewhohasmadethemostbeautifulkite
III.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthedialogue
2.Written:1)Copywork:phrases
2)WBP38
3)GBP61-62
Unit2Thewindisblowing4/5I.Languagefocus:
1.Usingpronounstoidentifypeople,animalsandobjects
2.Usingadjectivestomakecomparisons
3.Usingmodalstoexpressobligationandprohibition
II.Languageskills:
Listening
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Reading
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
lReadwrittenlanguageinmeaningfulchunks
Speaking
lApplysyntacticrulessuchassubject-verbagreement
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswherenecessary
lMaintainaninteractionbyaskingandrespondingtoother’sopinions
lMaintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak
III.Materials:
lSBP73
lCassette7B
lWBP39
lPPP6-70
ProcedureI.Warming-up
1.Storytelling:Thewindandthesun
II.Pre-taskpreparation
1.Languagepractise:
lHis/Hersis(not)asbig/small/heavy/lightashis/hers.
lHisschoolbagis(not)aslong/short/lightas
hers.
lHisisbigger/heavier/lighterthanhers.
III.While-taskprocedure
1.Groupwork1:PPP68
1)Drawandcolour
2)Talkinthegroupusingthetargetlanguage
3)Fillinthesurvey
2.Groupwork2:PPP69,70
1)Makeaposter
2)Writecaptions
IV.Post-taskactivity
WBP39
V.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthedialogue
2.Written:1)Copywork:phrases
2)WBP39
3)GBP63-64
Unit2Thewindisblowing5/5I.Languagefocus:
1.Usingprepositionstoindicateposition/place/direction
2.Usingconnectivestoshowthetimerelationship
II.Languageskills:
Speaking
lOpenaninteractionbyelicitingaresponsebyaskingquestions
lMaintainaninteractionbyagreeingordisagreeing,replying
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
Writing
lGatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing
lPlanandorganizeinformationandideasbydecidingonthesequenceofcontent
lDevelopwrittentextsbyexpressingownideasandfeelings
lReviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguges
Reading
lReadwrittenlanguageinmeaningfulchunks
lUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
III.Materials:
lSBP75
lCassette7B
lWBP40
lPPP71
ProcedureI.Warming-up
1.Readapoem:Whenthewindblows
II.Pre-taskprocedure
1.Whatelsedoyouseewhenthewindblows?
III.While-taskprocedure
1.Pairwork:PPP71:
1)Completethepoemandwriteanextraparagraph
2)Discuss,planandwrite
3)Actoutyourownpoem
4)Voteforyourfavouritepoembasedonthecontentand
creativityofthepoemandactingskillsofthestudents
IV.Post-taskactivity
WBP40
V.Consolidation
1.Oral:1)Listenandread5times
2)Sayyourownpoem
2.Written:1)Copywork:phrases
2)WBP40
3)GBP66
