Module3Thenaturalelements-。

一般给学生们上课之前，老师就早早地准备好了教案课件，到写教案课件的时候了。我们制定教案课件工作计划，才能更好地安排接下来的工作！你们清楚教案课件的范文有哪些呢？下面是小编精心为您整理的“Module3Thenaturalelements-”，仅供参考，欢迎大家阅读。

Module3Thenaturalelements

Unit2Windyweather

Pre-taskpreparation

1.Reviewthecontentofpage42.

Teachermayask:

Whatcanyouseewhenthereisagentlebreeze?

Whatcanyouseewhenthereisastrongwind?

Whatcanyouseewhenthereisatyphoon?2.Introducenewwords.

Teachermayask:

Whatcanyouseewhenthereisatyphooninthepark/inthesea?

Toelicit:fall,sink,clean-upWhile-taskprocedure

1.Reviewthepastformsofverbs.Writetheverbsontheboardanddividedthemintotwocolumns

move-movedbe-was/were

stay-stayedblow-blew

pass-passedfly-flew

watch-watchedbecome-became

fall-fell

break-broke

go-went

sink-sank

begin-began

2.Introducetheadverbs.Showfourpicturesonpage44tostudentsandask:

Howdidthewindblow?—Thewindblew_______.(fierce)

Howdidthecloudsintheskymove?—Thecloudsintheskymoved_______.(quick)

HowdidKittyandBengohome?—KittyandBenwenthome________.(immediate)

Howdidthewindbecomestronger?—_______,(sudden)thewindbecamestronger.

Howdidthewindblow?—Thewindblew_______.(light)

Howdidtheleavesblowinthewind?—Thewindblew_______.(slight)

Howdidtheyflowtheirkiteinthegentlebreeze?—Theyflewtheirkite_______(happy)inthegentlebreeze.

Howdidthetyphoonpass?—Thetyphoonpassed_______.(quick)

Howdidthebigclean-upbegin?—Thebigclean-upbegan__________.(immediate)

3.Showfourpicturesagainandaskstudentstoputtheminthecorrectorder.

4.Learnthefirstpassage.Studentsanswerthefollowingquestions:

WherewereKittyandBen?—Inthecountryside

Howdidthewindblow?—Lightly

Howdidtheleavesblowinthewind?—Slightly

Howdidtheyflowtheirkiteinthegentlebreeze?—Happily

5.Learnthesecondpassage.Studentsreadthepassageandanswer“T”or“F”

Thewindbecamestrongerslowly.—F(suddenly)

Thecloudsintheskymovedfast.—T

Thewindblewthestingaway.—F(kite)

KittyandBenwenthomeimmediatelybecauseitbecamedark.—T

6.Learnthethirdpassage.Studentslistenandfillintheblanks.

KittyandBenstayed___________.TheywatchedTV.Thewindbecamemuch________.Itblew_________.Itbecamea__________.________felldown.Shipsandboatssankinthebig_______.

7.Learnthefourthpassage.Showthepictureandaskstudentstodescribeit.

typhoon/pass/quickly

wind/become/gentler

clean-up/begin/immediately

gooutPost-taskactivity

1.Askstudentstoreadthestoryaftertheteacher.Thenaskeachgrouptoreadonepassageofthestory.

2.Dopairwork.Studentsmaychooseonepictureandaskquestionsandanswerinpairsaccordingtothecontentofeachpicture.

S1:HowdidKittyandBenflykiteinthecountryside?

S2:Theyflewkitehappily.

S1:Howdidthecloudsintheskymove?

S2:Itmovedquickly.

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Module4Thenaturalelements-

Module4Thenaturalelements

Unit1Electricitytoday

TeachingDesignClassOne,GradeSevenSubject:EnglishTeacher:JinGui-fangDate:May13,2008ProjectTitle7BModule4ThenaturalelementsUnit1ElectricitytodayThethirdperiodP67TeachingAimsKnowledge-learningtarget：1.TomaketheSshaveagoodmasterofthesentencepatternonPage672.Tograspthelanguagepoints:makesb.do,helpsb.(to)dosth.etc3.Tolearnandpractiseusingadjectivesandadverbs(comparative)todescribeconditions4.TowriteashortpassagewithatleastsixtywordsabouttheimportanceofelectricityAblities-cultivatingtarget:Todevelopstudents’abilityofspeaking,listeningandwritingMoral-penetratingtarget:1.Toletstsrealizethatelectricityisveryimportantandwemustsaveelectricity2.Tocultivatests’communcativeandcooperativeabilitiesBasisforthetargetdesignAnalysesofthematerialThisisthethirdperiodofthisunit.Thematerialgivesstudentssomeinformationabouttheimportanceofelectricityinourlives.Studentslearnedthenamesofdifferentkindsofelectricalappliances.Moststudentswillfeeldifficultbecausethesentencesareusuallylongandsomeofthewordsaredifficulttopronounce,especiallythenewstructuresareeasilyconfused.Analysesofstudents’statusThestudentsofClass1areoftenactiveduringEnglishclassexceptafewstudentswhoarepooratEnglish.MostofthemareinterestedinlearningEnglish.Theyarenotonlyabletolisten,speakandanswer,butalsowillingtoexpresstheirideassothattheycangetmoremarksfortheirowngroups.Teachingemphases1.Toexpresswhattheyhavejustlearnedskillfully2.Toletstshavefunlearninganddoingintheprocessandgetthesenseofsuccess3.Tocultivateteamspirit.Difficultpointinteaching1、graspthelanguagepoints:makesb.do,helpsb.(to)dosth.,savesb.timedoingsth.2、haveagoodmasterofthesentencepatternTeachingmethods1、Task-basedteachingmethod2、Usingmulti-media3、Co-operativeapproachTeachingAidsPowerpointTeachingProceduresTeachingcontentTeacher’sactivitiesStudents’activitiesDesigningaimswarming-upListenonlyandlookatstudentswithasmileGooverthenamesofelectricalapplianceswiththehelpofppttopreparefortheEnglishlessonPre-taskMakeamodelShowtime:GuessinggameOnestudentdescribessomekindofelectricalappliancewithwordsexceptthetheobjectitself,theotherstudentsguesstheanswerTobringupsts’abilityforproducinglanguageandlisteningWhile-task1.Ask:What’stherelationshipbetweenelectricalappliancesandelectricity?Toelicit:A;Whyhaselectricitybecomesoimportant.inourlives?B:It’sbecausepeoplewanttousemanydifferentelectricalappliances2.Ask:What’stherelationshipbetweenelectricityandourlives?What’stherelationshipbetweenelectricityandourlives?3.Ask:Whatdoyouthinkofelectricity?Canyoufindoutatleastfouradjectivestodescribeelectricity?Introduceandpractisetheadjectives4.Introduceandpractisethesentencepattern1.oraldrillsIfthereisnoelectricity,peoplewillnotbeabletouse…2.workinpairs3.oraldrills:Ifthereisnoelectricity,ourliveswillbeless……4.practisethesentencepatternfocus:makesb.domakesth.adj./comparativesofadj.helpsb.dosth.savesb.timedoinghousework1.Toimprovests’abilityforspeaking2.makestslearnthenewlanguagepointsskillfullySummaryGiveasummaryofthenewlessonbywritingdownthekeywordsontheblackboardReadthekeywordsandspeakoutthesentencesTomakestsclearerPost-taskWritingFinishtheimportanceofelectricityofPage67Toimprovests’abilityforwritingAssign-ment1.FinishGrammarPracticeBook7BP58/592.7BworkbookP33/343.Writing:theimportanceofelectricityFinishallofthemafterclassToconsolidatewhattheyhavelearnt.

Module1Thenaturalelements

Module1Thenaturalelements
Unit4Forestsandland
P24
应掌握的词汇：
touchv.触摸
feelv.摸起来
hardadj.硬的
eg.Don’ttouchit.不要触摸它。
Howdoesitfell?摸起来感觉真么样。
It’shard.它是坚硬的。
认知词汇:tablecloth,above
应掌握的短语:bemadeof
应掌握的句型:Howdoesitfeel?
What’s---madeof?It’smadeof---.
prefertodosth
eg.Iprefertostayathomebecauseit’shotoutside.
外面太热，我宁愿呆在家里。
Whatisthescarfmadeof?这条围巾是什么做的？
It’smadeofwool.它是羊毛的。

教学重点:1.让学生强化对句型bemadeof的训练，是学生能够更灵活、
准确地应用，同时进一步提高学生的想象能力。
2.是学生以问答的方式回忆并掌握本单元的重点内容。

教学难点:1.培养学生大胆发挥他们的想象力，并且能够大胆的用英语表达，
2．培养学生注重观察生活。
教学过程:
Step1.Revision
Freetalkwithbemadeof.
Step2.Lead-in
从学生的提问所用的实物中挑选一件，先让学生用眼睛观察它的材质，再
找一名同学用手触摸一下，然后让他大胆的说出自己的感受。
Let’swatchit.Wecanseeit’smadeof---?
Thistimecloseyoureyes,touchit.
Howdoesitfeel?
Step3.Playagame
(以同桌的形式)让学生把事先准备好的东西在同桌蒙上眼睛后，拿给对方，
并询问：
Howdoesitfeel?帮助蒙上眼睛的同学回答：It’shard/soft/smooth/rough.
在游戏中让学生尽量用所学过的形容词大胆的表达。
Step4.Thinkandtick
四人一组先进行讨论，如果他们要给其中一人开生日派队的话，实现需要
准备那些东西写出来，越多越好。然后把他们的讨论结果以对话的方式表演出
来，让学生尽量把本单元所学过的指示尽可能多地用上。
eg.I’dprefertoget---.
What’sitmadeof?
Wherecanweget---?
Whatdoweuse---todo?
Step5.TommyTarget
1．让学生尽可能多的回忆出本单元所学的重要的单词、词组和句型
写到黑板上，并说出他们的意思。
2．让学生就所学的内容尽可能多的提问，请其他的同学来回答。
Step6.Writingpractice
DoWookbookexercisesandGrammarPracticeBookexercises.

板书设计
Unit4P24
Howdoesitfeel?TommyTarget
(Sswrite)
It’shard/smooth/hard/rough.

Module1Thenaturalelements-

为了促进学生掌握上课知识点，老师需要提前准备教案，是认真规划好自己教案课件的时候了。认真做好教案课件的工作计划，才能够使以后的工作更有目标性！你们会写一段适合教案课件的范文吗？下面是小编精心收集整理，为您带来的《Module1Thenaturalelements-》，希望能为您提供更多的参考。

Module1Thenaturalelements

Unit4Forestsandland

P23

应掌握的词汇

woodenadj.木制的Thispairofchopsticksiswooden.这双筷子十木制的。

chopsticksn.筷子Chinesepeopleeatmealswithchopsticks.

中国人用筷子吃饭。

sockn.袜子Iwashmysockseveryday.

我每天都洗袜子。

pursen.钱包Sheputhismoneyinherpurse.

她把钱放进了钱包里。

spoonn.匙

forkn.（叉子）Westernersalwaysuseknives,forksandspoonstohavemeals.

西方人通常是用刀、叉和匙吃饭。

认知词汇:vase,woolen,jug,case

应掌握的短语:bemadeof

应掌握的句型:What’sitmadeof?它是由什么制成的？

It’smadeof---它是由---制成的。

What’sthetablemadeof?

It’smadeofwood.

教学重点:1.掌握并区分不同的材料可以制成的不同东西

2．熟练的应用句型What’sitmadeof?

It’smadeof---.

教学难点:1.引导学生填好文中的表格，并发挥想象得出更多的答案

2．灵活应用bemadeof

教学过程:

Step1.Revision

Freetalkinpairs,like—What’sthis?

It’scotton.

—Wherecanwegetcotton?

Wecangetcottonfromplants.

—Whatdoweusecottontodo?

Weusecottontomakeclothes.

Step2.Lead-in

把课前准备好的棉体恤衫展示给学生，先让学生来猜它是谁的，来吸

引学生的兴趣，然后让学生联想棉花来自于哪里，这件棉体恤衫是由什么

制成的，进而导出新课的重点句型

What’sitmadeof?

It’smadeof---

Step3.Presentation

1.Usingrealthingstoteachnewwords

2.Drills

What’sthis?

What’sitmadeof?

Step4.Activities

1.让学生先同桌讨论，然后把书上的表填上，并由其中一人把填好的结果

读出来。

2．猜测游戏；把全班分成四组。请几名同学把课前准备好的东西展示给

　其他同学，然后提问，如：What’sthisbottlemadeof?

Whatistheshirtmadeof?等等。

小组成员讨论后在一张纸上写下答案，然后再有一名代表写到黑板上，

答对题目最多的小组获胜。

Step5.Writingpractice

DoWookbookexercisesandGrammarPracticeBookexercises.

板书设计

Unit4P23

Words:

woodn.--woodenadj.

wooln.—woollenadj.

Patterns:

Whatis---madeof?

It’smadeof---.