4BM3教案
starter Module3 和Module4预备级教案
对Could you/ I …问句作肯定回答常用Certainly,如作否定回答可说Sorry, you can’t.”或Oh, please don’t.
例如：“Could I sit here?” “Sorry, you can’t.”“我能坐到这吗？”“对不起，你不能。”
S:Yes, I do.
T:Do you know the color of bananas?
S: They are yellow.
T: Good.Today we are going to learn how to express colors.
what开头的特殊疑问句
①---What’s this in English? ---It’s ......---这个用英语怎么说？---它是.......
例如：I go home once a month.我一个月回家一次。
③表示一类人或事物。
例如：An elephant is heavier than a horse.大象比马重。
④用在序数词前，表示“又一”、“再一”。
例如：You can try it a second time if you fail.你如失败了，可再试一次。
注意:①a用于以辅音音素开头的单词前。
例如：a map一张地图a tree一棵树
②an用于以元音音素开头的单词前。
例如：an apple一个苹果an elephant一头大象
定冠词的用法
①表示某个或某些特定的人或物前用the。
例如：Do you know the girl in a red skirt?你认识那个穿红裙子的女孩吗？
外研版英语八年级下册Module4 Unit3 精品教案
Module4 Unit3 精品教案
一、教学内容：Unit3 Language in use.
二、课型：Listening and speaking
三、教学目标：
1、能够正确使用以下单词和词组：cough, fever, headache, stomach, ache, stomach
ache, toothache, ill, this, since, cold, catch a cold, take sb.’s temperature, fast food, health, take part in sth., well, heart, active, pet, member, , then, daily, weak, exercise
2、能正确使用现在完成时与for 和since 引导的时间状语连用的构造。
3、能够与同学合作完成医患间的角色扮演和对话。
4、能够针对不安康的生活习惯或行为给出适当的建议和看法。
5、能写一篇关于运动习惯的短文
四、教学重难点：
1. 能正确使用现在完成时与for 和since 引导的时间状语连用的构造，以及读懂
关于饮食和运动习惯的短文。
〔重点〕
2. 能够写关于运动习惯的短文。
〔难点〕
五、教学准备：
本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进展教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。
本节课所需教具及资料：幻灯、图片、调查表等。
六、教学过程：。
starter Module3 和Module4预备级_教案-教学文档
适用学科初中英语适用年级适用区域 外研版区域课时时长（分钟）知识点 1. 天气、星期、颜色及喜好的表达；七年级 2 课时2. 定冠词与不定冠词的区分1. 知识与技能目标：1）---What color is the pen? ---It’s.......---What day is it today? ---It’s...... ---What’s the weather like? ---It’s...... What’s your favorite sport?教学目标2) 定冠词和不定冠词的部分用法。
2.过程与方法：1）询问颜色、星期、天气及别人喜欢的事物。
2）学习讨论定冠词与不定冠的答题技巧。
3）情感态度与价值观：通过学习颜色星期天气的表达，询问他人的喜好，积极与同学进行交流。
教学重点 1.掌握日常简单的交际用语。
2.掌握 what 开头的特殊疑问句来询问天气、喜欢的颜色/运动、星期。
3.掌握定冠词和不定冠词的部分用法。
教学难点 1. 能够灵活应用重点词汇。
2.能够应对 what 开头的特殊疑问句。
3.能够应对初一对冠词的考查。
教学过程第1页一、导入T: Do you like banana? (Show some pictures of bananas.)S: Yes, I do. T:Do you know the color of bananas? S: They are yellow. T: Good.Today we are going to learn how to express colors.二、知识讲解知识点 1what 开头的特殊疑问句①---What’s this in English? ---It’s ......---这个用英语怎么说？---它是.......②How do you spell “pencil”?“pencil”这个单词怎么拼？③Can you help me?你能帮我吗？④---What color is the pen? ---It’s......---这只钢笔的颜色是...... ---It’s ......⑤---What day is it today? ---It’s......---今天是星期几？---今天是星期......⑥---What’s the weather like? ---It’s......---天气怎么样？---天气是......⑦What’s your favorite sport?你最喜欢的运动是什么？例如：---What’s this in English?A.It’s a bookB.It’s red---_______________ . C.It’s threeD.It’s sunny知识点 2冠词的简单用法第2页不定冠词的用法①在叙述时第一次提到的人或事物前，表示“一”的数量概念。
4BM3教案教学文档
English 4B (Oxford Shanghai Edition)Module 3Unit 1Theme：Sounds around usSchool: 同济黄渡小学Teacher: 万晓婷I、单元教学目标A. Language knowledge (语言知识)：1、能在Sounds around us 的语境中，正确认读、拼写并熟练运用本单元的核心词汇：quiet、loud、bell、television(TV)2、能在Sounds around us 的语境中，学习理解并运用本单元的核心句型：Is/Are...(doing)?Yes … is/are./ No, ...isn’t/aren’t.3、能在Sounds around us 的语境中，运用祈使句提示或提醒他人：Listen!/Be quiet! /Be carefully!/Listen to... .4、能在Sounds around us 的语境中，用几句话来介绍周围正在发生的事情或活动，以及声音的特点。
5、能正确读出字母组合-are, -ear, -air的发音，并有感情地朗读小诗。
B. Language skills (语言技能)：Listening:1、能在相关语境中听懂核心单和词组如：quiet、loud、bell、television(TV)。
2、能在相关语境中听懂核心句型如：Is/Are...(doing)? Yes … is/are. /No, ...isn’t/aren’t.3、能听懂并理解主体文本的内容。
4、能听懂祈使句如：Listen!/Be quiet! / Be carefully!/Listen to... .5、能听懂并识别字母组合-are, -ear, -air在单词中的发音。
Speaking:1、能熟练地语境中说出核心单词：quiet、loud、bell、television(TV)。
2、能熟练地在语境中使用核心句型：Is/Are...(doing)? Yes … is/are. /No, ...isn’t/aren’t.3、能在语境中运用祈使句提示或提醒他人：Listen!/Be quiet! / Be carefully!/Listen to... .4、能在语境中用几句话来介绍周围正在发生的事情或活动，以及声音的特点。
新标准小学英语第四册Module3Unit1教案
新标准小学英语第四册Module3Unit1教案New standard primary school English volume 4 module3unit1 teaching plan新标准小学英语第四册Module3Unit1教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
module 3 picnicunit 1 will you take your kite ?学习任务:we’re going to have a picnic.will you take your kite ? yes, i will. / no, i won’t.功能：制定并谈论计划。
教具:单词卡片，课文磁带和cd-rom ,小调查表，郊游物品和书包。
教学过程: x k1.warmersay a chant : can i have some fruits?（复习一首跟食物有关的chant）2.presentation and lead ingame: look at pictures and say words.由图片导入新单词picnic的学习，并设置大情景we’re going to have a picnic on saturday.在此处学习新单词saturday。
3.new teachingt：what will you take ？will you take your bread ? （学习新单词 will和 take）yes, i will. （操练肯定回答）will you take your pencil ? no, i won’t . （操练肯定回答）t：i will take a big bag. can you guess what i will take ?（实物展示）学生问老师，然后学生之间进行对话。
新标准小学英语第四册Module3 Unit1教案
新标准小学英语第四册Module3 Unit1教案module3PicnicUnit1willyoutakeyourkite?学习任务:we’regoingtohaveapicnic.willyoutakeyourkite?yes,Iwill./No,Iwon’t.功能：制定并谈论计划。
教具:单词卡片，课文磁带和cD-Rom,小调查表，郊游物品和书包。
教学过程:.warmerSayachant:canIhavesomefruits?（复习一首跟食物有关的chant）2.PresentationandLeadinGame:lookatpicturesandsaywords.由图片导入新单词picnic的学习，并设置大情景we’regoingtohaveapicniconSaturday.在此处学习新单词Saturday。
3.NewteachingT：whatwillyoutake？willyoutakeyourbread?yes,Iwill.willyoutakeyourpencil?No,Iwon’t.T：Iwilltakeabigbag.canyouguesswhatIwilltake?（实物展示）学生问老师，然后学生之间进行对话。
4.TextstudyonSaturday,AmyandSamaregoingtohaveapicnic.willAmytakeherkiteonFriday?willAmytakeherballonFrid ay?Let’slisten!听课文，学生通过回答问题理解课文大意。
处理次重点单词。
经过复习新单词和跟读课文后，根据学生掌握情况自读和分角色朗读课文。
5.Task-fulfilling继续我们要去野餐的话题>学生分小组讨论并调查野餐将要带什么。
willyoutake…?yes,Iwill./No,Iwon’t.namekitesweetsballbreadfruits2>writealettertoyourfriend.给你的朋友写一封信，问问他/她将要带什么东西。
Module3教学案外研版必修4
Module 3Shake , in troduce, devel op, in volve, jo in the hands.By accide nt, make a toast, take a sipIn comp etiti on with, make a no ise Adverbial clause of con cessi on1. Make stude nts master some new words in the readi ng material.2. Get stude nts know more about body Ian guage and non-verbal com muni cati on. 1. Read and fully understand the text to develop the students ' reading ability.about some body Ian guage in some coun tries.学习内容3HI. Careful Read ingRead p ara.1 aloud togetherandWays of com muni cati onfiSpoken la anguage talking,phoning WrittenIanguage typing,writing Body Ian guagegesture,feeli ngIV. CompIete the following table in groups. Coun tries or areas Way of greeti ngmeaning of the greeti ngEuropean,America nsShake handsI trust you课题In troduction, Sp eak ing课时 授课班级考点、知识点学习目标重、难点2. Train students ' speaking ability by talking about body la n guage and lear n学生活动I. lead-i n: Pair Work ( chatting with partners by body IanguageII. Fast Readi ngRead the text quickly and choose the best title. 1 Sayi ng It Without Words2 When in Rome, Do as the Roma ns Do (★ 3 Greet ings Around the World4 Read My Mi ndMatch colu mn A with colu mn B. Para 1 )Gr Para 5 ____ E )— Group work In dividual work Read and an swer入乡随俗）Body Ian guage varies from culture to culture. Part 1 ings in Asia n coun triesAmerican youth ' s g reeting todayart 2tings in wester n coun tries> Body Ianguage is fascinatingfor anyone to study.PartPara 2 Para 3 Para 4 A)—► B) Gr3V. La nguage points 1. be con scious of 2. vary with 3. vary from …to 4. in volve sb inVI. Acting and Exp ress ing1. Guessing game: Let one student act out by body Ianguage, and the other sp eak outthe meaning in En glish.2. Role play: Here are two situations.For each situation, prepare a roleplay with their partner, (they can choose either) Use both sp oke n words and body Ian guage to exp ress their ideas.Situati on 1 You are visit ing a city in En gla nd and n eed to buy someappi es. You only know a little En glish and want to know where you can get them and how much you cost.Situation 2 You are playing your cell phone in class when the teacher stands by you … VII. Con clusi on What have you lear ned today? VIII. HomeworkWrite a short p assage about the greeti ngs in differe nt coun tries.I. lead-in: Pair Work ( chatting with partners by body IanguageII. Fast Readi ngRead the text quickly and choose the best title. 1 Sayi ng It Without Words2 When in Rome, Do as the Roma ns Do (★ 3 Greet ings Around the World4 Read My Mi ndMatch colu mn A with colu mn B.Para 1 ___ A ) __ . Body Ian guage varies from culture to culture. Part 1 B) Greetings in Asia n coun triesAmerican youth ' s greeting today )Greetings in wester n coun tries E)Body Ianguage is fascinating for anyone tostudy. PartCh ina put the right hand over the left and bow slightly or shake handsshow respectHi ndus Join hands and bow headsrespect Muslims Salaam. touch their heart , mouth and foreheadrespect America nyouthsHigh fivecom mon greet ing入乡随俗）Part 2Para 2 Para 3 Para 4 Para 5III. Careful Read ingRead p ara.1 aloud together and fill in the bla nksSpoken Ianguage talking,phoning 彳Ways of com muni cati on Writte n Ian guage typin g,writi ng .Body Ian guage gesture,feeli ngIV. Complete the following table in groups.Post-readi ngV. La nguage points 1. be con scious of 2. vary with 3. vary from …to 4. in volve sb inVI. Acting and Exp ress ing3. Guessing game: Let one student act out by body Ianguage, and the other sp eak outthe meaning in En glish.4. Role play: Here are two situations. For each situation,prepare a roleplay with their partner, (they can choose either) Use both sp oke n words and body Ian guage to exp ress their ideas.Situati on 1 You are visit ing a city in En gla nd and n eed to buy someappi es. You only know a little En glish and want to know where you can get them and how much you cost.Situation 2 You are playing your cell phone in class when the teacher stands by you … VII. Con clusi on What have you lear ned today? VIII. HomeworkWrite a short p assage about the greet ings in differe nt coun tries.Coun tries or areas Way of greeti ngmeaning of the greeti ng European, America ns Shake handsI trust you Ch ina put the right hand over the left and bow slightly or shake handsshow respect Hi ndus Join hands and bow headsrespect MuslimsSalaam. touch their heart , mouth and foreheadrespectAmerica nyouthsHigh fivecom mon greet ing3. To help the stude nts lear n how to give advice.1. Get Ss to master the adverbial clause and sum up the ways to give advice.重、难点2. Get Ss to master the usage of the important words of this part.学习内容Step 1 Revisi on and lead-i n(Greet the stude ntsas usual.)The teacher check the students ' homework of yesterday —reciting or retell ing the read ing p assage.(The teacher asks a few stude nts to do this.)Ste p 2 Grammar 1T: Ok, so much for the check- up. You must have spent much time preparing教学反思it and gave good performances just now. During your preparation course,you may take no tice of many sentences which are lin ked by conj unctions whe n and if,right? Do you know the structures of these senten ces? Now follow me to lear n themthis class. In this p eriod we are going to deal with Grammar 1 and Liste ning andvocabulary p art. First pl ease open your books and turn to P age 23. Look at the following sentences from the p assage. Read them and pay atte nti on to the conj unctionswhe n and if.课题Grammar 课时 2 授课班级考点、知识点Adverbial clause of con diti onThink of , every time+clause1. To en able the stude nts to use the words and exp ressi ons in thisun it.学习目标2. To en able the stude nts to summarize the ways to use adverbial clause学生活动教学反思They are used to connect senten ces or parts of senten ces. Thenfinishthe exercise below.(The teacher gives the stude nts two or more minu tes to prepare.)(Two or more minu tes later.)T: Have you yet fini shedit?Ss: Yes.T: Now look at the scree n and see if your choices arecorrect.(The teacher shows the an swers on the screen.)Suggested answers:The followi ng stateme nts are true: 1,3, 4 and5T: Well done! From the above two sentences and exercise we can get some in formati on about adverbial clause of con diti on. It describes commonsituatio ns which were in troduced by when and if. Mean while, it usually explains the result of the situatio n in the other part of thesentenceand uses the present tense in both parts. If the main clause is located at the beg inning of the whole sentence, adverbial clause justfollowsit. However, if the result lies at the end of the whole senten ce,theadverbial clause must be put at the beg inning and followed by acomma.Now let s do more exercises. Look at Activit y 2. Read through the p assage in the read ing part once more and try to find more sentenceswith whe n orif.(A few mi nu teslater.)T: Are you ready? Now let ' s check the answers. How many sentences of this kind have you found yet?Ss: 4.T: OK. The first sentence, who shows your an swer toothers?S: If our right hand is busy greet ing some one, it cannot be holdi ng a wea pon.T: Good. Sit dow n, p lease. No. 2? Vol unteer?S: Let me try. If you shake hands with some one, you show you trustthem.ideal house of the future.学习内容学生活动Step I Revision1. Greetings.2. Revision.Step n Listening and VocabularyTask 1 Match the parts of the body in the picture with the words in thebox.Task 2 ListeningThis part is to train the students ' listening ability. Play the tape forthe stude nts to liste n, and ask them to do Exercise 2. After that,askthe stude nts to work in p airs and check the an swers. At last, playthetape again.Task 3 DiscussionMatch the follow ing pi eces of advice with the top ics in activity 3,andhave a discussi on about differe nt po siti ons of one 's body.LstteningSp eakingan sweringTask 4 Sp eakingThe step is intended to make students know how to give advice on differentoccasions.Step 川PronunciationThis step is to help the students to pay attention to American accent and British acce nt in senten ces. Teachers can ask them to un derl inethestressed words and then point out what kind of words belong to the stressedon es. Fin ally p lay the tape aga in, and ask them to pay atte ntion to.Step IV Assignment1. Con solidation2. Go over what you have lear ned in thismodule.课题 学习目标 重、难点 教学反思 Exte nsive Readi ng考点、知识点课时 授课班级At the end of, however good they are In comp etiti on with Hold uni versal1.T0 help Ss know the culture of clapping.2.To en courage the stude nts to use this kno wledge to com mun icate with other1.Get the main idea of the two readi ng materials.2. Help the stude nts to lear n how to read fast and get the main ideas quickly.3. Find the main idea for each p aragra ph.4.How to help the stude nts to un dersta nd the difficult Ian guage points in thereadi ng and use them correctly.学习内容学生活动Step I Revision 1. Greeti ngs. 2. Revisi on.Step n Culture corner 1. Lead-i n 2. Skim ming This ste p is to help the stude nts to get a gen eral idea of the p assage.Asking |Readi ngMaking no tesdiscussi onAsk them to read fast and find out what the p redicti ons areabout.3. Careful readingThis ste p is to help the stude nts to gras p some detail in formati on.Askthem to read carefully and then ask some students to tell if the statementsare true. If false, ask them to correct them.4. Readi ngaloudAsk the stude nts to read aloud and find out the Ian guage points inthep assage. Mea nwhile ask them to decide which p redictio n they findmostamusing.5. Lan guagepointsT: Look at the screen. Let' s go through the Ianguage points of this part.a live p erformanee现场演出live adj. 活的，生动的，精力充沛的，直播的ive，alive 和living 都有"活着的，活的”的意思，但alive常用作表语或后置定语；living 既可用作定语，又可用作表语；而live 一般仅用作定语。
B3m4教案教学文档
1.Show some pictures to talk about some relaxing things to arouse the Ss’interest.
2.Have a discussion about the functions of the infinitive.
1.Learn the functions one by one .
To train Ss how touse them freely and corerectly
To consolidate what they have learned in this class.
教学反思
3.To enable Ss to know about three tenses of the infinitive.
教学重点
To enable Ss to know about thefunctionsof the infinitive
教学难点
To enable Ss to know about some special usesof the infinitive
Free talk.
Make up a dialogue to practise the infinitive.
Write a short passage about your school life using the infinitive.
Greet eachotheral work and
pair work
Group work
or pair work
Toget the class in order
Arouse the Ss’interest.
To train Ss’ability to conclude the grammar.
外研版高中英语必修4 Module3 Introduction精品教案
Module 3 Introduction精品教案The General Idea of This PeriodDuring this period we will learn some new words that can be used to describe physic contact and gestures. In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures. Some performances may be of great help in leading in this part. The task of Activity 2 is to listen and match the situations with the pictures. Activity 3 is related to speaking. The teacher may ask the students to work in pairs and make up a dialogue. And then several pairs need to act out their dialogue. The last activity is reading and answering the questions. You can make them do it by themselves and then check the answers.Teaching Important PointsMaster some words, phrases and useful expressions describing body languages and non-verbal communication.Improve the students’ speaking ability by talking,discussing, making up and acting out dialogues.Improve the students’ listening ability.Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities.How to improve the students’ speaking and listening ability.Teaching MethodsIndividual work, pair work or group work to make every student participate in class.Listening and matching activity to help the students have a good understanding of the listening material.Teaching AidsMultimediaA blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words, phrases and useful expressions.Encourage the students to know how to describe body languages or gestures in English.Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.Process and StrategiesTrain the students’ speaking ability through individual, pair work and group work.Train the students’ listening ability through listening and matching exercise.Feelings and ValueDeepen the students’ correct understanding of what their partner really mean and make a response.Have the students know about some culture and customs concerning non-verbal communication and strengthen their communicative awareness.Teaching ProceduresStep 1 Lead-inT: Good morning, boys and girls!Ss: Good morning, sir!T: In last module we have learned something about traffic jam at home and abroad. Today we are going to learn something about communication without words but body language.T :( The teacher shows a pile of pictures of physical contacts.) Here are several pictures concerning physical contact and body language or gestures. You may be familiar with some of them. Do you know how to express them in English? Now discuss them in pairs or groups. In a few minutes, I’ll ask some students to talk about them.(The students begin to discuss the pictures. And the teacher goes around the class and joins them. A few minutes later, the teacher says the following.)T: Are you ready? Who can give us a talk about the first picture? Any volunteer?Ss: Let me have a try. I think the old man is the grandfather, and the boy is his。
小学英语第四册Module3教案(新版新标准)
小学英语第四册Module3教案（新版新标准）Module 3（二课时）教学目标（一）语言运用能力：听：听懂课文，听准单词发音。
说： 1.用“will”谈论将来可能发生的事情。
2.运用情态动词“can”描述能力。
读：读准单词，熟练朗读课文。
写：写会单词和短语。
情感培养：培养学生用英语交流沟通的能力，增强之间的友谊和感情。
教学方法：教师讲授+小组合作学习教学重难点：1.用“will”谈论将来可能发生的事情。
2.运用情态动词“can”描述能力。
教学用具：录音机.卡片教学过程设计第一课时课题：Unit 1 Robots will do everything. 课型：新授教学过程设计Part 1热身复习1．师生问好。
2．教是带领全班一起做游戏。
教师下指令，学生根据教师的指令做出相应的动作。
T: Do as I say: Run, jump, play football, play basketball, play chess, row a boat, make a cake, wash clothes, do homework…也可请学生发出指令做动作。
Part 2 任务呈现与课文导入1．学习韵律诗，学生跟着说。
练习用can描述能力。
2．导入新课。
教师假装很累，擦擦汗，对学生说：I’m very tired. Who can help us? Can the robot help us? 引出课文内容。
Part 3课文教学。
1．教师对机器人进行简单描述。
2．放录音，同时用笔勾出生词和词组。
3．再放录音。
学生认真听。
并找出问题的答案。
What can Daming’s Robot do? Will robots do the housework?Will robots help children learn? Will robots do homework for children?用图片及卡片学习robot will everything one day housework learn our 等单词4、解学生疑问和问题的答案。
外研版英语八年级上册Module4 Unit3 精品教案 (3)
Unit3 精品教案ⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢTeaching aims1. Function: Describing and comparing modes of transportation.2. Structure: Superlative adjectives and adverbs (-est, most); irregular superlatives.3. Around the world: The longest railway4. Task: Making a holiday plan for a family trip to a city in China.ⅣTeaching aidsTape recorder, OHP, handoutsⅤTeaching StepsStep 1 RevisionWork in pairs to review the text of Unit 1 and Unit 2Step 2 Language practice1. Read through the example sentences in the box with the whole class.1) It’s the most comfortable way, but it’s the most expensive.2) He lives farthest from school.3) It is the fastest and the second cheapest.4) The more information, the better.2. Ask the students to repeat the sentences in the box.Step 3 Complete the sentences.1. Ask the students to read through the sentences in Activity 1.1) This bus takes the _________ (long) and goes the _________ (slow).2) The new train travels _________ (fast) of all the trains in the world.3) The _________ (cheap) way to get there is by coach.4) I am in a hurry. What’s the _________ (fast) way?5) The fastest way to travel is by plane, but it is also the _________ (expensive).2. Complete the sentence with the correct form of the words in brackets.3. Ask the students to check with a partner.4. Check the answers:Keys: 1. longest slowest 2. fastest 3. cheapest 4. fastest 5. most expensive Step 4 Complete the conversation.1. Ask the students to read through the sentences in Activity2.a) By plane, but you have to go to the airport by taxi and that takes time too.b) The cheapest way is going by train,c) The most comfortable way is going by train, but it takes more time, than going by plane.d) There are three ways: by plane, by train and by coach.2. Complete the conversation with the sentences in the box.3. Ask the students to check with a partner.4. Check the answers:Keys: 1. d 2. a 3. b 4. c5. Read the conversation together.Step 5 Complete the conversation.1. Ask the students to read through the words in the box in Activity 3.2. Read through the conversation in Activity3.A: What’s the (1) __________ way to go to Qingdao?B: We can take a plane but that’s (2) __________. We can also take the train. It’s (3) __________, but it’s not so expensive.B: The coach is the (4) __________ way to go and it takes (5) __________ time.A: So how should we go?B: I think the best way is by train because the train station is the (6) __________ to our home.3. Complete the conversation with the correct form of the words in the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. best 2. the most expensive 3. the slowest 4. cheapest 5. the most 6. the closest6. Read the conversation together.Step 6 Complete the word map.1. Learning to learnRemember that putting words in groups (for example, bus, train, plane, taxi) makes them easier to learn. Make sure you give your groups a title (for example, Ways of travelling). Remember also that it’s useful to learn expressions as well as the words (for example, take a bus / plane / taxi, bus stop / train station).2. Complete the word map in Activity 4.Step 7 Work in pairs.Choose a place you would like to visit. Ask and answer the questions about the ways by which you can get there.1. What’s the cheapest way to get there?2. What’s the most expensive way to get there?3. What’s the fastest way to get th ere?4. What’s the most comfortable way to get there?5. What’s the safest way to get there?Step 8 Complete the email.1. Ask the students to read through the words in the box in Activity 6.2. Read through the email in Activity 6.FROM: SallyTO: TonySUBJECT: Journey to ChinaHi Tony,My family is planning a journey to China in the summer. We want to visit Beijing first. Do you think we should (1) _________ the plane tickets early? After Beijing we want to visit Xi’an and Hangzhou, and maybe somewhere else. How can we (2) _________from Beijing to Xi’an, by train or by plane? The (3) _________ is not so important, but the time is.After Xi’an, we want to go to Hangzhou. Is it better to go to Shanghai first, or can we go from Xi’an to Hangzhou directly?And after Hangzhou what’s the best (4) __________? Can we make a short (5) __________ to Suzhou? What do you think?Thanks for your help.Sally3. Complete the email with the words in the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1.book 2. travel 3. cost 4. choice 5. trip6. Read together.Step 9 Listening practice.1. Ask the students to read through the information in Activity 7 individually.2. Play the tape.3. Listen and match the cities with the information.4. Ask the students to check with a partner.5. Check the answers:Step 10 Listening practice.1. Ask the students to read through the questions in Activity 8 individually.1) Which city has the largest population?2) Which cities have the oldest universities in the world?3) Which city is the nearest to London?4) What are the popular places for sightseeing in London?2. Play the tape.3. Listen again and answer the questions.4. Ask the students to check with a partner.5. Check the answers:Step 11 Around the world: The longest railway1. Ask the students to look at the picture and discuss what they can see.2. Read through the information with the whole class.The Trans-Siberian Railway is the longest railway in the world. You can go from Moscow, the capital of Russia, to Vladivostok on the east coast. It is not the fastest way to travel from Moscow to Vladivostok, but it is the most interesting and also the most comfortable way.3. Talk something about “The longest railway〞.Step 12 Module task: Make a holiday plan for a family trip to a city in China. 1. Work in groups. Make a holiday plan for a family trip to a city in China.• Find a map of China. Choose a city to visit and decide on the best way to get there.• Make a list of things to do there.• Present your plan to the class and make notes about other groups’ plans.2. Work in groups. Choose the best plan.• Use your notes to compare the different plans and decide which one is best.I think the trip to Shanghai by train is better because the journey is shorter and there are a lot of interesting places to visit in Shanghai.Step 13 HomeworkMaster the new words and useful expression in Module 4.。
九年级下册module 4 unit 3的教学设计
教学目标：1、学生通过听力活动，能记录、总结、复习与生活中规则有关的语用句子，完成自己的话题思维导图中的第一栏rulers.。
2、通过课件中提供的情景，学生能口头给出与理由、建议有关的功能意念句，完成自己的话题思维导图的第二、第三栏。
3、学生在完成自己的思维导图后，能写出一篇“文明出行、做文明旅行者”的汇报文章，在全班交流展示。
学情分析：通过unit 1和unit 2 的学习，学生都能记住与rules , reasons 和suggestions有关的词汇，但在真实的情景运用时，经常找不到合适的功能意念句来组织这些词汇，造成句子表达单一、不合适、不地道的情况。
重点难点：1、记录、整理出与rules , reasons 和suggestions有关的功能意念句。
2、完成自己的话题思维导图教学过程：第一步：Listen dialogues and number picture.第二步：Listen and put an ⅹfor things Dave can’t do and a Ⅴfor things he has to do.第三步：Read the list rules and writing sentences using must, mustn’t should or shouldn’t.Finish the first part about rulers in the mind map.第四步：Works in pairs, explain why the rules in activity 4 are important.Finish the second part about reasons in the mind map.第五步：Complete the passage with the correct form of the words in the box.Finish the third part about suggestions in the mind map.第六步：Write a passage about “文明出行做合格游行者”。
新标准小学英语第四册Module3 Unit1教案
新标准小学英语第四册 Module 3 Unit 1 教案一、教学目标1.学习并掌握本单元的词汇和短语。
2.通过学习图片和对话，能够正确理解并运用本单元的日常用语。
3.培养学生的听、说、读、写的能力，提高他们的英语交际能力。
4.培养学生的观察、思考和解决问题的能力。
二、教学重点1.词汇和短语的学习与掌握。
2.对话的理解与运用。
3.句型“Can I help you?”的学习与运用。
三、教学内容1.学生自我介绍，复习前几个单元所学的日常用语和句型。
2.学习并掌握本单元的词汇和短语。
3.学习对话，并能运用对话中的句型进行日常交流。
四、教学准备1.教师准备教案、教材、黑板、白板、笔等。
2.学生准备课本、笔等。
五、教学过程Step 1. Warm up1.老师与学生进行互动，询问学生的近况，并鼓励学生用英语进行回答。
2.复习前几个单元所学的日常用语和句型，巩固学生的基础。
Step 2. Presentation1.老师向学生展示本单元的词汇和短语，帮助学生理解并记忆。
2.老师通过图片和实物等进行示范，让学生掌握词汇和短语的正确发音和用法。
Step 3. Practice1.学生分成小组，进行对话练习。
每个小组选择一位学生扮演顾客，另一位扮演售货员，进行购物对话。
2.学生可以自由选择课本上的对话，也可以根据自己的创造力编写对话。
3.学生进行角色扮演，并向全班展示他们的对话。
Step 4. Consolidation1.老师与学生一起复习本单元的重点内容，帮助学生巩固所学知识。
2.老师提出几个问题，让学生思考并回答，以检查他们的理解程度。
Step 5. Extension1.学生继续进行对话练习，可以选择其他购物场景进行扩展。
2.学生可以尝试创造自己的对话，并与同伴进行交流。
Step 6. Homework1.要求学生预习本单元的课文，做好课后的听力练习。
2.要求学生使用本单元的词汇和句型，与家人或朋友进行英语对话练习。
2016年外研版八年级英语下Module4Unit3教案(英语教案)
英语教学设计I.教材分析本课是《新标准》八年级英语下册第四模块第三单元的复习课，在模块中的的地位是只是的运用与能力的生成。
本单元的整体功能是能够谈论病情和健康的生活方式。
因此本课设计主要方向是谈论自己的健康问题及健康生活方式，综合运用语言知识。
II.学情分析学生通过本模块第一第二单元的学习，已经基本能够谈论自己的健康困扰和并能初步谈论健康生活方式。
III.教学目标1.语言知识目标词汇：第一单元与第二单元当中的词汇、短语及常用表达方式。
语法：关于健康问题及健康生活方式的日常表达用语话题：健康的生活方式2.语言技能目标说：能够对文章加以复述，并运用本课的功能语句谈论自己健康的生活方式。
写： 1.比较完整的表达自己的健康问题或生活习惯问题2.比较完整表达对健康生活方式的看法。
3.情感态度目标通过本课的学习，使学生能运用语言表达自己的运动习惯，进一步激发学生学习英语的兴趣以及对生活的热爱。
IV . 教学重点写作教学。
V.教学难点准确地道的写作。
VII. 教法学法情景教学法、直观教学法、小组合作学习法、自主练习法、表解法、任务型教学、多媒体教学。
教学过程教学内容教师活动学生活动设计思路与分析Step ⅠGreet the students Greet theGreetings teacherStep ⅡHelp Read and通过阅读了解 WHO Reading answerStep ⅢListen and help Read and快速阅读，初步感知课Free talk match.文，了解文章结构及大意。
Topic：Talk freely.1.How to keep healthy?2.How to ask for help?Step ⅣGive out help and call Read and Read and back the answers..choose the best answer.advice for thestudents.为下一步健康生活方式的问卷调查进行铺垫通过阅读，选择相应建议，进一步掌握如何就健康生活方式给出建议。
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Module 3 Things around usUnit 1 soundsI.Unit 1教学内容Use adjectives to describe sounds: quiet, loudUse formulaic expressions to get attention, express warnings and give simple instructions: Excuse me. / Be carefully./ Be quiet.Using the key words in context: bell television,Using yes/ no questions to elicit a positive or negative response: Are they playing basketball? Yes, they are.Identifying the pronunciation of ―-are, -air, -ear‖ in words such as square, bear and hairII.学情分析四年级的孩子对于声音的学习从一年级就已经开始，但那都是对于动物叫声的系统学习。
在这个单元主要学习的都是生活中所接触的声音，应该说这是一个全新的概念，但相信学生通过前3年的系统学习，单词学习应该不是难点。
难点应该集中于现在进行时的一般疑问句，对于能力强的孩子来说，通过以前一般疑问句的改变迁移，相信掌握的也会很好。
主要是对于学困生，估计会有混淆情况发生，应注意引导。
III.教学目标知识与技能1 能用quiet, loud来形容声音的大小2 能描述与声音有关的物体如television，bell3 能用yes和no来表达自己的肯定或否定态度。
4 能表达一些诸如警告的日常用语：Be quiet! / Be carefully!5 能掌握字母组合are ，ear，air的发音规律。
方法与过程1.通过pair work、表演对话、做游戏等形式操练和巩固所学知识。
2.利用多媒体，创设情景，激发学生学习兴趣。
3.利用交互式电子白板进行课堂教学。
情感态度、价值观：在一些特殊场合学会轻声细语的说话，懂得尊重和关心的真正含义。
教学建议：通过“情景表演”的活动，让学生能够学会如何在实际语用环境中使用形容词来表达，达到学以致用的目的。
民族精神教育: 引导学生关注、理解他人的感受，懂得体贴关心别人。
生命教育：声音对于我们而言是美好的，因此我们要保护好我们的耳朵。
重点、难点分析重点：现在进行时的一般疑问句理解与应用。
There be 句型的正确运用。
对于关键词listen 的把握难点：现在进行时的一般疑问句理解与应用。
Period 1I．Unit 1 Period 1教学内容Using the key words in context e.g., bell, televisionUsing adjectives to describe sounds e.g., quiet, loudUsing yes/ no questions to elicit a positive or negative response: Are they playing basketball? Yes, they are.II．学情分析学生对于现在进行时的陈述句形式并不陌生，而且对于含有be动词的现在时的一般疑问句改变也是驾轻就熟。
而这两点恰恰为本课时的学习打下了扎实的基础，相信对于学习能力较强的学生来说，语法掌握不会很难，重点在于说的能力培养；相对的，学困生的教要注重两者的有机结合，才能达到事半功倍的效果。
III．教学目标知识与技能1.能掌握书本所要求的四会单词，如television，bell 等2.能用适当的形容词描述声音，如loud，noisy，quiet等。
3.学会现在进行时的一般疑问句表达，并能根据实际进行肯定或否定回答。
方法与过程1.通过pair work、表演对话、做游戏等形式操练和巩固所学知识。
2.利用多媒体，创设情景，激发学生学习兴趣。
3.利用交互式电子白板进行课堂教学。
教学建议：通过“情境模拟”的活动，让学生学会实际中运用语言，正确表达。
情感态度、价值观：在一些特殊场合学会轻声细语的说话，懂得尊重和关心的真正含义民族精神教育: 引导学生关注、理解他人的感受，懂得体贴关心别人。
生命教育：声音对于我们而言是美好的，因此我们要保护好我们的耳朵。
Ⅳ重点、难点分析重点：1、学习有关声音的单词，能描述声音的特征2、现在进行时的一般疑问句理解与应用难点：１、现在进行时的一般疑问句理解与应用。
Period 2I．Unit 1 Period 2教学内容Using adjectives to describe sounds: Your bell is too quiet.Using formulaic expressions to get attention, express warnings and give simple instructions: Excuse me. Be carefully.II．学情分析对于日常用语，学生目前为止学到的很多了，尤其是Excuse me. Sorry 等道歉用语更甚。
而且学生对于含有情态动词can的各类句型掌握的也十分好，都为本课学习奠定了一定的基础，因此本课学习的重点主要集中在一些新单词doze，puzzled等以及新日常用语。
III．教学目标知识与技能1 能复述这个故事Peter‘s new bicycle2 掌握一些关于警告的日常用语，如be carefully，Be quiet方法与过程1.通过pair work、表演对话、做游戏等形式操练和巩固所学知识。
2.利用多媒体，创设情景，激发学生学习兴趣。
3.利用交互式电子白板进行课堂教学。
教学建议：通过演一演帮助学生感受这些警告语的含义及在特定环境下正确运用。
情感态度、价值观：在一些特殊场合学会轻声细语的说话，懂得尊重和关心的真正含义民族精神教育: 引导学生关注、理解他人的感受，懂得体贴关心别人。
生命教育：声音对于我们而言是美好的，因此我们要保护好我们的耳朵。
Ⅳ重点、难点分析重点：1、警告语的日常用语理解及运用。
2\ 对于特定情况下的句型运用。
难点：１、对于警告用语的特定环境正确使用Period3I．Unit 1 Period 3教学内容Using adjectives to describe sounds: It‘s too loud.Using modeled sentences to describe things: The pond is quiet again.II．学情分析故事的学习对于学生而言是兴趣的激励着，本课时出现的一般现在时学生们已经在前一模块系统的学习过了，为本课故事学习奠定了一定的基础。
III．教学目标知识与技能1 能复述这个故事The tortoise and the little bird2 会对事物进行简单的环境描写如the pond is too quiet。
方法与过程1.通过pair work、表演对话、做游戏等形式操练和巩固所学知识。
2.利用多媒体，创设情景，激发学生学习兴趣。
3.利用交互式电子白板进行课堂教学。
教学建议：通过演一演帮助学生感受这些警告语的含义及在特定环境下正确运用。
情感态度、价值观：在一些特殊场合学会轻声细语的说话，懂得尊重和关心的真正含义民族精神教育: 引导学生关注、理解他人的感受，懂得体贴关心别人。
生命教育：声音对于我们而言是美好的，因此我们要保护好我们的耳朵。
Ⅳ重点、难点分析重点：1、运用一般现在时，进行故事复述2\ 有关声音的形容词的合理运用Period4I．Unit 1 Period4教学内容Using adjectives to describe sounds: It‘s quiet.II．学情分析经过前几课时的学习，学生对于声音的描述已经很熟悉，相信本课时的学习他们肯定会掌握的更加扎实。
III．教学目标知识与技能1 能讲述风铃制作所需的材料以及制作步骤2 能描述风铃所发出的声音状态。
方法与过程1.通过pair work、表演对话、做游戏等形式操练和巩固所学知识。
2.利用多媒体，创设情景，激发学生学习兴趣。
3.利用交互式电子白板进行课堂教学。
教学建议：通过演一演帮助学生感受这些警告语的含义及在特定环境下正确运用。
情感态度、价值观：在一些特殊场合学会轻声细语的说话，懂得尊重和关心的真正含义民族精神教育: 引导学生关注、理解他人的感受，懂得体贴关心别人。
生命教育：声音对于我们而言是美好的，因此我们要保护好我们的耳朵。
Ⅳ重点、难点分析重点：1、制作风铃的步骤及所需材料的复数难点：１、对于新出现单词词组的理解与运用Period 5I．Unit 1 Period 5 教学内容Using the key words and sentences to talk and write about people‘s activitiesIdentifying the pronunciation of are ear and air in words such as square, bear and hairII．学情分析通过前几课时的学习，相信大部分同学应该都能掌握声音的变化，但对于发音学习总是存有几家欢喜几家忧，在教学中要注重学困生的学习输入，增加他们的读说能力，培养他们的语感。
III．教学目标知识与技能1 能掌握字母组合的发音规则，并能对其进行归纳总结方法与过程1.通过pair work、表演对话、做游戏等形式操练和巩固所学知识。
2.利用多媒体，创设情景，激发学生学习兴趣。
3.利用交互式电子白板进行课堂教学。
教学建议：通过演一演帮助学生感受这些警告语的含义及在特定环境下正确运用。
情感态度、价值观：在一些特殊场合学会轻声细语的说话，懂得尊重和关心的真正含义民族精神教育: 引导学生关注、理解他人的感受，懂得体贴关心别人。
生命教育：声音对于我们而言是美好的，因此我们要保护好我们的耳朵。
Ⅳ重点、难点分析重点：1发音规律的认知与掌握难点：１、字母组合发音规律的整理Module 3 Things around usUnit2 TimeIV.Unit 2教学内容Using phrases to indicate time: eg: seven o‘clock, a quarter past seven, half past sevenUsing phrases to indicate activities e.g. get up, wash my faceUsing modeled sentences to indicate present activities: e.g. I‘m brushing my teeth.Using wh-questions to find out specific information: what are you doing>Using formulaic expressions to ask for the time, express one‘s opinion, and reply to requestsWhat time is it? It‘s so much fun. All right.V.学情分析对于时间这个主题，在本书M1U3的一个故事中已经出现过，虽然没有进行体系统学习，但是却也从整体感知了。