Module 1 教案
Module 1 Unit 1 She’s a nice teacher 教案（含教学反思）
He’s a clever pupil.
ing adjectives to describe பைடு நூலகம்erson.
利用实物投影展示学生带来的照片。Describe the person using the adjectives.
Step 3:Teacher-student interaction
2019-2020学年度第二学期四年级班英语教案
课题
Module1Unit1 She’s a nice teacher
课型
新授
课时序数
1
备课人
审核人
授课人
授课
日期
教
学
目
标
1、学习、掌握单词、词组：nice \ a bit \ shy \ clever
2、学生能听懂、会说句子：
This is Ms Smart.
通过学生描述自己的朋友,让学生在玩中学，做中学，有效的激发和提高了学生的学习兴趣。
板 书设 计
Unit1She’s a nice teacher
nicea bitshyclevernaughty
This is Ms Smart.
She is a nice teacher.
作业布置
1、抄写新单词。
2、读熟课文。
2.Learn the new lesson.
(1)Listen to the tape .Try to read the text. Translate the sentences.
(2)Listen to the tape again, read follow the tape.
(3)Read the text, boys and girls.
Module1(教案)外研版(三起)英语三年级上册
教案：外研版（三起）英语三年级上册 Module 1一、教学目标1. 知识目标（1）能够听懂、会说、会读本模块的关键词汇和句型。
（2）能够运用所学知识进行简单的日常交流。
2. 能力目标（1）培养学生的听说能力，提高学生的英语综合素质。
（2）培养学生的团队合作精神，提高学生的交际能力。
3. 情感目标（1）激发学生学习英语的兴趣，增强学生的自信心。
（2）培养学生的跨文化交际意识，提高学生的人文素养。
二、教学内容本模块主要介绍了一些日常生活中的基本词汇和句型，包括问候、介绍、询问等情景。
通过本模块的学习，学生能够掌握一些基本的英语表达方式，为后续学习打下基础。
三、教学重点与难点重点：本模块的关键词汇和句型。
难点：正确运用所学知识进行日常交流。
四、教具与学具准备教具：多媒体课件、教材、录音机、磁带。
学具：课本、练习册、录音机、磁带。
五、教学过程1. 热身（5分钟）（1）教师与学生进行简单的英语交流，检查学生的英语水平。
（2）学生进行小组活动，相互问候，介绍自己。
2. 课堂导入（10分钟）（1）教师通过多媒体课件展示本模块的主题。
（2）教师引导学生学习本模块的关键词汇和句型。
3. 课堂讲解与实践（10分钟）（1）教师详细讲解本模块的关键词汇和句型。
（2）学生进行小组活动，运用所学知识进行日常交流。
4. 课堂练习（10分钟）（1）教师布置练习题，学生独立完成。
（2）教师选取部分学生的作业进行点评。
（2）学生分享自己的学习心得。
六、板书设计板书设计如下：Module 1：日常交流关键词汇：1. Good morning 早上好2. Good afternoon 下午好3. Good evening 晚上好5. I'm fine, thank you. 我很好，谢谢。
句型：1. Hello, my name is .Hello, my name is .2. What's your name?My name is .七、作业设计1. 抄写本模块的关键词汇和句型。
Module1LostandFound教案
二、核心素养目标
《Module1 Lost and Found》教学旨在提升学生以下英语学科核心素养：
1.语言能力：通过学习本模块，学生能熟练运用一般现在时描述失物招领情境，掌握相关词汇和日常交际用语，提高英语表达水平；
2.一般现在时的运用：描述失物招领情况，如：“I lost my book.”、“I found a key.”；
3.日常交际用语：如何询问和回答失物招领相关事宜，如：“What did you lose?”、“I found your phone at the school gate.”；
4.失物招领启事的书写格式和要点。
（3）失物招领启事的书写格式和要点：学生可能对如何书写失物招领启事感到困惑，包括如何组织语言、表达清晰等。
举例：
-教师可以通过对比词汇的用法，帮助学生区分“lose”和“find”等易混淆词汇。
-设计互动游戏，让学生在游戏中练习一般现在时的动词变化，降低学习难度。
-提供失物招领启事的模板，指导学生按照一定格式书写，逐步掌握书写要点。
4.课后布置相关作业，让学生在实践中进一步巩固所学知识。
在教学过程中，教师应针对重点和难点内容，采用多种教学方法，如情景教学、分组讨论、互动游戏等，帮助学生充分理解和掌握本节课的核心知识。同时，关注学生的个体差异，给予有针对性的指导，确保学生能够突破难点，提高英语综合运用能力。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module1 Lost and Found》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过丢失物品的情况？”比如，丢失了钱包、课本或者钥匙等。这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索失物招领的奥秘。
Module1(教案)(一起)英语四年级上册
T: I know you had a wonderful holiday. You must have got a new friend. Amy has got a new friend, too. She received a letter from her new friend.
思维品质
能通过阅读，梳理本课的文本，提炼句式，建构短文结构，提高概括能力：
学习能力
能通过看图，预测，勾画关键词等方法和策略读懂语篇和信件。
教学重点与难点
【教学重点】
1.单词：well, soon, tell, dear, love
Buckingham Palace(读音)
Write to friends and talk about ourselves.
教学策略
导入法、交际法、游戏教学法、活动教学法、合作学习法
教学活动
二次备课
Step1. Warmingup
Sing a songCHILDREN FROM CHINA ARE CHINESE
Step2. Review
(1) T: whose photo is it?
S: It is a photo of …and …
要求能听懂会说的语言结构：Thank you for your letter.
The weather in Beijing isn’t cold .It’s warm.
I’ve got a new friend. Her name is…
Here is a photo of…and…
教学辅助
希沃白板5，电子书，单词卡片
2. Listen again and think about these questions.
Module_1_how_to_learn_English_全教案
Module 1 How to learn English一、单元教学内容分析本单元的中心话题是谈论如何学英语。
与其相关的新词汇"diary, translate, match, complete, correct, number, repeat, advice, mistake, improve, radio, newspaper, deep, breath, article, yourself, put down, think about" 等，征求和提供建议的多种英语表达。
重点：词汇---相关英语学习用语。
难点：相关英语学习的词汇，制定英语学习计划。
语言结构：should do, should not do, how about, don't forget to do, try to do, try not do, it's a good idea...二、语言知识目标1. 功能：1). 掌握征求建议的表达方式。
What can I do? What should I do? Can you give me some advice?2). 提供建议的表达方式。
How about...? Why don't you ...? You should... Don't forget ... Try (not) to...2. 词汇：diary, translate, complete, correct, number, repeat, advice, mistake, improve, radio,4. 语音：读准句子中的连读。
三、语言技能目标听：能听懂包含征求建议的问句；能听懂对方的建议。
说：能口头征求、提供建议。
读：能读懂包含建议的文章，包括书信。
写：能写出征求建议的句子，能提供书面建议。
演示与表达：能表演包含建议的对话。
四、学习策略：自学策略：能够通过阅读学习掌握一些阅读和词汇的学习策略。
一年级上册英语教案-Module 1 Unit 1 ｜外研社(一起)
一年级上册英语教案-Module 1 Unit 1 ｜外研社（一起）教学目标1.学生能够熟练地用英语问候别人，回答问候语以及进行自我介绍。
2.学生能够认识26个英文字母，并按照字母表的顺序进行发音。
3.学生能够通过学习重点单词和短语来丰富自己的词汇量。
教学重点1.问候语、自我介绍和发音。
2.26个英文字母及其发音。
教学难点1.对发音进行准确、流利的掌握和运用。
2.能够独立完成简单的英语对话。
教学准备1.PPT课件、录音机、单词卡片、字母卡片、学生手册及教师用书。
2.预先制作好的翻翻书、英语单词拼图、表演用的道具等。
教学步骤步骤一：引入新课1.教师用PPT展示自己的照片，引导学生用英文向自己问好，如“Hello, teacher!”、“How are you?”等。
让学生了解英语中常用的问候语及其使用方法。
2.教师通过发音表演、视频展示等方式向学生展示字母表，并跟学生一起唐弄26个英文字母。
让学生掌握字母的名称及音标。
3.通过唱歌或其他趣味方式来加深学生对英文字母的印象。
步骤二：听、说、读、写1.教师现场或通过录音播放自我介绍对话，要求学生尽可能地听懂并记住基本的自我介绍内容。
2.采用带有图片或卡片的PPT展示和学生互动的方式，让学生对新学的单词和短语进行学习和巩固。
3.请学生照着书上的字母练习书写，并重点讲授如何合理、优美地书写英文字母。
步骤三：合作学习1.翻翻书活动：教师出示翻翻书，让学生尝试翻开每个部位的图片，并用英语快速描述图片内容。
2.将学生分成小组，通过游戏或其他趣味方式加深对英文问候语、自我介绍、字母等内容的印象。
步骤四：检查练习1.显示幻灯片中的单词、短语卡片，要求学生在黑板上抄写拼写，以检查他们掌握的表达能力。
2.通过表演、问答或其它的方式检查学生的学习成果。
教学总结1.本节课主要教学内容包括英文问候语、自我介绍、字母表及其发音等。
2.学生在本节课中学会了如何对人进行英文问候、如何进行简单的自我介绍及如何正确地书写26个英文字母。
Module1教案
last name
姓
good to see you
见到你真好
nice to meet you
见到你真快乐
【语法点1】be动词的用法：说明身份、年龄、形状等
be动词表达身份、年龄、形状等常用三个详细方式，它们就是：am, is, are。
①假设主语是第一人称I〔我〕时，be动词用am。I am还可缩写成I'm。
总结：be动词真伟大，生出is, am, are。
我用am，你用are，is衔接他，她，它。
双数名词用is，双数名词全用are。
变疑问，往前提，句末问号莫丢弃。
变否认，更容易，be后not莫遗忘。
疑问否认任你变，句首大写莫踌躇。
出现be from和come from二者的意思都是〝来自于…中央〞但用法上却有着较大的区别。
句型：让先生在了解的基础上，将重点句子运用到日常生活及写作中，提高写作技艺。
2.进程与方法：
1〕教员和先生一同翻译短文并从中找出自己不看法的词汇。
2〕先生将不看法的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。
3.情感态度与价值观：
1〕能依据教员所翻译的文章快速记住生词的汉语意思。
2〕能经过不时下跌的词汇量快速提高阅读才干。
5.__________ v.听6.__________ v.合上，封锁
7.__________ num.十三8.__________ num.十五
9.__________ n.英语10.__________ v.写
11.__________ v.协助12.__________ adv.当然
13.__________ adj.棕色的14.__________ n.星期一
Module1-Lost-and-found教案讲课讲稿
M o d u l e1-L o s t-a n d-f o u n d教案Module1 Lost and foundUnit 1 Whose bag is this?一、课型：Listening and speaking二、教学目标：1、能够正确使用下列单词和词组： crayon, eraser, glove, wallet, watch, whose, first ofall, lose and found box, mine, yours tape, purple, hers, be careful with, from now on.2、能够读懂、辨认物品的所有者;3、根据不同场景,能用英语对物品的所属进行提问和回答;4、学习英语文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。
三、教学重难点：1、正确使用单词和词组： crayon, eraser, glove, wallet, watch, whose, first of all, loseand found box, mine, yours tape, purple, hers, be careful with, from now on.2、能够读懂对物品的所属，进行提问和回答。
3、能够正确使用特殊疑问句“Whose…is this/that?及其回答。
四、教学准备：本课指导学生通过听力获取信息，培养学生听力技能。
课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。
培养学生的合作精神,发展其思维和想象等能力。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。
五、预习要求：1、根据音标自学本课新单词；2、查找相关资料，找出你认为本课较重要的语言点和短语。
六年级上册英语教案- Module 1｜外研社(三起)
六年级上册英语教案－Module 1 | 外研社（三起）一、教学目标1.语言知识目标：–能够听懂、会读、会说2个小对话。
–能够听懂关于人物资料的简单介绍。
–能够表达自己和他人的名字。
–能够用英语问候和介绍自己。
2.情感态度价值观目标：–形成学习英语的兴趣；–学会尊重他人、关心他人；–学会团结协作，认真听讲。
二、教学重点难点1.教学重点：能够听懂、会读、会说2个小对话。
2.教学难点：能够表达自己和他人的名字。
三、教学内容及过程1. Warming up1.T：Hello，everyone. I’m your English teacher. Let’s say hello to each other in English.（打出“Hello，my name is…”）2.Ss：Hello，my name is…（轮流说）3.T: Good job. Now，let’s sing a song.小手拍拍，来一次问候，Hello，Hello，Hello，Hello 小手握握，来一次问候，Hello，Hello，Hello，Hello4.T: Good job，everyone. Now let’s start our lesson.2. Presentation1.T: Today，we will learn Module 1，Unit 1。
First，let’s listen toa conversation and find out what they are talking about.（播放录音）A：Hello，I’m Amy. B：Hi，I’m Mike. A：What’s your name？ B：My name is Mike. A：Nice to meet you，Mike. B：Nice to meet you，too，Amy.（让学生听1-2遍录音，找出对话主题，了解对话内容。
）2.T: Now，let’s read the conversation together.（学生跟读课文，老师纠正发音、语调、语音。
外研版(三起点)四年级英语上册《Module1_模块整体教案》
Module1模块成整体教案一、模块教材分析本模块是外研社小学英语教科书四年级(上)教材第一模块，该模块围绕“问路与指路”的话题展开，在教材创设的问路与指路的真实情境中引出四组情境对话、一个chant和多个任务项目。
问路与指路话题是学生比较感兴趣的话题，此话题在实际生活中使用较广且与生活联系十分紧密。
四年级学生已经初步掌握了一些关于生活与学习场所等地点名称的词汇和常见的方位介词、介词短语等表达法，在本单元学习中，重点通过听、说、读、写等活动使学生掌握本单元主要交际语言:“Where is...?It’s...”等问路与指路的交际用语和相关功能词汇，并能通过学习，进一步发展学生的语言交际能力。
二、模块教学目标(一) 知识目标(1)能够掌握本模块出现的straight,left,excuse me等单词和词组，并熟练朗读与运用。
(2)通过对话学习能够掌握问路与指路的主要句型:“Where are you? I’m...”Where’sNo.2Park Street,please?Turn left.Go straight on. It’s next to a supermarket.It’s beside the cinema.Where’s the train? It’s up/down the hill. ”，并准确熟练地运用于实际交流当中。
(3)学会一个chant“Left foot, right foot”。
(二) 能力目标(1) 通过语言学习以及多种形式的交际活动，能够掌握本模块词汇和主要句型，并运用其进行正确的问路与指路。
(2) 能解决实际生活中问路与指路的问题，形成良好的语言交往能力。
(三) 情感态度目标(1) 通过本模块学习，养成主动用英语交际的习惯。
(2) 通过本模块学习，形成乐于助人的良好品德。
(四) 文化意识目标通过学习了解中西方对于问路与指路文化的异同，发展跨文化交际意识。
(五) 学习策略目标(1)能够在情境中进行真实交际。
高三英语一轮单元复习教案：Module-1《My-First-Day-at-Senior-High》
高三英语一轮单元复习教案：Module-1《My-First-Day-at-Senior-High》(外研版必修1)一、教学目标1.掌握单词和短语：anxiety, nervous, transition, academic, orientation, apprehensive, freshman, sophomore, junior, senior2.掌握句型：I was nervous/anxious/apprehensive about…3.理解文章大意，并能回答相关细节问题。
4.提升阅读和写作能力。
二、教学重点1.掌握单词和短语。
2.理解文章大意。
3.提升阅读和写作能力。
三、教学难点1.熟练掌握单词和短语。
2.阅读和理解文章大意。
四、教学方法1.讲授法。
2.合作学习法。
3.任务型教学法。
五、教学过程1. Pre-reading1.让学生听一段音频，了解美国高中文化，并思考美国高中的学生和中国高中的学生在哪些方面不同。
2.提问学生，在他们升入高中时，他们是否有紧张/担忧/忧虑的情感，以及为什么。
2. While-reading1.让学生读一遍《My-First-Day-at-Senior-High》并回答问题：作者从哪个年级开始升学？作者有怎样的情感？作者和其他同学有什么不同？作者在新学校有没有遇到难题？2.让学生根据阅读情况和生产的文章分组，分别讨论自己的第一天在高中的情况，并就自己的感受写一篇简短的短文。
3. Post-reading1.让学生交换作文并互相评论。
2.教师对学生作文进行修改，并进行个性化辅导。
3.小讲堂：学生展示自己的作文，并就语法、用词等方面进行讲解。
六、教学评估1.学生写作成果的质量与分析。
2.学生在讨论中的参与程度与表现。
3.学生在回答问题时的表现。
七、作业1.背诵文章中的单词和短语。
2.以讨论结果为基础，撰写200词的作文，谈谈你们升入高中的情况以及你们的感受。
三年级上册英语教案-module1Unit 1外研社(一起)
三年级上册英语教案-module1Unit 1外研社（一起）一、教学目标1. 知识目标1.学习认读26个小写字母和3个大写字母；2.能用正确的发音念出26个字母的名称；3.能听懂、会应答日常交际用语。
4.复习并掌握问候语。
2. 能力目标1.训练学生听、说、读英语的能力，培养其初步的英语交际能力；2.培养学生的观察能力，注意力和快速反应能力；3.通过听说读的方式培养和提高学生的英语综合语言运用能力。
3. 情感目标1.培养学生对英语的兴趣；2.发扬团结合作精神，促进同学之间的交往和帮助，在积极向上的课堂氛围中学习。
二、教学重点1.认读26个小写字母和3个大写字母；2.能用正确的发音念出26个字母的名称；3.能听懂、会应答日常交际用语。
三、教学难点1.能听懂、会应答日常交际用语。
四、教学准备1.教师准备课桌和黑板；2.视频或课件；3.口语表和物品。
1. 创设情境，导入新课1.利用视频和课件，让学生熟悉26个字母，掌握它们的发音和写法，并有些许练习。
2. 学习新课A. 学习单词：1.apple2.boy3.car4.dogB. 听力练习：1.根据老师的描述，学生回答问题，如What’s this? It’s an apple.C. 复习问候语1.Good morning/afternoon/evening2.How are you?3.（I’m）Fine, thank you. / Not good.D. 练习问答句子1.例子：•A: Good morning.•B: Good morning.2.见到陌生人询问姓名，如:•A: What’s your name?•B: My name is Mike.3. 小结1.复习26个字母，会写出字母的名称，并掌握它们的发音；2.认识4个单词，并能听懂和说出这些单词；3.能听懂、会应答日常交际用语。
本节课教学模式较为单一，主要以听说为主，评价标准也较简单明确。
在教学中，同桌认读英文字母时部分学生认读困难。
Module1 教案1(外研版九年级上)
height lift view attract description location
日常交际用语
English Expressions
Unit1
That’s news to me!我一点也不知道。
What’s it about?表示“关于……方面”，等同于on
Listen up, everyone. Listen up=Listen carefully
Difficult sentences for students to understand
Unit1
Well, she started a school magazine called New standard when she was a pupil here.此句话很长，又是一个含有时间状语从句的复合句，对于学生来讲是阅读中的障碍，可以引导他们如何理解此类句子，帮助他们提高阅读水平。
3.Listen and check the words you hear.
Step Two: Listening and reading
1. (Close the books) Listen to the tape carefully.
2. Ask the students to read through the conversation individually.
Anyone else? That’s a fantastic idea listen up
教学难点
Difficult points
To understand the listening material
To master the vocabulary and grammar points
Module1 Unit 1教案外研版英语九年级上册
Module1 Unit 1教案（一）Unit 1 I t’s more than 2,000 years old.教案（二）Ⅰ Teaching modelListening and speakingⅡ Teaching methodTop-down approachⅢ Teaching aims1. To learn and understand the topic words through talking and listening;2. To know something about The Terracotta Army, The Three Gorges Dam, TheGiant’s Causeway an d Victoria Falls;3. To understand conversations involving different tenses.Ⅳ Teaching Objectives1. Key vocabulary: man-made, natural, wonder, discussion, eastern, though, loud,wow, opinion, in one’s opinion, more than, electricity, millions of 2. Key structures: Sentence structureⅤ Teaching aidsTape r ecorder, OHP , videoⅥ Teaching StepsStep 1 Warming-up1. Show some pictures of the wonders of the world.2. Enjoy and talk something about the pictures.3. Show some pictures to introduce the new words.4. Learn the new words.5. Read the words after the teacher.Step 2 Match the name.Match the names of the wonders with the pictures.1. Ask t he students to look at the pictures.2. Read through the names of the wonders.a) The Terracotta Army b) The Three Gorges Damc) The Giant’s Causeway d) Victoria Falls3. Match the names of the wonders with the pictures.4. Ask the students to check their answer with a partner.5. Call back the answers from the whole class and check the answers.Step 3 Answer the questions.Look at the pictures and answer the questions. Use the words in the box to help you.1. Ask the students to look at the pictures in Activity1.2. Ask the students to read through the words in the box.ancient man-made modern natural wonder3. Ask the students to read through the questions in Activity 2.1) Which two are natural wonders?2) Which two are man-made wonders?3) Which is an ancient wonder?4) Which is a modern wonder?4. Look at the pictures and answer the questions. Use the words in the box to help you.5. Ask the students to check their answer with a partner.6. Call back the answers from the whole class and check the answers.7. Now listen and check.Step 4 Listen and read.1. Ask the students to listen and read the conversation silently.2. Check(√)the true sentences.1) Tony thinks the Giant’s Causeway is the largest natural wonder.2) Lingling thinks Victoria Falls is more fantastic than the Giant’s Causeway.3) Betty and Daming are more interested in man-made wonders.4) For Daming, the Three Gorges Dam is more fantastic than the Terracotta Army.3. Ask the students to read the passage and finish Activity4.1) Where is the Giant’s Causeway?2) How wide is Victoria Falls?3) What wonders does Betty think are more exciting?4) How old is the Terracotta Army?4. After Reading: Complete the table.Step 5 Pronunciation and speaking: Listen and mark the pauses.1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) I’ve never seen it, so I’m not sure I agree with you.2) That sounds great, though I think Victoria Falls in Africa is even more fantastic.3) In my opinion, man-made wonders are more exciting than natural ones.3. Ask the students to listen and mark the pauses.4. Now listen again and repeat.Step 6 Language points1. Let’s call Wonder of the World and join in the discussion.我们给《世界奇观》节目打电话，加入讨论吧。
外研版七年级英语上册Module1教案
Module 1 My classmatesUnit 1 Nice to meet you.教学内容1. 能正确使用下列单词和短语：Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China2. 掌握本课句型：1) Hello / Hi2) —What's your name? —My name is ...3) —How old are you? —I'm ...years old.4) —Where are you from? —I'm from ...5) —Nice to meet you. —Nice to meet you , too.3. Learn to respect others when we talk with others.4. Learn to introduce yourself to your friends in the right way.教学重难点【教学重点】1. 掌握基本词汇：Chinese, from, where, year, about, Ms, not, hi, our, American, he, China, What about, America, England。
2. 动词“be”的一般现在时的陈述和一般疑问形式。
3. 自我介绍的表达方式。
【教学难点】1、能运用“be”的一般现在时的陈述和一般疑问形式。
2、能听懂别人的自我介绍。
3、能利用“be”动词作简单的自我介绍或询问对方个人信息。
教学过程Step 1 Warming up1. The teacher show the PPT and play a short flash, the students enjoy the song .2. Play a guessing game "Brainstorm" by asking the students "What's it?" Then show the useful sentences by introducing myself.I am Li Fang. I am from Wuhan. I am Chinese.I am 25 years old. I am your new teacher.3. Ask the students to introduce themselves in groups by using these sentences:What's your name? Where are you from?How old are you? Which class are you in?Nice to meet you.Step 2 Listening1. Play the recording in activity 1 and ask the students to listen and check how many people speak.2. Play it again and ask the students to check the words their hear.3. Check the answers with the whole students.Step 3 Listen and read1. Play the recording in activity 3 and ask the students to listen and answer the questions. Then check the answers.(1) How many people speak in the conversation?(2) Who are they?(3) Are they in the same class?2. Play it again and check the true sentences in act3. Ask some students to correct the wrong ones.3. Put the students into groups of four to practise the dialogue. The students repeat it several times, changing roles each time.4. Talk about the pictures in the PPT and show their performances.5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”6. Finish act 4 and 5 in groups. Teacher checks the answers.Step 4 Pronunciation1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.2. Play the recording once without stopping.3. Play it again and ask the students to repeat.4. Practise the sounds in pairs, then finish the exercises on the PPT.Step 5 SpeakingTalk about the pictures by asking and answer in pairs like this:A: What’s his name?B: His name is….A: Where is he from?B: He's from….A: How old is he?B: He's ...years old.Step 6 Module taskTask 1: Who has the most friends?运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
Module1教案提炼汇总
在教学过程中，教师应针对这些重点和难点进行有针对性的讲解和练习，确保学生能够透彻理解并熟练掌握。同时，注重激发学生的兴趣，鼓励他们积极参与课堂活动，提高英语实际运用能力。
四、教学流程
（一）导入新课（用时5分钟）
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与身体不适相关的实际问题。
2.角色扮演：为了加深理解，我们将进行角色扮演活动。这个活动将让学生们实际运用所学词汇和句型进行交流。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的过程。
（四）学生小组讨论（用时10分钟）
在课堂总结环节，我觉得自己应该更加注重对学生疑问的解答。虽然我鼓励学生在课后提问，但有时候他们可能因为各种原因而没有及时提出。因此，我需要在课堂上更加关注学生的反应，及时发现问题并给予解答。
最后，我意识到教学过程中要不断调整方法和策略，以满足不同学生的学习需求。对于学习困难的学生，我要给予更多的关注和指导，帮助他们克服困难，提高英语水平。
二、核心素养目标
《英语》人教版八年级下册Unit 1 What's the matter?核心素养目标如下：
1.语言能力：培养学生运用英语进行健康话题的交流，提高口语表达和听力理解能力；
2.文化意识：通过学习关于身体不适的表达方式，让学生了解中西方在对待健康问题上的文化差异；
3.思维品质：培养学生运用逻辑思维和批判性思维，分析健康问题，提出合理的建议；
3.学习如何给出建议，如："You should...""You shouldn't...""You need to...";
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
TEACHING PLANContent：Module 1 British and American English [senior 2, New standard English]Working group:一、题材内容本模块介绍美式英语和英式英语的各方面的确区别，内容紧密结合学生所学语言知识现象，具体讲述二者区别，比较形象直观。
教学中应根据学校、班级、和学生实际情况，灵活掌握教学过程，组织教学内容。
二、教学目标5）情感技巧热爱祖国和珍惜母语并发扬光大.参加各种英语活动，克服困难,锻炼自己用英语交际的能力.为祖国的发展,民族的融合,世界人民的团结贡献自己力量.三、教学重点和难点重点：1．如何使用地道的英语象同学们介绍自己的观点.。
2．正确理解并应用动词的各种时态.。
3．礼貌的进行日常对话。
难点：能用得体的英语介绍汉语的情况。
四、教学方法基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习得课堂活动，强调合作探究与独立思考相结合，初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
五、教材处理核心任务：学生能通过查阅网站,杂志等对比;两种英语杂志的区别。
三个环节如下：pre-task：学生查阅资料，上网等，激活背景知识，了解英美风情，引入话题。
task –cycle：通过整个模块的听说读写的训练，强化“描述事物之间区别”的表达能力，为完成任务做好铺垫post-task）：达成任务，展示成果，反馈学习情况六、教材安排根据学生学习英语的特点和规律，我们把本模块划分为5课时：Period 1:Introduction & vocabulary & ListeningPeriod 2:Reading and SpeakingPeriod 3:Function and Everyday English &Grammar 1.Period 4:Speaking &WritingPeriod 5:Cultrual Corner &Task &Module File注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』Period 1:Introduction& vocabulary & ListeningTeaching Content: Period 1:Introduction & vocabulary& Listening .Teaching Aims and Demands:1. Language KnowledgeNew words: linguist,accent,linguistics,edition,have…in common,make a difference2. Listening skillImprove the students’ listening ability.3.Affection and attitudes: Learn something. about exchange programmesForm positive attitudes towardsthe communications of the people in the world.Learning strategies:Read the quotations and emails and listening to the tape.Teaching Aids:Multi-MediaTeaching Procedures:Part I: IntroductionTask:Read the quotations and emails.learn sth,about exchange programmes.Step One:Lead into the topic.Directions:1. Talk about traveling.2.Introduce them to the English language.3.Disscuss the importance of Engllish.Step Two: Read the quotations and answer the questions.Directions:1.Ss read the quotations and answer the questions by themselves in activity 1.2. The teacher gives questions and the Ss are divided into groups and answer quickly.The groups which answermost questions will be rewarded.Step three:Read the emails in activity 2 on page1Directions:1.The students read the emails and say what the writers have in common.2.If they have any difficulties ,they can ask the teacher.Part II:VocabularyTask:Rewrite the sentences using the British wordsDirections:Step one:Match the British and American words and phases in the box..Step two: Ask the students to read their answers out and compare with their partners.Step three:Rewrite the sentences using British words. .Step four: Summarize: and Practice:Part III: Listening and V ocabularyTask:Obtain and deal with information by ListeningStep one:Lead in and prepare background knowledge for the target materialDirections:1. Have a competition to do activity 1on page5.Possible answer: (Teacher’s Book)2. The teacher leads in activity 2 ,saying:We have learened these words .Can you use them correctly? Let’s fill the blanks.Let`s see who can finish them as soon as possible.3. Discuss “Can you guess what we will listen to ?”Then do activity 3Step two:Presentation .Listen to the target language :1.Play the cassette for the first time and have the students listen.Check your answers above.2.Play again to answer the quesrions.Make notes if necessary .( Activity 4)3.Have the students compare the answer in pairs .4.Play the tape a third time for a final check .5.Check notes with the teacher.Part IV:HomeworkDo Ex 13 and 14 on page 71 in the Workbook.Period 2:Reading and VocabularyTeaching Content:Reading and V ocabularyTeaching Aims and Demands:Language knowledge:New words: obvious,underground motorway,queue,confusing,compare,omit ,variety,remark,steadily, Reading skill:Understanding how to express differences between 2 things.Affection and attitudes:Learn the differences between British English and American English.Form positive attitudes towards the communications of the countries in the world ,learn to understand eachother.Learning strategies:1.Learn how to express differences between 2 things.2.Summing up the uses of the verbs.Cultural awareness:1.Getting prepared for the comparison of main varieties of Chinese.2.Getting prepared for the comparison of 2 English language newspapers,such as :The Guandian and USAToday.Teaching Aids:Multi-MediaTeaching Procedures:Part I:RevisionHelp students to revise what is learnt in Period one of this module by filling the blanks:1.We have really everything in _____________with American nowdays,__________of course,language.2.American and England are 2 countries ________by a common language.3.It doesn`t make much of a ___________wether a teacher speakes British ____American English.Part II:Pre-reading activitiesLead in the study of the text by carrying out the following activities1,Do you like travlling ?Have you ever been to the other countries?What do you know about Britain\American?(Ask students to speak out as many as they can)2.What’s the difference b etween the UK and the USA?(The teacher can show the Ss some picture.)(Ask the Ss to write down the differences and check with their partner)Part III:Reading for main ideaHelp students to grasp the main idea of the text by doing the task .1.Read the passage amd find 4 ways in which British and American English are different.2.Read the passage and complete the sentences with the words or phases in activity 3 on page3.Part IV:Reading for detailed information1.Read the text again and fill in the form.(The form is on the next page)2.What is the trend?3.According to the answers ,write some key words in the form..Then the teacher and students retell the textaccording to the key words in the form.Part V:Dealing with expressions1.Read the text again and do exercises 7 in the workbook2.Pay attention to these sentencesa.As a tourist you will need to use underground in London or the subway in New York, or maybe you willprefer to get around the town by taxi or cab.I`d prefer to go to Japan.I prefer walking to cyckling.He prefer us to see him as soon as possible.I prefer to go to the cinema rather than stay at home.Discussion : Can you find out the structure?b.A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.Do you have any difficulty in understanding spoken English?have (no\a little \much\great)difficulty in doingsth.have trouble in doing sth.have a hard time in doing sth.Questions : Do you understand these sentences?Part VI:Language useDiscuss the following questions in pairs:1.How many main varieties of Chinese are there?2.In what ways are they different?3.Do Chinese people from different regions have problems understanding each other?4.What will happen to Chinese in the future?Part VII:Homework:Exercise .8.9.10 in the WB.(Give the students some time to recall what they’ve learned in this class)First think by themselves Then discuss in pairs and finally in pairs and finally share in class.Part VIII:A testRetell the text.Period 3: Grammar 1& Function and Everyday EnglishTeaching Content: Grammar 1& Function and Everyday EnglishTeaching Aims and Demands: Master the grammar and use them freelyAffection and attitudes: Learn the differences between British English and American English.Form positive attitudes towards the communications of the countries in the world ,learn to understand each other.Learning strategies:1.Learn how to express on e’s o pinion using the phrases that we have learned.2.Summing up the uses of the verbs.Cultural awareness:1.Getting prepared for the comparison of main varieties of Chinese.2.Getting prepared for the comparison of 2 English language newspapers,such as :The Guandian and USAToday.Teaching Aids:Multi-MediaTeaching Procedures:Part I:Grammar 1Task 1:Find out the uses of the verbs. rules of the tensesActivity 1. Match the sentences with the correct meanings.Activity2:complete the sentences with the correct form of the verbs.Activity3:Tell the uses of the verbs. rules of the tenses1)Complete the sentences in your own words.2)Observe, compare and find out the rules.【NMET.2001】：I____ping-pang quite well, but I haven’t had time to play since the new year .A will playB have playedC playedD play【北京春招2000】：_You’re drinking too much._Only at home .No one ________me but you.A.is seeing B had seen C sees D sawThe Present Simple TenseThe Present Continuous TenseThe Presen Perfect TenseThe Simple Past TenseThe Future TensePart III:Everyday EnglishTask:Use the phrases freely.Directions:Step one:Remind the students of the expressions that we have learned.Step two:Ask the students to remember them .Step three:Speaking practice:Have a conversation using some of the phrases.Part IV:FunctionTask: Giving reasonsDirections:Step one:Underline the words which introduce reasons.Step two:Answer the questions.Step three:complete the sentences with because\since\as or now that.Part V: A testComplete the messages with the correct form of the verbs.Hi Mum,Hope you__________(be) well.I ________(have) a lovely time in New York.Tomorrow we___________ (go) to see the fireworks.It`s hard to understand the accent here,but it ________(get) easier ,as I _________(be) here for 3 weeks. Next week we _________(fly) to Mexico where they ________(speak) no English at all,just Spanish.I __________(Spend) nearly all the money you gave me!Love ,Xiao PingPart V:Homework:Do EX 1、2、3.4 on Page 67 in the workbook.Period 4 :Speaking &WritingTeaching Content: Speaking &WritingTeaching Aims and Demands: Master the sentence patterns and use them freelySpeaking skill : Learn how to comkpare 2 things.Teaching Procedures:Part I::SpeakingTask:P resent your ideas about the comparison of different varieties of EnglishDirection:Step one: I can lead in saying” what have you learned?”What’s the topic?(Give t hem the topic) Present your ideas about the comparison of different varieties of EnglishStep two:1) List the words which may be used for this topic.2) Students may make some sentences about this topic using the words.3) Translate some sentences which are all about the topic .Give them some suggestions.Thus they will form a passage.4) Ask and answer questions about the passage.Step three:Talk about the similarities or differences about different varieties of EnglishUsing the passage as a model.Step four:Now vote for the variety of English you think is best to learn.Part II: WritingTask: White 3 more paragraphs about the Chinese language..Step one:Lead in choosing the best title for the paragraph.Can you say sth.more about the Chinese language.Step two:Give the Ss some topics as paragraph headings and ask them to White 3 more paragraphs about the Chinese language.(Pay attention to the sentence patterns)Step three:____Evaluation by oneself & partnerStep four:____Read it out before the class.Part III:RecallingRecall what we learn today.Part IV:Homework: CompositionDo EX 17 on Page 72 in the workbook.Period 5：Cultrual Corner &Task &Module FileTeaching Content: Cultrual Corner &Task &Module FileTeaching Aims and Demands: Master the sentence patterns and use them freelyTeaching Procedures:Part I: Cultural cornerTask:Read the passage.Directions:Step one:Lead in saying“We have learnt the differences between British English and American English .Have you master them?. Do you know other things about English ?”Now read the letter.Step two:Students read through the passage and answer the questions:1.What reasons did Websster have for writing an American dictionary?2.Can you see any similarities between Webster`s work and attempts to simplify Chinese?PartII: Module FileStep one: Key words form vocabulary:1.varietyThere are many varieties of roses in our garden.a variety of = variousThere are various fishes in the deep ocean.parecompare A with Bcompare A to Bcompare with \toIf you compare this thing with that thing, you will find many differences.He compare his shoes to small boats.His work doesn`t compare with yours.(2004年湖北考题)___________with the size of the whole earth ,the biggest ocean does not seem big at all.pareB.When comparingparingD.When sompared3。