Module1_模块整体教案

合集下载

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。

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。

Module 1 Unit 1 整体教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit One School lifePeriod 1 Welcome to the unitI. Teaching aims:1. Give the Ss some impression of the school life in the UK and inform the Ss of the differences between schools in China and the UK.2. Enlarge the Ss’ knowledge and make them know the importance of school life in one’s life.II. Key point:Encourage the Ss to talk about their former school life and about their dream school life.III. Difficult point:To ensure every student to have a chance to express himself/ herself.IV. Teaching method:Individual, pair or group work to make every student work in class.V. Teaching Procedures:I. Lead-in:1. Greetings and self-introduction.(Name; About the new class; I t’s the beginning of a new term. You have just finished junior high and are about to enter a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends.)2. Let the Ss introduce themselves and describe their former school and school life.Q1: What’s your name please?Q2: Which school did you graduate from? / Which school are you from?Q3: Do you have any hobbies?Q4: How do you often spend your spare time?3. Introduce something about my English subject to tell Ss what the studying at senior high will be like and the differences between junior and senior schools. (Self-learning; independently; etc.) And then teach them some study methods, and make sure they are advanced English learners.From now on, we’ll learn Advance with English. First let’s have a general ide a of the structure of the book. We have two books to learn this term (Student’s Book 1 and Student’s Book 2—two modules), including six units. We have seven parts in each unit---Welcome to the unit, Reading, Word power, Grammar and usage, Task, Project and Self-assessment.Welcome to the unit is made up of pictures/charts and three questions, hoping to activate(激活) the relevant knowledge that you have learned before and develop your interest in talking about the topic of this unit.Reading---includes A, B,C,D,E and F. A---three questions (by skimming and scanning); B---an article and reading strategy; C —F exercises about the article: C--- C1and C2--- more questions about the article and some T/F exercises / chart filling to have a better understanding of the text. D---D1 and D2--- word guessing and understanding: E---hoping you can understand the article by filling in some words relevant to the text. F--- some questions to make a dialogue and discuss about the topic of the unitWord power gives you a chance to enlarge your vocabulary by two means 1). Word structure 2). Word family ( in the form of charts, dialogues or passages).Grammar and usage(presenting, practicing and extending) gives you an opportunity to easily learn some English grammar rules and practise using them. In this part, you should learn to use the grammar rules in passages so that you can have a better understanding of the passages.Task is designed to provide students with opportunities to practise their language skills of listening, reading, speaking and writing. It is divided into three steps, each containing a skills building activity. Through the three steps, students will learn to solve a practical problem in their daily life.Step 1.listening or reading activities--- ReceptiveStep 2.with partner or in groups--- InteractiveStep 3.oral or written production--- ProductiveProject is make up of two parts-A (reading material) and B(an example) . Students can develop their abilities to use the language with the help of the teachers. Of course students should learn how to cooperate and how to complete each part of the task.----planning, preparing, producing and presenting.Self-assessment includes A and B. Students can tell what or how much they have learned by assessing themselves in reading, listening and speaking, grammar, writing , vocabulary and practical use. Meanwhile, they can see where they are still weak and try to make plans to improve themselves. Also there is vocabulary and workbook at the end of the book. Students will get more chances to use English. Remember preview is very important here. You must read and recite as much as possible.(Study methods) Successful study lies in perseverance! Do you know How to be a good English learner?Four steps: Listening: Words; Text; English songs; English stories; English news; etc. Speaking:Daily report; Discussion; etc. Reading:Words; Text; Stories; Newspapers; etc. Writing: Homework; Sentences; Dairy; Tasks and Projects in our textbook.Free talk: What does “the new school life” mean to you?I can see that some of you are eager to know what studying at senior highn will be like. Will it be different from junior high? Well, there are certainly many differences between junior and senior, but there are also some things that are the same in every school in China. What about schools in other countries? Do students learn differently and have diffferent experiences? This is the subject of our first unit.II. Brainstorming:1. Ask the Ss to read the instructions and focus on the four pictures.Today we are going to look at schools in the UK and try and work out if they are the same or different from schools in China.2. Encourage the Ss to talk about each picture with the following diagram to help them.1. Organize students into pairs or small groups.2. Discuss the three questions below the pictures in groups.3. Get small groups to report their conclusions back to the whole class.4. Conduct a feedback activity.IV. Summary and Homework:1. Today we have a good beginning: We have introduced ourselves to each other, and know about the differences between the lives of Chinese and British high school students. We also give a brief description of our dream school life.2. Find out more differences between the lives of Chinese and British high school students and talk more about your dream school life.3. Make a plan of their studies in the coming years and a list of goals that they want to achieve in the three years.Period 2 Reading (1)School life in the UKI. Teaching Aims:Train the Ss’ reading abilities.Learn some useful words and expressions.Learn more about school life in the UK and the differences between school life in the UK and in China.II. Key Points:1. Help the Ss to understand the passage better.2. Learn and master some important words and phrases in this period.III. Difficult Points:1. How to help the Ss improve their reading ability and understand the passage better.2. How to master the important language points in this passage.IV. Teaching Methods:1. Fast reading to get the general idea of the text.2. Careful reading to understand the passage better.3. Di scussion to help the Ss understand what they’ve learned better.4. Explanation to help the Ss master some language points.V. Teaching Procedures:I. Lead-in:1. Greetings.2. Check the homework.3. Differences between high schools in our country and the UK and opinions on many factors and reasons for such phenomena.II. Presentation:Reading strategies: skimming and scanning.Skimming: We skim a text when we want to get a general idea of what it is about. We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.Scanning: When we want to find certain information in a text quickly, we scan the text for key words and phrase, dates, numbers, etc. We do not need to read the whole text word by word.II. Skimming:1. Ask the Ss to go through the passage as quickly as possible and try to find answers to the three questions in Part A.Answers: 1. For one year. 2. Mr Heywood. 3. A small table.III. Careful reading:1. Listening while dealing with C2.Answers: C2: 1.T 2.T 3.T 4.F 5.F 6.T 7.F2. Read the article carefully and answer the questions in C1.Answers: C1:1. School begins at around 9 a.m. and ends at about 3:30 p.m.2. 29.3. Because all the homework was in English.4. She had an extra French class.5. Lots of desserts.6. Manchester.Ⅳ. Consolidation:Page 5 Ex E ( 2 minutes’ preparation, then do it in chorus)Answers: experiences / literature / desserts / headmaster / different / life / preparingⅤ. Discussion:Now you’ve known much about Wei Hua’s school life in the UK. From the text we know that they have a variety of subjects to choose from. You may be quite puzzled whether it is necessary for senior students t o learn some of them, such as so many languages and woodwork. Here let’s havea discussion:1. Should students learn more language? Why or why not?2. What subjects would you like to take if you could choose? Why?Example:A: What subjects do you like best and least?B: I really enjoy ……, because I ……. But I am not good at …….A: I like ……. Do you think we should learn more foreign language?B: Perhaps we should ……After several minutes, ask the act out their discussion in pairs.Ⅵ. Summary and Homework:Today we’ve learned a text about Wei Hua’s experience in the UK. First we learned some reading strategies: skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum. Read the passage after class and get familiar with these language points.Have a further discussion with your partner about the topics in Part F.Further exploration: Organize the Ss’ ideas to form a report on “ Int erest is the best teacher in learning” and share it with others the next day.Period 3 Reading (2)Lead-inWords dictation.Language Points:1.(L1) Going to a British high school for one year was a very enjoyable and exciting experience for me.① Gerund as subject:Working in these conditions is no easy job.Meeting you has been a great pleasure.* It’s no use/good sending him over. It’s too late already.It’s a waste of time arguing about it.② exciting / excitede.g.: The children were excited at the very thought of the journey.It’s an exciting experience to swim in the sea.All the students were all excited at the exciting news.*vt. excite n. excitement adv. excitedly③ experience※ 10.(L47) I was very lucky to experience this different way of life.experience: n. & verb.[u]n. Do you have any previous experience of this type of work?My lack of practical experience was a disadvantage.* learn from experience 从经验中学得/ in one’s experience据……的经验看[c]n. an enjoyable / unforgettable / unusual experienceIt was her first experience of living alone.verb.:e.g.: Everyone experiences these problems at some time in their lives.(经历，遭受)I experienced a moment of panic as I boarded the plane.(感受，体会)*adj.: experiencedan experienced teacher/doctorHe is experienced in looking after animals.2.(L2) I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3 p.m.be happy with/ about : be satisfied with 对…...满意e.g. : Are you happy with this arrangement?She was happy enough with her performance.* 1. We are happy to announce the engagement of our daughter.2. The story has a happy ending.3. He will be more than happy to come with us.4. by a happy coincidence, we arrived at exactly the same time.5. That wasn’t the happiest choice of words.3.(L6) On the first day, all students went to attend assembly.* attend:△ be present at an event 出席，参加e.g.: The meeting was attended by 90% of shareholders.~ a meeting / a wedding / a funeral / assembly△ go regularly to a place 定期去，经常去e.g.: Our children attend the same school.How many people attend church every Sunday?△ pay attention to what sb. is saying or to what you’re doing 注意，专心e.g.: She hasn’t been attending during the lesson.*attend to: deal with 处理，对付take care of 照料，关心e.g.: I have some urgent business to attend to.A particular nurse attended to him / his needs while he was in hospital.Are you being attended to , Sir? 先生，有人接待您吗？n. attendancec.f. join / join in / take part in(1) Tomorrow I will go to ________ an important meeting.(2) Would you please _______ our walking.(3) He likes _______ all kinds of outdoor activities actively.(4) Every weekend the old woman would go ________ church.4.(L9) He also told us that the best way to earn respect from the school was to work hard and achieve high grades.(1) way: 方法way to do sth. / way of doing sth.e.g. There are a lot of ways to make money.Soon I got used to the American ways of doing things.* in a way / i n one’s own way / in no way / in the way / on the way/ on one’s way/ in this waye.g.: Your answer is in a way correct.He likes to attend to his affairs in his own way.He is no help at all; actually he is in the way.In no way can you tell him the truth.Work hard! We are on the way to success.On the way to the school, I found a man lying on the road.A car was in the way. We couldn’t get through.You can do it in your own way.(2) earn: vt. ①get money for work that you do 挣得；赚得e.g.: He earns about ￡10 000 a year.She earned a living as a part-time secretary. (=make a living)earn money / a fortune/②get something that you deserve, usually because of sth good you have done or because of the good qualities you have. 获得；赢得e.g.: He earned a reputation as an expert on tax law.As a teacher, she had earned the respect and admiration of her students.He has worked so hard that he’s earned a holiday.* earn one’s keep:e.g.: He worked hard but can’t earn his keep.*n. earnings(3) respect:n. ① a feeling of admiration for sb/sth because of their good qualities or achievements 尊重；尊敬；敬意~ for sb / sthe.g.: I have the greatest respect for your brother.A deep mutual respect and understanding developed between them.self-respect② polite behaviour towards or care for sb/sth that you think is important 重视；尊重e.g.: He is so conceited that he show a lack of respect for authority.He has no respect for her wife’s feelings.* in this respect 在这方面in respect of / with respect to (=concerning/ regarding / respecting) 关于；就……而言With respect, sir, I can’t agree. 恕我直言vt. have a very good opinion of sb/ sth: admire sb/sth 尊敬；尊重；仰慕~ sb/sth for sthe.g.: I respect Jack’s opinion on most subjects.She had always been honest with me, and I respect her for that.* a much loved and highly respected teacher 备受爱戴和尊敬的老师adj. respectful 表示敬意的；尊敬的respectable 值得尊敬的；体面的(4) achieve: vt.e.g.: He had finally achieved great success in the experiment.No one can achieve anything without effort. ( succeed in reaching a particular goal or standard) Their background gives them little chance of achieving at school.(be successful)adj. achievable 可以达到的n. achievement 成绩；成就；功绩5.(L16) This is about the average size for British schools.* average: adj.an average rate / cost / earnings 平均的above / below average intelligence 正常的；一般的n.The average of 4,5 and 9 is 6. 平均数Parents spend an average of $220 a year on toys for their children.(well) above / below /up to (the) average 平均线；平均水平on average 平均e.g.: After he became famous, he receives 50 letters a day on average.6.(L20) I found the homework was not as heavy as what I used to get in my old school, but it wasa bit difficult for me at first because all the homework was in English.(1) as … as: → as + adj./ adv. as as + adj.+a/an + n. + as as+many/much…+n. +ase.g.: He doesn’t speak as fluently as I do.Our neighbour has as big a house as ours.We’ve produced twice as much cotton as we did ten years ago.* as long as / so long as / as well as / as far as / so far as / as good as / as early as / as … as possible / as … as sb. can(2) what+noun-clause:e.g.: What he does doesn’t agree with what he says.No one told me what was happening on the night of last Sunday.(3) used to:e.g.: There us ed to be a river in front of our school gate, usen’t / usedn’t / didn’t there?→Used there to be …? Or: Did there use to be …?I used to smoke, but I gave up several years ago.c.f.: be used to do 被用来be / get used to sth./doing sth. 习惯于;适应e.g.: Wood can be used to make tables.He isn’t used to the life / living in the big city.Don’t worry--- you’ll soon get used to his sense of humour.(4) a bit:△ = a little I am a bit / a little tired.Work a bit/a little harder and you’ll earn higher grades.△c.f.: a little This will give us a bit of / a little time.△ not a little : very much / not a bit: not at alle.g.: He doesn’t work hard usually, so each time he is not a little worried about the exams.He has been well prepared for the exam, so he is not a bit worried.* bit by bit逐渐地/ a bit of 稍微，颇有几分/ every bit完全/ do one’s bit尽一己之力7.(L26) My English improved as I used English every day and spent an hour each day reading English books in the library.(1) as: conj.e.g.: As he grew older, he lost interest in drawing.Leave the papers as they are.As she has been ill, perhaps she will need some help.Young as he is, he knows a lot.(2) spend: vt. (spent, spent)* spend sth. on sth. spend sth. (in) doing sth.e.g.: He spent ￥1000 on a new suit / updating his computer.She spent too much effort on things that doesn’t matter.c.f.: spend take pay cost worthe.g.: How much does the book _______? How much is the book __________?It ______ her twenty minutes to go to school on foot.While studying in London, she _______ a lot of money on books.He only _______ the owner half the price for the dictionary.8.(L28) I joined the computer club at lunch time, so I could e-mail my family and friends back home for free.free: adj. vt. & adv.adj.: I have no ambitious other than to have a happy life and be free.(be free to do…)“Can I use the phone?” “Please, feel free.”He walked out of jail a free man.We are offering a free gift so long as you come to our store.(for free)Ensure there is a free flow of air around the machine.He held out his free hand and I caught it.If you are free for lunch, I will take you out.This food is absolutely free from artificial colour and flavourings.l free from…不受……影响的，没有……的l free of…. 无……的，摆脱了……的（free of charge）l set free 释放IDM: free and easy 随变，无拘束get / have a free hand 可以全权处理，有自主权There is no such thing as a free lunch.没有免费的误餐。

外研版九年级上册英语集体备课：Module1-6共6个单元整体教学设计

外研版九年级上册英语集体备课：Module1-6共6个单元整体教学设计一. 教材分析外研版九年级上册英语Module1-6共6个单元，主要涉及人与自然、人与社会、人与自我三大主题。

每个单元由几个sections 组成，每个section 包含词汇、对话、阅读、写作、语法等内容。

教材内容丰富，贴近学生生活，旨在提高学生的英语综合运用能力。

二. 学情分析九年级学生已有一定的英语基础，但仍需在听、说、读、写等方面加强训练。

学生对生活话题感兴趣，但部分学生可能会因为语言难度感到困扰。

因此，在教学过程中，教师需要关注学生的个体差异，激发学生的学习兴趣，帮助他们克服学习困难。

三. 教学目标1.知识目标：学生能掌握Module1-6的词汇、语法、功能句型等基础知识。

2.能力目标：学生能在日常生活和社交场合中运用所学英语进行交流。

3.情感目标：培养学生热爱生活、保护环境、关爱他人的美好品质。

四. 教学重难点1.重点：词汇、语法、功能句型的学习和运用。

2.难点：准确、流畅地运用英语进行口语表达和写作。

五. 教学方法1.任务型教学法：通过完成各种真实任务，激发学生的学习兴趣，提高学生的实践能力。

2.情境教学法：创设生活情境，让学生在实际语境中学习英语。

3.合作学习法：鼓励学生分组讨论，培养学生的团队精神和沟通能力。

六. 教学准备1.教师准备：熟悉教材内容，了解学生情况，设计教学活动。

2.学生准备：预习教材，完成相关前置任务。

3.教学资源：多媒体设备、课件、教案、练习册等。

七. 教学过程1.导入（5分钟）利用图片、歌曲、提问等方式引导学生进入学习状态，为新课的学习营造轻松愉快的氛围。

2.呈现（10分钟）展示本节课的主题，引导学生关注关键词汇和句型。

通过图片、实物、动画等直观手段，展示教材内容，帮助学生理解和记忆。

3.操练（15分钟）学生进行口语练习，采用角色扮演、小组讨论等形式，让学生在实际语境中运用所学知识。

教师给予及时反馈，纠正发音和语法错误。

Module1单元整体(教学设计)外研版(三起)英语五年级上册

二、核心素养目标
1. 掌握Module 1中的重点词汇和短语，如：hello, how are you, what's your name, nice to meet you等，并能够在实际情景中运用。
2. 能够使用一般现在时进行日常交流，如：介绍自己，询问他人情况等。
3. 能够理解并朗读课文，提高阅读理解能力。
4. 我将鼓励学生在课后进行自主学习和探究，通过阅读拓展阅读材料和参与在线学习社群，进一步提高他们的英语水平。
5. 我将定期进行教学评估，通过学生的课堂表现和作业情况，及时了解他们的学习进度和存在的问题，以便及时调整教学策略。
2. 结构清晰，条理分明：
- 将板书分为三部分：核心词汇和短语、一般现在时的语法结构、练习题。
- 每部分用不同的颜色或图形标记，以方便学生识别和记忆。
3. 简洁明了，突出重点，准确精炼，概括性强：
- 每个核心词汇和短语旁边标注例句，让学生直观地看到如何应用。
- 一般现在时的语法结构用图表或流程图形式展示，便于学生理解和记忆。
提出问题，检查学生对旧知的掌握情况，为Module 1新课学习打下基础。
（三）新课呈现（预计用时：25分钟）
知识讲解：
清晰、准确地讲解Module 1知识点，结合实例帮助学生理解。
突出重点，强调难点，通过对比、归纳等方法帮助学生加深记忆。
互动探究：
设计小组讨论环节，让学生围绕Module 1问题展开讨论，培养学生的合作精神和沟通能力。
4. 突破策略：
a. 对于重点词汇和短语，可以通过制作单词卡片、单词接龙等游戏让学生加深记忆。
b. 对于难点，可以通过设置角色扮演、小组讨论等方式让学生在实际交流中运用一般现在时。
四、教学资源

外研版五年级上册教学设计Module1

外研版五年级上册教学设计Module1一、协议方信息1、甲方：＿___________________________2、乙方：＿___________________________二、教学目标1、知识目标11 学生能够熟练掌握本模块的重点词汇，如“met, above, ground, those, ice cream”等。

111 学生能理解并正确运用本模块的重点句型，如“Did you come back yesterday?” “We bought ice creams”等。

112 学生能够听懂、读懂与过去经历相关的对话和短文。

2、技能目标21 培养学生的听、说、读、写综合语言运用能力。

211 能够运用所学句型描述过去的事情，提高口语表达能力。

212 能够阅读并理解简单的英语短文，获取关键信息。

3、情感目标31 激发学生学习英语的兴趣，增强学习自信心。

311 培养学生对英语国家文化的了解和尊重。

三、教学内容1、词汇教学11 采用多种教学方法，如图片展示、实物演示、游戏等，帮助学生理解和记忆词汇。

111 引导学生通过读音规则和拼写规律来记忆单词。

2、句型教学21 创设真实的情境，让学生在情境中感知和运用句型。

211 进行句型操练，通过替换练习、模仿对话等方式，使学生熟练掌握句型的用法。

3、课文教学31 引导学生听录音，整体感知课文内容。

311 分段讲解课文，帮助学生理解课文中的重点和难点。

312 组织学生进行朗读和角色扮演，提高学生的口语表达和阅读理解能力。

4、语法教学41 结合课文和练习，讲解一般过去时的构成和用法。

411 设计相关的语法练习，让学生巩固所学知识。

四、教学方法1、任务型教学法11 布置各种任务，如小组讨论、调查、写作等，让学生在完成任务的过程中学习和运用语言。

2、情景教学法21 创设生动有趣的情景，如购物、旅游等，使学生在真实的语境中学习英语。

3、游戏教学法31 设计丰富多彩的游戏，如猜单词、接龙等，增加学习的趣味性。

一年级上英语教案-Module 1-外研版(一起)

一年级上英语教案-Module 1-外研版（一起）一、教学目标：语言知识目标：1.掌握26个英文字母及其大小写形式；2.能听懂、会说、会读、会写单词apple、banana、cat、dog、egg、fish、grape；3.能听懂、会说、会读、会写句子What’s your name? My name is________.(学生填入自己的名字)语言技能目标：1.能听懂、会说、会读、会写26个英文字母及其大小写形式；2.能听懂、会说、会读、会写单词apple、banana、cat、dog、egg、fish、grape；3.能听懂、会说、会读、会写句子What’s your name? My name is________.(学生填入自己的名字)情感态度价值观目标：1.培养学生学习英语的兴趣；2.能够与同学友好沟通交流；3.热爱班级集体。

二、教学重点、难点教学重点：1.掌握英文字母表；2.掌握单词和句子的发音。

教学难点：1.英文字母表和发音的差异；2.语音的语调和重读的位置。

三、教学过程1. Warm-up（热身）（5分钟）问候学生，介绍自己的英文名字，鼓励学生说出自己的中文名字以及对英语学习的期待。

2. Presentation（呈现）（15分钟）a. 英文字母表的介绍教师指着黑板上的英文字母表，一边读出每个字母的名称，要求学生跟读并重复。

b. 英文单词的介绍教师出示单词卡片，一个一个读出单词的名称，要求学生跟读并重复。

3. Practice（练习）（15分钟）a. 听力练习教师播放音频，要求学生听清楚并复述所听到的单词。

b. 书写练习教师出示单词卡片，要求学生模仿卡片上单词的字形，并在课本上完成单词书写练习。

4. Production（表达）（15分钟）a. 口语表达教师模仿发音，示范并鼓励学生跟读单词和句子。

b. 问答演练教师出示卡片上的问句并念出，学生作答，回答问句并填写自己的姓名。

5. Extension（拓展）（5分钟）提示学生，作业完成时需要认真书写，并要求家长在当天帮助学生复习当天所学内容。

《Module1单元教案》教学设计 DOC 文档

《Module1单元教案》教学设计教学内容M1U1 I’m Sam.M1U2 How are you?教学目标1、通过运用Hello, Hi, Goodbye, Bye-bye进行打招呼，并运用I’m…的句型进行自我介绍等情景让学生在感知、模仿、学习、体验的基础上逐步达到自然交流与真实运用语言的目的。

2、初步能听懂并说出问候语Good morning 初步感知连词and介词to。

3、能积极运用本课所学内容和新朋友问候、道别并介绍自己。

4、培养学生初学英语的兴趣。

能初步了解英美国家的问候以及英语中姓名的表达与中文的不同。

教学重难点教学重点1、学生能使用I’m …句型进行自我介绍。

2、注意Hello和Hi以及Goodbye和Bye-bye的区别与联系。

让学生明确在不同的场合下运用恰当的问候语。

教学难点1、学生使用I’m …句型进行自我介绍。

2、注意thank中th的发音/θ/教师应注意向学生强调舌尖的位置。

课时安排本模块共计分为2个课时：第一课时：M1U1 I’m Sam.第二课时：M1U2 How are you?第一课时教学内容Unit1 I’m Sam.教学目标1.基本能听懂会说:“Hello, Hi, Goodbye, bye-bye”2.能熟练运用Hello, Hi, Goodbye, Bye-bye进行问好和道别，并运用I’m…的句型进行自我介绍。

4.培养学生初学英语的兴趣。

通过大量的游戏活动让学生充分体会学习英语的乐趣所在。

教学重难点教学重点1.学会并运用Hello，Hi进行相互间问好打招呼。

2.引导学生使用I’m …句型进行自我介绍。

教学难点1.要求学生注意I’m和Sam中m的发音，不要吞音，发音要到位。

2.强调Goodbye和Bye-bye的正确发音。

教学用具录音机、磁带、单词卡片、人物头饰、PPT课件教学过程Step1 Warm-up（1）课前播放学生熟悉的英文儿歌Hello 渲染课堂学习的活跃气氛。

必修一moduleone单元整体教学设计

必修一moduleone单元整体教学设计外研版高一新教材必修一Module OneModule One My First Day at Senior High一、教材分析：本模块主要介绍了一位高中新生第一天到校的所见所闻以及个人感受，内容紧密结合学生的现实生活而又相对简单，利于激发学生的兴趣，引起他们的共鸣。

教材紧紧围绕介绍学校和班级情况，对比中外教育体系两大话题，开展了形式多样的听说读写活动，在学习本模块的语言知识的同时，提高了学生运用英语的能力，协助学生形成正确的学习策略和语言学习观，并在教师的指导之下，最终完成本模块的终极任务“写一份介绍自己学校的简介”。

二、教学目标：根据英语课程标准的要求以及本模块的具体内容，考虑到高一学生的认知水平和心理特点，结合教学实际，确立教学目标如下：1．语言知识目标：掌握并能熟练运用module file 中的语言知识；复习一般现在时的三种基本用法，了解其与现在进行时的区别；学习以-ing 和-ed 结尾的形容词，掌握其发音规则并能用其来表达情感和对事物的态度。

2．语言技能目标：听懂、看懂有关学校介绍等相关话题的内容并获取信息，能运用所学的语言知识熟练的表达个人意见，写出介绍学校情况的文章。

3．学习策略：利用学生现有知识学习词汇和语法，在创设的较为真实的语境中锻炼学生英语的综合运用能力，提高学生的阅读理解能力和运用多种资源查找信息，分析信息，整合信息的能力。

4．情感态度：通过本模块的学习，激发学生对新学校、新环境的喜爱之情，通过教师的适当指导，引发学生学习的兴趣，树立自信心。

5．文化意识：了解中外国家中学教学的大致情况，帮助学生开拓视野，了解中外教育的异同，为发展他们的跨文化交际能力开辟良好开端。

三、教学重难点：此模块位于高中英语教学的起始位置，在整个高中英语教学中的作用分外突出。

然而面对刚刚开始高中生活的学生，考虑到学生的心理特点，结合教学的实际情况，我认为本单元应紧紧围绕单元的主要话题进行词汇和语法的教学，为学生创设大量的情境进行语言交流，通过一系列活动的铺垫完成本模块的中心任务----写一篇关于自己学校的简介。

(三起点)外研版六年级英语上册《Module1_模块整体教案》

Module1 模块整体教案模块教材分析本模块主要学习讲述关于某个地方或某件事物的情况，讲述某个地方的地理位置和相关的基本信息。

教学内容围绕着主人公Daming从中国来到美国，和他的表哥Simon谈论中国和美国的一些事物和一些地方的情况，以地理位置和相关的基本信息为主线，引出主要知识而展开的一系列对话和练习活动。

教学的重心应放在如何让学生用本模块主要句型: These postcar ds are great! It’s a picture of... It’s very...Tell me more about... It’s...Where is...? It’s here, in the...Boston is in the north and Houston is in the south.来谈论某个地方或某件事物的情况，讲述某地的地理位置和相关的基本信息。

本模块的功能是：初步掌握用本模块主要句型来谈论某个地方或某件事物的情况，讲述某地的地理位置和相关的基本信息。

第一单元主要创设情景，引出话题从而进人重点语言知识的学习，主要句型是: These postcards are great! I t’s a picture of the Great Wall. Tell me more about... It’s... 第二单元的主要句型是: Where is...? It's here, in the... Boston is in the north and Houston is in the south.模块教学目标☆知识目标1. 能理解并会说唱Unit 1 Activity 1 Listen and chant.和Unit 2 Activity 5 Listen and say. Then chant.2. 能听、说、读、写Unit 1 Activity 3 Listen and say. & Unit 2 Activity 1 Look, listen and say. 中的单词和句子。

Module1Unit1教案八年级英语上册

三、学习目标Knowledge aims:Key vocabulary: pair, correct, spelling, word, practise, meaning,plete, sentence,dictionary,grammar, letter,look up, mistake, make a mistake, understand,advice, should,possible, write down, notebook, forget, aloud, radio, key,main, agree, agree with sb.Key structures: We/You should... Let's try to... Why not...?Why don't we/you...? Don't forget to.. It's a good idea to... How about...?Ability aims: 1. To understand the conversation on learning English2.To get information on how to learn English in reading and listening3.To learn different ways of giving advice and practise using them in real situationsMoral aims: Be proper when we municate with others, try to care about other’s feelings in aconversation.四、教学重点、难点1.能在语境下理解、辨认并运用单词correct, practice, match, forget 等。

一年级上英语教案-Module1-外研版(一起)

一年级上英语教案Module 1外研版（一起）教学目标1. 让学生掌握Module 1中的基础词汇和句型，如“hello”，“goode”，“my name is”等。

2. 培养学生的英语听说能力，能够进行简单的自我介绍和日常交流。

教学内容1. 词汇：hello，goode，morning，afternoon，evening，my，name，is，nice，to，meet，you。

2. 句型：Hello, my name is。

Goode, 。

Nice to meet you。

教学重点与难点1. 教学重点：掌握Module 1中的基础词汇和句型，能够进行简单的自我介绍和日常交流。

2. 教学难点：正确运用词汇和句型，进行流畅的英语交流。

教具与学具准备1. 教具：PPT，录音机，英语教材。

2. 学具：英语课本，练习本，彩色笔。

教学过程1. 热身活动：播放英语歌曲，营造英语学习氛围。

2. 新课导入：通过PPT展示Module 1中的词汇和句型，引导学生跟读。

3. 课堂练习：进行角色扮演，模拟日常交流场景，让学生运用所学词汇和句型进行对话。

4. 巩固提高：布置练习题，让学生独立完成，检验学习效果。

板书设计1. 在黑板上列出Module 1中的基础词汇和句型。

2. 用不同颜色的粉笔，标注出重点和难点。

3. 画出简单的思维导图，帮助学生理解和记忆。

作业设计1. 听力练习：听录音，选出听到的单词。

2. 口语练习：模仿录音，进行角色扮演。

3. 写作练习：根据所学句型，编写简单的英语对话。

课后反思1. 教师要关注学生的学习情况，及时调整教学方法和节奏。

2. 鼓励学生积极参与课堂活动，提高英语学习的积极性。

3. 对于学习有困难的学生，要给予个别辅导，帮助他们克服困难。

4. 定期进行学习效果的检测，及时发现问题，采取措施进行改进。

重点关注的细节是“教学过程”，因为它涵盖了课堂活动的组织、学生的互动参与以及教学内容的具体实施，是教学设计的核心部分。

小学英语外研版三起点五年级上册 Module 1 单元整体教学设计

外研版三起点五年级上册Module 1 单元整体教学设计一、单元整体概览（一）单元主题该主题属于“人与社会”范畴，涉及同伴交往，相互尊重，友好互助，倾听、体谅他人，包容与宽容，跨文化沟通与交流等子主题内容。

（二）课标分析根据新课标，要求学生能在教师的引导和启发下，理解简答的语言材料，领悟其基本意义，运用所学语言与他人交流，传递信息，叙述事件，实现基本的沟通与交流。

能根据获取的信息，提出自己的想法，有条理地表达自己的观点，学会换位思考，尝试多角度认识世界。

能在教师的引导和启发下，基本认识到英语学习的重要性，兴趣逐渐增强。

五年级的学生在教师的引导下，初步找到适合自己的英语学习方法并加以运用。

基本形成良好的学习习惯。

1.主题：本单元涉及同伴交往，相互尊重，友好互助，倾听、体谅他人，包容与宽容，跨文化沟通与交流等子主题内容。

2.语篇：本模块第一单元课文属于日常简单对话，第二单元属于应用文，是一封明信片内容。

3.语言知识：感知并模仿说英语，体会意群、语调与节奏。

在特定的语境中，运用词汇描述事物、行为和过程，表达与主题相关的主要信息和观点。

在语境中理解一般过去时的形式、意义、用法。

判断语篇开头、中间和结尾，辨识时间、地点、人物以及事件的发生、发展和结局等。

在具体语境中，与他人进行得体的交流，进行社会交往，表达情感、态度等，保持良好的人际关系。

4.文化知识：中外典型文化标志物，不同文化背景下，人们的行为举止、生活习俗、饮食习惯、接人待物的礼仪等。

5.语言技能:借助图片等，理解语篇，能提取、梳理、归纳主要信息，完整、连贯地朗读所学语篇，在教师的帮助下表演小故事。

6.学习策略：积极运用所学知识进行表达和交流，对所学内容进行主动复习和归纳，在学习内容与个人经历之间建立有意义的联系。

主动与同学开展合作学习。

（三）学情分析五年的学生已学过两年多的英语，具备了一定的听、说、读、写英语的能力。

大多数学生已能听懂有关熟悉话题的语段和简短的故事。

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。

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。

Module 1大单元整体教学设计单元概述(教学设计)外研版(三起)英语四年级上册

Module 1模块整体分析本单元是外研版英语四年级上册的第一模块，模块的话题是问路和指路。

本单元通过不同的场景，提供了表达地点、问路的句型结构。

教学中包括两个单元:“Go straight on.”和“It’s a the station.”。

每个单元两个课时，共四个课时。

模块教学目标1. 知识目标（1）能够听、说、读、写单词和词组：left, right, street，straight，cinema，behind，supermarket，beside, on...right, on...left, next to, turn left, turn right, go straight on，excuse me（2）能够听、说、认读单词left, right, street，straight，cinema，behind，supermarket，beside, on...right, on...left, next to, turn left, turn right, go straight on，excuse me（3）能够听、说、读、写句型：where is ……？理解指路句型Turn left/right. Go straight on. It’s next to/beside ...（4）能够掌握句式：Where+系动词+地点名词？It+系动词+表示地点的介词短语。

2. 能力目标（1）能够听、说、读、写单词和词组：left, right, street，straight，cinema，behind，supermarket，beside, on...right, on...left, next to, turn left, turn right, go straight on，excuse me（2）能够听、说、读、写句型：where is ……？理解指路句型Turn left/right. Go straight on. It’s next to/beside ...（3）能够掌握句式：Where+系动词+地点名词？It+系动词+表示地点的介词短语。