M10U1教案
M10 u1 教案
外研社小学英语三年级上册Module10 unit 1 This is his head.世纪初级小学寇小青一．教学目标：知识目标：掌握并巩固身体部位的词汇：head, arm, hand, leg, foot 等，以及运用此句型：This is +人称物主代词（his）+名词。
技能目标：培养学生听，做，说，读的能力，以及言语表达能力。
情感目标：激发和培养学生学英语的兴趣，使其主动参与课堂实践活动，从而培养学生合作意识和集体主义精神。
二．教学重点难点：掌握人体各部位的词汇运用简单的句型This is his ……进行描述。
区别head和hand.的读音三．教学准备：cards ，pictures ，tapes ， radio，ppt四．教学过程：Step 1: Warming up1. Sing a song: If you are happy？.2. Greeting: How are you?[设计意图]：通过唱歌、师生交流、手偶与学生互动，不但让学生做好上课的心理准备，而且给学生营造英语学习氛围，激活学生的英语思维，而师生间交流能有效地提高学生对旧知识的再现率，为学习新知识埋下伏笔。
Step 2: PresentationThis class we will teach Module10 This is his class通过what is this？引出Panda. And then learn new words.（head/leg/foot/arm/hand/him1. 教师出示本课生词卡，引导全班读一遍。
2. Look and match[设计意图]：利用听听、说说、猜猜的任务形式进行生词的导入，不但能牢牢地吸引学生的注意力，满足他们的好动的心理特点，吸引学生积极主动参与学习。
在学习生词时，教师让会说的学生先读，当小老师带读，为他们提供展示的空间。
单词的学习并不是简单的教师带学生的机械跟读，而是设计真实的语境，使学生指认、复述的活动中，体验、感知、运用并习得语言。
外研版三起六年级上册教案M10U1
Module10Unit 1 At the library教材分析：本课使用的是外语教学与研究出版社出版的新标准英语三年级起始的第七册Module 10 Unit 1At the Library.的内容。
本课教材分为三部分内容，课文、课文中的重点语句、听指令做动作，本课以借书为话题，大明和西蒙去图书馆借书时，要遵守图书馆的规定，通过他们的这次经历来学习祈使句的应用。
教学目标：1、通过本课学习，使学生进一步掌握祈使句的应用，学会使用“Don‟t talk in the library. Please be quiet. Please stand in line.”这两个目标语句，2、同时适当应用祈使句的肯定和否定形式。
3、了解图书馆的规定，培养学生爱护公物，主动遵守公共场所的规章制度，养成良好的行为习惯，增强主人翁责任感。
通过小组讨论制定班规让学生爱护班级，自觉维护班级的学习环境。
教学重点与难点1、重点：a.能听懂、会说并能熟练使用单词hurry, rule, line, CD以及词组library card, in line。
b.能听懂、会说并能熟练使用句子Don‟t talk in the library. Please stand in line.2、难点：能够使用祈使句发出指令，从而要求或制止他人做某事。
教学方法1、“以学生为主体”。
充分调动学生的积极性，发挥学生主观能动性。
让学生主动参与，全员参与，使每个学生都得到发展，成为学习的主人。
2、“情境教学” 教师引领学生以“听”、“说”为突破口，为学生创造语言情境，让学生感受语言，激发学习兴趣；以实践活动为桥梁，培养学生的语言综合运用能力。
3、“小组合作”让学生以小组为单位为班级制定班规。
教学过程Step 1. Warm up1) Greetings.2) Sing a song: …please stand up”3) Listen and doT: stand up./ don‟t sit down./ Point to the window./ Don‟t point to the door./ Clap hands./Don‟t stamp feet./ Jump./Don‟t run./Sit down./Don‟t stand up.【设计理念与意图】通过以上两个活动，营造一定的英语氛围，充分调动学生的积极性，全员参与。
教案M10U1 Microsoft Word 文档
Module 10 Lao She TeahouseUnit1 She wanted to see some Beijing Opera.【学习目标】知识目标：理解本单元9个单词的意思及用法，并灵活运用。
能力目标：理解掌握不定式作宾语的用法及双宾语结构，并在练习中准确地加以辨认及应用。
能听懂老舍及茶馆的相关内容，根据所学的相关知识进行简短的对话。
情感目标：通过了解京剧，唤起学生对我国国粹的热爱以及激起了解老舍茶馆的欲望。
【教学重难点】重点：学习理解本单元的单词和短语，熟练掌握它们的基本含义和用法。
难点：理解本单元出现的动词不定式作宾语的用法及双宾语结构。
教学过程：【课前预习】Read the words aloud：main adj. 主要的；最大的interest n. 兴趣；爱好offer v. 提议；(主动)给予agree v. 同意almost adv. 几乎impossible adj. 不可能的whisper v. & n. 低语；耳语special adj. 特别的；特殊的【课上探究】Step 1. warming-up1.Lead—inGet the Ss to scan the pictures about Lao She Teahouse. Ask: Do you know Lao She? Have you heard of Lao She Teahouse?2.挑战记忆力(看谁写得又对又快)主要的；最大的adj.____________ 兴趣；爱好n. ______________提议；(主动)给予v. ____________ 同意v. ______________________几乎adv. ____________________ 不可能的adj. ________________低语；耳语v. & n. ____________ 特别的；特殊的adj.___________ Step 2 Pre-listeningGet the Ss to talk about these questions:1. Who is Lao She?2. What do you know about Lao She?3. What works(著作)of Lao She have you read?4. Have you ever heard about his play Teahouse?5. What do you think people can do in Lao She Teahouse?Step 3 While-listeningⅠ.Listen and number the sentences as you hear them.a. “All right, you can come with us.”b. “ Would you like us to take you to Lao She Teahouse?”c. “I’d like to go to the teahouse again one day.”d. “Can we come and see the teahouse?”e. “Let’s stay longer.” “OK.”f. “We’re only going to stay for some tea.”Ⅱ.Match the sentences in Activity 2 with these sentences.1. She offered to take us there. a. “All right, you can come with us.”2. They planned to stay for some tea. b. “ Would you like us to take you to Lao SheTeahouse?”3. They decided to stay longer. c. “I’d li ke to go to the teahouse again oneday.”4. We wanted to see the teahouse. d. “Can we come and see the teahouse?”5. I hope to go there again one day. e. “Let’s stay longer.” “OK.”6. My parents agreed to take us. f. “We’re only going to stay for some tea.”Ⅲ.Listen to the conversation in Activity 3 and check True (T) or False (F).1. Sally wanted to see some Beijing Opera so her parentstook her there.2. Lingling likes Beijing Opera, too.3. Sally understood Beijing Opera very well.4. Teahouse is Lao She’s play.Step 3 Post-listeningⅠ.Read the conversation and check True (T) or False (F).1.Sally, her parents and Lingling went to Lao She Teahouse last night.2.Sally didn’t want to see Beijing Opera.3. Lingling wanted to see the teahouse.4. Sally understood Beijing Opera well.5. They had a good time.6. Betty knows Lao She very well.Ⅱ.Read the conversation again and choose the best answer for each sentence.1.Sally and _____ went to Lao She Teahouse last night.A. TonyB. LinglingC. Betty2. Sally’s main interest is _______.A. musicB. mathsC. English3. Sally _____ understand Beijing Opera.A. didn’tB. couldC. almost didn’t4. — How long did they stay?— They stayed for _____.A. 3 hoursB. 2 hoursC. 1 hour5. Lao She was a(n) ________.A. actorB. waiterC. writerⅢ. Get the Ss read the conversation aloud and find out the difficult knowledge ,then discuss them in groups.Finally learn the following knowledge:1. Sally’s main interest is music.萨莉的主要兴趣是音乐。
M10U1教案
外研版三年级起点第七册
INSTRUCTIONAL DIESIGN
Module10
Unit 1 Don’t talk in the library.
话题：rules （in the library）
文体：短文
对象：六年级
教学目标：学生能运用所学语言谈论行为规范。
关键词：实例、场所、应该遵守的行为规范。
授课教师：贵阳市修文县扎佐镇中心小学王小华教学流程图：
教学目标：
1．知识与能力：通过对语篇的学习，使学生了解在一些场所我们必须遵守的规章制度，学生会运用语句：Look at …, Don’t…, Please…,制定规章制度。
2．过程与方法：通过观看视频、完善图表等活动，让学生理解新单词、短语和祈使句；理解并掌握本课重点内容；通过个人、结对、小组活动等方式，促使学生相互合作，共同制定出一个场所的规章制度。
3．情感与态度：通过对语篇的学习，乐于感知并积极尝试使用英语去制定行为规范。
Teaching Procedure
板书设计：
Look at the ….
Don’t ……
Please……。
小学英语新外研版(一起)五年级上册M10U1 教案1
小学英语新外研版（一起）五年级上册M10U1 You should tidy your toys.本节课的教学设计是以学生的生活经验为出发点，以活动为形式，采用任务型教学和小组合作的模式，发展学生的思维，培养学生的兴趣，同时培养学生综合运用英语的能力。
一、教学目标及要求1.知识目标：熟练掌握单词及短语:should, shouldn’t ， make a mess, take down;thanks for…熟练掌握句型：You shouldn’t play with the CDs.You should tidy your toys.能够抄写、选择或根据拼读规则补全单词：should, shouldn’t.2.能力目标：在完成知识目标的基础上，通过游戏和活动的开展，培养学生的合作能力、竞争意识和综合运用语言知识的能力。
因为是高年级对话教学在本课中还涉及到交际口语，比如当犯错时道歉：Sorry, mum;提供帮助与表示感谢的常用语言：“We’ll help you.”“Thanks.”等。
3．情感目标：通过should 和shouldn’t 的学习，帮助学习明确生活中的文明和不文明行为，对学生进行公民养成教育，并鼓励学生做力所能及的事,养成互帮互助的好习惯。
4．策略目标：通过课前预习、课上互动、课下交流反思，老师和学生互敬互学，师生关系十分融洽。
5.语言运用目标：通过这节课的学习，预知学生85%的学生可以达到熟练运用并能自如拓展，10%学生仅仅可以熟练操作句子,5%学生需要采取课后单独的巩固练习与小检测来训练。
二、教学重点与难点重点：学生能够用“should，shouldn’t”来谈论应当做某事和不应当做某事。
难点：学生能够流利地使用正确时态来描述，能够描述日常生活中的活动。
三、教学过程（实录）Step 1: Warm up1.Greeting2.Play a game:“I say, you do! ”此处迅速说出一串以前学过的容易做动作并且能在本节课中用到的短语,如：wash your hands, wash your face, brush your teeth, walk on the grass, run fast…当然，为了更容易进入游戏环节，也会加一些较简单的短语，如：stand up, sit down, sit well等。
《M10Unit 1 What did you do》教学设计
M10U nit 1 What did you do?教学设计Ⅰ.Teaching modelListening and speakingⅡ.Teaching methodBottom-up approach to listeningⅢ. Teaching aims1 To understand conversations about holiday journeys2 To process main information of holiday experience3 To talk about holiday journeys4. Past simple wh-questions.Ⅳ. Teaching Objectives1.Key vocabulary: pacific, so, guess, excited, wow，Pacific Ocean，Santa Monica,California, Disneyland, Hollywood, Los Angeles2.Key structures: 1) When did Betty go to Los Angeles?2)How long did it take her to get there?3)Where did she go?4)Who met her at the airport?5)What did she see there?6)Who was with you?7)What did you do?8)Guess what?9)Wow!10)It was great!Ⅴ. Teaching aidsTape recorder, OHP, videoⅥ. Teaching StepsPart I Warming upStep 1 GreetingT: Good morning, boys and girls. I am very happy to be your English Teacher today. You can call me Miss Chen.S: Good morning, Miss Chen.T：Now let’s watch a short video.(After video)T: This is your journey, right?S: yeah!T: And you had an exciting journey.Step 1 Free talkT：And now I have a question for you. Do you remember the last holiday? And what did you do last holiday?S1: I watched a movie.T: Which movie did you watch?S1: I forgot it.T：Anyone else？S2：I did my homework.T: You are a good student.Step 3 My last holiday journeyT: Do you want to know what did I do last holiday? And look at the picture, you can ask me questions, such as “Where did you go?” “I went to Jilin.” And you should talk about the holiday in the past with past simple Wh-questions.S1: How did you get there?T: I got there by train.S2: How long did you stay there?T: I stayed there for 4 days.S3: Who was you with?T: I went there with my friends.S4: What did you do?T: I visited famous parks and ate delicious food. And I had an exciting holiday. I felt excited.Step 4 My friend’s last journeyT: And my friend also had an exciting holiday. Now I will show you some pictures and answer my questions. (show pictures) Where did she go?S: She went to Shanghai.T: How did she get there?S: She got there by train.T: How long did she stay there? (Date: April 25- April 27) S:She stayed there for 3 days.T: What did she do?S: She went to Disneyland and ate delicious food.Part II Pre-listeningStep 1 PlacesT: Summer holiday is coming, and do you want to travel abroad? S:No!T: Yeah, because of epidemic(疫情). And I want to go to a place, Los Angeles. And before going there, we should learn something about it. (show the map) Can you tell me what is it?S: It is a map.T: And it is a map of…S: USA.T: Yes, and Los Angeles is… (show pictures) S:A cityT: So Los Angeles is a big city in California. Read after me, California. And this is? (point at the Pacific Ocean)S: the Pacific OceanT: And Hollywood and Disneyland are there. I will show you pictures. Do you know what is famous for?S: stars and Mickey.T: And there is a famous beach called Santa Monica Beach. And you can play... S:Beach volleyball.T: And you can swim in the Pacific Ocean.Part III ListeningStep 1 Listen and numberT: Betty had a journey in America. Now let’s learn her journey. Open your book and listen and number.T: The first one is...S: California, second is Los Angeles, third is Disneyland, fourth is Hollywood, fifth is Santa Monica, the last one is Pacific Ocean.Step 2 Listen again and complete the tableT: We know Betty went to California, now listen again and learn what did she do?(check the answer)Step 3 Listen and check（√）the questions you hearT: Tony, Lingling and Betty are talking about Betty’s journey in Los Angeles. Now listen andcheck the questions you hear.(check the answer)Step 4 Listen and choose the right answerT: Now listen and learn more details about Betty’s journey. And when listening, pay attention to Wh-questions. Now I will give you 10 seconds to look through the chart.(check the answer)T: Q2 How do you know?S: Did you fly ? Yes, we did.T: Q6 How do you know?S: I was so excited. It was great.T: Oh, really? You’ll love it. Now listen and imitate.Step 5 Listen to the part 2 and complete the table.T: And we know Betty had an exciting journey in Los Angeles. So what did she do there? And what was it like? Now listen to the part 2 and complete the table. And you should write the first letter first.Part IV Post-listeningStep 1 Pair workT: We know Betty had an exciting journey in Los Angeles. And how about you?Now talk about your holiday journey with your partner. And finish the table.You should use past simple Wh-questions.Step2 Speech CompetitionT: There will be an English Speech Competition in our school next month. The topic of the speech is “My holiday journey”. Give a speech in groups of 4 , and then choose the best one to give a speech in class.T: Does she ... ?S: Yes.T: So she got seven stars.Step 3Life is just like a journey......Enjoy your journey, enjoy your lifePart V HomeworkRequired homework(必做作业)：1.Read and imitate the conversation in activity2.2.Workbook Module 10 Unit 1.Optional homework(选做作业）：1.W rite about My Special Holiday Journey.2.Make your speech better and get ready for the competition. Blackboard design:M10U1 What did you do? First WhereWhenNext/Then Finally WhatA holiday journeyWhoHow longHow。
外研七上m10u1英文教案
外研七上m10u1英文教案Module 10 Unit 1英文教案Teaching Objectives1. Enable students to understand the main idea and key information of the text.2. Improve students' reading and speaking skills through classroom activities.3. Help students develop positive values and attitudes towards learning English.Teaching Key Points1. Focus on the reading strategy of "predicting" and help students understand how to predict the content of the article through the title and pictures.2. Encourage students to express their opinions and views on the topic through classroom discussions and other activities.Teaching Difficult Points1. The use of complex sentence structures in the article.2. The correct use of English grammar and vocabulary in speaking and writing.Teaching Procedures1. Greeting the students and review the previous lesson. Ask students about their learning experience in the previous lesson and encourage them to share their progress and challenges.2. Introduction: Show students the title of the article and ask them to predict the content based on the title and pictures. Encourage students to use their imagination and creativity to generate ideas.3. Reading Comprehension: Ask students to read the article quickly and find out the main idea and key information. Help them understand the structure of the article and identify the important sentences and paragraphs.4. Detailed Analysis: Ask students to read the article again and focus on the complex sentence structures and difficult vocabulary. Helpthem understand the meaning and usage of these words and phrases through examples and explanations.5. Classroom Discussion: Divide students into small groups and ask them to discuss the topic of the article, expressing their opinions and views on it. Encourage students to use English as much as possible and help them with any language difficulties they may encounter.6. Summary and Homework: Ask students to summarize the main ideas and key information of the article in their own words. Assign homework, including reading related materials and preparing for the next lesson.7. Evaluation: Assess students' performance during the lesson and provide feedback on their progress. Encourage them to continue their efforts in English learning and help them identify areas where they need to improve.。
外研版八上M10U1教学设计及反思
外研版八上M10U1教学设计及反思外研版八上M10U1教学设计及反思一、教学设计本单元以“ Revision and Prediction”为主题，通过复习已学知识，学习预测技能，旨在提高学生的语言综合运用能力。
单元包括听说、阅读、语法和写作四个部分，共计10课时。
1、听说部分：通过听力材料中的实例，引导学生运用预测技能，了解故事情节的发展。
同时，通过小组讨论、角色扮演等活动，让学生在口语实践中巩固所学知识。
2、阅读部分：选取两篇难度适中的文章，一篇为记叙文，一篇为说明文。
通过阅读，让学生进一步掌握预测技能，同时加强词汇、语法等语言知识的学习。
3、语法部分：系统讲解动词的时态和语态，并通过练习题进行巩固。
通过对比中英文语法差异，帮助学生更好地理解和运用英语语法。
4、写作部分：要求学生根据所给话题，运用已学知识进行创作。
在写作过程中，指导学生运用预测技能，提高文章逻辑性和连贯性。
二、教学反思1、成功之处：（1）成功引导学生运用预测技能，提高学生的听说能力；（2）通过阅读和写作实践，巩固了学生的语言知识，提高了学生的阅读和写作能力；（3）通过讲解和练习，帮助学生掌握了动词的时态和语态。
2、不足之处：（1）在口语实践环节，部分学生的参与度不高，需加强引导和激励；（2）在写作环节，部分学生的文章逻辑性和连贯性有待提高。
3、改进措施：（1）针对口语实践环节参与度不高的问题，可以采取小组竞赛、互评互改等方式，激发学生的参与热情；（2）针对写作环节逻辑性和连贯性不足的问题，可以在写作前进行头脑风暴和列提纲等环节，帮助学生理清思路，提高文章质量。
通过本次教学设计及反思，我们发现预测技能在英语学习中具有重要作用。
在今后的教学中，我们将更加注重培养学生的预测技能，提高他们的英语综合运用能力。
针对本次教学中出现的问题，我们将积极采取措施进行改进，以确保教学质量不断提升。
外研七上m10u1英文教案
外研七上m10u1英文教案全文共四篇示例，供读者参考第一篇示例：外研社出版的七年级上册英语教材是一套特别优秀的教材，其中的第十单元是非常受欢迎的一个单元。
这个单元主要包括一些关于旅游和交通的话题，对于学生来说非常实用和有趣。
在这篇文章中，我们将详细介绍外研七上m10u1英文教案，希望对教师和学生有所帮助。
一、教学目标1. 知识目标（1）学生能够掌握关于旅游和交通方面的基本词汇和句型。
（2）学生能够运用所学知识描述自己的旅行经历和计划。
2. 能力目标（1）培养学生听说读写能力，让他们能够流利地进行英语交流。
（2）培养学生合作意识，培养他们的团队合作能力。
3. 情感目标（1）激发学生对旅行和交通的兴趣，培养他们的独立性和勇敢精神。
（2）培养学生的环保意识，让他们了解保护环境的重要性。
三、教学过程1. Warm-up教师可以通过一些趣味性的游戏或活动引导学生热身，激发他们对旅行和交通的兴趣，为课堂内容的学习做好准备。
2. Presentation教师可以通过多媒体资料或图片展示一些关于旅行和交通的内容，引导学生了解相关词汇和句型，激发他们的学习兴趣。
3. Practice教师可以设计一些听说读写综合的练习，让学生能够灵活运用所学知识进行练习，巩固所学内容。
4. Group work教师可以组织学生进行小组活动，让他们能够合作完成一些任务，培养他们的团队合作能力和交流能力。
5. Role-play教师可以设计一些角色扮演的活动，让学生能够扮演不同的角色，进行英语对话练习，提高他们的口语表达能力。
6. Homework教师可以布置一些相关的作业，让学生能够在课下继续巩固所学内容，提高他们的学习成绩。
四、教学反思在教学过程中，教师应该注重引导学生积极参与课堂活动，营造轻松愉快的学习氛围，让学生在轻松的氛围中学到更多知识。
教师还应该注重培养学生的合作意识和团队合作能力，让他们能够更好地与他人合作，从中获得更多的成长和发展。
M10U1第一课时备课
一起六下M10 U1 We are going to different schools? 第一课时教学设计内容结构分析：
也许念+单元任务设计
评价任务及评价量规
评价任务
评价量规
评价维度评价标准
谈论出行天气与活动的搭配精确度
能用句型it’s+天气，be going to等句型描述活
动方案的时间支配。
单词发音标准，时间描述精
确，无语法错误，语音语调正确。
流利度表达娴熟、流畅，无卡顿。
得体度声音嘹亮，自信大方。
介绍植树节活动方案精确度
能对植树节当天的相关植树内容比拟熟识，说出的
英语单词发音标准，语音语调正确。
流利度表达娴熟、流畅、无卡顿。
得体度声音嘹亮，自信大方。
评比最正确活动方案精确度
能综合运用所学学问，为植树节选出最正确方案方
案，英文表达正确、流利，语音语调正确，何为最
正确有理有据。
流利度表达娴熟、流畅、无卡顿。
M10U1教案
一、教材分析：本单元是新标准英语三年级起第十模块第一单元的内容，是围绕身体部位这一主题，引出相关的名词及句型，学习使用this is …来正确描述身体各部位的名称。
二、教学重难点:1、教学重点：单词: head arm hand leg foot句型：This is his…Point to your…2、教学难点:如何把所学语言运用到实际生活中去，做到学语言、用语言。
三、教学目标1、语言知识目标⑴能听懂会说单词head arm hand leg foot body及介绍身体部位的基本句型This is my/ his… and Point to your…⑵知道主要物主代词his的用法；了解her和his的区别2、语言技能目标能正确运用head arm hand leg foot等词汇及介绍身体部位的基本句型This is my /his… and Point to your…能用英语自如地谈论、交流有关身体部位的信息，提高与他人交流的能力。
3、情感态度目标⑴培养学生学习英语的兴趣，激发学习的积极性。
⑵培养孩子乐于与人合作的意识，通过交流，加深对同学的了解。
(3)爱护动物。
四、教具学具准备：tape-recorder、单词卡片、小布偶、多媒体课件、身体部位的贴纸。
教学设计一．热身T: Hello, boys and girls. My name is Li Ling. So you can call me Ms /Miss Li, OK?Ss: OK.T: First let’s sing a song: Please stand up. （唱一下让学生回忆是哪首歌，如果学生能跟着唱出来就说：Great! You can sing it.）T:(课件出示歌词)Are you ready? Ss: Ready!T: Let’s go!Sing the song together.T: Very good! Let’s sing again. But this time you must sing it with the action, like this (Please stand up起立, please sit down坐下，point to the window 指向窗户…)OK?Ss: Ok!T: Let’s go!Sing together with the action.T: Wonderful! As a prize, let’s play a game: I say you do.T:(课件显示Point to the… and Point to your desk/ book/ pen/ pencil.) Look, they are the orders. Who want to say? You say, we do.S: show.T: Good!二、任务呈现T: Boys and girls, this class we will learn Module 10 Unit 1 This is his head.(课件显示)Look this boy, what’s this part?Ss: (head)T: (单词卡片)h ea d, head. (排火车读)(指着自己的头)This is my head.T:(课件显示)What’s this?Ss:(hand)T: (单词卡片)h and, hand. (排火车读)(指着自己的手)This is my hand.（区分一下head和hand）T:(课件显示)What’s this?Ss:(arm)T:(单词卡片)ar m, arm. (排火车读)(指着自己的胳膊)This is my arm.T:(课件显示)What’s this?Ss:(leg)T: (单词卡片)l e g, leg. (排火车读)(指着自己的胳膊)This is my leg.T:(课件显示)What’s this?Ss:(foot)T: (单词卡片)f oo t, foot. (排火车读)(指着自己的胳膊)This is my foot.T: head, hand, arm, leg, foot, they all belong to our b o d y.T: Now a chant for you. (课件出示head, head, this is my head. hand, hand, this is my hand. arm, arm, this is my arm. leg, leg, this is my leg. foot, foot, this is my foot.示范)Can you do it?Ss: chantT: Now do it quickly.T:(课件出示)Look，what’s this?Ss: A panda.T: Is it a boy or a girl?Ss: A boy.T: Yes, it is a boy. Next let’s introduce the panda’s body. We can use this sentence: This is his(他的)… Like this, this is his head. What about this one?Ss: introduce the pandaT: OK, boys and girls. Open your book and turn to page38. (或复印课本发给他们)There is a panda in our text. Next listen to the tape and answer this question（课件出示) What’s the panda’s name?Ss：ListenT: Who can tell me the panda’s name?S: Panpan.T: Yes, you are right. Do you have any problems about this text?Ss:T: Listen the text again and repeat it.(Listen and repeat)T: Next I’m Daming. Who want to be Panpan?练习Point to your head/ arm/ hand/ leg/ foot.T: Work with your deskmate. One is Daming. The other is Panpan. OK? Go!练习T: It’s show time.(学生展示)T:(课件展示)Look this panda. Is it a boy or a girl?Ss: A girl.T: Yes, it is a girl. So we shouldn’t use his to introduce her. We should use her. Her, her ,her. This is her head. This one? You, please.T: I have some toys’ pictures. Look, this a girl. We should use her. This is a boy. We should use his. Introduce his or her body. Like, this is his hand. This is his… OK?Work with your group members. Do it quickly.练习T: Show time now.T: Look this …, it’s so cute. Do you like it?This … is so beautiful. Do you like it?Ss:T: But some of the animals are in danger now. They need us love them and protect them.Let’s watch a video.三、总结T: Let’s have a summary. This class we have learned our body. (指着自己的身体部位和英语单词)head, head, this is my head. This is his head. This is her head. hand, hand, this is my hand. This is his hand. This is her hand. arm, arm, this is my arm. This is his arm. This is her arm. leg, leg, this is my leg. This is his leg. This is her leg. foot, foot, this is my foot. This is his foot. This is her foot.Your Homework:1.Introduce the body of these lovely animals to your family andyour friends.2.Tell them how necessary we should protect the animals.。
外研社(三起三年级上册英语Module 10 Unit 1 This is his head教案
M10 U1 This is his head.教案(jiào àn)二、教学(jiāo xué)目标1、知识(zhī shi)目标：掌握并巩固身体部位的词汇：head、arm、hand 、leg、 foot、 body，以及运用(yùnyòng)此句型：This is +人称(rénchēng)物主代词+名词。
2、技能目标：培养学生听，做，说，读的能力，以及言语表达能力。
3、情感目标：激发和培养学生学英语的兴趣，使其主动参与课堂实践活动，从而培养学生合作意识和集体主义精神。
一、教材分析本课是小学三年级第一册《新标准英语》Module 10 Body Unit 1 This is his head. 它是整个模块的第一课时，也是本模块的重要环节，课型为操练课。
它通过让学生在听听，做做，说说，玩玩，演演中学习用英语表达自己身体的各个部位，发展学生的语言表达能力，同时进一步培养他们的语言综合运用能力。
本单元的学习同时也为Unit 2 Point to her nose 的教学内容打下奠基。
三、教学的重点与难点本课的重点是掌握人体各部位的词汇，难点是运用简单的句型进行描述。
四、教学方法用实物直观教学法、TPR活动教学法、游戏教学法五、教具准备：1、教师准备：多媒体课件，Daming、Panpan的头饰。
2、学生(xué sheng)准备：纸、彩笔六、教学(jiāo xué)程序(一) Warm up1、Greetings：2、Sing a song: Please stand up3、Pointing game:Point to the door/window/blackboard/desk/chair/a boy/a girl [设计(shèjì)思路]：通过(tōngguò)师生相互的问候和吟诵韵句等热身活动迅速地引导学生走进英语世界，营造一个良好的用英语的氛围，为新课的教学做好铺垫。
七下M10U1优秀教学案例
四、教学内容与过程
（一）导入新课
1.图片展示：展示一组描述过去日常活动的图片，如“去看电影”、“去公园玩耍”等，引导学生回忆过去的日常生活。
2.视频播放：播放一段过去发生的日常活动的视频，如“生日派对”、“学校运动会”等，激发学生对一般过去时的学习兴趣。
（一）情景创设
1.生活情境：通过展示图片、视频或讲述故事，引导学生回忆过去的日常生活，激发学生对一般过去时的学习兴趣。
2.角色扮演：让学生扮演不同角色，模拟过去发生的日常对话，真实感受一般过去时的用法。
3.情境交际：设计真实的交际场景，如旅游、聚会等，让学生在实际语境中运用一般过去时进行交流。
（二）问题导向
七下M10U1优秀教学案例
一、案例背景
本案例背景以人教版初中英语七年级下册第十单元第一课时（M10U1）为例，本节课的主要内容是学习关于描述过去发生的日常活动的交际用语。通过本节课的学习，学生能够掌握一般过去时的基本结构“used to +动词原形”和“did +动词原形”，并能运用所学知识进行简单的日常交流。
3.互动练习：设计一些练习题，让学生进行互动练习，巩固所学知识。
（五）作业小结
1.布置作业：布置一些有关一般过去时的作业，如填空题、句子改写等，让学生巩固所学知识。
2.作业反馈：教师对学生的作业进行批改和反馈，给予鼓励和指导，帮助学生提高。
3.作业总结：让学生对完成的作业进行自我总结，反思自己的学习过程和成果，明确改进方向。
五、案例亮点
1.生活情境的创设：通过展示图片、视频和讲述故事等方式，将学生带入真实的过去日常生活情境中，激发学生对一般过去时的学习兴趣，增强学生的学习动机。
四年级上英语说课稿-M10 U1 We have a big family dinner-外研社(三
四年级上英语说课稿-M10 U1 We have a big family dinner-外研社（三起）一、教学目标1. 语言知识目标•能听、说、读、写单词：mom, dad, sister, brother, grandfather, grandmother, family, dinner, big, small.•能听懂句式：We have a big family dinner.•能用“我们有一个大家庭晚餐”这个句式向他人表达自己的家庭情况。
2. 情感态度价值观目标•培养学生对家庭的珍视和理解，让学生明白家庭是一个重要的社会组织和温暖的“小天地”。
二、教学重难点1. 教学重点•让学生掌握单词和句式。
•培养学生对家庭的感受和情感。
2. 教学难点•让学生综合运用所学知识，能够用“我们有一个大家庭晚餐”的句式向他人表达自己的家庭情况。
三、教学内容及安排1. 学前准备•让学生观察图片和回答问题，了解“family”的基本概念。
•播放“小熊维尼过生日”视频，让学生了解“大家庭晚餐”的日常场景。
2. 学习内容及安排1.学习单词–分组记忆单词，并在黑板上进行呈现和辅助记忆。
–进行单词搭配练习，让学生熟练掌握单词和搭配。
2.学习句式–让学生听读并模仿句式“We have a big family dinner.”来表达家庭晚餐的场景。
–进行口头练习，让学生练习用句式来表达自己的家庭情况。
3.科技应用–让学生使用电子白板绘画软件，画出自己家庭晚餐的场景，并使用句式“We have a big family dinner.”来描述。
–让学生利用配音软件，录制描述自己家庭晚餐场景的读后感。
4.情感体验–围绕家庭晚餐展开讨论，让学生回忆和讲述自己和家人的点滴。
–增强学生的家庭意识和归属感，让他们更加珍视和关心自己的家人。
3. 课堂延伸•经典读物推荐：《糖醋鱼》。
•拓展学习主题：介绍家庭和家庭成员的英语表达方法。
四、教学资源•小学英语三年级《英语》（外研社）•电子白板绘画软件•配音软件•PPT课件•《糖醋鱼》图书五、教学评估•以学生课堂表现、视听表现、作品表现为主要评估内容。
M10Unit1教学设计
M10Unit 1教学设计Vocabulary , Listening and PronunciationTeaching Aims and Demands:1. Language Knowledge:Key vocabulary and phrases:acheexerciseweightinterestgive upfitnessunlikelybump intoKey structure: (重点) I’ve got a friend whose brother is training for the Olympics.2. Listening skill: To understand conversations containing newvocabulary and ―whose‖ clause.3. Affection and attitudes: We should do sports to keep fit.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handouts)Teaching Procedures:Step 1 Warming-up1. Enjoy the sports song .2. Free talk . What do you think of when you hear the song?(设计意图：运动员进行曲能很快激活学生原有知识，即可以复习体育项目及相关形容词，又为下面步骤作铺垫)。
Step 2 Learning1. Ss talk about their favourite sport.2. Show the pictures to teach some new vocabulary .3. Talk about the sports which are easy and convenient to do to keep us fit in our daily life.4. Activity 15.Listen. Activity 2.（设计意图：从谈论学生喜爱的运动，导入新词汇，为听力扫除部分障碍，让学生真实运用三岔口初级中学英语电子教案九年级第５册英语并体验成就感）Step 3 Listening and reading1. Show a program—the exciting moment, and then ask some questions.(1) Do you know anyone who is training for the 2008 Olympics?(2) Do you know any athlete whose parents are also athletes?(3) Activity 5（设计意图：展示奥运精彩片段，激发学生爱国热情与兴趣，两个问题设计自然导入本模块语法重点，练习5问题问答，学习部分短语，为听对话降低难度）2. Listen to the conversation and try to answer the two questions.(1) Whose brother is training for the Olympic?(2) Whose camera did Tony nearly lose?（设计意图：两个较简单的问题既有利于训练听的能力，有有助于定语从句的理解）3. Let the students read and try to answer more questions about the conversation. (Activity 4)4. Find out the sentences with ―whose‖ clause, justunderstand them.Step 4Pronunciation and Speaking1.Askthestudentsto readtheconversationafterthetape,payattentiontothelongsentences,pause at the right place.2. Read in groups.3. Activity 7.work in pairs.Step 5 Homework1. Read the conversation as fluently as possible.2. Write a short composition: ―How to keep fit‖.。
六年级下册英语教学设计-Module10 U1 外研社(三起)
六年级下册英语教学设计-Module10 U1 外研社（三起）一、教学目标
知识目标
1.熟练掌握本课重点词汇和短语；
2.能够听懂、会说、会读、会写本课的日常用语；
3.能够理解并朗读本课课文，理解课文中的重要信息；
4.能够将所学词汇和短语运用到实际情境中。
能力目标
1.培养学生听、说、读、写的能力；
2.培养学生的合作学习能力；
3.提高学生的观察力、解决问题能力；
4.增加学生的跨文化交际认知。
情感目标
1.培养学生语言学习的兴趣，并且通过语言学习了解不同文化背景；
2.提高学生的自信心和表现自己的能力；
3.培养学生尊重他人、合作学习、友爱互助的良好情感。
二、教学重点
1.掌握本课的重点词汇和短语；
2.能够听懂、会说、会读、会写本课的日常用语；
3.能够理解并朗读本课课文，理解课文中的重要信息。
三、教学难点
1.能够将所学词汇和短语运用到实际情境中；
2.培养学生的跨文化交际认知。
四、教学过程
1. Class opening
1.Greeting and attendance(checking);
2.Lead-in activities.
2. New lesson
1.Play the video to introduce the topic。
四年级下册英语教案-M10U1Didyoufalloffyourbike外研社(三起)
四年级下册英语教案M10 U1 Did you fall off your bike 外研社（三起）教学内容：本课为外研社（三起）四年级下册英语第十模块第一单元，教学内容主要围绕“询问过去发生的事情”，通过对话的形式让学生学习如何用英语询问和回答过去发生的意外情况。
主要句型包括：“Did you fall off your bike?” “Yes, I did.” “No, I didn't.” 以及描述过去发生的动作和状态的相关词汇。
教学目标：1. 知识目标：学生能够听懂、会说、会读本课的单词和句型，并能运用到实际情景中。
2. 能力目标：通过本课的学习，学生能够运用英语询问和描述过去发生的事情。
3. 情感目标：培养学生关心他人，学会询问和表达同情。
教学难点：1. 正确运用一般过去时态询问和回答过去发生的事情。
2. 学生能够流利地运用所学句型和词汇进行角色扮演。
教具学具准备：1. 教学图片或实物：自行车、滑板、足球等。
2. 多媒体课件：用于展示教学内容和提供听力练习。
3. 录音设备：用于录制学生的口语练习。
教学过程：1. 导入：利用图片或实物引入话题，激活学生已有的知识背景。
通过简单的问答游戏，复习相关的日常活动词汇。
2. 新课展示：使用多媒体课件展示本课的主要句型和词汇。
通过听录音、模仿跟读，让学生熟悉并掌握正确的发音和语调。
3. 互动练习：设计小组活动，让学生在小组内用所学句型进行对话练习。
进行角色扮演，模拟真实情景，让学生在实际运用中加深理解。
4. 巩固提升：设计一些练习题，如填空、选择等，检验学生的学习效果。
进行听力练习，提高学生的听力理解能力。
鼓励学生提出疑问，进行解答。
板书设计：在黑板上列出本课的重点句型和词汇。
通过图表或流程图的形式展示句型的构造和使用方法。
作业设计：设计相关的书写作业，如填空、改写句子等，让学生巩固所学知识。
鼓励学生用所学句型和词汇编写小对话或小故事。
课后反思：对本课的教学效果进行反思，评估学生的掌握情况。
小学英语五下m10u1教案
小学英语五下m10u1教案教案标题：小学英语五下M10U1教案教学目标：1. 学习并掌握与购物相关的英语词汇和表达方式。
2. 能够用英语描述购物活动中的过程和经验。
3. 培养学生的听、说、读、写的综合能力。
教学重点：1. 学习与购物相关的词汇。
2. 学习购物活动中的常用表达方式。
3. 进行购物对话的练习。
教学准备：1. 教学课件和多媒体设备。
2. 学生练习册和课堂练习材料。
3. 购物相关的图片和实物。
教学步骤：引入（5分钟）：1. 利用图片或实物引导学生谈论购物经验，引发学生对购物话题的兴趣。
2. 引导学生回忆和复习与购物相关的英语词汇。
讲解与练习（15分钟）：1. 通过教师的示范和多媒体展示，教授新的购物词汇和表达方式。
2. 学生跟读和模仿，掌握正确的发音和语调。
3. 进行课堂练习，巩固所学的词汇和表达方式。
合作活动（15分钟）：1. 将学生分成小组，每个小组选择一个购物场景，比如超市、商场等。
2. 学生在小组内进行角色扮演，模拟购物对话，使用所学的词汇和表达方式。
3. 教师在小组之间进行轮流观察和指导，提供反馈和帮助。
拓展活动（10分钟）：1. 鼓励学生展示自己的购物经验和观点，进行小组或全班讨论。
2. 教师引导学生运用所学的词汇和表达方式，描述自己的购物经历。
3. 学生可以通过口头或书面形式进行表达，展示他们的语言能力。
总结与评价（5分钟）：1. 教师总结本节课的重点内容和学习收获。
2. 学生进行自我评价，回答教师提出的问题，检查自己的学习情况。
3. 教师给予学生积极的反馈和鼓励，鼓励他们继续努力。
作业布置（5分钟）：1. 布置相关的课后作业，如完成练习册的相关练习或写一篇购物经历的短文。
2. 强调学生的自主学习和积极参与，鼓励他们在日常生活中运用所学的知识。
教学延伸：1. 鼓励学生在家庭或社区中进行实际的购物活动，运用所学的英语进行交流和表达。
2. 提供更多与购物相关的资源和材料，如购物广告、视频等，拓宽学生的视野和语言能力。
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2.预习任务：找出本单元的知识点，短语，重点句子等，下节课展示。
板书
设计
Moudle10Spring Festival
Unit 1 We are getting ready for Spring Festival.
What are you doing at the moment? / I’m making big red lanterns.
Is yourfather helping you? / No, he isn’t. He’s still at work.
能力目标
能运用现在进行时问对方是否正在做某事或是问对方在做什么.
Keywords—festival,ready,clean,cook,meal,learn,dragon,lantern,sweepfloor,happen,help,
atwork,sweep away,dragon dance,
get ready for, Spring Festival
key structures—What’s happening? / Are you getting ready for the Spring Festival.
They’re sweeping the floor.
She’s cooking the meal.
They’re learning a dragon dance.
She’s cleaning the house.
She’s making the lanterns.
教学
反思
领导检查备课情况记录
检查人（签名）：年月日
Step 2. Presentation.
T: Now people are getting ready for Spring Festival.
Look. What’s she doing? (show a picture)（教师让学生根据图片说出完整的句子。）
making lanterns.
Learning the house
Listen and number the pictures.
Read the dialogue
由同学们感兴趣的红包话题，引出本模块的主题。
让学生看图说话。
学习本课重点短语。
学生进行小组合作学习。
训练学生听力。
让学生自由朗读，老师进行检测。
作业
布置
复习巩固：
同桌讨论一下，春节前帮助家里做的准备工作。
Sweeping the floor
cooking the meal.
go shopping.
buying new clothes.
(小组活动,生生问答,交流合作,反复练习be+v-ing结构及其回答,并且要求使用不同的人称。)
Step3 . Match and check.
Now please match the pictures with the expression.（P60）Check the answers. And then read together.
Step 4. Listening
1. Listen and number the pictures.
Check the answers.
2. Listen to the tape carefully ,and finish Activity 3.
Step 5.Reading
1. Give the Ss five minutes to read the dialogue again and again, then ask them to fill in the table.(自由朗读)
柳州市41中学___七上英语____教案
备课时间：2012.12.15主备课人：韦和苗授课者：授课班级：授课时间：
课题
Module10
Unit1
We’re getting ready for Spring Festival
课型
Listening and
speaking
备课书册
七上
教具
PPT
教学
目标
知识目标
T :What festival do we usually get a hongbao?
T :Do you like Spring Festival?
T :Spring Festival is the biggest and most important festival inChina. Before it, people often do lots of things to welcome their important festival.
S: She’s sweeping the floor.
Showother pictures and ask and answer.
Ss: He’s/She’s/They’re learning a dragon dance.
Check the answers .
Read after the tape, and then read together.
2、Show the conversation on the small blackboard and ask the Ss to read .
3、Have a try.
Step 6.Homework.
S :Yes, I’d love to.
S : Spring Festival.
S : (学生自由回答)
情感态度
价值观
通过学习本模块，对春节更加的热爱
教学重点
掌握本课时的主要词组与结构
教学难点
key structures
教法选择
情景教ห้องสมุดไป่ตู้法
学法指导
教学过程设计
备注
教师活动
学生活动
设计
意图
补充
修改
Step1: Warming-up：
T: Good morning，boys and girls.
Would you like to get a hongbao?