task3(module4)
Module4 unit3 导学案
Module 4 ——Unit 3 No. 12学习目标：1.掌握本单元的词汇;2.学会使用主句为祈使句的if条件句，归纳应用;3.通过进行听、说、读、写等任务活动，理解简单的科技产品说明书及操作步骤，培养对科技的热爱和探索精神。
Task1单词大比拼1.齐读单词，快速回顾本模块词汇。
2.小组内默写下列词汇（比一比，看谁写得又对又快）：打开__________ 内存，记忆__________ 文本，输入文字________关上_________ 手机电子贺卡________ 赶快____________复制，备份_____ 录音重放_________建议______按钮________按 ________ 介绍_________ 录像________ 录音机________借出______第二，秒______ 出现_____ 挽救某人的生命_________ 小组检查、评价、记录并改错：______________________________Task2 Pairwork1. 完成P30. Part12.Make sentences like the model.(仿照例子写出含if的条件句P30.Part2)3.Work in pairs, ask and answer.( P31.Part3)Task3 Listening practice1. Listen and fill. ( Part5 录音原文)Man: Hello, can I help you?Woman: Yes, please. I want to buy a ______ phone, but I don’t know which one to get. How can I choose the best phone?Man: First, you need to decide what you want it for.Woman: That’s easy！I want to call my friends, and I don’t want to look for a _______ telephone.Man: If you only want to make telephone calls, you only need a simple phone.Woman: Oh, well, I want to send ______ messages, too. I love sending text messages.Man: That’s not a problem. All mobile phones can send text messages. Woman: Why are some phones more expensive than others？Man: Well, that’s because you use them to take ________, too. Woman: That sounds ________.Man: And you can ______ music on some phones.Woman: Wow! That’s the phone I want.Man: Well, have a look at this one…2. Listen and check the true sentences. ( P31.Part5)Task4 Reading practice.1. Read the passage and fill in the blanks.（读一读，填一填，完成课本P31.Part4）.2. Read the ad, answer the questions.（读一读，完成part6问题）3. 语言点学习：1)再读材料，找出下列短语：打开播放机__________ 按绿按钮__________将播放机和你的电脑连接____________________在电脑上保存录音___________________________接收贺卡__________ 在度假_________ 拍照__________背面的信息_____________ 编辑文本信息______________2)Part 6中有一个if 条件句，请找出来,并译成现代汉语。
九年级英语上册 Module 4 Unit 3 教学课件 (新版)外研版
to.
2. Complete the sentences with your own ideas.
Although/ Though Kevin is alone, he is very happy at first. 尽管凯文独自一人（在家）,但他刚开始还是挺高兴的。 He went on fighting, though/ although he was wounded. _so___ bored with their orders __th_a_t__ I wished they would leave me alone. 7. _A__lt_h_o_u_g_h_ my parents were very worried about leaving me, they had to go away on business for a few days. 8. I liked the games ___s_o___ much ___th_a_t__ I played until midnight. 9. I had to hurry to school without breakfast, ___b_u_t____ I was still late. 10. The teacher asked me for my homework, ___b_u_t ___ I could not hand it in.
I was so careless that I forgot something important. 我真是粗心,以致忘记了重要的事情。 He speaks so fast that I can’t understand him. 他说话太快了,以致我没理解他的意思。
外研版八年级下Module 4 Unit 3教案
Module 4 Seeing the doctorUnit 3 Language in use教学目标【知识与技能】1. 能够正确使用下列单词和词组：cough, fever, headache, stomach, ache, stomach ache,toothache, ill, this, since, cold, catch a cold, take sb.’s temperature, fast food, health, take part in sth., well, heart, active, pet, member, , then, daily, weak, exercise。
2. 能正确使用现在完成时与for 和since 引导的时间状语连用的结构。
3. 能够与同学合作完成医患间的角色扮演和对话。
4. 能够针对不健康的生活习惯或行为给出适当的建议和看法。
【情感、态度与价值观】在教学过程中，学生们通过实践、参与互动，讨论活动，体验与他人合作，共同完成学习任务的乐趣。
教学重难点【教学重点】能正确使用现在完成时与for 和since 引导的时间状语连用的结构，以及读懂关于饮食和运动习惯的短文。
【教学难点】能够写关于运动习惯的短文。
（难点）教学准备本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。
本节课所需教具及资料：幻灯、图片、调查表等。
教学过程Step1. Warming upAsk students to think of three situations in their lives that started in the past and still continue. Tell them to write them down. For example:I live near my grandparents.I study at this school.I haven't seen my glasses.Read the sentences in the box as a class and ask students to tell you what "for" and "since" mean.Ask students to rewrite their three situations, using the present perfect and "for" or "since", so that they can tell people how long this situation has been happening. For example, I’ve lived near my grandparents since I was born./ I’ve studied at this school for many years./I haven't seen my glasses since the weekend.Monitor and help as necessary. Then ask three or four students to write some of their sentences on the board as examples.Step2. Pre-taskFor & SinceTell students to look at the sentences in the language box and tell you where '"for" and "since" go in a sentence.Draw students' attention to the feet that these words are frequently used with the present perfect. Point out that the difference between “for" and "since" is as follows:for + (length of time); for three weeks, for five minutes, for three centuriessince + (when the situation started); since winter, since my birthday, since this morningRead the questions to the students. Then ask them to listen and repeat. Help with pronunciation and intonation as appropriate.Step3. While-task1. Work in pairs. Ask and answer the questionsHave students read the questions and write their answers, using complete sentences. Monitor as necessary.Put students in pairs to take turns asking and answering the questions.Ask individual students to report to the class about their partner's answers.2. Complete the questionnaire about healthy living. Use since or for where necessary.Have students read the questions and think about their answers for a minute.Tell students to write their answers using "since" or "for" wherever appropriate.Have students compare answers with their desk partner and correct each other's spelling and grammar. Ask them to focus on the correct use of "since" and "for" in particular. 'Put students with a different partner to take turns asking and answering the questions.Ask students to report back to the class about their partner's answers to the questionnaire.3. Complete the sentences.Put students in pairs.Tell them to read the short dialogues and decide how many of them could be at the doctor's. Check ideas as a class.Ask pairs to complete the conversations with words in the correct form, using the time expressions to help. Tell them all the words are "have + participle" forms.Check answers as a class.1).been/felt 2). seen 3). walked 4). been 5). have; had4. Complete the passage with the words and expressions in the box.Play a vocabulary game (see "Methodology tip" below) to review the words and expressions in the box.After reviewing the words and expressions in the box, put students in pairs to complete the text. Check as a whole class.1) well2) coughs 3) exercise 4) last food 5 )weak 6) cold 7) stomach ache 5. Complete the conversation with the sentences in the box.Have students read the conversation and complete it with the sentences in the box. Tell them to refer to Darning's conversation with his doctor in Unit 1 if necessary.Have students compare answers with a partner. Check answers as a whole class.Work in pairs. Read out the conversationPut students in pairs to practice the conversation between Bill and his doctor. Set a time limit of five minutes.Ask volunteers to perform for the class.If you wish, ask students to role-play the conversation without referring too closely to the script, making any small changes they like.1). Can I help you?2). How long have you been like this?3). That’s that.4). What's wrong with me?6. Read the passage and match the problems with the advice.Tell students to cover the passage. Read the three pieces of advice given below the passage, either as a class or individually.Using the advice as clues, ask students to guess what the problems are. Write their ideas on the board.Play the recording for students to listen to and try to match the problems with the advice.Have students then read the three problems and check their answers.Allow them to compare answers with their partner before checking as a whole class.Ask students to read the problems and advice again and tell you if there are any new words. Check meanings using a dictionary or by looking at the context.Work in pairs. Do you have similar problems? Talk about your advice.Ask students to think of a problem they have (tell them they can make one up), with what they eat or with how much time they spend on the computer or on video games. Encourage them to use their imagination.Ask them to write down the problem and he lp with any words they may need.Put students in small groups to take turns explaining their problem and then asking for and giving advice.Ask a member of each group to report to the class about some of the problems and the advice they gave in their groups.Discuss the advice as a class.1) --- b; 2) --- a; 3) --- c7. Listen and complete the passage.Make sure the students read the passage carefully before listening so they know exactly what they will be listening for.As a class, discuss what kind of words students will need to use to complete each gap,Play the recording for students to listen to and complete the sentences. Play the recording twice if needed.Allow students to compare answers with their desk partner before playing the recording one more time.Check answers as a whole class.1). awful 2). very tired 3). three days 4). headache5). stomach ache 6). drink more water 7). three times 8). stay in bedStep4. Post-taskAround the worldRead the passage with the class. Ask them to find words with meanings related to health. Checkstudents know the meaning of these words.Discuss with the class how important they think the work of the WHO is. Find out if they think it would be good to work for the WHO or not.Ask students to close their books and, with their desk partner, try to remember as much as possible about the passage.Elicit as much information about the passage as possible from the class and write it on the board. Allow students to read the passage again to check if the class has forgotten any information. Module taskDoing a survey to find the most suitable exercise for you.8. Work in groups. Do a survey to find what exercise your group members do and the effects.Tell students they are going to do a survey. Ask them to read the questions and predict the most popular answer to each, writing their answers down on apiece of paperHave students keep their predicted answers secret and hand them to you.Ask students to make a table to write the results of their survey.Divide the class into four or five groups. Tell them to ask the questions within the group and note down the answers.When they have finished, form new groups of four or five by taking one student from each of the groups and putting them together. Tell them to exchange information to complete the class picture. Still working in their groups of four or five, students write a paragraph summarizing their class's answers to the questions. Collect the paragraphs and make an information poster. Ask a student to illustrate the poster with a graph.9. Decide what exercise Is the most suitable for you.Have students look at the different types of exercise their classmates named in the class survey. Tell them to choose the type of exercise they think is the most suitable for them and think of reasons.Tell student to write two or three sentences explaining their choice.10. Talk about you’re your decision and your decision and your reasons with the rest of the class. Ask individual students to read out their sentences.课堂作业Write a passage about doing sports.教学反思。
(新沪教牛津版)二年级英语上册《Module 4 Unit 3 第一课时》优质教案设计2
Aims
1. To learn the new words: flower tree climb pick
2. To use imperatives to give simple instructions.
e.g.: Don’t pick the flowers.
Askandanswer about Mary’s and Danny’s abilities
To elicit: Can she/ he ______?
Yes, she/he can. / No, she/ he can’t.
T: CanMarysing?
Ps: Yes.
To elicit: Yes,she can.
Developing aims:
Using yes/no questions to ask about a person’s abilities. e.g.Can she/ he ______?
Yes, she/he can. / No, she/ he can’t.
Main points
To help the students make a simple dialogue to review the knowledge in this unit.
Difficult points
Making a simple dialogue to review the knowledge in this unit.
Teaching aids
Power Point
Procedures
Step
Contents
Methods
Purpose
Pre-task preparation
Module4(教学设计)外研版(一起)英语五年级上册
《英语》（新标准）（小学一起）五年级上册M4 教学设计读，然后请学生个体试读。
3. 重新播放动画，请学生跟读。
思，模仿语音语调。
Step 3. Learningof the text (15 mins) 1. 告诉学生：小羊的请柬是简化的请柬，今天我们将向Amy学习如何用英文写比较完整的请柬。
请学生看动画，并找出请柬中包含的关键信息。
2. 请学生和大家分享自己的想法。
然后教师总结并将“称呼、事件、地点、时间、结尾、落款”等关键词上下并列板书。
3. 请学生和同伴讨论，依据关键词找出详细信息。
4. 请个别同学依次汇报。
在汇报地点时, 引导学生比较中英地址表达的不同。
在汇报时间时：教学“2nd November”和“from…to”，并出示例子请学生用“from … to”造句。
5. 课件出示“Please reply.”并领读，请学生猜意思并对正确答案给予确认。
6. 播放录音并请学生跟读。
1. 明确学习任务。
2. 总结请柬应包含的关键信息。
3. 和同伴讨论，根据关键词提示找出请柬中的详细信息。
4. 对比总结中英在地址、时间表达方面的不同。
“from … to”。
结合语境学习Please reply.6. 听音跟读，模仿语音语调。
通过关键词的提示，帮助学生找出目标语句，熟悉请柬的基本格式。
通过时间、地址表达方式的比较，落实文化意识教学目标。
通过生活中常见事例帮助学生理解“from … to”的意思和用法。
Step 5. Fulfill a task.(13 mins)完成教材25页活动6.1 告诉学生：Birthdays are fun. It’s betterto enjoy your birthdays with friends. Sodon’t forget to invite them.2. 请学生先尝试独立完成教材上的请柬，教师巡视并提供帮助。
3. 请3-5位同学展示汇报，请收到邀请的同学用“Thank you.”回应。
外研版初中英语八年级上册《Module 4》模块教学设计(含课时设计)
板书设计
Unit 1 He lives the farthest from school.
1.New words and phases
Far from accident all the time
Guide students to write a passage by themselves.
Follow teacher’s steps, and finish person composition.
鼓励学生完成作文的构思、书写。
第五
课时
1. Function: Describing and comparing modes of transportation.
2. Structure: Superlative adjectives and adverbs (-est, most); irregular superlatives.
3. Around the world: The longest railway
4. Task: Making a holiday plan for a family trip to a city in China
2.by bus=take the\a bus
教学反思
课时教学流程设计
第二课时“He lives the farthest from school”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Lead-in
Guide students review the knowledge learned last class.
九年级英语上册Module 4 Unit 3
for two weeks. Your mother (2) is worried _______________ you. You tell ahbeor utot have a good time, and not to worry. You say, “It’s fine. I’ll manage.” Is it truleo?okDoafyteoru know how to (3) ___d_e_p_e_n_d_oynourself? Or do you (4) ____________ your parents to cook, wash
1.在 so... that… 结构中，so 是副词，与形容词或 副词连用，其结构是 so+adj.(adv.)+ that十从句。 ➢ 他跑得那么快，我赶不上他。
He ran so fast that I couldn’t catch up with him. (fast adv.)
➢ 我太困了，眼睛几乎睁不开了。 I am so sleepy that I can hardly keep my eyes open. (sleepy adj.)
➢ 虽然下着雨，但我们还是去了那儿。 Though/Although it was raining, we went there.
➢ 这份工作很辛苦，但是我喜欢。 It’s hard work. I enjoy it, though.
➢ 虽然他们打得很勇敢，但还是没有机会获胜。 Bravely though they fought, they had no chance of winning.
form of the words in brackets.
Last Sunday, Lucy (1) s_a_i_____ (say)
高中英语真题-BookIIIModule4SandstormsinAsia_3
高中英语真题:BookIIIModule4SandstormsinAsiaIntroduction and Reading: Sandstorms in AsiaI. Learning Aims1. To revise the words and expressions in the passage.2. To learn to use the common reading methods and strategies to do reading practice.3. To practice reading expression and master the answering sk ills.4. To master important words, phrases and sentencesII. Learning ProcedureStep1 Introduction and Lead-inTask: Finish the activity ① on the page 31 in your textbook and then try to answer the questions of activity ① on the page 3 2.Step 2 Fast-ReadingTask 1: Skim the passage, please summarize the general idea of this passage and find the main idea of each paragraph. What's the main idea of the passage?________________________________________________________ ____________2) Choose the main idea of each paragraph.Para. 1 ___ A. Sandstorms sometimes affect Beijing.Para. 2 ___ B. Sandstorms do a lot of damage to people. Para. 3 ___ C. The government plants trees to prevent sandsto rms.Para. 4 ___ D. Sandstorm has been a major disasterfor many Asian countries for centuries.Para. 5 ___ E. Sandstorms in Asia.Para. 6 ___ F. Sandstorms in China appear to have increased Step3 Careful-Reading：Read the passage carefully and finish the following tasks. Task 1: Choose the best answersWhich of the following is NOT a cause of sandstorms?A. Desertification.B. Climate changes.C. People’s cutting down trees and digging up grass.D. Rainstorms and floodsWhat is the best description about a sandstorm according to the passageA. It is a major disaster for many Asian countries for centuries.B. It is strong wind carrying sand.C. It is a way to cause land to become desertD. It is a kind of natural disaster that can’t be treated.What is the main reason for the increase of sandstorm in China recently?A. To be close to many deserts.B. The worsening of the weather in China.C. The result of desertification.D. People cutting down trees and digging up grass.What is the good suggestion when people meet sandstorm?A. Not going out.B. If you go out, just wear thick clothes.C. When going out, wear a mask.D. Never go out, just stay home.Which of the following is TRUE according to the text?A. Scientists have found a lot of ways to solve the problem suc cessfully.B. Sandstorms in northwest China are the most serious in the world.C. A sandstorm can be forecast some weeks before it arrives in Beijing.D. Weather experts advise people to wear a mask ifthey want to go out when asandstorm arrivesTask 2: Read the text on Page 32 and fill in the following form 1. What’s the feeling of Ren Jianbo when he experience the sa ndstorm?________________________________________________________ ________________2. Please translate the following sentence in Paragraph 2 into C hinese.“To have been caught in a sandstorm was a terrible experience.”________________________________________________________ ________________3. What’s the meaning of the word “desertification” in the paragr aph 2?________________________________________________________ ___ ___________4. Please find out the sentence which can be replaced by the following one.“Occasionally, after a whole day sandstorm, the dust is so thic k that it’s hard for drivers to see outside. Therefore, the vehicles lower their speed.”________________________________________________________ ________________5. What other suggestions would you give to prevent the sandst orms?______________________________________________________________________`_________________________________________________________ ________________Step 4 Language points and difficult sentences..., a mass campaign has been started to help solve it. (Para 1) mass adj. n. v. ___________________adj. the mass media ___________ ; mass production _________ _____n. a mass of earth ; large masses of clouds ___________ ______(用a mass , masses ) (后接of 短语), 其后既可接不可数名词又可接可数名词复数, 此短语作主语时,其后谓语动词常与mass的数量保持一致.Eg. There was a mass of children in the yard.________________ ________________There are masses of people in town today. ________________ ____________【练习】I have _______ work to do today.A. masses ofB. a great number ofC. a good manyD.a lots ofcampaign n. __________________warbattleCampaign【即时巩固】1) This is an important in the Pacific .2) Their courage brought the people through the .They are often so thick that you cannot see the sun…(Para 1, 2 nd sentence)so+ +that…___________________,引导__________状语从句【即时巩固】他兴奋的连话也说不出。
(沪教牛津版)三年级英语上册教案Module4Unit3(3)
沪教牛津版三年级上册英语Module 4 The natural worldUint 3 The park（三）第三教时（3rd PERIOD）1．教学内容（PERIOD CONTENTS）●Words: photograph, smart, lovely, ugly, cute，tulip lotus ，rose lily，Bamboo●Patterns:Here’s / are ______.●Materials: SB-P43, Cassette, WP, GB-P382．教学目标（PERIOD TARGETS）●拓展学习有关描述人或事物的单词：smart, lovely, ugly, cute●学习和活动有关的单词：photograph●学会描述照片的句子，如Here’s _______ . Here are ______.3．教学活动（PERIOD ACTIVITIES）1）任务前期准备（PRE-TASK PREPARATION）Pre-task Preparation主要让学生通过活动，营造轻松的学习氛围，并在复习旧知的基础上为获得新语言材料的学习打下埋伏。
Activity 1 Free talk●教学辅助（Aids）⏹录音机Activity 2 Revision●教学辅助（Aids）⏹图片2）任务实施过程（WHILE-TASK PROCEDURE）A．新知识的引入（PRESETATION）学生通过观看含有新授的单词和对话的图片，对所要学习的知识进行视听上的感知。
Activity 1 Showing and introduction●教学辅助（Aids）⏹照片Activity 2 Questions and answers●教学辅助（Aids）⏹照片B．新知识的操练（PRACTICE）a）机械性操练（MECHANICAL PRACTICE）学生通过模仿、介绍等形式的仿说活动来操练单词和句型，做到语音语调基本正确，并能理解其的含义。
2021-2022学年外研版(三起)英语四年级上册Module 4 复习课件
外研版Module 4 Do you want some rice?
课程引入
小店公布
I need some little assistants (小帮手) . Do you want to have a try?
期待你的加入！ 学霸君餐厅
内容讲解
面试第一关 Task 1 ——
Read the menu (认菜单）
A.Thank you.
B.Bye-bye.
句型练习
为下列句子选择正确答语。
( A )1.Do you want some dumplings?
A.Yes,I do.
B.No,thank you.
( B )2.How much is it?
A.I want six,please. B.It's ten yuan.
课堂总结
vocabulary词汇：want 想要 egg 鸡蛋 help 帮助 juice 果汁 buy 买 potato 土豆
also 也 tomato flower make food some
西红柿 花 制作 食物 一些
sentence句型：1.Do you want somthank you.
Do you want some...?
How much is it?
food& drinks
name
¥5
¥2
¥10
teacher
调查员：
¥5
¥3
¥5
student
内容讲解
PART 03
综合练习
一、选词填空，补全句子。
are also do making some k is nice,juice is ______ nice. 2.Do you want ______ eggs? 3.Here ______ noodles with tomato and egg. 4.--What ______ you want?
Module 4 词汇 语法练习 外研版英语九年级上册(含答案)
外研版九年级上册Module4词汇检测和语法专练II.词组翻译1.两周的课__________________2.当心某物________________3.照顾自己________________4.保证_________________5.叫醒某人_________________6.如此...以致...________________7.就要开了_________________8.给某人发短信_________________9.两周_______________ 10.发出响亮的声音______________________ 11.把某人挡在外面_______________________ 12.关掉______________________13.和某人在一起有点不开心_________________________ 14.讨厌某事_________________15.把某人单独留下_______________16.实现____________ 17.去出差_________________18.第二天上午_________________19.没吃早饭就匆匆去上学_________________ 20.向某人要某物_______________________ 21.把某物上交_________________22.一整天_________________23.不擅长简单的烹饪活_________________ 24.感到孤独_________________25.帮助某人做某事_______________26. 整理________________ 27.空腹_________________ 28.和...相比_________________29.相反的答案_________________30.下结论______________ 31.计划做某事_________________32.向某人道别_______________33.出差错_____________ 34.送别某人_________________35.忙于做某事_________________36.意外_______________III.根据句意及汉语提示拼写单词。
Module4大单元设计九年级英语上册
2. Pair work. One ask and the other answer.
3.Student read the conversation with the video.
4、Organize the students to have a petition: Read the dialogue in groups and choose the best group.
5. Organize the students to plete the sentences. There may be more then one answer.
环节二
Step Three
Whiletask
Task2 Do activity 1
1.Show the pictures about the dialogue.Ask the students to work in pairs to talk about the picture.
2 .Teacher talks with the students .
环节一
Step One
Warmingup
Lead in
Greet the students as usual.
1. Let the students watch a short film about home alone.
2. Ask the students: what’s the short film about?
3.Then lead in the new lesson.
Step Two
starterModule4Unit3 教案-外研版七年级英语上册
第三课时教学设计Unit 3 What’s your favourite sport?教材分析本单元的功能话题是运用句型What’s your favourite sport?要求学生能够使用简单的英语问询和谈论自己最喜欢的运动，并进行对话交流。
基础词汇学习障碍不大，教学重点应放在句型操练和真实任务活动上。
课时教学目标1．语言知识目标：通过听力练习，能听懂有关运动的词汇，词组和对话。
（1）能够掌握下列单词和短语：basketball, football, swimming, sport, yellow, let, us, play,after school,idea（2）掌握并灵活运用下列句子:1）What’s your favourite sport?2）Let’s do sth.3）I like doing sth2．语言技能目标：通过听力练习，使学生能听懂有关运动话题简单对话；通过对话练习，让学生能够正确熟练地和同伴谈论自己最喜欢的运动；通过写作练习让学生能够编写谈论运动的小对话。
例如：A: Hello.what’s your … sport？B: …A: I like …! Let’s …B：OK…3. 文化意识与情感态度：通过对本单元的学习。
使学生乐于用英语交流，乐于参与有关运动实践活动；培养热爱生活的良好品行；加强锻炼，增强运动与健康的意识。
教学重点与难点通过听力练习，使学生能听懂有关运动话题简单对话；通过对话练习，让学生能够正确熟练地和同伴谈论自己最喜欢的运动；通过写作练习让学生能够编写谈论运动的小对话。
例如：A: Hello.what’s your … sport？B: …A: I like …! Let’s …B：OK…用英语正确表述如何利用电脑来做作业。
教学辅助Tape recorder, CAI, blackboard教学方法任务型教学法情景教学法交际法教学内容教学活动设计意图教师活动学生活动Step 1: Warming-up and revi sion Task1：Students watch a video aboutchangingseasons.Then answer the threequestions:（1）How many seasons can yousee？（2）What are they?（3）What’s your favourite1．Ask and answerwith studentsand get ready forthe new lesson.season?Task2：Ask students to make up a dialoguelike this:S1: What’s your favouriteseason?S2: Summer.S1: I like summer too.Step 2: Presentation The teacher says： I like summertoo , it’s hot in summer and I cango swimming, my favourite sportis swimming (Show the picture ofswimming), and what’s yourfavourite sport ?Show the dialougue by PPT.Task3：Ask and answer inpairs.A:What’s your favouritesport ?B: My favourite sport is swimmingShow some pictures ofbasketball,football.tabletennisand swimming by PPT on the screen,Learn the new words theexpressions: play basketball /play football / play tabletennis/go swimming.Task4：Practise a dialogue in pairs like this:A: Hello. What’s your favourite sport ?B: Basketball. What’s yourfavourite sport ?A:I like basketball too.Task5：Make up another dialogue. Ask the students to practise in pairs. A: Hello. What’s your favourite sport ?B:Basketball. What’s yourfavourite sport ?A:I like basketball too.B:Let’splay basketball after school.A: OK.Step 3:Listen and repeat Task6： Ask the students tolisten to the words inActivity 1.Task7： Ask the students tonumber the pictures inActivity 2 silently.Check how manystudents canunderstandActivity 2 fullyand thefollowi nglistening.Step 4：Listen and speak Task8： Listen to the dialogue .Task9：Listen again and then readafter listening.Task11：Ask the students to readthe dialogue in roles.Try to pronouncecorrectly.1.Check whichgroup can readthe dialoguebest. Payattention totheirpronunciation.2.Check how manystudents canunderstand thedialogue fullyand thefollowinglistening.Step 5：Practice Task12： Ask the students toread the dialogue againin roles and then act itout in pairs.Task13： Ask the students to askand answer in pairs.Finish Activity 6. Task14： Play a guessing game:Show some pictures onthe screen withsomething covering onit, ask Ss to guess whatit’s Tom’s favo uritesport according to thepictures.S1: What’s Tom’s favourite 1.Chec k which group can act out the dialogue best.2.Check the ability of using English.Make up your own dialogue according to the text and write it down. Encourage themto usenew words.Do a survey：Ask your fami ly what sport they like best and make a short report..Classroom Assessmen t Assessment1 以让学生听词汇跟读的形式来判断学生的听力水平，并通过听力排序的方式来判断学生对新词汇的认知能力。
外研版英语八年级上册 Module 4 Unit 3
Unit 3 Language in use
Learning Objectives
By the end of the class, we will be able to:
e the superlative forms correctly; anize words or phrases by category, and improve the efficiency
6. Complete the email with the words in the box.
book choice cost travel trip
FROM: Sally TO: Tony
SUBJECT: Journey to China Hi, Tony, My family is planning a journey to China in the summer. We want to visit Beijing first. Do you
of words learning; 3. introduce your own or others’ travel plans and ways of
transportation.
Review
Please categorize the following words.
friendly outgoing fast beautifully serious popular quietly funny hard-working carefully well hard early high
2. Complete the conversation with the sentences in the box.
2022年秋九年级英语(外研版)上册课后作业课件：Module4
C. bored with
D. interested in
( D )5. She was unable ________ there on time.
She told us that she would be late.
A. get B. getting C. got D. to get
二、用方框内所给单词的适当形式填空（每词限用一次 ，其中有一个多余）
I, they, teach, of, parent, wash, meal, can, be
Do you often help your parents do the housework? Can you cook 1.__m_e_a_l_s__ for yourself when your parents are not at home? Do you often tidy up the room and 2._____w_a_s_h____ the clothes at home? Today, many children can't look after 3.__t_h_e_m_s_e_l_v_e_s_ when they leave home. They even 4.___c_a_n_'_t_____ wash their socks. I don't want to be a person just like them. When I 5.____w_a_s______
Everybody can finish it. ring
5.My alarm clock didn't ____________ (鸣响),so I
got up late.
二、单项填空
module4 单词讲解
有活力的，有生气的 adj. 爱好，嗜好 n. 方面 n. 憎恶，不喜欢 n. 临摹，模仿，仿效 vt. 艺术家 n. 观察，注意到 vt. 彩色的 adj. 真实，现实，逼真 n. 当代的 adj. 风格 n. 令人愉快的 adj. 采纳，采用 vt. 图画 n. 以…为目标，打算 vi. 绘画，画.vt. 忍受 vt. 画家 n. 非凡的 adj. 绘画，油画 n. 风景画，山水画，风景 n. 景色，风景n. 肖像，人像，画像 n. 展览 n. 现实主义的，写实主义的 adj 表现，表达 n. 领悟，了解，实现 vt. 破坏，毁坏 vt.
表语或者后置定语 adj. 做_________________ “活着的，还出着气的” He _________when he was taken to was alive the hospital. the only man alive He was __________________in the accident. stay / remain alive 热闹的；充满…的 be alive with :___________________ 使…活着；使…继续； keep …alive:_______________________ 使…保持活力 _________________ 被活埋： __________________ be buried alive catch a lion alive 活捉一头狮子：________________________ alive
adj. be like : 像 Like father, like son.
likely
adj. 很可能的
sb./sth. be likely to do sth.
2. contemporary adj. 当代的
外研版必修三module 4reading and cultural corner思维导图课件系列
2.Sandstorms in China appear to have increased in recent years as a result of “desertification”. appear : link v.似乎，好像看起来(一般不用进行时态）
seriously
how
Task:6:Language points
1.The thick dust makes it difficult to see.
make it + adj. + to do sth 使做某事……
find think feel
consider bel翻iev译e：
n that
complain but take action to do that. People in countries such
as Germany put their garbages into different bags—paper in one bag, plastic in othergbarabga,geetc. The garbage is then taken away and, if possiblaen, ortehceyrcles. There are laws that do not allow people to burn toormecaycnlyedcoal.
• _s_lo_w__traffic • _d_a_n_g_e_r_o_u_s_ to cycle • _d_i_f_fi_c_u_lt___ to breathe
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MCS-51串行口的工作方式
方式3
方式3为波特率可变的11位UART通信方式，除了波特率以
外，方式3和方式2完全相同。
MCS-51串行口的波特率
方式0和方式2
。
在方式0中，波特率为时钟频率的1/12，即fosc/12，固 定不变。 在方式2中，波特率取决于PCON中的SMOD值，当SMOD=0 时，波特率为fosc/64；当SMOD=1时，波特率为fosc/32。 即波特率=
任务分析
在万能板上按电路图焊接元器件，完成电路板制作。 4．程序设计 主机PC的通信程序可以用Turbo C语言编写，也可以用高级语言VC、VB来 编写。最简单的方法是在PC中安装“串口调试助手”应用软件，只要设定 好波特率等参数就可以直接使用，用户无须再自己编写通信程序了。 单片机通信程序用C语言来编写，参考流程如图4．3.2所示。 5．调试并运行程序 将安装有“串口调试助手”应用程序的PC与单片机从机的通信线路连接好， 然后进行以下测试。 (1)在PC上运行“串口调试助手”程序，设置波特率参数如图4．3.3所示。 (2)给单片机交通灯控制系统上电，观察交通灯的正常运行状态。 (3)在PC的“串口调试助手”中，用PC键盘输入十六进制命令“Ol”并发送， 注意观察是否接收到返回的握手信号“01”和交通灯的显示状态。 ， (4)继续用PC键盘输入十六进制命令“O2”并发送，注意观察是否接收到返回 的握手信号“02”和下位机交通灯的显示状态。
建议学时 学 推荐学习方法
必须掌握的理论 知识 必须掌握的技能
任务分析
任务3 交通灯远程控制系统
1．任务目的 通过交通灯远程控制系统的制作，实现PC和单片机之间的通信，学习单片机 和PC的口连接方法，单片机和PC串行通信协议电平的转换技术，以及单片机 和PC端数据收发程序设计方法。 2．任务要求 本任务实现用PC作为控制主机、单片机控制信号灯为从机的远程控制系统。 主、从机双方除了要有统一的数据格式、波特率外，还要约定一些握手应答信 号，即通信协议，如表4．3.1所示。 表4．3.1交通灯控制系统PC与单片机通信协议
数量 1 1 l 12 1 1
元器件名称 PC 电平转换芯片 瓷片电容 电阻 弹性按键 电解电容
参数 MAX232 30pF 300
数量 l l 2 12 1
22UF
1
小知识：MCS一51系列单片机输入、输出的逻辑电平为TTL电平；而PC配 置的RS-232C标准接口逻辑电平为负逻辑，所以单片机与Pc间的通信要加 电平转换电路。 如图7．14所示电路采用MAX232芯片来实现电平转换，它可以将单片机 TXD端输出的TTL电平转换成RS一232C标准电平。PC用9芯标准插座通过 MAX232芯片和单片机串行口连接，MAX232的14、13引脚接Pc；11、12 引脚接至单片机的TXD和RxD端。
模块4：单片机串口通信 任务3 交通灯远程控制系统
本任务内容
RS-232C串行通信总线标准及其接口
知识分布网络
RS-232信息格式标准 串口通信总线 RS-232电平转换 RS-232总线规定
教学导航
教 知识重点
串行口通信技术
1．串行通信基础知识 2．串行口的结构、工作方式、波特率设置 3．RS一232C串行通信总线标准4．单片机之间的通信 5．单片机与PC之间的通信
MCS-51串行口的工作方式
方式2
发送时，先根据通信协议由软件设置TB8，然后将要发送的数据写入 SBUF，启动发送。写SBUF的语句，除了将8位数据送入SBUF外，同时 还将TB8装入发送移位寄存器的第9位，并通知发送控制器进行一次发 送，一帧信息即从TXD发送。在送完一帧信息后，TI被自动置1，在发 送下一帧信息之前，TI必须在中断服务程序或查询程序中清0。
。
MAX232引脚图
RS-232C串行通信总线标准及其 接口
RS-232C标准总线为25根，可采用标准的DB-25和DB-9的D型插头。 目前计算机上只保留了两个DB-9插头，作为提供多功能I/O卡或主 板上COM1和COM2两个串行接口的连接器。
引 脚 1
。
名称 DCD RXD TXD DTR SG(G ND)
功能 载波检测 接收数据 发送数据 数据终端准备 完成 信号地线
引 脚 6 7 8 9
名称 DSR RTS CTS RI
功能 数据准备完 成 发送请求 发送清除 振铃指示
2 3 4 5
在简单的RS232-C标准穿性通信中，仅连接发送数据（2）、接收 数据（3）和信号地（5）三个引脚即可。
图4.3.4 PC机和单片机串行通信接口
MCS-51串行口的波特率
方式1和方式3
实际上，当定时器T1做波特率发生器使用时，通常是工作在模式2
。
下，即作为一个自动重装载的8位定时器，此时TL1作计数用，自动
重装载的值在TH1内。设计数的预置值（初始值）为X，那么每过
256-X个机器周期，定时器溢出一次。为了避免溢出而产生不必要的 中断，此时应禁止T1中断。溢出周期为12×（256-X）/fosc.溢出率
MCS-51串行口的工作方式
方式1
发送时，当数据写入发送缓冲器SBUF后，启动发送器发送， 数据从TXD输出。当发送完一帧数据后，置中断标志TI为1。方式 1下的波特率取决于定时器1的溢出率和PCON中的SMOD位。 接收时，REN置1，允许接收，串行口采样RXD，当采样由1到 0跳变时，确认是起始位“0”，开始接收一帧数据。当RI=0，且 停止位为1或SM2=0时，停止位进入RB8位，同时置中断标志RI； 否则信息将丢失。所以，采用方式1接收时，应先用软件清除RI 或SM2标志。
为溢出周期的倒数。
RS-232C串行通信总线标准及其 接口
RS-232C的电气标准采用负逻辑，即： 逻辑“0”：+5V～+15V 逻辑“1”：-5V～-15V 因此，RS-232C不能和TTL电平直接相连，否则将使TTL电路烧坏， 实际应用时必须注意。RS-232C和TTL电平之间必须进行电平转换，常用 的电平转换集成电路MAX232。
2 SMOD f osc 64
。
MCS-51串行口的波特率
方式1和方式3
在方式1和方式3下，波特率由定时器T1的溢出率和SMOD共同决定， 即：
。
2 方式1和方式3的波特率= 32
SMOD
·定时器1溢出率
其中，定时器1的溢出率取决于单片机定时器1的计数速率和定 时器的预置值。计数速率与TMOD寄存器中的C/位有关，当C/=0时， 计数速率为fosc/12，当C/=1时，计数速率为外部输入时钟频率。
知识难点
推荐教学方式
串行口结构及工作方式
从工作任务入手，通过单片机双机通信、单片机与PC 之间通信的设计，让学生逐渐理解单片机串行口通信 技术及其应用 8学时 动手完成两个单片机系统之间的通信，并在数码管上 显示接收到的数据；下载一个串口调试助手，完成PC 与单片机之间的通信 1．单片机串行通信基础知识 2．串行口的结构、工作方式及波特率设置 1．单片机之间的串行通信 2．单片机与PC之间的通信
图4．3.3 “串口调试助手”程序的参数设置
图4.3.2单片机通信程序流程
MCS-51串行口的工作方式
方式0
在方式0下，串行口作同步移位寄存器使 用，其波特率固定为fosc/12。串行数据从RXD （P3.0）端输入或输出,同步移位脉冲由 TXD(P3.1)送出。 这种方式通常用于扩展I/O口。
3．电路及元器件
PC与单片机通信的硬件电路如图4．3C与单片机通信的硬件电路
任务分析
表4.3.1PC与单片机通信的硬件电路
元器件名称 IC插座 单片机 晶体振荡器 发光二极管 电阻 IC插座
参数 DIP40 89S5l 11.0592 MH2 LED 10k DIPl6
主机
发送命令 接收应答信息
从机
接收命令 回发应答信息
01H
0lH
01H
0lH
命令含义：紧急情况，要求所有方向均为红灯，直到解除命令 02H 02H 02H 02H
命令含义：解除命令，恢复正常交通指示灯状态
任务分析
协议说明： (1)通过Pc键盘输入01H命令，发送给单片机；单片机收到Pc发来的命令后， 进入紧急情况状态，将两个方向的交通指示灯都变为红灯，再发送01H作为应 答信号，Pc收到应答信号并在屏幕上显示出来。 (2)通过PC键盘输入02H命令，发送给单片机；单片机收到PC发来的命令后， 恢复正常交通灯指示状态，并回送02H作为应答信号，PC屏幕上显示02H。 (3)设置主、从机的波特率为2400 b／s；帧格式为10位，包括l位起始位、8 位数据位、1位停止位，无校验位。
MCS-51串行口的工作方式
方式2
当REN=1时，允许串行口接收数据。当接收器采样到RXD端的负跳变， 并判断起始位有效后，数据由RXD端输入，开始接收一帧信息。当接 收器接收到第9位数据后，若同时满足以下两个条件：RI=0和SM2=0或 接收到的第9位数据为1，则接收数据有效，将8位数据送入SBUF，第9 位送入RB8，并置RI=1。若不满足上述两个条件，则信息丢失。
单片机串口与PC机连接问题 串口调试软件 虚拟串口驱动软件安装