M10u1教案

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m10u1整体教案

Module10 Unit 1 Building the futureReading Give a man a fish (Period 1)Teaching aims:1.Try to help Ss know something about the poverty in developing countriesand the way to help them solve the problem;2.Try to cultivate Ss’ abilities in listening、speaking、reading and writing;3. Help Ss master the reading strategy: understanding a title.Teaching procedures:Step 1 IntroductionThe teacher begins the lesson by asking students to say something about the title. Step 2 ScammingAsk students to try to find out the answers to the three questions in a very short time without finishing reading the whole text.Step 3 Silent readingAsk students to read the passage carefully, trying to find out the main idea of each paragraph, finish the true or false questions and answer all the seven questions.Step 4 ComprehensionAsk students to finish the true or false questions and answer all the seven questionsHow many people are quoted in the article?Step 5 Listening and readingAsk students to listen to the tape and read after it so that the students will have a better understanding of the text.Step 6 Reading strategy: understanding a titleHelp students to master the reading strategy: understanding a titleStep 7 SummaryAsk students to fill in the blanks according to what they have learned form the passage.Step 8 Group discussionAsk the students talk about the two topics by working in groups.Step 9 HomeworkAsk the students to write a 150-word passage about either of the two topics.Language points (period 2 & 3)Teaching aims:1. Learn the language points in the passage.2.Practise listening、speaking and writing.Teaching procedures:Step 1 Learn the new language points1. shock v. 震动、震惊A. sth. shock sb.B. sb. be shocked (to do)C. sb. be shocked that…A great number of people in the world are suffering from hunger, which greatly shocks us.=We are greatly shocked that a great number of people in the world are suffering from hunger.=We are greatly shocked to learn that a great number of people in the world are suffering from hunger.shock n. 震动、冲突、震惊A great number of people in the world are suffering from hunger, which is a great shock to us.It gives us quite a shock to learn that a great many people in the world are suffering from hunger.2. intend v.A. sb. intend to do sth. 打算做某事What do you intend to do this Sunday?I intended to visit you lat night but it rained.B. sb. intend sb.to do sth.= sb. be intended to do sth.=sb. intend that…打算让某人做某事They intend their son to take over the company.=Their son is intended to take over the company.=They intend that their son will take over the company.C. sb. intend sth. as sth.=sth. be intended as sth.sb. intend sth. for sb.=sth. be intended for sb.sb. intend sth. for sb. as sth.=sth. be intended for sb. as sth.Mo ther’s day was coming. Tom bought some flowers for his mother as a gift in honor of his mother.Tom intended the flowers as a gift.=The flowers were intended as a gif.Tom intended the flowers for his mother.=The flowers were intended for his mother.Tom intended the flowers for his mother as a gift. =The flowers were intended for his mother as a gift.The joke, intended (intend) to please the audience, turned out to be very boring.3. doubt1) doubt sb. / sth.Sarah doubted Hannah.Sarah doubted Hannah’s honesty.2) doubt whether / if…There is some doubt whether / if…Sb. has doubts whether / if…Sarah doubted whether Hannah was honest.There was some doubt whether Hannah was honest.Sarah had her doubts whether Hannah was honest.3) don’t doubt that…There is no doubt that…Sb. has no doubt that…We don’t doubt that Mary is diligentand intelligent.There is no doubt that Mary is diligent and intelligent.There is no doubt that Mary is diligent and intelligent.4) no doubtNo doubt that good friends should share in joys and troubles.No doubt that Mary has set us a good example.5) without doubt :毫无疑问, 一定地Don’t worry; he’ll come back without doubt.Without doubt you have been working very hard.4. on top of=in addition; besidesHe had a bad week. He lost his job, and on top of that, his car was stolen.这个星期他过得很糟糕。

外研社M10U1教案

Module 10 unit1 Are you getting ready for Spring Festival?课型listening and speaking【学习目标】 1. 掌握本课重点单词词组2．能听懂人们谈论正在如何为节日做准备的对话。

【学习重点】掌握下列单词和词组：Festival , Spring Festival , ready , get ready for cook , meal , dragon , dragon dance , lantern , Lantern festival , sweep , sweep away , floor , happen , help , at work【学习难点】掌握现在进行时的各种问句及回答【Learning Procedures学习过程】Preview（预习·导学）：1、看单词表上的音标学读下列单词:Spring Festival, get ready for, clean, cook, meal, learn, dragon dance, lantern, sweep, floor, happen, help, at work.注意拼写，掌握词义。

2、试着阅读对话，在不会读的下面画△，查字典并标注音标或问同学和老师，再试着读几遍，仍不会读的单词有：__________________________________________________【Class Activities 课堂活动】Step1. Warm up导入新课（见课件）Step2.【合作探究】A）复习相关知识：写出下列动词的现在分词：1) get__________________ 2)make _____________ 3)clean ______________4)sweep _______________ 5)cook_______________ 6)help_______________(B) 英汉词组互译：1）元宵节______________ 2）为…做准备__________3）做灯笼______________ 4）clean the house__________5)cook the meal____________ 6) sweep the floor __________7)在工作_________________________ 8）做饭__________________________【点拨归纳】：1). Are you getting ready for the Spring Festival?你们在准备过春节吗？此句中ready 是形容词，可与系动词be/get 和介词for 构成短语。

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。

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。

四年级上册英语教案Module10Unit1Wehaveabigfamilydinner.外研社

一、教学根本信息教师9号时间课题M10U1Wehavebigfamily课型new dinner二、教学背景分析本单元围绕SpringFestival这一主题展开,快放寒假了，Daming送给Sam一本介绍中国春节的书。

Sam和Amy不了解春节是什么样的节日，Daming就给他们解释了春节的含义以及过春节时的风俗习惯，并请Sam和Amy吃糖和花生，两人现学现用，马上给Daming拜年，但Daming觉得很有趣，因为现在还没到春节。

课文运用we句型描述节日的活动，学生易于接受。

三、教学目标1. 知识技能目标：〔1〕能听说读认单词:family,dinner,NewYear,theSpringFestival ,Chinese, peanut,I see.〔2〕能听懂并会说句子：HappyNewYear! 用AtSpringFestival,we 描述春节活动。

过程方法目标：〔1〕在简短的chant下，稳固课文中单词。

〔2〕通过听音填空，听音选择，听音判断等学习句型we〔3〕通过整体听课文复述课文，摘苹果的方式稳固单词，思维导图的方式总结，加强课文重点句的学习。

情感态度目标：〔1〕培养学生爱家的情感，激发学习兴趣，提高将实际生活与英语学习的结合的能力。

〔2〕培养学生对我国传统节日的热爱以及对我们祖国的热爱。

四、教学重难点第1 页教学重点：能运用AtSpringFestival,we 来描述春节场景。

教学难点：单词spring，festival 、family 的正确发音。

小学英语备课卡五、教学过程步骤与教师活动学生活动时间一、Greetings Greetings.Warm-T:twogroupsupsweetsgrouppeanutsgroup生lookandlistenthe欣赏一个chant chant1T:boysandgirls ，let’senjoyachant 设计意图师生简单问好，拉近师生距离，创造和谐的上课气氛。

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.。

完整版本外研版本八上M10U1的学习教学设计及反思.doc

Module10 Unit1 It might snow.教学设计一、教学内容分析：本模块围绕天气展开对话，要求学生能够听懂天气预报以及对天气状况的描述和预测。

话题贴近学生的实际生活，学生容易感兴趣，同时也便于教师开展活动。

语法现象为may/ might 表示可能性，并能运用其描述未来将可能是什么样的天气。

学生在七年级已经了解了有关天气的部分词汇及句型，有话可说，乐于合作分享，有利于学生更好的运用课本知识，达到综合运用语言知识能力的提高。

二、学情分析：学生在七年级已经了解了有关天气的部分词汇及句型，有话可说，乐于合作分享，有利于学生更好的运用课本知识，达到综合运用语言知识能力的提高。

三、教学目标设计： 1、知目：cloud, snow, storm, cloudy, rainy, snowy, sunny, windy, skate, thick, ice, joke, might, temperature, degree, although, wet, neither, wish, probably2、能力目①、能正确使用表示可能性的和句型。

②、能并描述天气。

③、能照天气示意，听懂天气。

3、情感度①、学生行境，保大自然的教育。

②、通小合作学培养学生的合作意。

四、教学重点难点：重点：运用所学词汇和句型谈论不同地方的各种天气情况。

难点：① .天气预报中温度的表达方法。

②.may/might 描述未来天气。

以话题为中心，通过师生、生生、组组活动，经过反复练习天气状况的描述和预测从而突破教学重难点。

五、教学方法（学法）本主要采用交法、情景教学法和任型教学法等几种教学手段，真的情境和任，合我校的“二二七”教学模式和小合作学方式，面向全体学生，学生提供展示自己的机会，有效地跟随真的言情境完成各个的教学任。

六、教学过程设计（根据教学设计设置环节）教学环节包含教学过程、教师活动、学生活动、设计意图环节 1 Step 1 Warming-upTask 1: BrainstormingAsk ss to say as many words as possible about the weather.Task 2:Ask and answerTeacher asks: What’s the weather like today? / How’s the weather today?Ask a student to answer: It’s⋯(cloudy, windy, sunny, etc.)学段，从学生所熟悉的境入手，复有关天气的和句型，情境，入新做。

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

3.教师评价：教师对学生的学习过程和成果进行评价，关注学生的个体差异，激发他们的学习兴趣。
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。

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‖.。

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。

教案新部编本M10 U1

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Module10 Unit1《We are going to speak Chinese.》Teaching Aims1、Knowledge Aim（知识目标）①Words: middle school, study, practise, worry②Functions:A: We’re going to speak Chinese.B: Are you going to go to middle school this September?C: I’m really excited.D: I’ll miss you.2、Ability Aim（能力目标）①To make Ss describe something with “be going to”.②To cultivate Ss’ abilities of listening, speaking, reading and writing.3、Moral Aim（情感目标）①To arouse Ss’interest in English,②To cultivate Ss’ abilities of communication, co-operation and their innovationMain points（重点）:①To make Ss master the new words and functions.②To make Ss describe something with “be going to”.③To make Ss understand the different forms of “be” and use them freely.Difficult Points(难点):①To cultivate Ss’ abilities of oral English.②To enhance Ss’ abilities of English writing.Teaching Materials（教具）: flash，real things，word cards，papersTeaching Procedure（教学过程）：Step 1：Warming-up（热身运动）1. Greetings.2. Free talk.T: What are you going to do on June 1st , 2008/August 8th , 2008?Ss: I’m going to ….教师通过自制日历，分别翻页呈现6月1日和8月8日这两个日期，和学生进行自由交谈，用“be going to”句式分别说出自己在这两天的计划和打算，为本课的学习做好铺垫。