M7U1课堂实录

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小学英语六年级上册《M7U1》教案

Ask the ss to listen andanswer: what’s this? What’s the sheep doing? Teach the word: vegetable,using pictures.
4.show the ss photo3 and ask: what can you see?Then ask them to listen and
2.怎样描述图片
应用
作业
作业练习
1、无字幕的纯听，并能正确地跟读，认读。
2、在重点句型there isa …..
实践应用
同学间能运用目标语言简单的描述图片或者照片。
文化
阅读
How to talk about photos.
学习
重难点
重点：基本能听懂there isa ….并做简单的图片介绍。
难点：养成在日常生活中说简单的英语的习惯。
2.Listen and answer :How does Amy talk about the photo?What’s the horse doing?
3. Learn photo 2. Listen and answer: what’s this? What’s the sheep doing?
2.Think about: what are they talking about?
How do you know?
3.Listen and answer: are they talk about photos?
4.Watch and answer: how many photos are they talking?
4. Play the flash and ask the ss toanswer: how many photos are they talking?Stick the photos on the blackboard.

初一上册M7U1教学设计孙玉杰

新标准初一上册Module7 Unit1 教学设计一．教材分析teaching material我的学校生活是学生们非常熟悉的话题，学生容易产生较大兴趣，有利于师生开展活动。

时间是谈论学校生活时经常要涉及的话题，第一课时的第一个活动就介绍了时间的表达法，由于学生之前已经学习过数字，所以时间的顺读法对学生来说相对比较容易，本节课重点讲解逆读法，也就是past to 表达法，本模块的主要语法项目是实义动词的一般现在时，一般现在时是英语语法中最基本的时态形式，所以学好此课非常重要。

二、教学目标teaching aims新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。

根据目标要求，对教学内容的分析、本教材的特点及学生现有的基础，我将教学目标确定为：1. 知识目标：时间表达法。

2. 能力目标：能听懂关于时间和学校的课程科目的简单对话，能简单介绍学校开设的课程科目及上课时间。

如：We have math at nine o’clock. …3. 情感目标：让学生乐于谈论学校生活，培养自己的良好的学习愿望和兴趣。

三、教学重、难点important and difficult points1.一般现在时的重点句式：I have +subject +at +时间点2.难点：时间表达法中past与to的正确运用。

四、学情分析初一年级的学生年龄小，课堂上他们好说、好动、好表现，但是学生没有课前预习、课后复习的习惯，知识的遗忘率高。

在英语学习中，他们的听说能力较认读能力强。

五、教学法分析teaching methods1、教法设计结合教材和学生的身心特点，在本课时的教学设计中，我从学生的兴趣和认知水平出发，利用ppt中漂亮的图片吸引学生的注意力，激发学生学习英语的兴趣，帮助他们建立学习的成就感和自信心。

2、学法指导study methods开展各种任务教学活动，给学生提供交流合作的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

M7U1备课

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教后反思
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教学过程预设及措施一、热身 /导入（Warm-up and lead-in） 1．Ask Ss to chant Module6 Unit2 A4.鼓励学生一边说一边做相应的动作。 2．儿童节快要到了，今天我们要学习的就是关于儿童节的课文和韵句。上节课结束时，我请感兴趣的同学课后找一找世界各国的儿童节的时间，有谁想向大家介绍你的发现呢？请部分学生介绍，然后教师总结。 3. 播放 Unit1A1 的动画，请学生完整听一遍。再次播放一遍，请学生看图跟读，教师可以组织全班跟读、小组跟读及个人跟读，直到学生能够基本朗读课文。最后请部分学生展示。
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二、呈现新课（Presentation） 1. Teacher plays the cartoon of Activity2，教师帮助学生理解课文语境。 2. 再次播放录音，请学生完整的听一遍。 3. Play the cartoon for the third time. Listen and repeat one by one. 4.跟读过程中，重点学习： It’s Children’s Day today. Daming is doing a play with some children. Lingling is singing a song. Sam is saying a poem. Amy is dancing. Some children are doing a dragon dance. 这些结构在之前的模块已经学习过，本模块应将教学重点放在培养学生的运用能力上，尤其要给有困难的学生提供更多的运用机会。 5. 学习单词 TV， play， say， poem， dragon， dragon dance,可采取做动作、呈现图片等方式开展从词到句的训练。其中 “say”要求全体学生能运用。 6.请学生分组、分角色朗读课文。 7.鼓励学生看图复述课文，注意纠正学生的语音语调，培养学生的语感。三、操练（Practice） 1. SB Activity3 listen and say. 2. SB Activity4 Practise 3. AB 练习 1 4. AB 练习 2 四、课堂小结（Conclusion） 1. Ask Ss to summarize what we have learned this class. 2. 完成学生评价五、课堂作业（Homework） 1．听录音，模仿语音语调 2．根据图片复述课文。板书 Some children are doing a dragon dance. 设计

一起五下M7U1导学案及堂清

黄冈学校小学部英语学科_M7U1_课堂学案班学生姓名授课时间：一、导学过程：1．热身复习全班齐说韵诗“We wi ll do the same things．”边说边做相应的动作，活跃课堂气氛。

请学生几人一组讨论各自同家人保持联系的方式，由此引导学生说出他们熟悉的电话、信件等方式。

学生也可能会说出电子邮件，由此引入今天教学的主题。

如果学生没有提到，老师可以提醒学生。

2．课文导入老师向学生展示与电子邮件相关的图片，请学生试着回答问题：“What‟s an email?”说一说电子邮件都有哪些优点和缺点。

学生可以小组讨论。

老师告诉学生：通过学习本课，大家可以了解如何发送电子邮件。

学习过后，大家可以通过发电子邮件同自己的家人和朋友进行交流。

3．课文教学本课的挂图贴在黑板上，呈现SBunil l活动1。

老师播放录音，请学生看图，认真听Amy和Tom之间的对话，同时在书中找到含有“write”和“send”的句子。

老师提问：“What‟s an email? Who writes the email? What is it about?”再次播放录音，请学生边听边找答案，同时划出生词和词组，根据上下文猜测它们的意思。

1. message _______2. click on________3.work hard__________4. office_______5.busy_______老师把学生找到的句子写在黑板上：请学生读一读这些句子，可以把它们编成chant以加深印象：老师讲解学生不明白的地方。

讲解“click on”这个词组时，可以用动作演示的方法让学生体会并领悟含义。

请学生回答刚才的问题，老师进行总结：Email is a computer message．It goes from one computer to another computer．”老师继续提问：“Do you know how to send an email?”完成以下练习：First click on …_______‟．Then click on‟ _______‟．Write your ________. Click on …_______‟ at last．”老师展示表现发送邮件过程的图片，并将它们打乱顺序贴在黑板上。

三年级上册英语教案-M7U1what`sthis？外研社(三起)

三年级上册英语教案 M7U1 what`s this？外研社（三起）教学内容本节课主要围绕外研社《三年级起点》教材第七模块第一单元展开，主题为“这是什么？”教学内容包括学习询问物体名称的句型"What's this?"，并能够回答 "It's"。

学生将通过不同的活动，如图片识别、歌曲、故事和游戏等，来练习和巩固这些句型。

还将学习与单元相关的词汇，如 "pen", "pencil", "ruler", "book" 等。

教学目标1. 能听懂、会说、会读本节课的单词和句子。

2. 能够运用 "What's this?" 和 "It's" 句型进行简单的问答。

3. 培养学生的观察能力、思维能力和团队合作能力。

4. 培养学生的英语学习兴趣，提高他们的跨文化交际意识。

教学难点1. 正确发音单词，特别是 "pen" 和 "pencil" 的区别。

2. 学生在问答过程中正确使用第三人称单数 "It's"。

3. 学生能够流利地进行角色扮演活动。

教具学具准备1. 多媒体课件2. 单词卡片3. 教学录音机4. 学生工作表5. 学生用书教学过程一、导入1. 通过播放一首英文儿歌，吸引学生的注意力，营造英语学习氛围。

2. 老师出示一些物品，用中文提问 "这是什么？"，引导学生用中文回答。

二、新授1. 利用多媒体课件展示本节课的单词和句型，让学生跟读并模仿。

2. 老师通过实物展示，引导学生用 "What's this?" 和 "It's"进行问答。

三、练习1. 学生两人一组，利用单词卡片进行问答练习。

【优质】小学英语外研版五年级上册M7U1优质公开课教案（1）

【优质】小学英语外研版五年级上册M7U1优质公开课教案（1）Module 7 Unit 1 He can’t see.授课时间：教学目标1.会读、写show, useful, blind, deaf, hear, firefighter,s ausage,kind这些单词。

2.掌握He/she/They can/can’t…并用can /can’t 谈论能力。

3.培养学生听说读写的能力。

4.培养学生的合作的能力。

5.通过本课的学习，教育学生要关心残疾人。

教学重点掌握He/she/They can/can’t…并用can /can’t 谈论能力。

教学难点Can和can’t的综合运用。

教学用具单词卡片、录音机。

教学过程一、Warmer1.Greeting2.? Can you run fast??Can you play football??Can you play the flute??Can you read this??write?Community,He can’t see.? on the board.二、Leading in1. Listen and chantTake out a pen and a Pencil and say:Pens are very useful.Pencils are very useful too.Write ‘useful’ on the boardDo you like dogs?Dogsare very useful.Today we’re going to talk about special dogs.?三、LearningStep1 Look and learn.1. Show the pictures about the blind man and the deafman to Ss .And say: This man is blind. He can’t see.This girl is deaf . She can’t hear.?2. Teach the words and sentences.(可以做相关的动作帮助理解)3. Show the picture about firemen and teach.4. What is this?Take out ‘hot dog’ .And te ach.Step2. Learn the text.。

全国一等奖高中英语优质课大赛《M7U19 Lesson 1》教学设计+学案+教学反思

设计主题：M7U19 Lesson 1 Get Ahead with Your English 姓名：学校：性别：职称：教龄：联系电话：电子邮箱：指导老师姓名_单位__STEP 1 :Brainstorming:Free talk: In your opinion, how can he learn Chinese?What kind of letter are we going to write?A Letter of Advice【设计意图】写作为信息的输出。

本环节可以有效地帮助学生实现本课所学知识的迁移，真正做到知识的内化和产出，从而达到Anderson和Krathwohl认知领域中的高阶思维---语言创新。

所选的写作素材语境真实，微信视频播放激发学生兴趣，利于培养分析问题、解决问题能力。

学生通过小组讨论、分工合作，这样可以大量地节省时间。

Step 2 Peer-assessment and presentation <13 minutes>Exchange the letter, make assessment for each other and make presentationsItems Grades Total ScoreClear ideas 3 2 1Good layout 3 2 1Nice language 3 2 1Clear handwriting 3 2 1亮点最该改进的一点设计意图：引导学生根据评分标准对习作互动点评，碰撞学生思维。

通过班内展示、分享，为学生提供了充足的语言表达机会，突破思维定势，培养学生思维的灵活性、批判性和深刻性。

学生通过评阅他人的作文获得新的信息，学习好词句，发现共性问题，反省提高。

课堂同伴互评也有助于培养学生的批判性思维能力以及分析问题和解决问题的能力。

教师适时对学生的作品进行评价，把学生做不够好的地方加以指出以促进他们写作能力的提高。

小学英语外研版四年级上册 M7U1详细教案教学内容

Module 7U1 There is a horse in this photo.模块教材分析：本模块是外研社小学英语教科书四年级（上）教材第七模块，该模块分别围绕There is a horse in this photo. 和There are twelve boys on the bike.展开某处存在某物的话题，在教材创设的看照片和看杂技的真实情境中引出三组情境对话，一首歌曲和多个任务项目。

某处存在某物的话题十分实用，此话题学生使用广泛，且与生活联系十分紧密。

四年级学生已经初步掌握了一些生活中常见动物和物品的名词词汇和日常数字的表达法。

在本模块学习中，重点通过听、说、读、写等活动使学生掌握本模块主要交际语言：There is .../There are.../She’s riding a horse. 以及相关的功能词汇，并能通过学习，进一步发展学生的语言描述能力，能简单介绍现实生活中物品的位置与状态。

教学内容：Module 7U1 There is a horse in this photo.Listen and chant .Listen,point and find “ There is ....”教学目标：能够正确听、说、朗读She’s riding a horse . I can’t see her face.等描述图片或场景的句子。

能够正确听、说、认读词汇：there is，horse，there are，have a look,face 等。

能够听懂、会说、会表演对话的内容，并在真实场景中运用所学语言进行真实交流和运用。

在对话交流中养成用英语交流的习惯，培养良好的语音语调和语感。

教学重点难点：重点：能够表演对话内容，能够根据实际情况用英语描述图片或场景。

难点：“There is /are...”句型的掌握与运用。

教学准备：多媒体课件、录音机、磁带、导学案、照片、图片等教学设计:Step one warming up1. Listen and sing the English song “there is a girl in the park”.There’s a girl in the park she’s walking in the park .It’s a beautiful day.There’s a boy in the park. He’s running in the park .It’s a beautiful day.There’s a bench in the park.A boy is on the beach.It’s a beautiful day.There’s a mother in the park.She’s...Free talk.展示图片：playing basketball,running,shopping,and so on.做问答练习：Who’s the girl/boy?What is she/he doing?Can you see her face?...设计意图：师生共唱英语歌曲及自由会话，调动了学生学习的积极性，活跃了课堂气氛。

He_cant'tsee_教学实录

董/Article/qtb/qt/wnjs/Module7/201112/20111223195323_34005.htmlB5M7U1 He can’t see.一、教材分析：本单元以“Dogs”为主线，谈论动物对人类的帮助。

用can和can’t表达人们能做和不能做的事情，通过学习本课让学生能够正确运用She/He/They can’t ……在本模块中还出现了宾格him, her, them的应用。

本模块主要语语句为：He/ She can’t walk/ hear/see. This dog helps him/ her. These firemen help them.二、学情分析：五年级学生基础较好。

他们已掌握了一定的语音、词汇、语法、话题表达等英语基础知识，具备了一定的听、说、读、写能力，形成了一定的综合语言运用能力。

因此，教学中，应从学生已有的知识、能力、经验和兴趣出发，根据教学内容，采用灵活的教学方法，精心设计有一定挑战性的教学活动，促使学生在参与、实践、体验、合作与交流活动中学习、运用并掌握知识，进一步发展综合语言运用能力，稳定英语学习兴趣。

三、教学目标：1、知识目标：1）能听懂、读、会说句型He can’t see .She can’t hear.2）正确运用She/He/They can’t ……3）“三会”单词：programme useful blind deaf hear firemen sausage2、情感目标：1)通过学习用英语简单向他人描述自己所喜欢的动物能做和不能做的事2）使学生认识到保护动物，保护自然的重要性。

3）培养学生尊重和乐于帮助残障人的良好品质。

3、能力目标用can和can’t表达人们能做和不能做的事情。

四、教学重点:1）三会单词：programme useful blind deaf hear firemen sausage2）句子: He can’t see. She can’t hear. They can’t find people.。

2册M7U1-教案

2册M7U1-教案课题：《英语》（新标准）（一年级起点）一年级下册Module 7 Unit 1 There isa cat in the tree.设计者：大连市沙河口区格致新校乔娜一、教材分析本课是外研社新标准英语（一起）一年级下册M7U1 There is a cat in the tree..修订版教材的第七模块是新增加的内容，以前学生是在三年级第一次接触“There be”句式。

在书中原6模块学习过小动物后，直接就着小动物的话题，引出小动物的颜色数量以及他们的位置。

使话题上连贯，学生也更加的喜欢这个话题。

同时也增加了话题的完整性。

学习内容的增加，更加注重培养学生的综合语言实践能力。

第七模块分为两个单元，第一单元主要谈论小动物的位置。

（in，on, under, over there.）学会运用There is/ are+ 小动物+ 位置。

二、学情分析对于一年级学生来说，描述小动物们的位置，是第一次学习。

但在前一个模块已经学习了小动物的特点。

如fat, thin, big, little. 一年级的学生已能抓住小动物的明显特征，并能找准他们的位置。

本课要在此基础上，使学生能用英语对这些小动物或身边事物的明显位置进行描述。

针对一年级学生的年龄特点，本课采取了活动、游戏等能激发学生的兴趣，调动了学生的积极性，使学生在真实的情境中学习，感受所学的知识，并真正地把它运用到实际中。

三、教学目标1、语言技能全体学生能够听懂并描述小动物的位置，如“There is a cat in the tree..”等等。

能够观察图片并用”There be”句式描述小动物的位置。

2、语言知识（1）全体学生能理解单词there is, animal, can, see, there are,help, over there, table, we, miaow并运用句型There is/ are+ 小动物+ 位置来表达物品的位置。

初三英语Module 7 Unit 1教学实录

Module 7 Feelings and impressionsUnit 1 That smells delicious 教学实录一．师生问候：T: This class we’ll study together. I feel very happy. What about you?S: I feel happy too.T: Thank you! Look here .I have many presents ! I think they’re very delicious! Do you want to get them? OK! If your group does well ,you’ll get them!Please study hard!OK?S: OK?二．Warming-up Play a gameT: Do you like to play a game ?S: Yes , we do.T: First, let’s look at some beautiful pictures. What are they?S: eye, ear, nose,mouth, hands.T:You’re very clever! Now please do what I say.Touch your ears. Touch your noses. Open your mouths. Close your eyes. Clap your hands三. Read the words:T:You’re very clever. Now please read the words in your groups. Let’s see which group will do best ?OK?S:The students read the words in their groups :look sound taste smell feelquiet salty sour fresh lovely smart pretty softshoe cheese cookie sweater展示新句型：T: Do you like to listen to a song?S: Yes, we do.T: Let’s listen. (学生听歌) What do you think of this music? Does it sound lively?S:Yes, it does. It sounds lively.(领读三遍)T:Have you ever tried hamburgers?Does it taste delicious?S:Yes, it does. It tastes delicious. (领读三遍)T:Does she look pretty?S:Yes , she does. She looks pretty. (领读三遍)T:How does it smell?S:It smells fresh.(领读三遍)T:How does the sweater feel?S:It feels soft. (领读三遍)Can you chant like this:T:Can you chant like this:lTaset ,taste taste It tastes delicious.S: Taset ,taste taste It tastes delicious.Sound,sound,sound Tt sounds lively.Look,look,look She looks pretty.Smell, smell, smell It smells fresh.Feel,. feel,feel It feels soft.六．听力训练：1.多层听：(1)T:Now please look at the pictures,we’ll hear five sentences, let’s listen and number the pictures.S:Listen and number:T:Which group can say the answers:S:a—4 b—3 c—5 d—1 e--2(2) T: Let’s listen again and match the sentences with the pictures.S:Listen and match:T:Which group can say the answers:S: 1—C 2--B 3--D 4--A 5--E2.听后说: Look and say.T:Look at the pictures and say some sentences . you can use the words:sound, taste look,smell, feel, quiet, salty , sour, fresh, lovely,smart, pretty , soft.S:The apple looks pretty. ……..(Work in groups.)T: Which group can say the sentences.Each group can say one sentence.S1:The apple looks pretty.S2:The fish smell delicious.S3:……六.对话处理：1.读前听：Listen and answer:T: Tony , Betty, Daming and Lingling are talking about their feelings.Do you want to know what tastes sweet ?Let’s listen and answer these three questions.(1).What taste sweet? _______________________________.(2).How does the sweater feel?__________________________.(3). Who looks very pretty in the photo?___________________.S:The students listen and answer the questions.2. 听后读：Ⅰ.Read and answer:T:Now please read the conversation and answer the questions:(1).What smells delicious?______________________________.(2).What doesn’t smell fresh?______________________________.(3).What tastes sweet?________________________________.(4).Who looks pretty?________________________________.(5).Who sounds nice?_______________________________.(6).What feels soft and comfortable?________________________.(7).Who looks smart?________________________________.S:The students read and answer the questions.Ⅱ.Read and complete the sentences:T:Now please read the conversation loudly and then complete the sentences with your partner.(1).Daming tastes the pizza but__________________________.(2).Daming likes sweet things so ____________________________.(3).Tony thinks the girls look smart because_________________.(4). They’re getting the food ready before they________________.(5). When they come back from the airport , they’re___________.S:Read and complete the sentences.3.读后学：T: You did very well,please read the conversation and find out the important expressions.S:Read and find out the expressions:（1）. look/sound/taste/smell/feel+adj他们尝起来很甜。

外研版八年级英上M7U1课堂实录

Module 7 Feelings and impressionsUnit 1 That smells delicious!课堂实录课前读词Teacher：Boys and girls, please read the words of page 56 and 57 in goups. Students: feeling…(Read the words.)课内探究：Teacher: Class begins!Monitor: Stand up!Teacher: Good morning, boys and girls!Students: Good morning, teacher.Teacher: This class we will learn English together, and I’m your new English teacher. My name is Sally and I’m from Gaoya Middle School. Look at the picture! (Show students the picture.) This is my school. I think it looks beautiful. Do you think so? Students: Yes.Teacher: Does your school look beautiful?Students: Yes.Teacher: I think so. My school looks beautiful and your school looks beautiful,too. Our schools both look beautiful. (Write “look”on the blackboard.) Look at this picture, who is she?(Show students the photo of Fan Bingbing.)Students: Fan Bingbing.Teacher: Yes, how does Fan Bingbing look?Student A: She looks beautiful.Student B: She looks pretty.Teacher: Yeah, look at this picture, what does he look like?(Show students another picture.)Student C: He looks strong.Teacher: Now close your eyes and use your nose to smell. (当学生闭上眼睛时，喷几下香水.) Open your eyes and tell me how it smells in our classroom?Student D: It smells nice.Student E: It smells good.Student F: It smells great.Teacher: Look at this picture, how does it smell?(Show students a picture of a hamburger.)Student G: It smells fresh.Student H: It smells delicious.Teacher: Ok, open your bags of cookies. Now eat it. It tastes …Student I: It tastes good.Student J: It tastes sweet.Teacher: Look at the pictures. How do they taste? (Show students the pictures of oranges, cookies and soup.)Student K: The oranges taste sour.Student L: The cookies taste sweet.Student M: The soup tastes salty.Student N: The soup tastes delicious.Teacher: Just now we used our eyes to look, use our noses to smell and use our mouths to taste. (Write “smell, taste”on the blackboard.) Now it’s time for ears. Listen! What do you think of the music?(Play the music.) It sounds … (Write “sound”on the blackboard.)Student O: It sounds quiet.Student P: It sounds nice.Teacher: Do you like the music?Students: Yes.Teacher: Do you like me?Students: Yes.Teacher: Do you like my coat?Students: Yes.Teacher: Ok, use your hand to touch it? How does my coat feel?(Write “feel” on the blackboard.)Student Q: It feels soft.Student R: It feels confortable.Teacher: Look at the pictures. How do they feel? (Show students the pictures of sweater, chair and jeans.)Student S: The sweater feels soft.Student T: The chair feels comfortable.Student U: The jeans feels tight.Teacher: Let’s go through the words: look, smell, taste, sound, feel.Students: look, smell, taste, sound, feel.Teacher: That’s what we’ll learn this class. This class we will learn Module 7 Feelings and expressions. Unit 1 That smells delicious! (Show the title.) Now open your books and turn to page 56. Are you ready?Students: Yes.Teacher: Look at activity 1, listen and number the pictures. Look through the pictures a,b,c,d,e. Number 1,2,3,4,5. (Play the tape.)Now let’s check up the answers.Student 1: Number 1, picture d.Student 2: Number 2, picture e.Student 3: Number 3, picture b.Student 4: Number 4, picture a.Student 5: Number 5, picture c.Teacher: You did very well. Look at activity 2, match the sentenses with the pictures. Students: (Match the sentenses with the pictures.)Teacher: Now let’s check up the answers.Student 6: Number1, picture c.Student 7: Number2, picture b.Student 8: Number3, picture d.Student 9: Number4, picture a.Student 10: Number5, picture e.Teacher: Look at the pictures and try to say the sentenses. Three minutes foryou.(After 3 minutes.) Who can have a try?Student 11: This milk smells sour.Student 12: It tastes salty.Student 13: These shoes feel tight.Student 14: He looks strong.Student 15: It sounds quite.Teacher: Let’s go on listening. Listen to a conversation and answer the two questions.(Show students the questions and play the tape.)Students: (Listen.)Teacher: Who can answer the questions?Student 16: Four.Student 17: Pizza, cheese, cookies, sweater, Sally.Teacher: Let’s read the conversation. Read and answer these questions. (Show students the questions.)Students: (Read and answer.)Teacher: Let’s check up the answers.What smells delicious?Student 18: The pizza.Teacher: What doesn’t smell fresh?Student 19: The cheese.Teacher: What tastes sweet?Student 20:The chocolate cookies.Teacher: Who looks pretty?Student21: Sally.Teacher: Who sounds nice?Student 22: Sally.Teacher:What feels soft and comfortable?Student 23:Lingling's sweater.Teacher:Who looks smart?Student 24: Lingling and Betty.Teacher: Very good.Now read again and find out the difficulties.(After reading.) Do you have any questions?Student 25: Sure we will.是什么意思？Teacher: Look here.(Show students everyday English and the meanings.) Do you have any other questions?Students: No.Teacher: OK, now read in groups, A acts Tony, B acts Betty, C acts Daming and D acts Lingling.Students: (Role play the conversation.)Teacher: Now close your books and fill in the table. (Show students the table.)Then make sentenses like this:You look smart. …(After they finish it.) Tell us your sentenses, please!Student 26: You look good.Teacher: Ok, another one?Student 27: He looks tall.Teacher: Good, anyone else?Student 28: The cookies taste sweet.Teacher: Great, a boy,please!Student 29: The music sounds good.Teacher: You are brave. Next one?Student 30: Here sounds quiet.Teacher: It sounds quiet here. OK?Student 30: OK.Teacher: Now let’s do some exercises. (After they finished.)Let’s check up the answers. Number 1?Student 31: feelsTeacher: Number 2?Student 32: soundsTeacher: Number3?Student 33: tastesTeacher: Number 4?Student 34: lookTeacher: Number 5?Student 35: smellsTeacher: Very good! Let’s go on.Choose the right answers. The first one？Student 36: ATeacher: Very good! The second one？Student 37: DTeacher: Very good! The third one？Student 38: CTeacher: Very good! The fourth one?Student 39: ATeacher: Very good! The last one?Student 40: BTeacher: You all did very well. Do you have any questions?Students: No.Teacher: Now work in groups and think what you have learned this class? Students: We learned“look,smell,taste,sound and feel.”Teacher: Yes, and these words must add adj. Understand?Students: Yes.Teacher: Now count your cards. Group 1, …Students: Group 1, five. Group 2, seven…Teacher: Group 2 did best. Congratulations to them! (Clap their hands.)课后提升Teacher: Homework for this class: First you must finish activity 2&6 on P60&61 after class. Then you can do activity 3 if you like after class.OK? Students: OK!Teacher:Class is over! Thank you for listening. Goodbye!Students: Goodbye!。

m7n1课堂实录

【课堂实录】Module 7 AustraliaUnit1 I am looking for the photos that you took in Australia[学习目标]知识与技能：1. To understand the conversation of talking about Australia.2. To learn how to introduce a famous place.3. To learn Instructive Attributive Clauses with that过程与方法：1、以听促说，听后说与说后听相结合，增加语言知识的输入。

2、调动学生的自主学习，体现展示欲望，创设语言输出的平台。

3、教师有效指导，加强小组合作学习。

情感目标：交谈经历时能注意他人的情感，不因别人不能周游世界各地而蔑视，要表现关怀与平等。

[学习重难点]1. To make up the conversation involving the use of restrictiveattributive Clause.2. Attributive Clause with “that”[学习过程]Step 1 Greeting and warming up1).T:Good morning ,boys and girls.S: Good morning, Mrs Lv.T: Sit down ,please.S:Thank you ,Mrs Lv.T:How are you today?S: I’m fine ,thank you . How are you ,Mrs Lv?T:I’m fine , too. Thank you.2) T:What’s the weather like today?S: It’s cool.T:Yes, it’s a nice day. So I want to go for a trip. Last time, I went to Guilin with my good friends. Please look at the photos that I took in Guilin. We had a good time there.3) T:Talk about the pictures which they like.S1:Sydney Opera HouseStep 2Show new words1) T:Good , so you like them. Thank you.But this time, I want to go to Australia. Do you know Australia ?T:Who can tell me something about Australia ?S: Kangaroo. Shark 乌鲁鲁山2) T: Look at these pictures. Australia is very beautiful .It’s in the southern part of the world.It’s the largest English-speaking Country. I'd like to go there, because I want to practice my English. I want to talk to the local people. Besides, there are many animals. Which animals do you know?S: Kangaroo.T:Good, any others?S: Koala bear ,Camel , Snake , Giraffe3).T: Good. Now, look at these, tell us which animals do you know?S: Koala bear ,Camel , Snake , GiraffeT: Good, how about these?S:The Great Barrier ReefT: It’s The Great Barrier Reef.Read after me. What dose it means?S: 大堡礁T:Yes. If you stand here, you can see this animal---Shark. What dose it means ?S: 鲨鱼T: Ok! Read after me.T: How about“Uluru”? Who know?S: 乌鲁鲁山T: It’s a huge rock，it’s in the centre of Australia.And this is Sydney Opera House.It’s like a huge sailing boat with water on three sides. And this one ?Wo!so many students know this .S: CrocodileWhere does it live ?S: It lives in the river.T: It's very dangerous. So you must be careful about it.4) T: Ok! Please read these words. (The Great Barrier Reef , Shark, Uluru, Sydney Opera House, Crocodile)S: The Great Barrier Reef , Shark, Uluru, Sydney Opera House, Crocodile)Step3.listeningT: Listen to the tape, and answer my question: which animals can you hear?S: Kangaroo, Koala bear ,Camel , Snake , GiraffeT: Very good. Form the title, we know that Tony wants to find some photos that his father took in Australia. And his father give him and talk to him. What are they talking about ? please look at the dialogue and fill in the black.(Check the answers after 5 minutes.)Step4. Listen and readingT: Look at the dialogue again, and answer my questions.1. What is Tony looking for ?2. What can Tony’s father see in the photo of the Great Barrier Reef ?3. Why did Tony want to borrow the camera from his father ?S:1.Tony is looking for the photos that his father took in Australia .2.He can see a photo of ashark that he saw on the Great Barrier Reef.3.Because there’s a photo competition that Tony wants to win.T: Perfect. Please look at these sentences. What are the same of these sentences ?S: 都有一个thatT: Yes. 我们把这种用that引导，修饰前面的名词或代词的从句叫定语从句。

M7U1叶雯公开课教案

3.To learn how to tell a story with past continuous..
二：教学过程
教学过程
和内容
教师活动
学生活动
设计说明
导入
Lead the topic- talk:Ask Ss to talk about their favorite fairy tales.
2.Show some pictures of Chinese traditional fairy tales.
3. Watch the video and read after it to correct the pronunciation and intonation.
自学自检：听录音，初步了解对话内容。
互帮互学：对组、小组分析讨论听力内容并合作答复听力问题，了解文章核心大意。
展示点评：分组阅读文章
归纳小结：利用听力问题引导学生抓住对话内容的关键词和句
2. Show the pictures about characters in the movie.
Sentence Structure learning:1. Ss learn the structure with an example.
2. Ask Ss to work in pairs to practice the sentence structure..
·通过听、读、讨论、分析，引导学生用好教材，掌握文章的内பைடு நூலகம்，并使学生掌握语言输出的能力。
教学过程
和内容
教师活动
学生活动
设计说明
变式训练
感
1.Group work: Ss act the story out.

新标准一年级起三年级M7u1教学实录

在生活情境中，回归语言学习的本质教学内容：外研社新标准英语一年级起点第五册 Module 5 unit 1 < Can I have an ice cream?> （为利于其他学科交流，所有课堂用语都翻译为了中文，课堂实际使用全英文教学）一．复习热身。

1．通过歌曲，复习旧知。

师：Let’s enjoy the song!生： Ok . I like the song. 生齐唱歌曲。

2. 出示图片，导入新知。

师：出示图片： watch TV, have an ice cream , have a drink ,have some biscuits, go to the shop.生：看图片，并认读。

师：出示Amy 头像，然后问： Can you guess What can Amy do at home?生：看图，并使用句子：Can Amy ….? 来猜测。

师：出示正确答案，笑脸或者哭脸。

并回答： Yes，she can . No, she can’t.师：Amy ca n’t have an ice cream ,and she can’t go to the shop. Let’s listen to the text, and find out the reason.二，呈现新知，课文学习。

1．听课文，找到答案。

师：播放CD。

生：听一遍课文，找到Amy 的原因：Because she is ill . she can’t go out.师：教新单词：ill. 板书，并和单词： big, ship. 比较，学习字母： I 的发音。

生：练习读，并纠正错音。

2．听读课文，学习新句型。

师：大家听读课文，找找Amy 都是用哪些句子，来问妈妈的。

用线画出来。

生：听读课文，并画出句子。

师：你找到了哪些Amy 提问的句子，总结一下，说一说。

生： Can I have a drink ,please ?Can I have an ice cream , please?Can I watch TV，please？师：大家找到的句子很好，这些句子表达了请求的语气，所以我们在句子的后面要加上一个单词： please。

三年级上册英语教案 M7U1 what`s this？外研社

三年级上册英语教案M7U1 what`s this？外研社3、通过学习，学生乐于向外国小朋友介绍他们不认识的中国物品，乐于向他人介绍场所、人物，敢于指称事物、就事物进行问答。

四、教学重难点重点：能听懂、会说、会运用句型“What’s this? It’s a …”询问并识别物品，并可以组织简短对话。

难点：以任务型教学为主，倡导体验实践，合作交流，以学生为主体，运用游戏教学的教学方法。

五、教学步骤Step1.Warming up1、Greeting.2、Free talk.Do you like English?学习单词English.Step2.Presentation1.Guessing riddles.(猜谜语)①呈现Riddle1： She’s a teacher. She teaches Sam, Amy, Lingling and Daming. Who’s she?学习新单词teacher.②师呈现图片，介绍自己的老师：This is my teacher.然后呈现班级其他教师照片，引导学生用所学This is my teacher,xxx.介绍自己的教师。

③呈现Riddle2： She’s a pupil. She has orange hair(她有桔红色的头发). Who’s she? 学习新单词pupil.然后引导学生用I’m a pupil.来介绍自己。

[设计意图] 在课堂教学中通过游戏的方式向学生传授新的知识，或复习巩固以前所学，都能极大地调动学生的主动性和积极性，启发学生英语思维的能力，开发智力，激发求知欲，从而达到语言教学的目的。

2.呈现学校图片，学习单词school,并会用This is my school.来介绍。

3.呈现教室图片，学习单词classroom,并会用This is my classroom.来介绍。

4.Play a game.What’s missing?将单词快速闪过，让学生快速说出单词。

M7U1开放课教案刘慧

New Standard English Book10Module7 Unit1 My father goes to work at 8 o’clock every morning.Liu HuiNo.2 Yanshan Primary School, Furong District, Changsha I. Teaching contentII. Teaching aims1.Students can listen, read and say the following words well:actor, busy;2.Students can use these sentence patterns freely:My … goes to work at …What does he/she do?He/She’s a (an)…3.Students can express their daily activities.III. Important and difficult points in teaching1. Students can master the key words and sentences well.2. Students can express their or their family members’ daily activities.IV. Teaching aidsCAI, cards, word-slipsV. Teaching time40 minutesVI. Teaching proceduresStep1 Pre-reading1. GreetingsT: Class begins! Good morning, boys and girls.Ss: Good morning, Miss Liu.T: Nice to meet you!Ss: Nice to meet you, too!T: What’s the weather like today？Ss: It’s ...T: Are you happy today?Ss: Yes!T: Sit down，please!2. Listen and chant.3. Review jobs.1）Review the jobs. Such as: policeman, doctor, nurse, teacher, firefighter, bus driver, flute player, taxi driver…2) Learn the new word: actor.4. Learn the sentence patterns.What does he/she do? He’s/She’s a (an)…5. Learn the sentence patterns.He’s / She’s a (an)… He/She goes to work at…Step2 While-reading1.Leading in the text.Show pictures of Daming and Fangfang.(CAI)T: Look, they are Daming anf Fangfang.What do their parents do? When do they go to work?So, let’s learn M7U1.2.Listen and answer.Q1 What does Daming’s father do?Q2 What does Daming’s mother do?Q3 What does Fangfang’s father do?Q4 What does Fangfang’s mother do?2. Listen and fill in the blanks.3. Listen and repeat.Step3 Post-reading1. Retell the text.2. Do a survey.Survey about daily activities.Make a survey3. Homework1）Listen and repeat.2）Survey about daily activities.Blackboard DesignModule7 Unit1My father goes to work at 8 o’clock every morning.What does he / she do?He’s/ She’s a (an)…。