Module4 B5教案
B5M4教案设计
Teaching designTopic:Module4 CarnivalSenior2,NSEB5(高二新标准英语第5册)School: BaYan Senior Middle School(巴彦县高级中学)Name: Luo xinying（罗新颖)Teaching Style: Reading periodThe analysis of the teaching material:This reading period is a typically introductive essay, which tells us about how Carnival is celebrated. It is a good reading material to train the Ss’ reading ability and to broaden their knowledge about western culture. It is designed at the beginning of this module, so it serves as an extensive reading.The design of this lesson:In this period, all the teaching and learning tasks are related to the subject “Carnival”. Firstly, have a brain storm—let the Ss to talk about their favourite festival to arouse the Ss’ interest. Meanwhile, get the Ss to predict what the passage is mainly about. Secondly, it is the main task for the Ss to train their abilities to skip, skim, scan and sum up the passage. Besides, get the Ss to decide and grasp the author’s opinion. Thirdly, train the Ss’s ability to look for det ailed comprehension. Fourthly, let the Ss to complete the sentences with their own words with intention to train their linguistic expressing ability. Fifthly, deal with several linguistic exercises to consolidate what they have learned in this passage. Finally, prepare for a writing task which is a task of extension to train the Ss’ writing ability.( If there is no time, this part can be used as the Ss’ assignment.The analysis for the students’ learning condition:1.Listening what is going on—Though almost all of the Ss will pay attention to what is goingon, there may be a small number of the Ss can listen to English that is being used and soak it up with eagerness and intelligence.2.To think about how to learn--- there may be only some of the Ss who will bring or invent theirown study skills when they come to a lesson. Among the good learners, they think about the best way to deal with English reading and writing.3.The involvement and attitudes when facing new learning tasks--- it is very important that theSs are highly motivated. However, in fact, some students, sometimes maybe a number of them, don’t have enough or high enthusiasm. They usually don’t have powerful reasons for doing so—because they fear failure, while there are truly some good learners who will try their best to devote their energies to the lesson they ‘re listening to.Teaching theories this lesson is based on:In this lesson, some principles mentioned by Jeremy Harmer should be followed: 1. Match the task to the topic.(when dealing with teaching for reading). In this period, all the teaching and learning tasks are related to the subject “Carnival”.2.Exploit reading texts to the full.( Good teachers integrate the reading text into interesting class sequences using the topic for discussion and further tasks, using the language for study and later activation.). So teaching method I followed is task-based method.Teaching Aims and Demands:Target Language: New words and phrases.Ability Objectives:1.Being able to know and guess the meanings of the new words.2.Develop the Ss’ ability to scan, skip, skim, read fast and self study in order to improve the Ss’reading efficiency and capability.Learning Strategies:1.Learn to make note of the new words and phrases and key sentences.2.Learn to sun up the general idea of each paragraph and of the whole passage. And grasp theauthor’s intention.Affection and attitudes:Get the students to know about foreign festivals, especially to know about Carnival.Teaching Important points:1 To master the new words and phrases.2. To understand the passage well.Teaching difficult points:To train the students’ further reading comprehension.Teaching Aids: Multi-media.Teaching procedures:StepI. Pre-reading/Lead-in1.Work in groups. Discuss the following questions and then read the passage.Teacher’s activity:Get the students to think about the questions, then ask some of them to express their opinions.Students’ activities: Students work in pairs. And try to get the questions well prepared in a short while. Then answer them.(To arouse the Ss’ interest for reading as well as training the Ss’ speaking ability)).2.Predict the main contents of the passage.Teacher’s activity: Get the students to guess what may be talked about in the passage. And check whether they’ve gues sed them correctly.Students’ activities: Work in pairs or groups. Look at the title and guess what the main contents might be in the passage. Write down five key words which they think may appear in the passage. Give notes to their partners. And read the passage to see how many of them are really related to the passage.(To train the Ss’ predicting when reading materials.)StepII. While-reading1.Skip and skim the passage to choose the main idea of the passage.Teacher’s activity: The teacher give the students some instruction about how to skip and skim, then ask them to sum up the general idea of the passage.Students’ activities: The Ss try to skim and skip the passage quickly to look for and sum up the main idea.(Design this step in order to train the Ss’ reading ability to sum up the main idea of a passage.) 2.Scan the passage to deal with several questions about reading comprehension by looking forsome particular bits of the text.Teacher’s activity: To prepare for the activities and the reading practice; Give the Ss some guidance about how to scan a passage.Students’ activities: Scan the passage to look for the information about the questions.(To train the Ss’ ability to look for detailed information.)3.To decide the writer’s opinion.Teacher’s activity:Get the Ss to skim the passage again to decide the writer’s opinion. Then check it.Students’ activities: Skim the passage and try to get the view of the author. Then express their ideas.(This step is to train the Ss to decide the writer’s view, which is always used in NMET.) StepIII. After-reading1.DiscussionHave a discussion and try to discuss about western festivals.Teacher’s activity: Organize a discussion to let the Ss discuss several questions:Students’ activities: Work in groups to discuss the questions above. Then try to express their ideas.(The aim to design this step is to get the Ss to form a certain awareness of cooperation and involvement.)plete the sentences according to the text.Teacher’s activity: Ask the Ss to complete the sentences according to the text with their own words. Then check the answers.Students’ activities: Skip the passage and fill in the blanks to complete the sentences.(This step is to train the students’ writing ability. And let them form a certain awareness of th eir integrating skills.)StepIV. Summary and assessmentSummarize this period to get the Ss to know what they’ve learned and what they should master well . Meanwhile perform an assessment for the Ss to check how comfortable they feel after they’ve learned this lesson.The design of the blackboard: Module4 Carnival Main idea:Paragraph1: General expression of Carnival.Paragraph2: The meaning of Carnival and how it was celebrated in history.Paragraph3: Carnival in Venice and the problem it caused when people celebrated it.Paragraph4: The laws about wearing masks.Paragraph5: The revival of the tradition of celebrating Carnival.。
b5m4教案
The Magic of the MaskTeaching aims:•Knowledge and abilities:1.Enable Ss to understand the passage better and know something about carnival.2.Get Ss to master some basic reading skills.•Process and methodsReading, thinking, practicing and discussing.•Emotion and values:Know more about western culture of festival and know better about Chinese culture of festival. Then understand the difference between the two cultures.Teaching important points:How to inspire Ss to discuss the topic about festival.Teaching aidsMulti-mediaTeaching procedures:Step1 lead-inactivity 1 on P31activity3 on P31 look at the below picture and guess which festival is it about? Say how do you feel it? You can use some adjectives to describe it. The special clothes and the mask give you the feelings, the mask has magic.Step2 Fast reading1.Read the whole passage and check the topics it mainly mentions.1.different carnivals2.the origin of carnival3.special food4.carnival in venice5.people’s general impression of carnival2 Read the passage again ,pay attention to the main idea of each paragraph. Then divide the passage into 3parts.Part1 para.1 people’s general impression of carnivalPart2 para2 the origin of carnivalPart3 para3-6Carnival in VeniceStep3 detailed readingRead part11.what is people’s general impression of carnival2.the sounds and sights change from one country to ___________but the ______is the sameeverywhere.Read part21.Where did Carnival began?In Europe.2.What do people do at carnival?3.The right order of Carnival, Christmas and Easter is___________Read part31. Find the time when those happened2.What did the government do when it realized wearing masks had become a problem?3.Why did the government decide to revive Carnival?4.What is the feature of Carnival in Venice compared with American Carnival?5.QuizActivity2,4Step4 Discussion1.Can you say some Chinese traditional festival in English?2.Which one do you like best? Why?3.Have you ever celebrated any western festivals?4.Should we celebrate these foreign festivals?Discuss the 4th question in group!Reference version:As time goes by ,western festivals are popular with Chinese people,especially the young .On one hand , we can know more about other countries' cultures and learn much konwledge through western festivals . At the same time , Western festivals provide more chances for us to get together and relax ourselves.On the other hand , we shouldn't lose our Chinese traditional festivals because they are a mirror reflecting the history of a nation. It is very important for us to understand the meaning and the importance of each traditional festival, they are the spirit of our nation . To sum up, we can enjoy celebrating the foreign festivals in order to join the different culture family, but we should not do that at the cost of fading our traditional characteristic. Step 5 homeworkIntroduce Carnival in Venice orally according to the table.Write a passage introducing a Chinese festival.Your passage should cover the following aspects: origin, meaning, theme, time, activities, and so on.Board plan。
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.
新标准小学英语第四册Module4教学设计
新标准小学英语第四册Module4教学设计Module 4 teaching design of new standard pri mary school English volume 4新标准小学英语第四册Module4教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
unit 1 robots will do everything.task: 1、学习目标语言：one day, robots will do everuthing.2、词汇：robot, everything, one day, housework, learn, our.function: 1、用will 谈论将来可能发生的事情。
2、运用情态动词can 描述能力。
warmer:1、say the chant and do the action. （课件出示）“ walk, walk, i can walk.talk, talk, i can talk.run, run, i can run.jump, jump, i can jump.”设计意图：教师带领学生读chant并做动作，既复习动词及can 的用法，又活跃气氛。
2、read the phrases as quickly as possible. （课件出示）play football row a boat make a cakeplay the flute write a letter wash clothes 设计意图：以“抢答”的方式复习词组，为新授课做好铺垫。
小学英语第四册Module 4教学设计
小学英语第四册Module 4教学设计教学目标1、能听、说、读、写六个天气单词windy、rain 、sunny 、hot 、cold 、snow,并能在日常生活中使用。
2、能听懂、会说句型It will be windy/……inBeijing/……，并能用英语作简单的天气预报。
3、通过活动掌握Will it be windy in Beijing?Y es, it will ./No, it won’t.问答方式。
4、培养学生的注意力，观察能力等综合能力，鼓励学生积极思维，挖掘学生运用语言的创造能力。
教学重点1、听、说、认读六个天气单词：windy rain sunny hot cold snow。
2、灵活运用句型It will be windy/……in Beijing/……。
3、激发学生的学习兴趣和积极思维，促其快乐体验、成功实践。
教具准备1、教材配套的课件。
2、单词卡片。
3、天气符号卡片。
教学过程Step 1 Warm up/Revision1、引导学生说出机器人的五种功能，复习用will描述将来可能发生的事情。
2、出示单词卡片，复习表示天气的词语：sunny windy rain snow hot cold.3、出示天气符号上卡片，让学生说对应的单词。
Step 2 Presentation1、教师通过谈论机器人引入主题:”Yes,robots will do everything. Theywill do the housework. They will help children learn. One day, they will broadcast the weather, too! Do you know how to broadcast the weather ? Let’s take a look. How will the robots do it?” 播放录音，请学生边听边看书，注意观察机器人是怎样讲述各个城市未来的天气状况的。
高中英语 Module4备课参考教案(1)外研版必修5-外研版高二必修5英语教案
英语必修5外研版Module4备课参考教案〔1〕Module 4 Carnival------Previewing(教师用书独具)●课标技能要求初步掌握本课文中的词汇，浅层次理解课文，了解相关的背景知识。
●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课对课文的全面理解起到一个铺垫作用。
●教学地位本模块题材内容为“狂欢节〞，并引入与此有关的词汇，如中外节日的名称。
通过了解上述内容，要求学生掌握有关的词汇，培养有关的语言技能。
比较中外节日的差异，并从中分析、了解东西方文化的特点，增强跨文化交际的意识。
(教师用书独具)●新课导入建议T：Do you know anything about Thanksgiving Day? Where is it celebrated? When? And why? (如果有学生能回答，就让学生回答。
如果学生回答不了，教师就给出答案。
这个过程其实是学生的学习过程。
)T: Can you name some more western festivals? (鼓励提供更多的西方节日的名称并根据准备好的录像作简单的介绍。
如Christmas, Holi, Halloween, etc.)T: Who can name any Chinese festivals? (把全班分成两大组，开展比赛。
看哪个组能说出更多的中国节日名称，在黑板上写下节日名称，并记录学生得分。
) T：We have learned many festivals both Chinese and the Western.Can you guess what this festival is: People wear masks and special clothes.They dress up for this festival.Ss：Carnival.T: Yes.Today we will learn another festival—Carnival.It originates from Europe，and during these days, people often love wearing special clothes and masks for it.Read the passage and match the main idea with every paragraph.…●教学流程设计导入新课。
b5 unit 4 grammar 教案
教研组英语组备课组高二时间2017.8 主备人：朱青备课内容Unit 4 Making the newsLearning about language: Grammar-----Inversions授课时间2017.9 授课时数1课时学情分析语法部分要求学生掌握倒装结构（部分倒装及全部倒装）本单元（节、章）课标要求及教学目标分解Teaching goals：1.Enable the students to use inverted sentences correctly2.Help the students learn how to use Inversions correctly教学内容分析（重点、难点、关键点等）Teaching important and difficult points :1.Help the students learn what Inversion is and how to use Inversions correctly2.How to help the students to apply the Inversions correctly in context教学方法Task- based teaching method, cooperation课堂教学活动设计第一课时授课时间：一次备课二次备课课堂教学设计Step ⅠPresentation1.Ask the Ss to find out the sentences of Inversion inthe Reading. First explain what an inversion is.“In normal word order in a sentence the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion.2.Ask the Ss to say the sentences, and then show theanswers on the screen.Never will Zhou Yang forget his first assignment at China daily.Only when you have seen what he or she does, canyou cover a story by yourself.Only if you ask many different questions will you acquire the information you need to knowStep ⅡExplanation一、全部倒装1.用于there be 句型．There are many students in the classroom2. 用于“here (there, now, then) + 不及物动词+主语的句型中，或以out, in, up, down, away等副词开头的句子里面，表示强调．●Here comes the bus.●There goes the bell.●Now comes our turn.●Out went the children.代词作主语时，主谓语序不变．Here it is. In he comes.3. 当句首状语是表示地点的介词词组时，常全部倒装．South of the city lies a big steel factory.From the valley came a frightening sound.Under the tree stands a little boy.4. 表语置于句首时，倒装结构采用“表语＋连系动词＋主语”的结构1) 形容词＋连系动词＋主语Present at the meeting were Professor White, ProfessorSmith and many other guests.2) 过去分词＋连系动词＋主语Gone are the days when they could do what they liked .1)介词＋连系动词＋主语Among the goods are Christmas trees, flowers,candles and toys.5. 为了保持句子结构平衡，或为了强调表语或状语，或为了使上下文结构紧凑．They arrived at a farmhouse, in front of which sat a boy. Inside the pyramids are the burial rooms for the kings and queens and long passages to these rooms.二、部分倒装1.用于疑问句．Do you speak English?2. 用于省略if 的虚拟条件句Had you reviewed your lessons, you might have passed the examination.3. 用于“形容词（或名词、动词）＋as (though)”引导的让步状语从句．Pretty as she is, she in not clever.Try as he would, he might fail again.Money as they had, they don’t know how to spend it. 4. 用no sooner than, hardly when 和not until句型中No sooner had she gone out than the class began.Not until the teacher came did he finish his homework.5. 用于never, hardly, seldom, scarcely, little, atno time, not only 等否定词开头的句子里．Never shall I do this again.At no time can you say “ no” to the order.Little do I dream I would see you here.6. 用于only 开头的句子（only位于句首，修饰副词、介词短语或状语从句）Only in this way can you lean English well.Only when he told me did I realize what trouble he was in.7. 用于so, nor, neither 开头的句子，表示重复的内容．此句谓语应与前句谓语的时态形式一致．He has been to Beijing. So have I.Jack can not answer the question. Neither can I.8. 在so / such that 的结构中，若so 置于句首，则句子部分倒装So difficult a problem is it that I can’t work it out. Such a noble person is he that people all respect him.如果直接引语后注明引语是什么人所说的，主语是名词时，用倒装结构．主语是代词时，一般不用倒装结构．“Let’ go,” said the man / he said.9.用于某些祝愿的句子．May you succeed!Step Ⅲ Consolidating and Applying the rule Exercise to be shown on the PPT and one student at a time to do the exercise orally.Step Ⅳ Summary and Assignment1.Make a summary of today’s task.2.Ask Ss to write a short passage, and try to use as many as inversions in the passage.板书提纲Unit 4 Making the newsGrammar课后反思签阅备课组长教研组长教务主任。
Module4(教案)英语五年级下册
Module 4Unit 1Let’s make a home library.【知识目标】1. 掌握单词：library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,librarycard,ask,wrong, dear2. 掌握句型：Let’s make a home library. These are all books about science. 【能力目标】学生能运用所学语言提出建议，说明能做的事情。
【情感目标】1. 学生能积极运用所学英语进行表达和交流，并对一般的建议作出适当的反应。
2. 通过小组竞赛活动，培养学生的团结协作精神和竞争意识。
【学情分析】五年级学生，学生的年龄大多为1012岁，紧紧抓住学生的年龄特点，因势利导，循循善诱，使其在营造的浓厚的英语环境中大胆地学习和使用英语，以提高综合运用英语的能力。
【教学重难点】重点：单词：library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,library card,ask,wrong, dear句型：Let’s make a home library. These are all books about science.难点：复习并学习新的提建议句型。
【课前准备】1.单词卡片/时间展示图；2.教学光盘或其他录音机设备；3.教学课件。
【教学过程】Step 1： Warmup1. Sing a song.2. Play a guessing game.Step 2： Presentation教师展示自己为班级图书角捐赠或募集的图书，并请学生们继续为班级图书角募集图书。
教师对学生说：“这节课我们要先在小组范围内为图书角选拔管理员候选人。
我们先来学习课文，看Amy和Lingling是如何担当图书管理员的吧。
”Step 3：Learn the new text1.教师播放课文录音，请学生边听边理解课文大意。
外研版B5 Module4学案
B5 M4 CarnivalIntroduction and ReadingⅠ. Learning Aims1) Students can understand and make use of the new words and phrases.2) Develop reading ability.3) Know more about the festivals in China and in the western countries.Ⅱ. Learning Importance1). Students should make sense of the new words, phrases and the whole passage.2). Students should improve their reading ability.Ⅲ. Learning DifficultiesAfter reading, students can make full use of the words and expressions.Ⅳ. Learning Methods Communicative, interactive, task-based1)Individual or pair work and group learning to get Ss to participate in class.2)Fast-reading to make Ss get the main idea of the passage.Ⅴ. Learning ProceduresStage 1 Leading inLearn about some festivals in China and in the western countries.Stage 2 Pre-reading (Individual Work)Words and Expressions（write down the meaning of underlined words）On that day, the streets are full of people who have dressed up. They wear different kinds of costumes, pretending to be someone else. All the people are in a state of excitement. The most interesting thing is the magical mask, which may be elegant or frightening, sad or amusing, traditional or modern. Wandering through the streets, you will feel its mystery.Stage3 while-readingStep1 Skimming Read the passage and check the topics it mentions.(Individual Work)1 Different carnivals2 The origins of carnival3 Special food4 Carnival in VeniceStep2 Scanning Read again and choose the best answes. (Individual and Group Work)1. Carnival originates from . .A. South AmericaB. North AmericaC.EuropeD.Britain2. It is celebrated . .A. before ChristmasB. after EasterC.between Christmas and EasterD.the whole winter3.Which one is TRUE about the carnival in Venice?A.It is the most famous carnival in Europe.B.It lasts for one day.C.It lasts for one week.D.People can eat and drink but they can not wear their masks.4.Why were masks banned in Venice?A.Because masks were not welcomed by the ordinary people.B.Because masks were not welcomed by the rich and famous people.C.Because people who wore masks usually carried firearms.D.Because it might cause many crimes which were hard to punish.5.What is the key to the carnival in Venice?A.Music and movement.B.Music and dance.C.It can attract many foreigners.D.The mystery of the mask. Stage 5 post-readingStep1 Fill in the blanks correctly.Think of carnival, and you think of crowds, costumes, and 1.__________ (confuse). Carnival originates in Europe. People saw it as a last chance to eat, drink and dress 2.____. At the beginning, the carnival in Venice lasted for one day and later the period 3.____________(extend). It began just after Christmas. People liked it, consisting in that they could walk round the streets wearing masks, doing 4._______ they wanted without 5._____________(recognise). Ordinary people could pretend 6.______(be)rich. Wearing masks became a problem so at the end of the 18th century masks were banned 7. (complete)and carnival came to8.____ end. However, in the late 1970s the tradition was revived by students. Today, carnival in Venice is celebrated for five days in February. If the key to Rio is music and movement, then in Venice it is the mystery of masks.9.________(wander)through the streets, you can see 10.____________(thousand)of masks.Step 2 watch a short video and say your opinion.Stage 6 summary and homework1)Read the passage again and underline the important points.2)Finish the exercise in your exercise book.。
Module4--Module5辅导教案
在实践活动方面，我发现学生参与度很高，尤其是分组讨论和角色扮演活动。这些活动不仅锻炼了学生的口语表达能力，还增强了他们的合作意识。不过，我也观察到有些学生在小组讨论中不够积极，可能是由于对自己的英语能力不够自信。为此，我计划在未来的课堂中，更多地鼓励这些学生，提供更多的支持和指导。
1.讨论主题：学生将围绕“动物和节日习俗在实际生活中的意义”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
Module 4--Module5辅导教案
一、教学内容
Module 4--Module 5辅导教案
《英语》学科，五年级
1. Module 4：Animals and their habitats
-单元词汇：狮子、长颈鹿、斑马、河马、大象、栖息地、草原、森林、沙漠等；
-语法重点：一般现在时态的运用；
-功能句型：What do you like? I like...
3.文化意识：增强学生对我国及世界其他国家节日的了解，培养跨文化交际意识，提高国际视野；
-认识：了解不同节日的起源、习俗和文化内涵；
-尊重：尊重并欣赏不同文化背景下的节日庆典。
4.学习能力：培养学生自主学习、合作探究的能力，形成有效的学习策略；
Module4(教案)外研版(一起)英语四年级上册
课时教学设计2.读中环节。
1）了解绘本大意。
观看爱迪生的绘本视频，了解爱迪生的发明故事，完成选择。
He is a _______.A writer B. inventor2）细节阅读。
学生仔细阅读绘本，思考问题“What did Edison invent?” Read and circle. What did Edison invent?A. B. C. D.教师通过图片和电灯电池工作原理的视频，教授新单词electric light 和battery.3) 细节阅读。
Read and match.设计意图：通过泛读精读的方式进行故事环游，让学Electric lightbring safe electricity(电） to people.Movie Batteryshow the picture quickly one after another.can run cars and other machines.Task 2.学完了本文，谈一谈你对爱迪生的认识设计意图：本阶段学习活动引导学生在归纳和整理核运用语言理解全文意义。
实践逐级过渡，对绘本内容的理解更深入。
Task 1:Look and say.看图说话。
尝试思考积极回小组活动：选择自己最喜欢的科学家，向组员介绍，用句型：My favorite scientist/inventor is….She/Hefound… She/H e was….Task 2.Make a poster.做一张科学家或发明家的英文海报，把他（她）的故事讲给外国的小朋友听。
设计意图：本阶段学习活动帮助学生在迁移的语境2.搜集更多发明创造和发明家的故事，讲给你的家人听。
Amazing EdisonMy favorite scientist/inventor is….She/He invented/found…。
新标准小学英语第四册Module4教学设计
新标准小学英语第四册Module4教学设计dule 4 RobUnit 1 Robots will do everything.Task: 1、学习目标语言：One day, robots will do everuthing.2、词汇：robot, everything, one day, housework, learn, our.Function: 1、用will 谈论将来可能发生的事情。
2、运用情态动词can 描述能力。
Warmer:1、Saant and do the action. （课件出示）“ Walk, walk, I can walk.Talk, talk, I can talk.Run, run, I can ruump, jump, I can jump.”设计意图：教师带领学生读chant并做动作，既复习动词及can 的用法，又活跃气氛。
2、Readases as quickly as possible. (课件出示) play football row a boat make a calay the flute write a letter wash cl设计意图：以“抢答”的方式复习词组，为新授课做好铺垫。
Lead in:3、T：Who can row a boat? Hands up. Good! Who can wash clothes？Well done! As you knowwe have to domany things. Who can help us? Can robots help us? (出示Robot 图片) Today, we’ll talk aboub设计意图：通过话题讨论，自然过渡到本节课的主题 Rob、（课件出示5副图片）Picture 1 Robots will make a caPicture 2 Robots will help children learn. (教授单词learn)Picture 1 Robots will sing.Picture 1 Robots will write a lPicture 1 Robots will take pictuT: Robots are very useful. One dawill do everything. Do you like robots? Our frined--- Daming has got a robot. Let’s have a l设计意图：通过谈论图片，介绍机器人的功能，巩固will的用法，激发学生的好奇心。
五年级英语下册 5B Module4教案 外研版
Module 4 LibraryUnit 1 Where are the books about computers, please?教学目标：知识目标：1、能熟练运用Where are the…about…please?的句型，并能表演对话。
2、听、说、读、写本课的单词library find CD-ROM bring use card easy情感目标：1、让每个学生都能积极互动参与课堂教学活动，增强他们学习英语的信心，从而更加热爱英语。
2、通过小组竞赛活动，培养学生的团结协作精神和竞争意识。
能力目标：1、让学生能用英语查找资料2、以任务活动发展学生的语言交际能力和创新能力。
教学重点、难点：“四会”单词和会话表演教具准备：单词卡片、挂图、录音机、粘贴教学过程：Step1 Warming up1 、Sing a song２、Play a guessing gameStep2 PresentationT: I need a book about English food. What can I do?Ss: You can buy the book.T: I can have it in the library.学生可能不知道library这个词，这时教师板书该单词，领读单词，请学生跟读。
T: Amy和Lingling 昨天也去了图书馆，我们一起来听听她们为什么借书，是怎样借的。
Step3 Teach new lesson1、教师将本课的挂图贴在黑板上，播放课文录音，请学生边听边理解课文大意。
2、教师再次播放录音，请学生边听边用笔勾画出课文中的生词、短语以及不熟悉的句子，并根据上下文和图片猜生词的意思。
3、教师将生词写在黑板上，为同学示范发音，并逐个讲解。
4、教师播放录音，请学生跟读、模仿语音语调Step4 Practice1、让学生四人一组，分别扮演Amy, Lingling, librarian, 和Ms Smart，进行对话表演。
新标准小学英语第四册Module4的教学设计
新标准小学英语第四册Module4的教学设计新标准小学英语第四册Module4的教学设计Mdule 4 RbtsUnit 2 Will it be wind in Beiing?Tas: It will be wind in Beiing.Will it be wind in Beiing?es, it will. / N, it wn’t.Functin: 谈论将来的天气状况Warer:1、Act ut Mdule 4 unit 1.设计意图：巩固上节课所学知识。
2、（出示单词卡片）教师带领学生复习天气状况的单词：sunn, wind, clud, rain, snw, ht, cld, war.设计意图：这节课谈论的主题是天气，相关单词是关键。
Lead in:3、T: D u nw rbts? The will d the husewr. The will help children learn. One da, rbts w ill bardcast the weather. Let’s have a l.设计意图：继续上节课谈论机器人的'功能，引出新课。
Text stud:3、Listen t the tape and pint t the cit.设计意图：播放录音，让学生边听边指到对应城市。
4、（出示一副中国地图）操练句型A: Will it be …?B: es, it will. / N, it wn’t.设计意图：创设真实语境，操练句型。
教师与学生示范操练后，可同桌或小组内互相提问。
4、Gae: bardcast the weather.设计意图：出示图表，请同学尝试播报城市天气。
表现优秀的同学可为小组加分。
5、Listen and sa the chant.设计意图：chant 可作为欣赏处理。
可让学生找出押韵的单词：wind/clud, nw/ snw, ht/ nt.Hewr:1、Listen t the tape and read the text.2、《配套练习册》p143、4、5题。
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Module4 My possessionsUnit1 It’s mine教学设计一、教材分析本课是《新标准英语》小学英语三年级起点第5册第4模块 Possessions的Unit 1 It’s mine。
本课通过一些图片，对话让学生掌握和理解本课的重要句型和单词，让学生知道如何表达自己所有的物品。
二、教学内容：单词mine; yours; his; hers; argue; matter; wear; line; clean;句型：It’s mine/yours/hers/his.It isn’t mine/yours/hers/his.三、教学对象：小学五年级学生四、教学目标：（1）语言知识目标：A、掌握单词mine/yours/hers/his。
B、掌握句型It’s mine/yours/hers/his 。
It isn’t mine/yours/hers/his（2）语言技能目标：使学生在语境、合作、交流中体会、理解mine/yours/hers/his的意思，并能用It’s mine/yours/hers/his表明物品的所属关系。
五、情感目标：1)能够运用所学英语句子It’s mine /yours/hers/his 表明物品所属关系。
2)在和谐的氛围中，让学生轻松愉快地学习英语，并形成良好的英语语感。
3)教育学生遇事要弄清楚原因，不要鲁莽地与他人争吵。
六、学习策略目标：通过有趣的活动让孩子在轻松的学习英语，培养学生的合作能力。
七、教学重点：能清晰准确地发出本课所教单词的音。
八、教学难点：理解运用名词性物主代词mine; yours; his; hers；Ling ling’s。
九、教学准备：教学图片、录音机十、板书设计：It’s my pen, it’s mine.It’s your book, it’s yours.It’s his ruler, it’s his.It’s her pencil, it’s hers.十一、教学过程：（一）热身T：Hello! Boys and girls! Good morning! First, let’s play the―Simon says‖game. If you’re wrong, you’ll stand here and replace m e. Clear?T：Now, let’s begin, Simon says touch your ear.Simon says point to your head.Nod you head.Simon says touch your partner’s shoulder.Point to her desk.Simon says pick up you pen and say it’s my pen.…T：OK! You’re wonderful!（通过游戏活跃课堂气氛并复习形容词性物主代词，为学习名词性物主代词作铺垫。
）(二)呈现mine, yours, his, hers. It’s mine/yours/hers/his. It isn’t mine/yours/hers/hisT：Where is my coat? I feel a little cold.（教师事先放一件外套在教室某个角落）S：Oh, It’s your coat. Here you are!T：Thank you! Oh, It’s my coat! It’s mine. Now, boys and girls, please touch your coat andsay―It’s my coat, it’s mine. ‖ Read one more time.T：It’s my coat, it’s mine.(板书)T：Who can use ―book‖make a sentence like this. Who can try?S1：It’s my book, it’s mine.T：Clever boy! Any more?S2：It’s my book, it’s mine.T：How clever you are!老师走到讲台下，随意拿起一位同学的铅笔。
T：Is it your pen ?S：Yes ,it’s my pen.T：It’s your pen, it’s yours.（示意其他同学指着这位同学说：―It’s your pen, it’s yours.‖重复几次。
用类似方法呈现hers\ his）( 创设情境，在真实情境中导入单词，让学生理解和明白单词的含义。
)（三）操练T：拿出服装图片(图片正面为服装，背后写有Tam’s 或Amy’s )和两个人物头像。
Now, let’s introduce two friends for you, Tom and Amy . There are some clothes on my hands, let’s guess which one is Amy’s and which one is T om’s.T：出示T-shirt , 示范学生读.This T-shirt is ＿＿’s.T：展示卡片的背面，针对学生的答案No, it is n’t Amy’s, it’s Tom’s. It’s his.Yes, it’s Amy’s, it’s hers.用sweater, trousers, skirt, dress 继续操练―It’s hers/ his‖― It isn’t hers/ his‖句型(四)巩固（师从学生那儿借来一些书、笔、文具盒）T：（拿起一支铅笔）Is this Xiaoming’s pencil?指导示范学生用Yes, it’s his./No, it isn’t his. It’s Xiaofang’s.回答，重复两次，让学生跟读。
T：（拿起一本书）Is this Lingling’s book?S：Yes, it’s hers./ No, it isn’t hers. It’s A’s. (老师可以跟学生一起回答，以提醒学生，发现学生错误及时纠正)T：师拿起自己的一支钢笔，走下讲台，向某个学生问道：―XX，Is this you pen?‖S：No, it isn’t mine.T：Yes, it isn’t yours, it’s mine.（示意学生跟读）老师让一个学生上台充当小老师，继续用桌上的文具问学生，在实际操作中培养学生的语感，并检查学生对所学知识的掌握情况。
（五）、课文教学（1）教单词wear, line, clean, matter, argue.(老师拿出教学挂图)Look at the picture 1,what’s the matter?（板书单词：matter）T：（指着正好请病假同学的座位）What’s the matter with XX?S：他生病请假了。
T：Oh, he is ill. what’s the matter with XX? He is ill. what’s the matter with XX? He is ill.(生跟读)T：Now, look at the picture, what’s the matter with Sam and Amy?S：They are 吵架。
T：Yes, they are arguing.（板书：arguing argue并让学生用argue造句）e.g：Don’t argue with your mother.T：They are arguing for a T-shirt. Both Sam and Amy want to wear the T-shirt. （板书：wear）（师指着自己的衣服）Today, I wear a red coat. What about you?S：I wear a …… （通过举例让学生明白wear的意思）T：The T-shirt isn’t Sam’s and Amy’s, it’s ＿＿.S：It’s Lingling’s.T：How clever you are. But where is Sam’s and Amy’s T-shirt?(出示教学挂图2)S：They are on the 绳子。
T：They are on the line. (板书line ) line ，line ，louder, please.Sam’s and Amy’s clean T-shirt on the line.( 板书：clean.)Clean, clean, the clean coats on the line.（2）放录音或读对话。
学生看书听录音。
放录音时教师要举起书指着图上说相应话语的人物。
再放录音，要求学生们指着相应的说话的人物。
（3）朗读课文1、老师读出前两幅图的对话，要求学生跟读。
2、教师和全体学生分角色朗读Sam, Amy, mother，Lingling的说话内容。
3、全班分为四大组，朗读对话，比一比哪组读得比较好。
4、请学生四人一组，朗读练习。
5、请几组学生表演课文内容。
T：That’s all for today. The class is over.十二、课后作业：1、听课文录音，熟读课文内容。
2、抄写单词mine; yours; his; hers，并用这些单词和今天所学的句型It’s mine/yours/hers/his/A’s 写一段关于家里物品所属关系的话。
Unit2 This bag is hers教学设计一、教材分析：本单元是对上一单元的补充和复习，在学生已有的认知结构基础上进行扩充，This bag is hers，Whose … is this? Is it yours/Ling ling’s？增强学生的英语语感，提高英语水平，扩充英语知识面。
二、教学内容：单词whose句型This …is hers.Whose … is this? Is it yours/Ling ling’s？三、教学对象：小学五年级四、教学目标：（1）语言知识目标a、新单词 whoseb、巩固句型It’s mine/ hers /yours/ his（2）语言技能目标：学生深入理解It’s mine/ hers /yours/ his来区分自己与他人的物品。
五、情感目标：1)能够运用所学句子It’s mine/ hers /yours/ his进行简单的扩展性交流。
2)明白自然界的一切不属于任何个人，它是我们共同的财产，我们应与他人一起享受这一切。