M5U1第一课时

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外研版九年级上册M5u1,导学案第1课时

科目英语课型听说课年级九年级上册时间主备吕海珍同伴授课教师课题Module5 Museums Unit1 Don‟t cross that rope!第一课时学习目标：To be able to understand the conversation about visiting a museum.To learn to use imperative sentences to give structions.学习重点: 理解对话，学习相关单词，句型。

学习难点: 能够使用祈使句禁止某行为。

学习过程备注一【自主学习】你知道cross, across和though的区别吗？1. Don’t ________that bridge!2. He just went _______the street.3. The river runs _________our city.I. Don’t cross that rope.是表达“_____”的结构,它的主要构成形式有1)_______________2)______________3)___________II.讨论: Jim 怎么了？有哪几种说法？1.____________________with Jim?2._____________________ Jim?3._____________________ with Jim?4.______________________to Jim?短语连线1. no shouting A. 去楼下2. no good B. 遇上麻烦; 处于困境3. against the rule C. 违反规定4. in trouble D. 不合适的; 不方便的5. go downstairs E. 不准喧哗III. Match the signs with the rules.(Activity1)【合作探究】1. Listening.(Act.2)(1)What is Lingling going to do on Saturday?A. go to the zooB. visit the museumC. go to the cinema(2)Where did Lingling get the guide?She＿＿＿it＿＿＿the Internet.2.Listen and number the sentences.(Act.3)( ) No entry( ) No photos( ) No shouting( ) No wonder the place is empty.( ) Don‟t cross that rope.3.Read again and answer(Act. 3)(1) Who cross that rope?A. BettyB. LinglingC. Daming(2) Whose mobile phone is missing?A. Lingling‟sB. Betty‟sC. Daming‟s(3) How many people are mentioned in the text?A.4B.5C.34.Write down what you cannot do in the museum (Activity 4)① No__________ ②No___________ ③_____________④____________⑤______________⑥______________⑦__________ __5.Listen and read.【点拨引导】（略）【知识运用】(考点突破)用所给单词的适当形式填空1.No＿＿＿(smoke)!We need fresh air.2.＿＿＿(not make) any noise in the library! People are reading quietly.3.No＿＿＿（shout）! Your father is sleeping in the room.【检测反馈】1. You should pay __________ (注意) to the notice. It‟s very important.2.There are many _______ (警卫) standing beside the gate of this building.3. Do as you…re told, or you‟ll be in _________(困难,麻烦) .4.Dangerous driving should be __________(惩罚).5.There will be a wonderful art ___________(exhibit)this weekend.6. Bill put the sign “No _______(enter)”on the back door just now.7.Jack‟s eraser was __________(miss), and he has looked for it for a long time.8. Don‟t ________(across)the river if you can‟t swim.9. Let‟s _______(go)to see a film together.课后反思：安全提醒：Please obey the traffic rules when you go to school and go home. Don‟t play with each other on the street.。

2023外研社小学英语课件(一起点)M5U1第一课时

Name
went
saw
ate
Amy
Sam
Daming
bought
Thank you!
go, go, went see, see, saw
eat, eat, ate buy, buy, bought
take, take, took have, have, had
Watch and fill the blanks
Where: __the Great Wall_____ It took us fifty minutes to the top. What saw: _lo_t_s_o_f_m_o_u_n_t_ai_n_s_a_n_d_b_e_au_t_if_u_l_p_la_n_ts . What ate: __c_an_d_i_e_s __ What bought:__a_p_r_e_se_n_t_
It took me....
Watch and fill the blanks
Where: __the Great Wall_____ It took us fifty minutes to the top. What saw: ___________________________ What ate: _________ What bought:_________
M5U1 We went to the Great Wall.
Let's sing a song!
What did you do last weekend?
-What did she/ he do? -She/ He +V(过去式)...
My weekend
I had a trip.
I went to Qingdao .

小学英语新外研版(一起)四年级上册新标版M5U1《 We went to the Great Wall.》教案第一课时

小学英语新外研版（一起）四年级上册Module 5 Unit1《We went to the Great Wall.》教案第一课时教学目标：1、知识目标：重点学习不规则动词的一般过去时，I/ He/ She/ We/ They saw/ate/had/bought…能够听说读写的单词和短语：go(went) see(saw) eat(ate) have(had) the Great Wall能够听说读写的语句：We went to the Great Wall.We ate …We had a good time.2、能力目标:能运用一般过去时对参观旅游的经历进行表达，掌握不规则动词的一般过去时。

3、情感态度目标：热爱祖国大好河山的感情，能与他人分享乐趣成高兴的事情，对他人赠送的东西做出简单的感谢。

教学重难点：能听够听说读写语句I/ He/ She/ We/ They saw/ate/had/bought…教学准备：word cards、CD-rom activity book.教学方法：教学过程:Step 1 warm-up1、Review word (show word cards)invented watched learnt saw finished phoned cooked went helped2、T do the action,Ss say the wordT:做“看”动作S：说出相应的单词过去式Step 2 Presentation and pratice1、(show pictures of the Great Wall)T:Where is it?T:I went to the Great Wall.出示词条went认读went出示词条went----goT:Did you go to the Great Wall?T help Ss say: I went to …教师指着回答的学生说: She \He went to …然后引导所有回答的学生说We went to …Did you go to the 五.四square?I went to …引导学生将I went to …转换成We went to …2、I went to the Great Wall .And I climbed to the Great Wall. 出示词条climbed, ed用不同颜色加深climbed---climbDid you climb to the Great Wall?T help Ss say ：I climbed……3、Good Boys and girls. Look at the mountain. It’s high.出示词条mountainI like mountains . I climbed the mountain.4、Yesterday it was a school trip.认读trip5、课文教学：Do you want to know where did they go ?Let’s watch TV.(1)Where did they go ? Were they happy?(2) Ss answer the questions.T：Yes. They had a good time.认读had---have(3) Listen again find went\ saw\ ate\ had\ bought（4）This is a picture of the Great Wall. What did they buy?Daming and Sam bought it for dad.What present did you buy?I bought…转述他人He/ She bought…(5) What did they see ?What did they eat?(pratise in pairs)认读see-saw, eat-ate 在ate的教学中引出eat tea，引导学生发现异同，进行语音渗透。

M5U1说课 (1)

2，对话：步骤 a. talk about healthy food and then put the words into the right place 意图：学生能够掌握区分食品的方法，并且通过word map 的方式，给食品分类。并且能够分辨出健康与非健康食物 b．go shopping for me 意图：让学生为我挑选健康合理的饮食，增进学生间的合作意识，并在此过程中，再次熟悉关于食物的单词，以及掌握句型Have you got any…? Yes, I have. No, I haven’t.和 some与any 在不同句子中的用法
德育目标：
情感目标：通过介绍自己了解的健康饮食，掌握更多的健康饮食
相关知识。并能够根据所学的知识，为自己确立合理的饮食习惯，并通过小组讨论、交换信息等活动，与同学分享。在互动中了解中国的饮食文化，加深对祖国千百年文化历史的了解与热爱
文化意识目标：知道中西方的简单饮食文化区别，了解中西方的
用餐习惯。
（一）分析教材
教材的地位及分析
这一课是NEC第五模块第一单元，本单元的核心教学项目是“健康食品”。本模块以食品为话题，在让学生学会各种食品的英文表达的同时学会健康饮食。本单元是这个模块的第一课，重点学习表示食物的十个单词和询问饮食方面问题的句型，为以后进一步的学习打下基础。
确定教学目标的依据
教法概要：
1，直观教学法：用实物和幻灯片给学生最直观的食物的印象，熟悉食品相关的单词。
依据：充分利用直观教具和电化教学手段创设情景，利用图片、投影仪、录音机等辅助设备，培养学生直接用英语理解、表达和思维的能力。
教法概要：
2，情景教学法：给学生设计情景，让他们用自己身边的物品进行交流，熟悉句型Have you got…。依据：采用情境教学法既可激发学习兴趣，又可养成学生学习英语的主动性和自觉性，使英语学习由兴趣而内化个人学习需要成为可能。

七年级上册英语上课课件：M5U1

3:30 It is half past three.
11:41 9:40
It's twenty to ten. It's nineteen to twelve.
9:51
It's nine to ten.
Expression of the time (.时间的表达法)
一、整点：
整点钟＋o’clock 例如： ten o’clock
3) 时间已过30分：( 60−分钟) ＋ to ＋ (点钟 +1) 例如：8:50=(60 −50)+to+(8+1)=ten to nine
Match the pictures with the words from the box.
art Chinese English geography history IT maths PE
二、含有小时和分钟：
1.顺读法：先读小时数,后读分钟数例如：eight ten（8：10）八点十分
2.逆读法： 1)时间未过30分：分钟＋past＋点钟例如：9:10 读成 ten past nine
2) 时间刚好是30分钟： half past ＋点钟例如：9:30 读成 half past nine
(1:00)
(9:20) (3:40)
(4:10)
Let’s listen.
Listen and check the true sentences.
(1) Lessons begin at eight. (2) They have four lessons in the morning. (3) Maths is difficult for BTeotntyy. (4) They have art on Monday. (5) History is interesting for Betty. (6) Tony’s favourite lesson is aCrth.inese

外研版八年级英语上册 M5U1-1课时备课卡

基于课程标准的“教学评一体化”设计课时备课卡5. 学生能够使用不定式做宾语的动词表述计划、希望与建议。

评价任务评价标准1.听后选择, 听后回答，听后填词并角色扮演（指向目标2）在有生词的情况下，不影响听力、阅读任务的完成；准确地选出，流利地说出2..听后选择，听后判断，听后选词（指向目标3）准确选出3.问题链、追问，学生结合课文内容回答问题（指向目标1、3，5）从文本中找出正确语句并说出；较为流畅地表达自己的想法4.在听、读中理解语块，分辨词块在具体语境下的含义（指向目标1，3，4）准确地选出5.借助表格，填空并简单复述对话内容（1，3，4）较为准确、流畅地说出教学过程教学环节教学活动评价要点Step1 PresentationStep 2 Listening (SB A.2) 1.T: What would you like to do this weekend? (Show somepictures)S: I would like to... this weekend.2.T: Would you like to see a film?...see a film listen to musicdrink tea go to a concertS: Yes, I’ d like to. I’d like to ...this weekend.Pair- workS1：... S2:....T: Now Betty,Lingling are talking. Do you want to knowwhat’s happening. Let’s listen!1.Listen and choose the correct answer:●Betty often sees / wants to see the traditional BeijingOpera.●Betty knows/doesn’t know Lao She Teahouse.●Lingling says that the opera is easy/ difficult to学生能说出与图片信息相关的短语；借助已学句型，学生能准确并较为流畅地说出与计划相关的对话。

三年级上册Module5三上M5U1CanIhaveanicecream教案

新标准英语（一年级起点）三年级上册Module5 Unit1 Can I have an ice cream?（第一课时）教学设计【教学对象】三年级（14班），班级人数（22人），年龄（8-9岁）【教学时间】一课时（40分钟）【内容分析】本课是新标准英语，一年级起点三年级上册，第五模块第一单元，第一单元主要呈现本模块所要学习的语言内容。

本模块的话题是Can I have an ice cream？其功能是请求获得对方的允许，第一单元的课文情境是Amy生病了，躺在床上休息，问妈妈可不可以喝水，看电视吃冰淇淋，妈妈说可以喝水看电视，但不能吃冰淇淋，因为家里没有冰淇淋了，而且也不同意生病的Amy出去买，但妈妈对艾米说可以吃一块蛋糕，Amy很开心，本单元出现的“can”表示允许做某事,是“can”非常重要的用法之一，与“can”在上一模块中表示能力的用法有所区别，本单元的课文是“can”这一用法的典型语境【该模块与整套书的联系】三年级上册Module4 Unit1 I can jump far.二年级上册Module5 Unit2 I have lunch at 12.二年级下册Module6 Unit1 I usually play basketball.二年级下册Module4 Unit1 What are you doing?【学情分析】本模块的语言学习是运用Can I...,please? Yes, I can./No, I can’t.的句式征求对方的意见是否可以做某事，三年级的学生已有一定的学习基础及认知水平，大部分学生积极参与课堂活动，有强烈的表达欲望，现将学生的已知和新知分析如下：1.已知：①．在三年级上册Module4 Unit1 I can jump far. 已经学习过can表示能力的具体用法。

②．二年级上册Module5 Unit2 I have lunch at 12.对have表示“吃；喝”的用法，在have lunch, have dinner, have breakfast中已经学习过。

外研版九年级英语上册教案 M5 U1 第 1 课时

基于课程标准的“教学评一体化”设计课时备课卡达自己观点4.学习公共场所的标识，提高遵守公共秩序的自觉性。

（指向目标4）较为准确、流畅地说出教学过程教学活动评价要点Step1 Presentation 1.Free talk: signs around us 能用英语准确说出生活中的标识。

Step 2 Listening 任务（一）Task 1: Listen and answer the following questions.1. Where will they go?___________________________________2. How many people will go there?__________________________________Task 2: Listen and fill in the form.When On _________.What toseeLingling got a guide from _____ _______.They will see an interesting ________Room with lots of .Why Their homework is to write theirmuseums and the visit there is great fortheir__ .Activity1：Retell the dialogue based on the chart.---On Saturday，Lingling….任务（二）Task 1: Listen and choose.What are they talking about?_________A. The rules in the museum.B. How to deal with things that happened suddenly.能根据录音准确回答问题。

六年级下册M5U1教学设计

播放唢呐的声音，孩子们猜出来后再出示图片。
T:Daming is playing suona at the party. But something happens. Let's have a look.
2.Learn the conversation
How many times did Daming stop?
Step 3.Practice
Try to describe the pictures in groups.
范例：
She's talking to her friend, but the phone rings.
She's having dinner, but the bell rings.
采取小组比赛说句子的方式，增强小组合作与小组间竞争意识。
Daming is playing the suona again, but theing the suona for the third time, but the dog starts to bark very loudly.(教授bark)
分男女生各读半句。
教学重难点
教学重点
1.学生能初步理解认读：bark；
2.学生能运用句型：“Sb is doing sth, but another thing happens.”来描述。
教学难点
学生根据实际情况，利用所学的句型完成小组任务。
教学辅助
多媒体课件，单词卡片，CD-ROM
教学过程
教学内容
教学活动
设计意图
Step 1.Warmer
2.会用上面的句型谈论正在做一件事时，另一件事情也同时发生。
能力目标：
1.能运用功能句谈论正在做一件事情时另一件事情同时发生。

3.20号M5U1课时一(吴元强)

1.They ______ (are/were) young then.
2.They are old ______.(then/now)
3.They ____ ( are/is ) my friends.
4.I _____ (was/were ) two then.
三慧眼识珠，单项选择。
1.They were young ________.
（播放课文第一部分视频，让学生初步感知过去时态）
Follow the tape.
师板书was,并领读。
Step2 Lead-in
T:just now ,we saw Sam’s photo,Do you want to see Lingling’s photo?
S:yes
T:OK,let’s have a look.
A.now B.then C.tomorrow
2.I was short _______ now I am tall.
A.and B.so C.but
3.Your hair ____ so short then.
A.was B.is C.will be
4.He likes red. I ______ like red.
They are my grandparents. It is me.
They were young then.
They are old.
课后反思（课堂教学设计理念，实际教学效果及改进设想）
本节是一节新授课。本课的主要内容是通过Lingling的爷爷奶奶以及Lingling的照片，来描述过去发生的事情，并通过本课的学习使学生能够学会使用‘was’和‘were’谈论过去。由于学生第一次接触一般过去时，对课文内容及‘was’和‘were’的使用难以理解，因此教学中我充分运用照片、挂图、多媒体等直观教学手段创设情景，使学生在情景中较容易的感受、理解知识。

外研版英语八年级下册八下M5U1 第一课时

He thinks it’s more _m___o_d__e_r.nSpiderman ______c_l_imupbsbuildings with his _____h_aannddsfeet. That’s cool. (2). Why does Daming think Superman is better? Daming thinks he is___s_t_r_o__n_gerthan Spiderman. He can fly __t_h_r_o_u__gthhe sky and __f_ig__h_tbad people. And Superman is _b__ra__v_e, he keeps fighting bad people.
Betty likes ____e_x_c__it_incgartoons like Superman and
Tony both
sliakyesca__rf_tuo__no_nn_ yschaaarlpwtopaoyynsshlaikvee T_o__m__a__nednJdeirnrgy.s.TThoenyy
3. Listen to the second part and tell T or F.
(1). Both Tom and Jerry are vTery funny. ( )
(2). Tom always beatFs Jerry. ( ) (3). Jerry and Tom fight a lot and don’tFlove each other. ( ) (4). We can learn a lot from thTe cartoon. ( )
4. Now answer the questions.
1.What lesson can Tony learn from Tom and Jerry?

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2. The man was __y_o_u_n_g__ then.
3. He is ___o_l_d____
now.
获取更多课件资源可加QQ：213582480
This is me. I was one. I was short. Now I’m tall.
知识点 1 I was one. 我一岁。
讲解来自《点拨》
描述某人过去的年龄的句型
句型结构：主语+ was/were+ 数词. 例句： Lucy was four.（那时）露西四岁。
A. was
B. am
C. were
2. His hair ____C____ long now.
A. are
B. was
C. is
习题来自《点拨》
3. I ____A_____ young then.
习题来自《点拨》
A. was B. am C. were
点拨：根据句意“那时我很年轻。”可知此句用一般过
/wəz/ v.（动词）是［四会］例句： He was a student ten years ago.十年前他是一名学生。
考向： was 是am, is 的过去式。用在过去时态的句子中。魔法记忆：am, is 过去was。
讲解来自《点拨》
知识点 2 They were young then. 那时他们年轻。用来描述某人过去的外貌特征或性格特征的句型句型结构：主语（复数）+ was/were + 表示外貌特征或性格特
二、根据提示填入合适的单词补全句子。
习题来自《点拨》
1. The students __w__e_r_e__ (be) in the classroom then. 点拨：因为句子中的时间状语为then，所以句子可以用一般过去时，又因为主语是The students，是复数形式，所以用were。
是复数人称或第二人称单数。 /jʌŋ/ adj.（形容词）年轻的［四会］
例句： John is a young man. 约翰是个年轻人。加法记忆法： you（你）+ng=young 年轻的
短语： young man 年轻人反义词： old 老的，年老的
/jʌŋ/ adj.（形容词）年轻的［四会］例句： She was cute then. 那时她可爱。加法记忆法： t+hen（母鸡）=then 那时短语： just then 就在那时
去时，am的过去式是was，故选A。
4. You __C___ so cute then, but now you ______ naughty.
A. are, are B. were, were
C. w去时中，you是第二人称，用are。are的过去式是were，故第一空填were； now现在，用在一般现在时中，故第二空填are。
讲解来自《点拨》
知识点 3
讲解来自《点拨》
/əʊld/ adj.（形容词）老的，年老的
例句：My grandparents are old. 我的祖父母老了。减法记忆法： cold（寒冷的）-c=old（老的）
一词多义：old 旧的反义词： young 年轻的
一、单项选择。
1. _____A____ I young then.
Module 5
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征的形容词. 考向：此句为一般过去时的陈述句，
were 是are 的过去式。例句： He was short then. 那时他个子矮。
/wə（r）/ v.（动词）是［四会］
讲解来自《点拨》
例句： They were naughty then. 他们那时淘气。考向： were 是are 的过去式。用于一般过去时中，其主语应该