Book2 Module4教学设计教案
pep第二册教案第四单元
pep第二册教案第四单元B部分第一课时教学内容与目标：Lets talk重要在A部分的对话基础上学习sorry, certainly等延长语言。
Lets practice巩固、练习对话的句型，培养学生的学习兴趣而设计的。
教学重点、难点：对话在真实情景中的应用及sorry, certainly等延长语言的运用。
教学准备：老师准备水果、食物的实物或图片，及本课的单词卡。
学生准备3—4种本身喜爱的食物图片。
教学过程：1．热身/复习（Warm—up/Revision）（1）师生问候，并进行日常口语练习。
（2）复习字母、歌谣。
并玩游戏——看谁敲得快。
2．新课呈现（Presentation）（1）师出示B部分的挂图，解释情景。
并用各种水果的卡片引出fruit这个单词。
（2）老师让学生提问，老师先问：What do I like？ Can you guess？老师在黑板上画简笔画，每画一笔，学生猜一次，假如是不喜爱的，老师就说：Sorry, I dont like ….老师可以告知学生sorry比no更有礼貌。
（3）老师将水果放在讲台上，让学生用一册的can I h ave some/a/an …来表达本身想要的水果，老师先用sure,再替换成certainly。
然后让学生进行替换练习。
（4）查看图片，听录音而且跟读对话。
3．趣味练习（Practice）学生用卡片进行自由对话练习。
分角色进行对话的表演或改编表演。
4．课堂评价（Assessment）活动手册上P26的内容。
课外活动（Add—activities）（1）听录音，仿读对话。
（2）和同伴表演对话课后记：第二课时教学内容与目标：1．Lets learn本部分重要学习另外4个水果单词,要求学生能够听、说、认读。
2. Lets sing通过歌曲巩固本课单词。
渗透科学营养的教育，让学生多吃苹果，有益健康。
教学重点、难点：单词的记忆与应用。
歌曲的表演及演唱。
教学准备：老师准备图片和单词卡。
Module4Unit2单元整体教案
（五）总结回顾（用时5分钟）
今天的学习，我们了解了如何用英语询问地点和路线，以及现在进行时态的基本概念和应用。通过实践活动和小组讨论，我们加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
在今天的教学中，我发现学生们对《Module 4 Unit 2》的内容表现出较高的兴趣。他们在学习询问地点和路线的句型以及现在进行时态的应用时，积极参与，课堂氛围良好。以下是我对今天教学的一些思考：
首先，通过提问导入新课的方式，成功引起了学生们的兴趣。他们将生活中的实际场景与所学内容联系起来，这有助于提高他们的学习积极性。在今后的教学中，我将继续采用这种贴近生活的问题导入方式，激发学生的学习兴趣。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“现在进行时态在生活中的应用”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。
我们要了解现在进行时态的基本概念。现在进行时态是描述正在进行的动作或状态的时态。它在日常交流中非常重要，因为它帮助我们描述当前正在发生的事情。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何使用现在进行时态来询问路线，以及它如何帮助我们解决实际问题。
四、教学流程
（一）导入新课（用时5分钟）
外研版初中英语八年级下册整册教学设计
外研版八年级下英语全册教案Book 4 Module 1 Feelings and impressionsUnit 1 It smells delicious一、教学内容：Unit 1 It smells delicious二、课型：Listening and speaking三、教学目标：1．通过本课的学习，学生能够正确运用下列单词和词组：smell, salt, sour, soft, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, jam, ear2. 能够听懂用表感觉和知觉的系动词所表述的内容，并能与图片匹配。
3. 能够使用感官动词smell、taste、feel、look、sound等词，对食物的味道进行评论，正确表达自己的喜好。
四、教学重难点：能利用系表结构的句子对事物的味道、印象等进行评论，确切地表达自己或他人的喜好或是心情等。
五、教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。
本课指导学生通过听说获取信息，培养学生的听说技能。
课前将本课所需要的录音、图片、文字、和音乐制成课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
达标训练题一. 根据句意和汉语提示完成句子。
1. 这菜闻起来好香啊.The dish _______________.2. 这汤尝起来不新鲜．The soup ______________ fresh.3. 这毛衣摸起来很软很舒服。
The sweater _______________________.4. Children like _______ (小甜饼）very much.5. People should eat less ______ ( 盐) everyday.6. Oh. It’s my _______(幸运的）day. I'vepassed the exam.二. 单项选择：1. These flowers ______beautiful. I will buy some for my mother.A. lookB. soundC. hearD. taste2. The air in the countryside smells _______.A. sourB. softC. deliciousD. fresh3. The idea ________ g ood. We can try it.A. tasteB. tastesC. soundsD. sound4. This game is so interesting, please_____ .A. have a lookB. give upC. have a tryD. try some5. Last Sunday was my mother’s birthday, so I _____ a big meal for her.A. cookB. cooksC. cookedD. is cookingBook 4 Module 1 Feelings and impressionsUnit 2 I feel nervous when I speak Chinese.一、教学内容：Unit 2 I feel nervous when I speak Chinese.二、课型：Reading and writing三、教学目标：1、通过本课的学习，学生能够朗正确运用下列单词和词组：fair, glasses, proud, be proud of, jeans, pretty, stranger, nervous, message, hobby, at school , mark, love, sb. can’t wait to do sth.2、进一步学习感官动词f eel look smell taste的用法，在理解的基础上，学会用它们表达情感3、能读懂对人外貌和性格的简单描述。
book2unit4教案
Unit 4 Wildlife protectionTeaching goals*语言知识1.to talk about endangered species.2.to understand the importance of wildlife protection3.to know how to express your intentions and purposes4.to learn to use the Present Progressive Passive V oice5.to learn how to write a letter of advice*语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities like discussion andoral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice*文化意识1.to know the reason for the endangered animal’s dying out2.to know the importance and necessity of wildlife protection*情感态度1.to raise the students’ sense of wildlife protection*单元整体设计思路：第一、二、三课时Warming Up, Pre-reading, Reading, Comprehending, Speaking第四课时Learning about Language& Discovering useful structures第五课时Using language第六课时Speaking and writing第七课时Summing up, self-evaluation and self-test/exercisesTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the present progressive passive voice3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how t o improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:ComputerPeriod 1 ,2&3 Warming Up, Pre-reading, Speaking, Reading, Comprehending, Teaching Goals: 1. To talk about endangered species2. To read about and understand wildlife protectionTeaching Procedures:Step 1. Lead-inShow some pictures of some endangered animals and let the students name them. (polar bear, milu deer, rhino, tiger, crocodile, leopard, koala, panda, dolphin, giraffe…)Questions: 1. Do you often see these animals?2. What problems are some animals facing nowadays? Why?Step 2. Warming up& SpeakingCooperative learning: discuss the questions with the partners.1. Why are the animals in danger?(1. Don’t have enough food; 2. Being hunted and killed ; 3. The bad environment; )2. What measures should be taken to protect the endangered animals?((1) Treat the animals as our friends; (2) We shouldn’t kill them freely. (3) We should protect the environment around us. (4) We should collect money to protect animals. (5)Protect their habitats and create new ones (6)S top buying clothes made of their furs …)Step 3. ReadingTask 1: Scanning1. What three places has she been to?2. What problems face the animals?3. What endangered animals are they?Task 2: Skimming1. Read the passage carefully and fill in the chart on page 27.2. Answer the questions. (P27)Task 3: Listen and read aloud.Step 4 SummaryFill in the blanks.How Daisy Learn to Help Wildlife1.Tibet: (1) ___________ is used to make sweater.(2) Antelopes are killed for ________;(3) Every year over ___________ antelopes are killed.2.Zimbabwe; (1) ________ used to hunt the elephants.(2) Now farmers __________ them.3.Rainforest: (1) A ________ insect affects mosquitoes.(2) No ______, no ________ and no _________.Step 5 Language points1.protection n. 保护protect vt. ~sth. from/against…保护……避免……He’s wearing the sunglasses to protect his eyes from/against the strong sunshine.2.die out灭亡；逐渐消失Many animals have died out in the past decades.*die away 慢慢减弱直至消失, die of/from 死于, die off 一个接一个死去3.loss n.His death is a loss of our country.The earthquake caused a loss of more than 20,000,000 yuan.*at a loss不知所措I’m at a loss what to do?4. Daisy had always longed to help endangered species of wildlife.（L1,P26）戴西一直想要帮助濒危动物.long: v. 渴望、非常想long to do 渴望做某事, long for …渴望……The children are longing to see you again. 孩子们盼望再见到你。
外研版Book 2module4reading 教案 Word版本
外研版 Book2Module4教案Made by Wangjinghua Step1.Write the folowing words and expressions:1.n.喜欢2. n.不喜欢3. n.艺术家4. adj.彩色的5. adj.当代的6. adj.令人愉快的7. n.图画8. vt.绘画Step2.Match these words and phrases with the definitions.A.aliveB.AspectC.ImatateD.MovementE.ObserveF.Ordinary G .Reality H.styleStep3.Match paintings 1-4 with descriptions in paragraphs A-D （见课本32页图）Say which paintings are mentioned in paragraphs E ( )and F( ).Step4.Read paragraphs A-F again and choose the correct answer.1. The Cubist art movement _____ .A. showed different sides of an object in the same picture.B. is considered to be the greatest art movement of the twentieth century.2. Pop art ______ .A. advertised the twentieth-century life.B. tried to show ordinary life in the modern world.3. Qi Baishi ______.A. painted in a very unusual wayB. was a very traditional Chinese artist4. Xu Beihong ______.A. wanted to do more than imitate realityB. tried to paint horses5. Wu Hang _____ the picture of agolden-haired girl.A. lovesB. dislikes6. Sarah Hardwick thinks that ____.A. a Chinese artist painted picture 39. n.画家 10. n.画子 11.景色/风景 12. adj.传统的 13.有活力的 14. n.方面 15. vt.模仿 16.观察 17. n.现实/逼真 18.风格 19.采纳 20. 以…为目标/打算 21.忍受 22.不同寻常的1.the way in which something is done2.to watch carefully3.A style of painting adopted by a group of artist4.to copy5.living or full of life6.Not special or unusual7.One of the separate parts of something8.The way something reality isB. Pablo Picasso painted picture 3nguage Points1.This is a painting by the Spanish artist, Pablo Picasso, considered to be the greatestwestern artist ofthe twentieth century.翻译：____________________________________________________________________________ _______consider(1)vt. & vi. consider doing(考虑做某事);consider +where(wh开头的疑问词)+ to dosth (考虑什么时候/去哪里做某事)①我们学校很多学生在考虑去国外学习。
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.
高中英语北师大版模块2【教学设计】Unit 4 Lesson 4
Unit 4 CyberspaceLesson 4 Virtual Tourism本节课为北师大版高中英语必修2 Unit4 Lesson4,单元主题为Cyberspace ，而本节课主要任务是阅读题为Virtual Tourism的文章。
本部分内容的学习，主要是通过图片和视频，让学生了解新西兰。
通过分析和讨论，让学生在理解历史的基础上，明白保护历史遗迹的重要性，并能从自身作起，铭记历史，捍卫历史。
同时，在教学中，我结合实际情况融入了阅读策略的教学，并通过完成一系列的阅读任务，帮助学生逐步掌握阅读策略，提高阅读理解能力。
在此基础上，我通过一些活动将听说和写作融入到阅读课的教学中，希望学生能在生动而又较为真实的语言环境中提高综合运用语言的能力。
本课为阅读型课，主要是介绍新西兰。
通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。
教师通过日志特有的阅读策略，让学生在听的基础上，归纳每一部分的关键信息并进行归纳比较，提高阅读技能。
由于讲述的是国外文化内容，学生会感到陌生，为了引起共鸣,因此要把中外文化遗产结合一起讨论。
要使学生学会如何谈论文化遗产和形成保护文物的意识。
【教学重点】1.对教材内容的整体把握。
2.学生组织语言、运用语言的能力。
利用“任务驱动”的方法，使学生利用资源自主探究，解决一系列层层深入的问题。
【教学难点】1.如何帮助学生用快速阅读策略，查找确定问题的答案。
2.怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
3.如何设置富有情趣的情境，将书本知识与课外相关资源进行整合，激发学生深入学习的欲望。
Computer and cassetteStepⅠ Pre--reading1. Get familiar with some words.settle ______ 观光，浏览______ volcano______ material _____________ protest ______ 平均的________ regular _________ 景色，风景__________★ The new building will be located in the center of town. ( )★ The teacher as well as his students goes to the museum on Saturday.( )2.Warming up (game time)①Describe and guess which the city is in New Zealand.②Show some pictures and let students find out the main features of Auckland.Example: Auckland is near the sea. The city of sails MaorisStepⅡ While-ReadingTask 1. Fast readingRead the text quickly and match the topics a-f with the five paragraphs. There is one extra topic.a) the history of the city Para.1b) travel links Para.2c) things to see in Auckland Para.3d) night-life in Auckland Para.4e) for water lovers Para.5f) New Zealand’s largest cityTask 2. Careful readingRead the text again and complete the table below.Task 3. Inquiry reading and do the exercises. ( T or F )1) Auckland is the capital of New Zealand.2) Auckland is located on South Island.3) Sky Tower is Auckland’s tallest Tower.4) Maoris were the first people of New Zealand.5) The climate in Auckland is wet and rainy.6) It’s the paradise(天堂) for water lovers.Answers:Step Ⅲ Post-readingMatch this information with the words in blue in the text. These are called “hot words”. On a real internet page, you can “click” on these words to get more information.1 New Zealand produces iron and steel, machines and cars.2 The first people of New Zealand came from other Pacific islands.3 The capital of New Zealand is on the Cook Strait, which separates the two islands.4 This bridge is one of the city’s most famous sights. It was built in 1959.5 New Zealand does not allow nuclear materials anywhere in the country.1 business and industry2 Maori3 Wellington4 Auckland Harbour Bridge5 nuclear-free zone该部分要求学生通过上下文猜测词义，并在课后利用网络查询这些单词的其他意义和用法。
小学二年级英语下册全册教案(外研版)
小学二年级英语下册全册教案（外研版）教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书，包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等，下面是由小编为大家整理的范文模板,仅供参考,欢迎大家阅读.二年级（下册）单元 Module4 Unit1课题 What are you doing ?课时教学目标句型“Wh at are you doing? I am ….”。
德育教学目标多关心别人。
教学重点句型“What are you doing? I am ….”，并能在情景中进行应用。
动词及动词短语的现在进行时的表达，即ing形式。
教学难点动词ing形式的读音。
实际情景中语言运用的能力。
教学准备课件卡片 CD教学板块教与学预设（师生活动）教学重构(修改意见)前置性作业一、自学本课单词，熟读，并会拼写。
二、搜集查询各种动词的ing形式，课堂展示给大家。
三、熟读课文。
教学过程课前3分钟内容：教师出示几幅进行时态的图片，让学生以小组竞赛的形式表述进行时态的句子，给小组加分。
1、Warm up （热身）活动一：歌曲演唱教学参考时间：1—2分钟教师播放歌曲What Are You Doing?的录音，师生共同演唱。
活动二：口语练习教学参考时间：1-- 2分钟教师就学生所学过的内容，尤其是新学内容进行日常交际，目的在于运用语言。
可以是学生自我介绍，也可以是学生间对话练习。
如：A: My English name is …. What’s your English name?B: M y English name is …. How do you do?A: How do you do? Where are you from?B: Australia.A: What are you doing?B: I’m waiting for my mom.A: Nice to meet you. Good-bye.B: Bye.2、Review （复习）活动三：词汇复习教学参考时间：4—5 分钟教师出示第一课时所学动词短语的图片，找能力好的学生认读，其他同学跟读。
外研版高中英语必修2---Module4教案设计
Module Four Fine Arts-Western,Chinese and Pop ArtsPeriod OneTeaching content:Introduction; Reading and V ocabularyTeaching important points:1.Encourage the students to talk about arts as well as the well-known artists at home and abroad;2.Help the students make sense of the whole passage;3.Help the students improve their reading ability.Teaching difficult points:1.Lead the students to talk in class actively;2.Deal with some difficult language points.Teaching procedures:Step 1 Lead-in and Introduction1.Lead-inI think most of us love different kinds of arts and know about some famous artists and famous art works more or less.Now let`s list some famous artists and their famous art works at home and abroad,such as:Qi Baishi and his painting of shrimps,Xu Beihong and his painting of horses,Zheng Banqiao and his works of bamboos at home.Abroad there are da Vinci and his The Smile of Mona Lisa,Vincent van Gogh and his The Sunflowers（《向日葵》）and The Starry Night（《星夜》）,Pablo Picasso and Cubism(立体主义画派) and so on.Thismodule we`ll talk about the topic-Fine Arts.First let`s review some words related to it.2.Activity1 on P31Ask the students to read through the questions and words in this part to understand;Explain some of the words if necessary and then ask the students to read out them aloud together;If possible ask some students to give their answers to the questions(If not,the questions can be omitted.).3.Activity2 on P31Read through the given information to understand the requirement and appreciate the paintings by themselves.If possible ask some students to present their answers to the class.[There are no standard answers.Students` own answers are OK.]Step 2 Pre-reading[Activity1 on P32]Read through the given information to understand and try to match;Explain some words if necessary and then ask the class to read out the words together aloud;Call back the answers from the students.Step 3 Reading1.Fast readingL et the students scan the passage to get the main idea of each paragraph and try to find out the answers to the questions in Activity2 on P32, which are about the topics.The first four paragraphs describe the four paintings and in the last two paragraphs two students talk about their opinions about two of the paintings.Then call back the answers.nguage points[Ref:Notes to the text]Explain some language points to the students.3.Careful readingAsk the students to read through the passage again carefully to get more details and understand it better.Then finish Activity3 on P34.Call back the answers.Step 4 ConsolidationTime permitting,let the students listen to the tape and follow it quietly to understand the text further.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P88-89 in workbook.Appendix: Notes to the text1.…that aimed to show ordinary twentieth-century city life.aim to do sth. 打算做某事，目的是[aim vi. 打算]eg:They are aiming to reduce unemployment by 50%.We aim to be there around six.我们力争六点钟左右到那里。
Book2Module4教学设计教案
S: …
Do the actions” Touch your face”.
Ss: This is my face
S: It’s an elephant.
De”.
Ss: This is my nose.
S: …
题目
Book 2Module 4 Unit 2
These are legs.
Aims
教学目的
1、Introduce the body organs ,learn the usage of plural
2、Learn a new English song..
Focus
教学重难点
1、Use sentences: What are these? these are … .
2) T: Boys and girls, my name’s pan pan. This is the picture of me. Look, this is my mouth/face/head/nose/eye/ear. (T acts as pan pan).
Ⅵ. Assign the homework.
Page 16, Activity 1,.
Listen and repeat the text 5 times.
Get ready for module5 Unit 1.
Feedback
教学反馈
Practice “what are these?” “These are legs.”
Ask and answer in pairs.
—What are these?
—these are …
Learn the new song, and do the actions.
Book2Module4 教案
Module 4Fine Arts---Western,Chinese and Pop Arts Teaching aims教学目标：To learn the word list of Module4Teaching important points教学重点:relative new words, phrases and sentences.Teaching difficulties教学难点:learn some word-building rules to enlarge students’ vocabulary Teaching methods教学方法:task-based method, discussion, explanation and practising. Teaching procedure教学过程Step1.Self-learning1.pronounce new words one by one by themselves2.Read these words loudly3.Correct some mistakes in pronunciation4.If necessary,read these words with teacher5.Read new words together againStep 2.Intensive pronunciation exercisetranslation exercises(two groups ppt.)Students translate Chinese into English or English into ChineseRead words loudlyStep 3 Explanation1.some derivative wordsdislike artist colourful delightful painter traditional unusual expression Realize realistic drawing painting2.some transformation wordsLike n. vt stand vt. n live vt. adjSome phrases to Show your likes and dislikes:like / love / enjoy / be fond of / be interested in…Be crazy about..... would like to..... feel like doing......Step 4 practicingWb page 50.and 56 exercises教后反思教后反思：于之前衔接阶段讲音标就拿的模块一的单词在训练，这节课的词汇教学，一班整体效果很不错，二班相对较差。
book2 unit4 教学设计
课件制作说明一、本课件制作及运行1、制作工具：flash9，powerpoint20032、运行环境：Windows 95/98/me /xp/Vista二、课件制作的目的1．创造生动、有趣的学习环境，激发学生的学习兴趣，调动学生的学习积极性。
“兴趣是最好的老师。
”如果学生对一节课感兴趣，他就会自发地把自己所有的精力都投入到课堂学习中。
这样也可以达到良好的学习效果。
本课件集图像、动画于一体，充分吸引了学生的注意力，让学生在生动、有趣的环境中学习。
2．呈现传统教学无法呈现的教学过程，顺利突破教学重难点，有效达成教学目标。
本单元的中心话题是“野生动物保护“，涉及的内容是濒临灭绝的野生动物的生存现状，我们要学会如何保护野生动物以及要从已经灭绝的动物中吸取哪些经验教训从而促进我们保护野生动物的意识。
本节课是一节以听说为辅的阅读课。
通过阅读这一环节，让同学们体会到野生动物保护的重要性和紧迫性；进而引发学生思考动物灭绝的原因，使学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。
整单元的听、说、读、写语言技能及语言知识学习，都围绕阅读主题Wildlife Protection展开，因此本节课在单元教学中占有重要地位。
三．课件基本操作课件内容播放以鼠标单击相应按钮完成。
共有两种播放模式：一种是顺序式播放，如单击按钮可以观看下一画面，单击按钮就可以返回前一画面。
同一画面里的动画就是可单击相应的按钮，如按钮可以播放；按钮可以重来；按钮可以暂停；按钮关闭课件。
另一种是目录式播放，单击就可以打开相应的目录树，点击其中的按钮就可以进入相应的环节进行教学。
四．课件的内容1.教材地位及教学内容分析本课选自普通高中课程标准实验教材必修二第四单元。
话题是野生生物保护。
内容涉及濒临灭绝野生动物的生存现状和我们要学会保护野生动物。
在本节课中，我将Warming up和Reading整合在一起。
Warming up中呈现的大量图片和讨论的话题能活跃课堂气氛，迅速激发学生积极参与。
英语2外研版module4教案：第课时
英语2外研版module4教案：第1-3课时Module 4 Fine Art—Western, Chinese and Pop Arts Teaching aims： Aimed at carrying out quality education, based on students’development, letting students grasp the vocabulary, grammar, function in this module, strengthening students’language skills in listening, speaking, reading and writing set in this module, developing students learning strategies.Through learning this module, students are expected to learn about the artists and their painting styles, be capable of introducing their favorite artists and their works, be interested in art, improve their aesthetic consciousness, love life and develop their sense of cooperation. Aimed to cultivate students’integrated language capability in various student-centered tasks or activities.Periods 1：Introduction, Reading and vocabulary, FunctionTeaching aims：（multimedia courseware）Language objectives:To enable the students to grasp the new works, phrases and the structures to give opinions about likes and dislikesSkill objectives:To enable the students to match descriptions with paintings, choosing the correct answers and filling in the form in the aspect of readingTo enable the students to give opinions about certain paintingsCulture awareness, emotions and attitudes objectives:Teaching important points：To enable the students to speak out opinions about some paintings with some expressionsTo enable the students to grasp the new works and phrases in this part Teaching procedures: PWP Teaching ModelStep1. leading-in activityUse the paintings The Smile of Mona Lisa by da Vinci and the works by Zheng Banqiao on the screen to lead in the topic. Meanwhile, I willintroduce the key new words: artist, paint,traditional, brush, ink.Step 2. While—reading1)ScanningDuring the start of the period, let the students scan the passage to find out the answers to the questions on Page32, which are about the topics.⑴Match paintings 1-4 with descriptions in paragraphs A-D.⑵Say which paintings are mentioned in paragraph E and F.2)Detailed readingDuring this period, I’ll allow students enough time to read the text and thenI let them work in groups to do the following two tasks:⑴Do the multiple choices on the screen.⑵Fill in the form on the screen, which is mainly about the famous artists.3)Language points⑴consider 认为①This is a painting by the Spanish artist, Pablo Picasso, and he is considered to be the greatest western artist of the twentieth century.This is a painting by the Spanish artist, Pablo Picasso, ____ ____ ____the greatest western artist of the twentieth century.②We consider that his advice is helpful.We consider his advice ____ ____ helpful.③She __________________（被认为是个可爱的孩子）.⑵with复合结构①Cubist artists painted objects and people, and different aspects of the object or person showed at the same time.Cubist artists painted objects and people, ___ different aspects of the object or person ____ at the same time.②He had so much work to do, he was kept as busy as a bee.____ so much work ____ ____, he was kept as busy as a bee.③I felt a bit nervous because so many people were watching me so closely.I felt a bit nervous, ____ so many people ____ me so closely.④Because his homework had been finished, he went out to play.____ his homework ____, he went out to play.⑤He went to sleep, with the door open.He went to sleep, and ____ ____ ____ ____.⑥Tom came in, and there was a baseball bat in his hand.Tom came in, with a baseball ____ ____ ____.⑶aim 以…为目标；意欲；打算①Pop art (from the word “popular”) was an imp ortant modern art movement that attempted to show ordinary twentieth-century city life.Pop art (from the word “popular”) was an important modern art movement that ____ ____ show ordinary twentieth-century city life.②Our aim is to start and run our own company.We ____ ____ start and run our own company.③I’m aiming at losing 4 kg before the summer holidays.I ____ ____ ____ lose 4 kg before the summer holidays.⑷stand 忍受①I don’t like that picture of a golden-haired girl.I can’t ____ that picture of a golden-haired girl.②We have to put up with her bad temper.We have to ____ her bad temper.③I can’t stand working in the extreme heat for several hours.（英译汉）_________________________________________________⑸I got bored of looking at pictures all the time.I ____ ____ ____ looking at pictures all the time.⑹Tom gradually became interested in art.Tom ____ ____ ____ ____ art.Step3. Post—readingDuring this period, I’ll let the students do the following tasks.⑴Find out the structures that can be used to giving opinions about likes and dislikes from the paragraphs E and F individually.⑵And then, along with the students, I’ll look through the sentences giving opinions, provided in the first part of Function, making sure that they know how to express likes and dislikes. Show the students a series of paintings on the screen, letting them in groups talk about the pictures they like and dislike, and why or why not, using the information learned from the reading material(or in the form of interviewing—group work).Step4. HomeworkTry to find more paintings and artists you like through the Internet.Prepare to introduce a painting in English to your classmates next class.(The day students are assigned to the first task; and the rest of the students to the second.)Blackboard design：Module 4 Fine arts—Western, Chinese and Pop Arts Period Oneconsider: consider sb./sth. to be adj./n.with复合结构: with+宾语+宾补（adj./adv./prep. Phrase/-ing/-ed/inf.）aim v./n. aim to do sth. aim at doing sth.stand+n./doing sth.get tired of/get bored of “厌烦……”develop an interest in“养成对……的兴趣”Teaching reflection：In the process of leading in, students are familiar with the paintings and the artists, so the pictures can easily arouse their interest and desire to participate. In the process of while-reading, pay attention to the developing of students reading strategies. In the process dealing with language points, setting the new words in a context helps the students learn and comprehend the meaning and the usage of them. In the discussion about their favorite paintings, some students are reluctant to speak, partly because of their lack of knowledge of painting; most students can communicate with their partners or group members after learning the reading materials. The task of assignment is set for the sake of the second period, that is, Listening and vocabulary, to some extent.*********************************************Periods 2：Listening and vocabulary, Everyday English, SpeakingTeaching aims：To enable the students to grasp the new words in the listening material.To enable the students to comprehend and put to use the everyday English in the listening material.Skill objectives:To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly.Teaching important points：To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly. To enable the students to give opinions about certain paintingsTeaching procedures: PWP Teaching ModelStep1. Pre-listening⑴ Show some pictures on the screen;：that is, a watercolor, an oil painting, a portrait, a landscape, an art gallery.Through showing the pictures, I, together with the students study the new words,( watercolor, oil painting, portrait, landscape, art gallery), letting them pay attention to the pronunciation and the weak sounds/unstressed syllables of the words.⑵Then I’ll let the students in pairs learn the meaning of the new words in the contexts, in the form of completing the sentences with them (Part1, Page36), after reading after me.Step2. While-listening⑴Before listening, ask the students to look at the two pictures on Page36 and find out some similarities and differences. Listen for the first time, and answer the following questions:①What are the boy and girl are discussing?②Which picture is the boy painting, Picture1 or Picture2? Say how you know this.③Why does the girl say sorry at the end of the conversation?⑵Detailed listening/Pair workListen to the conversation again, and complete the following sentences.First let the students check their answers with their partners; then I’ll play the recording again for them to check; and then I’ll check the answers with the class.Then I’ll show the following sentences on the screen:①You’ve got it right.②Don’t change a thing.③I’m not half as good as you.④What do you make of it?⑤There’s (an exhibition) on.⑥Thanks for the compliment.This time I ask the students to think about the meaning of the sentences after listening to the recording again, and then do the exercise on Page38 (Part1) in pairs. Then collect the answers from the whole class.Step3. Post-listening⑴Let the students describe the Picture2 on Page36 in pairs.⑵Act the dialogue out in pairs.⑶Make up dialogues using the everyday English learned from the listening material.Step4. Homework⑴Look through the Cultural Corner and collect some works of Pablo Picasso or information about him on the Internet.⑵ Look through the Cultural Corner and tell which picture below belongs to the “pink period”, Which one do you like best? Which do you like least? And give your12 3GuernicaThe day students are assigned to the first task; and therest of the students to the second task.Teaching reflection： At the start of the period, using the pictures to introduce the some of the new words in the listening material can arouse students’interest and reduce the difficulty students have in listening to the material. Similarly, letting students look at the two pictures on Page36 and find out some similarities and differences can arouse their curiosity and reduce the difficulty of Question-- Which picture is the boy painting, Picture1 or Picture2? Say how you know this. In the process of while-listening, After showing the six sentences taken from the recording on the screen, then let students listen to the recording while listening to the recording, which helps students comprehend the everyday English according to the context. In the process of post-listening, the task of making up dialogues in pairs strengthen students’cooperation in one aspect; meanwhile, students can grasp the usage of the everyday English. The task of assignment is set to make students learn more about art and artists and provides more chances for students to practice giving opinions. On the other hand, it is for the transition to the grammatical learning in the next period.*************************************************Periods3：Grammar1 & Grammar 2and VocabularyTeaching aims：To enable the students to grasp the usage of –ing form acting as subjects and objects and the infinitive acting as objects.To enable the students to grasp the usage of the new words and phrases.Skill objectives:To enable the students to understand the grammatical function of –ing form and the infinitive.Teaching important points：To enable the students to grasp the usage of –ing form acting as subjects and objects and the infinitive acting as objects.To enable the students to grasp the usage of the new words and phrases Teaching procedures: PWP Teaching ModelStep1. RevisionI’ll let some volunteers show their works about of Pablo Picasso or information about him on the Internet.Step2. Leading-in/PresentingI’ll show a series of sentences containing –ing form or the infinitive acting as subjects or objects on the students learning plan. And then let the students in groups discuss similarities and differences between the sentences and classify them according to their characteristics.Group One(verbs/verbal phrase + the infinitive as objects):1) attempt; 2)promise;9)aim; 10)pretend; 11)happen; 12)agreeGroup Two(verbs/ phrase + –ing form as objects): 4) suggest; 7)stand; 13)put off;14).give up;3)be fond of; 8)get tired ofGroup Three(verbs/verbal phrase + –ing form as objects/ the infinitive as objects): 15),16) go on; 17),18)mean; 19),20)likeGroup Four(-ing form as subjects): 5)painting; 6)copying a picture; 17)being late Then let the students continue discussing in groups and then give them a listing task, that is, adding as many verbs or phrases as they can to Groups1-3.Group One只能用不定式作宾语的动词：refuse, promise, pretend, wish, hope, agree, ask, decide, expect, manage, offer, afford, agree, ask ,beg, care, choose, dare, desire, determine , fail, learn , prepare, plan, long, happen, seem…Group Two只能用v-ing 形式作宾语的动词或短语：admit, avoid, appreciate, keep, consider, delay, enjoy, escape, excuse, finish, imagine, mention, mind, miss, practice, permit, risk ,suggest, advise, allow, permit…feel like, give up, put off , can’t help (禁不住), can’t stand (无法忍受) , be busy in, be worth, lead to, look forward to, devote...to, stick to, be used to, get down to, object to, pay attention to…Group Three1)能用不定式又能用v-ing 形式，并且意义差异不大的动词：prefer, continue, like,hate, love2)既可接不定式又可接v-ing 形式，但含义不同的动词有：remember, forget, try, goon, mean, regret…Step3. Practice1.— You were brave enough to raise objections at the meeting .— Well , now I regret _____ that .A. to doB. to be doingC. to have doneD. doing2.The squirrel was so lucky that it just missed ____.A. catchingB. being caughtC. to be caughtD. to catch3.The teacher doesn’t permit ____ in class.A. shoutingB. shoutC. to shoutD. having shouted4. —What makes you so happy?— ____.A. Passing the driving testB. Because I’ve passed the driving testC. For passing the driving testD. Pass the driving test5.I forgot _____ (buy) the book, so I have to borrow one.6.Please remember____ (turn off) the light when you leave.7.Try _____ (knock) at the back door and see whether he is in or not.8.We must try ____ (come) here as early as possible.9.What do you mean ___ ( do) with it?10.I won’t stay if it means ____(listen) to another dull talk.【速记口诀】同意提出学会的打算，要求答应来帮忙。
Book2Unit4教学设计
教学课例与教案设计Unit4 Wildlife Protection 人教版第二模块（必修）课型：1. Warm-up and Pre-reading2. Reading and Language points3. Using language4. Listening and Speaking5. Using Structure6. Writing授课时间：40分钟/节总体目标：每节课遵循Lead-in→Pre-task→While-task→Post-task →Reflective-task→Assignment模式，立足并渗透识别、理解、推理、概括、重构、阐述六个层面能力, 从语言形式训练过渡到语言思维的训练，归还语言之本质，注重信息能力、思维能力和跨文化沟通能力的培养。
教学配合资源：高中新课标同步功略英语《学海导航》、《英语周报》。
教学设计与实施：梅州中学英语教研组：谢芳、黄丽娟、张立、陈婷、陈春艳、刘福文、郑珊丹、叶映霞、张爱云、林海珊、张乐拉。
课型：Reading & language points 教学内容：Wildlife Protection SB2Attachment:Group work evaluation form (课堂小组活动评价表)C. Quite active and responsibleD. V ery active and needs improvement课型：Using language教学内容：Wildlife Protection 执教者：林海珊课型：Listening and speaking教学内容：Listening on Page 62&Page 65课型：Discovering useful structures教学内容:Present Continuous Passive Voice课型：Writing教学内容：How to write a basic writing of wildlife protection(根据SBP31写作任务改编)。
Book2Unit4教学设计
教学课例与教案设计Unit4Wildli fe Protec tion人教版第二模块（必修）课型：1. Warm-up and Pre-readin g2. Readin g and Langua ge points3. Usingl angua ge4. Listeni ng and Speaki ng5. Using Struct ure6. Writin g授课时间：40分钟/节总体目标：每节课遵循L e ad-in→Pre-task→While-task→Post-task →Reflec tive-task→Assign ment模式，立足并渗透识别、理解、推理、概括、重构、阐述六个层面能力, 从语言形式训练过渡到语言思维的训练，归还语言之本质，注重信息能力、思维能力和跨文化沟通能力的培养。
教学配合资源：高中新课标同步功略英语《学海导航》、《英语周报》。
教学设计与实施：梅州中学英语教研组：谢芳、黄丽娟、张立、陈婷、陈春艳、刘福文、郑珊丹、叶映霞、张爱云、林海珊、张乐拉。
课型：Readin g & langua ge points 教学内容：Wildli fe Protec tionSB2授课教师：陈春艳张立Attach ment:Groupwork evalua tion form (课堂小组活动评价表) Group____________C. Quitea ctive and respon sibleD. V ery active and needsi mprov ement课型：Using langua ge教学内容：Wildli fe Protec tion执教者：林海珊课型：Listen ing and speaki ng教学内容： Listen ing on Page 62&Page 65课型：Discov ering useful structures教学内容:Presen t Contin uousPassiv e Voice执教者：郑珊丹课型：Writin g教学内容：How to write a basicwritin g of wildli fe protec tion(根据SBP31写作任务改编)。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
5)T: Boys and girls, let’s play another guessing game. They are two twins brothers. But they didn’t see each other any day.
Book2 Module4教学设计教案
Teaching plan
NanchangdianPrimary School Duanyajing
Title
题目
Book 2 Module 4Unit 1
This is my head
Aims
教学目的
1. Learn the new words: head, face, nose, mouth, eye and ear.
Aids
教学准备
Word card, multi-media, a picture of pan pan
Teaching p’s activity
Re-preparation
教
学
过
程
I. Warming-up and revision .
We use them listen something. Guess, what are they
T: Yes, they’re ears.
T show the word card “ear”, teach it, students read it follow the teacher. Teacher must emphasize the pronunciation.
T: This is your ear. (Point at the students)
6) T: What other organs in our face
T: Yes, they’re our eyes.
T show the word card “eye”, teach it, students read it follow the teacher. Teacher must emphasize the pronunciation.
Compare “hand” with “head”.
2)T: Oh, it’s six o’clock in the morning! I must wake up. (T does the action as wash face)
T: Boys and girls, what am I doing
T: I am washing my face.
T show the word card “face”, teach it, students read it follow the teacher. Teacher must emphasize “ac” pronounces as /ei/.
3) T: What’s this (Show a picture of a toy elephant at the screen)
T: This is your eye. (Point at the students)
IV.Further development
1) Play a game: Touch your mouth/face/head/nose/eye/ear.
Ask some students come to the front do the action, other students give the orders:
T: Yes, you’re right. Elephant has a long nose.
T show the word card “nose”, teach it, students read it follow the teacher. Teacher must emphasize “nose” pronounces as /nauz/.
2) T: Boys and girls, my name’s pan pan. This is the picture of me. Look, this is my mouth/face/head/nose/eye/ear. (T acts as pan pan).
T: Oh, he has a big head.
III .Listen and reading activities .
T show the word card “head”, teach it, students read it follow the teacher. Teacher must emphasize “ea” pronounces as /e/.
2. Can know and express their own five organs.
Focus
教学重难点
1. Learn the new words: head, face, nose, mouth, eye and ear.
2. Can know and express own five organs.
4T: What’s under the nose (T touch the nose)
T: It’s mouth.
T show the word card “mouth”, teach it, students read it follow the teacher. Teacher must emphasize “ou” pronounces as /au/.
1. Greeting
T: Good morning, boys and girls!
2. Play a guessing game
Teacher asks some students come to the front and do some actions.
II. Leading-in .
T: Boys and girls, look at the screen. Who’s he (Show a famous cartoon character” Big head son”.)