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单元（章）教学设计授课时间：年月日至月日太原市教研科研中心研制第 1 页（总页）课时教学设计首页授课时间：年月日太原市教研科研中心研制第 2 页（总页）课时教学流程太原市教研科研中心研制第3 页（总页）课时教学流程第4 页（总页）课时教学流程第5 页（总页）课时达标检测设计第 6 页（总页）检测的目标点与用时预设；反馈、矫正方法预设与达标效果补充检测的目标点本节课的重点内容。
侧重能力训练，落实本节课所学语言知识说和写的运用。
用时10 分钟反馈全班学生独立完成，老师点拨，其他学生补充，最后学生组成短文，互相修改，老师抽查并评价写作内容。
矫正方法普遍性的错误，写在黑班上，学生改正。
个别错误，进行个别辅导。
未达标的学生再次检测。
就英语学科性质来说，除随堂达标检测外，还应遵循语言规律，输入与输出的知识相结合，分层次，重落实，勤反馈的训练模式，基于学情设计每个环节后分层训练题及反馈活动。
课时教学设计尾页太原市教研科研中心研制第7 页（总页）课时教学设计首页授课时间：年月日太原市教研科研中心研制第 1 页（总页）课时教学流程第2 页（总页）课时教学流程第3 页（总页）课 时 达 标 检 测 设 计太原市教研科研中心研制第 4 页（总 页）检测的目标点与用时预设；反馈、矫正方法预设与达标效果补充检测的目标点 本节课的重点内容。
侧重能力训练，落实本节课所学语言知识说和写的运用。
用时 10 分钟 反馈全班学生独立完成，老师点拨，其他学生补充，最后学生组成短文，互相修改，老师抽查并评价写作内容。
矫正方法普遍性的错误，写在黑班上，学生改正。
个别错误，进行个别辅导。
未达标的学生再次检测。
就英语学科性质来说，除随堂达标检测外，还应遵循语言规律，输入与输出的知识相结合，分层次，重落实，勤反馈的训练模式，基于学情设计每个环节后分层训练题及反馈活动。
课时教学设计尾页太原市教研科研中心研制第 5 页（总页）课时教学设计首页授课时间：年月日太原市教研科研中心研制第 1 页（总页）课时教学流程第2 页（总页）课时达标检测设计第 3 页（总页）检测的目标点与用时预设；反馈、矫正方法预设与达标效果补充检测的目标点本节课的重点内容。
Unit 2《Puzzles in Geography》Ⅰ. Teaching aims：1. Students will be able to know about the history of the formation of the UK.2. Students will be able to have knowledge of the three parts of England and their characteristics.3. Students will be able to learn about the history and culture of London.4. Students will be able to know about and try to use the following words and expressions：consist of, be linked to, get connected, etc.Ⅱ. Teaching methods and activities：Toachieve different teaching aims, various kinds of teaching methods and activities will be adopted t hroughout this period, such as TBL (Task-based learning), skimming, pair work, brainstorm a nd others, which can offer students opportunities to fulfill tasks in which they can use language to achi eve a specific outcome.Ⅲ. Teaching aids：Computer , projector, blackboard.Ⅳ. Teaching important points：(1) Make students have a clear mind for the structure of the text.(2) Help students understand the theme of the text.Ⅴ. Teaching difficulties：(1) So many new words may affect students’ understanding.(2) How to clarify the question that how the UK come into being?(3) How to summarize the main idea of this text in your own words.Ⅵ. Teaching proceduresStep 1 Warming up1 Draw a rough map of the United Kingdom, ask the students to fill the names of four countries in the map.2 Discuss how did the Uk come into being and how many zones does the England include?Step 2 SkimmingSkim the whole passage, divide the passage into three parts and match the main idea of each part. Step 3 Scanning1 Read Para.2 and analyze how did the UK come into being.2 Read Para. 2. and answer the question. The Union Jack unites the flags of three countries in the United Kingdom. Which country is left out? Why?3 What are the similarities and differences of these four countries?4 Using the information of Part I to fill in the blanks5 What are the three zones in England?6 What are the features of the South, the Midlands and North of England?7 Where can you find more about British history and culture?8 Read Para. 5 and fill in the table.9 Which group of the invaders did not influence London?10 According to Para. 4 and Para. 5, guess which zone London is located in in England? Why? Step 4 Post reading1 Complete the passage according to the reading passage Puzzles in Geography.When asked why different words are used to describe these four countries：England, Wales, Scotland and Northern Ireland, there’s no need to debate any more. You can 1._______this question if you study British history.Now when people refer to England you find Wales 2.____________ as well. Great Britain was the name given when England and Wales were 3._________ to Scotland. Just as they were going to get Ireland 4.___________ in the same peaceful way to form the United Kingdom, the southern part of Ireland 5.______ away to form its own government. To their 6.________, the four countries do work together in some areas, but they still have very different 7.___________. England is the largest of the four countries, and for 8.____________ it is divided roughly into three zones. Most of the population is settled in the south, but most of the industrial cities are in the Midlands and the North of England.London with its museums, art 9.___________, theatres, parks and buildings is the greatest historical treasure of all. It is the centre of national government and its 10.____________.2 Try to find the sentences true or false. If false, try to correct them.1) The oldest castle in London was constructed by Norman rulers in 1066.( )2) London has the oldest port built by the Normans in the 1st century AD.( )3) The oldest building in London was begun by the Anglo-Saxons in the 1060s.( )4) The first invaders Norman left their towns and roads.( )5) The Vikings influenced the vocabulary and place-names of the North of England.( )Step 5 SummarySummarize the whole passage with about 60 words, and ask the students to comments.Step 6 Homework1 Learn the passage carefully and retell the it to your desk mate.2 Rewrite the summary of the passage again.。
(三起点)外研版五年级英语上册《M o d u l e2-模块整体教案》-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANModule2 模块整体教案模块教材分析本模块继续学习一般过去时，在己经学过过去时一般疑问句和陈述句的基础上学习由what引导的一般过去时的特殊疑问句，并作相应的回答。
教学内容主要围绕着过去买了什么东西和买了多少东西的话题而展开一系列的对话和活动。
教学的重心应放在如何让学生运用一般过去时来询问他人过去买了什么东西和买了多少东西。
掌握词汇can, any, use, half. 第一单元主要通过创设情景，引出话题并进人重点语言知识的学习，主要句型是: What did you buyWe bought some apples. How many bananas did you buy? 第二单元主要询问别人过去买了多少东西(不可数名词），学习字母u, o, a和字母组合e, ir, ui的发音，主要句型是: How much cheese did you buyHalf a kilo.模块教学目标☆知识目标1. 能理解并会说唱Unit 2 Activity 5 Listen and say. Then sing.2. 能听、说、读、写Unit 1 Activity 3 Listen and say.和Unit 2 Activity 1 Look, listen and say.中的单词和句子。
3. 能听、说、认、读Unit 1 Activity 2 Listen, read and act out Unit 2 Activity 6 Do and say.和Activity 7 Now write and act.中的句子。
4. 能朗读和理解Unit 2 Activity 2 Listen and read.中的单词和句子。
5. 能够认、读Unit 2 Activity 4 Listen and repeat.中的音素及例词。
小学英语说课稿这节课的内容选自小学英语第五册Module2。
这节课的教学重点是让学生在对话中掌握单词的现在分词形式，教学内容都是简单易记的单词，所以不是很难，主要是通过练习对话和朗读课文，小组活动来记忆单词的现在分词形式。
兴趣是最好的老师。
特别是对小孩子而言，如果对英语学习没有兴趣的话，那就事倍功半了。
在这节课的整体设计中，我想兴趣是第一位的，通过情境、图片等方面吸引学生，提高他们的兴趣，让他们想学，爱学，下面是这节课的教学思想。
一、说教材我说课的内容是小学英语第五册Module2，这节课主要是学习如何通过简单的对话记忆一些单词和它们的现在分词形式。
我采用多样化的教学手段将听、说、唱、记溶于一体，激发学生学习英语的兴趣，并让他们掌握记忆单词的方法。
找到自己的学习策略。
情感态度目标:通过本节课的学习，让学生有兴趣的读课文，同时有兴趣的听、说英语。
培养学生敢于开口、乐于参与的学习态度。
充分利用教材和多媒体资料教学所提供的学习资源，实现学生积极参与，相互合作，主动和他人交流，并克服语言学习中的困难，提高用英语交流的能力。
文化意识目标：能够和其他小朋友一起练习对话记忆单词，掌握单词及它们的现在分词形式，相互合作，敢于说英语，读英语，找到适合自己学习英语的学习策略。
二、重难点结合教学目标的要求，我把本课的重难点设置为：1、如何有感情的进行对话，注意发音与语调，并从对话过程中记住单词。
2、和同学组成小组一起学习。
我主要是想通过教材的对话—设置—灵活运用这三个主要步骤来突破教材重难点的。
在教学开始让学生先通过游戏提起兴趣，然后开始讲解课文中的对话，让他们按步骤依次进行对话，并借助图片，动作等多种媒体介的感官刺激实现对知识的掌握。
三.说教法和学法1、游戏教学法开始上课时，先让孩子们做一个游戏，看图片与我对话。
学生与我互动，学生积极回答问题，课堂气氛逐渐活跃起来，完成简单的对话。
这样既轻松地记住了单词和初步对单词的现在分词形式有了一定得了解，也提高学生的兴致和积极性。
外研社版八年级英语上册Module 5 Unit 2 It describes the changes in Chinese Society.【教材分析】本模块以老舍以及老舍茶馆为主题，介绍了作家老舍、老舍茶馆以及话剧《茶馆》等相关内容，共三个单元。
第一单元为听说课，以玲玲带贝蒂前往老舍茶馆观看京剧为主题展开的对话。
本课时是第二单元第一课时，为阅读课，以介绍著名作家老舍、其作品《茶馆》和北京老舍茶馆为主要内容。
通过设置读前、读中、读后三个阶段的教学活动，学生可以学会通过观察短文段落标题来把握文章大意，培养阅读策略，并引导学生通过建立时间轴来表现人物的生平，借此把握文章脉络，充分提取细节信息。
通过对老舍及其生平和作品的了解，增强对中国传统文化的热爱，增强民族自豪感。
【学情分析】本单元的话题贴近学生生活，内容是通过对作家老舍，戏剧《茶馆》和景点老舍茶馆了解，形成有效的语言输出，完成任务，让学生了解有关传统文化的主题。
在教学中反复使用词汇及句型，以不同形式反复出现，在足够的输入中达成有效的语言输出。
八年级学生，他们活泼、开朗，对学习英语有着强烈的兴趣，但注意力容易分散，有不稳定性的生理特点。
教学中注意启发引导，更要注重教学方法的灵活性，因此，通过任务型教学法、情景交际教学法和学生小组合作、小组竞争等不同形式来激发学生。
【教学目标】1.过图片和语境帮助学生学习新单词和短语。
2.借助段落标题和照片，使学生理解文章主要意思。
3.通过时间轴来记录事件的发展顺序。
4.进一步培养学生爱国情怀，弘扬传统文化的品格。
【教学重难点】重点：本单元单词、短语和文章主要意思。
难点：用时间轴记录事件发展顺序。
【教学过程】Step 1： Lead-inTeacher shows learning objectives, let students get aims of this class. Ask students questionsQ1：Do you like watching movies?Q2：Do you know the movie and did you see the movie?（展示学习目标，让学生明确本节课学习内容，再看图片，引入电影《我和我的祖国》，即激发学生兴趣，又设定情景，开展情景教学。
东北师大附中朝阳学校高中教案编号：教师：课题Unit 2 The United Kingdom课时8 日期教学目标1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK and Ireland.3. Help the students learn to get information by listening.教材分析本单元的话题是“英国”。
通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。
Warming Up 部分要求学生完成一项小测试任务，了解学生对英国的了解，并调动学生积极的思维，激发学生的学习动机。
Pre-reading 部分通过三个有关英国的小问题，让学生预测本文的内容，使其大概了解阅读内容。
Reading (Puzzles in Geography)从地理、历史、政治、文化等多角度说明了联合王国的形成、发展、以及它的风土人情和人文景观。
使学生对英国有一个比较详实的认识，拓宽了知识面，有助于深入地理解和领悟英国语言和英国文化习俗。
Comprehending 部分通过练习加强学生对文章的深层理解，训练其概括总结能力。
Learning about Language 部分主要强调通过语境运用本单元生词，还设计了有关构词法的练习和各种与动词say同义和近义词的练习。
语法部分引导学生发现课文中的过去分词用作宾语补足语的例句，设计了较为简单的填空练习和具有趣味性的游戏。
练习册部分还设计了具有实际意义的活动──完成一份调查报告。
Using Language 部分涵盖了听、说、读、写几个部分。
听的部分通过张萍玉与导游之间的对话使学生亲身体验去伦敦旅行的真实情景，既训练学生的听力，又通过回答问题训练他们的分析能力。
MODULE 2 TEACHING PLANContent：Module 2 A Job worth doing [senior 2 , New standard English]一、题材内容本模块介绍在玻利维亚，山地崎岖，交通困难，从首都LA PAZ向北延伸的一条山路最为突出，给过往车辆带来隐患。
当地居民Timoteo Apaza 自愿无偿充当“路标”，为过往车辆提供信号，维护车辆安全通过最危险的路段。
并由此延伸，培养学生乐于奉献的精神。
教学中应结合社会生活实际情况，灵活掌握教学过程，组织教学内容，丰富学生知识，拓展学生视野。
二、教学目标3）学习策略尊重他人工作，树立正确的职业观。
参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
三、教学重点和难点重点：1．如何使用地道的英语介绍各种职业的情况。
2．正确理解并应用动词的各种时态。
3．礼貌的进行日常对话。
难点：能用得体的英语表述有关职业的故事并能自如的申请自己喜欢的工作。
四、教学方法基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习得课堂活动，强调合作探究与独立思考相结合，初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
五、教材处理核心任务：思考并表达未来热门职业的情况。
三个环节如下：pre-task：学生联系社会生活实际，激活背景知识，了解职业情况。
task –cycle：通过整个模块的听说读写的训练，强化“有关工作的对话”的表达能力，为完成任务做好铺垫post-task）：达成任务，展示成果，反馈学习情况六、教材安排根据学生学习英语的特点和规律，我们把本模块划分为5课时：Period 1:Introduction & Vocabulary& Listening and SpeakingPeriod 2:V ocabulary and ReadingPeriod 3:Everyday English and Function and &Grammar 2Period 4:Reading &WritingPeriod 5:Cultrual Corner &Task &Module File注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』Period 1:Introduction & Vocabulary & Listening & SpeakingTeaching Content :Introduction & V ocabulary & Listening & SpeakingTeaching Aims and Demands:1. Language KnowledgeNew words: Intellectual stressful, satisfying earn, salary, staff, sign, agent, analyst, apply, permanent,contract.2. Listening skillImprove the students’ listening ability.3.Affection and attitudes: Learn something about different jobs. We should respect the work of otherpeople. Form positive and right opinion about labour.Learning strate.g. ies:Discussion and listening the tape and do some exercises.Teaching Aids: Multi-MediaTeaching Procedures:Part I: IntroductionTask: Talk about different jobs.Step One: Look at the photos and say what the people are doing.Directions:1. Tell them a story about Young Liwei2. Introduce them to the topic.3. Talk about different jobs according to the pictures.4.Disscuss the importance of every job.Step Two: Talk about some famous people of these jobs.Directions:1.List some famous people of these jobs. Then let the Ss talk about them .2.Do activity 2 on page1Step three: Ask some questions and answer them as a competitionQuestions such as , What sort of jobs would you like to do?Why do you like it?What should you do for the dream?Directions: The teacher gives questions and the Ss are divided into groups and answer quickly. The groups which answer most questions will be rewarded.Part II: VocabularyTask: Grasp the vocabulary of this module.Directions:Step one: Ask the students to do activity 1on page 15 and compare with their partners.Step two: Complete the sentences with words in activity 1Check the answers with the classmates.Step three Practice: Match the words to form the jobs.Step four Ask questions about these jobs.Step five: Summarize:.Part III: Listening and speakingTask: Obtain and deal with information by ListeningStep one: Lead in and prepare background knowledge for the target materialDirections:1. Have a competition ask and answer questions about applying for jobs.2. Discuss “Can you guess what we will listen to ?”Step two: Presentation .Listen to the target language :1.Play the cassette for the first time and have the students say what job Claire is applying for.2.Let the Ss. Write a question Claire could ask the manager Play again to check if Claire ask your question.3.Listen to part 1and 2 of the interview and complete the form in activity 3 . Have the students compare notes inpairs .4.Play the tape a third time for a final check and do activity 45.Check notes with the teacher.6.Role-play7.Work in pairs. Choose another job and role-play a similar situation.Part IV: HomeworkDo Ex 4, 5 6 and 8 on page 74 and 15 in the Workbook.Period 2: Vocabulary and ReadingTeaching Content: Vocabulary and ReadingTeaching Aims and Demands:Language knowledge:New words:barber, biochemist, electrician, miner, volunteer, sheer, average, circular, encounter, mission, qualified, profound, direct…Reading skill: Understanding how to tell something about a job.Affection and attitudes: Learn something about different jobs. We should respect the work of other people. Form positive and right opinion about labour.Learning strate.g. ies:1.Learn how to tell something about a job.2.Summing up the uses of the past tensesCultural awareness:Getting prepared for identifying important jobs for the future.Teaching Aids: Multi-MediaTeaching Procedures:Part I: Revision1. Help students to revise what is learnt in Period one of this module2. Look at the photos and say what the people are doing.Part II: Pre-reading activitiesLead in the study of the text by carrying out the following activities:1.Talk about different jobs according to the pictures.(Ask students to speak out as many as they can)2.Can you give us an example about a job?(Ask the Ss to tell the story to their partner)3.Match the words in the box with their meanings in activity 1on page 12.Part III: Reading for main ideaHelp students to grasp the main idea of the text by doing the task .1.Ask and answer the questions on page 12 in activity2.2.Read the passage and answer :Which country is it about?What does he do to help the drivers?3.match the headings with the paragraph in activity 3.Part IV: Reading for detailed information1.Read the text again and answer the questions in pairs.1)What is Timoteo’s job?2)Where does he work ?3)Why is the road so dangerous?4)What does he get for directing the traffic?5)What made him start this job?6)Why does he continue to do the job?2.According to the answers, write some key words on the blackboard. Then the teacher and students retell thealtituderoadcountry city vehiclejob ----human traffic signalwhy ? volunteerHave a profound effect onso take up ,directPart V: Dealing with expressions1.Read the text again and do activity 5on page 14.2.Pay attention to these sentencesa.Many roads are in bad condition and accidents are frequent.in …conditionin conditionout of conditionon condition thaton no conditionHis house is now in poor condition.Walking 30 minutes every day and you’ll soon be back in conditionYou can use my computer on condition that you don’t play games.You are on no condition allowed to do that to your parents.Discussion: Can you master these phases?b.But often they just pass by, taking the traffic signal for granted.Pass by sb,\sth.Pass sb,\sth byPass thoughPass awayPass downPass outE.g. We can’t pass this matter by without protest.They pass though a forest.To his grief , his grandpa pass away last month.The book was pass down from generation to generation.He passed out when he heard the bad news.Take for grantedHe takes everything his mother does for him granted.Questions: Do you understand these sentences?Part VI: Language use1. Exercise 7.8.9Direction: Ss do it by themselves. Let’s see who can finish it as soon as possible.2.(Give the students some time to recall what they’ve learned in this class)First think by themselves Then discuss in pairs and finally in pairs and finally share in class.Part VII: Homework: Retell the text as fluently as possible.Part VIII: A testRetell the text.Period 3: Everyday English and Function and Grammar 2Teaching Content: Everyday English and Function and Grammar 2Teaching Aims and Demands: Master the grammar and use them freelyAffection and attitudes:Learn something. about different jobs. We should respect the work of other people.Form positive and right opinion about labour.Learning strate.g. ies: 1. Learn how to tell something about a job.2.Summing up the uses of the past tensesCultural awareness: Getting prepared for identifying important jobs for the future.Teaching Aids: Multi-MediaTeaching Procedures:Part I: Everyday English and FunctionTask: Making deductions about the pastDirections:Step one:Remind the students of the expressions that we have learned .Step two: Ask the students to recite them with their partner.Step three: Complete the sentences with the correct words and phrases. Let the students ask questions in pairs. Step four: Complete the sentences with must , can’t or mightStep five: Speaking practice:Use the expressions above to make a conversation which is about jobs.Part II: Grammar 2Task 1:Review of verb formsActivity1: Match the sentences with the names of the tenses.Activity2: Find out the rules of the present tenseDirection: Read the sentences and answer the questions.Activity3: Find out more sentences of each tense in Part 3 of the passage.Observe, compare and find out the rules.Activity 4: Complete the passage with the correct form of the verbs.【NMET.2004】：---Has Sam finished his homework today?----I have no idea. He _________ it this morning.A.didB.has doneC.was doingD.had doneNMET.2004 My mind wasn’t on what he was saying so I’m afraid I ________half of it .A.was missingB.had missedC.missD.missedKEYS: C DPart III: A test：Fill in the blanks1.Before he ____________（自愿指挥）the traffic, Timoteo ____________（有许多工作）2.One day while he ________（开卡车）he __________（与。
