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Module8 unit 1教学设计

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情感态度
与价值观
Train the ability of revision and working effectively, and train the students loving our own country.
教学重点
1.How o use the words and expressions.
Let them to know more about knowledge of holidays
Step 2:
revision
Check the words and expressions in this unit.
Students write and say the words and expressions.
Step6:
Summary
What have you learned?
Students summarize knowledge of the lesson.
Train students’ abilities of summary.
Step 7:
Homework
1.Make sentences with the words and phrases
2.Write out five sentences about adverbial clause of time
3.Get ready for the learning of Unit 2.
板书设计
Module 8 Public holidays
Unit 1 It’s the last day before the new school year begins.
2.Know the adverbial clause of time and hoe to use them.
教学难点
To understand the grammar points and learn how to use them.
教法
Bottom-up approach.
学法
Work in pairs or groups
Let students know what they should learn in this unit.
Step 5:
Speaking
1.Play a game. To say the dates.
2. Groups work: talk about Chinese festivals. (Such as Spring Festival, Dragon Boat Festival, Lantern Festival and Mid-autumn Day.)
Step3: listening
1.Listen and tell what holiday is it.
2.Listen it again and answer the questions.
Listen it twice, and give the right information.
Train the ability of listening.
八年级下Module8unit 1教学设计
学校
东兴ห้องสมุดไป่ตู้学
备课人
刘丽丽
教材分析
第八模块的主要内容是节假日，涉及节假日的诞生和如何庆祝节假日，可以使学生了解更多的中外重要节假日，本模块的语法点是时间状语从句以及如何运用，这些知识的学习都需要老师的细心讲解来使学生进一步的掌握，从而熟练的运用。
教学目标
知识与能力
Step 4:
Learn new lesson
1. Listen the dialogue and finish the table.
Students listen and fill in the blanks.
Know the meaning of the dialogue.
2. Listen the dialogue again, and choose the best answer.
Students talk about, and then say them in the whole class.
Train the ability of speaking and expressing. Hope students know more about the Chinese traditional culture.
教具
Tape recorder，Computer
学具
Textbook，paper，learning plan
课时
One
课型
New lesson
其它
程序
教师活动
学生行为
设计意图
个人补充
Step1:Warming up and lead in
Brainstorming.
Students think of the holidays
Ask students to remember words, expressions and how to use them.
Revise the important expressions.
Look at the screen
And say the expressions together.
Let students remember them, and how to use them.
Listen and choose the answers.
Check them the understanding of the dialogue.
3. Read the dialogue by groups.
Reading the dialogue.
Train the ability of reading and presentation.
4. Present the dialogue by roles in the whole class.
Showing time.
5. Knowledge points and grammar points.
Students summarize the knowledge points and grammar points.
1.Holidays:
2.Words and expressions:
nguage points: he differences betweenwhenandwhile:
反思
After the learning of this unit, the students can know a little of Adverbial clause of time, the students can know how to say the dates and what are Adverbial clause of time. Moreover, students can know more about the traditional festival, so that we can train them the ability of loving own country.
1. Master the key words and key expressions.
2. The using of grammar points.
过程与方法
1.Learning by themselves and cooperation methods.
2. Train the abilities of communication and cooperation.

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Module8 Unit1 She goes swimming(教案)外研版(一起)英语二年级上册

Module8 Unit1 She goes swimming(教案)外研版(一起)英语二年级上册

Module8 Unit1 She goes swimming教学设计
教材名称：外研社新标准一起二年题：阅读课（关于周末做什么）
设计思路
外研社新标准小学英语（一年级起点）二年级上册Module8 Unit1语篇二具有完整的故事线，介绍周末会干什么。对于本语篇的教学我将采用任务型教学紧靠主题让学生有针对性的学习语篇重要内容理解语篇，在过程中注意引导学生的思维，在活动中让学生有效输出。
教学目标
在学完本课后，学生能够：
1.在看、听、说活动中理解语篇的意义，梳理Sam，Amy和Lingling的周末活动；
2.运用所学，小组合作中完成课堂小调查。
3.利用周末时间参加一些有益的活动，发展自己的兴趣爱好，丰富自己的业余生活，通过同伴以及家人交往增进情感，建立良好的关系。
教学重点和难点
教学重点：1.理解weekend的意思。
I am happy.
Step2 Lead-in
Now, listen! Class is over
Look! What does Ms.Smart say?
What is the weekend? Listen!
The weekend is Saturday and Sunday.
Do you like the weekend? Yes, I do. I like Saturday and Sunday.
2.学生能够用英语谈论自己和他人的周末活动。
教学难点：学生们能够描述他人周末的活动并邀请他人一起过周末。
教学资源
多媒体
教学过程
教学步骤与时间安排
教学活动
设计意图
Pretask activities
Introduction to topic and task.
Module8Unit1Whattimedoesyourschoolstart(教学设计)英语五年级

Module8Unit1Whattimedoesyourschoolstart(教学设计)英语五年级

小学英语（外研版）___五___年级上册教学设计一、教材分析本单元的语言功能是谈论时间，是一个独立的模块。

本单元主要是谈论与学校有关的事，它仍然是围绕着Lingling在英国的见闻这一主线，通过Lingling和Amy的对话告诉大家英国的学校生活。

本单元的语言结构学习内容是句型：What time does your school start ? 这一结构是本学期重点学习的内容之一，按照目标要求，学生应掌握。

在本单元谈论学校生活时，要求学生掌握一些与校园生活相关的动词短语，复习巩固时间的表达方法，并且能将两者相结合。

二、学情分析在本模块的知识点中，与学校有关的动词词组是学生十分熟悉和掌握较好的，由于它贴近学生生活，所以学生对此会表现出较浓厚的学习兴趣，这就为本单元的学习打下了良好的基石。

另外，本单元的另一个知识点，即时间的表达方法也是学生已经掌握的，所以学生主要解决的问题是如何进行综合运用。

三、教学目标知识与技能目标：1、学生能够听懂并且会说句子：What time does your school start?My school starts at nine o’clock in the morning.What time do you get up?I get up at half past seven.2、学生能够理解并能并认读单词：time,school,late，exercise，playground，before，tea，always能力目标：在实际生活中能口头运用“What time does your school start? ”这类语句询问事情发生的时间，并做出回答。

情感目标：帮助学生了解中西方学校生活的差异，热爱自己的学校生活。

四、教学重、难点教学重点：1、灵活运用“What time does your school start? ”询问事情发生的时间。

2、单词“time,school,late，exercise，playground，before，tea，always”的理解和认读。

六年级上册英语教学设计-Module 8 Unit 1 Do you often play with

六年级上册英语教学设计-Module 8 Unit 1 Do you often play with

六年级上册英语教学设计-Module 8 Unit 1 Do you often playwith dolls｜外研社（三起）一、教学背景本教学设计针对的是六年级的英语教学，教学内容为外研社（三起）六年级上册英语教材Module 8 Unit 1 “Do you often play with dolls?”。

二、教学目标1. 知识目标1.熟练掌握表示频率的词汇及句型。

2.了解和运用新词汇：act, often, instrument, collection。

2. 能力目标1.能够描述他人的日常活动。

2.能够跟他人就自己的日常活动进行交流。

3. 情感目标1.培养学生对英语学习的兴趣和积极性。

2.培养学生的沟通能力和合作精神。

三、教学重点和难点1. 教学重点1.学习表示频率的词汇及句型。

2.运用新词汇：act, often, instrument, collection。

2. 教学难点1.怎样运用频率词汇进行描述。

2.怎样运用新词汇进行表达。

四、教学内容与步骤1. 教学内容本节课的教学内容为Module 8 Unit 1 “Do you often play with dolls?”，主要内容包括：1.掌握描述他人日常活动的常用表达。

2.学习并掌握频率的表达方式。

3.学习并掌握新单词act, often, instrument, collection。

2. 教学步骤步骤一：导入通过教师自我介绍的形式，引导学生认识表示频率的词汇，如sometimes, often, always等。

步骤二：学习新词汇教师呈现新词汇act, often, instrument, collection，并通过图片和语音示范让学生学习和掌握这些单词的发音和意思。

步骤三：学习并掌握频率的表达方式教师采用举例的方式，引导学生学习频率的表达方式。

如：•100% → always•80% → often•50% → sometimes•20% → rarely•0% → never步骤四：描述他人的日常活动教师通过举例的方式，引导学生学习描述他人日常活动的常用表达方式。

Module8Unit1Doyouoftenplaywithdolls(教学设计)外研版英语六年级上

Module8Unit1Doyouoftenplaywithdolls(教学设计)外研版英语六年级上

Module 8 Unit1 Do you often play with dolls教学设计一、教材分析：本节课是外研版小学英语六年级上册的第八模块的第一单元。

本单元主要围绕着“Do you often play with dolls?”这一话题展开，通过学习询问和回答关于玩具的频率的问题，培养学生的听、说、读、写的能力，同时也帮助学生扩展词汇量和提高语言表达能力。

二、教学目标：1. 学会运用频率副词询问和回答关于玩具的频率。

2. 能够用简单的句子描述自己和他人的玩具使用频率。

3. 通过对话和练习，提高学生的听、说、读、写的能力。

4. 培养学生的合作意识和团队合作能力。

三、教学重点和教学难点：教学重点：1. 学会使用频率副词询问和回答关于玩具的频率。

2. 提高学生的听、说、读、写的能力。

教学难点：1. 运用频率副词正确询问和回答关于玩具的频率。

2. 提高学生的语言表达能力和口语交际能力。

四、学情分析：学生是小学六年级的学生，他们已经具备一定的英语基础，能够简单地进行英语对话和阅读。

他们对玩具这一话题感兴趣，但在表达自己的意见和观点时可能存在一定的困难。

因此，本节课需要通过多种形式的练习和活动激发学生的学习兴趣，提高他们的参与度。

五、教学过程：Step 1: WarmupGreet the students and review the previous lesson briefly.Show some pictures of different toys and ask the students if they like playing with these toys. Encourage them to express their preferences using sentences like "I like playing with dolls" or "I don't like playing with toy cars."Step 2: PresentationIntroduce the target sentence: "Do you often play with dolls?" Write it on the board and explain the meaning to the students.Teach the frequency adverbs: always, usually, often, sometimes, rarely, never. Write them on the board and explain their meanings and usage.Use examples to demonstrate how to form questions and answers using the target sentence and frequency adverbs. For example:Teacher: Do you often play with dolls?Student: Yes, I often play with dolls.Practice the target sentence and frequency adverbs with the whole class. Ask individual students questions using the target sentence and encourage them to answer using the frequency adverbs. For example:Teacher: Do you always play with toy cars?Student: No, I rarely play with toy cars.Step 3: PracticeDivide the class into pairs or small groups.Give each group a set of picture cards depicting different toys.Instruct the students to take turns asking and answering questions about the frequency of playing with each toy. For example:Student A: Do you often play with toy cars?Student B: No, I sometimes play with toy cars.Monitor the students' conversations and provide assistance if needed.After the practice, ask some groups to share their findings with the whole class. For example, ask a student from each group to report on the toy they oftenplay with and the toy they rarely play with.Step 4: ConsolidationPlay a game called "Toy Survey." Give each student a survey sheet with questions about toy preferences and frequency of playing with different toys.Instruct the students to walk around the classroom and ask their classmates the survey questions. They should record their classmates' answers on the survey sheet. After the survey, ask some students to share their findings with the whole class. For example, ask a few students to share the toy that is most popular among their classmates and the toy that is least popular. Step 5: WrapupReview the target sentence and frequency adverbs with the whole class. Ask some students to provide examples using the target sentence and frequency adverbs.Summarize the main points of the lesson and provide feedback on the students' performance. Praise their efforts and improvements.Assign relevant exercises from the textbook or workbook for homework.例子：Warmup: Show pictures of different toys, such as dolls, toy cars, action figures, and stuffed animals. Ask the students, "Do you like playing with dolls?" Encourage them to answer using plete sentences, such as "Yes, I like playing with dolls" or "No, I don't like playing with dolls because I prefer toy cars."Presentation: Write the target sentence "Do you often play with dolls?" on the board. Explain its meaning and emphasize the use of the frequency adverb "often." Give an example dialogue:Teacher: Do you often play with dolls?Student: Yes, I often play with dolls.Practice: Divide the class into pairs. Give each pair a set of picture cards depicting different toys. Instruct the students to ask and answer questions about the frequency of playing with each toy. For example: Student A: Do you usually play with toy cars?Student B: No, I rarely play with toy cars.Consolidation: Play the "Toy Survey" game. Give each student a survey sheet with questions about toy preferences and frequency of playing with different toys. Instruct the students to walk around theclassroom and ask their classmates the survey questions. Afterward, ask some students to share their findings with the whole class. For example:Student: According to the survey, most of my classmates often play with stuffed animals, and very few of them never play with action figures.Wrapup: Review the target sentence and frequency adverbs. Ask the students to create their own sentences using the target sentence and frequency adverbs. For example, "Do you always play with toy cars?" or "I sometimes play with dolls, but I usually play with action figures."六、板书设计：Do you often play with dolls?always usually often sometimes rarely never七、教学反思：本节课通过引入频率副词，教授了有关玩具频率的表达方式。