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Module 4Unit 1 Mum bought a new T-shirt for me. Teaching contentModule 4 Unit 1Teaching material analysisTo ask，answer and present the things happened in the past, and be able to care about others.Teaching aims1. Be able to master the words and phrases: pair, shorts, argue, matter, took, wear,2. Learn to use: ○1 Sam took my T-shirt. He wants to wear it.○2 Mum bought a new T-shirt for me.○3— Did you wash Lingling’s T-shirt?— No, I didn’t. Lingling’s T-shirt is clean.She didn’t wear it.Teaching key pointsCan use English to ask, answer and present the things happened in the past, and be able to care about others.Teaching difficulties1.To master the past forms of some verbs.2.To make students be able to care about others.Teaching modeLead-in, Learning, Discussion, PracticeTeaching methodsThe first post- teaching, get training in class.Teaching aidsThe multi-media, tape-recorder, picturesTeaching processStep I Lead-in1. Greetings.2. Warming-up.Sing a chant. ( What’s the matter? )Step II Learning & discussion1. Show Self-learning tip I:To be able to understand the text based on the questions.○1 Who are they?○2 What are they doing?○3 Why are they arguing?2. Listen to the video and answer the questions.3. Open the book, listen to the video again and circle the past participlesand the new words.4. Show Self-learning tip II:○1 Learn and review the past participles together:took-take, bought-buy, washed-wash○2 Self-learn the new words in groups:pair, shorts, argue, matter, took, wear,5. Learn and recite the new words together.6. Learn the key sentences:○1 Sam took my T-shirt.He wants to wear it.○2 Mum bought a new T-shirt for me.○3— Did you wash Lingling’s T-shirt?— No, I didn’t. Lingling’s T-shirt is clean.She didn’t wear it.( Boarding )7. Drill the key sentences in different forms.8. Learn the dialogue.○1 Watch the video and recall the dialogue.○2 Self-learn the dialogue in groups, and underline the key sentences.○3 Solve the problems and learn it in details together:○4 Read the dialogue after the tape.○5 Read after the teacher.Step III Practice1. Read the dialogue in pairs.2. Consolidation○1 Practice the dialogue in pairs. ( Activity 4 )○2 Then choose some pairs come to the front and show it out. Homework1. Read the dialogue after class.2. Copy the words and key sentences twice.Boarding designUnit 1 Mum bought a new T-shirt for me.1. Sam took my T-shirt.He wants to wear it.2. Mum bought a new T-shirt for me.3. — Did you wash Lingling’s T-shirt?— No, I didn’t. Lingling’s T-shirt is clean.She didn’t wear it.Module 4Unit 2 What’s the matter with Daming? Teaching contentModule 4 Unit 2Teaching material analysisTo ask，answer and present the things happened in the past, and be able to care about others.Teaching aims1. Be able to master the words and phrases: sports, hey2. Learn to use: — What’s the matter with Daming?— He lost his bag.Teaching key pointsCan use English to ask, answer and present the things happened in the past, and be able to care about others.Teaching difficulties1. To master the past forms of the verbs.2.Learn to use the key sentences.Teaching modeLead-in, Learning, Discussion, PracticeTeaching methodsThe first post- teaching, get training in class.Teaching aidsThe multi-media, tape-recorder, picturesTeaching processStep I Lead-in1. Greetings.2. Briefly review what we’ve learnt last class.Step II Learning & discussion1.Show the picture of Daming to the students and ask :Who is he? What does he look like?2. Show Self-learning tip I :To be able to understand the text based on the question:What happened to him?3. Listen to the video and answer the question.4. Open the book, listen to the video again, circle the past participlesand the new words.5. Show Self-learning tip II:○1 Learn and review the past participles together:lost-lose, found-find, were-are○2 Self-learn the new words in groups: sports, hey6. Learn and recite the new words together.7. Learn the key sentences:— What’s the matter with Daming?— He lost his bag.( Boarding )8. Drill the key sentences in different forms.9. Learn the dialogue.○1 Watch the video and recall the dialogue.○2 Self-learn the dialogue in groups, and underline the key sentences.○3 Solve the problems and learn it in details together.○4 Read the dialogue after the tape.○5 Read after the teacher.Step III Practice1. Read the dialogue in pairs.2. Consolidation○1 Finish the exercises in pairs. ( Activity 3 )○2 Then choose some pairs come to the front and check out the answers. Homework1. Read the text after class.2. Copy the words and key sentences twice.Boarding designUnit 2 What’s the matter with Daming?— What’s the matter with Daming?— He lost his bag.ExercisesTeaching contentExercises of Module 4Teaching aims1. Be able to master the words and phrases: pair, shorts, argue, matter, took, wear, sports, hey2. Learn to use: ○1 Sam took my T-shirt.He wants to wear it.○2 Mum bought a new T-shirt for me.○3— Did you wash Lingling’s T-shirt?— No, I didn’t. Lingling’s T-shirt is clean.She didn’t wear it.○4— What’s the matter with Daming?— He lost his bag.Teaching Key pointCan use English to ask，answer and present the things happened in the past, and be able to care about others.一、根据所给单词，选择合适的汉语意思。
课标分析：新课程标准将英语课程的语言技能目标设为九个分级标准，八年级的学生应该达到四级到五级的基本要求，其中，对听说技能的描述如下：能听懂接近自然语速、熟悉话题的谈话，并能从中获取主要信息和观点，能根据语调和重音理解说话者的意图；能就简单的话题提供信息，表达简单的观点和意见，参与讨论。
今天，我依据课标的相关要求，就此课题进行了不同的教学思考和设计，以不同方式实践着课标的相关内容。
本课以means of transportation为中心话题，围绕各种交通方式的对比和选择展开，主要在听说活动中引领学生学习形容词的最高级，以及使用形容的最高级对比和选择交通方式，同时在此话题下引导学生学习和使用本课时所需要词汇。
本课时内容与学生们的实际生活息息相关，易于引发学生用英语进行交流。
在语言学习的活动中提高他们的英语听说能力。
同时依据《课程标准》在教学设计中渗透了语音教学、听力策略的指导以及情感态度的提升活动环节，对有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展。
教材分析：此次视频展示课的课时为外研版八年级上册，Module 4 Planes, trains and ships Unit 1 He lives the farthest from school. 课型为听说课，我依据英语课程标准对此教材和本单元进行了深入的理解与分析。
新课程标准将英语课程的语言技能目标设为九个分级标准，八年级的学生应该达到四级到五级的基本要求，其中，对听说技能的描述如下：能听懂接近自然语速、熟悉话题的谈话，并能从中获取主要信息和观点，能根据语调和重音理解说话者的意图；能就简单的话题提供信息，表达简单的观点和意见，参与讨论。
我和我们备课组几位优秀的教师一起依据课标的相关要求，就此课题进行了不同的教学思考和设计，以不同方式实践着课标的相关内容。
本课以means of transportation为中心话题，围绕各种交通方式的对比和选择展开，主要在听说活动中引领学生学习形容词的最高级，以及使用形容的最高级对比和选择交通方式，同时在此话题下引导学生学习和使用本课时所需要词汇。
Module 4 Sandstorms in AsiaI．教学内容分析本模块以Sandstorms为话题，旨在让学生深入了解沙尘暴的起因和对我国乃至整个亚洲的危害，并通过以“沙尘暴”和“环境保护”为话题的各种任务或活动，让学生掌握与沙尘暴和环境有关的词汇，了解沙尘暴方面的知识。
培养学生用英语谈论沙尘暴及环保的语言技能，同时提高学生的环保意识。
Introduction 部分介绍了一些有关“沙尘暴”的词汇，要求通过练习让学生熟悉这些词汇的意义，并通过讨论问题的方式，让学生初步了解沙尘暴。
Reading and Vocabulary 部分通过阅读Sandstorms in Asia，让学生学习相关词汇，学会分析文章结构,归纳段落大意，本课关于沙尘暴的词汇比较有难度，所以我围绕着课文设计了与课文内容和词汇有关的练习。
通过这些练习，熟悉有关沙尘暴的词汇，学生可以增进对沙尘暴危害性的了解，为后面的说、写做准备。
II．教学重点和难点1. 教学重点(1)掌握一些与沙尘暴和环保有关的词汇。
(2)学习表达有关沙尘暴和环保的话题。
2. 教学难点(1)谈论沙尘暴和环保。
(2)写有关环保的短文。
Teaching plan of Unit 4 Sandstorms in Asia ReadingDesigner: Zhuhongxia No.9 Middle School City of PulandianTitle Unit 4 Sandstorms in Asia Reading and Vocabulary New Period 2Teaching goals 1. Train the ss’s reading ability.2. Grasp some useful words and expressions.3. Enable the Ss to talk about the sandstormTeachingfocusMaster some phrases and useful sentences.DifficultpointsEnable the Ss to talk about Sandstorms.Analysis The Ss can finish the task.Teachingaid1. A recorder2. A projector3. A computerTeaching method 1. Guide Ss to read and guess the meaning of the new words.2. Individual, pair or group work to make every student work in class.T eachingprocedureStep 1Revision and lead-in1. Greet the whole class as usual.2.Play a game.1) Divide the ss into four groups and speak out the names of some disasters inthe last module—Module 3 The Violence of Nature as many as possible. Thegroup getting the most will be the winner.(flood, hurricane, lightning, tornado, drought, tsunami , earthquake, hurricane,thunderstorm , snowstorm, sandstorm.)2) Show the words on the screen and check the Chinese meaning , point out Theteacherand thess’sactivityTime3’Step 2 Step 3sandstorm and let the ss guess the meaning using the two words “sand”and“storm”.3) Ask the ss some questions:Do you know anything about the sandstorm ?Have you ever been in a sandstorm ?4) Show the title on the screen and say :Today we will learn about Sandstorms in Aisa.Pre-reading1.Show some pictures of sandstorms on the screen :T: Here are some pictures about sandstorms from the internet. Let’s share them together.T: What can you see in the pictures ?Can you describe one picture which impress you most in your own words ?2.Let the ss talk about the pictures in pairs. Then check the answers with thess . If the ss have difficulties the T ask the ss some questions about the pictureto help the ss.What is happening?What is the color of the sky? why?What can you see ? Can you see them clearly?What is the cyclist wearing and why?What do you think happens to traffic in this situation? Why?3. When checking the answers with the ss write the new words on the Bb.(Sandstorm,frightening,brown-yellow,thickdust,sanddune,desertificationcitizen,cyclist, cycle,mask, )4. Ask the ss :Do you want to know more about the sandstorm?Today we will come to our new text .Are you ready?Fast reading1.Read the text quickly with the tape of it and answer the following questions onthe screen.Lead-inAsk&AnswerListen &5’10’1)What is a sandstorm?(Sandstorms are strong, dry winds that carry sand. )2)Where in the world are the main four sandstorm places/areas? (Central Asia, North America, Central Asia & Australia.)3)What’s the weather experts’ advice when a sandstorm comes?(They advise us not to go out. If we have to, we’d better wear a mask. )2. Read the text again and answer the questions.Ask and answer the questions in pairs. Check the answers with pairs of ss asking and answering the question. If the ss’s answer is not clear or right ask the other ss to make it up or correct it.1) In what places do sandstorms often happen?(Central Asia, North America, Central Africa, Australia )2)What is Renjianbo’s experience ?( A terrible sandstorm )3)Which part of China is part of the sandstorm center?( Northwest China )4)Have sandstorms in China increased or decreased recently? Why?( Sandstorms have increased recently in China. It is because of desertification.) 5)Why does traffic move slowly during the sandstorm?(The thick dust makes it difficult to see. )6)What is the government doing to prevent the sandstorm coming nearer?(The government is planting trees. )3. Fill in the blanks and try to grasp the main idea of the text. Answer Ask & Answer In pairsStep 4Sandstorms in AsiaPara.1 Sandstorms have been a major disaster for Asian countries.Para.2meaning Strong, dry winds that carry 1 .influenceYou can’t see the sun because they are often so2 .The wind is sometimes strong enough to movesand 3 .Para.3 Sandstorms have increased in recent years as a result of -4 .Para.4Sandstormsin BeijingThe city is covered in a thick, brown-yellow5 .The storms make 6 move very slowly.Para.57 ofsandstormsSandstorms can be forecast but the 8 ofthe storms sometimes 9 people.Para.6Prevention10More than 30 billion trees have been plantedand more trees will be planted for the next 5years.Key:1. sand2. thick3. dunes4. desertification5. dust6. traffic7. forecast 8. strength 9. surprises 10. measuresCareful reading1. T:We have gotten the main idea of the passage. Read the passage again carefullyand try to get some details. First, check if you have mastered the words in ActivityRead &Fill intheblanksChoosethe best10’Step 5 3.Show the questions on the screen.1). sand dunes mean_____________ .(a)plants growing in sand(b)sand hills2). affect means_____________ .(a)to kill (b)to cause a change3). You wear a mask over your_____________ .(a)face (b)body4). strength is the noun of_____________ .(a)strong (b)strangeSuggested answers:1). b2). b3). a4). a2.True or false questions:T: Decide if the following statements are true(T)or false(F).If it is true tell mewhere you have found it. If it is false please correct it.(1)Scientists have tried many ways to deal with sandstorms. (T)(2)Land becomes desert only because people cut down trees and dig up grass. (F)(3)The Chinese Central West Station can not forecast a sandstorm before itcomes. (F)(4)Our government has planed more than 30 billion trees and plants to continueplanting for the next 5 years. (T)Explanation of languge points1. Return to the text and grasp some important points.Sandstorms are strong ,dry winds that (携带)____________sand .They areoften(如此厚以至于)____________________ you cannot see the sun and the windis sometimes strong enough to （移动）___________ sand dunes. The four mainplaces in the world（在那里）__________ there are sandstorms are Central Asia,North America ,Central Africa and Australia . Ren Jianbo , from Inner Mongolia(描述) ___________ a terrible sandstorm he （经历）______________ as a child inthe desert.”（遭遇到了）____________________________ a sandstorm was aterrible experience, ” he said.” There was nothing (能够做)_ ______________. Itwas the most (可怕的)_________________ and the most dangerous (形势)_____________ I’ve ever been in. You just had to hope you’d (幸存下来)____________ .I thought I was going to (消失)_____________ un der the sand”.(Carry, so thick that, move, where, described, experienced, To have been caughtin , to be done, frightening, situation, survive, disappear.)nguage points1) so ……that……如此-----以至于-------The rain was so heavy that we could hardly move on.2) experience n. 经历，经验。
Module 4 Unit 1 Chinese people invented paper.Teaching Objectives1.Students should be able to understand the background of how paper was invented by Chinese people.2.Students should be able to learn some key vocabulary related to the unit, such as ‘invent’and ‘paper’.3.Students should be able to use the new vocabulary in simple sentences and express their ideas about paper and its usage.4.Students should use cooperative learning strategies to work in pairs or in small groups to complete various tasks related to the unit.5.Students should be able to participate in a role-play activity, where they pretend to be a person in ancient China who has just invented paper.Teaching ProceduresWarm-up (10 minutes)1.Greet the students, and ask them to take out their notebooks and pens.2.Ask the students to draw a picture of their favourite book on a piece of paper.3.Ask the students to show their pictures to each other and talk briefly about why they chose that particular book.Presentation (20 minutes)1.Introduce the key voca bulary for this unit: ‘invent’ and‘paper’.e pictures and examples to introduce the new words to the students.3.Write the new words on the board and ask the students to repeat after you.e simple sentences to demonstrate the usage of the new words in context.Practice (30 minutes)1.Divide the students into pairs or small groups.2.Give each group a set of cards with pictures of different types of paper and how it is used today.3.Ask the students to discuss and make sentences about each picture, using the new vocabulary.4.Circulate around the classroom to check the students’ usage of the new vocabulary and to provide feedback.Production (30 minutes)1.Arrange the students into three groups and assign each group a role: a group of paper makers, a group of artists, and a group of writers.2.Explain that each group will work together to create something using paper.3.The artists will draw a picture on the paper, the writers will write a short story on the paper, and the paper makers will make the paper.4.Allow the students to work together to complete the task.5.Have each group present their finished project to the class.Role-play (10 minutes)1.Create a role-play for the students, where they pretend to be a person in ancient China who has just invented paper.2.Arrange the students into pairs and have them practice the role-play.3.Allow each pair of students to demonstrate their role-play to the class.Wrap-up (10 minutes)1.Recap the key vocabulary and concepts learned in this unit.2.Ask the students to complete a short quiz to check their understanding of the unit.3.Thank the students for their participation and effort in class today.ConclusionThis lesson plan is designed to help students learn about the invention of paper in ancient China. By the end of the class, students will have a better understanding of the history of paper, and the role it plays in our lives today. Through various activities and tasks, students will learn new vocabulary and practice using it in context. They will also have the opportunity to work cooperatively with their classmates and engage in creative and interactive tasks. Finally, the role-play activity will allow students to use their imagination and creativity to understand the significance of paper in Chinese history.。
English Teaching PlanTeaching Topic: Module4 Unitl This is my head.Teaching Aims: Be able to listen, say, recognize the words: head, nose, face, ear, mouth, eyeTeaching Key Points: use the structure "This is my...” to introduce the body parts.Difficult Points: the pronunciation of "head" and "mouth" and the structure “This is my..."Teaching Aids: use the Multimedia devices, PPT documents, word cards and a big paper robot in order to help students to fully understand the whole passageTeaching Procedures:Stepl. Warm-up1.GreetingT: Hello, boys and girls! How are you?S:Tm fine, thank you! And how are you?T:I'm fine, too. Hmm, look, there are so many teachers in our classroom. Let's say "hello” to them, OK?S: OK. Hello, teachers.2.ReviewT: Hmm, lovely pupils. Let's sing a song for the teachers.S:OK.T: Ten little fingers.S:(follow the teacher and sing the song)Wow, you did a very good job. (show the thumb to the students) Sit down, please! Boys and girls, how many fingers do we have, do you know?S:(They can't understand)T:How many fingers? How many? One, two, three, four...(count the fingers)Ten.S:Yes, you are so clever. We have ten fingers, one head, one face, one nose, one mouth, two ears and two eyes. Today, you're divided into six teams. Team 1, 2, 3, 4, 5, 6. If you can do a good job, ril give your team a sticker. I want to see which team will be the best. OK?S:OK.T: Boys and girls, come on, come on, come on.S:Yes, yes, yes.3.Lead-inT:Now, boys and girls. Look, what's this?S:机器人。
Teaching plan of Unit 4, Go for it ! Grade 7Unit 4 Where’s my backpack？Period 1(1a-1c)By Su He from Zhangxiang Middle SchoolⅠ. Teaching Aims and Demands1. Knowledge Aims:A. Grasp key vocabulary: table, bed, dresser, book, book-case, sofa, chair, drawer, plant.B. Learn to use prepositions on, in, under, and talk about where things are.C. Students can use plural nouns and subject pronoun they.2. Ability Aims: A. Students can describe the places of things correctly；B. Students can ask about the places of his or her things.3. Emotion Aims: A. Enable students to know that it’s a good habit to keep a roomclean and tidy；B. Cultivate students’spirit of cooperation by makingconversations, discussing and making surveys and so on.Ⅱ. Teaching Key PointsA: The names of furniture items.B. Learn to use where questions, Yes/No questions and short answers to talk aboutwhere things are.Ⅲ.Teaching Difficult PointsA: Use prepositions to describe the places of thingsB: Use Where questions to find the places of thingsⅣ.Teaching MethodsTask-based method, Scene teaching method.Ⅴ. Teaching AidsA powerpointⅥ.Teaching ProceduresStep One: Warming up 2minutes1.Play an English song before class.2.Revise some school things by asking questions.e.g. What’s this? Is this a …? How do you spell it? etc.Lead-in the new lesson by helping the teacher find the lost backpack.设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生Step Two: Present the New words. 8minutes1.Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, teach the new words.Repeat with a sitting room and a study, teach the new words and practice in the same way.设计意图:由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。
M o d u l e-4-U n i t-1-W h a t-a r e-y o u-d o i n g英语教案Module 4 Unit 1 What are you doing?教学目的：1、Grasp the words and sentences:noise, talk, drinkWhat are you doing ?2、Can use the knowledge to talk about the activities taking placeand finish the task.3、Train the students’ ability of listening and speaking.重点：Words and drillsnoise, talk, drinkWhat are you doing ?难点：Can use the knowledge to talk about the activities taking place and finish the task.教具：Tape-recorder, cards教学设计I.Warmer1.GreetingsHello, boys and girls. How are you today?I’m fine, thank you.2.Sing the song: I’m listening to the music.First let’s sing the song: I’m listening to the music.Good job.II. Prep renting1.Listen and watchYes, I am doing too. Now I’m talking to you, and the bird is talking to the bear too. Le t’s go and see what they are talking about.2.Ask and answerCan you help the bear answer it? What are you doing, bear?3.Show the title : What are you doing?Today we’re going to learn Module 4 Unit1 What are you doing?III. Text teaching.1.Listen and think : What is Lingling doing?(Phone sound) What happened? What’s that noise? （noise）let’s go and see, and think about the question:What is Lingling doing?Word: noise, call-calling2.Listen to the radio again, and think about the questions.This time listen to the radio again, and try to answer these questions.3.Listen to the radio and follow it ,notice your pronunciation.4.Read the dialogue by yourself and circle the word “what”.5.Play it in a role.IV. Practise1.Say a chantEveryone did a good job just now. So let’s have a rest. Enjoy a chant.2.Listen and guess: teacher, teacher , are you______?3.Make a dialogue in pairs.(After they show it ,ask: What is XXX doing?)4.Listen and choose.V． Sum up and Homework.。
可编辑修改精选全文完整版Teaching PlanTeaching Content:Go for it, (students’ book of grade 9)Unit 1 How do you study for a test? (Section B, 3a, 3b, 3c.)Teaching Time: One class hour (40 minutes)Teaching Aims:1. Learn and master new words, phrases and sentence patterns.2. Enable the students to talk in English about how to study English very well.3. Develop the students reading and writing ability.Important Points:1. Master some phrases and the objective clause.2. Improve the students’ reading and writing ability on English learning skills.3. Learn to co-operate in the study with classmateTeaching Difficult Points:1. Phrases and Sentence Patterns:first of all, later on, laugh at, take notesSb. realize that – clause2.Improv e the students’ reading skills---skimming and scanning, locating the specificinformation.Teaching Methods:1. Task-based language teaching method.2. Question-and-answer activities to help the students to go through the whole passage.3. Individual, pair and group work to make every student work in class.Teaching Aids:The blackboardTeaching Procedures:Step 1 Greeting(1 min)Teacher uses different greeting expression to say “hello” with the students Step 2 Revision and lead-in(3 min)The teacher review the language points by asking the following questions:1.Can you speak English?2.How long have learned English?3.Are you enjoying learning English?4.Do you have good ways to study English well?Step 3 Presentation for reading(4 min)Students are asked to discuss with partner in 2 minutes and answer the question: Would you like to learn English well?Step 4 While-reading (25min)1. Fast reading(5 min)The students are given 2 minutes to read passage quickly. And then answer a question:How does she learn English well?The right answer will be repeated and written on the blackboard.2. Careful reading(10 min)After the teacher explain the main phrases “first of all, later on, laugh at, take notes”,and sentence patterns “ Sb. realize that – clause”, the students are given 4 minutes toread passage carefully again and do the exercises in pairs 3a, 3b,.The answer will be shared by the students in the group. And one representative willshare their group’s answer with the whole class.3. Practice(10 min)1) The teacher summarizes the good ways to learn English mentioned in the text..2) Divide students to groups to discuss how to become a better language learner.Then write a complete letter with about 50 words.Step 5 Post-reading(6 min)Make a competition: Invite the leader to read the complete letter.Step 6 Homework(1min)e the vocabulary learned in the class to write a short report on your own learning experience.2.Do a research on the good or helpful lessons on English learning.The Blackboard Design:Reflection:(It will be written just after class)。
