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M o d u l e 7 单词achieve [əˈtʃi:v] v. 成功；实现including[ɪnˈklu:dɪŋ] prep. 包括；包含speaker[ˈspi:kə] n. 说某种语言的人boss[bɒs] n. 老板；上司secretary [ˈsekrətri] n. 秘书quarter[ˈkwɔ:tə] n. 四分之一industry[ˈɪndəstri] n. 制造业；工业zero[ˈzɪərəʊ] n. （数字）零Indian [ˈɪndiən] n. 印度人；adj. 印度的；印度文化的type [taɪp] n. 种；类；类型【对话翻译】贝蒂：玲玲，你觉得今年在英语方面取得了多大的进步？玲玲：我觉得我已经取得了很大进步。
不管怎样，我希望我的英语足够好，能够考试顺利。
它也是我最擅长的科目，尽管我的英语口语不是那么好。
贝蒂：我能看出你是真的喜欢学习英语。
有些人认为英语太难，而且学好它需要付出太多的势力。
玲玲：英语起初学起来很难。
但是如果你坚持不懈地努力，你能快速取得进步并发现学习它的许多乐趣。
我希望明年能继续取得进步。
贝蒂：我觉得你已经做得很好了。
你曾经去过英语角吗？玲玲：你指的是人们去练习英语的那些俱乐部吗？我原来一直以为这些俱乐部是为那些英语已经说得好的人开办的。
贝蒂：哦，我曾经去过一个英语角，那里也有一些英语说得不是很好的人。
但是他们乐于尝试，而且其他人，包括一些来自英国和美国的说英语的人，都乐于和他们交谈。
玲玲：我不必去英语角。
无论何时我们见面，我都能和你一起说英语。
贝蒂：是的，我一直很愿意用英语和你交谈。
同时，你也能帮助我学汉语。
我认为汉语将来会越来越流行。
课文翻译：谁拥有英语？1.大约有四亿人说英语，主要是在美国、英国、加拿大、澳大利亚、新西兰和南非。
在加纳、印度和新加坡，虽然日常生活中人们也使用其他它语言，但还是把英语当作一门工作语言来使用，例如，在老板和秘书之间，在医生和病人之间。
Module 4Rules and suggestionsUnit 2 We must keep the camp clean1. Grasp tent, fall, fall asleep, hang, sudden, gun, soft, still, wood, blood and so on2. Go over the use of modal verb1. How to use modal verb to give suggestions2. The use of modal verb教学环节教师活动学生活动备课札记Step 1 Warm up and lead in 1. Show the students thesepictures.2. Ask the students to work inpairs to answer the questions.If you meet them, what should youdo?Have you ever seen bears?Are youafraid of them?What should you do when you seea bear in the wild?1. Understand thesequestions.2. Work in pairs toask and answer thequestions.利用贴近学生生活的话题导入新课,使学生对该课的学习更加感兴趣。
Step 2Learning new words Show the students new words andlead them to read in Unit 2.Follow the teacherto read the wordsand then listen tothem again tocorrect theirpronunciation.让学生跟读、自读新单词, 然后听录音纠正发音。
Module 7 the third class Topic:Unit2 She couldn’t see or hear.Unit 2 She’s got an orange sweater.一、教学目标1、语言知识目标：通过学习掌握新单词：brown、orange、white、sweater、skirt.2、能力目标：通过练习，能简单的谈论搭配衣服。
懂得听和说She’s /He’s got…句型二、教学重难点重点：She’s /He’s got....句型。
难点：She’s got=She has got He’s got =He’s got三、教具准备课件、CD-ROM等。
四、教学过程Step 1、Warming up1. Warming up（1）T：Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: I’m fine. And how are you?T: I’m fine, too. Thank you.(2) Sing a song: A RAINBOW[以歌曲提前引入，活跃了课堂气氛，提高学习兴趣] 2．Free talkT: I’ve got a green sweater .Have you got a sweater?S: Yes, I’ve got a green sweater ,too./No ,I haven’t got a sweater .3. ElicitationT: What colour sweater has Sam got? Let’s watch the cartoon.[由此导入课题，播放SB活动1]Ask some questions:A. What colour is S am’s sweater?B. What happened (发生?Let students answer the questions.[设置问题，使学生了解课文内容，将新授单词提炼出来。
Unit 2 Fill out our form and come to learn English in Los Angeles!第一课时Ⅰ.根据句意及首字母或汉语提示完成句子1．With the teachers' help, he has made great p________ in his studies.2．Don't give up! Lots of people don't pass their driving t________ for the first time.3．He's filling in a f________ over there. Later he will be a member of our club.4．By training so long, you're ________ (确定的) to win the match.5．As a foreigner, Mr Green is interested in Chinese ________ (文化).Ⅱ.用括号内所给单词的适当形式填空6．He'll go to England at the ________ (begin) of next month.7．In our school, our teachers set tests every month ________(check) the students' study level.8．Beauty is everywhere in our ________(day) life.9．My mother offered ________(buy) a new bike for me last week.10．Look at this maths problem and tell me your ________(person) choice.Ⅲ.用所给短语的适当形式填空fill out, as well as, take part in,at the same time, stay in touch with11．You'd better ____________ each other after finishing school.12．I like doing sports ____________ listening to pop music.13．If you want to find a job in this company, please ____________ this form.14．Who will ____________ the sports meeting in your class?15．They arrived at the top of the mountain ________________．Ⅳ.单项填空( )16.“Stall Economy”(地摊经济) has won high praise from Premier Li Keqiang because it can ______ the people with more chances to work.A．offer B．provideC．give( )17.—Which bicycle should I choose, sir?—It ________ what you want to use it for.A．takes on B．carries onC．puts on D．depends on( )18.He has already walked ________ eight kilometres today. I think he should stop to have a rest.A．at least B．after allC．at once D．at all( )19.I prefer ________ the failure rather than ________ my dream.A．experience; to give upB．to experience; give upC．experiencing; giving up( )20.________ Jane ________ her brother is going to the movies this weekend. One of them has to stay at home to look after their sick mother.A．Neither; nor B．Either; orC．Both; and D．Not only; but alsoⅤ.用所给单词的适当形式完成短文，其中有两个单词是多余的daily, depend, provide, mark, progress,culture, certain, fill, list, crazy, last, testMany of us like to make new plans at the beginning of the new year, because we all look forward to making 21.________ in everything in the new year. For example, we students all hope to get better 22.________.But what should we do to make the best plan for ourselves? We had better know what we want to do before we make the plan. Then we should create a form to make a 23.________ of all the things. Every time I make a study plan, I prefer 24.________ out the form with a number(1, 2, 3, 4 or 5) before each of the things that I want to do to just writing them down. The order(顺序) 25.________ on how important the things are. It sounds a bit 26.________， but it's very helpful to me. That's because it can 27.________ me with a foundation(基础) to do everything in order. It's also very important that we finish every task(任务) on time. Of course, we'll meet something disrupting(打乱) our plan in our 28.________ life. Then perhaps you should make a change in your plan. Finally, the most important step(步骤) is to 29.________ ourselves if we have finished everything on time. By doing this, we are 30.________ to get the best possible result of the plan.答案Ⅰ.1.progress2.test3.form5.cultureⅡ.6.beginning7.to check8．daily9.to buy10.personalⅢ.11.stay in touch with12.as well as13．fill out14.take part in15．at the same timeⅣ.16.B 考查动词的用法辨析。
四年级下册英语教案Module 7 Unit 2 It's 6:30 am in New York外研版教学目标1. 知识与技能：让学生掌握时间表达法，了解时差概念，并能用英语描述不同城市的时间。
2. 过程与方法：通过情境模拟、小组讨论等方式，提高学生的英语听说能力和合作学习能力。
3. 情感态度价值观：培养学生对多元文化的认识和对时间管理的重视。
教学内容1. 词汇：时间（如6:30 am/pm）、城市（如New York, London）、时差2. 句型： "It's [time] in [city]." "There's a time difference of [X] hours between [city] and [city]."3. 文化背景：了解不同城市的时间差异，尊重多元文化。
教学重点与难点1. 重点：准确表达时间，运用时差知识描述不同城市的时间。
2. 难点：理解和运用不同的时间表达法，计算时差。
教具与学具准备1. 教具：世界时钟模型、多媒体课件、时间卡片。
2. 学具：学生自备时钟模型、彩色笔。
教学过程1. 导入：利用多媒体展示世界不同城市的图片，引导学生关注时间差异。
2. 新授：讲解时间表达法，引入时差概念，并通过实例进行说明。
3. 实践：分组活动，让学生模拟在不同城市间通话，描述各自时间。
4. 巩固：使用时间卡片进行角色扮演，练习句型和时差计算。
板书设计板书将包括关键词汇、句型和时差计算方法。
使用图表和色彩增加视觉效果，帮助学生记忆。
作业设计1. 书面作业：完成时差计算练习题。
2. 口头作业：与家长练习用英语描述不同城市的时间。
课后反思教师应评估学生对时间表达和时差计算的掌握程度。
反思教学方法和材料是否有效，根据学生的反馈进行适当调整。
教学过程详细设计1. 导入图片展示：使用多媒体展示纽约、伦敦、北京等城市的标志性建筑和景观，同时显示每个城市当前的时间。
外研版｜九年级下册重点短语、句型及用法全汇总（M5-M8）Module5 Look after yourselfUnit1 We’d better get you to hospital.1. seriously = badly 严重地The person is seriously hurt. 这个人受伤很严重。
2. sth. happened to sb. 某人发生某事sb. happen to do sth. 某人碰巧做了某事happen 指偶然发生,无被动语态take place 指事先安排或按计划发生,无被动语态3. catch up 赶上catch up with sb. 赶上/追上某人4. in + 一段时间，用于将来时how soon 在多久之后5. miss v. 想念；错过missing adj. 不在的，缺席的；失踪的；丢失的6. have an agreement to do sth. = agree to do sth. 达成一致做某事；同意做某事7. have an accident 发生一次意外事故by accident = by chance 意外地；偶然地8. fall over 向前摔倒fall off 跌落；从……掉下来fall down 倒下fall off sth. = fall down from sth. 从某物上掉下来9. show sb. sth. = show sth. to sb. 给某人看某物10. There he is. 他在那儿。
11. Here comes the bus. 公车来了。
12. Nothing serious. 没什么严重的；不严重13. call off 取消14. put off 推迟Unit2 Get off the sofa!1. thanks to = because of = with the help of 幸亏，由于2. health care 卫生保健(服务)3. expect to do sth. 期望做某事expect sb. to do sth. 指望/预料某人做某事expect that从句预计/预料4. get off 下（车、马）;离开；动身5. keep fit =keep healthy = stay healthy 保持健康6. step n. 脚步（声）；步骤；措施 v. 走；踏入；踩step by step 逐步地7. require sth. 需要某物require (sb.) to do sth. 要求（某人）做某事sth. require doing (表被动) = sth. require to be done 某物需要被......8. the same as 与……一样的9. once in a while = sometimes = at times = now and then = from time to time 偶尔；有时10. not just … but… 不仅…而且…not …but … 不是…而是…11. say no to 向…说不；拒绝say yes to 向……说行；同意12. think about 考虑；思考13. be in good health 身体健康14. not… at all 根本不，一点也不Not at all. 不客气；没关系15. put on weight 增肥；增加体重lose weight 减肥；减轻体重16. plan to do sth. 计划/打算做某事17. be worth doing sth. 值得做某事18. from side to side 左右摇摆；从一边到另一边19. in pain 痛苦地20. make tea 沏茶21. take /show an interest in 对……感兴趣be/become/get interested in 对……感兴趣22. for the past couple of months 在过去的几个月里in the past few years 在过去的几年中23. take up 开始从事；开始养成……的习惯；占用；占据24. stay up 熬夜25. Thousands of people died from smoking. 成千上万的人死于吸烟26. give up smoking = stop smoking 戒烟Module6 Eeating togetherUnit1 When is the school-leavers’party?1. hold v.举办；召开；抓住；握住；容纳hold/have a meeting 开会2. in fact事实上；实际上3. sb. be chosen to do sth. 某人被选中去做某事choose sb. to do sth. 选某人去做某事choose v. 选择 choice n. 选择make a choice 作出选择4. ask sb. to do sth. 请/要求某人去做某事，其否定形式→ ask sb. not to do sth.ask sb. for sth. 问某人要某物5. dish n. 一道菜；菜肴；盘；碟wash the dishes = dothe dishes 清洗餐具6. be no good 不适合，不行，不好It is no good /use doing sth. 做某事没用be no good to sb. 对某人没有好处/帮助be no good for sth. 某物不适合7. prepare to do sth. 准备做某事prepare for 为……做准备prepare sth. for… 为…...准备某物prepare sb.sth. = prepare sth. for sb. 为某人准备某物8. be made with 用…...做成be made of (看得出原材料)be made from (看不出原材料)be made in + 地点产于某地be made into +成品被制成9. everywhere 处处；到处(用于肯定句)somewhere 某处；在某处(用于肯定句)anywhere 任何地方；在什么地方(用于否定句 / 疑问句 / 条件句中)Unit2 Knives and forks are used for most western food.1. serve sb. sth. = serve sth. for sb. 为某人端上serve the people 为人民服务 (serve后不加for)server n. 服务员servant n. 仆人service n. 服务2, at the start of = at the beginning of 在……开始时at the end of 在……结束时3, be similar to 与……相似be similar in 在某方面与……相似4, be used for (doing) sth. 被用于(做)某事be used as 被用作be used by 被…使用be used to do sth. 被用来做某事used to do sth. 过去常常做某事be/get used to doing sth. 习惯做某事5. in one’s left / right 在某人的左手/右手on one’s left/ right 在某人的左边/右边6. serve oneself 自助7. help oneself to sth. 随便用...…(食物/饮料)8. cross adj. 生气的同义词为→angrybe cross with sb. 生某人的气be cross at /about sth. 因某事而生气cross v. 穿过，越过9. offer sb. sth. = offer sth. to sb. 提供某人某物offer to do sth. 主动提出做某事10. be over 结束 adv.over prep. 在……上方(不接触)，越过，超过11. expect to do sth. 期待做某事expect sb. to do sth. 期望某人做某事expect +that从句预计/料想…...expect + n./pron. 预计……可能发生；期望12. as soon as 一……就……(主将从现)13. finish doing sth. 结束/完成某事14. eat up sth. 吃完；吃光15. without (介词)，后接名词/代词/动名词。
Module 7 Unit 2 We all own English 指导思想与理论依据 理论依据： 分层教学与任务型教学 参考书目：《新课程标准》《英语周报》
教学背景分析 本课讲的是西方的用餐习俗，内容涉及用餐时间、餐具、食物数量和如何结束等方面。与实际生活紧密联系。由于本班学生英语水平差，单词量少，所以结合本节课的特点采取学生自主学习的教学方式。
教材分析 在21世纪的今天， 越来越多的人走出国门，同时越来越多的外国朋友来到中国旅游、学习、和工作。因此了解西方的用餐礼仪不仅是外语教学的任务也是时代提出的要求。本课通过准备聚会食物的对话和介绍西餐用餐习惯的课文，帮助学生了解西方的饮食文化和用餐习俗，同时可以加深同学们对中国饮食文化的认识和理解。
教学重点、难点 教学重点：1、Dinner is served around 7pm or even later. 2 The fork is held in your left hand and the knife in your right, and the food is held with the fork and cut with the knife. 教学难点：复习被动语态
教学目标(内容框架) 1、 知识与技能：1） To get the general idea and specific information of the reading passage. 2) To infer some information through analising the passage. 2、过程与方法：Interactive approach 3、情感态度与价值观：了解不同国家的饮食文化，学习西方饮食习俗中好的方面。 教学流程示意(可选项) Greeting---Lead-in---Pre-reading---Whilereading---After reading---Self-assissment---Summary---Homework---The end
教学过程 教学环节 教师活动 学生活动 设计意图 Step1、Greeting. Step2 Lead-in. Step3 Pre-eading Look at the pictures of Western meal. What things do you see at meal in China and what things are different.. Step4 While reading. 一、 Complete the column in the West with notes. 1 Fast reading and fill in the blanks. 2 Check the answers. 二、Read the passage again and answer the following questions. 1 Who is the passage written for? 2 What is the tone of the passage? 3 Where might you see a passage like this? Greetings. Show them the pictures and ask them to think “Are they right to eat Western food?” 1 Show them some pictures about food. 2 Ask them to discuss the difference. 1 Show them the column and make sure they can undersand it. 2 Ask the Ss to read the passage and give them 10mins to finish this part. 3 Put them into 5groups and have them disscuss their idears. 1 Ask the Ss to read the questions together. 2 Give them 5mins to finish this part.. 1 Ask some students to read the small passage then give them some mins to fill in the blanks. 2 Choose some students to tell their answers and check them together. 3 Have them read the passage loudly. 4 Make sure they can understand it. 1 Ask them to play in role. 2 Choose some groups to show their work. Ask them to read the key points loudly. Greeting. Think and tell the class their ideas. 1 Discuss with partner. 2 Show their answers. 1 Look at the column. 2 Read the passage and finish this part. 3 Discuss with partner and show the idears. 4 Check the answers and correct them. 1 Read the passage together. 2 Finish this part by themselves then check together. 1 Read the passage by themselves. 2 Fill in the blanks. 3 Check the answers together. 4 Read it loudly.
Greeting. Pay attention to the details and pave the way for the reading.
Prepare for the reading. To understand the meaning of the passage and practice the reading. Remember the key points. Make sure the students can use the langue points. Summary. Step 5 After reading. Fill in the blankes according to the passage. Step 6 Act in role. Step 7 Summary. Step 8 Home work. 1 Practice with partener. 2 Show their works. Remember these points.
板书设计 Unit 2 Knives and forks are used for most food What should you do? 1 At the start of a meal: “Bon appetit” “Enjoy your meal” “ Cheers” 2 During the meal: Chopsticks fork knife fingers 3 finally: You’ll know that you are expected to stay and talk around the dinner table long after the last dish has been brought to the table.
学习效果评价设计 一、Read the passage and answer the questions? 1 Who is the passage written for? 2 What is the tone of the passage? 3 Where might you see a passage like this? 二、Complete the column in the West with notes. 三、Complete the passage.
本次设计中最大的特点就是将课本立体化，将生活中的事例与课本知识相结合，通过学生的自主学习，找出问题的答案，再根据情景通过学生表演将学到的知识用自己的方式表达出来，从输入到输出，由读到说，给学生呈现一个完整的认知过程。其次就是根据学生的特点在导入部分我采用了一段视频资料，让学生在笑声中轻松进入到本课主题，并且极大的调动了学生的积极性。还有就是在备课中我结合 本班的实际情况对课本进行了整和，对一些习题采取了放弃，只用了课本的第三题和第二题，其他的就是我自己根据学生特点自己编制的，在教学中，我发现这样有的放矢的讲练对学生有一定的好处，目标明确，重点突出，学生的学习效果也比较好。在最后的SUMMARY和HOMEWORK中，我有意识为下堂课的写作做好铺垫，因为本节课中的重点是读和说，那么下面的是写，如何将读说写这三方面有机的结合在一起是英语教学中需要着重思考的问题，因此在本节课中，我尝试着在最后的环节中通过写的方式让学生再次输出，为后面的写作打基础。
