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翻转课堂教学设计Module5 Unit1(2)学科：英语年级：八年级任课教师：于国林天津市宝坻区大钟庄镇初级中学天津市宝坻区大钟庄镇初级中学翻转课堂教学设计主备人：于国林八（上）module5重点单词和词组单词n.漫画；动画片cartoonadj.漂亮的；英俊的handsome adj.聪明的；机灵的smartn.天；天空skyv.与···战斗fight(fought ;fought) n.战斗；斗争fightadj.时髦的；酷的cooln.英雄；男主角heroadj.幽默的；滑稽的humorous v.笑；发笑laughn.经验；教训lessonadj.难看的；丑陋的uglyn.书包schoolbagv.领导；率领lead(led; led)adj.聪明的；精灵的cleaver conj.当···时asn.脏乱；凌乱messn.天国；天堂heavenv.期盼；等待expect n.艺术家；画家artistv.发明；创造inventn.（一）本；（一）份copyadj.自己的ownadj.私人的；个人的privatev.创造createv.满足；使满足satisfy短语忍不住做某事can’t help doing sth.橙白相间的orange-and-white赢得某人的心win the heart of sb.黑白的black-and-white向上爬；攀登climb up全世界all over the world自从ever since超过；多于more than 既···又··；不但···而且··as well as 出版come out讲故事tell a story苏醒过来；表现生动come to life 受到···的欢迎be popular with 将来；未来in the future 期待做某事expect to do sth.在二十世纪二十年代in the 1920s 继续做某事keep doing sth.八（上）module5重点单词和词组单词n.漫画；动画片adj.漂亮的；英俊的adj.聪明的；机灵的n.天；天空v.与···战斗n.战斗；斗争adj.时髦的；酷的n.英雄；男主角adj.幽默的；滑稽的v.笑；发笑n.经验；教训adj.难看的；丑陋的n.书包v.领导；率领adj.聪明的；精灵的conj.当···时n.脏乱；凌乱n.天国；天堂v.期盼；等待n.艺术家；画家v.发明；创造n.（一）本；（一）份adj.自己的adj.私人的；个人的v.创造v.满足；使满足短语忍不住做某事橙白相间的赢得某人的心黑白的向上爬；攀登全世界自从超过；多于既···又··；不但···而且··出版讲故事苏醒过来；表现生动受到···的欢迎将来；未来期待做某事在二十世纪二十年代继续做某事天津市宝坻区大钟庄镇初级中学英语翻转课堂达标检测内容：Grade8 (下) Module 5 Unit 1姓名：班级：分数：（）1.We ____ just ______ our homework.A. have ;finishedB. has ;finishedC./; finished（）2.It’s time _____ a cartoon.A. to watchB. for watchC. watch（）3.We _____ Superman yesterday.A. have watchedB. watchedC. watch（）4.He’s ______ than Spiderman.A. strongB. strongerC. strangest（）5.I can’t help ______ when I watch them!A. laughingB. laughC. to laugh（）6.The cute mouse always _____ the cat!A. has beatenB. beatC. beats（）7.What did you do last night? I ____ TV and read books.A. watchB. watchedC. have watched（）8.Are you going to the supermarket, Linda? No, I ___ to the supermarket already.A. have beenB. have goneC. am going（）9.Lin Kai, hand in your homework, please. Oh, sorry. I _ it at home this morning.A. was leavingB. has leftC. will leaveD. left（）10.He ____ the story of Snow White《白雪公主》twice.A. readsB. has readC. read。
外研社七下Module 5 Shopping Unit 1 What can I do for you ?教学设计I Teaching modelListening and speakingII Teaching methodBottom-up approach to listeningIII Teaching aims1.To understand conversations.2.Talking about going shopping.3.Questions: What size / colour … ? How much / many … ?IV Teaching stepsStep 1 Warming upLook at a picture about shopping and talk about it.Do you often go shopping ?Do you like go shopping ?Where do you go shopping ?Step 2 Pre-listening1.Learn new words with the help of some pictures.2.Introduce Mother’s Day.Listen to a conversation between Lingling and Betty, and answer some questions.1) What is Lingling going to buy for mother on Mother’s Day ?2) What is Betty going to make for her mother?3) What does Betty want to buy ?4) When are they going to the shops?Check the answers one by one.Step 3 While-listening1) Listen to the first dialogue and answer some questions.a. What colour does Lingling’ mother like ?b. What size does Lingling’s moth er take?2) Listen to the second dialogue and answer some questions.a. How many sausages would Lingling like ?b. How much are the strawberries ?3) Watch a movie and read the dialogue together.Step 4 Post-listeningComplete the dialogue and ask and answer in pairs.Dialogue 1(In the shop)Shop worker: _______________________?Lingling: I’d like to buy a T-shirt for my mum.Shop worker: _________________________?Lingling: Purple.Shop worker: All right. _________________________?Lingling: Small.Shop worker: What about this one?Lingling: May I try it on?Shop worker: ______________.Lingling: Look at the price. It’s 198 yuan. That’s too much.Shop worker: But wait a minute! There’s sale on today. Everything is half price. Lingling: OK! _____________.Dialogue 2(In the market)Lingling: I’ve got some food to buy too.Market worker: _______________?Lingling: Yes. I’d like some sausages.Market worker: Thirty-eight yuan? a kilo.___________________________?Lingling: Half a kilo.Market worker: OK. What else _____________ ?Lingling: A kilo of beans and two lemons.Market worker: That’ll be thirty yuan.Betty: Oh, the strawberries look fresh. ____________________?Market worker: Ten yuan a kilo.Betty: One kilo, please. Here’s fifty-nine yuan.Step 5 Role-playWork in groups to make two dialogues. You can choose one.Dialogue 1Student A: A shop keeper (服务员).Student B: A customer(顾客). Buy a dress ( red , middle , 200 yuan ) Dialogue 2Student A: A shop keeper.Student B: A customer. Buy 2 kilos of apples ( 8 yuan a kilo ) ( 2 kilos ) Step 6 SummaryWhat can I do for you?I’d like…What colour/size …?How/What about…?May I try it on?Ok! I’ll take it.Can I help you?Yes, I’d like…How much…?What else would you like?Here’s …Step 7 Homework1.To recite the dialogue fluently .2. Make a new dialogue about shopping.。
Module 5Unit 1 Can you run fast?教学目标1 知识目标Knowledge aim掌握本课主要生词并能熟练的听说认读run fast jump high jump far ride fast 及听懂理解会说Can you …的句型和肯定回答Yes, I can. 否定回答No ,I can`t.2 能力目标Ability aim能听懂理解会说Can you…句型,并在实际情景中进行应用。
3 情感目标Emotion aim通过各种活动,使学生之间相互了解。
激发其学习英语的兴趣,树立学好英语的信心.教学重点难点:教学重点Teaching Points会听说认读本课词组run fast jump high jump far ride fast教学难点Teaching difficults能运用can you 句型进行对话。
动词run 和ride 读音上的区分fast 和far 在读音上的区分。
教学方法:游戏法、交际法师生活动过程:1. Warming up师生之间自然地的问好。
教师告诉学生I like sports .询问学生是否喜欢sports 。
引导学生理解sports 的意思。
2．Teaching process .点击课件，出现各种学生熟悉的运动。
带领学生一起回忆这些运动。
并且说出句型can you 就学生熟悉的动作进行询问。
引导学生用yes ,I can 或者no, I can’t 进行回答，同时把板书can you 写在黑板上。
引导学生回答。
根据教师的表情进行肯定和否定的训练。
图片演示本课中的新词：run fast .教师问学生：can you read it ?引导学生自己读出来。
将词组写在黑板上，并让学生跟读。
请单个学生进行操练。
以行为单位开火车操练。
在操练的过程中教师适当对学生的发音进行纠正。
教师边做动作演示run fast 边说“I ca n run fast ,can you ?”先询问全班同学。
让多媒体为学生构建快乐创新的学习环境——Module 5 Unit1 I was two then.教学设计美国的心理学家布鲁纳曾指出：“学习的最好刺激乃是对所学知识的兴趣。
”然而，兴趣并不是天生就固有的，是通过外界事物的新颖性、独特性来满足学生探究心理的需要而引起的。
多媒体技术可以突破时间与空间的限制，具有化静为动、化无声为有声的特殊作用，使教学内容更形象、更生动，让人有如临其境的感觉，能充分唤起学生情感的共鸣，有效的激发学生浓厚的学习兴趣和强烈的求知欲，激发学习动机，使学生主动积极的参与到学习中去。
随着小学教学改革不断的深入，教师逐渐在改变那种“死读书，读死书”的教学方法，尽可能多的创造各种情景去激发学生的兴趣，因为兴趣是最好的老师。
让学生自主的学习，在轻松愉快的氛围中感知语言，应用语言，已成为广大教师普遍关注的教学热点。
如何培养小学生的英语学习兴趣和创新思维能力，能让学生在愉悦的氛围中积极主动的参与到教学中来，这已成为小学英语教师在教学过程中急需解决的问题。
下面是我对如何利用电教资源培养小学生英语兴趣和创新思维尝试的一则教学案例。
一、设计说明：1. 话题：Module 5 Unit1 I was two then.教学内容：外研社教学与研究出版社小学三年级起点第四册Module 5Unit1 I was two then.课本26-28页，是一节新授课。
3.课时说明：本案例所需时间为40分钟。
教材分析：本模块由Unit 1 I was two then. Unit 2 They were young.组成，带领我们谈论过去的事情和情况，通过比较“now”和“then”帮助学生理解“then”的含义；向学生继续讲解一般过去时：表示的是过去的状态。
讲述过去的状态时通常把在一般现在时中使用的“am/is/are”变成“was /were”4.学生情况说明：本案例中的对象是四年级的学生，根据小学生对事物的好奇、爱模仿、爱唱、爱跳的特征，案例中安排了六个教学步骤,以激发学生学习兴趣为出发点，让学生在听、说、唱、玩、演、中掌握知识与技能，并得到训练，目的是面向全体学生并让孩子们带着兴趣去学习英语，培养学生的综合语言运用能力和学生的观察、思维、创造和合作等各方面的能力，利用课件教学强化现在与过去的对比，组织学生小组合作，共同进步。
Module 5Unit 1 This is our teacher教案1一、目标要求1. 语言知识目标：this，our，teacher，classroom，child，that，bag.2. 语言技能目标：全体学生能听说读：This is our classroom. This is our teacher, Ms Smart.3. 学习策略：通过学习韵句进一步强化对英语的兴趣。
4. 让学生感受英语课堂的活跃性，让学生在日常生活中能运用所学语言。
培养学生用英语思维的能力，及大胆用英语交流的能力。
5. 培养学生的想象力、观察力和动手操作能力，提高学生感受美、欣赏美的水平，发展学生综合运用语言的能力。
6. 培养学生浓厚的英语学习兴趣，积极参与说英语、做游戏等实践活动。
7. 帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。
二、重点难点1. 全体学生能听说读：This is our classroom. This is our teacher, Ms Smart.2. 懂、会读、会说、会写新单词。
3. 能听懂、会读、会写句子This is4. 学习怎样用英语介绍事物，掌握相关单词和句型，并能综合运用新、旧知识组织对话完成一定的交际任务。
三、教学方法游戏教学法，情境教学法，谈话法。
四、教具准备Card，students’ book，tape，recorder。
五、教学步骤Step 1 Warming-up1. Greeting each other.2. Sing a song.Step 2 Presentation and Practice1.T：今天是学校的开放日，我们一起去看看Lingling在做什么吧！2.请学生看课文，理解大意：Lingling正在向来参观学校的人们介绍学校。
3.教师播放录音，请学生听录音并跟读。
4.T：Lingling介绍得真好。
我们学校也要举办开放日活动，我们应该如何向前来参观的人们介绍我们的学校呢？学完今天的课文后，大家就知道了。
分层教学设计
学科：英语年级：八任课教师：课题
M5U1
理论依据依据新课标根据学生实际通过本模块的学习，学生能从生活中观看动画片的经历学习到新的对生活的启示并增加对英语的学习兴趣。
分层教学目标基础性目标：掌握本模块的所有重点单词、短语和知识
点。
发展性目标: 掌握简单句的基本句型。
能够用简单句的基本句型进行简单对话和
写作。
拓展性目标：通过本单元对大卫的兴趣爱好的学习，开
阔学生视野以及培养学生的阅读兴趣。
集体备课修
改意见
教学
重点
掌握本模块的重点单词，短语和知识点。
教学难点提高学生的阅读能力。
掌握简单句的基本句型；
能够运用简单句进行简单对话或者是写作。
教学
Step1 出示课题（PPT）（目的使让学生清楚明白本节课的大流程
设计目标）
Step2 向学生展示本节课的学习目标：
基础性目标：掌握本模块的所有重点单词、短语和知识点。
江苏省灌南高级中学2013-2014学年度高二英语导学案 编制人：吴德富 审核人：晏文婷 2013/8/29
Honesty is the best policy 诚实为上策
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Module 5 Unit2 Grammar and usage 动名词和现在分词（ doing ） 一．动名词的形式： V+ ing，否定式：not + 动名词。 （1）一般式：Seeing is believing. 眼见为实。 （2）被动式：He came to the party without being invited．他未被邀请就来到了晚会。 （3）完成式： We remembered having seen the film. 我们记得看过这部电影。 （4）完成被动式：He forgot having been taken to Guangzhou when he was 5 years old. 他忘记五岁时曾被带到广州去过。 （5）否定式：not + 动名词，I regret not following his advice. 我后悔没听他的劝告。 （6）复合结构：形容词性物主代词（或名词所有格）+ 动名词； He suggested our trying it once again. 他建议我们再试一次。 His not knowing English troubled him a lot.他不懂英语给他带来许多麻烦。 ★ —Do you mind _____________ your dictionary? —___________. Go ahead. A. my using; Sure. B. me using; Certainly C. my using; Of course not; D. I use; Never mind. 二．动名词的句法功能： （1）作主语：Reading aloud is very helpful. 朗读是很有好处的。 ___________ the head means yes here. 在这里点头意思是对的。 当动名词短语作主语时常用it作形式主语。 It's no use quarrelling. 争吵是没用的。 （2）作表语：In the ant city, the queen's job is laying eggs. 在蚂蚁王国，蚁后的工作是产卵。 （3）作宾语：They haven't finished building the dam. 他们还没有建好大坝。 We have to prevent the air from being polluted. 我们必须阻止空气被污染。 注意动名词既可作动词宾语也可作介词宾语，如上面两个例句。此外，动名词作宾语时，若跟有宾语补足语，则常用形式宾语it， 例如：We found it no good making fun of others. 我们发现取笑他人不好。 妙学巧记：常用的后面只跟动名词作宾语的动词及短语: delay, imagine, keep, admit（承认），permit, forbid, appreciate（感激）, feel like, can't stand, can't help（情不自禁地）, dream of, be fond of, prevent/keep/ stop„(from),„protect„from, 江苏省灌南高级中学2013-2014学年度高二英语导学案 编制人：吴德富 审核人：晏文婷 2013/8/29
Honesty is the best policy 诚实为上策
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set about(开始), stick to(坚持)，object to（反对）, look forward to, succeed in, pay attention to, insist on, feel like，be used to（习惯于）等常用词语。 （4）作定语： He can't walk without a walking stick. 他没有拐杖不能走路。 Is there a swimming pool in your school? 你们学校有游泳池吗？ （5）作同位语：The cave, his hiding-place is secret. 那个山洞，他藏身的地方很秘密。 His habit, listening to the news on the radio remains unchanged． 他收听收音机新闻节目的习惯仍未改变。 （6）不定式与动名词在句意上的区别： ▲ They stopped reading.他们停止了阅读。 They stopped (listening) to read他们停止了(听力)开始阅读。 ▲ I didn’t mean to hurt you. 我不是故意伤害你的。 Your words mean hurting me. 你的话意味着伤害我。 ▲ ① Don’t forget __________ her at the airport tomorrow morning. ② I forgot ________ her somewhere before. A. to meet B. meeting C. met D. to be met ▲ ①I regret _________ that you failed in the driving test. ②—You are brave enough to say cruel words against your teacher in class. — But now I regret ________ those bad words. A. to say B. saying C. said D. being said 江苏省灌南高级中学2013-2014学年度高二英语导学案 编制人：吴德富 审核人：晏文婷 2013/8/29
Honesty is the best policy 诚实为上策
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三．现在分词：现在分词既具有动词的一些特征，又具有形容词和副词的句法功能。 1．现在分词的形式：v+ing; 否定式：not + v+ing; （1）现在分词的主动语态：现在分词主动语态的一般式表示与谓语动词所表示的动作同时发生，完成式表示的动作在谓语动词所表示的动作之前发生，常作状语。例如： They went to the park, singing and talking. 他们边唱边说向公园走去。→ → They went to the park and they were singing and talking. Having done his homework, he played basketball. 做完作业，他开始打篮球。 → After he had done his homework, he played basketball. ★ He sat there and he didn’t know what to say. → He sat there, ______________ what to say. A. not know B. not to now C. not knowing D. not having known （2）现在分词的被动语态：一般式表示与谓语动词同时发生的被动的动作，完成式表示发生在谓语动词之前的被动的动作。 The problem being discussed now is very important. 正在被讨论的问题很重要。 Having been told many times, the naughty boy made the same mistake. 被告知好几遍，这个淘气的孩子又犯了同一个错误。 ▲ 使用“being done”几种情况： （1）作主语：Being punished is an unforgettable experience. （2）作动宾：You should avoid being punished. （3）作介宾：She is afraid of being punished. （4）作定语：The boy being punished now is addicted to playing computer games. ★__________ in a flood can be an unforgettable experience. A. To trap B. Trapped C. Being trapped D. Having trapped ★__________ in thought, she almost knocked into a tree while walking in the street. A. Lost B. being C. To be lost D. Having lost ★ ____________ in prison for so many years, he couldn’t find out his house after he came out. A. Being kept B. To be kept C. Having kept D. Having being kept 2．现在分词的句法功能： （1）作定语：现在分词作定语，当分词单独做定语时，放在所修饰的名词前；如果是分词短语做定语，则放在名词后。 In the following years he worked even harder. 在后来的几年中，他学习更努力了。 → In the years that followed, he worked even harder. The man speaking to the teacher is our monitor's father. 正与老师谈话的那个人是我们班长的父亲。
