M2U2课时1教案[1]
外研版三年级上册M2U2第1课时
Module2 Unit2 What’s your name?1. 能听懂、会说句型：Good afternoon.2.能够听懂、会说、并认读句型“What’s your name?”并能在实际情境中运用“I’m…”回答。
3.能询问他人姓名，结识新朋友。
教学重难点:教学重点：能够听懂、会说、并认读句型“Goodafternoon.”“What’s your name?”教学难点：1.掌握afternoon的发音。
2.运用What’s your name？询问他人姓名，并能用I’m…来回答。
教学方法：情景教学法,游戏教学法，任务型教学法教具：多媒体课件，教学光盘，人物头饰，手偶教学过程：Step1. Warm-upA.Greetings.B.Let’s enjoy a song together.教师播放歌曲，鼓励学生拍手齐唱。
Step2.PresentationA.课件出示早上和下午的图片，告诉学生，在不同的时间段，我们用英语表达的问候语也是不一样的:B.向学生说：Hello, boys and girls. I’m Smart. What’s your name?引导学生用I’m…回答出自己的姓名。
C.教师戴上Mr Li的头饰，向学生介绍自己(这时老师的声音要变粗)：Good morning. I’m Mr Li. I’m not MsWang .介绍完自己后，板书Mr,并向学生讲解Mr 和Ms的区别.D.教师呈现活动2题：Mr Li 不知道Sam的名字，他是怎么问的呢？Step4.PracticeA.再次播放录音，核对刚才提出问题的答案。
B.Game: What’s your name?老师站在教室中间说：I’m Ms Wang. What’name? 学生集体拍手说：I’m … what’s your name? 老师走到其中一位同学面前问：What’name? 学生回答：I’m …如果他/她回答对了，老师就坐在这个学生位子上当学生，这位学生做老师刚才做的活动。
M2U2教案
课题：
教学时间：2015年月日教师：一、教学目标
（一）知识与技能：能听懂和阅读关于介绍经历的语言材料，能通过相关词汇和图片描述自己和他人的经历；能初步运用现在完成时，并写出相关的句子和短文。
（二）过程与方法：小组合作、自我矫正
（三）情感态度和价值观：乐于介绍自己的经历，和他人分享。
同时，学会倾听他人的美好的经历，理解他人的喜怒哀乐，建立良好的人际关系。
二、教学重难点:
【学习重点】
1. To learn some expressions in the passage.
2. To learn the present perfect tense.
【学习难点】
1. To get information from the article.
2. To write a composition by using the present perfect tense.
三、教学方法:自主互助、合作探究
四、教学资源准备：采用多媒体教学，video, 幻灯片PPT
五、课时设计：一课时
六、教学过程。
外研版九年级英语上册教案 M2U2第一课时
基于课程标准的“教学评一体化”设计课时备课卡Step1Words and expressions Learn the new words according to the pictures and sentences能在语境中初步认读单词和句子。
Step2 Presentation Free talk:1．Speak out the traditional festivals in China.2. See some pictures and guess:Which festival is it?能联系生活实际说出中国的传统节日，并借助所给图片对所学节日进行猜测。
Step 3 Reading Fast readingRead the passage quickly and match the headings with theparagraphs.Paragraph 1 A special dinnerParagraph 2 An American festivalParagraph 3 The history of the festivalParagraph 4 Things to do during the festivalTip: Pay attention to the first or the last sentence.注意段落首尾句Careful-readingPara1:1.Read paragraph 1 and answer the questions.Thanksgiving2.Retell para1 according to the pictures.American date a dinner-speeches-thanks3.Introduce the Mid-autumn Day according to the pictures .能够通过标题，首尾句，分析出段落主旨大意、把握文章框架。
精备课 3AM2U2 1st
father mother He’s\She’s ______.
sister brother me
让学生直接看图片进行对话。
学会描述自己家里有几口人,并简单介绍家庭的组成
根据课本中的内容介绍Tom的弟弟妹妹并进行描述，先听后填空，让学生简单模仿。
在前面两段对话的铺垫下让学生试着对剩下的家庭成员进行介绍。
picture
PPT
picture
PPT
picture
PPT
Post-task activity
1.Tom’s family
2. Listen and enjoy (P21)
1.Listen to the paragraph about his family.
2.RHale Waihona Puke ad itbythemselves.
3.Read and judge.(T&F)
4.Answer some questions.
3. Learn the new words.
1) grandfather
Read and spell the words.
Talk about grandfather.
e.g. My grandfather is___.
2) grandmother, father, mother, brother, sister, me
(new words)
2.Draw a family tree.
3.Talk about the family.
4.a paragraphaboutTom’s family
1.What can he do?
M2U2教学使用教案
M2U2Jobs(Period1)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: JobsTeaching aims: 1. Words: fire, firefighter, fire station, call, bring, engine, brave,police officer, doctor, nurse2.A rhyme: Look at the ⋯Call the ⋯Bring the ⋯The brave⋯⋯Main points: Using nouns to identity people’s jobs.Difficult points: Identifying the key words by listening to the pronunciation. Materials: Student’s Book4A, Cassette player, power point.Procedure:Procedures Contents MethodsPre-task 1. Song: Down by Sing the song together. Preparation:the bus station.2. Ask and answer. Answer the questions. Eg:How do you feel? What doyou want? Do you have⋯?Etc.While-task 1.rhyme 11). fireProcedures:1)new words Show a sad girl and ask:How does she feel? Why?,invite Ss to imagine andelicit ‘fire ’.2) call, fire stationDiscuss what the girlshould do to elicit the newwords and phrases.Introduce: bus station,police station. Match thephrases and pictures.3) firefighter, fire engineLearn and pronounce thenew word, try to introducelike this:This is a firefighter.He can ____________.He brings a _________.2) A little rhyme.Read the little rhyme.3) A whole rhyme.1)Read the whole rhyme.Purpose唱有关本内容的歌曲，将学生快速入英学的状中。
六年级英语M2U2教案
一、教学目标1.知识与能力目标(1) 掌握以下单词：shop, bought, kite, dollar, fit, grow, own.(2) 掌握以下句型： --What did you do yesterday? --I went shopping. 他关心别人的经历。
--What did you do last weekend? 我昨天去购物。
What did you buy？我买了风筝。
How much was it？(3)能够正确使用购物问句与购物答句，并能用正确的句式来询问价格。
2.过程与方法目标(1)通过观察、讨论来激发学生的思考，提高阅读能力。
(2)组织学生进行创造性表演，培养合作交流能力。
3.情感态度价值观目标(1)培养学生的阅读兴趣，提高学生的阅读能力。
(2)培养学生合作交流的意识，提升团队协作能力。
二、教学重点和难点1.教学重点(1) 单词shop, bought, kite, dollar, fit, grow, own. 句型 --What did you do yesterday? --I went shopping. 他关心别人的经历。
--What did you do last weekend? 我昨天去购物。
What did you buy？我买了风筝。
How much was it？(2)能够正确使用购物问句与购物答句，并能用正确的句式来询问价格。
2.教学难点能够正确使用购物问句与购物答句，并能用正确的句式来询问价格。
三、教学过程1. Class Opening(1) Greetings.(2) Sing a song: "Hello, I am Helen."(3) Rhyme: "What do you do everyday?"2. Pre-reading(1) Show the pictures of Helen and Li Ming on the screen. Ask: "What do you think they did yesterday? Did they go shopping?"(2) Pair work: Ask students to discuss in pairs and tell each other what they think Helen and Li Ming did yesterday.(3) Feedback: Ask a few students to share their ideas with the class.(4) Introduce the reading passage: "Helen and Li Ming went shopping yesterday. Let's read the passage and find out what they bought."3. While-reading(1) Ask students to read the passage silently and underline the words they don't understand.(2) Explain the new words: shop, bought, kite, dollar, fit, grow, own.(3) Ask students to read the passage again and answer the questions: --What did Helen buy? --What did Li Ming buy?(4) Discuss with a partner: "What did you do yesterday? What did you buy?"(5) Feedback: Ask a few students to share their answers with the class.4. Post-reading(2) Ask students to read the dialogue with a partner and practice it.(4) Feedback: Give feedback on pronunciation, intonation, and fluency.5. Consolidation(1) Make a shopping list: Ask students to work in pairs and make a shopping list. Use words like fruit, vegetables, drinks, snacks, etc.(2) Ask a few pairs of students to share their shopping list with the class.(3) Ask students to practice the conversation: "What did you buy? How much was it?"(4) Homework: Ask students to write a short passage about what they did last weekend. Encourage them to use the new words and sentence patterns they have learned.6. Class Closing(1) Review the new words and sentence patterns.。
2018-2019年英语外研版小学五年级上册M2U2优质课教案 (1)
Module 2 Unit 2 How much cheese did you buy? 教学设计【教学目标】1.知识目标：掌握新单词：use, bottle, half, kilo 以及短语 over there, a lot of.掌握本课的重点句型：How much/many… did you buy?掌握字母u,o,a 及字母组合er,ir,ur在单词中的发音。
2. 技能目标：能够谈论购买物品的数量并用英语购物。
3. 情感目标：养成良好的购物习惯。
【教学重难点】重点：掌握单词 use, bottle, half, kilo以及短语 over there, a lot of.难点：学会运用句型How much/many… did you buy?询问他人购买的物品的数量。
【课时安排】一课时【教学过程】一、导入环节（一）导入新课，板书课题导入语：Let’s sing a song 《How much do you want？》Ok?! It’s about shopping.So today we’ll talk about the topic How much cheese did you buy?（二）出示学习目标过渡语：At first Let’s see the learning aims. Read together.Boys and girls, are you clear? Please come on!二、先学环节（一）出示自学指导过渡语：Boys and girls, now let’s learn the words by yourselves. OK?单词自学指导1.听单词录音，跟读。
第一次跟读一遍，第二次跟读三遍。
2.小组内自学单词。
可以小组长领读，实行兵教兵，不会读的单词划出来，重点突破。
3.各组提交不会读的单词，先找学生回答，学生不会的老师帮助。
单词自学检测过渡语：Boys and girls , have you finished? Hands up? Then I’ll check you.教师运用PPT来检查新单词学生的掌握情况，学生根据PPT的图片，口头说出本节课学习的新单词。
M2U2-Mr Li was a teacher-教案01
M2U2-Mr Li was a teacher-教案01一、教学目标：（一）能识读词汇：class study hard retired（二）能运用Ten years ago, Mr Li was a teacher. He is retired now.说明过去和现在的行为状态的区别。
二、教材分析：通过过去与现在作比较，让学生体会二者的不同，并能在适当语境中恰当运用。
通过比较人们的过去和现在，教育孩子们珍惜时间，懂得感恩。
三、学情分析：学生通过过去与现在作比较，体会不同之处，学习能在适当语境中恰当运用。
四、教学准备：磁带五、教学过程：Step1: Warming up1．Greetings2．Review:（现在进行时）请一部分学生做动作T: What are they doing?Step2: leading in1．T: Many years ago, Mr zhang taught Chinese.I was in his class. Now he is retired. I am a teacher. I am teaching English. His grandson is in my class.（学习新单词）T: 让我们看看课文中主人公过去与现在的变化。
Step3: Listen1．Listen and circle the new words .China-Chinese England-English2．Listen and repeat（标出代表时间的词）3．Listen and answer two questions.(1)What did they do ten years ago?(2)What do they do now?4．各种方式读课文。
Step4: Practice小组合作，谈论一下自己家人的过去与现在。
（注意动词的正确使用）Step5:Listen and say the poem：Who saw the wind?Step6:Homework1．Read the text, copy the tape as possible as you can.2．做个调查表：was isMy father worker driver………六、板书：Unit2 Mr Li was a teacher.Mr Li was a teacher.He taught Chinese.Chen Hai is an English teacher.He’s teaching Mr li.。
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编号： 英语 日期 2.7 课型 新授
课题 goinΒιβλιοθήκη to snow in 主备人 王明静 执教人 王明静 Harbin.
使用时间
1. 学习并能听说读写单词： sunny,warm,cold.windy 等表 达天气的单词。 知识与技能目标 2. 会用 be going to 结构来表达将来的天气情况。
<2>Listen and follow the tape to read the text. <3>read the text by themselves. Step4:Play a game.<Part 3>
Xi’an Lhasa
Guangzhou
Boy:It’s going to snow tomorrow.Where am I? Girl:You’re in Harbin. Boy:That’s right. Step5:Summary 1. 天气符号 2. 句型练习 a.What’s the weather like today? It’s + rain/snow . It’s going to + be sunny/cloudy/cold/warm/hot.
rainy 有雨的 的
cold 寒冷的 ---hot
warm 暖和的---cool 凉爽的
5. 生自由认读并拼写记忆，师巡视给予个别同学的指导。 6.句型练习 T:What’s the weather like today ？ It’s + 天气 生思考： 如何来提问明天的天气及作答？ T:What’s the weather like tomorrow?=What’s the weather going to be like tomorrow?( 课件展示) S2:It’s going to be sunny/ warm .. (此处学生可能想不到 用 be going to ..表达，师可以以 tomorrow 进行提示， 并以 be going to + 原形 ， sunny 是形容词 要用 be +形容词 进行解释来让
学生理解) 重点区分并练习 It’s going to rain . It’s going to be rainy .
7.根据符号做句子。 sunny: What’s the weather like today? It’s sunny today. What’s the weather like tomorrow? It’s going to be sunny tomorrow. （师课件出示有关天气的单词，学生小组内一对一进行句型练习） 8.小结：It’s going to rain/snow. It’s going to + be rainy/snowy/sunny/cloudy/warm/hot/cold. 9.教师出示课件图片，创设天气预报员的真实情景让个别学习练习本句型。 Step3：learn the text. <1>T:OK.Now let’s listen to the weather reporter. There are some questions for you.Listen and find the answers. 1.What’s the weather going to be like 2.What’s the weather going to be like 3. What’s the weather going to be like 4.What’s the weather going to be like in Beijing tomorrow? in Dalian tomorrow? in Harbin tomorrow? in Xi ’an tomorrow?
b. What’s the weather going to be like tomorrow? It’s going to……<用法同上> Step6:Exercises. 一．写出下列单词的相应形式。 1.snow(形容词)_______ 3.warm(对应词)_______ 5.sunny(名词)______ 7.right(同音词)______ 9.hot(对应词)________ 2.rain(形容词)_______ 4.cloud(名词)________ 6.weather(同音词)_______ 8.right(对应词)_______ 10.where(同音词)______
知识链接
以前所学的 be going to 结构。 教学过程
Step1：Warm-up (师生间简单问候，进入学习状态) T:What’s the weather like today?( 师板书 weather 并领读单词) S1:It’s sunny today. T: Yes,it’s sunny in Shangdong today, Do you know what ’s the weather like in Harbin / Hainan ? You guess?
1. Show some words about the weather and learn to read them.
cloudy
rainy/rain
snow/snowy
。 windy 2.教师领读单词，生跟读。 3.生生互读。4. 借助卡片抢答单词。5. 小组内记忆单词的书写。 4. 总结表达天气单词的词性 rain 下雨 / snow 下雪 snowy 有雪的 热的 ---动词 windy 有风的 sunny 晴朗的 cloudy 多云
教学 目标 过程与方法目标
1. 借助单词卡片、 课文中的图片来理解并认读本课所学 的有关天气的单词。 2.创设情境， 运用 be going to 造句来谈论将来的天气情 况。 情感、 态度与价值 培养学生的自主学习的意识，能积极主动参与课堂教学活 观目标 教学重点 2. be going to 句型的运用。 能正确表达今天、明天的天气并区分 be going to +动词 教学难点 或 be going 课标要求 教学方法 to +be +形容词 在用法上的区别。 能够把所学知识运用到实际生活中。 复习巩固、归纳总结、创情境操练句型 动。 1. 有关天气单词的认读和书写记忆。
二．参照课文 Part1 图片，将 Harbin/ Dalian/ Beijing/ Xi’an 明天的天气情 况写出来 It’s going to … in …
S:… (让学生尽可能多说出已知道的天气名词) Step 2: Show the aims about this class. 1. Today we will learn some words about the weather. 2. Can use : be going to …表达将来的天气情况。 Step3: Presentaion