Moudle 6 Unit 1 教案反思
外研版八(上)Module 6 Unit1教学反思
Module 6 A famous storyUnit 1 She was sitting by the river.教学反思我这节课所讲的新授课是外研社八年级Module 6 Unit 1。
本模块是以童话故事——爱丽丝漫游奇境为主题，通过对故事内容的叙述，介绍过去进行时的结构和用法，使学生在了解故事的同时掌握过去进行时的表达方式。
而Unit1的重点内容就是了解故事的同时掌握过去进行时的构成及用法。
因此，我把本节课的教学目标制定为能听懂、读懂关于过去进行时的小故事，从中总结过去进行时的构成及用法，并用过去进行时简单地讨论所做的事。
下面是我对这节课的一些反思：1、一是我所授课的是一个陌生的班级，面对的也是陌生的学生，为了拉近与学生的距离，让学生轻松愉快的参与教学，因此在上课时，我先通过自我介绍与学生认识，然后很随意地与学生打招呼，学生也很自然地回应了我，一下子消除了顾虑，为后面宽松愉悦的学习氛围打下了基础。
2、二是要导入新语法过去进行时，学生因为已经学过了现在进行时，因而通过对现在进行时的问答“What am I doing?”“You’re teaching.”过渡到过去进行时“What was I doing at this time yesterday?”(出示一张我读书的照片)，使学生认识简单化，使学习变得轻松。
学生在我的帮助下答出“You were reading.”。
接着呈现一些生动形象的图片提出问题让学生进行对话练习，巩固过去进行时，并且锻炼学生的口语表达能力。
3、优化教学过程，改进教学方法。
在教学过程中，我并没有按照以往的教学方式让学生先读，然后逐词逐句的去翻译理解句子。
而是让学生听、跟读、与同伴互换角色读、全体分角色朗读等方式，让学生在读中理解，因为对话中的语法过去进行时学生已掌握，所以理解起来很容易。
我通过让学生选择填空、填表（Activity 3）、用过去进行时填空（文中对话的改写）等练习活动来检查学生对课文的理解情况，效果还是很好的。
NSE一起第十册M6U1-教案
NSE一起第十册M6U1-教案《新标准英语》一年级起点第十册Module 6 Unit1 We’ll see lots of stones.教案背景:这是面向小学五年级下学期学生的英语教案。
用 1 课时完成。
本节课的语言功能是用will 和what\how谈论和询问将要发生的事情。
他们在三、四年级时就已经学过will各种用法，此次是知识的重现。
要在他们原有的基础上进一步复习巩固，并深入学习用will 和what\how介绍和询问将要发生的事情，引导学生总结归纳，形成系统的知识体系，培养学生运用语言进行交际，解决问题的综合能力。
教学课题：《新标准英语》一年级起点第十册Module 6 Unit1 We’ll see lots of stones让学生在完成学习任务和参与各种形式教学活动的过程中，保持并延续学习英语的兴趣，并把这种兴趣逐步转移为对英语知识本身的兴趣。
提高学英语，用英语的能力，做到能学并乐学。
并达成以下目标：1、学会听、说、读、写三个单词：place、circle、 build和听、说、理解两个单词：solve、hope，并区分o的不同读音和理解No one knows.2、学会功能句：What will we see there? How will we get there?3、能听懂、会说目标句，并运用他们询问同学们“六一”将要发生的事情。
通过问答，调查等活动练习，让学生带着任务、带着问题在模拟的情境中自主、自然地运用语言。
达到正确、熟练运用将来时描述将要发生的事件，并运用于生活中能与外国人交流的目的，让每个学生有不同程度的收获。
教材分析：新标准英语一年级起点第十册，第六模块第一单元，主要讲的是Lingling与Amy在谈论巨石阵。
教学内容为继续学习正确使用一般将来时will来描述将来的计划与打算和运用特殊疑问词what, how 询问将要发生的事情。
并在教学内容的基础上能够进行适当的扩展和延伸，培养学生实际运用语言的综合能力。
小学英语_Module6Unit1ItwasDaming'sbirthdayyesterday教学设计学情分析教材分析课后反思
新标准英语Module 6 Unit 1 It was Daming’s birthday yesterday.教学设计教学内容：本课围绕“谈论生日礼物”展开教学。
以一般过去时态为主，借助重点句型展开教学，使学生在情景中掌握教学内容，运用含有动词过去形式的陈述句和谈论过去发生的事，培养学生的综合语言运用能力。
教材分析：1.本课的故事是讲述Daming生日礼物的故事，主要学习一般过去时态。
2.运用一般过去时态陈述过去发生的活动，重点是用陈述句叙述和谈论过去发生的事。
教学目标：基础知识：1. 掌握本课中的“四会”单词：home got(get的过去式）等，能听懂，会说，会读“三会”单词：space interested fininshdecide.2. 掌握短语：be interested in space travel3.掌握句型：It was Daming’s birthday yesterday.Simon’smum bought him a present.It was a book aboutspace travel. Simon was interested in the booktoo.基本技能：1. 熟练掌握本节课的单词，短语和句型，能够利用本节课所学词句和语法谈论自己或他人过去发生的事。
2.能将所学语言运用到现实生活中，提高学生的语言运用能力，培养学生自主学习的能力。
教学重难点：重点 1.能够掌握“四会”单词和短语。
2.能够掌握一般过去时态的“四会”句子：It was Daming’s birthday yesterday.Simon’s mum bought him a present.It was a book about space travel.Simon was interested in the book too.3.能够运用新语句陈述自己或他人过去发生的事。
难点：运用新语句陈述自己或他人过去发生的事。
三年级英语上册Module6Unit1Happybirthday第2课时教案外研版三起
Unit 1 Happy birthday!第2课时〖教学内容〗3. Listen and say.4. Practise.〖教学目标〗能熟练运用句型“Here's...”和“Thank you.”。
〖教学重、难点〗重点：能熟练运用句型“Here's...”和“Thank you.”。
难点：在情境中将“Here's...”和“Thank you.”结合在一起运用。
〖教学准备〗单词卡片、录音机、磁带、实物。
〖教学过程〗Step 1: Warm-up师生问候。
学生齐唱歌曲“Happy birthday!”。
Step 2: Presentation1. Listen and say.（1）引导学生看课本第34页活动3的图片，教师可设置以下问题：a. Whose birthday is it?（It's Sam's birthday.）b. What does the woman give to Sam?（A cake）c. Is Sam happy?（Yes, he is.）（2）播放课文活动3的录音，让学生听录音并说说图中的人物是怎么说的。
（3）再次播放录音，学生听且跟读。
2.让学生用“Here's...”进行句子接龙。
分组进行，看哪组接的句子最长。
S1: Here's your pencil.S2: Here's your pencil and pen.S3: Here's your pencil, pen and cap.S4: Here's your pencil, pen, cap and book....3. Practise.引入图片情境：郊游结束后，班长为每位同学发物品，他是怎么说的呢？小组合作试着读一读吧。
Step 3: Consolidation在讲桌上放几件物品。
然后将它们交给不同的学生。
学生走到教室的前面把物品交还给老师，他们说“Here is...”，然后老师谢谢他们。
Module 6 Unit 1《Can you run fast》教学设计及反思
Module 6 Unit 1《Can you run fast?》教学设计及反思Teaching aims and demands:1. Knowledge aims:1.1 Learn the sentences:--Can you run fast?--Yes, I can. \ No, I can’t.1.2 Vocabularies: run, jump, ride, high, far, fast, can1.3 Enable the Ss to read and act the conversation.2. Ability aims:2.1 Enable the Ss to use the knowledge in our life.2.2 Develop the Ss’ abilities of listening speaking and listening.3. Emotion aims:3.1 Foster the Ss’ interest of learning English and their self-confidence.3.2 Cul tivate the Ss’ attitude for English by the chant、games and song…3.3Let the Ss like to do some sports.Main points and difficult points:1. Master and use the vocabularies: run fast, jump high, jump far and ride fast2.Learn and use :Can you…？Yes, I can. No, I can’t.3. Identify: can and can’t, run fast and ride fast, jump high and jump farTeaching aids: tape, recorder, pictures, ward cards, chart…Teaching steps:1. Warming up1.1Greetings:T: Are you ready?Ss: Yes.T: Hello, boys and girls. How are you?Ss: I’m fine, thank you. And you?T: I’m fine, too. Thank you. Are you feeling happy?Ss: Yes.1.2Song and game(1) Sing: Looking for a friend(2) Revision: Game ：Teacher says ,the Ss act.( Then “watch TV” “play football” “play basketball” “sing” “read a book” “take a picture” “swim” “write a letter” “drink soybean milk” “do taijiquan”…)T: OK. You’re very good.(Purpose: Well begun, half done. In the way of greetings, song and game, we can form a relaxed and happy English learning surrounding for the Ss. They can review in a excited mood.)2. Leading in(1) Chant and do the actions:Row, row, row, I can row.Swim, swim, swim, I can swim.Run, run, run, I can run.Jump, jump, jump, I can jump.Ride, ride, ride, I can ride.(2)Teacher pretends to run and says “run”. Repeat it for several times. Then get the students to listen and say “run”.T: Can you row /swim / run / jump /ride?Ss: Yes, I can. \ No, I can’t.(Write them on the blackboard.)(3)Ask someone and show the smile face and the fry face. Then act.(Purpose: This step is easier to form a better situation, stimulate the Ss’ interest and present the new knowledge. They all like joining.)3. Learning the new phrases and sentences(1)Then teacher runs fast and says “I can run fast. Can you run fast?”(Show the card.) Have the students listen and repeat. Then let the Ss say twice: Can you run fast? Two Ss compete.S1 (Winner): Yes, I can. I’m the winner.S2: No, I can’t.Ss: You are the winner.(2)Teach “jump far” “jump high” “ride fast” as the same way.(3)Point to the words and teach to read.(Purpose: The Ss like to win at any time. Proper competition can arouse the Ss’ interest and foster the class atmosphere. It will foster not only their sense of cooperation and competition, but also set up their self-confidence.)4. Practices(1) Teacher says the phrases, have the students do the actions.(2) Teacher shows the cards, students say: Can you…? Then teacher nods head, shows the smiles face and says, “Yes, I can.” If teacher shakes head, shows a sad face and answers, “No, I can’t.”(3)Ask someone(4)Girls ask, boys answer. Then change.(5)Have the students find their good friend and ask, “Can you …?”(Purpose: While playing, the Ss are learning. While learning, they are enjoying)5. Learning the text(1)Look at the chart and answer: What are they doing?(Run fast, jump high, jump far, ride fast)(2)Listen, point and underline the senten ce patterns: Can you…?(3)Answer: Who is the winner?(4)Have the students listen and point to the pictures.(5) Then listen again and repeat.(6)Play roles.(Purpose: Let the Ss understand the text and pay attention to their pronunciation and intonation. This step can develop their abilities of listening speaking and reading.)6. Consolidation(1) Show the cards: play football, play basketball, play table tennis, swim, run fast, jump high, jump far, ride fast(2)Game: ChooseThe Ss ask, “Can you …?”When te acher walk and stop the front of S1, S1 should choose one card and ask S1’s desk mate: Can you…? The student answers, “Yes, I can.” Or “No, I can’t. They can use the phrases we have learnt before.(2) Have the students ask from one to another, and then ask the teachers or their parents.(3) Sing an English song “Can you run fast?” with the melody of “Two tigers”.(Purpose: They can create the conditions of a relaxed and natural atmosphere for the Ss’ drills. On the other hand, they can arouse their performa nce desire and participation desire and lead the Ss into a thick English learning atmosphere. Let them consolidate and use the knowledge.)7. Summary by the blackboard notes8. Homework(1)Copy the new words. One word 3 times.(2)Read the text for 20 minutes.(3) Be a reporter. Have the students ask their family members, “Can you …?” and write down the result. Report it in the next class.(Purpose: All of them will help the Ss consolidate the knowledge points of this lesson, and will also improve their abilities of listening, speaking, reading and writing.)Blackboard design:Module 6 AbilitiesUnit 1 Can you run fast?G1 G2 G3 G4Run fast?-- Can you ride fast? --Yes, I can.Jump high? No, I can’t.Jump far?(Purpose: It is simple and clear.)Saying the class and rethinking:本着在英语教学活动中面向全体学生的原则，激发每位学生的学习兴趣和参与活动的意识和能力，培养学生的综合语言运用能力。
五年级上册英语教案- Module 6 Unit 1 You can play football well.-外研社(三起)
You can play football well.教学设计及反思教材分析：教学内容是新标准英语（三年级起点）第五册Module 6 Unit 1 You can play football well.本课主要是以足球为话题展开的对话，由Lingling想成为一名足球运动员引出作为一名足球运动员所应该具备的素质，在对话过程中运用目标语句I/You can...well.对Lingling能力的肯定，并帮助她成为a fantastic goalkeeper。
通过丰富多彩、形式活泼的各种教学活动使学生理解课文，学会用“I/ You can…well.”来肯定自己和他人。
学生分析：教学对象是五年级学生，他们有两年的英语学习基础，积累了一定量的词汇和句型，比如在本课出现的词汇：high、jump等，句型Can you…？都已经在第三册英语书学过了。
Can you…？又是这些学生最喜欢、学得最好的句型之一。
这些，都为学好本课做好了铺垫。
上课的学生既活泼好动，学习氛围又比较好，绝大部分学生对英语的学习兴趣浓厚。
他们表现欲望很强，而且对单词的掌握能力及口语表达能力都比较好。
因此，这节课操作起来应该比较轻松。
Ⅰ、Teaching Contects:Module 6 Unit 1 You can play football well.Ⅱ、Teaching Aims：Knowledge objective:1.To help students understand and speak the new words:really、fantastic 、team、goalkeeper.2.Master the new words：well、badly、control、catch、team。
.3. Master the new sentences: I/You can … well. I/You …badly. Can you…？Yes,Ican./No,I can’t.Skill objectives:1.Can use the new words in the real situations.2.Can use the sentences “I/You can … well. I/You …badly.” to make self-assessment and evaluation of others.Emotional objectives:1.To help students certainly the advantages of others and correct understanding of their own.2. To develop students’ interest in English learning.Ⅲ、Key points：1. Master the new words and use it in the real situations.2. Master the new sentences and can use it to make self-assessment and evaluation of others.Ⅳ、Difficult points：1.To help students tell the different between catch and control.2. To help students work in pairs.Ⅴ、Teaching Aid:computer, tape recorder, drill cards ,a footballⅥ、Teaching Approaches:TPR, Communicative approach, have a competition.Ⅶ、Teaching ProcedureStep1、Warm-up1.Greeting:Good morning,boys and girls.2.Do some TPR:(I say and you do) Review the phrases: watch TV, run fast, jump high, play football…【设计意图：通过师生问候，拉近师生间的距离。
初中英语_外研版八年级下册module6 unit1教学设计学情分析教材分析课后反思
Module 6 HobbiesUnit 1 Do you collect anything?教学设计课时安排：1课时课型：Listening and speaking教材分析：本模块的主题是新课标中的第六个话题“兴趣和爱好”，以一句“Do you collect anything?”为题吸引学生的注意力，让学生展开想象与讨论，本单元以对话的形式讨论同学们间的兴趣爱好，贴近学生生活实际，有利于学生掌握知识。
教学目标:1.Be able to remember the new words and phrases,such as stamp, tidy up.2.Be able to understand the listening materials .Talk about hobbies with your group members fluently.3.Develop healthy hobbies, and stay away from bad ones.教学重难点:Talk about your hobbies and other people’s hobbies in your own words. Teaching procedures:Step 1 Pre-listening1.Free talk 教师通过询问学生”What’s your hobby?”“Do you collectanything?”引导学生讨论自己的兴趣爱好，人人都能迅速投入到英语学习中来。
2.通过图片学习新单词，并为第一部分的听力做好铺垫3.通过图片学习一些收集爱好,and then practise in pairsA:What’s your hobby?B:My hobby is collecting toy cars.Do you collect anything?A:Yes, I collect stampsPoint out Different people have different hobboies.Now let's look at Tony's family members ,what are their hobbies?并由此引出托尼一家人的爱好。
小学英语五年级上册M6教案、反思
Module 6 Unit1 You can play football well .知识目标: 1、掌握well, badly, 会认读really, control, catch, fantastic，team；2、能听懂会说有关运动与能力方面的单词并学会运用You/I can …肯定自己或他人。
技能目标：能运用You/I can …well.肯定自己或他人。
情感目标：肯定他人优点，正确认识自己。
教学重点、难点：1、学会如何用You/I can …(well).肯定自己或他人；2、能理解control和catch的意思并能读准发音。
教学流程：1.谈话导入T：Today is sunny. It’s good for sports. I like sports. Do you like sports?Ss回答。
（课件出示问题和运动图片供学2.Make a survey：“What’s your favourite sports?”生选择）（1）当学生的答案为篮球时①接着问Can you jump high? 并请Ss跳高，及时肯定Ss表现“You can jump引出新词really，并教授；really high.”②再问“Can you catch the ball?”引出新词catch。
T任意传球给学生，并对其中表现最好的一位进行肯定“You can catch the ball well.”便引出了本课重点单词well。
T将球传给几位Ss，操练“catch”。
而如果有学生出现接球失误时，说“Youcatch the ball badl y.”引出新词badly并操练。
（2）再次提问学生喜欢的运动，当学生的答案为足球时,接着问“Can y ou并让两位Ss上台进行抢球，展示控球技能，引出新词control。
control the ball?”3.文本教学（1）T出示几个问题，让Ss带着问题听录音：（课件出示问题）。
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Moudle 6 Unit 1：A Postcard From New York
刘瑞敏
Ⅰ. Learning contents
1.《英语（新标准）》（三年级起点）Book7, Module6 Unit1:A Postcard From New York.
2.通过对明信片的学习，了解明信片的格式，通过对课文的学习，掌握重点词汇，重点句型。
通过给小朋友写明信片，体验学习英语的成功和乐趣。
Ⅱ. Learning aims
1. Knowledge aims
(1)Word: someday chopsticks soon knife fork
(2)Go on Learning “have got” and “has got”.
(3) Understand the text.
2. Ability aims
(1)能够用“have got”和“has got”造句。
(2)培养学生阅读和书写英语的能力。
3. Emotion aims
(1)培养学生说英语用英语的良好习惯。
(2)培养学生和外国小朋友用英语交流的信心。
Ⅲ. Important points and difficult points
1.掌握单词：someday chopsticks soon knife fork
2.学习“have got” and “has got”的用法。
Ⅳ. Teaching aids
实物图片、录音机、磁带、奖励小贴片等。
Ⅴ. Teaching methods and study tactics
通过实物导入新课，通过小组合作学习，增强学生的合作能力，通过小组交流，使每位学生取长补短，并在交流中能够创新，拓宽知识面。
Ⅵ. Learning procedures
Step 1. Warming up and presentation
（1）T: I have got some books. She has got some books too. Make sentences just like me.
（2）Get some students to say the sentences.
（3）Presentation:(Show some objects: chopsticks, knife,fork)
What are they in English? Now let’s learn Moudle 6 Unit 1.
设计意图：通过说句子，让学生练习have got 和has got 的用法，例用实物导入新课。
Step 2. Learning and practice
（1）Show “chopsticks” to the students and ask them:
T: What are they? Ss: “筷子”
T：Chopsticks. They are Chopsticks. They’re easy for us to use.
T: What’s this? Ss: “小刀”
T: Knife. It’s a knife.
T: What’s this? Ss: “叉子”
T：Fork. It’s a fork. Knife and fork are difficult for us to use.
T: I hope we can use them soon. I hope you will like them someday.
T: What’s this?
Ss: It’s a postcard.
T: Have you got a postcard?
Sa: Yes, I have./ No, I haven’t.
T: She/He has got a postcard. (She/He hasn’t a postcard.)
T: Sam and Amy have got a postcard. Do you know about it ? Now let’s learn Moudle 6 Unit 1.
设计意图：
通过实物学习本课生词，做到形象直观。
通过句型的练习，使学生对生词加深记忆，学习了本课的重点句型，导入新课。
(2)Listen and repeat(Three times):
(3) Answer the questions.
A: Where is the postcard from?
B: Is the postcard from Daming?
C: What has Daming got?
D: What has Laura got?
E: Can Laura use chopsticks?
(4)Read after the teacher.
(5) Read by yourselves.
(6) Work in groups.
A: Read to each other.
B: Translate in groups.
(7) Notice : want to be, live in, send sb sth, write to sb.
(8) Check.
设计意图：
通过听、读，让学生能够熟练地朗读课文并翻译课文，进而理解课文。
Step 3. Consolidation
Fill in the blanks.
(1) I want you to my friends.
(2) I live New York.
(3) A postcard New York.
(4) I want to visit China .
(5) I’ve got some, but they are .
(6) Daming says he will write you soon.
设计意图：
通过填空、补句子等形式的练习，使学生熟练掌握本课课文。
Step 4. Project:
Make sentences with “have got ” and “has got”.
设计意图：
通过造句练习，让学生把“have got ” 和“has got”运用到生活中，加深对本课重点词的理解和运用。
Step 5. Homework:
（1）Remember the words.
（2）Recite the text.
Blackboard design:
has got hasn’t got soon someday
have got haven’t got chopsticks knife fork
Module6 Unit1教学反思
Module6 Unit1——A Postcard From New York，主要学习任务是have got/has got的用法复习以及and和but的区别运用。
have got/has got是小学四年级学习的知识点，主要是两者在人称上的区别应用，has got一般用于第三人称单数的he、she、it，以及三者相关的人名、物品等；而have got用于第一二人称以及一二三人称的复数形式。
在复习这个知识点的时候，扩展复习了前面学习的there be句型，将其与have got/has got 进行对比复习，进行一些基本的相关练习，主演是对have got/has got的用法进行课堂练习，在人称、人名、物品上多方面反复进行练习，力求学生可以掌握。
and和but的用法比较抽象，对小学生而言非常难以理解，在讲解此知识点的时候，首先从课文入手，向学生提出“Where is the postcard from ？”“Is the postcard from Daming ？”“What has Daming got ？”“What has Laura got ？”“Can Laura use chopsticks ？”再多听录音的基础上，让学生在听的同时找出上述问题的答案。
学生找出可以在课文中找出答案，正是含有but和and的句子，从而引出but和and用法的对比学习。
在学习这两个连词的时候，把它们细化，and用前后意思一致不相背来解释，and用前后不一致，意思相背来解释，进而说but连接的句子前后一般是一个肯定的一个否定的，而and连接的句子没有这个特点，让学生抓住这一个重要区分点来掌握and和but两个连词的区别应用。
在进行以上讲解的基础上，针对but和and的用法进行课堂以及课后作业练习，针对学生出现错误较多的地方在下次学习的时候进行针对性的讲解。
Module6 Unit1——A Postcard From New York一课的讲解，对have got/has got的用法复习以及and和but的区别运用上，虽然尽力使自己站在学生的位置上进行细致讲解，但是由于本身并非英语专业出身，手头资料欠缺，在讲解的时候难免出现力不从心的情况。
在重点对这个知识点进行讲解的时候，还是依照传统的讲解方法，尽管运用了启发式的教学思路，但是教学形式单一，很明显学生的积极性并没有充分调动起来，这是值得以后注意的一个重要方面。
另外一点，就是自己要求太高，要求学生在短时间掌握，没有考虑学生的实际理解水平，这个也是教学大忌，需要特别注意。