外研社版英语教材初中一年级上册Module4Unit1学案
初一英语外研版Module4 Unit1学案
Module 4 My familyUnit 1 How many people are there in your family ?学案高密市柏城镇李家营中学陈爱梅一、课前案：1、写出一组你能够想到的关于家庭成员的词汇(至少8个)__________________________________________________________________________________________________________________________________________________________________________________________ 2、用some 或any填空.1 I haven’t got ________ tea. I have got __________milk.2 She has got_____ apples. She has got ____ oranges, too.3 Have they got___________ pens?No, but they have got ___________ pencils.4 ---Does he want___________ meat today?--- No, he wants ________vegetables today.5 ---Would you like _____ tea? ---Yes, please.二、学习目标:1.单词和短语：many , people , aunt , grandfather , grandmother , grandparent , uncle , have got ,2.交际用语：1) How many people are there in your family ? 你们家有多少人？2) We’ve got a small family . 我们有个小家庭。
一年级上册英语教案-Module4Unit1｜外研社(一起)
一年级上册英语教案Module 4 Unit 1 | 外研社（一起）教学目标教学内容本节课的主要教学内容包括食物相关的单词学习，如“bread”、“milk”和“juice”，以及询问和回答食物的句型：“I like”和“Do you like？”。
教学重点与难点教学重点是食物相关单词的认读和记忆，以及询问和回答食物的句型的运用。
教学难点是正确运用句型进行食物的询问和回答，以及单词的正确发音。
教具与学具准备教具：单词卡片、食物图片、PPT课件、录音机、磁带。
学具：学生用书、练习册、彩色笔。
教学过程第一环节：热身1. 教师播放英语歌曲，学生跟随音乐做动作，营造轻松愉快的学习氛围。
2. 教师出示食物图片，引导学生用中文说出食物名称，为英语学习做铺垫。
第二环节：新课导入1. 教师出示单词卡片，引导学生跟读单词，并教授单词的正确发音。
2. 教师通过PPT展示句型，引导学生理解句型的含义，并进行跟读练习。
第三环节：实践练习1. 学生分组进行角色扮演，运用所学句型进行食物的询问和回答。
2. 教师巡回指导，纠正发音错误，并给予鼓励和表扬。
1. 教师邀请学生上台展示所学内容，进行食物的询问和回答。
板书设计单词：bread、milk、juice句型：I like、Do you like？作业设计1.抄写并记忆单词“bread”、“milk”和“juice”。
2.运用所学句型进行食物的询问和回答，写在练习本上。
课后反思教学过程详细补充第一环节：热身1. 选择合适的英语歌曲：教师应选择旋律欢快、节奏明快的英语儿歌，歌曲内容应与食物相关，以便学生能够在无意中接触到即将学习的单词。
3. 图片展示：教师出示的食物图片应该是学生日常生活中常见的，这样更容易引起学生的共鸣，同时为英语单词的学习打下直观的基础。
第二环节：新课导入新课导入环节是学生接触新知识的关键步骤，教师应确保学生能够正确理解和掌握新单词和句型。
1. 单词教学：教师出示单词卡片时，应确保卡片的图像清晰，与单词意义相对应。
(完整)外研社一年级英语上册正式教案
学唱英文歌曲：Hello，Hello
观看视频听句子，模仿并到讲台展示.课堂上主要训练Your name, please?
I’m....
板书设计
Unit1 What’s your name?
Your name ,please?
I’m Amy.
教学反思
听到Your name,please?孩子们都迅速报出自己的名字，但是对于长句子My name is...的发音还不熟练，课堂上的气氛比较活跃，希望同学们在课后或回家能多说一说练一练。
Step3: Class closing.
Let’s chant:
Good morning,Sam.
Ok. Class is over.Good-bye.
Bye-bye.
请同学上台表演对话
板书设计
Unit2 I’m a boy
I’m a boy. I’m a girl.
教学反思
Boy,girl两个单词基本掌握，但在使用中还显得有点生疏，同学们
Point to the ceiling./ Point to the floor.
4.分角色发指令。
Step3.
1.歌曲教学
听磁带，多听，让学生跟着一起唱并加上动作
2．先进行小组表演，后请学生上讲台表演，并予以鼓励。
3．让学生发挥自己的想像，运用自己的独特的方法上表演唱歌。
Step4.
1.homework
课题
Unit2 I’m a boy
课 型
New lesson
教 学
目 标
知识：能听懂并会说I’m a boy. I’m a girl.
能力：能伴随音乐学唱Good morning,Sam.
一年级上册英语Module4教案(2013外研版)
一年级上册英语Module4教案（2013外研版）潍坊外国语学校小学_英语__时备教学内容（题）4U1-1 It’s red 型Ne教学方法导入法、教授法、情景教学法、游戏教学法前准备电子本、单词卡、自制教具教学目标学会单词red, blue, ell, bla, green, hite,以及初步理解句型hat lur？It’s red/教学重难点hite green 的发音教学过程一、ar-up1 Greetings（我与全体学生问好，打招呼）2 Sing a sng: 师生齐唱第三模块的歌曲“Stand up”并做出相应的动作。
导入与任务呈现：1 复习之后，教师增加活动的难度，先是加快速度，然后说出“Pint t the ell des Pint t the hite des”等指令。
学生可能无法完成。
教师告诉学生：“这是我们今天要学习的内容，我们学完之后再一起做这个游戏吧。
”2 用单词卡片学习单词red，blue/。
然后把单词编成歌谣Red red ,it’s red 换成其他颜色进行单词的学习。
3 播放活动1的动画，解释场景。
教师问学生：“动物在进行才艺表演，熊猫是解说员。
大象在用鼻子画画，可是小象闯了什么祸呢？”教师引导学生理解故事的趣味点：原小象打翻了颜料桶，几种颜色混在了一起。
学习1 教师对学生说：“今天，熊猫Panpan遇到了一种很有特点的动物，是什么动物呢？我们看看吧！”2 教师播放活动2的动画。
先整体听一遍录音，然后请学生回答问题；“ai有什么特点？教师引导学生说出ai会变颜色。
之后，教师用汉语问学生：“这是什么动物呢？为什么它会变颜色？”引导学生得出答案“变色龙”后，请学生看图，问：“变色龙在什么情况下会变颜色？”告诉学生变色龙不仅会随着环境变色，也会随温度或心情的变化而改变颜色。
同时，变色龙一次可以变成几种不同的颜色。
鼓励学生后自己查阅更多的资料，进一步了解变色龙。
3 教师再次播放动画，请学生逐图跟读语句。
Module 4 Unit 1 It's red.(教学设计)外研版(一起)英语一年级上册
Module 4 Unit 1 It’s red. (教学设计)一. 教学目标1.学生能够听、说、认读并书写颜色词汇：red, blue, green和yellow。
2.学生能够正确运用颜色词汇进行简单的交际。
3.学生能够通过对身边物品的描述，加深对颜色词汇的理解和运用。
二. 教学重点1.颜色词汇：red, blue, green和yellow。
2.运用颜色词汇进行简单的交际。
三. 教学难点1.听、说、认读并书写颜色词汇：red, blue, green和yellow。
2.运用颜色词汇进行简单的交际。
四. 教学准备1.PPT和音频资源。
2.单词卡片。
3.彩色笔、纸等。
五. 教学过程Step 1 导入新课1.教师出示颜色词汇卡片（red, blue, green和yellow），并引导学生感知不同颜色名词的发音和视觉形象。
2.教师通过图片和PPT展示身边常见事物，如苹果、汽车、树叶等。
引导学生辨认并说出每一物品的颜色。
Step 2 新授课1.教师通过播放音频让学生正确模仿红、蓝、绿、黄四个单词的发音。
2.教师通过PPT分别展示不同颜色物品的图片，并运用颜色词汇进行描述。
（如：It’s a red apple.）3.学生跟读练习。
Step 3 课堂练习1.教师在黑板或白板上示范写下“It’s red.”等句子，让学生模仿进行书写练习。
2.教师出示一些物品的图片，并请学生描述该物品的颜色。
（如：What color is the apple? It’s red.）3.学生分组，进行小组之间的语言交流：在小组内，一位学生说出一件身边带有颜色的物品的名称和颜色，其他同学看一眼后，复述该物品和颜色。
Step 4 课后作业1.完成课本上Unit 1的部分练习。
2.回家后观察身边物品，动手描述并用颜色词汇进行表达。
六. 课堂总结1.教师梳理讲解颜色词汇的方法和技巧。
2.强化学生对颜色词汇的理解和记忆，引导学生复习本节课所学内容。
外研版七年级英语上册教案 Module4 Unit1 (2)
Module 4Healthy foodUnit 1We've got lots of apples.Ⅰ.Teaching modelTeam－work and communication approachⅡ.Teaching aims1．To learn and understand the structure “Have/Has…got any…？”2．To learn and understand the topic words on foods.Ⅲ.Teaching aidsTape recorder，OHP，videoⅣ.Teaching Steps第一课时(Activity 1－Activity 4)Step 1：Warming－up1．Show a small part of each picture and ask students to guess what it is. 2．Show some pictures to introduce the new words.3．Learn the new words.4．Read the words after the teacher.Step 2：Work in pairs1．Let the students look at the pictures in Activity 1 and talk about them. 2．Have them check the answers together.3．Ask the students to read and remember the new words.Step 3：Practice1．Have the students read the words in the box in Activity 2.2．Ask them to label the food in the pictures with the words from the box. 3．Then check the answers.Keys：1.fruit 2.candy 3.meat 4.vegetables4．Have the students read the words in the box in Activity 3，and ask them to label the food and drink in the pictures with the words from the box.5．Then check the answers.Keys：a－apple b－orange c－carrot d－potato e－beans f－tomato g－chocolate h－beef i－chicken j－tea k－juice l－coffee m－water n－milk o －colaStep 4: Listening practice1．Ask students to read the words in Activity 4.2．Play the recording.Ask the students to listen and focus on the shopping list.3．Play the recording again，then label the food and drink in the pictures with the words from the box with a partner.4．Check(√)the food and drink Betty and her mother have got.5．Call back the answer from the whole class and check the answer.Step 5：Learning to learnAsk students to remember and write words they learned in groups.1)Fruit：apple，orange…2)Meat：beef，chicken，fish…Step 6：HomeworkLearn the new words by heart.Blackboard DesignUnit 1We've got lots of apples.(Activity 1－Activity 4) meat：beef，chickenvegetables：potato，carrots，tomato，beandrinks：milk，coffee，tea，water，juice第二课时(Activity 5－Activity 9)Step 1：Have a dictationGet students to write the words and phrases in Unit 1，check them if they have grasped the usages of the points.Step 2：Listen and read1．Ask students to close their books，listen to the tape and answer these questions：(1)Has Tony's family got any apples?(2)What kind of fruit do they want to buy?2．Ask students to open their books，play the recording again and ask them to read the conversation with the tape.3．Show the points to the class，and explain some difficulties to them.4．Have a competition：Read the conversation in groups and choose the best group.5．Have the whole class read the conversation after the tape.6．Act it out.Step 3：Practice1．Read the conversation again and complete the table in Activity 5.2．Check the answers.3．Keys：Tony's family has got：Food：chocolate，applesDrink：teaTony's family hasn't got：Food：chicken，orangeDrink：orange juice，coffee，cola4．Work in pairs.Talk about Tony's shopping.(Activity 6)A：Has he got any…？B：No，he hasn't.Step 4：Everyday EnglishLet's go shopping for…How about…Good idea!Step 5：Pronunciation1．Play the recording without stopping.(Activity 7)2．Play the recording again，ask the whole class to repeat.3．Play the recording and have the students listen and choose/s/or/z/in Activity 8. 4．Check the answers.Keys：/s/：3 drinks/z/：1 apples 2 beans 4 potatoesStep 6：SpeakingWork in pairs.Make a shopping list.Student A：Make a list of things you need.Student B：Make a list of things you've got.Now ask and answer.A：Have we got any…？B：Yes，we have.We've got some…/No，we haven't.Step 7：Homework1．Revise all the check points in this unit.2．Finish off the workbook exercises.Blackboard DesignUnit 1We've got lots of apples.(Activity 5－Activity 9) 1．We/I/You/They/Lingling and Daming have got…2．He/She/My mother/Daming has got…3．A：Have we got any…？B：Yes，we have.We've got some…/No，we haven't.。
Module4Units1-2模块教案2021-2022学年外研版七年级英语上册
3.语法：一般现在时态的肯定句、否定句和疑问句。
4.词汇：家庭成员、职业、外貌和性格特点等词汇。
5.对话：学会用英语询问和介绍家庭成员的职业、外貌和性格特点。
-学生可能在实际对话中，忘记使用一般现在时态。
-教师可以设置真实的交际场景，引导学生运用所学知识进表达。
（4）写作：运用一般现在时态和所学词汇，写一篇关于家庭成员的短文。
-学生在写作过程中，可能存在词汇、语法和句型使用不准确的问题。
-教师应提供写作框架、指导词汇和语法运用，并进行个性化辅导。
四、教学流程
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解一般现在时态的基本概念。一般现在时态是用来描述经常发生的事情或状态。它是英语中最常用的时态之一，尤其在描述人物特征和日常活动时非常重要。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何用一般现在时态来介绍家庭成员的职业和性格特点，以及它如何帮助我们进行日常交流。
在学生小组讨论环节，大家围绕家庭成员和职业的英语介绍展开了热烈的讨论。他们能够提出自己的观点，并与小组成员进行交流。这说明学生们具备了较好的团队合作能力和沟通能力。但在讨论过程中，我也注意到有些学生较为内向，不太愿意表达自己的观点。针对这个问题，我将在今后的教学中更加关注这部分学生，鼓励他们大胆发言，增强自信心。
3.成果展示：每个小组将向全班展示他们的讨论成果和对话练习的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“家庭成员和职业的英语介绍”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
外研七年级上册模块四第一单元导学案(无答案)
1.Ⅱ.翻译句子
1.吃太多巧克力对你不好。Eating too much chocolate _____________________ you.
2.我通常星期天购物。I usually ___________________________________ on Sundays.
Task 2.Ask students go through the list and say “They’ve got...”or “They haven’t got...”
Task3.Listen to A5 and choose Tony’s family has got some_______ .
3.买些土豆怎样？___________ buying some _______________________________?
4.我们没有水果了，让我们去买些吧。We ______________ fruit, let’s __________.
2.5.他爸爸有许多好朋友。His father _____________________________ good friends.
...
Ask students to practise with have/has got in pairs.
...
Ⅱ.Using ppt to learn new words and finish.A1.A2.A3.
III.Listening
Task1. Listen to A4 and check.
课后延学
Work in pairs,make your own shopping list then ask and answer.
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Module4 My family
Ⅰ. The analysis of textbook.（教材内容分析）
本设计为外研社版英语教材初中一年级上册Module 4 Unit 1的教学内容。
课型：Listening and speaking
本模块以家庭为话题,以家庭介绍为任务训练”There be”句型、have/has got 的利用。
可是，由于中西方文化的不同，中国家庭中的一些关系可能不行表达，另由于打算生育政策，大多数同窗没有兄弟姐妹，这对brother, sister概念的表达可能有些不利。
同时由于班级内可能有单亲家庭，在讲课时要注意爱惜学生，不要伤及学生的自尊，同时要注意培育学生的移情能力。
（1）、Teaching aims:（教学目标设计）
Emotion aim:
Help students T o learn to cooperate with others and communicate with their
family members. (下同)
Knowledge aim:
To understand the dialogue involving introduction of family members.
Ability aim:
To briefly introduce one’s family.
(2)、Key points:（核心内容）
Key vocabulary: aunt, uncle, grandmother, grandfather, grandparent, and sister.
Key structures: I have got…
I haven’t got…
Have you got…
Yes, I have./No ,I haven’t.
（3）、The analysis of the studying situation.（学生情形分析）
a. They are students of Grade One. They can speak only a little English. But they are interested in English. It’s good for English studying.
b. It’s hard for the Ss to master the new structures; we should adopt the training being unlike a form.
(4)、Teaching method（教学方式）
Audio-lingual approach（听说练习的方式）The task-based approach
（5）、Teaching aids:（教具）
Tape-recorder
Ⅱ.Teaching steps:
1. Free talk.
(To stimulate the atmosphere in class)
2. Say the chant “how many are there?”
(It can help Ss to review the structures “how many…are there?” “ there is/are
1、Introduce” have/has got” by using everyday classroom equipment. For example, take out your pen and show the class. Say (e. g) “I have g ot a green pen.” “ Ask a student “What colour pen have you got ?” Repeat this a few times with
pens ,books, bags etc.
(Write down the key structure and then practise it with the new words.)
I have got…
I haven’t got…
Have you got…
Yes, I have./No ,I haven’t.
2、To show a picture with my mother and father and introduce them to the Ss
This is my mother.
This is my father.
F ather a nd m other, I l ove y ou.
Family
(Elicit the topic FAMILY. Write it on the blackboard.)
3、Show a family tree with pictures.
T: This is a photo of my family. How many people are there?
S: There are…
Introduce my family member to the Ss and teach the new words: aunt, uncle, grandmother, grandfather, grandparent, and sister.
(Present the basic knowledge to the students.)
4、Guessing—who is she/he?
The others guess the words when some one does the actions.
(Let Ss clear master the meaning and pronunciation of the new words.)
Step3、Look at the picture .Label tony’ s family.
一、Have Ss look at the picture in activity 1 on P20 and label Tony’ s family.
Read through the words in the box and have the students repeat them after
You.
Make sure they know what they all mean.
Ask them to complete the labels individually(别离地), then check with a partner.
Call back the answers from the whole class as complete sentences, using the Known prepositional words or phrases (next to /behind/in front of). The man next tony’s grandfather is Tony’s uncle.)
Step4、Listen and check in Activity 1 the people Tony mentins.
Step5、Listen and read
①Have Ss read through the content in Activity 3.(It’s a good idea not to explain
Every words they don’t unstand.)
②Play the recording and have students repeat after each pause
(To get the native pronunciation and intonation.)
③Put Ss into groups of four and make them practise the conversation. Ask
them to change the roles each time.
Step6、Complete the sentences.
（1）Ask students to complete the sentences individually, then check with a partner.
（2）Ask the class to call out the answers as complete sentences. Do not say if the answers are right or wrong, but write them on the board.
（3）They play the conversation for the students to check.
Step7、Consolidation(巩固,强化)
Consolidate what they have learned.
1、Survey
Do a survey in groups. Ask and answer with the target language. “Have you got….? Yes , I have./ No, I have n’t……How many .....have got? I have got….”
(Let Ss learn to cooperate with others.)
2、Make a report about the survey.
1、Draw your family tree, briefly introduce your family（口头仍是书面的？）
2、Do exercise ,7,8 .。