Module10 Unit1 What did you put in your bag
Where will you go this year? When will you go there? What will you do there? Who will you meet there?
Writing work
Please make a plan for your summer holiday trip. My name is___________. I will go to_________. ________ is a_________ place. I will go (with)______________. I will take a _________. I will leave ____________. I’m sure I will have a good trip.
Topic: Trip
（旅行）
Last summer holiday, I went to Beijing alone(单独地）. I left(离开) Fujian at 3 o’clock in the afternoon. It took me 16 hours in a train. Beijing is a wonderful place. I visited the Great Wall and the Summer Palace(故宫). I met lots of foreigners(外国人) there. It’s really a good trip.
Free talk
Where did you go last year? When did you go there? How did you get there? What did you do there? Who did you meet there?
1. Where will Daming go tomorrow? 2. How will he go to America?
My clothes, my shoes, a present, my ticket, my passport and
my toothbrush.
Listen and imitate P38
Read and answer.
Tomorrow, Lucy is going to go to China. She wants to visit her friend Lingling in Beijing. She thinks she is ready for her trip. She puts so many things in her bag, clothes, shoes, a present, passport, her ticket, and toothbrush. She will go the airport and leave at 7 o’clock in the afternoon. And she will see Lingling at Beijing Airport tomorrow. 1. Where is Amy going to go? By plane 2. How will she get there? 3. What did she put in her bag? 4. When did she leave? 5. Who will she meet at the airport?
F.a present E.passport
G.toothbrush H. ipad
ticket s
passport
[a:]
father
toothbrush
[uː] [ʌ]
food, moon, afternoon, soon… cut, but…
Daming ,what did you put in your bag?
This year, I will go to Korea. I will go there in my summer holiday. And I will see lots of beautiful places there. Maybe I will see Du Minjun and Qian Songyi.
1. When will he leave?
At 7 o’clock
At 6 o’clock
2. Who will he meet?
grandma
Lingling
1. What did Daming put in his bag？
A. tickets
B. clothes
C. shoes
D.books
Summary:
We should make a good preparation before doing everything, or we will be hurryscurry.
1.Listen and imitate the text for 5 times.
2.Review M1-2. 3.一起作业
1.Where will Daming go tomorrow?
park
supermarket
school
library
airport
theatre
2. How will he hip
By plane
1. When will he leave? 2. Who will he meet?
外研版(一起点)小学一年级英语上册Module10_Unit1公开课教案
一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)。
外研版(三起点)小学五年级英语上册Module10_Unit1_ 优课课件
（3）为朋友介绍你家的房间。
Can you read?
oo/u:/ food zoo room
liveing room
living room
bedroom
toilet
kitchen
A:Where did you find the…? B:I found the … in the _______ .
living room
bedroom
toilet
ቤተ መጻሕፍቲ ባይዱkitchen
Let’s tidy it up for Tom.(让我们为Tom整理房间吧！)
Compare and answer.(比一比，答一答) Is Tom playing with them? A: Yes, he is. B: No, he isn’t.
Read the Paragraph 4,5 and judge.（自己读，并判断）
1.Where is Tom? He is in the kitchen.( × )
Watch and choose. （看视频，选一选）
1. Who was the first to be found?
2. Who was the last to be found?
Listen to the Paragraph 2,3 and match. （听一听，连一连）
1.Where did Amy find John? She found John in the kitchen. 2.Where did Amy find Lingling? She found Lingling in the toilet. 3.Where did Amy find Sam? She found Sam in the bedroom.
Module10-Unit1-What-did-you-put-in-your-bag知识讲解
4. When did she leave?
5. Who will she meet at the airport?
Where will you go this year? When will you go there? What will you do there? Who will you meet there?
My clothes, my shoes, a present, my ticket, my passport and my toothbrush.
Listen and imitate P38
Read and answer.
Tomorrow, Lucy is going to go to China. She wants to visit her friend Lingling in Beijing. She thinks she is ready for her trip. She puts so many things in her bag, clothes, shoes, a present, passport, her ticket, and toothbrush.
1. When will he leave?
At 7 o’clock
At 6 o’clock
2. Who will he me源自t?grandmaLingling
1. What did Daming put in his bag？
A. tickets B. clothes C. shoes D.books
Module10-Unit1-What-didyou-put-in-your-bag
外研版六年级英语上册Module 10 Unit 1 Don't talk inthe librar
Module 10 Unit 1 Don’t talk in the library.教案一、教学内容分析：通过学习Daming和Simon and Librarian的谈话，让学生们了解在学校图书馆如何使用祈使句的肯定句或否定句形式，并能遵守规章制度、执行指令，在生活中能运用祈使句发出的指令或要求。
二、教学目标：1. 能在图片提示下识别、拼读hurry, rule, library card, line, in line, CD等单词和短语。
2. 能听懂会说Please hurry up! Please stand in line! 等表示指令或要求的语句。
3. 能熟练运用Don’t talk in the library.等表示否定的祈使句。
4. 能用英语正确说出生活中常看到的一些标志。
三、教学重难点：重点：1. 学习单词和短语：hurry rule, library card, line, in line, CD.2. 学习表示指令或要求的语句：Please hurry up! Please stand in line!难点：在实际情境中熟练运用祈使句。
四、教学准备：课件、单词卡、实物教具、录音机五、教学过程：Step 1. Warming-up1. Greetings.2. Sing the chant.3. Listen and do actions.Please stand up. Please jump. Turn left. Turn right. Sit down.Please clean the desk. Please draw. Please write. Put up books.(Do you like reading? Do you often go to the library?)教师出示图书馆的图片，由此引入课题，并板书课题。
Step 2. Learning1. 上课铃声响，催促学生赶快进教室。
Module10 基础知识梳理
Module10 基础知识梳理Unit1Phrases1.为---做准备be/get ready for2.做灯笼make lanterns3.学舞龙learn a dragon dance4.打扫房子clean the house5. 扫地sweep the floor6.做饭cook the meal7.在工作at work 8.收拾东西put things away 9. 赶快hurry up10. 春节Spring FestivalKey sentences1.This is Tony speaping.（电话用语）我是托尼。
2. Are you getting ready for Spring Festival? 你们在为春节做准备吗？3. What are you doing? 此刻你在干什么？I’m making big red lanterns.我在制作大红灯笼。
4.They’re learning a dragon dance with my grandpa. 他们在和我爷爷一起学舞龙。
Unit 2Phrases1.看一看have a look at2.坏运气bad luck3.在圣诞节前夕on Christmas Eve4.在同一天on the same day5.扫去sweep away 6每年every year7. 舞狮a lion dance 8.春节前几天a few days before spring festival9.传统的家庭大餐traditional family dinner 10. 压岁钱luck moneyKey sentences1.我妈妈在打扫房子，清除坏运气。
My mother’s cleaning our house and sweeping away bad luck.2.春节在我国非常重要。
像圣诞节一样每年都过，但不在同一天。
Spring Festival is very important in my country.Like Christmas, it happens every year,but not on the same day.3.饭后，我们通常观看一个特别的电视节目。
2020年整理新标准英语五年级下课文翻译6至10模块原创.doc
Unit 1 We’ll see lots of very big stones .2. Listen , read and act out . 听一听，读一读并表演。
Amy : On Saturday , we’re going to see Stonehenge . 星期六我们打算去看巨石阵。
Lingling : What’s that ? 那是什么？Amy : It’s a very old place . It’s about five thousand years old .它是一处很古老的地方。
大约有五千年了。
Lingling : That’s very old ! What will we see there ?它是很古老的！我们将会在那儿看到什么？Amy : We’ll see lots of very big stones . They are in a circle . Some stones are on top of the others . 我们将看到许多非常大的石头。
它们围成一圈。
一些石头在其它石头上面。
Lingling : It’s very interesting . Why did people build it ? 太有趣了。
人们为什么建造它？Amy : No one knows . 没有人知道。
Amy : You’re clever . Maybe you will find the answer ! 你很聪明。
或许你会找到答案！Lingling : I hope so !我希望如此！Lingling : How will we get there ? 我们将怎样到达那儿呢？Amy : By car . It will take three hours . 乘小汽车。
它将花费三个小时。
Lingling : Well , I can’t wait ! 好的，我等不及了！Unit 2 It was amazing .2. Listen and read . 听一听，读一读。
外研版小学英语六年级上册单元教案-Module10教案
外研版小学英语单元教案Module 10知识与技能：全体学生能朗读课文，阅读相关短文，并能按要求完成语句书写。
过程与方法：运用已学语言谈论行为规范和交通规则。
情感态度与价值观：在学习和日常交际中，能初步注意到中外文化的异同，乐于感知并积极尝试使用英语。
第一课时Unit 1 Don’t talk in the library.【教学目标】：知识与技能：Don’t talk in the library.Please stand in line.过程与方法：讲授法、情景导入法、师生互动、游戏法情感、态度和价值观：使用祈使句发出指令或要求；能够遵守规章制度，执行指令【重点】：本模块的单词及句型【难点】：祈使句的用法please, don’t【课时安排】：1课时【教学过程】：（一）导入：一.复习：1.带领学生复习上节课学习的韵诗: Do you want to go to the sea ?2.复习学习过的动词。
二.任务呈现与课文导入；1.给学生播放一段表现学校中的违规行为的录象片段，如：上课时看课外书，在楼梯上追逐打闹等。
老师一边播放一边问学生：录象中的学生在作什么？当你看到这个情景时，你想对他说些什么？引导学生说出：Please listen to the teacher ! Don’t run on the stairs !老师把句子写到黑板上。
2.老师告诉学生，录象里的学生违反了学校的哪些行为规范。
询问他们还知道学校的哪些行为规范。
引导学生尽可能多的说出不同场合的行为规范或规章制度。
3.告诉学生：今天的课文就是关于图书馆中的规章制度的。
学习之后，大家可以试着给学校的一间公共教室制定一份规章制度。
（二）探究新知：给学生播放一段表现学校中的违规行为的录像片断，例如：上课时看课外书.在教学楼的楼梯上追跑打闹等。
老师一边播放一边询问学生：“录像中的学生在做什么?当你看到这个情景，你想对他们说些什么?’引导学生说出：“Please listen to the teacher! Don’t run on the stairs!”老师把句子写到黑板上。
Module 10 Unit 1 What did you put in your bag(教学设计
Module 10 Unit 1 What did you put in your bag（教学设计）课程背景•学生群体：2022-2023学年英语五年级下册学生•教材版本：外研版（一起）•时间限制：一堂课，每课时45分钟•教学目标：学生能够运用所学词汇和句型表达自己的物品清单；学生能够从听力中获取关键信息，并正确回答问题。
教学准备•教师：教师课件、黑板、白板、笔、卡片（列有物品图片和词汇的卡片）•学生：学生教材、学生笔、学生练习册教学过程Step 1 课堂导入（5分钟）•教师向学生展示一张图片，图片中有很多物品，让学生观察图片，并询问学生看到了哪些物品。
通过回答问题引出课程主题：“What did you put in your bag?”Step 2 学习新知（25分钟）•教师出示卡片上的图片，确保学生都知道物品的名称。
教师朗读单词，并让学生重复，并模仿教师的发音。
•教师将学生分成小组，每个小组独立完成一个小任务。
小组间进行竞赛，以便增强学生们对知识的积极性。
任务如下：教师将一些物品卡片放在桌子上或黑板前，学生每个人都手拿一张空白的卡片。
教师会读出一些物品，而学生则根据所听到的单词自己写下来，并将自己写下的结果放到黑板前或桌子上。
学生每将一张卡片放到黑板前或桌子上，每个小组都要念出物品名称，其他小组应该在瞬间将此物品写在自己的白卡片上。
谁能够写好更多的物品名称，谁就可以获得更多分数。
•教师利用物品作为辅助道具，向学生展示简单的短语，例如“Put the __in the bag”，并询问学生们可以将什么东西放进袋子里。
教师通过与学生讨论的形式，让学生掌握表示放入物品的各种句子结构。
•教师再次出示物品卡片，让学生使用掌握的短语模仿教师的句子，例如：“Put the book in the bag”、“Put the pencil case on the table”等等。
Step 3 练习（10分钟）•学生拿出练习册，在课堂上完成练习册中的课堂练习。
小学新标准英语说课_一年级起点第十册Module10
六、模块知识巩固
写作练习 由特殊疑问句进行引导
Last summer holiday
Where is Daming going to go? He is going to go to the airport. What is Daming going to take?
设计意图 小组完成，培养学生 团结合作的精神，能 够克服学习中遇到的 困难，并能正确理解 特殊疑问词。
He is going to take clothes, shoes, present, ticket, passport,toothbrush……
5.______is he going to go?----Go to America.
走出教材，发展新知
Where are you going to go？
Who are /is going to go with you？ How are you going to go?
When are you going to go there?
【设计意图】 引出课文内容，将学生 注意力集中到课文上。
Daming is going to go to New York.
三、课文教学
播放录音，让学生整体感知 课文，并找出疑问词，理解 文意，再播放录音，学生逐 句模仿读。分角色朗读。小 组赛读。 设计意图 在初步掌握了本课的主要句 型之后，立即把学生带回教 材进行系统的感知。从多方 面激发学生的兴趣，培养自 信心，让他们感受成功的快 乐。
外研(一起)五下M10U1What did you put in your bag
在文本、科技中心和创编绘本的情境中，练习运用一般过去时以“what”就旅行准备情况进行问答，运用一般将来时以“where, when, who”就旅行计划进行问答，能够明晰旅行需要的准备并制定旅行计划。
通过图片、视频、游戏、pair work、板书建构本单元知识框架，梳理本单元知识体系，引导学生运用特殊疑问词“what, where, when, who”就旅行准备及计划进行问答。结合生活化且真实的情境——科技中心活动，提升学生们语言运用能力及思维品质。通过创编绘本Trip to Space，引导学生展开想象，学以致用，并弘扬家国情怀，增强民族自豪感。
学情分析
五年级学生思维活跃，对英语学习有了一定的基础，也拥有浓厚的兴趣。课上喜欢游戏及表演活动，并且能够积极参与课堂中的每个活动，形成与人合作的习惯。尤其是本课内容，学生的语言已有一定的积累，教师只需要在教学中激发学生的学习兴趣，并把这种兴趣转化为稳定的学习动机，树立自信心，使每位学生能够在课堂上大胆地说英语、用英语，提高综合语言运用能力。
T: Is Sam ready for his trip this time? Let’s listen.
(播放M10U1-1)
T: Is Sam ready for his trip?
Ss:No. / He doesn’t know.
“What does Ms Smart ask?”
_______ are you going _________ ?
本单元在语言上集中呈现了特殊疑问词“what, where, when, who”及其基本句型，进一步强化了一般将来时、一般过去时和一般现在时的用法。
在绘本选择过程中，关于旅行主题的绘本主要以一般过去时介绍旅行经历居多，关于旅行准备和计划方面相匹配的绘本较少。结合本课话题和语言点，在已有绘本《太空旅行记》的基础上，创编绘本Trip toSpace，涉及到太空旅行准备、计划及相关知识，旨在本单元所学基础上有所提升，并拓展学生们的知识面，同时弘扬家国情怀，增强民族自豪感。