英语四级.Module.7.Unit.2.教案
四年级下英语教案-Module 7 Unit2-外研版三起
四年级下英语教案-Module 7 Unit2-外研版三起一、教学内容本课时的教学内容为“Module 7 Unit2”，主要内容包括学习“Games”和“numbers”的相关单词和句型，提高学生的听说读写能力。
二、教学目标1.学习词汇：Basketball，Football，Table tennis，Hopscotch，Hide and seek，Jump rope，Numbers: one，two，three，four，five，six，seven，eight，nine，ten。
2.学习句型：What’s your favorite game? My favorite game is…3.能够通过听力、口语、阅读、写作等各种方式理解和运用所学词汇和句型。
4.培养学生的语言表达能力和思维能力。
三、教学重难点1.重点：学习词汇和句型，提高语言表达能力。
2.难点：如何用所学词汇和句型进行口语和书面表达，提高听力和理解能力。
四、教学准备录音机、图片、单词卡片、课件等。
五、教学过程1. Warm-up通过图片或实物展示方式，让学生感知游戏的种类。
老师可以采用简单的激励游戏暖身，鼓励学生积极参与教学活动。
2. Presentation利用PPT或卡片等多种形式向学生展示本节课所学习的游戏和数字单词，通过课件听力和视频等方式播放，让学生快速建立词汇和语言的联想。
3. Practice1.教师通过问答方式或卡片组合，让学生在课堂上进行口语练习，提高语言表达能力；2.利用PPT或教材练习册进行听说读写综合练习；3.鼓励学生进行小组合作，通过分角色问答等方式，同伴之间进行口语练习。
4. Production让学生根据已学内容完成一些简单的任务，如记录自己喜欢或不喜欢的游戏，并进行简单的书面表达；或通过拼图、制作课件等方式进行小组作业等，提高学生的创新能力和动手能力。
5. Extension对课堂知识进行延伸拓展，为学生提供更多的语言输入壮大其语言环境。
Module7Unit2教案
一、教学内容
Module7 Unit2《The Olympic Games》
1.新词汇：奥运会相关词汇，如olympic, athlete, medal, stadium等。
2.语法：一般现在时态的运用，描述奥运会比赛项目和运动员。
3.对话：学生能够进行关于奥运会的简单对话，了解世界各国运动员的参赛情况。
-写作表达：在写作环节，如何将所学的词汇和语法结构应用到短文撰写中，对学生来说是一个挑战。
举例解释：
-对于词汇运用，教师可以通过角色扮演、小组讨论等互动活动，帮助学生将词汇融入实际情境。
-针对时态难点，教师可以设计图表、时间线等辅助工具，帮助学生理解时态的用法，并通过大量的例句和练习加以巩固。
-在文化理解方面，教师需要提供额外的资料和背景信息，通过视频、图片等形式增加学生的直观认识。
5.情感态度：激发学生对体育运动的热爱，培养积极向上的生活态度，增强团队协作和公平竞争的意识。
三、教学难点与重点
1.教学重点
-词汇：重点掌握奥运会相关词汇，如olympic, athlete, medal, stadium等，并能熟练运用这些词汇描述奥运会场景。
-语法：掌握一般现在时态的用法，能够用它来描述运动员在比赛中的表现和奥运会比赛项目。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解奥运会的基本概念。奥运会是全球最具影响力的体育盛事，它代表着运动精神和国际友谊。了解奥运会的历史和意义对我们开阔视野具有重要意义。
2.案例分析：接下来，我们来看一些关于奥运会的实际案例。这些案例展示了奥运会如何影响世界各国，以及它如何促进全球体育事业的发展。
-阅读理解上，关注学生对文章主旨和细节信息的把握。
Module7Unit2Grandmacookedfish(教案)-英语四年级下册
外研版四年级下册英语Module 7《Unit 2 Grandma cooked fish.》教案一、教材分析：本节课是外研版四年级下册Module 7的第二单元，主题为"I helped Mum."。
教材内容主要围绕着描述过去发生的事情展开，学生通过学习不规则过去式动词和一些常用动词短语，能够用英语描述自己和他人的过去活动。
本单元的重点句型包括"I talked with Mrs Cat yesterday."、"I walked with Miss Dog yesterday."、"I phoned grandma yesterday."、"Grandma and grandpa walked in the park."等。
通过学习本节课的内容，学生将能够听懂、说出、认读和默写Mrs和Miss这两个单词，并能够运用所学句型正确表达过去发生的动作。
二、教学目标：知识目标：1. 能够听懂、说出、认读和默写单词Mrs和Miss。
2. 能够熟练掌握句型：I talked with Mrs Cat yesterday.I walked with Miss Dog yesterday.I phoned grandma yesterday.Grandma and grandpa walked in the park.They listened to music.They talked with some friends.Grandma cooked fish.Grandpa cooked noodles.能力目标：1. 能够在合适的情境语境中正确使用所学句型。
2. 能够正确使用不规则过去式动词。
3. 进一步培养学生的听、说、读、写能力。
情感目标：1. 培养学生学习热爱英语的兴趣。
2. 培养学生对家庭成员的关爱意识。
四年级上册英语教案-Module7Unit2Therearetwelveboysonthebike
四年级上册英语教案Module7 Unit 2 There are twelve boys on the bike. 外研社（三起）教学内容本课教学内容为外研社《新标准英语》四年级上册第七模块第二单元。
主要围绕基数词12的学习以及there be句型的运用，通过描述图片中自行车的场景，让学生掌握并运用句型"There are twelve boys on the bike."教学目标1. 知识与技能：学生能够听懂、会说、会读本课单词和句子，能够在真实场景中运用所学句型进行交流。
2. 过程与方法：通过图片、游戏、角色扮演等教学活动，培养学生的观察能力、思维能力和语言表达能力。
3. 情感态度价值观：培养学生对英语学习的兴趣，激发学生的求知欲，培养学生团结协作的精神。
教学难点1. 正确发音和记忆单词"twelve"。
2. 掌握并运用句型"There are twelve boys on the bike."进行描述。
教具学具准备1. 多媒体课件2. 自制图片3. 自行车模型4. 单词卡片教学过程1. 导入：通过图片展示各种交通工具，引导学生复习已学过的交通工具单词，为新课的学习做好铺垫。
2. 新课呈现：展示本课主场景图片，引导学生观察并回答问题，引出新单词"twelve"和句型"There are twelve boys on the bike."，通过图片和动作示范，帮助学生理解和记忆。
3. 操练：通过游戏、角色扮演等形式，让学生充分练习新学的单词和句型，提高学生的语言运用能力。
4. 应用：让学生分组讨论，用所学句型描述其他场景，然后进行汇报展示，巩固所学知识。
板书设计1. 在黑板上画出自行车模型，旁边标注单词"twelve"和句型"There are twelve boys on the bike."。
外研版(三起点)小学四年级英语上册Module7_Unit2_ 优课教案
Module7 Unit2优课教案There are twelve boys on the bike.一、教学目标（一）知识目标1. 听说认读单词：fruit, chicken, bear, pig2. 听懂、会说图片或场景中有两个及以上的物品，There are …的句型以及They are+动作词+ing。
（二）能力目标能听懂、理解、会说There are…的句型以及They are+动作词+ing。
（三）情感目标在积极参与活动中，和他人合作完成任务的过程中获得学习乐趣和学习成就感,树立学好英语的信心。
二、教学重点、难点重点: 会听说认读本课新词fruit, chicken, bear, pig难点: 能运用there be句型以及They are+动作词+ing。
简单描述“图片”或“场景”。
三、教学准备：单词卡片、课件、实物四、教学方法任务型教学法情境教学法讲授法五、教学过程Step 1: Warming up1. Greetings2. Let’s chantone one run run run two two go to the zoothree three swim in the seafour four stay by the shorefive five find a beehivesix six pick up the sticksseven seven go to seven-eleveneight eight stand by the gatenine nine form a lineten ten catch the hen(以旧知带新知，复习数字英语读法，创设英语情境，在轻松快乐的情况下进行学习。
)3. Review复习上节课学过的内容，播放课件，学生用There is……in the photo .He’s / She’s/ It’s V-ing.（教师出示照片，全班学生一起描述照片以旧知带新知。
四年级上册英语教案-Module7Unit2Didyouseeit｜外研社(一起)
四年级上册英语教案Module 7 Unit 2 Did you see it｜外研社（一起）教学目标本节课的教学目标主要是通过学习Module 7 Unit 2的内容，让学生能够理解和运用一般过去时态，掌握询问过去发生事情的句型"Did you see it?"，并能用过去时态描述过去发生的事情。
同时，通过学习，培养学生的观察能力、表达能力和合作能力。
教学内容Module 7 Unit 2的内容主要是一段关于一个孩子和他的朋友们在公园里玩耍的对话。
对话中，孩子们互相询问对方是否看到了一只在空中飞行的风筝。
教学内容包括理解对话内容，学习一般过去时态的用法，掌握"Did you see it?"这个句型，并能用过去时态描述过去发生的事情。
教学重点与难点本节课的教学重点是让学生理解和掌握一般过去时态的用法，学会用"Did you see it?"这个句型询问过去发生的事情。
教学难点是如何让学生在实际情境中正确运用一般过去时态，以及如何用过去时态描述过去发生的事情。
教具与学具准备为了更好地进行教学，教师需要准备一些教具，如图片、卡片、多媒体课件等。
学生需要准备的学习用品包括课本、笔记本、文具等。
教学过程第一阶段：导入教师可以通过展示一些关于公园玩耍的图片，引起学生的兴趣，然后引导学生进入本节课的学习内容。
第二阶段：新知识学习教师通过展示多媒体课件，讲解一般过去时态的用法，让学生理解"Did you see it?"这个句型的含义和用法。
然后，教师可以通过一些实例，让学生进一步理解和掌握这个句型。
第三阶段：实践与应用教师可以设计一些实践活动，如角色扮演、小组讨论等，让学生在实际情境中运用"Did you see it?"这个句型，用过去时态描述过去发生的事情。
板书设计Module 7 Unit 2"Did you see it?"句型一般过去时态的用法重要的词汇和短语作业设计作业设计应注重实践性和创新性，让学生在实际情境中运用所学知识。
Module7Unit2教案
Module7Unit2教案Module 7 Unit 2教案Module 7 Unit 2 Language goals语言目标 1. Key vocabulary 重点词汇 nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle 2. Key structures重点句式She’s tall with short hair. She’s wearing … She’s carrying … Ability goals能力目标 Enable students to learn to write about a person. Teaching methods 教学方法Bottom-up approach. Teaching aids教具准备A computer and a projector. Teaching procedures and ways 教学过程与方式 Step I Revision T alk about feelings and impressions with students. Ask students who wear jeans come to the front of the class. T: Now, everyone, look! What kind of clothes do they all wear? S: Jeans. T: Many people, young or old, wear jeans today. Jeans are so popular, do you know why? S: Because they look beautiful! Ask one of the students who come to the front the following questions. T: Do you like swimming in the sea? Why or why not? S: Yes. I love swimming in the sea because the sea feels great. T: Silk clothes were first made in China. They are still popular today. Why are silk shirts so popular in China? S: Because they feel s oft and look beautiful. … Help them to recall all the sense verbs and write the sentence structure on the board. Let students read and consolidate these words and structures. Step II Vocabulary In this step, introduce some new words and talk about the pictures to prepare for the reading. T: What do I look like? What about my hair, my face, my clothes? Do you know how to describe a person? Now look at the photos in activity 1. How do you think of the girls in the two pictures? First the girl in the left picture. S: She’s tall, beautiful and lovely. T: What about her hair? S: It’s long and black. T: She’s tall withlong black hair. (Write on the board) Is she young? S: Yes. T: She looks young and pretty. (Write on the board) Now look at the photo on the ri ght. Tell me your idea about the girl. S: She’s tall with short hair. S: She’s young. S: She’s smiling. She’s pretty. … T: Great. How about her clothes? S: She wears jeans and T-shirt. … T: Good. Let’s come to next step. Show the following. Ask students to read and makes sentences with them. dark, fair, glasses, long, old, pretty, short, tall, young Step II Reading In this step, ask them to read the letter individually and find out the right photo. T: Sally is going to meet her friend Lingling at the airp ort. But they didn’t meet before and they didn’t know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underline the sentences about Sally’s looking. After a while, ask students to read out loud the sentences, and then find out the right photo. Sample sentences: I’m quite tall, with short fair hair, and I wear glasses. I’ll wear jeans and a T-shirt for the journey, but I’ll also carry my warm coat. T: Good. Can you find her now? Point out the picture. Ask some students to point out the picture and describe the picture. Then ask students to read again and find the sentences showing her likes and dislikes and those describe her feelings. Sample sentences: 1. … but I also like dance musi c --- I love dancing! I enjoy sports as well, especially tennis. 2. I’m very proud of him! I feel stupid when I get bad marks and I get angry with myself --- I should work harder. … and I’m quite shy when I’, with strangers. I feel nervous when I speak Chinese, but I’ll be fine after a few days. I’m always sorry when I do something wrong … But I’m very excited about coming to China! Ask students to read the above sentences repeatedly. Then ask them to work in pairs and ask and answer the questionsin activity 5. After this, ask them to read the letter again and then match the questions in activity 3 with the paragraphs. Check the answers and ask them to state their reasons. Step III Speaking Ask students to do activity 4. Samples description: The girl in the right photo She is tall with short hair, and she is wearing glasses. She’s carrying a warm coat. She looks happy and young. Then ask students to work in groups of five or six. Each group describes a person in the class, and let other groups to guess who she or he is. Samples description: 1. She’s cheerful. She’s tall and slim with long, fair hair. Guess who she is! 2. He is not too tall, but he is strong. He often wears jeans and he is wearing glasses. Guess who he is! Encourage students to talk about their hobbies using the following sentence structures and phrases. I spend a lot of time with … I love … I enjoy … As well Sample description: I spend lots of time playing basketball. I love sports. I want to join our school basketball team. I enjoy music as well. Pairwork Ask students to read the letter and underline the sentences with “when”. Call someone to read the sentences they underlined with “when”. Ask someone to put the sentences down. Sample sentences: I hope you will recognize me from my photo when I arrive at the airport. I feel stupid when I get bad marks … Well, at first I often feel a bit sad when I leave my mum and dad for a few days, and I’m quite shy when I’m with strange4rs. I feel nervous when I speak Chinese, but I’ll be fine after a few days. I’m always sorry when I do something wrong, so please help me do the right things when I’m with you in China! Point out “when” means time here, not a question word and then ask them to work in pairs and ask and answer the question in activity 5. Then ask students to work in pairs and ask and say about their feelings as instructed in activity 6. Sample dialogues: 1. – Whendo you feel angry? – When I get bad marks. 2. – When do you feel excited? – When I see a film. Step IV Writing Ask students to write a reply to Lingling and describe themselves in the letter. Sample version: Dear Lingling, Thank you for your message. I’m very glad to hear from you. You said you’ll come to our country next month. It’s great! I’ll meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. I’m about 1.60m tall and a little thin. I’ll wear a sweater and blue trousers for the journey. I’ve got your photo --- you look so tall and strong. So I’m sure we’ll fi nd each other! Thank you for telling me your hobbies. You sound just like me. I like playing volleyball, too. I spend a lot of time playing piano with my new teacher. I love singing too. I learn to sing children’s songs every evening. I’m looking forward t o meeting you. See you next month! Love Jane Step V Homework Ask students to1. read the letter repeatedly.2. write a description of a friend ora family member.。
四年级上册英语说课稿- Module 7 Unit 2 There are twelve boy o
四年级上册英语说课稿- Module 7 Unit 2 There are twelveboy on the bike一、教学背景•学生年级：四年级•教材版本：外研社三起版•教学内容：Module 7 Unit 2 There are twelve boy on the bike•教学目标：–掌握数字1-12的表述方式–通过辨认图片及图片中人数，描述人数和物品数量–运用动词be和there is/are的肯定、否定、疑问句表达有关人数及物品数量–培养学生的听、说、读、写能力•教学重点：运用数字、be动词和there is/are的肯定、否定、疑问句表达有关人数及物品数量•教学难点：熟练地运用there is/are的肯定、否定、疑问句表达有关人数及物品数量二、教学内容和教学方法1. 教学内容1.1 词汇•twelve, boy, bike1.2 语法和句型•There is/are …•Is/Are there …?•There isn’t/Aren’t …•How many … are …?1.3 语音•数字1-12的发音2. 教学方法本节课采用任务型教学法，通过图片、口语和听力的教学相结合，让学生自主探究语言知识，提高语言运用能力。
三、教学过程1. Warm-up教师播放一组数字1-12的视频或音频，并鼓励学生跟着说出每个数字的名称和数量。
2. Presentation2.1 引入新语言教师通过图片向学生介绍新的词汇和句型，如图：There are twelve boys on the bike.2.2 练习句型教师读出句子，让学生回答“是的”或“不是”的问题：1. Are there ten boys on the bike?2. Is there one boy on the bike?3. Are there twelve boys on the bike?4. Is there a girl on the bike?5. Are there any girls on the bike?2.3 视频学习教师播放相关视频，引导学生了解更多相关的词汇和句型。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
2020-2021学年
Module7 Unit2 精品教案
Unit 2 We all own English.
【教学目标】
Knowledge objective
Key vocabulary—boss, secretary, industry, zero, Indian, type
Key structures—a quarter of, together with, at least, even though
Ability objective
To get information about English introduction.
To master the infinitives.
Moral objective
To be glad to learn about others’ happiness or sadness in learning English. To be glad to help others when they are in trouble in learning.
【教学重点】
1. To learn some expressions i n the passage.
2. To learn the infinitives.
【教学难点】
1. To get information from the article.
2. The use of “the reason why … is that …”.
【教学方法】
PWP method, task-based method 来源学#科#网Z#X#X#K]
【教学手段】
Multimedia and some pictures
【教学过程】
Teaching Pro cedures:
Step 1 Warming up
Look at the pictures and answer the questions.来源:]
Is there a foreign teacher at your school?
Have you ever gone to an English corner at school?
Did you meet foreigners when you went to places of interest?
Is English spoken by most people in the world?
Step 2 New words
Look and say. T he teacher shows the pictures of new words and let the students say as quickly as possible.
Step 3 Pre-reading
Work in pairs. Talk about the photos on the right and on the next page to say where they are or what language you can see.
Step 4 Listening
Listen to Part 2 and answer the questions.
1. Is English used as a working language?
2. Where does English borrow “tofu” from?
Step 5 Reading
1. Read the passage and answer the questions.
1) How many people in the world use English?
2) How did English become an international language?
3) When do you thi nk Chinese will become an international language?
4) Who owns English?
Keys: 1) About 400 million people.
2) In the ni neteenth century, English became the language of world trade. And
in the twentieth century, the US spread English to the world through newspaper, television and films.
3) By the middle of the twenty-first century.
4) Everyone who speaks it.
2. Match the ideas with the paragraphs.
a) Chinese may be the next world language in the future.
b) English is the most important international language today.
c) English spread through trade and the media.来源学科网ZXXK]
d) We all own English.。