六年级英语下册 Module7 unit1教案 外研版
Module 7
Unit 1 Shenzhou V flew into space.
Teaching content: Module 7 Unit 1 Shenzhou V flew into space.
Teaching objectives:
1. words and phrase:
flew became spent hour son proud
fly -- flew become -- became spend -- spent
see -- saw make -- made
书写单词：
2. sentences:
A: Shenzhou V flew into space with Yang Liwei.
B: Yang Liwei spent about twenty-one in space.
C: He made a video and now he is very famous.
Grammar: 一般过去时态及动词的不规则变化。
Teaching properties: tape-recorder Cards pictures
Teaching procedures:
A: sing
B: Free talk:讲述过去发生的事情。
C: New concepts:
1. warm-up
T：Good morning, girls and boys.
Ss: Good morning, Ms fan.
教师向学生展示一张杨利伟的照片，向学生提问：“
Who is he? What do you know about him?”
教师再向学生展示：“神舟五号”的照片，请学生们互相讨论自己所了解的知识。
2. Listen to the tape.
教师放录音，学生听课文介绍杨利伟和神舟五号的故事。并解释几个不规则动词的变化。
fly -- flew become -- became spend -- spent
以及其它几个词的过去式。
3. Practice
Do more oral exercises and the activity book.
Summery:总结本课的重，难点及三会单词。
Homework:
用学过的不规则动词能够造几个简单的英语句子；用英语向父母讲述杨利伟和神舟五号的故事。
外研版六英语Module 2《Unit 1 When are we going to eat？》教案
外研版六年级下册英语Module 2《Unit 1 When are we going to eat？》教案一、教材分析：本教材是外研版六年级下册 Module 2《Unit 1 When are we going to eat?》，主要包括两个对话：活动一和活动二。
通过这两个对话，学生将学习如何运用一般将来时态表达将来的活动，并学会用句型"When are we going to...?" 来询问时间并进行回答。
同时，学生还将通过对话了解和体会大自然的美丽，培养对待动物的正确看法。
二、教学目标：1. 语言知识目标：能够听、说、读并理解活动一和活动二的对话。
能够运用 "be going to + 动词原形" 来表达一般将来时态。
能够用句型 "When are we going to...?" 来询问时间并进行回答。
能够正确朗读活动二的对话。
2. 思维能力目标：能够对语篇信息进行分析。
能够体会提问的技巧。
3. 学习能力目标：能够通过教学活动调动学生的积极性，在教师创设的情境中大胆尝试用英语进行交流。
4. 文化意识目标：能够体会大自然的美丽，培养正确对待动物的看法。
三、教学重难点教学重点：能够用一般将来时态的句型来提问并能够回答对活动二对话的理解和认读。
教学难点：对一般将来时态句子的正确运用。
四、学情分析：学生是六年级学生，已经学习了一些基础的英语知识，包括一般现在时态和一些基本的句型。
他们对于时间的表达和询问可能还不够熟练，对于一般将来时态的句子运用也需要进行深入的学习和训练。
在兴趣方面，学生对于大自然和动物可能有一定的好奇和兴趣，可以通过这些主题引发他们的学习兴趣。
五、教学过程：Step 1: Lead-inShow pictures of different activities such as eating, playing, and reading on the board or using a multimedia tool. Ask students to name the activities they see. Encourage them to use complete sentences, such as "I see someone eating."Elicit the question "What are you going to do?" and explain that we can use this question to ask about future plans. Write the question on the board.Teacher: What activities do you see in the pictures? Let's describe them using complete sentences. For example, "I see someone eating."Student 1: I see children playing soccer.Student 2: I see a girl reading a book....Step 2: PresentationPresent the dialogue for Activity 1 on the board or using a multimedia tool. Read the dialogue aloud and ask students to listen and follow along.Play the audio recording of the dialogue and ask students to listen and repeat after the audio.Explain any new vocabulary or expressions in the dialogue, and write them on the board.Divide the class into pairs and ask them to practice the dialogue together, taking turns playing the roles of the characters.Teacher: Now, let's listen to a conversation between Amy and Mike. Pay attention and follow along in your books.[Read the dialogue aloud]Teacher: Great! Now, let's listen to the audio and repeat after it.[Play the audio recording]Teacher: In the dialogue, Amy and Mike are talking about their plans. Can you tell me what they want to do? What did Amy invite Mike to do?Student 1: Amy invited Mike to eat ice cream.Teacher: That's right! Amy invited Mike to eat ice cream. What did Mike say?Student 2: Mike said he was going to play soccer....Step 3: PracticeIntroduce the dialogue for Activity 2. Read the dialogue aloud and ask students to listen and follow along.Play the audio recording of the dialogue and ask students to listen and repeat after it.Ask comprehension questions about the dialogue to ensure students understand the content.Model and practice the question "When are we going to...?" and appropriate answers using the dialogue as examples.Divide the class into pairs or small groups and ask them to role-play the dialogue, taking turns asking and answering questions about the activities.Teacher: Now, let's move on to Activity 2. Listen to aconversation between Lucy and Ben. Pay attention to their plans and the time they mention.[Read the dialogue aloud]Teacher: Let's listen to the audio and repeat after it.[Play the audio recording]Teacher: Good job! Now, let's check your understanding. When is Lucy going to visit her grandparents?Student 1: Lucy is going to visit her grandparents on Saturday.Teacher: Excellent! Now, using the dialogue as an example, let's practice asking and answering questions using "When are we going to...?"Student 2: When are we going to play video games?Teacher: We are going to play video games on Sunday afternoon....Step 4: Grammar ExplanationIntroduce the concept of "be going to + verb" to express future actions.Write examples on the board and explain the structure and usage of the future tense.Provide additional examples and encourage students tocreate their own sentences using the future tense.Teacher: Now, let's focus on the grammar. We use "be going to + verb" to talk about future actions. The form is "am/is/are + going to + base verb." For example, "I am going to eat ice cream."[Write the example on the board]Teacher: Can you give me more examples using "be going to + verb"?Student 1: She is going to read a book.Student 2: We are going to play soccer....Step 5: Guided PracticeGive students a worksheet or handout with sentences in the present tense. Ask them to rewrite the sentences using the future tense.Circulate around the class, providing assistance and feedback as needed.Teacher: Now, let's practice using the future tense. I will give you a worksheet with sentences in the present tense. Your task is to rewrite the sentences using the future tense. For example, "I eat breakfast" should be rewritten as "I am going to eat breakfast."[Give out the worksheets]Teacher: Work individually and let me know if you have any questions.Step 6: Independent PracticeDistribute worksheets or handouts with a set of questions asking about future plans.Instruct students to write their answers using the future tense.Collect the worksheets and provide feedback on their use of the future tense.Teacher: Now, I will give you a worksheet with questions about future plans. Your task is to answer the questions using the future tense. For example, "When are you going to visit your grandparents?"[Hand out the worksheets]Teacher: Take your time to complete the worksheet. When you're done, please pass them to me, and I will provide feedback on your use of the future tense.Step 7: ClosureReview the key points of the lesson, including the use of "be going to + verb" and the question "When are we going to...?"Summarize the main learning objectives and ask students ifthey feel more confident using the future tense.Teacher: Before we finish, let's quickly review what we've learned today. Can someone tell me when we use "be going to + verb"?Student 1: We use "be going to + verb" to talk about future actions or plans.Teacher: Exactly! And how do we form the future tense using "be going to"?Student 2: We use "am/is/are + going to + base verb" to form the future tense.Teacher: Great job, everyone! Today, we practiced asking and answering questions about future plans using "When are we going to...?" I hope you feel more confident using the future tense now. Keep up the good work!六、板书设计：Module 2: Unit 1 When are we going to eat?Key Vocabulary:eatplayreadGrammar:be going to + verbQuestion:When are we going to...?七、教学反思：本节课通过引入不同的活动图片，激发了学生对于未来计划的兴趣。
新外研版九年级下册英语 Module 7 Unit 1 教案(教学设计)
Step 7
Summarize
1. Guide the students to summarize the words and expressions in the lesson.
(1)achieve a lot获得很多
Module 7English for you and me
Unit 1Have you ever been to an English corner?
知识目标
单词
AchievebrighthandwritinglevelcerБайду номын сангаасainhowever
no matterwhereverfairly
句型
1. Describe problems and give advice about learning a foreign language
2. Understand the Adverbial clauses and infinitives
The use of the Adverbial clauses and infinitives
在本节课的教学活动设计中,能够创设丰富的语境,充分调动学生的学习兴趣,引导学生学会“预习——展示——练习——反馈”的学习过程,并确保学生学会描述学习某种外国语言时遇到的问题或提出建议。
③I hope I cancontinueto make progress next year.
④I can speak English with youwheneverwe meet.
技能目标
能够运用所学的句型描述学习某种外国语言时遇到的问题或提出建议
外研版英语八年级下册(教学设计)Module 7 Unit 1
Module 7 Summer in Los Angeles Unit 1 Please write to me and send mesome photos!◆教材分析Module 7的主要内容为通过对去美国旅行的准备，对去洛杉矶学习英语的活动来学习并列复合句，重点学习and, but, or的用法。
从全书来看，本模块承接上一模块对简单句的学习和运用，内容有层次的展开，学生容易承受。
◆教学目标【知识目标】1. Words: list, crazy, shorts, trousers, sunglasses, weigh, total, weight, passport2. 用and, but, or连接的并列复合句。
【能力目标】能听懂和阅读关于介绍洛杉矶之行的语言材料，能通过相关词汇和图片描述自己和他人的旅行经历；能编写关于旅行的对话。
【情感目标】学会倾听他人的旅行经历，了解他人的旅行快乐；养成关心、帮助他人的良好品质。
◆教学重难点◆【教学重点】用and, but, or连接的并列复合句。
【教学难点】1. and, but和or的区别。
2. 日常英语的使用。
◆课前准备◆PPT课件、录音机、课堂练习◆教学过程Step 1 Consolidate new wordsLook and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.Step 2 Leading-inSs look the pictures and answer the questions.Step 3 Listening and complete the notes1. Look at the listening information first.2. Fill in the blanks according to the listening.Step 4 Listening1. Listen to Part 2 and answer the following questions.1) Where is Lingling going?2) Are many things more expensive in America?2. Now check the things Betty suggests Lingling take.1dollars 4 T-shirts 7 passport2shorts 5 pens 8 sunglasses3Jeans 6 a dictionary 9 notebooksStep 5 Reading1. Find sentences in the conversation which suggest that …1 Lingling wants help.2 Betty is glad to offer help.3 Lingling asks for more help.4 Betty tells Lingling to remember something important.2. Read Part 2 and mark T or F.1 Lingling is leaving at the end of June. ( )2 Lingling is going to stay in China. ( )3 Betty’s going to stay in LA for four weeks. ( )4 It’s sunny and hot in LA in July. ( )5 Betty wants Lingling to write to her and send her some photos. ( )Step 6 Everyday EnglishLet Ss say what they have learnt in the passage.Step 7 Language pointsSs should master the main points from the passage in Part 2. If possible, let the students to say at first.1. I’m making a list of things for my trip.make a list “列清单“。
Module 3 Unit 1 教案 外研版(三起)英语六年级下册
六下M3U1《The sun is shining》教学设计教学内容：M3 U1 The sun is shining.教学目标：知识目标: 1. 听说读写单词和词组：shine, everyone，fly away2. 听说认读并会用句型： The sun is shining.能力目标:能听懂，会说，会表演对话的内容，并能在真实情境中运用现在进行时进行交流和运用。
情感目标：通过开展小组角色扮演，培养学生大胆展示，敢于使用英语交流的习惯。
重点难点：1. 运用be +V-ing 形式的构成及现在进行时在实际中的应用。
2. 能够正确运用句型：I am doing sth. You /We/They are doing sth. He/She/It is doing sth.教学准备：PPT, 教学系统，动作短语卡片，范例信件教学过程：一、 Warming-up1.Greeting.T：Good morning, boys and girls, how are you today?Ss answer.T: I’m fine too. Today we will learn M3U1, let’s read the title together. Ss read the title together.T: Do you know shine? Is it a verb? (动词) Yes, before our class, we will play a game and review the verb words we have learnt.2.Game—Do and guess(复习本课要涉及到的动词)请一个学生上讲堂，告诉他一个英文单词并作出相应动作，师问生答。
T: What’s he / she doing?S: He / She is ___ing.3.Watch and answer.(Part1)(1) Watch video and answer questions.T: Wow, you did well. Now, let’s look What’s the bird/dog doing?Q2: Why is the dog crying?(2) Ss answer the questions.(板书句型—现在进行时)(3) Read the text.二、Presentation1.Lead-in(听信的内容)T: The dog and the bird had a funny day, yes or no?A boy also had an interesting day. Now let’s listen and answer questions. Q1: Who wrote this letter?Q2: What’s he sending?Q3: What did they do on Saturday?Ss answer questions.2.Listen and choose.(分部分学习)(1) Listen photo one and choose the right answers.T：Wonderful, now let’s listen and choose what are they doing?(2) Check the answers.3.Listen and tick.(1) Listen photo two and tickT: The weather is fine, yes or no? How about now? Let’s listen and tick(2) Check the answers.4.Read and answer.T: Yes, it’s raining, where are the ducks? What are they doing? Let’s read and answer.5.Read text.(1) Read after the tape.(2) Read by yourselves and underline the words with -ing.(3) Read and clap your hands when you are hearing the words with -ing.6. Fill in the blanket.T：Now, let’s have a challenge. Let’s answer them one by one.7. Retell the story.T: Who can retell the story? Who can try? Let’s try together.重点句型板书出来，并设计填空或者选择的随堂练习。
六年级英语下册 Module7Unit2(2)教案 外研版
（外研版）六年级英语下册教案Module 7 Unit 2 He spent about twenty-one hours in spaceFunction:Talking about past things and describe speciallyLanguage:He spent about twenty-one hours in space.My mother and I saw my father on TV.I went to the airport.We ate in the restaurant.V ocabulary:pilotSong:Look up at the spaceship.Procedures:Step 1 Warm-up1. Review Unit 1.2 Make up sentences: in shanghai: He spent three days in Shanghai.Step 2 Introduction1. He came from Liaoning. He spent about twenty-one hours in space. He traveled into space. Who is he? Yes, you are right.2. What else do you know about Yang Liwei and his family? Let’s listen to the text.Step 3 Presentation1. Put the chart on the blackboard and ask the children look at the pictures carefully.2. Play the cassette and ask the children several questions.3. Write down four skill words and teach.4. Play the cassette and repeat.4. Finish activity 2. Ask the children to ask and answer in pairs.Step 4 Song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing together.Step 5 Homework1. Read the text.2. Finish activity 5.。
六年级英语下册 Module7 unit2教案 外研版
Module 7Unit 2 He spent about twenty-one hours in space.Teaching Content: Module 7 Unit 2 He spent about twenty-one hours in sp ace.Teaching Objectives:1. Words and phrases: flew became spent hour son proud pilot2. Sentences:He spent about twenty-one hours in space.My mother and I saw my father on TV.I went to the airport.We ate in the restaurant.3. Grammar: The simple past tenseTeaching prosperities: cards pictures Tape-recorderTeaching procedures:A: Songs: Say a chant: My sister saidB: Free talk: Talk about Shenzhou VC: New Concepts:1. Warmer:a: Greeting:b: Act out the dialogue in Unit 12. Leading:He came from Liaoning. He spent about twenty-one hours in space. He traveled into space. 提问Who is he? 引导学生猜出答案，然后说：“Yes, you are right. He is Yang Liwei.”用这个方法来做一个游戏，每人说三句话，然后请其他人猜测描述的是谁，或是什么地方？3. Text teaching :a. T: Show the pictures on the blackboard. Play the tape and have t he students look and listen.b. Ss: Listen and underline the new words. Try to readc. T: Explain the new words and the sentences.了解单词的缩写和完全形式cm = centimetre km = kilometred. 让学生在课文中找出动词的过去式，如，go (went), see (saw), eat (ate), 老师板书将学生分成两组，一组说原形，一组说过去式，展开游戏，看哪组反应快。
新外研版英语六年级下册Module 7 Unit 2教案
Module 7 the third class Topic:Unit2 She couldn’t see or hear.Unit 2 She’s got an orange sweater.一、教学目标1、语言知识目标：通过学习掌握新单词：brown、orange、white、sweater、skirt.2、能力目标：通过练习，能简单的谈论搭配衣服。
懂得听和说She’s /He’s got…句型二、教学重难点重点：She’s /He’s got....句型。
难点：She’s got=She has got He’s got =He’s got三、教具准备课件、CD-ROM等。
四、教学过程Step 1、Warming up1. Warming up（1）T：Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: I’m fine. And how are you?T: I’m fine, too. Thank you.(2) Sing a song: A RAINBOW[以歌曲提前引入，活跃了课堂气氛，提高学习兴趣] 2．Free talkT: I’ve got a green sweater .Have you got a sweater?S: Yes, I’ve got a green sweater ,too./No ,I haven’t got a sweater .3. ElicitationT: What colour sweater has Sam got? Let’s watch the cartoon.[由此导入课题，播放SB活动1]Ask some questions:A. What colour is S am’s sweater?B. What happened (发生?Let students answer the questions.[设置问题，使学生了解课文内容，将新授单词提炼出来。
Removed_英语7年上-外研版-精品教案-Module7-Unit 1
Module 7 ComputersUnit 1 How do I write my homework on the computer?课型Listening and speaking教材分析本模块以电脑为主题。
该单元则是以对话的形式谈论如何用电脑完成作业，让学生能听说有关电脑方面的基本词汇，并就电脑的操作使用进行简单的问答。
内容既接近生活又能激发学生学习的兴趣。
语言知识目标1.Key vocabulary: keyboard, mouse ( pl. mice ), screen, connect, turn, turn on, learn,document, click, use, save, box, finally, print, paper2.Key structures: wh-question in Present simple imperative sentences.语言技能目标1.To understand conversations about how to use a computer2.To learn how to give instructions情感态度目标1.Raise students’ interest to learn English and get to know more knowledge aboutcomputers in English.2.Prompt students to explore new knowledge autonomously.3.Through experiencing, participation and practice, encourage students to be cooperativeand learn from each other.教学重点 s of computer items2.Conversations about how to use a computer教学难点How to give instructions of writing homework on the computer教学设备与教具Tape recorder, CAI, blackboard教学步骤设计意图教师活动学生活动Step1 Greetings 1．相互问候，拉近师生的情感距离2．引入本课话题1. Greet the students2. What’s your habit?Can you do it on thecomputer?1. Greet the teacher2. Answer theteacher’s questions.Step 2 Presentation 1．结合图片，根据学生已有的水平教授单词。
外研版小学英语(一年级起点)六年级上册Module7 Unit1 参考教案
Module7 Unit1 参考教案一、教学内容外语教学与研究出版社（一起点）六年级上册第七模块Unit 1 Pandas love bamboo.二、教学过程建议（一）热身导入1. 请学生说SB Module 6 Unit 2活动4的韵句。
2. 播放SB Unit 1活动1的动画或录音，请学生看动画或边听录音边看挂图，理解语境：Darning问Simon蛇爱听音乐吗，Simon说他不知道。
Darning又问Simon 他的狗爱听音乐吗，Simon一看，原来他的狗正在咬他的CD !3. 再次播放录音，请学生全班跟读、小组跟读、个人跟读。
4. 最后请部分学生展示对话。
（二）任务呈现教师对学生说：“Simon的狗为什么咬他的CD? 因为狗总是喜欢咬东西，比如啃骨头，这是狗的生活习性。
同学们一定知道不少动物的生活习性吧？我们今天的任务就是说一说自己知道的动物的生活习性，看一看谁对动物的生活习性了解最多。
在这之前，我们先来学习课文，看一看Darning 了解到了哪些动物的生活习性。
”（三）课文学习1. 播放SB Unit 1活动2的动画或录音，请学生看动画或边听录音边看挂图。
教师帮助学生理解课文语境。
2. 再次播放录音，请学生完整听一遍对话，进一步理解语句。
播放第三遍录音，请学生逐句跟读。
对于学生跟读有困难的语句，教师先带读较难词语，然后按照意群、节奏重点带读，请学生注意模仿语音语调。
3. 在跟读过程中，通过展示图片、做动作、说明等方式，学习“bamboo, gave, its, almost, deaf, frightened” 的语义，并对“gave, its” 进行运用训练。
4. 请学生观察、分析、归纳对话中的行为动词一般现在时的特点及基本用法，并适当扩展到其他人称。
5. 完成AB Unit 1练习1。
这是课文阅读理解练习。
教师引导学生理解练习要求：根据课文内容和答句，写出问句。
先请部分学生朗读答句，再请全体学生完整地阅读一遍课文，根据课文内容和横线下方的答句，在横线上写出相应问句。
外研社一起点小学六年级下册英语Module7知识点整理
Module7一、单词：动词及其过去式spend -- spent 度过become--became 变成fly -- flew 飞draw--drew画teach--taught 教learn--learnt 学习write--wrote写travel--travelled 旅游，游历go--went 走can-- could 能够，会can’t---couldn,t 不能，不会October 十月video 录像letter 字母hour 小时 an hour 一小时proud自豪的，骄傲的born诞生spell 拼写，拼出live 活着blind盲的，瞎的deaf 聋的someday 有朝一日未来的某一天about 大约as 作为inside ---- outside (反义词)里面——外面二、Unit1 短语：1、in October 2003 在2003年10月2、spend +时间/ 金钱+on sth 在某事上花费时间/ 金钱人作主语spend+时间/ 金钱+（in）doing sth 在做某事上花费时间/ 金钱人作主语It takes sb +时间+to do sth 做某事花费某人时间3、fly into space 飞进太空(fly-flew)fly to sp飞往某地(fly-flew)4、go to the airport 去机场5、make a video 拍摄视频(make-made)6、come back to sp 返回到某地7、be proud of 为……而骄傲8、tell sb（about）sth 告诉某人某事9、space travel 太空之旅10、long ago 很久以前Spend用法spend的主语必须是人,常用于以下结构：1、spend 时间／金钱 on sth.在……上花费时间（金钱）.例：I spent two hours on this maths problem.这道数学题花了我两个小时.2、spend时间／金钱 (in) doing sth.花费时间（金钱）做某事.例：They spent two years (in) building this bridge.造这座桥花了他们两年时间.3、spend money for sth.花钱买…….例：His money was spent for books.他的钱用来买书了.(spend-spent)花费的其他表达It takes sb +时间+to do sth 做某事花费某人时间例：It takes me three hours to have dinner.Unit2 短语:1、be born in sp 出生于某地be born on + 某天出生在某天2、become blind 失明become deaf 失聪3、teach sb to do 教某人做某事(teach-taught)4、learn to do 学会做某事(learn- learnt)5、travel round the world 周游世界(travel- travelled)all over the world 全世界6、be famous for 因……而出名be famous as 作为……而出名7、have an illness 患上一种疾病8、at nineteen months old 在19个月大时9、try hard 刻苦，努力10、tell sb’s story 讲述某人的故事/经历11、write books 写书12、help blind people 帮助盲人13、a model for sb. 某人的榜样三、句子：1、In October 2003,my father flew into space in Shenzhou V.2、He spent about twenty-one hours in space.3、He did a lot of work there.4、I was very proud of him.5、He also made a video in space.6、Helen Keller was born in the US in 1880.7、Helen travlled round the world.9、Helen is a model for blind people，and also for you and me.10、She was famous all over the world.。