外研初二上Module 5教案(外研版八年级英语上册教案教学设计)
以下是小编为大家准备的外研初二上Module 5教案(外研版八年级英语上册教案教学设计)(共含12篇)，欢迎大家前来参阅。同时，但愿您也能像本文投稿人“一道光”一样，积极向本站投稿分享好文章。
篇1：外研初二上Module 5教案(外研版八年级英语上册教案教学设计)
I. Teaching objectives 教学目标
Skill focus 听 Listen for matching people with the music they like
说 Talk about opinions about music
读 Read a passage about music for information
写 Write a biography of a composer
Language
Focus 功
能
句
式
Talk about music
You like western classical music, don’t you? Yes, I do.
Who’s your favourite classical composer? Beethoven.
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
词汇 1. 重点词汇:
pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century
2. 认读词汇
blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, in addition to, actually, type, gospel, string, part-time, milkman, recording, artist, figure
语法
Tag questions
话题 Western music
Ⅱ. Teaching materials analyzing 教材分析
本单元以Western music为话题，设计了三个部分的内容。旨在通过单元教学使学生了解西方音乐的有关知识;了解奥地利著名作曲家–约翰施特劳斯;学会表述反意疑问句及其回答;能谈论对不同类型的音乐及对于音乐的爱好和理解;谈论最喜欢的音乐;练习通过阅读找出信息的能力;能根据所给的信息写音乐家的传记。
Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词;认识反意疑问句及其回答;谈论对音乐的喜好。
Unit 2 学习关于著名音乐家约翰施特劳斯和莫扎特的文章，并从文章中找出细节信息;利用所个的信息写音乐家的小传。
Unit 3 在练习中复现本单元重点词汇、句型和语法;读关于the orchestra的文章;谈论并描述最喜欢的音乐。
III.Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing (Unit 2)
Period 3 Language in use (Unit 3)
Ⅳ Teaching plans for each period分课时教案
Unit 1 You like western classical music, don’t you?
Target language 目标语言
1. Words & phrases生词和短语
pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise
2. Key sentences重点句子
Who’s it by?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You like western classical music, don’t you?
But Sally is a classical musician, so she doesn’t like pop music, does she?
No, she doesn’t.
What on earth is that?
Ability goals 能力目标
Enable the students to listen to different types of music and learn tag questions.
Learning ability goals学能目标
Help the students to learn how to listen to and talk about different types of music and describe music.
Teaching important/difficult points 教学重难点
Learn some new words and expressions, learn tag questions.
Teaching aids教具准备
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
Step I Lead in
In this procedure, show some pictures to let the students know different types of music.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: Do you like music?
S: Yes.
T: There are many different kinds of music. Let’s look at the pictures.
Show pictures with different kinds of music to the students. Learn new words of music types with the students. Ask the students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.
T: We can use some adjectives to describe different kinds of music. For example, how is pop music?
Help the students to say modern.
T: Let’s work in pairs, ask and answer questions about your favourite types of music and describe it.
One sample conversation:
S1: What kind of music do you like?
S2: I like blues.
S1: How is blues?
S2: It is sad.
Help the students to be familiar with dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.
Step 2 Listening and matching
In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help the students to learn and remember the new words.
T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.
T: Listen again and match the words with the music.
Check the answers with the students and then play the tape again to make the students correct their answers.
Step 3 Listen and read
In this procedure, the students will listen and read a dialogue. Ask the students to do pair work to find the people and the types of music they like. Learn some words in real situations.
T: In these types of music, there is western classical music, do you like it?
S: Yes.
T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen.
Listen to the tape and ask the students to fill in the blanks of Activity 4.
T: Let’s check your answers with your friends.
T: Now, let’s listen again and check your answers.
Go through the answers with the students.
Step 4 True or False
In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.
T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he will get a star. Those who get more stars will be the winner.
One sample conversation:
S1: They’re listening to western classical music.
S2: True.
S1: Strauss was born in the capital of Australia.
S2: False. Strauss was born in the capital of Austrian.
Add another three sentences for the students to
6. The music Tony is listening is by Strauss.
7. Sally doesn’t like pop music.
8. Daming likes rap music.
At the same time, help the students to find out some difficult points. Deal with them together. Give the students some other example to make them understand further.
In the end, count the number of stars with the whole students to see which side is winner.
Step 5 Discussion
In this procedure, practice some words and expressions in Activity Five by having a discussion.
T: There are some new words in the dialogue. Let’s read these new words and try to remember them: capital, composer, fan, musician, river.
T: Work in pairs. Ask and answer questions in Activity 6.
One sample conversation:
S1: What’ s the capital of Shandong Province?
S2: Jinan.
S1: Who is your favourite composer?
S2: My favourite composer is Beethoven.
…
Check the answers. Ask some pairs to make up a short conversation. .
Step 6 Pronunciation and speaking
In this procedure, listen to the tape and pay attention to the tone of tag questions.
T: In the dialogue, there are some tag questions, can you find them?
Help the students to find the tag questions in the dialogue.
T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out which tone we use when we ask a real question or check information.
Play the tape and help the students to find out the usage of tones.
T: When we want to ask a real question, will we use rising tone or falling tone?
S: Rising tone.
T: What about checking information?
S: Falling tone.
Listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help the students to understand and check the answers.
Step 7 Speaking
In this procedure, work in pairs, describe opinions of music.
T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music.
T: Work in pairs, ask and answer what music you like or don’t like. Give your reasons.
One sample conversation:
S1: What music do you like?
S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you?
S1: I like…
Ask some pairs to make a conversation before the class.
Homework:
1. Ask the students to learn and remember the new words and expressions of this unit.
2. Ask the students to read the dialogue and grasp some important sentences.
Unit 2 Project Hope has built many schools
Target language 目标语言
1. Words & phrases生词和短语
centre, drum, guitar, violin, elder, die, rest, younger, in addition to
2. Key sentences重点句子
There were two composers called Johann Strauss: a father and a son.
His Waltzes made him famous all over Europe.
Before he was six he played not only the piano, but also the violin and the organ.
Ability goals 能力目标
Enable the students to learn some new words and expressions, read the passage and write a passage about a composer.
Learning ability goals学能目标
Help the students read the passage for information and write a passage about a composer with the information given.
Teaching important/difficult points 教学重难点
Some new words and important sentences.
Develop the skills for reading for information
Teaching aids教具准备
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
Step 1 Revision
In this procedure, revise some words and expressions in unit 1. Do pair work, using important sentences and tag questions.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: In the last unit, we have learnt many different types of music. What are they?
S: Blues, classical, jazz, opera, pop, rock, techno
T: How are these types of music?
(Do chain work)
S1: Blues is sad.
S2. Classical is serious.
S3: Jazz is beautiful and slow
…
T: Do pair work, ask and say your favourite music, using tag questions.
Write some tag questions and everyday English on the blackboard. Help the students to revise them and make up a conversation.
One sample conversation:
S1: You like pop music, don’t you?
S2: No, I like rock music. You don’t like rock music, do you?
S1: Yes. I do. I am a classical fan.
S2: What on earth is that?
S1: Classical music.
S2: I don’t believe it.
Ask some pairs to make a conversation before the class.
Step 2 New words
In this procedure, make the students familiar with some new words of some instruments, using pictures.
T: We have many different types of music, how can we play them? What instruments do you know? S: Drum, guitar, violin, piano
Use pictures to help the students answer. Present the new words: organ, trumpet,
Ask the students to read these words. Make sure they understand the meaning of each word.
T: Look at pictures on page 36, match the pictures with the words.
Step 3 Listen and Read
In this procedure, ask the students to listen and read the passage and decide whether the sentences are true of false to help the students find information of the passage.
T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know?
Help the students to say some famous musician, in Chinese is OK.
T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know which country?
S: Yes, it is Vienna.
T: There were also two great musicians in Vienna….
S: Johann Strauss and Mozart.
T: Well done. Today, let’s come to know the two great musicians.
T: Please listen to the tape with your books closed. After listening, you’ll check the true sentences behind the passage.
Play the tape and check the answers after listening. First check the answers with each other, then go through the answers in the class.
Step 4 Pair work
In this procedure, ask the students to read the passage again and find more information in the passage. Work in pairs to ask and answer.
T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time.
When the students are reading, walk up and down to see if the students have any difficulties in reading.
T: Now, work in pairs, ask and answer the questions.
Check some pairs. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary.
Step 5 Careful reading
In this procedure, ask the students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples.
Write some sentences on the blackboard:
1. He is famous all over the Europe for his waltzes.
2. When he was 12, he wrote his first opera.
3. There were two composers. We call them Johann Strauss: a father and a son.
4. He played the piano, the violin and the organ.
T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard.
After about 6 minutes, ask some students to do this task. Explain the language points to the students. Give more examples.
1. make…famous
2. at the age of: He went to school at the age of 7.
3. called: He has a boy called Tom.
4. Not only…but also: He not only read this book, but also remember the book.
Step 6 Reporting
In this procedure, help the students report the passage, using information given in the passage. Practice the speaking. Be prepared for the writing.
T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? You can refer to some key words.
Give some key words and ask the students to have a report.
Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer
Ask some students to report the story of Mozart.
Step 7 Writing
In this procedure, ask the students to say something about Xian Xinghai and write a passage about it.
T: There are many famous musicians in China. Who do you know?
S: Nie’er, Xian Xinghai and…
T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, let’s say something about him. Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given.
One possible version:
Xian Xinghai is one of the great composers of classical and traditional music. He was born in…
Ask two students to have a report.
Then ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing.
Homework:
1. Learn and remember the new words and important sentences.
2. Read the passage for several times.
3. Practice writing.
Unit 3 Language in use
Target language 目标语言
1. Words & phrases生词和短语
maybe, phone, instrument, of course, loud, record, own, century
2. Key sentences重点句子
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
Ability goals 能力目标
Enable the students to understand the tag questions and use them.
Learning ability goals学能目标
Students can find information of a passage. Develop listening and speaking skills.
Teaching important/difficult points 教学重难点
Revision of the tag questions
Teaching aids教具准备
Some pictures and a tape recorder
Teaching procedures and ways教学过程与方式
Step 1 Revision
In this procedure, check the homework of Unit 2 to make the students revise what they have learnt.
Have a dictation of some new words and expressions.
Ask some students to read the passage about the composer of Xian Xinghai.
Step 2 Grammar
In this procedure, revise the important points of this module. Do pair work to practise tag questions.
T: Look at page 38, Exercise 1. Let’s play a game called “looking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer.
One sample conversation:
S1: You like rock music.
S2: don’t you?
S1: They sing well.
S3: don’t they?
S1: He has written ten new songs this year.
S4: hasn’t he?
…
T: Well done! Let’s come to Exercise 2. Please fill proper tag questions in the blanks.
Give the students a few minutes to write the correct answers.
T: Work in pairs. Practise the conversation. Make sure you put the stress in the right places.
Ask some pairs to read the conversation. First check the work among the students, then go through the answers with the students.
T: Please tell us whether the speaker in each case is asking a real question or just checking information.
Ask the students to answer. Go through the answers with the students.
Step 4 Words and expressions
In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice.
Show some pictures and ask the students which type of music each picture is. Ask the students to ask and answer in pairs according to the each picture.
One sample conversation:
S1: What type of music is it?
S2: It’s pop music.
S1: How is it?
S2: It’s lively and modern.
T: Please write down the different types of music below the five pictures.
T: Let’s look at Activity 5. Please add these words to the correct column.
Check the students’ answers. Then go through suggested answers with the students.
One possible version:
classical piano composer
jazz trumpet singer
pop guitar singers
T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Activity 6, then fill in the blanks with proper words from Activity 4 and 5.
Ask one student to write the answer on the blackboard. Then check the students’ answers.
Step 5 Reading
In this procedure, read a passage about Elvis Presley and answer some questions. Develop the reading skills of students.
T: There were many famous pop singers in the world. Among them Elvis Presley is one of the most famous. Let’s read a passage about him and answer the questions.
After reading, ask students to answer the questions.
T: Let’s ask and answer the questions in pairs.
One sample conversation:
S1: How long did Elvis live in Memphis?
S2: He lived there for 29 years.
The students will ask and answer the rest of the questions. Ask some pairs to deal with the questions before the class.
Step 6 Listening
In this procedure, ask the students to listen carefully and grasp the details of the passage. Ask and answer questions in pairs after listening.
Play the tape twice and ask the students to listen carefully.
T: Have you got it? Please ask and answer the questions in pairs.
One sample conversation:
S1: Where does Amy study?
S2: …
Go through the answers with the students.
Step 7 Around the word
In this procedure, ask the students to read the passage to know something about the orchestra.
T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it.
Give the students a few minutes to read this passage.
Step 8 Module task
In this procedure, ask the students to practise speaking. Talk about the music they like best. Do pair work, using the words and expressions of this module.
T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best.
One sample conversation:
S1: What kind of music do you like best?
S2: I like rock music.
S1: Why?
S2: Because it is lively and fast.
S1: Do you like classical music?
S2: Yes I do.
Ask some pair to act before the class.
T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, one student must report your discussion to the class.
One sample version:
S1: I like pop music. It’s lively and modern.
I don’t like rock music, because it’s too noisy
T: Please report your discussion to us.
One sample version:
S1: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy.
Homework
1. Revise this Module.
2. Do workbook Module 5
Teaching resources教学资源库
I. 重点知识详解
(1) 反意疑问句的构成及回答
反意疑问句一般规律是“前否定后肯定;前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。
He plays the piano well, doesn’t he?
They are listening to music, aren’t they?
My brother won’t leave for America, will he?
但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn’t;表示“必须”时，用mustn’t。
You must go home right now, needn’t you?
The car must be locked, mustn’t it.
祈使句的反意疑问句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑问句用will you?
Have a cup of tea, won’t you?/will you?
Don’t open the door, will you?
Let’s的反意疑问句用shall we? Let us的反意疑问句用will/won’t you?
Let’s take a rest, shall we?
Let us do it, will you?
在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”;如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。
He didn’t get up early this morning, did he? 他今天早上起床不早，对吗?
Yes, he did. (=He got up early) 不，他起得早。
No, he didn’t (=He didn’t get up early) 是的，他起得不早。
(2) not only…but also的含义及用法：
not only A…,but also B…表示“不但;而且”，可连接两个并列成分，但强调后者;后面的also也可省略。
He is not only clever but also hard – working.(强调后者)他不但聪明而且能干。
not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装;但but also后的句子不倒装，用陈述语序。
Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。
Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。
II. 背景知识
1. 施特劳斯父子
维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。
父亲约翰施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。
青出于蓝而胜于蓝。音乐世家的长子约翰施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰 施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的“ 国歌”。
2. 莫扎特
1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动!在奥地利国都维也纳，他们被皇帝请进王宫进行表演。
1772年，16岁的莫扎特终于结束了长达之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前往维也纳定居，走上艰难的自由音乐家道路。
莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说：“人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲;没有一位名家的作品我不是辛勤地研究了许多次。
3. 爵士乐
爵士乐(jazz)是美国音乐的一种，开始于20世纪代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。
4. 古典音乐
古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从16开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。
5. 蓝调
蓝调(Blues)为爵士、摇滚及福音歌曲(Gospel)的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音(Blue Notes)的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。
6. 流行音乐
流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。
7. 歌剧
歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》(佛罗伦萨作曲家培里创作于15)在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧.
8. 摇滚
摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式;它分为布鲁斯(Blues)、摇滚(Rock and Roll)、重金属(Heavy Metal)、朋克(Punk)、放克(Funk)、雷鬼(Reggae)、说唱乐(Rap)等等。 摇滚通过音乐来反大众化的东西。
9. 电子音乐
电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。
III. 补充练习
(1) 根据句意填单词
①It’s t________ in England to eat turkey on Christmas Day.
②John is s________ because his dog has died.
③She’s a l________ child and everyone likes him.
④What f________ it will be when we all go on holiday together.
⑤I can’t work in here it’s too n________.
⑥Our children have grown up and have children of their o________.
⑦While we play tennis what will the r________ of you do?
⑧Her face was s________ as she told us the bad news.
(2) 单项填空
①-Jack hasn’t paid for the school things, has he?
-______. His father will pay for him.
A. Yes, he has B. No. he hasn’t C. Yes, he did D. No, he didn’t
②Your father has been to Guangzhou twice, ______?
A. has he B. hasn’t he C. doesn’t he D. isn’t he
③She’s an Australian, ______?
A. hasn’t she B. isn’t she C. doesn’t she D. is she
④He has never visited the Great Hall of the People, ______?
A. hasn’t he B. has he C. does he D. doesn’t h
⑤Lucy, you clean the blackboard today, ______?
A. do you B. did you C. will you D. can you
⑥Mr. Green went to Shenzhen on business last wee, ______?
A. isn’t he B. doesn’t he C. didn’t he D. hasn’t he
⑦John can hardly understand Chinese, ______ he?
A. can’t B. doesn’t C. can D. does
⑧- weather! It’s raining!
-Bad luck! We have to stay at home all day.
A. What fine B. How fine C. How bad D. What bad
Keys:
(1) ①traditional ②sad ③lively ④fun ⑤noisy ⑥own ⑦rest ⑧serious
(2) ①B ②B ③B ④B ⑤C ⑥C ⑦C ⑧D
篇2：外研初二上Module 3教案 Journey to Mars(外研版八年级英语上册教案教学设计)
I. Teaching objectives 教学目标
Skill focus 听 Listen for the sentence stresses
Listen for finding out about a news broadcast
说 Talk about recent events
读 Read a dialogue and a passage about space travel
Read and choose the best title
写 Write a narrative story
Write a poster about space travel
Language
Focus 功
能
句
式
Talk about recent events
I/ You/ We/ They have just heard the news.
He/ She /It has already ……
I/ You/ We/ They haven’t ……yet.
He/ She/It hasn’t ……yet.
Have you/ we/ they ……yet? Yes, we/ you/ they have.
No, we/ you/ they haven’t.
Has it/he/she reached Mars yet? Yes, it/he/she has. No, it/he/she hasn’t.
Astronauts have already been to the Moon.
Astronauts have already gone to the Moon.
They haven’t discovered life on Mars yet.
词汇 1. 重点词汇:
message, Earth, just, hear, hear about, several, month, discover, recently, planet, alone, also, part, light, beyond, even, secret
2. 认读词汇
Mars, mission, unmanned, s[ace shuttle, billion, solar system, universe, galaxy, Jupiter,
语法 The Present Perfect Tense with already, just, yet
话题 Journey to Mars
Ⅱ. Teaching materials analyzing 教材分析
本单元以Journey to Mars为话题，设计了Unit 1 Has it reached Mars yet? Unit 2 We haven’t found life on other planets yet. Unit 3 Language in use三个单元的内容。旨在通过单元教学使学生通过听，说，读，写,了解有关太空的知识，学会运用现在完成时谈论事情。学会写a poser about space travel。
Unit 1 学习和太空科学有关的词汇;听和太空旅行有关的对话;接触含有just, already的现在完成时;听句子，并标明重读词汇。
Unit 2 读关于外星生命的文章，选择最佳题目;看图作句子并写故事;学习本模块新词汇与短语。
Unit 3 在练习中复现本单元重点词汇、句型和语法;读关于planets and days的文章;作一份关于太空旅行的海报。
III.Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing (Unit 2 )
Period 3 Language in use (Unit 3 )
Ⅳ Teaching plans for each period分课时教案
Unit 1 Has it reached Mars yet?
Target language 目标语言
1. Words & phrases生词和短语
message, Earth, just, hear, hear about, several, month, discover, recently,
2. Key sentences重点句子
I’ve just heard the news on the radio.
Have the scientists spoken to the astronauts? Yes, they have. No, they haven’t.
Has it reached Mars yet? Yes, it has. No, it hadn’t.
We haven’t discovered if there is life on Mars yet.
Ability goals 能力目标
Enable the students to listen to and talk about space travel.
Learning ability goals学能目标
Help the students to learn how to listen to and talk about space travel, using the Present Perfect Tense.
Teaching important/difficult points 教学重难点
How to listen to and talk about space travel, using the Present Perfect Tense.
Teaching aids教具准备
A projector or some pictures about space travel, a tape recorder .
Teaching procedures and ways教学过程与方式
StepⅠ Warming up and lead-in
In this procedure, ask students to look at the projector or some pictures about space travel. Learn the words about it. Learn to ask and talk about the space travel, using the Present Perfect Tense.
T: Hello, boys and girls. Nice to see you again. Do you know Yang Liwei, Fei Junlong and Nei Haisheng? This class we’ll begin with a projector about space travel. Are you interested in it? Please look carefully. Can you say some words about it?
Show the projector. (like the picture in P18)
Write the words with the students. Help them learn the words of space travel.
T: This is a projector about space travel. What can you see in it? (Help to say)
S: Earth, Mars, spacecraft, Moon, Sun, unmanned spacecraft, scientists…
Keep the above words down on the blackboard.
T: Do you know something about space travel? Please talk about it in groups.
S: Discuss in groups.
Then ask students to report it. The teacher write down the important words as students report it. Like hear about, message, mission, discover, recently, and so on.
T: Good. You know much about space travel.
Step II Listening and vocabulary
In this procedure, students will listen and learn the words.
T: Now please open your books at page 18. Look at the words on the table. We have just talked about them. Please read them first. Now Let’s listen and number them. The first time, just listen. Then number them. At last let’s check together.
S: Listen and number.
Then check the answers with the students.
Encourage or help the students to say something about the words.
e.g: T: Do you know “message”?
S: piece of information.
Go on with the others in the same way.
Step III Listening and reading
T: Now please close your books. Let’s listen to a passage. In this passage Daming and Tony are talking about space travel. Please listen to it carefully and answer two questions. 1. Has the spacecraft read Mars yet? 2. Have we discovered if there is life on Mars yet?
Play the tape for the first time.
S: Listen and answer: 1. Yes, it has. 2. No, we haven’t.
T: Then open your books and listen again. This time please listen and underline the new words of this passage.
S: Listen and underline..
T: Groupwork. Please discuss in groups and try to explain them in English. Let’s see which group can give more English explanations.
As students discuss, teacher should go around the class and help them if necessary.
T: Have you finished? Please report them to us.
Ask to do it group by group.
Like:
Mars: a planet in solar system mission: task discover: to find …
T: Good job. Let’s match the words with their meanings in Part 3.
S: 1-discover, 2-space shuttle, 3-space station, 4-life, 5-scientist, 6-message
T: Please listen to the recording for the last time and check the true sentences.
Play the recording. Then check the answers.
After this, ask students to repeat after the recording. Then read in pairs.
T: I’ll ask some pairs to read. The others pay attention to the important sentences.
Students read.
T: What are important sentences? What do they look like?
S:1. I’ve just heard the news on the radio about the space mission to Mars.
2. I haven’t heard about this yet.
3. Has it reached Mars yet?
……
T: These sentences are the Present Perfect Tense. The structures are: have /has +p.p Can you find more sentences like these in the passage?
S: Read or make sentences using the Present Perfect Tense.
Step IV Pronunciation
T: We know pronunciation is very important to English learners. We should stress on the nouns and verbs, and something you want to tell others. Please listen to the recording carefully and underline the words the speaker stresses.
Play the recording. Students underline the words. Then check the answers.
Play the recording again. Ask students to read after it. Then read loudly.
Step V Speaking
T: We have known much about space travel in this class. Can write down things we’ve done and the things we haven’t done yet about space travel.
e.g. We’ve sent astronauts to the Moon.
We haven’t sent astronauts to Mars.
……
You can discuss in group first. Then write them down. Who has the longest list?
S: Discuss and write.
Check the answes together.
Homework
1. Ask students to learn the new words and expressions in this unit .
2. Ask students to write a short passage to introduce space travel.
Unit 2 We haven’t found life on other planets yet.
Target language目标语言
1. Word &phrases
planet, alone, also, part, light, beyond,
2. Key sentences重点句子
… just (already) have/ has +p.p … …haven’t/ hasn’t + p.p…yet. Have/ Has + …+p.p +…yet?
Ability goals能力目标
Enable the students to read a passage and learn to write a story about space travel.
Learning ability goals学能目标
Help the students learn how to read a passage and learn to write a story about space travel.
Teaching important/difficult points教学重难点
How to read a passage and learn to write a story about space travel.
Teaching aids教具准备
Some pictures or a projector.
Teaching procedures and ways教学过程与方式
Step ⅠRevision and lead-in
Check the homework. Talk about space travel.
T: Looking up, we can see the sun, the moon and stars in the sky. But what is it like? We didn’t know until we travel in space. With the development of science, our dream of space travel will come true one day.
Show a projector or a picture.(picture in P20)
T: Please look at the picture. What can you see?
S: A spacecraft.
T: Yes, we have sent some spacecraft into universe. What is in the universe?(Help to answer and write down some important words )
S: The sun, the earth, the moon, and some stars.
S: And 9 planets. They are called the solar system.
S: Galaxy
.……
T: Well done. We have known so many words about the space. Please write them down. Then you’ll find them in the next passage.
S: Try to write them down.
Ask students to read the words.
Step Ⅱ Reading
T: Boys and girls. We’ll read a passage about space. First please look at Part2. There are four titles. (Go through with students) Please read the passage and choose the best title.
Students read it quickly.
Theck the answer. 3 Our solar system
T: Now you’ll have three minutes to read the passage. After reading, try to do “Part3 Check the true statements.”
Check the answers: ×√√√√×××
After that, ask a student to read the passage to the class. Other students underline the sentences they don’t understand.
Then discuss the important questions with the students.
T: This time please read loudly and carefully. Then try to retell the passage.
Students read.
The teacher ask one to retell.
StepⅢ Writing (4 P21)
T: Have we found any life on other planets? Please look at the cartoon picture. What happened?
S: Discuss the picture in groups.
T: OK. Let’s answer the questions.
Ask students to answer them one by one.
1. It has landed Mars.
2. It has discovered people on Mars.
3. They haven’t sent us a message because they can’t hear us.
4. Because they prefer life on Mars.
5. They have made TVs, radios, and cars.
T: Please look at these sentences carefully. Can you find some rules?
S: …have/ has + p.p …
T: Good job. These sentences are the Present Pefert Tense.
Step Ⅳ Writing (5: P21)
In this procedure, ask students to talk about the cartoon picture.
T: Let’s write a story “Life on Mars”, according to the answers in Part 4. Pay attention to the Present Perfect Tense. You can discuss it in pairs first. Then write it down.
Ask two students to write on the blackboard.
A sample :
We’ve just had some news about the mission to explore Mars. Scientists have just heard a message from a spacecaraft. It has landed Mars. And it has discovered people there. But they haven’t sent us a message because they can’t hear us. They prefer life on Mars, so they haven’t visited us on Earth. They also made TVs, radios, cars and so on with the other spacecraft. I think they are having a good time.
StepⅤ Homework
1. Try to find some information about space and write it down to us.
Unit 3 Language in use
Target language目标语言
1. Words & phrases生词和短语
even, secret
2. Key sentences重点句子
I’ve just heard the news.
Has it reached Mars yet?
Astronauts have already been to the Moon.
They haven’t discovered life on Mars yet.
Ability goals能力目标
Enable students to use the Present Perfect Tense.
Learning ability goals学能目标
Help students learn how to talk about and write something using the Present Perfect Tense.
Teaching important/difficult points教学重难点
How to use the Present Perfect Tense.
Teaching procedures and ways教学过程与方式
Step Ⅰ Revision
1. Check the homework.
2. Ask students to tell the story in Unit 2.
Step Ⅱ Grammar
(1.) just, already, yet
T: Read the sentences on the table. Pay attention to the words: just, yet, already. Where are they used in the sentences?
S: Just/already, 一般用在肯定句中，have/has 之后 yet, 一般用于否定句或疑问句末
T: Yes, they are all used in the Present Perfect Tense.
Do Exercise 1.
Go through the model with students.
T: Now I’ll give you 3 minutes to finish Exercise 1. Let’s see who can finish them first.
Then let students read them one by one.
1. They haven’t been to Mars yet.
2. Many astronauts have already visited the space station.
3. The spacecraft has just reached Mars.
4. We’ve already known that there isn’t any life on the Moon.
5. We have just stared to look at other planets.
6. The space shuttle has just returned from a visited to the space station.
( 2.) Grammar:
Let’s complete the following table.
Help students sum the grammar in Unit 3.
动词构成: have/ has +p.p
句子构成:
肯 定 句 否定句
S +have/has +p.p S +have/has+not +p.p
特殊疑问句 回 答
What
Who
When have/has +p.p?
Where
Why
How
S +have/has+p.p
一般疑问句 回 答
Have/Has+ S+p.p? Yes, S+ have/has.
No, S +haven’t/hasn’t..
Do Activity 7:
Askk students to write them on the blackboard.
1. Have you already finished your homework?
2. I haven’t seen my teacher yet.
3. Has a dog been for the walk?
4. We have just watched a programme on TV.
5. They haven’t discovered life on Mars yet.
(3.) have/has been, have/has gone
T: Liu Mei, will you please go to the office to bring my book here?(Liu Mei goes to the office.) Class, where is Liu Mei?
S: She has gone to the office.
(After a while Liu Mei comes back with a book.)
T: Thank you, Liu Mei. OK. Has Liu Mei been to the office?
S: Yes, she has.
T: Now, do you know the diffences between have/has gone and have/has been?
S: Yes. have/has gone: 去了某地，还没回来。have/has been: 去过某地，已经回来
T: Great. Let’s do exercise 2 .
Ask them to do them one by one.
1. been 2. gone 3. gone, 4. been
T: Can you use have/has been or have/has gone correctly? Please complete the sentences in Exercise 3 in groups. Then give us the correct words.
Students discuss in groups.
Check the answers: 1. has gone 2. have been 3. have been 4. has gone
(4.) The forms of the verbs.
T: We have learnt many verbs in this module. Please read them and write down their different forms. Then discuss in groups and find out their rules.
Students discuss .
Ask to sum:
S: 1.… +ed 2. …e +d 3. …y+ied 4. Irregular forms
T: Good. Now let’s comelete the table
S: 1. came 2. discover, discovered 3. did 4. went, gone 5. heard 6. landed, landed 7. make,made
8. reached, reached 9. see, saw 10. sent, sent 11. taken 12.tried, tried
T: Please comelete the passage with the correct form of the verbs in brackets.
S: Read in pairs and complete the passage.
Ask one pair to read it. The others check the answers.
1. seen 2. discovered 3. Have, tried 4. haven’t found 5. decided
T: Work in pairs and try to act it out.
Students read in pairs.
Ask some pairs to act it out in front of the class.
Step III. Practice
Ask students to read the letter in Activity 8 and complete the letter.
T: Boys and girls, do you want to know more about space? We’ll read Mry’s letter. I’ll give you 3 minutes to complete it. If you finish it, please put up your hands and read it to us,OK?
Students read and write .
Ask one of the students to read it to the class. The others check the answers.
1. just 2. read 3. already 4. been 5. never 6. haven’t 7. written 8. yet
Then ask them to ask and answer some questions in pairs.
A sample :
S1:Where have the astronauts been?
S2: They have been to Mars and even to Jupiter.
Step IV Words
T: Let’s revise the words in Unit 3.
Students read for a while.
Do Activity 9: Add the words.
T: Now let’s have a compitation between the boys and the girls. Let’s see who can write more words about space. I’ll give you two small blackboards and boys write on Blackboard A, girls Blackboard B. Don’t see each other. Begin!
Students write one by one.
Then go through Around the world.
Step Ⅴ Module task
T: Do you know the first Moon landing or China’s first manned space travel? Please talk in groups and write a report. Then please report to us.
Students talk and write in groups.
Ask them to report.
T: Well done. You have known a lot. If you want to know more, after class, please look for more photos and information about it from your parents or the Internet. Then make a poster and put it somewhere for everyone to see.
Step Ⅵ Homework
1. Ask the students to summarize what they have learned in this unit and preview the next unit.
2. Ask the students to finish the poster.
3. Ask students to finish the exercises in the workbook.
Teaching resources教学资源库
I. 重点知识详解
(1) 现在完成时的含义：
现在完成时叙述现在已经做过的事情或已有过的经验，所表示的动作在说话前已经完成，但对现在有影响，即在以过去发生的事情的基础上暗示现在的状况，至于事情何时发生的并不重要。
The lift has broken down. 电梯坏了。
I have seen you wife. 我见过你太太。
Never in my life have I felt so excited. 我这一生从来没觉得这样兴奋。
现在完成时可用来表示若干时间以前直到现在一再重复的动作或屡有的经验，每次发生的时间并不重要，所以不提。可以和一些不确定的过去时间状语连用，如already, yet, just, before, recently, lately等。
I have already finished my homework. 我早把作业做完了。
He has just run out. 他刚跑出去。
(2) be up to的含义：
①up to意为“达到”，表示达到某一数量。
I can take up to four people in my car. 我的汽车最多能带四个人。
②up to表示“由某人负责”。
Whether we go or not is up to you. 我们去不去你说了算。
③up to表示“胜任”。
He is not up to the job. 他不胜任这个工作。
④表示“正在做某事”。
What is he up to? 他在搞什么名堂。
(3) with的复合结构：
with的复合结构在英语语言表达上灵活，丰富，主要有：
①with+宾语+副词
The Emperor walked in the procession with nothing on. 皇帝走在游行队伍的中间，一丝不挂。
②with+宾语+形容词
I went out with the window open. 我外出时没关窗户。
Don’t speak with your mouth full. 不要满嘴食物讲话。
③with+宾语+介词短语
She saw a brook with red flowers and green grass on both sides. 她看见了一条两岸长满了红花绿草的小溪。
④with+宾语+名词
Wu Song beat the tiger to death, with his bare hands the only weapon. 武松赤手空拳打死了老虎。
II. 背景知识：太空旅行
自从人类进入太空以来，去太空旅行一直成为许多人的梦想。随着国际太空站(ISS)即将建立，去太空旅行再次成为国际商界关心的课题。
德国宇航公司表示，将利用阿丽亚娜火箭的最新技术来研制宇宙飞船。新的飞船将以氢作动力，可载客120人。最迟到可以投入运行。估计每张往返票的价格在5-10万美元或再高一些。迄今已有312名德国人在德国宇航公司登记去太空旅行。
日本一家企业在不久前召开的太空旅行国际研讨会上，介绍了他们的太空旅馆模型。该旅馆将在离地球450公里的轨道上运行，可接纳64位客人。欧洲人设计的太空旅馆像一个圆形的蛋糕，蛋糕的外圈分成56个客房，每间客房可容纳4名旅客，共接纳224人。此外还有健身房和4个餐厅。在那里将人工制造地球引力，使进食和健身相对容易。蛋糕表面的太阳能板将解决太空旅馆的能源需求。
III. 补充练习
(1) 根据句意填单词
①The teacher was a_______ in the room when I arrived.
②All this year’s new m_______ are at the car show.
③Columbus d_______ America.
④Many people are worried about the pollution (污染) of the e_______.
⑤He wanted to keep it s_______ from his family.
⑥They’ve r_______ bought a new car.
⑦Rice does not g_______ in a cold climate.
⑧He’s written s_______ books about India.
(2) 根据对话内容，填入所缺的词
Daniel: Joe, have you heard of Guilin? It’s a city of China.
Joe: Oh, I haven’t heard of it before.
Daniel: A lot of travelers like Guilin. It’s famous for its __①__ and __②__.
Joe: Have you ever been to Guilin?
Daniel: Yes, I have. I went there last summer with my parents. I had a great time there.
Joe: Do you like __③__?
Daniel: Of course .How about you?
Joe: Me, too. I have been to several countries except China.
Daniel: So you __④__ visit the country one day. It’s a beautiful country. And Chinese people are very __⑤__. I like Guilin and China. I stay in Guilin for ten days. I have never __⑥__ in a city for __⑦__ than a week __⑧__ Guilin.
Joe: I don’t __⑨__ with you. I have been __⑩__ in a city for more than ten years!
Daniel: Really? Which city?
Joe: Here!New York.
Keys:
(1) ①already ②models ③discovered ④environment ⑤secret ⑥recently ⑦grow ⑧several
(2) ①water ②mountains ③traveling ④should ⑤friendly ⑥stayed ⑦more ⑧except ⑨agree ⑩staying
篇3：Module 5 Problems全模块教案(外研版八年级英语下册教案教学设计)
教材内容分析
在第四模块中学生已经学了“if条件状语从句+祈使句”的句式，本模块通过以提出问题的形式以及为问题提供解决问题的建议的方式来继续学习条件状语从句，即“if条件状语从句+一般将来时态”。运用真实的话题来开展听说读写的教学活动。教学内容为语法的学习和使用提供了必要的感性材料。要求学生能够用含有if引导的条件状语从句的主从复合句来描述问题以及提供解决问题的建议。
一、教学目标
1、语言技能目标
(1) 能够听懂对问题的陈述。
(2) 能够复述对问题的描述。
(3) 能够读懂有关描述问题的文章，掌握文章的大意。
(4) 能够结合例文进行对problems 和advice 的写作。
2、语言知识目标
(1) 能够正确使用下列单词chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal
(2) 能够正确使用下列词组 be able to, all together, at the end of, take off, at least, pocket money, after all, help sb. with sth., hurry up
(3) 能够正确使用含有if引导的条件状语从句的主从复合句
3、情感态度目标
通过本模块的学习来教育学生要做一个诚实的人。
二、教学重点与难点
1、教学重点
(1) 重点词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal
(2) 重点句型：
If I play well, I’ll play the solo.
If the teacher chooses Kylie, she’ll play the dance music.
If she becomes a star, her parents won’t send her away.
(3) 话题：Problems
2、教学难点：
(1) if引导的条件状语从句用一般现在时态，主句用一般将来时态
(2) 问题的描述以及建议的提供
三、课时安排
第一课时 Unit 1
第二课时 Unit 2 Activities 1,2&3
第三课时 Unit 2 Writing; Unit 3 Activities 6,7,10,11&12
第四课时 Unit 3 Unit3 Activities1,2,3,4,5,8,9,Around the world,& workbook
四、教学过程设计
Period 1
教学内容：Unit 1 Activities 1,2,3,4,5,6&7
词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam
句型：if条件状语从句+一般将来时态
Step 1 Lead-in
Ask: 1) What’s your hobby? 2) Do you like dancing?
3) What do your parents think about it?
4) Would they like you to spend time dancing?
Say: Now let me tell you something about a girl called Lucy. She is a schoolgirl.
She likes dancing very much. Yesterday she had a chance to dance at a big
party but she refused it because her parents had warned her about her
schoolwork. If she spends too much time in dancing, her parents will punish
her….
教师边说边把生词打在屏幕上，用这种方法来导入本课中出现的词汇，可以让学生猜猜这些词汇的意思，然后再在屏幕上打出这些词汇的词性以及中文意思。并引出本课句型If she spends too much time in dancing, her parents will punish her.(板书)
Step 2 Listening (Activities 1&2)
So Lucy has a problem. Do you know what problem she has?
(If she spends too much time in dancing, her parents will punish her.)
1. Tony has a problem, too. Now let’s listen and decide what the problem is. (Play the tape.)
2. Now answer the questions. Use the words in the box to help you.
(books open). Then listen again and check.
Step 3 Listen and read (Activities 3,4&5 )
Here is a conversation between Betty and Sally. They’re talking about their friend Kylie. Kylie also has a problem. Listen carefully and try to tell us what problem she has. (books closed)
这环节如果学生有困难，可以让他们小组讨论，然后给出答案。
Look at Page 35. Listen and complete the table. Check the answers.
总结if句型，即if引导的条件状语从句用一般现在时态，主句用一般将来时态。
Look at Page 34. Read the conversation. Then do Activity 5.
Step 4 Language Points and Everyday English
把本单元的language points和Everyday English打在屏幕上，朗读后让同桌学生用其中的三到四个编一小对话，在全班同学前表演。
(Activity 6中的四个句子穿插到Activity 3的对话朗读时进行。)
Homework
Write out the problems you have with your parents, friends, schoolwork, sports or hobbies.
Describe the problem and talk about solution.
Eg. My teacher says that if I don’t work harder, I won’t do well in my exams.
Period 2
教学内容：Unit 2 Activities 1,2&3
词汇：truth, prove, honest, onto, terrible, realize, virus, mend
阅读：读懂描述问题的文章，掌握文章的大意。学习如何呈现问题以及针对问题所提出的解决问题的建议，为下一节写作课做好铺垫。
Step 1 Revision
1 Greetings
Did you have a good time yesterday evening?
What did you do yesterday evening?
Have you finished your English homework?
2 A survey
Ask students to make a survey. Talk about the problems they have with their parents, friends, schoolwork, sports or hobbies, etc. Then complete the following questionnaire.
—Do you have a problem with your teacher?
—Yes, I do. My teacher says that if I don’t work harder, I won’t do well in my exams.
(这一环节既检查了上一堂课布置的作业，又是一个热身活动。也可以通过师生间对话的方式进行此项活动，并在活动时导入本单元的词汇。)
Step 2 Pre-reading
Do you work hard at your lessons? Do you like computer games?What do your parents say about computer games?
Ask the students to work in groups of four and discuss these questions.
Step 3 Reading (Activities 1,2&3)
1. Global reading
Students read the letter and the answer. Choose the problem and the advice. They can also discuss with their partners. They must try to give the reasons.
(要求学生说明选择的依据，目的是帮助学生分析细节与整体的差别，关注学生阅读策略的培养。)
2. Detailed reading
Students read the letter and the answer again and finish Activity 2&3. (First students do them by themselves, then share the answers with their partners.)
(本环节所涉及的不只是细节的理解与判断，同时还有归纳、推理和逻辑。因此，在次此环节中，要求学生先独立思考，完成练习;然后分享讨论结果，总结阅读技巧和规律。)
3.Problem solving
Students work in groups of four again, try to find difficulties and discuss together. If there are any problems, they may ask the teacher for help. At last share their work with the whole class.
(这个环节是为了帮助学生提高学习的主动性，学会自主学习的方法，逐渐形成比较完善的阅读学习策略。)
Step 4 Discussion
If the computer game doesn’t leave a virus on the computer, what do you think Steve will do? Do you think he is right?
(通过这一环节的讨论，培养学生诚实做人，勇于承认错误，有错就改的优良品质。)
Step 4 Homework
Finish Workbook Exx10&11
Period 3
教学内容：Unit 2 Writing; Unit 3 Activity 6,7,10,11&12
词汇：hurry up, dishonest, shelf, steal
Step 1 Revision (Activity 4)
Steve has a problem. Do you remember what problem he has?
Now please say: 1) what Steve did and when.
2) what the problem is
3) what happened next
4) what Steve should do
Now write the answers down.
Then share the answers with your partner, correct the mistakes your partner has made.
Ask some students to share their answers with the whole class.
Step 2 Writing (Activities 5&6)
Think of one problem. Write a short letter to Diana describing the problem. Use the stages in Activity 4 to help you.
Work in pairs. Read each other’s problem letters and write a reply, giving your advice.
Step 3 Reading and writing (Unit 3 Activities 6&7)
Work in pairs. Read the problems, and discuss advice for each problem, then give advice.
Step 4 Task
Work in pairs. Think of and write a problem.
Work in groups. Read your problem to the group. Discuss advice for each problem. Decide who is going to write the advice for each problem.
本堂课的设计有两个步骤。第一步是句子的写作，第二步是语篇的写作。第一步为第二步作好准备，这种递进的方式对于英语基础不好的学生尤为有用。在基本掌握了含有if的条件句的复合句的用法后，通过写作，能够将所学知识进一步巩固和强化。
Homework
Put the problems and the advice on a poster.
(这部分的作业可以在第二天收起来后，在班里展示。)
Period 4
教学内容：Unit3 Activities1,2,3,4,5,8,9, Around the world,& workbook
Step 1 Grammar practice
If I play well, I’ll play the solo.
If the teacher chooses Kylie, she’ll play the dance music.
If she becomes a star, her parents won’t send her away.
Activity 1 Students can discuss these three sentences in pairs. Then share them with whole class.
Activities 2&3 Students finish these two activities alone. Check them with their partners.
本活动主要让学生熟练掌握“if条件状语从句+一般将来时态”的句式，也可以把这种句式与“if条件状语从句+祈使句”同时训练，进行比较，以达到不断巩固和复习本模块的重点和难点的目的。
Step 2 Vocabulary
Activity 4 Students finish it alone. Then act the conversation in pairs in front of the class.
Activity 5 Students finish it alone. Then check it with their partners.
本活动通过说和写的语言输出训练，使学生能够进一步巩固单词，培养学生的语篇意识。在活动中培养学生的分析能力和逻辑思维能力。
Step 3 Listening
此活动为听力训练。
Activities 8&9
Step 4 Workbook
Finish workbook exercises.
Homework
Finish workbook Exx 8&9
篇4：外研版英语九年级上册教案
一 学生情况分析(学生62人，其中男生：36人，女生：26 人)
1.学习水平不均
有的学生对小学英语比较重视，学得很好;但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。有的学生笔试不错，但语音、语调、书写都有待加强。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。
2.学习习惯不好
学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。
总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。
教学措施和辅助
二 课时总安排
总共100课时：授课 课时 复习课时
测试 课时 机动 课时
三.教材总体目标、单元要求及重难点
The goal:
The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.
Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放， 只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan);提倡教师结合学生实际，充分利用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan);提倡任务型语言教学，教学进度整体把握，教学形式不拘一格;课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用;正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
The key points of each unit:
Topic Functions Structures
U 1 Making new friends Introduce yourself
Greet people
Ask for and give telephone numbers Present tense to be
What questions
Prossessive adjectives:my,your,his,her
U2 Things in the classroom
Identify ownerships Demonstratives:this,that
What questions and Yes/No questions
How do you spell pen?
U3 The family Introduce people
Identify people Demonstratives:these,those
Subject pronouns:I,he,she
Yes/No questions
Plural nouns
U4 Things around the house Talk about where things are Where questions and Yes/No questions
Prepositions: on,in,under
Subject pronouns: they
U5 Spending time with friends Ask and answer questions about ownership
Make suggestions Present tense to have
Yes/No questions and short answers: let’s
Adjectives of quality
U6
Food Talk about likes and dislikes Present tense to like
Yes/No questions and short answers
Affirmative and negative statements
U7
Shopping Ask about prices
Talk about clothing
Thank someone Demonstratives:this,that,these,those
How much questions
U8
Dates Talk about dates When questions
Prossessive “s”
How old are you?
U9
Movies Talk about preferences
Make plans Present tense to want
Yes/No questions and short answers:
Adjectives of quality
U10 Joining a club Talk about abilities Modal verb can
Yes/No questions and short answers:
Affirmative and negative statements
What questions
U11 Daily routines Talk about daily routines
Ask about and say times When questions
What time is it?
Adverbs of frequency
U 12 School subjects Talk about preferences
Give reasons What questions
Why questions
Who questions
Adjectives of quality
篇5：外研版英语九年级上册教案
教材分析
新目标任务型教学的特色理念：《新目标英语》是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
人教社《新目标英语》教材的几大特色：
A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。
B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。
C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pair work, group work, games等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。
D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个， 第五册约500个，合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。
《新目标英语》的教材设计原则
a.言语、情境真实性原则 (The authenticity principle)
任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
b.形式-功能性原则 (The form-function principle)
任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。
c.阶梯型任务原则 (The task dependency principle)
学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。
d. 在做中学原则 (Learning by doing)
自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。
篇6：外研版五年级英语上册教案
外研版五年级英语上册教案
Module 7 Community Unit 2 They can’t walk 第四课时 课文教学Unit 2 一、教学目标： 用can’t描述他人的能力，复习巩固Unit 1 所学句型。学说句子They can’t walk. Their mothers help them. 二、教学重点： 用can’t描述他人的能力。复习巩固Unit 1 所学句型。 三、教学难点： 第三人称单、复数后动词的变化。 四、教学过程： (一)Warming up: 1. Greetings. 2. Sing a song. 3. Listen and do. Walk, walk, I can walk. Walk, walk, he can’t walk. Eat, eat, I can eat. Eat, eat, she can’t eat. Swim, swim, I can swim. Swim, swim, he can’t swim. Stand up, stand up, I can stand up. Stand up, stand up, she can’t stand up. Sit down, sit down. I can sit down. Sit down, sit down, he can’t sit down. 4. Free talk. Can you walk? Can he walk? Can you swim? Can she swim? … Can you help him (her)? (二)New teaching: 1.复习导入：出示单词卡复习本模块单词，重点复习第二单元中sit, sit down ,chick.然后在《Chick,chick,run!》《小鸡快跑》的迪斯科音乐中，师生共同完成TPR活动。 Chick, chick, chick, I am a chick. Chick, chick, chick, I can’t talk. Chick,chick,chick, I can walk. Chick,chick,chick, I can’t sit. Chick,chick,chick, I can drink. Chick,chick,chick, I can’t eat. Stop! Sit down. 然后老师问学生，If the little chicks can’t eat, Who helps them?Please listen to the recorder, then tell me the answer. 听一遍课文录音，引导学生回答出：Their mother helps them. 2.教师出示挂图，要求学生看图再听录音，完成小黑板上的练习题。 听录音，选词填空。 father, mother, them, girl, walk, swim, eat, sit down. (1). This little girl can’t . Her helps her. (2). This old man can’t . A young helps him. (3). These chicks can’t . Their mother helps . (4). This little girl can’t . Her helps her. 3. 教师布置小组讨论。然后请四名学生下来根据小组讨论结果填空。教师点评。填对给予奖励。并要求学生注意观察发现规律，情态动词can及其否定形式can’t后面都要跟动词原型。主语是第三人称单数时，后面的动词要加“s”或“ es”。 4.学生再听录音。根据挂图和小黑板内容回答问题： (1)Why does her father help this little girl? (2) This old man can’t sit down. Who helps him? (3)Why does their mother help these chicks? (4)This little girl can’t swim. Who helps her? 5.小组讨论，找出正确答案。即课本上的四组句子。 6.教师分别请四组学生下来，每组两人。根据挂图和教师的描述进行表演。表演完后由他们说出他们的表演内容，实际上就是让学生说出每组两个句子的汉语意思。不要求字斟句酌，只要能说出大概意思即可。 7.再听录音(领读带)。学生跟读。然后教师领读，再请4名学生分别领读一段。最后再请两名学生整体领读两遍。 8.出示28页第2部分挂图。集体观察第一幅图，图上有什么人?他们在干什么? 然后找学生回答。引导学生说出They can’t walk. Their mothers help them.教师在学生说的同时在小黑板下面板书，然后教师领读一遍，再要求学生观察这组句子跟上面四组句子有什么不同?引导学生能够说出mother后面多了个“ s”， help的后面少了个“ s”。然后教师指出：由于这个句子主语是第三人称的复数，所以后面的.动词不能加“ s”。接着教师布置以小组为单位，仿照黑板上的五组句子，讲述图片的内容。还是四人一组，两人讲述两人表演。要求是上节课讲述的这节课要表演，上节课表演的这节课要讲述。最后评出这节课的最佳播音和最佳表演奖。 (2) He can’t eat. A nurse helps him. (3)He can’t walk. A young girl helps him. (4) He can’t ride. A little boy helps him. 9. Game. 传话。把课本上Unit 2中8幅图制成简笔画。每组抽取一张扣在桌上，教师说明游戏规则：每组推选一名优生当传令员，当教师发出“start”开始指令后，每组传令员要迅速看好图片并用英语将图片内容告知每组第一名同学，然后依次后传，哪组最后一名同学第一个下来汇报并与图片内容相符哪组即获胜。奖励前三名。 (三)Summary. 集体朗读黑板上板书内容。 (四)Homework.听第二单元课文录音两遍。熟读课文。 第五课时 综合复习，完成活动课本。内容与前面老师大同小异，在此不再赘述。这里只强调两点，语音部分sh字母组合的读音要给学生点出来。最后综合复习时先要复习单词、短语以及重点句型，看看学生掌握程度，然后再完成活动课本练习题。谢谢大家。
篇7：Module 1 Deep South 教案教学设计(外研版英语八年级)
I. Teaching objects
The second grade of senior high school.
II. Teaching aims
A. To develop students’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for students include (predicting, skimming, scanning and digesting.);
B. To encourage students to practice, participate, and co-operate in the classroom activities;
C. To get students to grasp the important language points: subjects and verbs;
D. To master more words describing weather;
E. To make students master making introductions and suggestions.
III. Teaching approaches
Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson.And teacher should limit teacher’s talking time and increase student’s talking time.
During this lessons, emphasis are to be laid on:
A. Teaching vocabulary through pantomiming, realia and other visuals;
B. Teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language);
C. Centrality of spoken language (including a native-like pronunciation);
D. Focus on question-answer patterns.
IV. Teaching important and difficult points
A. To enable the students to infer general meaning from the tile and context and predict the meaning of special words from context.
B. To train students’ listening, speaking, reading and writing skills by activities.
C. To master the grammar about “subjects” and “verbs”;
D. To master the grammar about attributive clauses(that/which) and adverbial clause of time;
E. To understand the grammar about passive voice;
F. To teach students how to express their own opinions in English freely.
V. Learning method
A. Self-study method
Firstly, ask students to prepare before each period, look up new vocabulary in a dictionary, preview the new text and bring forward questions they don’t understand in the class;
Secondly, after each period, students should review new vocabulary and grammar they study in the class;
Thirdly, students must finish their homework by their own.
B. cooperation study method
Firstly, in the self-study stage, students have any questions they can’t solve by themselves, they can discuss with classmates or ask teacher;
Secondly, in the class, some activities can be finished by group or pair work.
Period I
Introduction & Reading and Vocabulary (1)
Step 1:Warm up and lead-in(Pre-reading)
A:Teach students to read the new words in P151 from (1) to (3).
B:Show some pictures and videos to students and to get them know about Antarctic such as plants, animals, and the land initially, and then finish the activity 1 in P1 together.
Step 2: Reading (Skimming)
A: Ask students to read the activity 2 in the P2.
B: Students are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last paragraph of the article (or the first sentence or the last sentence of each Para). And then finish the activity 1 and 2 in P2.
C: Ask some students to say out their answers about activity 1 and 2, and then check their answers.
D: Encourage students to read the article again and find out they don’t understand; invite students to put up their hands and tell teacher what they don’t understand, and then teacher explain the word that students don’t understand and important vocabulary.
E: Ask students finish activity 3 in P3 and activity 4 in P4, and check their answers.
Homework
Write a composition to introduce your hometown or someplace about 120 words. Include information about:
A: The weather and natural environment;
B: Custom;
C: What are the suggestions you want to give if someone goes there.
Period Ⅱ
Grammar(1) &Reading and vocabulary(2)
Step 1: Review(dictation)
The teacher give the pupils dictation about word studied in the last period to the whole class and invite two students to write on blackboard.
Step 2:Ask students to finish the activity 1 in P5 in pairs, and then ask some students to answer the questions in activity 2. But teacher don’t say the right answer until finish the step 3.
Step 3:Review of subjects.
A: Teacher firstly make sentences in Chinese to explain what are the subjects.
B: Teacher use some examples to explain what structures can be used as subjects.
C: Check the answers about activity 1.
Step 4: Work in pairs. Check the structures that can be used as subjects.
Step 5: Warm up and lead in (Pre-reading)
Ask students to read the advertisement in the activity 1 and say why they would/wouldn’t reply to it.
Step 6: Reading
A: Skimming
Students are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Paragraph of the article (or the first sentence or the last sentence of each Paragraph.) and then finish the activity 2 and 4 in P6.
B: Study new vocabulary and review important grammar structure in the article together, give students about eight minutes to finish activity 5 and 6, and then ask some students to answer the questions.
Homework
Recite the 5th paragraph of How Failure Became Success.
Period Ⅲ
Listening & writing
Step 1: Ask about 8 students to recite the 5th paragraph of How failure Became Success(Firstly, ask 5 students to recite of their own accord, and then ask 3 students who don’t put up their hands to recite).
Step 2: Listen the radio programme and ask students to answer the questions in P8 in activity 1.
Step 3: Listen again and ask students to answer the questions in activity 2(teacher must find out what are questions and difficulties students have ).
Step 4: Ask students to listen the radio carefully and according to the students’ questions and difficulties, when the radio show important information teacher should stop the radio and ask students to repeat.
Step 5: Encourage one student to read his/her composition that is the first period’s homework in the class and teacher teach how to write a good composition according to the composition.
Homework
Prepare for Welcome to the South Poles before next period.Include:
A: The new vocabulary:
B: Grammar structure
C: Finish the activity 2 in P11 and activity 4 in P12.
Period Ⅳ
Grammar (2) & Reading practice
Step 1: Warm up and lead in(Pre-reading)
Ask students to look at the title of the passage in P11 and write down a question which you hope the writer will answer according to they learning before this period. And then invite students to put up their hand and say what questions they have.
Step 2: Reading(intensive reading)
A: Ask students to read the article paragraph by paragraph. And correct students’ pronunciation.
B: After students reading, teacher teach the language and grammar points in detail(during this step, teacher put questions to students, such as the meaning of the new word to check wether they prepare for this article.).
Step 3: Ask students to answer the questions in the activity 2 in P11 and activity 4 in P12.
Step 4: Ask students to find the topic sentences in each paragraph. Put the table that is not complete on the screen(PPT) and ask students to fill the table completely.
Step 5: Review of Verbs
Ask students to finish the activity 1 and 2 in P9 and teacher will check their answers.
Homework
Finish the practice test(after class, teacher ask subject representative to hand out to classmates) and teacher collects this test next week and corrects.(In Appendix Ⅲ)
篇8：外研版英语指导教案
姓名_________ 班级_________
一.选出每组不同类的一项。(5分)
( ) 1. A. email B. e-book C. library
( ) 2. A. books B. dictionaries C. sandwiches
( ) 3. A. China B. Chinese C. English
( ) 4. A. had B. bought C. send
( ) 5. A. make B. find C. card
二.单项选择。(15分)
( ) 1. Amy is going to ____ Chinese food tonight.
A. eat B. ate C. eating
( ) 2. I watched a programme about China ______.
A. last night B. tonight C. tomorrow
( ) 3. Daming wants to ____ a birthday card for his mother.
A. made B. make C. making
( ) 4. —- Did you ____ English two years ago?
—- No, but I am _____ English now.
A. learnt; learnt B. learnt; learning; C. learn; learning
( ) 5. There ___ any buses or televisions then.
A. wasn’t B. were C. weren’t
( ) 6. ____ old woman talked about her life many years ago.
A. An B. A C. The
( ) 7. The dag is _____. I can’t carry it.
A. light B. heavy C. hard
( ) 8. Sam didn’t ____ hamburgers yesterday.
A. had B. has C. have
( ) 9. The bag ____ got four wheels.
A. has B. have C. had
( ) 10. —- Have you got a small one?
—– _________
A. Yes, I have. B. No, I have C. Yes, I haven’t.
( ) 11. The T-shirt has got a panda ___ it.
A. on B. in C. about
( ) 12. We can ____ information from books and CDs.
A. find B. found C. finding
( ) 13. It’s too hard ____ you.
A. from B. for C. of
( ) 14. Let’s ____ football after school.
A. played B. playing C. play
( ) 15. ____ are the books about science?
A. Where B. What C. How
三.选词填空，补全句子。(20分)
1. Yesterday I ____ a book about England. I like ____. (read, reading)
2. He didn’t ______ Chinese before. But he is _____ Chinese now. (learn, learning)
3. Last week I _____ a letter to my friend. But he didn’t ______ me back. (write, wrote)
4. This morning I had three _____, so I didn’t have a ______ for lunch. (sandwiches, sandwich)
5. The bag is _____ for the little girl. She can’t _____it. (heavy, light, carry, to carry)
A. Yes, she does.
B. No, she didn’t.
C. I was in Beijing.
D. They are on Shelf B.
E. I had fish and chips.
四.给下列句子选择合适的答语。(10分)
( ) 1. Where were you three days ago?
( ) 2. Did she make a card yesterday?
( ) 3. What did you have for dinner?
( ) 4. Does Amy like Chinese food?
( ) 5. Where are the books about sports?
五.按要求改写句子。(10分)
1. He had some new books. (改为否定句)
He _____ _____ any new books.
2. She could read and write. (改为否定句)
She ____ read ____ write.
3. I lived in Shanghai ten years ago. (对画线部分提问)
_____ did you ____ ten years ago?
4. They are my parents. (对画线部分提问)
____ ____ they?
5. you, have, a, small, got, one (?) (连词成句)
六.阅读短文，选择正确的答案。(10分)
Ms Smart and Amy went to a department store last week. Ms Smart wanted to buy a coat for Amy. They looked at a blue coat. Blue is Amy’s favorite colour. The coat was nice. But it was too big for Amy. The sales assistant took a small one. But it was white. Amy tried it. That was lovely. Amy liked it very much. So they took it.
( ) 1. Where did Ms Smart and Amy go last week?
A. A department store. B. A supermarket. C. Amy’s school.
( ) 2. Ms Smart wanted to buy a ____ for Amy.
A. coat B. T-shirt C. dress
( ) 3. What is Amy’s favorite colour?
A. Black. B. White. C. Blue.
( ) 4. The blue coat was too ___ for Amy.
A. small B. big C. nice
( ) 5. Ms Smart and Amy took the ____ coat.
A. black B. white C. Blue
七. 仿写。
Name: Lily
Age: 10
Color: green blue
Language: English
Hello, my name is Lily. I’m ten years old. My favorite colors are green and blue. My favorite language is English. I have many friends. I am a happy girl!
Name: Tom
Age: 12
Sports: playing basketball, play computer games
Language: Chinese
篇9：外研版七年级下学期Revision module A教案
外研版七年级下学期Revision module A教案
一、教学目标： 本模块为复习模块，目的是对前六个模块中的语言知识、语法知识等进行归纳总结，对所学听、说、读、写技能做进一步的综合训练，以达到检测评估的目的。虽然复习课中正式教学的成分会有所加大，但还必须照顾到交际性，以激发学生的学习兴趣。 二、教学过程： 一、Grammar: 一)周末计划 1、Make a questionnaire. Write questions. Use going to and the following words. (Activity1) 2、Work in pairs. Ask and answer. Write your partner’s answers in the questionnaire. (Activity2) 3、Work with a different partner. Ask and answer about your first partner. (Activity3) 二)未来畅想 1、Write sentences about the future. (Activity4) 本活动要求学生独立完成，根据自己的想象，用将来时把所给单词或词组组成完整的句子。 2、 Work in pairs. Ask about your partner’s sentences in Activity4 (Activity5) 本活动是在上一活动的基础上联系一般将来时态的问答方式，让学生两两对话练习。 语法比较： 通过上面的两个活动让学生以小组为单位比较一下be going to 和will 的.用法，包括句法结构和用法上的差别，然后教师总结概括。 三) 情景本位应用： 1、Complete the sentences and say what Tony’s family are doing. (Activity6) Then use the words to write questions。 2、Write sentences with the words in brackets. 二、Vocabulary 1、字谜： 1) Do the crossword. Write the words with the opposite meanings. (Activity9) 本活动采用竞赛的方式四人一组看看哪一组的学生先完成。 2) Find the words.(Activity10) 本活动采用个体竞赛的方式进行，调动学生的积极性。 3) Find the words with the help of the picture.(Activity11) 2、Put the words into two groups.(Activity 12) 本活动有助于训练学生的认知域学习方式。根据学生的情况采取小组活动的方式。 3、Match the words in List A with those in List B. (Activity 13) 本活动有助于培养学生的搭配策略意识。同时为了增加活动的难度让学生根据所搭配的短语写出一段话。 三、Listening (Activities 14 and 15) 1、Listen and check(√)what Lingling and Tony are going to do. (Activity14) 2、Listen again and say when they are going to do these things.(Activity 15) 四、Reading and writing ( Activities 16,17 and 18) 1、Complete the passage with these words.(Activity 16) 为了达到阅读理解的目的，在完形填空的基础上设计了一些理解性的活动： 判断正误： 1) Shops decorate their windows with Christmas lights before Christmas. 2) People buy Christmas trees for their friends. 3) Many people send e-cards at Christmas. 4) People often put the Christmas presents for children on the table. 回答问题： 1) How do shops decorate their window? 2) What do people buy at Christmas? 3) Why do many people send e-cards? 4) Why do people put paper around the presents? 2、Complete the sentences with and or but. (Activity 17) 3、Work in pairs and discuss the questions.(Activity 18) Homework: 从前面学习的六个模块中找出自己认为很重要短语和句子，小组互相交流。
篇10：外研版小学英语六年级上册教案
1、能听懂、会说、会读、会写本单元的单词duck, noisy, picnic
2、能听懂会说：
When are we going to eat?
We’re going to eat at half past twelve.
What are we going to do?
We are going to walk around the lake.等句子。
3、能模仿课文，用be going to谈论意图和计划。
教学步骤：
Step 1：Warm-up and show the learning aims
1. Sing an English song.
2. Ask the children: What do you like doing in your spare time? (Let more students answer)
3. The teacher says: Boys and girls, today we are going to learn Module2 Unit1 We’re going to have a picnic. (板书课题) First，please look at our learning aims. (出示本课学习目标，教师慢慢读，学生仔细看、认真听。)
Step 2: Learn the new words and the key sentences.
Ask the students to learn the new words by themselves.
① Try to read by themselves.
② Listen to the tape and read after the tape.
③Let Ss read the words in their own small groups.
2. T: I’m going to go to the park with my friends this weekend. I’m going to go at nine. How about you, children? (师一边慢慢地说，一边板书重点句型)
What are you going to do? I’m going to….
When are you going to go? I’m going to go at….
3. Practice the sentences by different ways.
4. Finish activity 3 of Page7. Ask the children to ask and answer in pairs.
Step 3: Learn the text
T: Do you want to know what did Daming, Simon and Simon’s mother do during the weekend?
1、Put the picture on the blackboard and ask the children to look at the picture carefully.
2、Play the tape and circle the new words.
3、Pause after each sentence for the children to repeat.
4、Practice in groups and act out the dialogue.
Step 4：Summary
1、请学生自己总结“be going to”的用法。
2、创设情景，结对子用“be going to”进行对话练习，并进行展示。
Step 5：Finish a Task
1. Read the text in roles.
2. Recite the new words and the key sentences correctly and skillfully in 5 minutes.
3. Copy the new words and the key sentences correctly three times. (要求：①在四线格内书写②用手写体书写③书写要认真、细心、端正、漂亮)
Blackboard Writing:
We’re going to have a picnic
New words：duck, noisy, picnic
What are you going to do?
I’m going to….
When are you going to go?
I’m going to go
教学反思：
篇11：外研版小学英语五年级上册教案
教学内容：
SB(学生用书)和AB(课堂活动用书)
学习任务：
It’s mine hishersJimmy’s.
运用任务：
1.做练习
2.参加“失物招领”的游戏
教学程序：
一、热身复习
表演上一节课的课后作业，教师对表演出色的表扬.
二、课文导入
上节课我们在失物招领处找回自己的东西.我们看课文中还有谁的东西.
三、课文教学
利用简笔画吸引学生的注意力.教师先画出书包的一部分，向学生提问：“What’s this?”然后问：“Whose bag is this?”听课文录音，请学生边看插图边跟读，模仿语音语调.学生几人一组分角色表演对话，教师做必要的指导.
完成练习，听录音，试着自己连线.
四、任务完成
完成运用任务1.学生两人一组，一人指着图片问，一人回答，完成对话练习.
完成运用任务3.请一名学生读出几个表示所属关系的单词，然后在规定时间让学生根据插图完成选择填空.
五、课文学习
教师播放录音歌曲，让学生整体感知歌曲大意，再放一遍，鼓励学生跟唱，教师同时教唱歌曲.
六、课后作业
篇12：外研版小学英语五年级上册教案
教材分析：
本课是新标准英语三年级起点第五册第四模块第一单元《It’s mine》。本单元主要学习物品所属和名词物主代词的表达方法。学生通过学习掌握mine、yours、argue、matter等单词。掌握并灵活运用句型It’s mine./It’s his/It’s lingling’s./It isn’t his来达到学习目的。
教学目标：
基于学生的实际学习水平，新课标的具体要求和本册教材的特点，我将教学目标设计如下。
1.知识目标：学生理解并掌握单词mine、yours、argue、matter、wear等。
2.能力目标：学生能够运用所学句型对自己或他人的所属物品进行描述。
3.情感目标：学生在活动中学会运用所学知识进行交流，并在交流中学会与他人合作，敢于开口说英语的能力。
教法学法：
1.从儿童的年龄特点、学习兴趣和好奇心求知欲考虑，根据小学生的心理特征。我借助“任务型”教学模式，以听说、游戏活动为主线组织教学，并通过小组合作，角色扮演等来加深对学习内容的理解，培养综合运用英语的.能力。
2.学生通过游戏和小组活动，使他们在交际中理解和运用语言，促进学生听、说、读的练习，是学生在快乐的学习氛围中学到更多知识。
教学过程：
一、Warming-up热身环节
在这一环节中我设计了一个chant，由学生共同拍手来完成。
I I I，my my my
He He He, his his his
热身环节是英语教学过程的首要环节。采用节奏感很强的chant不仅能够凝聚学生的注意力，还能提高兴趣，将学生很快的带入到学习氛围中。同时复习了以前学过的主格代词和形容词性物主代词，引出了新知识名词性物主代词，为下面的学习做好了铺垫。
二、presentation新知呈现
首先，我拿起自己的书，问学生Whose book is it? It’s my book.可用It’s mine.来代替，然后带领学生多读几遍，练习这个句型。再拿起Mingming的铅笔盒，询问LingHang(学生)Whose pencil-box is it?引导学生回答：It’s Mingming’s pencil-box.告诉学生It’s Mingming’s pencil-box可用It’s Mingming’s来代替，用同样的方式教授his、hers。
接下来是课文教学
首先，让学生听一遍录音，理解课文大意，并让学生初步感知语音、语调。让学生再次听录音，跟读课文，回答我提问的问题。
It’s Amy’s T-shirt? No,it isn’t.
What colour is Sam’s T-shirt? It’s red.
让学生听第三遍录音，并且跟读，录音播放完毕后，请2~3名学生分角色朗读课文。
本环节是新知识的呈现和练习，充分利用课堂中有限的资源，给学生创设了一种真实的教学环境，培养了他们的兴趣。这样，让学生在快乐的过程中不知不觉地掌握了本课的重点句型。反复的听读课文，加强了学生对课文的理解和记忆。
三、Practice趣味操练、巩固新知
用多媒体课件呈现Prat 3的四幅图片，图下面分别注明Ms Smart’s sweater Lingling’s skirt Amy’s skirt Sam’s trousers分别显示。老师问学生答或者学生问学生答，来练习句型Is this Ms Smart’s sweater? Yes,it’s hers./No,isn’t hers.
这一句型也是本课的重点，是一种否定表达方法。这样师生合作完成教学曾今了师生之间的感情达到了师生互动、生生互动的效果。本环节通过反复练习巩固并掌握了所学知识，小组合作联系培养了学生的合作交流能力。
四、Consoludation拓展延伸
把学生分成四个小组，各组学生把在家带来的书包、外套、裙子等物品放在一起，利用今天所学的句型进行对话，找出物品的主人。如果找对了物品的主人就给小组加分，进行奖励，还可以去别组给物品找主人。
拓展延伸对于学生更好地理解和御用所学知识具有重要作用，它有利于开发学生思维，提高英语的交际运用能力，培养了学生的学习兴趣。
五、Summary and Homework
带领学生一起回顾本节课所学的重点单词和句型。
让学生将各种熟悉的物品画在一张纸上，并且用英语标明这个物品是谁的。让学生自己动手画，培养了学生的动手能力，也进一步巩固了所学知识。
