这里给大家分享一些八年级英语外研社小学起点上module 4 unit 3教案（共含11篇），供大家参考。同时，但愿您也能像本文投稿人“歌煦景”一样，积极向本站投稿分享好文章。
八年级英语外研社小学起点上module 4 unit 3教案
Unit 2 The White Rabbit Was Looking at Its Watch PartⅠBrief information of the course and the students 1. About the course: Period : the second period content: reading and writing Time duration: 45 minutes 2. About the students: junior high school students Grade 2; have certain abilities of reading;have learnt the new words of this unit beforehand;some of them have read or heard the sroty of Alice’s Adventure in Wonderland. Part Ⅱ Teaching aims: by the end of the lesson, students should be able to: 1. get the general idea of the text 2. master words and expressins in the text 3. retell the story 4. know more about the story--Alice’s Adventure in Wonderland 5. know more about the author and how did the story come out, and write a story concerning this. Part Ⅲ Teaching important points: 1. the general idea of the text 2. master words and expressins in the text 3. retell the story 4. know more about the author and how did the story come out. Part Ⅳ Teaching difficult points: 1. To retell the story 2. to link the information into a story Part Ⅴ Teaching methods: 1. task-based teaching method 2. Part Ⅵ Teaching aids: 1. computer 2. The blackboard 3. ppt Part VI Teaching procedures: Step1. Pre-reading (& Warming up) 1 greeting and announcing the teaching plan T: Good afternoon, class! How do you feel today? Do you like fairy tales or stories? May be the girls will like them better? 2do a puzzle guessing. You are going to guess which fairy tales or stories I’m talking about according to the hints. Ok, let’s begin. 3Presenting the task T: Today we are going to learn Unit2 The white rabbit was looking at its watch. We are going to learn the start of Alice’s Adventures in Wonderland and see what happened in the beginning. 4Revision: Talk about Alice’s Adventures in wonderland. T: We have talked about Alice’s Adventures in wonderland in Unit1. Do you still remember the story? What is it about? Can anyone tell me something about it? Ss: …T….Yes, it’s about a girl named Alice. She follows a rabbit to enter a hole and starts her adventures in wonderland. She meets a lot of strange and wonderful things there. and finally she find out that it’s just a dream. Right? 5Talk about the white rabbit.( Show a the of the white rabbit) ⑴. T: Look, this is the White Rabbit of the story. It is very strange. Can you say what you think it is strange? Please look at the picture carefully, try to say what you think it is strange ⑵. Ask some students to give their answers.(Answers: The rabbit was looking at its watch. The rabbit took a watch out of its pocket and look at it.) Step 2. While-reading. 1 have a review on the new words 2 Listen to the tape and decide true or false 3 Read and check the order. T: What happened at the beginning of the story? Let’s look at some pictures. This is Alice. This is Alice’s sister. This is the white rabbit. Please read the passage on Page 44 quickly, and put the pictures in the right order. Ss: (Read and put the pictures in the right order). 4 Read and answer the questions in the text. Step 3 Post-reading 1 Retell the story through the pictures (5 min) 2.Grammar points: Show them some phrases in the PPT, and illustrate them 3e nlarge the background information :the author and prototype of Alice (6min) 4 do the matching exercise in the textbook (3min) check the answers (3min) 5 Revison and Homework (1min) 1.a brife revisiion 2.to write a story of Lewis Carrol and Alice Liddell acording to exercise3. 更多精彩；英语教师网 英语教师网论坛bbs.ewteacher.com八年级英语外研版小学起点上Module 10 Unit 2教案
Module10 Period 3 Language in use【名师教案】 Target language 目标语言 1. Words & phrases生词和短语 full, silver, enjoyable, performance 2. Key sentences重点句子 She wanted to see some Beijing Opera. My parents offered to take us there. My parents agreed to take us We decided to stay for two hours. I hope to understand more next time. Ability goals 能力目标 Enable students to use Verbs followed by infinitives Teaching important/difficult points 教学重难点 Verbs which are followed by infinitive. Teaching methods教学方法 Task-based learning. Teaching aids教具准备 Some pictures and a tape recorder Teaching procedures and ways教学过程与方式 Step I Revision In this procedure, check the homework and then ask students to talk about Lao She’s Teahouse. Have a dictation of some new words and expressions. Ask some students to read the passage about his or her favourite film and play. T: Let’s come to Exercise 4, talk about something about Lao She’s Teahouse. One sample: The play takes place in a tea house. It asks us to see the teahouse as the centre of the neighbourhood…. Step II Vocabulary In this procedure, ask students to finish activities 8 and 10 by doing pair work. Ask the students to complete the sentences and passage wi th the correct form of the words and expressions in the box. Check the answers by themselves first, then go through the answers with the students. Step III Grammar In this procedure, revise the important grammar points of this module. Do pair work to practise verbs followed by infinitives. T: Look at page 84, activity 1. Let’s work in pairs to complete the sentences wit h the correct form of the words in the box. Sample conversation: S1: I’d like to see Beijing Opera one day. S2: He wanted to see Beijing Opera one day. S1: Yes. Let’s go to the opera. S2: They agreed to go to the opera. Ask some pairs to act before the class. Then go through the answers with the students.[来源:Z_xx_k.Com] T: Well done! Let’s co me to activity 2. Please complete the sentences with the correct form of the words in the box. Give the students a few minutes to write the correct answers. Ask some pairs to read their answers. Go through the answers with students. Then go on with activity 3. Step IV Listening In this procedure, ask students to listen to the conversation and check the true sentences in activity 6. Go through the answers with students and play the tape again to ask them to check their answers. Step V Speaking and writing In this procedure, ask students to do activities 7 and 9. T: Sometimes we can express our feelings through what we say. Let’s com e to activities 9. Work in pairs, match sentences 1-4 with sentences a-d One sample: S1: It’s lovely to see you! S2: I’m very happy. S1: The food here is excellent. S2: It’s delicious. … Then ask students to work in pairs and write a short conversation using the sentences in activity 9 and the verbs hope, want, would like. One samp le conversation: S1: It’s lovely to see you! S2: Me too! S1: Would you like to go the park? S2: I want to, but I must do my home work. S1: It’s a pity. I hope to go with you next time. S2: OK. Thank you all the same. Then ask some pairs to act out the conversation. Step VI Module task In this procedure, ask students to read Around the world first. Make sure they understand the meaning of the passage. Explain some difficult sentences to the students if necessary. Then ask them to work in groups and write a scene from a play. Give the students a few minutes to write the conversation. Ask some groups to act out the conversation in front of the class. Step VII Homework Ask students to 1. revise this Module. 2. finish the activities in the workbook. Teaching resources教学资源库 I. 重点知识详解 (1) 不定式作宾语 接不定式的`动词主要有：want, like, would like，decide，hope，help，learn，mean，plan，seem，wish, fail等。 The driver failed to see the other car in time. 司机没能及时看见另一辆车。 I happen to know the answer to your question. 我碰巧知道你那道 问题的答案。 I like to keep everything tidy. 我喜欢每件东西都保持整洁。 I want to speak to Tom. 我想和汤姆谈话。 还有“动词+疑问词+to”的形式： Please show us how to do that. 请演示给我们如何去做。 There are so many kinds of tape-recorders on sale that I cant make up my mind which to buy.有这么多的录音机，我都拿不定主意买哪一种。 II. Lao She and Teahouse Teahouse This is one of the famous dramas by Lao She. The drama is set in a typical, old Beijing teahouse and follows the lives of the owner and his customers through three stages in modern Chinese history. The play spans fifty years and has a cast of over sixty characters drawn from all levels of society. Brought together in Yutai Teahouse, they reflect the changes that took place in Chinese society. The strength and appeal of the play lie in part in Lao Shes masterful recreation of the characters [来源:Zxxk.Com] and language of the streets of old Beijing, but the center of its strength is Lao Shes vision, his unerring choice of significant detail, and his familiarity with the old society he is describing, with its strengths, weaknesses, and ironies. It is this which carries Teahouse beyond the borders of social criticism and makes it a complex and living work of art. Written in 1957, Teahouse bids an inspired, lingering farewell to old Beijing and the old society, despite their evils and ills, and extends a passionate welcome to the new society with its promise of freedom and equality of the people. Standing as it does between old and new China, and deeply rooted in both, Teahouse shimmers with a fine sense of ambivalence. True to its writer, to China, and to its time, it is a masterpiece of modern theater. About the Author Lao She (1899-1966) was one of the most renowned contemporary Chinese writers, famous for his novels and plays. His works have been translated into over 20 foreign languages. 更多精彩；英语教师网 英语教师网论坛bbs.ewteacher.com八年级英语外研版小学起点上Module 9 Unit 1教案
Teaching plan Module 9 Animals in danger Unit 1 We need to protect animals. Module 9 Animals in danger Unit 1 We need to protect animals. Class type : listening and speaking Teaching aims knowledge aim To master the useful words and sentences. 1. Words: danger, protect, orange, cousin, brown, mad, kill, hard,away, dirty, awful, peace, find out, example, nature, surprising,surprised 2. sentences: I was so excited to see pandas. We need to protect animals. Animals have no place to live in. It + be + adj + to do sth. Ability aim 1. To help students to improve their ability of listening and speaking. 2. Enable students to understand conversations about animals in danger. Moral education 1.To help students know the importance of protecting animals and our environment. 2.Improve their sense of duty to love and protect amimals. Teaching approach Bottom-up approach and task-based. Teaching aids : radio multimedia Teaching difficult and important points New words and expressions. To learn the grammar knowledge of infinitive. Cultivating the ability of expressing opinions. Teaching procedure 1 Warming up a. Play a game: Brain-storming. After quickly showing the pictures of animals one by one, students should memorize them in their mind and then tell others what animals they have seen. b. Play the second game: Guessing game. Students work in pairs. One describe an animal, the other will guess what it is. 2 Lead-in a. Let students look at the pictures and use adjectives to describe the animals they like. b. Students listen to a short dialogue and answer two questions. 3 Presentation a.To learn the new expressions and sentences by seeing pictures. b.Do some exercises of new sentences and grammar. c. listen and read. Students will listen to another dialogue and then answer the questions. 4 Pratice a. Students listen to the tape and imitate. b.Answer the questions. c. Read in pairs and role play. 5 Consolidation and extension ( group work) a. Have students use the new sentences and grammar to make up a new dialogue in groups. b. Perform their dialogues. 7 Homework a. Copy and recite the new words on page 72 and 73. b. Try to use the new sentences to make a poster(海报)in groups --- protect the animals. 板书： Module 9 Animals in danger Unit 1 We need to protect animals. It’s hard to stop the killing. They have no place to live in. They have no clean water to drink. 更多精彩；英语教师网 英语教师网论坛bbs.ewteacher.com尊敬的各位评委老师，大家好！今天我研说的是外研社三年级起点小学英语三年级上学期使用教材第一册。我的研说流程是：说课标，说教材，说建议。
说课标
先来看总体目标
激发和培养学生学习英语的兴趣。形成初步用英语进行简单日常交流的能力。发展自主学习能力及合作精神。培养观察、记忆、思维、想象、创造力。培养爱国主义精神，增强跨文化交流的能力。
具体看语言知识目标
听懂、会说12组会话；能听说认读73个单词；学会14首歌曲、10首歌谣。
语言技能目标
听、说、读、写、唱、演，相互交流简单的信息，能唱出教材的歌谣，能进行角色表演。
学习策略目标
在学习中乐于参与、积极合作、主动请教。
情感态度目标
让学生对英语产生兴趣、乐于模仿，敢于开口，积极参与。
文化意识目标
了解简单的中西文化知识。
二、说教材
看一下教材的编写意图
激发学生学习英语的兴趣。培养学生运用英语的能力。了解中西方文化差异。为学生的终身发展奠定语言基础。
教材的编写体例和内容结构：从容量上看，本册教材由10个学习模块，一个复习模块，一个short story time 模块，一个学习词表，一个参考词表5部分构成。学习词表收录了按模块编排要求学生掌握的单词，参考词表按字母顺序收纳本册教材中呈现的所有生词。
模块结构安排：每个模块都有两个单元构成，一般来说，unit1呈现本模块的重点语言知识，通过listen and point，listen and say来呈现，unit2 提供若干任务型练习，一般为listen and point，point and say，listen say and do，再附有一首歌谣或者小诗。歌谣或者小诗的目的有三个：一是提高发音的准确性，二是培养学生的语感和节奏感，三是通过这些英语国家的儿童所熟知的歌谣介绍一定的西方文化。
本册教材内容
三、说建议
单词教学：
数词one-twleve，建议：引导学生学会观察，以旧带新，总结数字教学规律。
颜色blue,red,yellow,balack，建议：采用图一图，画一画的方法,进行对比记忆。
人称代词I My Me You Your He His She Her
身体名称Body Head Hand Arm Leg Foot Nose Eye Mouth Ear
家庭称呼Father Mother Sister Brother Grandpa Grandma
建议：增加课时，编成chant的形式提高学生学习的兴趣，降低教学难度。
Module 5 Numbers1-12
Module 9 Family
建议一：
游戏活动法如,听音猜数字，或出示一些学生熟悉的卡通人物图片，在背后标明年龄，由学生来猜。
建议二：
小组自主活动探究学习
课程资源的开发和利用
歌谣教学建议：说唱形式多样 ，时间安排自由，根据情况取舍。
“小组竞学”管理模式
我的研说到此结束，谢谢大家！
教材分析：
通过讨论图片学习如何讲述正在发生的事情。本节课是这一模块的第一单元，以图片，动作展示现在进行时的含义，并通过大量演示、操练，培养学生的听、说能力，为后面What are you doing?What are they doing?What’s Amy doing?等的教学做好铺垫。
学情分析：
我所任教四年级的学生，课课堂上比较活跃，上课比较愿意开口，但对基础知识的掌握情况不同，部分学生敢于运用所学的语言进行交际，有些学生缺乏自信心，需要老师多鼓励，创造较多的机会给他们。尽量让他们在课堂上发挥自主、合作精神。以师生互动、生生互动的形式开展多种活动，让每个学生都有开口的机会。
教学目标：
(一)Teaching aims:(教学目标与要求)
1. Enable the students to use the following sentence patterns to talk about the things happening:(学生能用以下句型表述他人正在进行的动作)
What is he doing? What is she doing?
He’s…… She’s……
2. Learn to say the following phrases and spell them:(能够听、说、写动词短语的ing形式)
3. write a letter——writing a letter take pictures——taking pictures
talk to ——taking to play with——playing with
教学重点：
重点掌握进行时的表达方式和四个短语动词的ing 形式。
教学难点：
现在进行时的用法和构成(表示正在进行或发生的动作时，要用现在进行时。构成：Be(am/is/are)+现在分词。
教学过程：
一、热身复习
将事先准备好的卡片发放给学生(先说明要求)开展“传递游戏”由每组最后一名学生用“He/She is doing…”句型说出他获取的信息。
二、任务呈现与课文导入
出示一些表现孩子们正在做某事的图片或幻灯片，让学生们看并描述。
三、课文教学
进入新课的学习。用大量紧扣本节课内容的图片操练本节课重点句型(短语)：She’swriting a letter. She’s talking to her friend. He’s taking pictures. He’s playing with a toy train.
四、任务完成
让学生以双人或多人或以小组形式练习以上相关的内容。
设计意图：
1、学生口头英语能力的训练应分步进行，让孩子在游戏、唱歌、表演、看图说话等多种形式训练中，在教师的有效指导下，逐步学会说话。
2、借助图片或课件，训练学生运用现在进行时，叙述正在发生的事情，使学生知道什么情况下使用现在进行时，现在进行时如何构成，在动词加上词尾ing后，发音有什么变化。
3、从学生的生活经验和兴趣出发，创设与完成任务相关的情景进行语言训练，使学生在真实的情景和方式中学习英语知识，发展语言技能。
板书设计：
Unit 1 She’s writing a letter.
friend write a letter She’s writing a letter.
little talk to She’s talking to her friend.
take pictures He’s taking pictuers.
play with He’s playing withinga toy train.
教学方法：
TPR教学法，趣味教学法
课前准备：
Word-cards;Jigsaws;Books
教学目标：
1、学会使用Is it...?来猜测事物，并能听懂会答Yes, ,it is./ No, it isn't.
2、学会如下新单词：monkey，monster，kite培养学生的好奇心，学会质疑、好问并寻求解疑的良好学习习惯。
重点难点：
如何调动学生的积极性去学并运用Is it...?，同时懂得如何回答;
教学过程：
一、Warmer
1、Greetings
2、Do morning exercises
复习单词：dog，cat，panda
(把以前学过的旧知识以滚雪球式串成chant，同时，配上动作，再用早操的形式作为课堂的热身活动，让学生动起来，在轻松愉快的氛围下进入学习状态。)
二、Presentation and learn
1、Present a jigsaw
(1) guess how many the jigsaws are
(2) present the pattern
呈现信息差：“同学们，你们知道这拼图是什么图案吗?你们知道用英语怎么猜测吗?”激发学生的求知欲，继而呈现主要问句句型“Is it...... ?”让学生进行首次的听力性输入
板书：Is it...... ?
2、Practice the pattern “Is it...... ?”
(1)Loud or low
(2)Train train train
趣味性的游戏操练方式能积极地调动学生的开口_，让学生脱离枯燥，学得带劲，说得起劲。
3、Guess what the jigsaw is
(1)Guessing 老师边拼，学生边猜;同时，渗透对答句的学习
S1：Is it a dog?
T：Oh， no ， it isn't.
S2：Is it an apple?
T：No ，it isn't.
最后，呈现完整拼图，并学习新单词 monkey，接着为monkey编儿歌，如“猴子monkey真调皮;monkey monkey很聪明”等
4、Look ，ask and answer
T：So，is it a dog?
S：No.
T：No，it isn't. (板书，做动作--两手交叉表示no，并带读操练)
同样方法学习Yes, it is.(板书，做动作--手指做V手势表示yes，并带读操练)
5、快速对一对 教师做手势，让学生分辨，并读出来
借助适当的肢体语言能避免单调的带读跟读，让学生眼、耳、口、手全部动起来，更加深入课堂教学中，着实落实有效性教学。
6、Revision
三、Practice
1、背面玄机
抓住学生的好奇心理，告之原来拼图背面另有不同图案，激发学生运用新句型Is it...... ?进行猜测
2、学习新单词monster并为单词编儿歌
3、Game：神手大竞猜
准备一个盒子，盒内装东西，面对全体学生的一面是透明的，而另一面则有一个洞，可以让上来的学生伸手入盒内拿东西，再用Is it ?猜测，其余学生根据其猜测的内容用Yes, it is./ No, it isn't.回答。猜对的学生奖励贴图。
四、Chant
Dog, dog, is it a dog?
Oh, no, no, it isn't.
Monkey,monkey,is it a monkey?
Oh, no, no, it isn't.
Is it a monster?
Oh, no, no, it isn't.
Is it a kite?
Yes, yes, it is.
把所学的知识以节奏轻快的chant加以及时巩固，提高学生的记忆效果。
作业设计：
背诵活动二。
板书设计：
Is it ...?
Yes,it is.
No,it isn't.
教学方法：
导入法、讲授法、谈话法、讨论法、启发法
课前准备：
电子课本、教学卡片、实物
教学目标：
1. 能够听、说、认读单词monkey, monster, kite.句子Is it a …? Yes, it is. No, it isn’t.
2. 能理解课文内容，对所学内容能主动地练习和实践。
3. 让学生养成良好的提问意识，并乐于运用所学知识彤他人交流。
重点难点：
1. 能听懂、会说、认读单词monkey, monster, kite,并能够在实际情境中运用。
2. 能听、说、认读句子Is it a dog? Yes, it is. No, it isn’t.并要求学生模仿正确，语调自然，并能仿说替换。
教学过程：
Step 1 warm-up
Let’s chant.
Step 2 Revision
PPT show some animals. Review some words.
Step 3 Presentation
1. PPT show a new word “monkey”。 Read one by one.
2. PPT 快速闪烁， teacher asks, “Is it a monkey?” 引导学生回答，”No, it isn’t.”板书
3. 引导学生发问并板书”Is it a …?”得出答案”Yes, it is.”板书，进而引出新单词monster.教读。
4. I’ll tell you a story about a monster. Do you want to know?将学生带进课文。Watch VCD 2 times. 讲解课文内容，让学生理解课文，体会课文中人物的感情。
5. Listen and circle.
6. Listen and repeat. Try to imitate.
7. Here’s a chant for you.
Step 4 Practise
Game. Guessing game. Is it a …?
Step 5 sum up.
作业设计：
1. Listen and read the dialog.
2. Try to tell the story to your parents in English.
3. Play the guessing game with your parents.
板书设计：
Is it...?
Yes,it is.
No,it isn't.
教学目标：
1、学会使用Is it...?来猜测事物，并能听懂会答Yes, it is./ No, it isn't.
2、学会如下新单词：fox，monster，kite
重点难点：
如何调动学生的积极性去学并运用Is it...?，同时懂得如何回答;
教学过程：
ⅠWarmer
1.老师示范说韵句，步骤如下
2.What’s that? What’s that?
3.Pencil, Pencil, it’s a pencil.
4..然后学生和老师一起说韵句，把pencil替换成pen, ruler, book,bag...
ⅡPresentation
今天我们要进行小组比赛，Group 1Group 2Group 3Group 4.每张卡片上都是一张图片，看下哪一组能先揭开谜底。
教师出示课件，一张狗的局部图片，询问学生
T：What's this?
Ss: It's a dog.
T: Is it a dog?(引出新句型，Is it a....引导学生用Yes, it is./No, it isn't.来回答)
Ss:Yes, it is.(加上手势)
同样的方式操练cat, panda, bird.
出示狐狸的图片(教授新单词)
T：What's that?
Ss:狐狸。
T：How to say it in English?
Ss:不知道。
T：板书Fox.然后出示box 的单词卡让学生对比。引导学生说出fox 的正确读音。Follow me. fox,fox,fox(举一反三)
出示怪兽的图片(教授新单词)
T：What's this?
Ss:怪兽。
T：How to say it in English?
Ss:不知道。
T：板书Monster.Follow me.monster ,monster, monster(举一反三)
Ⅲ Practise
T:Listen to tape carefully and answer the question. Daming和Sam为什么害怕了?那真的是一只怪兽吗?
Ss:(听录音)
T:Ok,Who can answer my question?You please.
S1:他们以为看到了怪兽。
T：Is it a monster?Yes or not?
Ss :No, it isn't.
T:If it is not a monster,what's that?
Ss:风筝。
T：It's a kite.板书kite 风筝,follow me.
Ss:kite
T:Now listen to the tape again and read after it. Are you ready?
Ss:Yes.(听录音跟读，加上手势)
T：We have a new word in this sentence.Look,What's the meaning?
Ss:看。
T:Yes.Very good.看，板书look(大小声操练)，我们之前有学了book这个单词，look 和book,首字母不一样而已，有注意到吗?
T:Let's go on.
Ss:(继续听录音跟读)
T:Help.What does it mean?
Ss:不知道。
T::救命的意思。当我们遇到危险时，我们就可以大声喊help,help,help.Read after me.help
Ss:Help.
T:Listen to the tape once again.And read it.
Ss:....
Ⅳ Consolidation
T:Ok.We are going to play a game.我会把一件东西放在箱子里，让一个同学去触摸它，然后必须用Is it a ...?句型来问下面的同学。我们只能用Yes, it is./No,it isn't.来回答。Is it clear?
Ss:Yes.
T:Who wants to try?Ok,you please.
教师将尺子放入箱子中(书、铅笔、铅笔盒)
S1:Is it a ruler?
Ss:Yes,it is.(加上手势)
T:Wow.You all do a good job.Now let's see who is today's winner.G1 G2 G3 or G4.
Ss:G2.
T:同学们一起用Is it a...?的句型来猜一下这图片上是什么(图片是分别是dog,fox,monster,kite)?(猜猜其他组的图片是什么)
Ss:Is it a dog?
T:Yes,it is.(以此来进一步操练Is it a...?的句型)
T:Congratulation.G2 you are the winner.Today's homework.回答之后，熟读本课。Class over.Goodbye boys and girls.
(一)知识技能目标：
1. 懂、会读、会说、会写单词bed , balloon, doll, bear。
2. 能听懂、会读、会写句子Where is my/the …?It’s on/in/under…The …is on /in/under…
(二)运用能力目标：
1. 进一步学会询问某物的方位及其回答的日常交际用语，学会某物在什么位置的简单描述。掌握相关单词和句型，并能综合运用新、旧知识组织对话完成一定的交际任务。
2. 增加已学知识的复现率，培养学生对重点单词和句子的认读能力。
(三)素质教育目标：
1.培养学生浓厚的英语学习兴趣，积极参与说英语、做游戏等实践活动。
2.帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。
【教学重点】
1.能够用英语询问某物的方位及回答的日常交际用语，能对某物所在的位置做简单的描述。
2.能听懂、会说、会读以下句子：
Where is my/the …?
It’s on/in/under…
The …is on /in/under…
并能进行扩展，在实际生活中灵活运用。
【教学难点】
1.熟练掌握本单元的单词和句型，能在实际生活中灵活运用。
2.创设英语情景，使学生正确运用所学知识用英语来询问某物的方位及回答的日常交际用语，能对某物所在的位置做简单的描述。
【教学意图】
1.培养学生对重点词汇和句子的认读能力。
2.培养学生的听说能力。
3.激发学生的求知欲，创设各种真实或接近真实的语言环境，让学生积极参与体验。
【教具准备】
1.教材相配套的教学挂图，录音。
2.玩具娃娃、小熊，气球的实物或者卡片。
3.准备小奖品。
【教学过程】
Step 1.Warming-up
1.教师热情得和学生打招呼问好，做简单的Free Talk 。
2.之后教师和学生做互动TPR“你发指令，我表演”活动。
教师发指令，学生做动作。Touch your head /shoulder/hand. Show me your book/bag/… Put your book/pen/…in /under/on/…your desk/chair/…
(设计说明：通过TPR活动，复习了有关身体部位的词汇和几个方位词的用法，为本单元的教学活动做了很好的铺垫。)
Step 2.Presentation
T: Boys and girls, let’s look at the picture.
T: A cat is in the box.
教师给学生呈现小猫在盒子里面的图片和写有句型“...is in/ on/ under the....”的卡片，让学生跟读。
T: Now a school bag is on the seat. Who can make sentence like this?
S: A...is in/ on/ under the...
T: Now let’s play a guessing game. Watch carefully please, what’s this?
教师从身后拿出一个气球，让学生猜。
S: It’s a...
T: It’s a balloon.
教师随机把单词“balloon”写在黑板上，教授新单词，让学生通过多种方式练习。然后教师把气球放在教室的某个位置，让学生通过句型来写练习单词“balloon”。
(设计说明：以游戏的 方式教授新单词，可以积极主动地参与到学习活动中，体验英语学习的快乐。)
S: A balloon is in/ on/ under the...
T: Let’s play another guessing game. Touch it and guess it.
教师把一个玩具熊放在书包里，让学生摸一摸，猜猜看。
T: Guess what’s in the school bag?
S: It’s a...
T: A bear is in the school bag.
教师在读bear 的时候，语气加重，随机写在黑板上，教授新单词，让学生通过多种方式练习单词“bear”。然后教师把小熊放在教室的某个位置，让学生通过句型来练习单词“bear”。
S: A bear is in/ on/ under the...
T: Boys and girls, do you like toys?
S: Yes.
T: I like toys, too. Look, I have so many toys: a dog, a cat... But my favorite toy is a baby doll.
教师用前面的 方法教授新单词“doll”
T: Look at my mouth, guess what I said.
2.教 师教授完这三个新单词后，让学生 通过老师的嘴型来猜单词，复习和巩固刚刚学完的三个单词doll, balloon and bear。然后教师给学生呈现课本活动1的教学挂图：
This is my bed. A balloon is on the bed. A doll is under the bed. A bear is in the bed.教师安排四个人一小组，说说这张图片的内容，看看哪组描述的内容丰富，说的句子多。教师要给学生两分钟的准备时间，之后让各组学生到前面去汇报、表演。教师要根据学生在发言中的问题给予及时地引导，示范，纠正。同时要给予学生积极的肯定和表扬。
3.教师放录音，让学生跟读课文第一部分内容，尽可能地模仿录音中的语音语调。教师要对学生在跟读过程中出现的各种错误给予积极的帮助和指导。
(设计说明：回归课本，方便学生自主复习。)
Step 3.Learn to the chant
教师通过教学媒体资源把本单元活动3的chant呈现给学生，播放录音，让学生先从整体上把握一下。
然后教师再放录音，让学生跟着节奏说唱chant。最后教师让个别同学到前面来表演，教师要给予学生积极的肯定与表扬。
Step4.Practice
1.教师把活动4的教学挂图呈现给学生，让学生认真看图，了解活动规则，然后和同桌或者小组同学一起来玩“猜猜看”。
2.教师让学生拿出提前准备好的照片，让学生描述自己的家。教师必须要给学生做一个示范。如：This is my home. A TV is on the table. A picture is on the wall.等等。教师要给学生两分钟的准备时间，之后，教师让学生到前面去汇报、表演。教师要及时对学生的表现给予积极的评价。
(设计说明：这是一个概括性的练习，目的是让学生将所学到的知识运用到生活中。这样既可以培养学生的学习能力，又可以使其学以致用)
Step5.Consolidation
教师和学生一起归纳本单元所学的知识点。
(设计说明： 通过让老师和学生一起归纳、总结本节课的重点内容，培养学生的概括能力，加深学生对本单元知识点的印象。)
Step6. Homework
1.熟练掌握本单元所学内容
2.用英语来描述家中物品摆放的位置，说给自己的爸爸妈妈听。
(设计说明：通过让学生谈论自己熟悉的物品，引导他们将英语学习与生活实际相联系，做到为用而学，在用中学。)
1. 语言功能：询问物品方位及回答
2. 语言结构：Where’s my/ the …? It’s on/ in / under….
二、教学目标
1.知识与技能：单词where’s= where is, on, in, under
句型Where’s my/ the …? It’s on/ in / under….
2.过程与方法：引导学生探究式学习，自主归纳知识结构，以小组为单位积极参与学习活动。
3.情感态度价值观：培养学生自主探究能力，在学习活动中提高语言运用能力。
三、教学重点：Where’s my/ the …? It’s on/ in / under….
教学难点：熟练运用on, in, under描述方位
四、教具准备：tape-recorder, books, cards, PPT, stickers
五、教学环节
一、Warmer
1. Greeting: Say “Hello” to children
2. Guess “What’s in the box?”
(1)出示box, cat, panda, dog
(2) Guess “What’s in the box?”
二、Presentation:
1. Learn “Where’s” “in”
(1) Where’s the cat? It’s in the box. (板书：Where’s in)
Where’s Where’s 在哪里，in in 在里面
(2) Practice: Where’s the book? It’s in the desk.
Where’s the pencil? It’s in the pencil-box.
2. Learn “Where’s” “on”
(1) Where’s the cat? It’s on the box.(板书：on)
Where’s Where’s 在哪里，on on 在上面
(2) Practice: Where’s the dog? It’s on the seat.
Where’s the panda? It’s on the school bag.
3. Learn “Where’s” “under”
(1) Where’s the cat? It’s under the box.(板书：under)
Where’s Where’s 在哪里，under under 在下面
(2) Practice: Where’s the ball? It’s under the desk.
Where’s the ruler? It’s under the hat.
Where’s the hat? It’s under the ruler.
(比较hat/ cat)
4. Learn the new text
(1) Open the book page38. Listen, point and repeat.
(2) Listen again and find “where’s”, “in”, “on”, “under”
三、Practice
1. Say the chant:
Where’s Where’s 在哪里，in in 在里面
Where’s Where’s 在哪里，on on 在上面
Where is Where is 在哪里，under under 在下面
(Where’s= Where is) (it’s= it is) (What’s= What is)
2. Ask and answer: Where’s my/ the …? It’s on/ in / under….
3. Now let’s go to Amy’s room. What can you see? And where’s the …?
4. Do AB.
四、Checking
Listen and draw the ball
1. 2. 3. in on under
五、Cooler：Summary and homework
1. 38、39页听录音读5遍。 2. 单词表读5遍
板书设计：
Module 10 Unit 1
Where’s
in on under
八年级英语外研版小学起点下Module 1Unit 1教案
更多精彩；英语教师网 英语教师网论坛bbs.ewteacher.com Module1Hobbies Unit 1 Do you collect anything? 课型 Listening and vocabulary 第 1 课时 教学 目标 知识目标 1. Grasp the four skills of the words. 2. Grasp the useful expressions in this unit. 3. To elicit information about hobbies from the conversations. 能力目标 Talk about hobbies freely. 情感目标 Get the students to enjoy their hobbies and life. 内容 分析 重 点 The words, useful expressions and the grammar. 难 点 The usage of the new structures 关 键 点 The words, phrases. 教法学法 Task―based approach and communication approach. 教具 学具 Multimedia, a CD, some objects. 教 学 程 教材处理 师生活动 时间 Class opening 1. Greeting. 2.Duty report Step 1. Lead in. Step 2 Learn the new words Step 3 Listening Step 4. Listen and read. Step5. Read and act Step 6. Pronunciation and speaking Step7: Language points Step 8. Writing Step 9. Homework. The teacher shows a box of stamps and says:” what are these?” “Yes, they are stamps, I collect stamps. Do you collect anything? Today we’ll learn Module 1 Unit 1 Do you collect anything? Ask the students look at the video and read after it, knowing their meaning. First talk about the picture. Listen to the video and complete the chart. Share the answers in groups. Listen again and answer the questions. Listen to the video and write notes. Listen again and check. Read the dialogue freely and compete the sentences in Activity 5 Ask the students to read the dialogue in group of three. And ask some groups to act it out. Make sure that they act lively with actions. Listen to the tape and repeat the sentences after the tape and explain intonation. Let the students listen to the video and make some sentences with the phrases. Ask the students to write a passage about their hobbies. Then present freely. Practice the dialogue after class.★ 八年级上地理教案
★ 生物八年级上教案
★ 八年级上地理教案
