Module（通用17篇）
Module 篇1
MODULE 2 Unit 1
Teaching aims and demands:
1. Get the Ss to grasp how to tell the time.
2. Listen and say the new words: when, time, clock, o’clock, half, past, park, airplane, train, tired and film
3. Get the Ss to grasp the new sentences: What time is it? It’s 3 o’clock. It’s half past 7 Is it 8 o’clock?
Teaching main points and difficult points:
1. Learn to sing this song. Listen and say the new words: when, time, clock, o’clock, half, past, park, airplane, train, tired and film
2. Get the Ss to grasp how to tell the time.
Teaching aids:
Tape, recorder, CD-ROM, pictures and a clock..
Teaching procedures:
Ⅰ. Warmer:
1. T and Ss greet each other.
2. Repeat the Alphabet Song from Module 1.
3. Repeat the chant from Unit 2 of Module 1..
Ⅱ. New content.
Activity 1. Listen and point.
1. Ask the children to look at the pages and to guess what they can see. Elicit as much information about the story as you can in Chinese by asking questions. For example, ask them if they can guess what Sam is asking and why. You can also point to each clock and elicit the times in Chinese. This will help them to understand the context of the story.
2. Play the cassette. The children listen and follow in their books. Explain that What’s the time? And What time is it? Are both alternatives and mean the same thing.
3. Play the cassette again. Pausing after each utterance for the children to point at the corresponding picture.
4. Play the cassette again. Encourage the class to point to each clock as they repeat.
5. Repeat this activity, asking individual students to repeat the utterances. Alternatively, divide the class into groups.
Activity 2.Act it out.
1. Divide the class into four sections. Give each section a role in the conversation, either Sam, Grandpa, Num or Dad.
2. The whole class acts the dialogue, with each group saying the corresponding text.
3. The children now act out the dialogue in pairs. Remind them to point to the corresponding pictures.
Ⅲ. Activity book:
1. Look at the clocks and write the numbers.
2. Now point, ask and answer.
3. Listen and draw the times on the clocks.
Ⅳ. Homework:
1. Listen to the tape.
2. Act out dialogue.
Ⅴ.Handwriting on the Bb:
Module 2What’s the time? It’s ____o’clock. clock park airplane
train tried film
What time is it? It’s half past____.
Module 篇2
第10模块 第1课时 教学目标-继续学习用一般过去时谈论过去发生的事情。 -培养学生听说读写和运用所学词汇句型进行交流的能力。 -让学生快乐地学习英语。 教学重点-句型what happened to…? i ….yesterday. -词和词组happen thirsty then watermelon carry bump went ride bought fell off 教学难点-动词过去式的特殊型。 - and 和 then的用法 - 词组fall off的用法。 复习热身-教师出示图片，提问：what did he/she do yesterday?让学生用一般过去时谈论图片上的内容。 导入语-今天amy 和lingling 发现daming 的头上缠着纱布，昨天发生了什么事呢？让我们一起去看看。 具体步骤-看vcd，欣赏课文故事。 -出示课文中的新单词，释意，领读。 -再放 vcd ，边看边讲解故事内容。教师在讲解课文内容时注意使用 and和then ，连接上下句，让学生在听故事中，理解这两个词，并学会运用。 -听录音，跟读课文。（2遍） -小组学习，根据谈话提纲谈论（有提示），突破难点，培养学生口语能力。 what happened to you ,daming? 1 sam and i…yesterday. 2 and then we were… 3 so , we… 4 and then sam… 5 then sam… 6 and the watermelon… 提示板：* went for a bike ride * hungry and thirsty * bought *on the bike * fell off *bumped -小组话题展示。 -练习第39页3题。让学生充分发挥想像，运用学过的知识谈论过去发生的事情。 小结：本节课学习了如何谈论过去发生的事情。 作业：1听磁带，熟读课文。 2抄写新单词。 板书设计：
module 10
what happened to…?
i ….yesterday.
第10模块 第2课时 教学目标-学习生病的英文表达法。 -培养学生听说读写和运用所学词汇句型进行交流的能力。 -让学生注意卫生，保持健康。 教学重点-学习词汇stomachache,cold,headache,fever -生病的英文表达法。 -学习英文绕口令。 教学难点-生病的表达法及发音。 复习热身-出示上节课的动词原形，用找伙伴的方法，写出他们的过去式。 导入语-教师做生病咳嗽状：how are you,my children ? i had a cold yesterday. so today i have got a headache . 让我们一起看看书中的几位小朋友今天怎么样？ 具体步骤-看vcd，欣赏课文故事。 -再看一遍，这次放完前一句先暂停，教师讲-解。如，放：sam had lots of chocolate biscuits yesterday. 停，教师问：so what happen to sam today? 再放：so today he has got a stomachache. -出示课文中的新单词，释意，领读。 -小组学习，填表格，谈论。 yesterday today had lots of chocolate had two watermelons have got a headache have got a fever -学习绕口令。听录音讲解。 -放录音，跟读2遍，最后一遍边说边做动作。 -英文游戏：第41页5题。 -分组表演谈论，看哪一组表演的像，说的好。 小结-本节课学习了几种疾病的英文表达法，同学们在生活中要讲卫生，多锻炼身体。 作业：1听磁带，熟读课文。 2抄写新单词。 板书设计
module 10 yesterday today had lots of chocolate had two watermelons have got a headache have got a fever
Module 篇3
实验小学 三年级 年级 英语 学科教案、学案一体化设计
课型
新授
课题
module 5
i get up at seven o’clock
课时
第一课时
设计教师
教学目标设计1、 words and phrases: get up ，go to school ，have lunch， go home ，watch tv，go to bed2、掌握本课的重点句型：i get up at seven o’clock。3、能在真实任务中灵活运用该句型。
教学方法设计主要采用情境教学法、 交际法、活动教学法、游戏法等。
教学程序设计
教材处理设计
师生活动设计一、热身复习 检查预习1、greeting2、sing a song “ten little fingers”3、count 1-12一、1、通过复习、检查学生以前学过的内容，为新知做好铺垫。2、师生同唱校本歌曲“ten little fingers”设计意图：既活跃课堂气氛让学生复习数字，又为新课的学习奠定基础3、let’s review the numbers from one to twelve.师生问答，谈论喜欢的食物。老师打乱顺序将数字1-12分别写在黑板上，同时学生快速说出该数字。注意老师要有意将12个数字按顺时针方向摆成圆形。二、new teaching.step1、课文导入step 2: presentation(呈现活动) 学习“what’s the time, please?”并回答it’s …o’clock. 热身复习后，老师在黑板上将十二个数字连线圈成一个钟面，问学生：“what’s this?”引导学生回答“it’s a clock.”（同时板书这两句话）。老师教授单词“clock ”时，学习字母组合“ck”的发音全班学生掌握单词clock后，老师在钟面上画上分针并指向12，再用一把短尺子表示时针，并指向7，教师指着钟面说：“what’s the time? it’s seven o’clock.”在前面两句的基础上板书出这两句。并注意提醒学生a clock和o’clock,书写上虽不同,但发音相同,帮助学生掌握o’clock的发音。 用clock . clock point to the clock.变换语调，读单词。教师随意拨动时针，让学生练习整点表达法2-3个之后，老师随意拔动时针，让学生猜钟面上显示的时间。比如：t：what’s the time? s：it’s three o’clock.
教学程序设计
教材处理设计
师生互动设计step 3、巩固练习 what’s the time? 学生打开课本，19页，第三部分。t：how many clocks?s：six clocks.t：yes. there are six clocks. please work in pairs ,talk about“ what’s the time? ” one by one.抽查：t: what’s the time? s：it’s three o’clock.other students must point to the clock which the student talks about. 用“guess”的小游戏，激发学生参与说英语的积极性say and point三、learn the text.1. presenting the new text.2. 学习六个短语三、新课呈现 老师指着六幅图的主人公，问学生：“what’s this?” “it’s a bird.”老师要求学生仔细观察图片，回答:what does the bird do at four o’ clock?学习 get up。(联系stand up)up, up ,stand up up, up, get up get up, get up, i get up at four o’ clock。用“观察图片，呈现动词词组，再与时间结合在一起，描述日常活动的时间”的方式，学习6个短语。work in groups.四人小组，分组表演练习。四、practice五、summing up四、翻译下来短语go to school have lunch go home go to bed _________ ________ ________ _______watch tv get up have dinner_______ ______ ________五、为自己的朋友、家人设计制作英文时间表。预习：试读unit 6，有不会的单词用铅笔标出。
板书设计module5 time unit 5 i get up at seven o’clock. i get up at seven o’clock.i go to school at…o’clock.i have lunch at…o’clock.
课后反思本单元主要是一般疑问句的第三人称单数的问法，所学习的单词也是围绕此展开的。所以如何掌握句型是本课的重点和难点，但字母的书写也是本课需要掌握的。我利用上节课学的句子与本课的句型进行对比来突破本课学习的重、难点。在字母的教学中老师一定要范写，要把字母的发音、笔顺、占格、从什么地方起笔都讲清楚，这样可给以后的学习打下良好的基础养成学生良好的书写习惯。
Module 篇4
module 3 unit 4
一、短语
________________ 及时，终于 _________________ 下蛋
________________ 产生；分娩 ________________ 轮到某人
________________ 阻止；制止 _________________ 感到高兴
________________ 既然 _________________突发；爆发（无被动）
________________ 密切注视；当心；提防 _________________ 二氧化碳
________________ 太阳系 ________________ 挡住光线
________________ 对…有兴趣 _________________ 取决于，依赖于
________________ 当心 ________________ 许多
________________ 靠近,接近 be fundamental____ 对…是根本
________________ 鼓励某人做某事 a trip _______space 太空之旅
________________ 现有的；存在的 come ___ existence 开始存在(形成)
_________the earth 与地球不同的是 explain ______ sb. 向某人解释
______all directions 四面八方 ______the surface of water 水面
the universe began______ a “big bang” _____ a result _____ 因为
appear ____ the first time 第一次出现
fall ________ 摔倒 a bit ______ practice 一些练习
fill the oceans and seas ________ oxygen. 使海洋充满了氧气
according_______ a widely accepted theory, … 根据一个普遍为人们所接受的理论, …
be different _______ all life forms in the past 不同于以往所有的生物形式
the earth may become too hot to live________. 地球可能变得太热而不适合生物居住。
二、重点词汇、句型
smoking _________________ health./ smoking ___________________health. 抽烟对人体有害
i ________________________your behavior. 我对你的行为感到很迷惑
________________________, he recovered without any treatment. 令我感到迷惑的是，他不治而愈。
________________ problem 让人迷惑的问题
_________________ look 迷惑的表情
the naughty boy _________ to me that the hen that ________there just now had ____________ two eggs the day before. (lie)
the meeting is ______________next tuesday. (hold)
whether life will continue on the earth for millions of years______________(come) will depend on us.
大箱子是小箱子的四倍重
the big box is _________________ / __________________/ ____________________the small one.
我认为要在半小时内完成所有的工作是不可能的。
i think _______ impossible to finish all the work within half an hour.
____________________________________still remains a puzzle. 谁能打破记录还是一个谜。
Module 篇5
外研版（三起）四年级英语上册 module 3短语和句型
一、短语：
1、look at....看..... 2、this is..... 这是..... 3、my friend我的朋友 4、write a lettere写信
5、take pictures照相 6、my sister我的姐姐（妹妹）7、talk to......和.....说话 8、her friend她的朋友
9、my little brother我的小兄弟 10、play with..... 玩...../（和....一起玩）11、a toy train一个玩具火车
12、listen to music听音乐 13、watch tv看电视 14、read a book看书 15、come here过来
16、play football踢足球 17、talk to you和你说话 18、do my/one`s homework做我的/某人的作业
19、play basketball打篮球 20、paly table tennis打乒乓球 21、do morning exercises做早操
二、句型：
1、this is my friend.这是我的朋友。
【“this is......”这是英语中向第二者介绍第三者的句型“这是谁谁”。】再如：this is my teacher,ms smart.这是我的老师，斯玛特女士。
练习：这是我的妹妹。
2、she`s writing a letter.她正在写信。
【she`s=she is; "is writing"是现在进行时态，说明“写”这个动作正在发生或正在进行。现在进行时态的构成：be(am、is、are)+动词ing的形式。其中be随着be前面的主语进行变化，对人称来说“我(i)用am,你(you)用are,is连着他(he)、她(she)、它(it)。” 动词ing的形式叫“动词现在分词”。注意观察课文中动词现在分词的变化规律。】再如：he`s taking pictures.他正在照相。练习：他正在和他的朋友说话。
芳芳正在写信。
3、what are you doing,children?i`m listening to music.你正在干什么，孩子们？我正在听音乐。【“what are you doing?”这个句子是现在进行时态的特殊疑问句，问“你正在干什么？”。主语是“你（you）”,所以be的形式用“are”.答语中主语是“我(i)”，所以be的形式就用“am”。这就是“be”随着主语变化。】再如：what`s tom doing?he`s reading a book.汤姆在做什么？他正在看书。练习：艾米正在做什么？她正在看电视。
萨姆正在干什么？他正在打篮球。
4、将课文中动词现在分词形式的动词原形写出来：
writing taking talking playing doing
listening watching reading
keys:1、this is my sister.
2、he`s talking with his friend.fangfang is writing a letter.
3、what`s amy doing?she`s reading a book.what`s sam doing?he`s playing basketball.
4、write; take; talk; play; do; listen; watch; read.
Module 篇6
step 1 presentationlook at the following sentences and answer the questions.a. beijing has a lot more inhabitants (than sydney) and is much more crowded.b. i don’t think we have as many freeways as sydney does.c. there are fewer tourists in beijing (than in sydney).d. (beijing) is less dangerous (than sydney).e. i think sydney has less rain (than beijing).f. (sydney doesn’t) have as much pollution as (beijing).much many fewer lessq1. which words do we use with countable nouns?q2. which words do we use with uncountable nouns?suggested answers:q1. many fewer q2. much lessstep 2. explanationa. many，much都意为"许多"， many 可数名词，much 不可数名词。 how many people are there at the meeting? how much time has we left? many of the workers were at the meeting.much of the time was spent on learningb. fewer vs. less相同点: 这两个词后都是比较级,均可表示"较少的"不同点: ⒈fewer是few的比较级,只能修饰可数名词的复数.⒉less是little的比较级,只能修饰不可数名词的复数.step3 practicea. learning about few, the fewest, fewer, the least, less, a fewwhich expression will complete the sentence? 1. the exhibition was not very crowded. there were ___ people than i expected. 2. meeting bill clinton was much ___ frightening than i had imagined.3. i’ve not met him but i've heard ___ stories about him and he sounds interesting.4. he’s __crazy than you first think. some of his ideas make sense. 5. that must be __frightening horror film i’ve ever seen. 6. he’s not liked. in fact he’s __ liked person in the office.7. i’d like to go to japan but i get so ___ opportunities to travel in my present job. 8. i’d like you to spend ___ time on your own work and more on controlling your staff. 9. david letterman is very famous in america but __ people in england have heard of him. 10. 15. the winner will be the person who makes __ mistakes. suggested answers:1. fewer 2. less 3. a few 4. less 5. the least 6. the least 7 few 8. less 9. few 10. the fewestb. learning about much and manywhat word do you need to complete the sentence?1. how ___ people are you expecting? 2. how ___money do you want for this? 3. i don’t see ___ point in continuing. we’re all very tired.4. thank you so __ for your help. 5. we don’t stock these. we don’t get ___ demand for them. 6. i feel __ better today, thank you. 7. i like that dress very ___. 8. there are so __ things i want to ask you. 9. there are too __ paintings to see in one visit. 10. i’m talking too ___. i’ll be quiet. suggested answers:1. many 2. much 3. much 4. much 5. much6. much 7. much 8. many 9. many 10 much. step 4. vocabulary and speakinga. check the meaning of these words. which ones describe positive features of a city?attractive busy dangerous dirty industrial lively modern noisy peaceful polluted poor smart vast wealthyb. work in pairs. which words can you use to describe these places?new york hong kong beijing your townc. compare two towns or cities you know. talk about these aspects of the towns or cities.population industry climate location transport tourismstep 5 guided writingyou are going to write a description comparing two places you know well. follow these steps.1. think of two regions, cities, towns or villages you know well. one of them could be your hometown.2. write notes about some of these features:population climate industry location tourism transporthomework:1. finish your composition after class.2. finish the exercises 20,21,22 on page 88.
Module 篇7
一. 本周教学内容： module 9 heroes 二. 重点内容： 原因状语从句、目的状语从句、结果状语从句 三. 具体内容： <语法详解> 1. 原因状语从句 在句中作原因状语的从句成为原因状语从句。原因状语从句可置于句首，也可置于句尾。 引导原因状语从句的常用词可分为两类：单词引导词和短语引导词。单词引导词主要有：because, as, since等，短语引导词主要有now that, for the reason that, in that, seeing that等。 because, as, since的用法： 这三个词都有“因为”之意，但用法和具体内涵各异。 （1）because语气最强，用以回答why引起的提问，可表示已知或未知的事实。它可和强调词only，merely，just及否定词not连用，所引导的从句常位于主句之后，只有强调时才置于主句之前。它还可用于强调结构。 eg. he was absent from school because he was ill. 他病了，没上学。 it was because i wanted to see my uncle that i went to town yesterday. 昨天我是因为想去看我叔叔才进城的。 （2）as 语气最弱，较口语化，所表达的原因比较明显，或是已知的事实，故不需要强调。as从句多置于主句之前。 eg. as he was in a hurry, he left his bag home. 由于他太匆忙才把包丢在家里了。 （3）since的语气也较弱，常表示对方已知的事实，往往相当于汉语“既然”。它和as一样，其前亦不可用强调和not，亦不可用于强调结构。 eg. since everyone makes mistakes, you shouldn’t always criticize him. 既然每个人都犯错误，你不应老是批评他。 2. 目的状语从句 在句中作目的状语的从句成为目的状语从句。目的状语从句可置于句首、句中或句尾。 常用引导词或短语有：so，so that，in order that, for fear that, in case等。 so that, in order that的用法： in order that常用于正式文体，可置于句首，也可置于句尾，而so that只置于句中，但也有置于句首的，so that 短语中有时可省略that。 eg. i hurried through my work in order that i could be in time for wonderful tv programmes. 我匆匆完成我的工作以便能赶上精彩的电视节目。 speak louder so（that）all the people in the hall can hear you. 大声点讲，以便大厅里的人都能听清。 3. 结果状语从句 在句中作结果状语的句子成为结果状语从句。结果状语从句一般置于句尾。其引导词或短语常见的有：that, so, so that, so…that…, such that, such…that…等。 （1）so that 的用法 so that 既可以引导目的状语从句也可以引导结果状语从句，在引导目的状语从句时，从句往往跟can / could / may / might / will / would / shall /should 等情态动词连用，而引导结果状语从句时类似的情态动词则很少出现。引导这两种状语从句时，又是其中的that可省略。 eg. we arrived early in the morning, so （that） we caught the first train. 我们早上到得很早，所以赶上了首列火车。 （2）so…that…的用法 so…that…的常用句型有四种。口语中that经常省略。 ① so + 形容词 + that… eg. the text was so boring （that） i gave up reading it half-way through. 这本书真没趣，我读到一半便放弃了。 ② so + 副词 + that… eg. he drove so carelessly that he almost lost his life. 他开车太粗心，差点丧了命。 ③ so many / few / much / little +相应形式的名词 + that… eg. he got so little money that his family had to live on welfare money. 他工资很少，他的家人不得不靠救济金生活。 ④ so + 动词 + that… eg. it so happened that he didn’t receive my invitation. 真巧他没收到我的请帖。 （3）such…that…的用法 常用的句型有三种，口语中that经常省略。 ① such + a + 形容词 + 可数名词单数 + that… it was such a terrible day （that） none of us would find an excuse for going out to play. 天气太糟糕了，谁都没有找到理由出去玩了。 ② such + 形容词 + 可数名词复数 + that… they are such good children that we all love them. 这些孩子如此好，我们都很喜欢。 ③ such + 形容词 + 不可数名词 + that … this was such fine music that it was worth listening to twice. 这音乐太好了值得听两遍。 <课文内容分析> in the end, he died because he did not stop to take care of his hand. 他终因未能顾及自己的伤手而去世。 （1）die v. dies dying died died the man died suddenly last week. 那个人上周猝死。 that plant has died. 那植物已经枯萎。 知识拓展： ① dead adj. 死的，失去生命的。 his mother has been dead for 10 years. she died in 1996. 他母亲不在了。她是1996年去世的。 death n. 死，死亡。 his death made us very sad. 他的去世使我们非常难过。 dying adj. 垂死的，临终的。 a man should study till his dying day. 活到老，学到老。 ② die of 与 die from 这二者都表示“由于……而死”。 die of 常指死于情感、饥寒和疾病； die from常指死于除情感、饥寒和疾病以外的原因，如受伤、意外事故等，有时也表示死于某种疾病。 he died from a wound. 他是受伤不治而死的。 the boy died of illness. 这个男孩是病死的。 his uncle died of / from lung cancer. 他的叔叔死于肺癌。
Module 篇8
module 7 unit 1 living well 导学案（iii）
revise the infinitive金台高级中学 付雪梅 班级 姓名 【task one】基础知识测一测一、不定式的形:形 式 主 动 被 动一般式 进行式 完成式 完成进行式 二、不定式的时间关系(1) they pretended not to see us. (2) he pretended to be sleeping. (3) she pretended to have known it before. (4) we’re happy to have been working with you.. 不定式的 式表示与谓语的动作同时/几乎/发生在它之后。不定式的 式表示在谓语动词发生的同时,不定式的动作也正在进行。不定式的 式①表示动作发生在谓语动作之前； ②表示过去没有实现的期待或者计划； ③在would like后边表示未能实现的愿望。不定式的 式表示谓语动作发生之前,不定式的动作一直在进行而且可能之后也继续。三、不定式的否定形式 。 三、固定词组和句型1.几对易混淆的词组：（write down as much examples as you can on the right.） 1.stop 停下来去做某事 stop 停止做某事 2.forget 忘记去做某事 forget 忘记已做了某事 3.remember 记得去做某事 remember 记得曾经做某事 2. 主动形式表被动意义的不定式 ⑴主语 + be + adj. + to do the question is very difficult to answer. the problem is difficult to deal with. 能用于此句型的形容词有: difficult, easy, comfortable, fit, hard, pleasant, tiresome(使人疲劳的), interesting, nice, heavy, dangerous, light, important, etc. ⑵主语 + be + adj. + enough + to do the box is light enough to carry. the river water is warm enough to swim in. ⑶ 主语 + be + too + adj. + to dothe books seemed too heavy to carry. the ice is too thin to skate on. 【task two】自主探究：动词不定式的作用1 不定式作主语 (subject) to keep smiling is healthy for you. it’s important to look up the new words in the dictionary when you study english. 单个不定式作主语时, 谓语动词用单数。若不定式太长, 往往用it作形式主语 句型：it ＋be＋adj. for/of sb to do sth. it takes sb some time to do sth. 2 不定式作表语 (predicative) to see is to believe. /seeing is believing. 不定式常用在系动词 be, seem, appear, get, remain等后作表语。 all you have to do is (to) finish the job quickly. 如果主语部分有个表示不定式内容的do, 用作表语的不定式可省略to。 3 不定式作宾语 (object) 句型: think / consider / find it + adj. + to do 常接动词不定式作宾语的动词有： agree, afford, appear, ask, attempt, care, choose, claim, dare, decide, demand, deserve, determine, expect, fail, get, hate, hesitate, hope, hurry, intend, learn, manage, offer, plan, prepare, pretend, promise, refuse, seem, tend, threaten, want, wish。 4 不定式作宾补 (object complement) my mum asks me to play the piano two hours every day. the teacher told me to clean the blackboard. i expect you to give me some help. 引导不定式作宾补的动词： warn, tell, allow, help, ask, force等+ sb. to do sth. 不定式做宾补时不带to的情况: 1 不定式在感官动词(feel, hear, listen to, watch, look at, notice, observe)后； 2 使役动词 (let, have, make)后边作宾补时, 省去to, 但是在被动语态中要还原to； 3 不定式用在介词but, except, besides后时, 如果这些介词前有行为动词do的各种形式, 那么介词后的不定式不带to,相反则带to。 1. she could do nothing but cry.2. i have no choice but to go. 3. what do you like to do besides sleep. 5 不定式作定语 (attribute)1. kate is looking for a suitable coat to wear. 2. tom has a nice pen to write with. ★不定式做定语时常放在被修饰的名词或代词之后 (a) she was very busy and had no time to visit her friends. (b) ladies and gentlemen, i have something important to tell you. ★不定式作定语与所修饰的词之间有三种关系： i have a lot of work to do. 我有很多工作要做。 (1) 动宾关系 he is always the first to come. 他总是第一个来。 (2)主谓关系 we all have a chance to go to college. 我们都有上大学的机会。 (3)同位关系 ★当名词被the first, the last, the only等词以及形容词最高级修饰时 eg: she is always the first to come and the last to leave.★ something, anything, nothing, everything等复合不定代词常用不定式做后置定语。注意比较： 1) have you anything to send? 你有什么东西要寄吗？（不定式to send的动作执行者是you） 2) have you anything to be sent? 你有什么要（我或别人）寄的东西吗？（不定式to be sent的动作执行者是已被省略的me或someone else）★ 如果不定式是不及物动词, 则后面需适当的介词。 please pass me some paper to write on.. 6 不定式作状语 (adverbial) 1. 表示目的: to ,in order to, so as to 2. 表示原因: 不定式可以用在作表语的形容词 sorry, surprised, happy, glad, eager, angry, foolish, right, wrong, slow, quick, rude, cruel, disappointed等后作状语。 eg: i’m glad / pleased to see you. we were surprised to hear the news. 3. 结果状语: only to do so + adj. / adv. + as to do … /such + n. + as to do …adj. / adv. + enough + to dotoo + adv. / adj. + to dohe was so foolish as to believe it. = he was such a fool as to believe it. = he was foolish enough to believe it. 7 独立结构 (absolute construction) to tell the truth, i am not happy at the moment. to be frank /to be honest/to make things worse/to begin with 【task three】practice: i.从已学课文中找出动词不定式的相应例句，试着从所观察到的语言现象中总结出语言规则和语法规律。1. i used to . 2. then i started . unfortunately, the doctors don’t know , but i am very outgoing and have learned . 3. even after all that, no one could give my disease a name and it is difficult to know what the future holds. 4. sometimes, too, i was so my education suffered. 5. my ambition is for a firm that develops computer software when i grow up. 6. last year i invented … and a big company has decided from me. 7. i also a lot of work, especially if i have been away for a while. 8. just accept them for who they are, and give them encouragement . ii: 翻译下面的句子。1. 爱和被爱都是最大的幸福。 __________________ __ are both great happiness. 2. 据说他已经完成了他的工作。 he is said _________________________ ________. 3. 根据报道他们已安全到达。 they are reported _______________ ____. 4. 我想叫人立刻修理这辆自行车。 i want this bike ________________________ ___________. 5. 玛莉仿佛已经被告知此事了。 mary seemed ________________ ______. 6. 众所周知，奥运会上他被授予了一枚金牌。 he is known ______________ ___ a gold medal at the olympics.
Module 篇9
module 1 life in the future
一. fill in the blanks and try to translate them.
1. no one knows for sure, and _________________ is a risky business.
2. in the future, _____ for the environment will become very important ____ earth’s natural resources __________.
3. we will also have to _____ more ____ alternative energy, ______ solar and wind power.
4. all this seems certain, but there are __________ things about city life in the future _____ are not certain.
5. ______________what young people think about the future of urban life, a teacher at a university in texas in the united states asked his students _________ how they would ______ a city of 50,000 people in the year 2025.
6. _____________ garbage problems, the city will ______ huge spaceships ______ waste materials and send them towards the sun, ___________ landfill and environmental problems.
7. police will arrest criminals _____________nets instead of guns.
8. no smoking will be allowed _________ a future city’s limits.
9. everyone will be given a telephone number _______ that will never change _________________ they live.
10. all forms of recreation, such as cinemas, bowling, softball, concerts and others, will be provided _____________ by the city.
11. distance surgery will become common as doctors ___________ operations from thousands of miles away, with each city _________ its own telesurgery outpatient clinic.
12. senior citizens and people with disabilities will be able to go anywhere in the world __________ high-tech cameras ____________ their head.
13. __________ in space by ordinary citizens will be common.
二. 如何写预测未来的文章
1. 注意时态。多用一般将来时或将来进行时
2. 常用句型
1). 未来的生活怎样是很难预测的。
__________________________________________________________________
2). 但是, 我们可以对未来的发展做出一些预测。
__________________________________________________________________
3). 网上购物将变得越来越流行. 对那些去商店的人来说，购物已不再是一种需要。它已经成为一种娱乐方式。
__________________________________________________________________________________________________________________________________________
4). 未来人们将能拥有更长久更健康的寿命, 而且在老年也能很活跃.
_____________________________________________________________________
5). 未来的------将与今天的----大有不同。
_________________________________________________________________
6). 人们将用----来代替----
___________________________________________________________________
7). 事情是肯定会发生变化的。我们不能确定我们的梦想是否会实现， 但是，至少我们可以满怀希望我们改善世界的努力会成功的。
_________________________________________________________________________________________________________________________________________
8). 并不是所有预测都会实现。
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3. useful expressions
it is hard to predict------- making predictions is ------
i think / i hope that ---- there will be ----
people at that time will / won’t have to ---- i’m not really sure about ----
maybe i’ll probably-----
what will--- in the future be like/ look like?
people will use more---instead of ----
all shopping will be done online at home.
people can do ---- without leaving their homes.
there is no doubt that (毫无疑问)----
with the development ---, ---will become possible.
people in the future will surely enjoy a ----life.
请根据以上提示, 以life in the future 为题,写一篇100 字左右的文章，可从以下几方面选写两三点
1.未来的房屋会怎样？ 2.未来的交通方式会怎样？
3.未来的购物方式会发生什么变化? 4.未来的教育会怎样？
5.未来的城市将是怎样？ 6.未来的气候会如何？
7.未来的人口怎样？
参考词汇：交通（transportation）气候（climate）远程教育（distance education）
_____________________________________________________(未来的生活怎样是很难预测的), but _____________________________________________(我们可以对未来的发展做出一些预测。___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
it is certain that things will change. we can’t be sure ________________________(我们的梦想是否会实现)，but we can at least be hopeful that___________________________________________(我们改善世界的努力会成功的)。if we learn to accept change and appreciate what is new and different, we will be well-prepared for whatever the future may have in sore.
module 1 listening
tapescript on page 5
i: good afternoon everybody and on the programme this afternoon is an _____ on american domestic architecture, mr simon oppenheim who’s going to talk to us about the house of the future.
i: so where shall we be living in twenty years’ time?
g: twenty years isn’t a long time. we won’t be living underground or in space. we’ll be living in houses and flats just as we do today.
i: what will the houses look like?
g: i think they’ll look much the same as they do today., at least from the outside. but they will be different inside.
i: in what way?
g: __________, they’ll be more flexible. that means we’ll be able to move the walls to create bigger or smaller rooms when we want to. so the dining room and living room _______________ would disappear.
i: and the kitchen?
g: the kitchen will become the most important room in the house! we’ll still be cooking, and we’ll probably be using the kitchen more as a family room. and bathrooms will be bigger.
i: so we’ll be spending more time in the bath.
g: just as other people have done in the past, like in the days of the ancient romans, when the bath had an important social function.
i: what about furniture?
g: well, a lot of furniture will be the same---- we’ll still be sitting in chairs and using cupboard to keep things in, but the technology will be different. i think a single computer will control most of the functions in the house, and it will have a voice recognition system.
i: so we’ll just have to say switch on the light and the light __________?
g: yes, that’s right. and the technology will be smarter.
i: smarter?
g: yes. for example, if we __________ something, like there’s no more milk left in the fridge, the computer will tell us. maybe a shopping list would appear on a screen on the fridge. and the toilet will move higher or lower, ___________ who uses it-----a child or an adult.
i: will the houses of the future be environment friendly?
g: yes, definitely. we’ll be using machines which use less energy. any example could be a dishwasher which doesn’t need water. i think everyone will be trying hard to take care of the environment.
i: does that mean you’re optimistic about the future?
g: oh yes, very_________.
workbook tapescript on page 71
speaker 1
int = interview, ast= architect
int: what will be the most important advances in your area of science over the next 20 years?
ast: space research will ________ quickly. i think we’ll know _______whether there has ever been life on mars. i hope this will happen in the next ten years while i am still alive. also, we will send people to the moon. i’m sure there will be a station on the moon and people will be living there in 20 years’ time. we will use it as a base for manned trips to mars.
int: which area of science will be most important?
ast: my own profession---astronomy.
int: what do you think will be most different about the world in 2020?
ast: __________, i don’t think things will change a lot for ordinary people. i hope we will learn some common sense but i doubt it. i don’t think humans will progress a lot. i’m afraid we won’t change our behaviour and things won’t get better.
speaker 2
int: what will be the most important advances in your area of science over the next 20 years?
surg: telesurgery will develop very quickly. a surgeon like me will be able to perform operations _____________, from thousands of miles away. there will be special clinics with telesurgery equipment in every city.
int: which area of science will be most important?
surg: alternative energy research. this will become vitally important because our natural resources are ____________. we will develop alternative energy resources such as wind and solar power.
int: what do you think will be most different about the world in 2020?
surg: i think there will be too many people for our world. environment problems will be very serious. the future frightens me.
speaker 3
int: what will be the most important advances in your area of science over the next 20 years?
arch: _____________, there will be a lot more very big cities. most people will be living in high-rise buildings. individual houses are ______________. hardly anyone will have their own house in 2020. there simply won’t be enough space.
int: which area of science will be most important?
arch: medical science. it will make huge progress. scientists will find the cure for cancer and people will live longer and healthier lives.
int: what do you think will be most different about the world in 2020?
arch: i think people all over the world will live better lives. there won’t be so much poverty, and _______, there won’t be any wars. i’m very confident about the future.
Module 篇10
task教案 teaching aims: enabling the students to 1. grasp more of the passage in vocabulary and reading. 2. retell sth of the passage teaching steps: 1. ask some students to give some english proverbs connected with health. correct the mistakes if any. 2. deal with activity 1. answers: 1) sweets 2) break (an arm), fever, injure, injury, pain, painful 3) normal 4) captain 5) anxious 3. listen to the tape and try to find the answer to the following question: where is zhou kai going? --to the park to play football. what happened to zhou kai after playing football in the rain? --he had a bad cold and a bit of a fever. 4. answer the questions in activities 2 and 3. answers: 1) because he is going out to play football in the rain without a jacket. 2) she thinks he will catch a bad cold (get ill) 3) she asks him to at least wear a jacket. 4) they are connected because they both talk about the way zhou kai’s mother looks after him, and because they both mention the time he got ill through playing football in the rain. 5) open. yes, zhou kai has a healthy lifestyle because his mother gives him lots of fresh fruit and vegetables. he eats fish, not fatty meat or sugar and sweets. he also exercises regularly, playing a lot of football. 5. deal with activity 4. answers: 1) a 2) b 3) a 4) b 5) b 6. finish activity 5. 1) broken 2) cold 3) diets 4) injury 5) flu 6) healthy 7. read the text again and try to find the difficult sentences. 8. deal with some language points: 1) head towards 2) without a jacket on 3) get ill 4) as he was told 5) make sure 6) fruit 7) have fish four times a week 8) have a sweet tooth 9) would rather 10) anything like that 11) although/ though 12) have a bit of a fever 13) in the rain 14) take a lot of exercise 15) be crazy about 16) because of 17) i am captain of the class team 18) as i have said 7. take necessary notes. 8. read the passages and try to retell them. 9. homework write the story of zhou kai in your own words.
Module 篇11
module 5 the great sports personality
grammar―review of adverbial clauses
goals
● to review adverbial clauses
procedures
step 1 reviewing the adverbial clauses
adverbial clauses are less than (subordinate to) sentences. they do not contain a complete thought.
adverbial clauses always modify the verb in the main clause (the sentence) to which the adverbial clause is attached.
an adverbial clause tells how, when, why, how much, to what extent and under what conditions the action in the main clause takes place.
adverbial clauses always begin with a subordinating conjunction. the most common subordinating conjunctions are listed below.
before, after, unless
although, if, until
as, in order that, when
as, since, whenever
as long as, so that, where
as soon as, than, wherever
because, though, while
adverbial clauses, like all subordinate clauses, are structured in the same way all sentences are structured. all adverbial clauses will fall into one of the five sentence patterns that have already been described.
examples
the whole country was saddened when oswald assassinated kennedy.
when is the subordinating conjunction introducing this adverbial clause which modifies was saddened. oswald is the subject of the clause. assassinated is the action verb which transfers its action to the direct object, which is kennedy, all of which makes this clause transitive active.
little joe was punished because the window was broken.
because is the subordinating conjunction introducing this adverbial clause. window is the subject. was is the helping verb, and broken is the action verb which transfers its action back to the subject making this clause transitive passive or pattern #2.
since the boy was disruptive, he was expelled from school.
since is the subordinating conjunction introducing this adverbial clause which modifies was in the main clause. window is the subject of the clause. was is the helping verb, and disruptive is the predicate adjective making the clause intransitive linking or pattern #4.
note that the natural order of an adverbial clause is after the main clause. however, an adverbial clause is okay at the beginning of a sentence. if it comes at the beginning, however, a comma is used to separate it from the main clause.
can you determine the correct pattern number of the following examples of adverbial clauses?
franklin roosevelt served as governor of new york before he became president of the united states.
if we continue burning fossil fuels, the temperature of the earth will rise.
agatha made coffee as i cooked the bacon.
since grandfather died, i have been lonely.
grandfather died before he was ready.
although spike broke the window, he did not feel guilty about it.
can you put both an adjective clause and an adverbial clause in the same sentence as the following example does?
after oswald assassinated kennedy, oswald was killed by a man who was overcome with sympathy for the dead president.
step 2 making sentences with adverbial clauses
next we are going to make our own examples. it's the best, most active way to learn.
before, after, unless; although, if, until; as, in order that, when; as, since, whenever; as long as, so that, where; as soon as, than, wherever; because, though, while
1. they called him the prince of gymnasts because, when he retired at the age of 26, he had won 106 gold medals in major competitions across the world.
2. li ning did so well as an athlete that he won six out of seven gold medals at the 1982 world championship, and three at the 1984 olympics in los angeles (as well as two silver and a bronze).
3. when sports journalists met in 1999 to make a list of the greatest sportsmen and sportswomen of the twentieth century, li ning's name was on it, together with footballer pele and boxer muhammad ali.
4. but even though he had won everything it was possible to win in his sport, li ning retired with the feeling that he had failed.
5. he was disappointed because he had not performed well in the 1988 seoul olympics.
6. because he had experienced the sense of failure in the 1988 seoul olympics li ning became determined to succeed in his new life.
7. after he retired a year after, li ning began a new career--as a businessman.
8. he longed to work for sports because he didn’t forget his sporting background.
9. li ning decided to launch a new brand of sportswear in order that he could compete with global giants like nike and adidas.
10. people thought that he made the unusual choice, because he had chosen his own name as the brand mark.
11. as the bright red logo is made up of the first two pinyin letters of li ning's name, l and n, li ning's sports clothes sold very well soon after they came onto the market.
12. as the number of young people with money to spend was on the increase young people became the most important buyers of li ning's sports clothes.
13. because li ning's designs were attractive, they had a major advantage over their better-known rivals.
14. because a pair of nike trainers, for example, could cost up to five times as much as a similar li ning product, success for li ning was guaranteed.
15. today as a li ning product is purchased every ten seconds, li ning has won more than fifty per cent of the national market.
16. if you go into a school or university anywhere，the chances are you will see students in li ning tracksuits with the familiar logo.
17. the company has grown so internationally that the spanish and french gymnastics teams wear li ning clothes.
18. whenever chinese athletes step out onto the track during the olympics, they will be wearing li ning tracksuits.
19. but li ning's goal when he retired was not to make money.
20. if your dream is to open a school for gymnasts you have to go for your post-graduate studies first.
21. ever since he became a businessman li ning has managed to help young people to achieve their sporting ambitions.
22. li ning has discovered that the work of a great sportsman does not finish when he retires from the sport.
23. and if you are a great sportsperson, anything is possible, as li ning's advertising slogan says.
step 3 doing a quiz on adverbial clauses
选择填空：
1.you like sports_____i’d like to read.
a.when b.while c.but d.yet
2. _____ we were singing, the teacher came in.
a.before b.after c.as d.until
3.i was about to leave my house _____the phone rang.
a.while b. when c.as d.after
4.they did not stop fighting_____ there was no enemy left.
a.until b.after c.when d.since
5.i have not seen him_____ he went to college.
a.when b.before c.as d.since
6.it is five days_____ we came here.
a.when b.before c.as d.since
7.it was not long_____ he got to know it.
a.when b.before c.after d.until
8.we shall go_____we are free.
a.whenever b.whatever c.wherever d.however
9. _____i live i must serve the people heart and soul.
a.when b.so long as c.as soon as d.on condition
10.i was reading a novel_____ he was watchingtv.
a.when b.while c.before d.as
11.put the medicine_____you can easily get it.
a.so that b.where c.which d.there
12.we will go_____the party wants us to go.
a.wherever b.there c.to the place d.which
13. _____ there is a will there is a way.
a.when b.where c.whether d.how
14.i am going_____ you went last week.
a.where b.wherever c.when d.the place
15. _____ you go , you should bear the motherland in your mind.
a.where b.wherever c.whatever d.however
16. _____ weather permits, we’ll have an outing.
a.for b.though c.while d.if
17.you won’t succeed_____harder.
a.unless you will work b.unless you work
c.unless you don’t work d.if you won’t work
18.i wonder if he_____us, and i think if he_____us we’ll be able to complete the task ahead of time.
a.helps, helps b.will help, helps
c.helps, will help d.will help, will help
19.i don’t like to be interrupted if i_____.
a.speak b.will speak c.am speaking d.spoke
20.if you_____this experiment you will understand the theory better.
a.will be doing b.have done c.will have done d. would do
21.i would like to do it_____i like it.
a.since b.because c.because of d.now that
22. _____everybody is here, let’s set off.
a.since b.because c.for d.after
23.it was_____he was ill that he was absent yesterday.
a.because b.as c.since d.now that
24. _____it is raining, we had better take a taxi.
a.for b.as c.because of d.when
25.“why can’t you do it now?” “_____i’m too busy.”
a.since b.as c.because d.for
26.he must have passed this way, _____here are his footprints.
a.since b.because of c.now that d.for
27. _____everybody is here, let’s begin our meeting.
a.now that b.because c.for d.when
28.his speech made_____deep impression on the audience that they could hardly forget it.
a.such a b.so a c.so d.such
29.they worked hard_____they finished their work ahead of time.
a.so b.so that c.such that d.so as to
30.he was_____weak_____ he couldn’t stand up.
a.such, that b.so, that c.very, that d.so, as to
31.the foreigner spoke_____ his interpreter could hardly catch his words.
a.such fast that b.so fast
c.so fast that d.so fastly that
32.the book is_____ it gives a wrong idea of the facts.
a.so writing that b.such written that
c.such writing that d.so written that
33.the house cost_____ we didn’t buy it.
a.so much money that b.so many money that
c.such much money that d.such many money that
34.it is_____ all of us can do it.
a.so easy exercise that b.such easy an exercise
c.such easy exercise d.so easy an exercise that
35.she has _____she remembers all the names of the students she has taught.
a.so good memory that b.such a good memory that
c.such good memory that d.good memory
36.they stopped at tianjing_____they might visit the tv tower.
a.so b.because c.so that d.in order
37.we all got up early_____we might start at six.
a.in order that b.in order to c.so d.so as to
38.let the dog loose so that it_____have a run.
a.should b.must c.could d.need
39. _____clearly so that your teacher_____you correctly.
a.write, can understand b.having written, can understand
c.to write, could understand d.writing, will understand
40.he started early so that he_____there in time.
a.could get b.got c.had got d.would have got
41. _____it was late , she went on working.
a.though b.because c.since d.whether
42. _____we fail , we _____trying.
a.even if , don’t stop b.even though, won’t stop
c.even, will not stop d.even although, shall never stop
43. _____ the pain was bad, _____he did not complain.
a.although, but b.though, but
c.though, yet d.even, still
44. _____ physics, he likes maths better.
a.as he much likes b.much as he likes
c.much likes as he d.likes much as he
45. _____telephones, tell him i’m out.
a.no matter whoever b.who c.whoever d.anyone
46.we’ll carry the reform to the end_____ happens.
a.no matter how b.whatever
c.anything d.no matter which
47.it takes_____time to go there by plane than by ship.
a.far fewer b.far less
c.much fewer d.more less
48.he is taller than_____ in his class.
a.others b.all the students
c.any other one d.the other
49. _____ it was finished in time.
a.as the work was difficult b.difficult as the work was
c.difficult as was the work d.as was the work difficult
50.i am sorry_____ i have caused so much trouble.
a.that b.for c.as d.since
51. _____ he came, he would bring us a lot of flowers.
a.every times b.one time c.every time d.once a time
52.i’ll tell him about it_____i see him.
a.as soon as b.so soon as c.while d.as
53.i had hardly sat down_____ the telephone rang
a.than b.when c.as d.after
54.sit _____ you like.
a.where b.at the place c.as d.wherever
55. _____ he wasn’t ready in time, we went without him.
a.since b.as c.for d.because of
56.all plants need air_____ they need water.
a.like b.as if c.as d.so
57.work hard _____ you can succeed.
a.in order to b.so that c.for fear that d.in case
58.if you_____i will go with you.
a.go to b.went c.will d.should go
59.the hard he works, _____he will make.
a.the greater b.the greater progress
c.and the more d.more
60. _____ we have thought it over , we’ll take_____steps.
a.till, not b.when , no c.until, any d.until, no
(1.b 2.c 3.b 4.a 5.d 6.d 7.b 8.a 9.b 10.b 11.b 12.a 13.b14.a15.b 16.d 17.b 18.b19.c 20.b 21.b 22.a 23.a 24.b 25.c 26.d 27.a 28.a 29.b 30.b 31.c 32.d 33.a 34.d 35.b 36.c 37.a 8.c39.a 40.a 41.a 42.b 43.c 44.b 45.c 46.b 47.b 48.c 49.b 50.a 51.c 52.a 53.b 54.d 55.b 56.c 57.b 58.c 59.b 60.d)
Module 篇12
在本节课的教学中，我始终能够围绕教学目标进行教学，采取了情景教学和TPR教学等方式，设计新颖有趣，环环相扣。
本节课中，我在以下几方面做得不错：
1.教学手段丰富，课堂气氛活跃，通过歌曲热身，游戏What’s missing，贴五官比赛，旧歌新唱等各种形式，积极调动学生的学习热情，激发学生的学习兴趣，创设了良好的学习氛围。
2.多种形式的朗读，全班读，小组读，个人读，点面结合…既能让学生缓解紧张的课堂气氛，又能让每个学生都能开口说，大量练习了学生的口头表达能力。
3.在课堂上合理运用评价机制，既有个人评价，也有小组比赛，促使学生大胆参与、乐于参与。
4.在教学单词her和 his时，结合女孩、男孩不同的笑声特点进行讲解，富有特色，让学生在轻轻松松中记住两个单词的读音及意思。
通过这节课的教学，也让我发现了自己还存在一些不足之处：
1.个别单词的纠音做得还不到位，比如：mouth，his。
2.若是教学中的男孩能换成女孩，就会更加符合本课教学的句型“Point to her…”而且更能节省时间
3.“Point to her…“本节课这一重点句型的操练，由于时间过于仓促操练仍不够到位。
Module 篇13
teaching aims:
1. to pronounce the key words correctly.
spring, sky, grass, sun, colourful
2. to understand the key pattern.
spring is …
3. to use the key patterns to describe spring.
e. g. the sky is blue. spring is blue.
4. to understand the characteristics of spring.
e. g. spring is colourful..
5. to feel the beauty of spring
important points:
1. to pronounce the key words correctly.
spring, sky, grass, sun, colourful
2. to use the key patterns to describe spring.
e. g. the sky is blue. spring is blue.
difficult points:
1. the sound of “ spring”
teaching aids:
1.ppt
2.word cards
3.passage papers
teaching procedure:
stepscontentsmethodspurposepre-task procedures1revisionshow the students the picture of spring. ask: what do you see? what colour is it?用春天景色的图片吸引学生，让他们先感受春天的气息，复习句型i see ______. it is ______.while-task procedures1learn the word” spring”1. ask: do you know what season it is? (spring )2. show some pictures of spring.3. practice” spring” 由看春天图片引出单词spring，在欣赏春天美景时再次感受春天的美，通过读小短文形式反复操练spring。2learn the word “sky”1. a frog asks: how is spring?2. show the bird. the bird says: the sky is blue. spring is blue.3. practice” sky” 4. learn: the sky is blue. spring is blue.通过井底之蛙对外面春天的美一无所知，先引出小鸟对春天的理解，认为天空是蓝色的，春天是蓝色的。引出单词”sky” ,用儿歌形式操练单词。3learn the word “grass” 1. the rabbit likes the grass. 2. learn” grass”: show the pictures of grass.3. practice4. what can the rabbit say?通过小兔的眼中草地是绿色的，春天是绿色的，引出单词”grass”。在上文的铺垫下，让学生采用半提示填空的方式说出句型the grass is green. spring is green. 4learn the word” sun” 1. the bee likes the sun.2. learn ”sun”3. what can the bee say?蜜蜂感受到的春天是黄色的，因为太阳是黄色的。引出单词”sun”， 让学生自己说出句型the sun is yellow.spring is yellow.5learn the word” colourful”1. let the pupils talk about:in your eyes, how is spring?2. spring has different colours. spring is colourful.3. learn” colourful”4. practice让学生讨论自己眼中的春天是怎样的。教师总结，春天是五彩缤纷的。引出单词” colourful”,通过“头脑风暴”来操练巩固单词。post-task activities1read a passage1. listen to a passage2. fill in the blanks and read by yourselves.3. read the completed passage通过听短文，对文章有初步感知，然后通过边填空边朗读把所学句型串连成优美的春天小诗。2sing a song1. sing a song: spring has arrived” 带着对春天美景的喜爱之情演唱歌曲homework1. read this passage to your parents2. talk about colourful spring
1b module 3 unit 1 colourful spring 教学设计 来自第一范文网。
Module 篇14
module 3 things around us
unit 2 listen!
the first period
language focus:
learn how to ask and answer the time
main and difficult points:
1. asking ‘wh-‘ questions to find out the time.
2. reading the sentences fluently.
teaching breach: using the clocks to practice ask time
procedures contents methods purpose
pre-task preparation warming-up
to elicit:
the time
sing a song
1. ask the students to put their alarm clock on their clocks
2. introduce the time 利用实物引出话题，简单易行.
while-task procedure sing a song
say and act
look and talk
1. lay the recording.
2. students listen and sing along.
3. invite groups of the students to sing the song.
1. teacher takes out a clock and tell the students the time.
2. teaching: nine o’clock, half past nine.
3. listen to story
4. students listen and repeat the dialogue.
1. ask the students to find out the time in each picture.
2. divide the students into groups to complete the dialogue orally. 利用，引起学生有意注意。复习句型。
本堂课重点放在学习时间上，因此让学生了解问答时间的方法后，重在让他们进行操练。
让学生通过亲身感受来理解和操练句型。
post-task activities play a game
reading exercises
let the pupils guess the time.
ask the pupils to find the key words and answer the questions. 用编谜语的方式复习巩固新授内容。
培养学生阅读能力。
assignment 1. read and recite the words.
2. writing: my daily life
3. workbook page 25
4. grammar book page 34 and 35 巩固课堂所学知识。
the second period
language focus:
using imperatives to give instructions.
using phrases to indicate time.
using the impersonal ‘it’ to express time.
asking ‘wh-’ questions to find out the position.
main and difficult points:
1. using imperatives to give instructions.
2. using the impersonal ‘it’ to express time.
procedures contents methods purpose
pre-task preparation warming-up
revision
sing a song < tick-tock >
1. quick response:
s1: what time is it?
s2: it’s …
( one by one )
2. play a game: wolf, wolf, what time is it?
通过歌曲引出各种器官。
让学生开展竞赛，提高学生学习兴趣，复习有关时间的问答句。
利用游戏，引起学生有意注意。复习句型。
while-task procedure listen and read the story 1. play the recording: kitty’s day. students listen and follow in their books.
2. look at the picture and ask and answer:
t: what time is it?
s1: it’s …
t: what’s she doing?
s1: she’s …
t: what does .. say?
s1: …
t: she’s late. why?
s1: maybe …
3. students work in pairs to act out the story. invite pairs of students to act in front of the class.
培养学生语感。
培学生观察能力和逻辑思维能力，发挥想象力，提高口语表达能力。
post-task activities make a new dialogue
listening exercise
let the pupils make a new dialogue.
1. s: listen and fill in the blanks.
2. check it.
3. play again, then read it together.
培养学生综合运用语言的能力，并给他们一个展示才能的机会。
培养学生听力能力，养成良好的听的习惯。
assignment 1. workbook page 23. workbook page 24.
2. grammar practice book 4b, page 33
3. read and copy the dialogue. 巩固课堂所学知识。
feedback:
教师要创设问题情景、启发学习思路鼓励学生独立思考相互讨论，大胆得出有独创性见解，培养学生的想象能力、发现能力、探索能力和知识迁移能力，使学生的思维有独创性、发散性、广阔性、变通性品质得到有效的训练，使学生了解知识发生、发展、变化的全过程，从而为学生能创造性解决问题奠定基础。
the third period
language focus:
using imperatives to give instructions.
using nouns to identify events.
main and difficult points:
1. using imperatives to give instructions.
2. using nouns to identify events.
procedures contents methods purpose
pre-task preparation warming-up
free talk
revision
ps: sing a song < rain, rain, go away >
t: do you like rain? why?
p1-p2: talk about rain.
teacher asks the time using a clock
通过歌曲引出话题。
让学生谈论天气，谈论雨的声音，发挥想象力。
while-task procedure say a rhyme
learn the sound 1. introduce the typhoon and thunder.
2. review: rain, wind and black clouds.
3. encourage the more able students to talk about how they feel when there is a typhoon.
4. listen to the rhyme.
5. divide the students into several groups.
1. play the recording
2. students listen and repeat
3. invite individual students to read the sentence.
象声词的学习很形象，学生易于掌握。
帮助学生掌握读音规律，训练学生辩音的能力。
post-task activities workbook
make a rhyme
workbook page 26 and 27.
make a rhyme. ( group work )
鼓励学生自己创造编写，难度更大。
assignment 1. read the text and recite.
2. write a new rhyme. 巩固课堂所学知识。
the fourth period
language focus:
using imperatives to give instructions e.g. listen to the …
main and difficult points:
using imperatives to give instructions e.g. listen to the …
procedures contents methods purpose
pre-task preparation warming-up
revision
say a rhyme on page 38.
say your owe rhyme. 复习旧知，帮助学生牢固掌握。
while-task procedure listen and write
1ask the class to look at the picture in listen and write. ask: what can you see in the picture? to elicit: i can see?
2ask the less able students to make the noises that the windows are closed.
3encourage the more able students to imagine make the noises they would hear outside the boy's flat.
4say the onomatopoeic words at the bottom of the page and invite the student to repeat. encourage them to do appropriate actions. tell the students that these words are only for fun.
5divide students into groups of four. tell the students that they are going to write a poem similar to the one on page 38. ask the groups to choose any three items from the list to think of a scene. encourage to draw a simple drawing of it.
6the groups write poems about their drawings, based on the model provided on page 39.
7distribute a piece of drawing paper to each group. ask each group to draw the picture and to write their poem below or next to the picture.
让学生通过观察来思考问题解决问题。
让学生模仿大自然的声音，激发学生学习兴趣，让学生习得语言。
post-task activities workbook 1.workbook page 26.
2.workbook page 27. 训练学生书面表达能力。
assignment 1. read the text.
2. do some exercises.
review the text. 巩固课堂所学知识。
feedback:
创造性教学的重要任务是开发学生的潜能，教师不能独占整个教学活动时间，教师要结合学科教材内容的特点和学生已有知识储备和能力水平，有效开展形式多样的课堂教学活动，对学生进行有效的思维方式训练.
module 3 things around us
unit 3 w eather
the first period
language focus:
1.using nouns to refer to months.
2.asking "wh" question to fins out various kinds of specific information about an event.
3.using adjectives to describe weather.
main and difficult points:
1. asking "wh" question to fins out various kinds of specific information about an event.
2. using adjectives to describe weather.
procedures contents methods purpose
pre-task preparation warming-up
chant < what day is today? >
free talk
while-task procedure to learn: the months and how to describe the weather
1introduce: january, february, march, april, may, june, july, august, september, october, november and december.
2play the recording : look and say. students listen and follow in their books.
3play the recording again. students listen and repeat. ask the students to look at the bottom of page 40. point to the picture that shows the clouds. ask: what can you see?
4introduce: rainy windy and sun shines in primary three. display the word and picture cards.
本堂课重点放在学习月份上，因此，重在让他们进行操练。
在以往的日常问答中已经让学生初步学会了描述天气的词,这堂课的重点是让学生能正确朗读和运用。
post-task activities make a calendar 1divide the class into twelve groups. tell them that they are going to work together to make a calendar, give each group a sheet if drawing paper. allocate a different month to each group.
2workbook page 28~30.
用日历的方式复习巩固新授内容。
培养学生阅读能力。
assignment 1read and recite the words.
2grammar practice book 4b page 36 巩固课堂所学知识。
feedback:
the second period
language focus:
1.using the simple present tense to express simple truth.
2.using nouns to refer to seasons.
3.using adjectives to describe weather.
main and difficult points:
using adjectives to describe weather.
procedures contents methods purpose
pre-task preparation warming-up
revision
sing a song
free talk
have a quick response:
what’s the weather like? it’s …
which month is it? it’s … 让学生开展竞赛，提高学生学习兴趣，复习有关weather,month的词汇和句型。
while-task procedure the letter 1the students quietly read the letter for a few minutes. then play the recording: read and write. the students listen and follow in their books.
2divide students into groups. distribute copies of photocopiable page 35.
培养学生语感。
培养学生观察能力和逻辑思维能力，发挥想象力，提高口语表达能力。
post-task activities written workbook page 28
workbook page 29 培养学生综合运用语言的能力，
assignment grammar practice book 4b,
page 37
巩固课堂所学知识。
the third period
language focus:
1.using the simple present tense to express simple truth.
2.using the present continuous tense to describe an action what is taking place at the time of speaking.
3.using predicative adjectives to describe animals.
main and difficult points:
1.using the simple present tense to express simple truth.
2.using the present continuous tense to describe an action what is taking place at the time of speaking.
3.using predicative adjectives to describe animals.
procedures contents methods purpose
pre-task preparation warming-up
revision
sing a song
say something about the weather, month and season
复习旧的知识，引出新的知识。
while-task procedure read a story
learn the sound 1tell the students that they are going to read a story about how the different seasons can bring about wonderful changes in nature.
2play the recording read a story. the students listen and follow in their books.
3invite different groups to report back to the rest if the class. the students then colour the pictures.
4working in groups, the students identify each of the pictures in the table in read and tick on page 43. then they take turns to read the words.
5ask the groups to look through the story for each of the words and to tick under the picture that the word relates to.
6invite the groups to report back while the rest of the class checks their answers.
1play the recording. the students listen and follow in their books.
2play the recording again, the students listen and repeat. 培养学生综合运用语言的能力。
学习语音规则，帮助学生根据读音规则来认读单词。
post-task activities written 1. workbook page 31.
2. workbook page 32.
3. distribute drawing paper to each group.
培养书面语言的能力。
assignment practice book 4b, page 38, 39 and 40 巩固课堂所学知识。
feedback: the fourth period
language focus:
1.asking yes/no-questions to find out about preferences.
2.using the simple present tense to describe the four seasons.
3.using adjectives to describe weather.
4.using formulaic expressions to give positive comments.
main and difficult points:
1. asking yes/no-questions to find out about preferences.
2. using the simple present tense to describe the four seasons.
3. using adjectives to describe weather.
4. using formulaic expressions to give positive comments.
procedures contents methods purpose
pre-task preparation warming-up
revision
sing a song
act the dialogue 复习旧知，帮助学生牢固掌握。
while-task procedure say and act 1play the recording: say and act. students and follow in their books.
2divide students into groups about seasons.
3groups take turns to act their dialogues in front of the class.
4encourage the more able students to enrich their dialogues by adding extra in formation.
让学生通过观察来思考问题解决问题。
培养学生运用语言的能力。post-task activities written do some exercises 训练学生书面表达语言的能力。
assignment oxford english practices and assessment series 4b part 1, module 3 presents further grammar and vocabulary exercises as well as listening and reading skills development tasks.
巩固课堂所学知识。
Module 篇15
module 5 interruptions
unit 1 daming is having a birthday.
function: talking about interrupted actions.
recycling: present continuous tense
language: daming is having a birthday party.
daming is playing the trumpet, but the phone is ringing.
vocabulary: trumpet, ring, doorbell, loudly
procedures:
step 1 warm-up
1. sing an english song.
2. play a game.
step 2 introduction
1. play a game.
2. today is daming’s birthday. simon and daming and their friends are present.
step 3 presentation
1. put the chart on the blackboard and ask the children to look at the picture carefully.
2. play the cassette and circle the new words.
3. play the cassette and ask some questions.
4. teach the new words in different ways.
5. play the cassette again and pause after each utterance for the children to repeat.
6. practice in groups and act out the dialogue.
step 4 finish a task
1. introduce your friend’s abilities.
2. investigate the situation of grasping english in your family.
step 5 homework
1. read the text in role.
2. finish task 5.
unit 2 he’s riding his bike, but it’s starting to rain.
function: talking about when one thing is being done another thing is happening.
language: he’s riding his bike, but it’s starting to rain.
she’s eating dinner, but the phone is ringing.
vocabulary: but, fly, sky, high, call out, wake up, dream
poem: my dream
procedures:
step 1 warm-up
1. review unit 1.
2 ask and answer between the teacher and the children at random.
step 2 introduction
1. divide the class into six groups
2. play a game: make up sentence.
step 3 presentation
1. put the chart on the blackboard and ask the children look at the pictures carefully.
2. play the cassette and ask the children several questions.
3. write down four skill words and teach.
4. play the cassette and repeat.
4. finish activity 2. ask the children to ask and answer in pairs.
step 4 poem
1. ask the children to look at the pictures carefully.
2. play the cassette and ask the children to listen carefully.
3. teach the sentences of the song one by one.
4. play the cassette several times and ask the children to song together.
step 5 homework
1. read the text.
2. finish activity 5.
Module 篇16
unit 1 controlling fire 一、单元分析（unit analysis） （一）单元地位（unit position） 情态动词must 和may 在本课也要重点操练，可以结合具体语境，让学生体会must 和may的不同。 （二）目标（unit target） 1 运用情态动词must 和may. 如：some students may not queue up before they go downstairs. you must queue up before you go downstairs. 2 提高对火的防范意识和自我保护意识。 （三）重点（unit points） 1 关键词： fire drill, rule, pack, queue up, downstairss, switch off 2 功能： must 和may 3 情感教育：提高对火的防范意识和自我保护意识。 教学设计（teaching designs） 教学内容: 课文第5页 教学实施建议： 该部分主要学习两个情态动词must和 may的用法。 （1）让学生回忆学校举行消防演习时的情景，谈谈同学们都做了什么。问学生: what may some students (not) do during a fire drill? 引出： some students may (not)… （2）逐一讨论正文部分（即含有may的句子）是否是火灾发生时的正确做法，并说明原因，应该怎样做（引入must的用法） （3）设置其它在火灾发生时的不正确的做法（用may说明），请学生纠正错误做法（用must） （4）给学生一些时间读课文。播放录音：read, think and write.学生边听边看课文并跟读课文。 （5）请学生自己说出在火灾发生时其它需要一定要注意的事项。 （6）完成第5页练习并核对
Module 篇17
module three foreign food 教学设计
periods
period 1: introduction +reading and vocabulary(1)
period 2: vocabulary and listening + speaking + everyday english
period3: reading (2)+ writing
period 4: reading practice + cultural corner
period 5: grammar (1) + (2)
goals and requirements:
1.learn some good and useful expressions;
2.review of attributes and attributive clauses
3.know more about table manners
key points:
introduction:
1.own to 归功于；应感谢 he owed his success to his family and teachers.
owe ab. some money= owe some money to sb. 欠某人的钱
owing to 由于，因为 （辨析： owing to, because of, due to）
2.cookery n. 烹饪法，烹饪术
cook v. 烹饪 n. 厨师 cooker n. 炊具
reading and vocabulary:
3.quantity n. in quantity / in large quantities 大量的
即可修饰可数名词。又可以修饰不可数名词；作主语时，谓语动词由quantity本身的数决定
4.obsess v. 使着迷；缠住；使烦扰
he ha become obsessed with another man’s wife.
be obsessed with / by 为……所困扰，迷住
5.(it’s) no wonder 难怪（后面接从句）
no wonder he is not hungry; he has been eating sweets all day.
do / work wonders 创造奇迹 wonder at / about (doing) sth. 对……感到惊讶
it’s a wonder that 说来也怪 in wonder 惊讶地
6.end up 结束，结果为 we were to go out, but ended up watching tv.
end (up) with 以……结束/告终
end in 结局为…… their marriage ended in divorce.
7.manner 方式；方法；举止，态度；礼貌（pl.）
it’s good manners to do= it’s polite to do 做某事时有礼貌的
it’s bad manners to do = it’s impolite to do 做某事时没有礼貌的
manner 当“礼貌”讲时只能用复数，作主语时谓语只能用复数。
8.make out 看出，理解 i could hardly make out anything in the thick fog.
i couldn’t make out what he meant.
make ……out of 用……做成，把……改成
9.have ……in common 与……有共同点 john and i have nothing in common.
in common 共同，共有，共用
in common with 与……有共同点
out of the common 非同寻常，不平凡
reading (2)
10.embarrassing adj. 使人尴尬的，令人为难的，
embarrass v. 使窘迫，使尴尬
embarrassment n. 窘迫；难堪；使人为难的人或事物
11. in short 总之，简言之 in short, we must be prepared.
in brief，in a word, in conclusion, in all, in total, all in all简言之，
for short 略作
12.by nature 天生地；出于本性地 she is quiet and shy by nature.
in nature 本质上的，实际的
reading practice
13.cattle 牛（集合名词），作主语时谓语动词要用复数 the cattle are in the shed.
14.consequence n. 后果；结果 i’m quite willing to accept the consequences.
as a consequence/ in consequence = as a result 因此，结果
as a consequence of / in consequence of = as a result of 由于……的缘故
consequent adj.作为结果/后果的
15.raw 生的；未加工的；生疏无知的，未经训练的 most fruits are eaten raw.
i’m raw to my work.
in the raw 顺其自然的；未开化状态的
16.abundant 丰富的；充裕的 our country is abundant in natural resources.
be abundant/ rich in sth. ……丰富，富于……
cultural corner
17. fence n. 栅栏，围栏；篱笆 v. 把……用栅栏（或篱笆）围起来
the garden was surrounded by a wooden fence.
his property is fenced with barbed wire.
fence in 用围墙围，封锁 fence off 用栅栏隔开 ，sit / be on the fence观看形势
18.set fire to 放火烧…… catch(on )fire/ take fire 着火；开始燃烧
on fire起火；着火 set……on fire 使燃烧；放火烧
文化链接
中西一日三餐比较：
早餐 午餐 晚餐
中国 泡饭、咸菜；大饼油条；肉包，豆浆；早老酒，等等 正餐：快餐： 正餐：团聚
美国 谷类食品（百吉卷）、牛奶、鸡蛋、香肠、咖啡、茶 墨西哥炸玉米卷和新鲜莴苣，（light meal），fast food，burgers, hot dogs, （heavy meal）, 中国餐; 甜食、汤、沙拉、肉、鱼、蔬菜、米饭、面条；饭后咖啡或者茶
英国 一碗玉米片加牛奶；新鲜水果；土司涂果酱；茶、咖啡、或果汁。 三明治（从家里带去） 通常有两道菜－肉或鱼加蔬菜，之后有甜点，茶
西方中餐为方便餐，而中国则为正餐（早餐吃饱，中餐吃好，晚餐吃少，比较科学合理）；西方吃饭为吃饱、营养，而中国为享受（联系现实：吃喝办事情）；西方喝酒多酗酒（譬如俄罗斯和芬兰），中国喝酒常与吃饭相伴，并有“吃喜酒”之说法；
饮食特点比较：
a) 中国：强调饮食之美，譬如颜色、香味；取名多艺术化：现实主义者如“青椒肉丝”，浪漫主义者如“百鸟朝凤”“孔雀开屏”之类，即便是路边小餐店亦是如此。（组织学生将中国的菜名简单整理并对照附录中的中西菜名）。而西方则是简单的将菜的原料累加，如fish and chips, fried chicken,远比如中国菜的富于想象力。
b) 西方多强调饮食中的营养搭配以及热量的补充，因此多面食、猪肉、鸡蛋、奶制品等，（故事一：饭店如药店）而事实上却未见其搭配的合理，胖子多于中国；西方对卫生相当严格，而中国主素食，大多写意，菜的颜色和搭配比如西方浓重，尤其是汤的配置（西方汤中多用牛奶之类），这恰与其他如音乐、美术相通（扩展讲解！）
c) 西方用刀叉而东方用筷子，文雅之争论便因此而起。
d) 中国因为饮食文化的丰富，因此便有了各地的菜系：八大名菜：川、鲁、粤、杨、湘、浙、闽、徽，尤其是前四系；另外有诸如拉拉面、天津麻花等地方小吃。
e) 餐店的流行：西方诸如肯德鸡、麦当劳、必胜客（pizza hut）；中国诸如永和豆浆、北京烤鸭等。快餐店越来越流行。
