Module 1 The natural elements（精選6篇）
Module 1 The natural elements 篇1
module 1 the natural elements
unit 4 forests and land
p24
應掌握的詞匯：
touch v.觸摸
feel v.摸起來
hard adj. 硬的
eg. don’t touch it. 不要觸摸它。
how does it fell ? 摸起來感覺真么樣。
it’ s hard . 它是堅硬的。
認知詞匯: tablecloth , above
應掌握的短語: be made of
應掌握的句型: how does it feel ?
what’s --- made of? it’s made of --- .
prefer to do sth
eg. i prefer to stay at home because it’s hot outside .
外面太熱，我寧愿呆在家里。
what is the scarf made of ? 這條圍巾是什么做的？
it’s made of wool. 它是羊毛的。
教學重點: 1. 讓學生強化對句型 be made of 的訓練 ， 是學生能夠更靈活、
準確地應用，同時進一步提高學生的想象能力。
2.是學生以問答的方式回憶并掌握本單元的重點內容。
教學難點: 1. 培養學生大膽發揮他們的想象力，并且能夠大膽的用英語表達，
2.培養學生注重觀察生活。
教學過程:
step 1. revision
free talk with be made of .
step 2. lead-in
從學生的提問所用的實物中挑選一件，先讓學生用眼睛觀察它的材質，再
找一名同學用手觸摸一下，然后讓他大膽的說出自己的感受。
let’s watch it . we can see it’s made of ---?
this time close your eyes , touch it .
how does it feel ?
step 3. play a game
(以同桌的形式) 讓學生把事先準備好的東西在同桌蒙上眼睛后，拿給對方，
并詢問：
how does it feel ? 幫助蒙上眼睛的同學回答：it’s hard / soft / smooth / rough.
在游戲中讓學生盡量用所學過的形容詞大膽的表達。
step 4. think and tick
四人一組先進行討論，如果他們要給其中一人開生日派隊的話，實現需要
準備那些東西寫出來，越多越好。然后把他們的討論結果以對話的方式表演出
來， 讓學生盡量把本單元所學過的指示盡可能多地用上。
eg. i’d prefer to get --- .
what’s it made of ?
where can we get ---?
what do we use --- to do ?
step 5. tommy target
1. 讓學生盡可能多的回憶出本單元所學的重要的單詞、詞組和句型
寫到黑板上，并說出他們的意思。
2. 讓學生就所學的內容盡可能多的提問，請其他的同學來回答。
step 6. writing practice
do wookbook exercises and grammar practice book exercises.
板書設計
unit 4 p 24
how does it feel ? tommy target
( ss write )
it’s hard / smooth / hard /rough .
Module 1 The natural elements 篇2
unit 2 windy weather教學內容 (teaching content)oxford english 7 b module one unit 2 windy weather教材分析(analysis of teaching material)本節課是牛津英語七年級下學期module one unit 2 windy weather的內容，學生通過此處的學習，能夠了解自然現象——風。培養了學生綜合運用語言的能力。它在本模塊中占據了重要的位置。從整個牛津英語教材來看，它屬于環境方面的信息素養模塊的教學內容。學情分析(analysis of students)初一（七年級）學生的特點來看：他們尚處于英語學習的初步階段，需通過視，聽，讀，寫多種方式給學生提供可理解的語言輸入。鍛煉他們英語的思維，聯想，想象，判斷和推測的能力，充分調動他們的情感態度興趣等非智力因素。從而增強語言的分析加工能力，豐富英語詞匯的存儲，促進語言的表達。教學目標 (teaching aim)l 知識目標 (the knowledge objective)² learning the following words, phrases and patterns:windy, gentle, breeze, column, typhoon, display board ,in the new order, on a windy day, a strong wind, fly kites, in the countryside, see sb. doing sth., what can you see when there is a…? l 能力目標 (the ability objective)² learn to express the different kinds of windy weather with words, phrases and patterns above.² develop the students’ speaking english skills and using english skills.l 情感目標 (the moral objective)² learn to enable the ss to cooperate with others.² get to know the importance of the safety precautions for typhoons.教學重點和難點 （teaching key and difficult points）l key points: how to use patterns freely;express what ss can see in the different kinds of windy weather.● difficult points: how to talk about the different kinds of windy weather according to the pictures.教學手段（teaching aids）multimedia software and computer. our target paper (learners-teacher’s paper)教學方法 (teaching methods)task-based language teaching methodstudent-centered approach教學過程 (teaching procedures)step1: warming-uphave greetings and daily report as usual.設計意圖：通過每天的課前英語交流給學生提供說英語的機會，提高他們的聽說技能。step 2: leading-in.1. ask a student to make a weather report for us.2. task: ask ss to talk about the weather of shenyang.‘how is the weather in shenyang in spring?’‘which weather do you like best?’設計意圖：通過學生做天氣預報引出天氣這個話題，然后讓學生談論沈陽春季的多風天氣，自然引出本課的主題。step3 presentationt: look at the pictures on the computer screen. there are three kinds of wind : a gentle breeze, a strong wind and a typhoon.t: what are they doing in the pictures?task: ask the ss to look at the pictures to learn the new expressions.設計意圖：通過直觀形象的圖片，使學生們了解了本節課所要掌握的單詞和詞組，為下一步的學習奠定了基礎。step4 practise 1. fill in the blanks with proper letters according to the pictures.2. ask ss to talk about what they can see in different kinds of weather and write their answers on the books.設計意圖：通過前面的學習已經了解了三種不同形式的風，此處的搭配練習和問答練習可以幫助學生提高綜合使用英語的能力。step5：production1. show the students six pictures and ask them to think about what else on a windy day.2. t: what can you see when there is a gentle breeze/when there is a strong winds/when there is a typhoon?3. ask ss to talk with their classmates.( group activities.)設計意圖：通過學生的分組活動，可以培養學生們的協作能力；展示他們的學習成果。step6：consolidation1.the teachers summerizes the main and difficult points after the students ask each other questions.2.do some exercises in order to see whether the students really master the points and how much they master them.( using ‘our target paper’)設計意圖：以講學稿作為媒介，通過多種形式的練習來對本節課的內容加以理解，復習和鞏固。使課堂的教學效率最大化，讓學生真正成為課堂的主人。有梯度的練習讓不同層次的學生均有所收獲。step7：homework1.remember the new words and expressions.2.finish the exercises on‘ our target paper’.3.finish the exercise on workbook.板書設計（blackboard design）until 2 windy weatherwhat can you see on a windy day?display board , a gentle breezein the new order, a strong windon a windy day, a typhoonfly kites, see sb. doing sth.,in the countryside, what can you see when there is a…? 教學效果預測：通過本節課的學習，學生們能夠掌握三種不同的類型的風。在不同風的天氣下，人們的不同活動。學生掌握了句式，并能靈活運用，在不同的天氣條件下都要注意安全。從而達到全面培養學生的預期效果。
Module 1 The natural elements 篇3
unit 1 electricity todayteaching design class one, grade sevensubject: englishteacher: jingui-fangdate: may 13, project title7b module 4 the natural elementsunit 1 electricity today the third period p67 teaching aimsknowledge-learning target： 1. to make the ss have a good master of the sentence pattern on page 67 2. to grasp the language points: make sb. do, help sb.(to) do sth. etc 3. to learn and practise using adjectives and adverbs (comparative)to describe conditions 4. to write a short passage with at least sixty words about the importance of electricity ablities-cultivating target: to develop students’ ability of speaking, listening and writing moral-penetrating target: 1.to let sts realize that electricity is very important and we must save electricity 2.to cultivate sts’ communcative and cooperative abilities basis for the target designanalyses of the materialthis is the third period of this unit. the material gives students some information about the importance of electricity in our lives. students learned the names of different kinds of electrical appliances .most students will feel difficult because the sentences are usually long and some of the words are difficult to pronounce,especially the new structures are easily confused. analyses of students’ statusthe students of class 1 are often active during english class except a few students who are poor at english. most of them are interested in learning english. they are not only able to listen, speak and answer, but also willing to express their ideas so that they can get more marks for their own groups. teaching emphases1. to express what they have just learned skillfully 2. to let sts have fun learning and doing in the process and get the sense of success 3. to cultivate team spirit. difficult point in teaching1、grasp the language points: make sb. do, help sb.(to) do sth. ,save sb.time doing sth. 2、have a good master of the sentence pattern teaching methods1、task-based teaching method 2、using multi-media 3、co-operative approach teaching aidspowerpoint teaching proceduresteaching contentteacher’s activitiesstudents’ activitiesdesigning aimswarming-up listen only and look at students with a smilego over the names of electrical appliances with the help of pptto prepare for the english lessonpre-task make a modelshow time: guessing game one student describes some kind of electrical appliance with words except the the object itself, the other students guess the answerto bring up sts’ ability for producing language and listeningwhile- task 1. ask: what’s the relationship between electrical appliances and electricity? to elicit: a;why has electricity become so important .in our lives? b: it’s because people want to use many different electrical appliances 2. ask:what’s the relationship between electricity and our lives? what’s the relationship between electricity and our lives? 3. ask: what do you think of electricity? can you find out at least four adjectives to describe electricity? introduce and practise the adjectives 4.introduce and practise the sentence pattern 1.oral drills if there is no electricity, people will not be able to use… 2. work in pairs 3.oral drills: if there is no electricity, our lives will be less…… 4. practise the sentence pattern focus: make sb.do make sth. adj. /comparatives of adj. help sb.do sth. save sb. time doing housework1.to improve sts’ ability for speaking 2.make sts learn the new language points skillfullysummarygive a summary of the new lesson by writing down the key words on the blackboardread the key words and speak out the sentencesto make sts clearerpost-taskwritingfinish the importance of electricity of page 67to improve sts’ ability for writingassign- ment1.finish grammar practice book 7b p58/59 2.7b workbook p33/34 3.writing:the importance of electricityfinish all of them after classto consolidate what they have learnt.
Module 1 The natural elements 篇4
unit 2 windy weather
華師大實驗中學 錢平
pre-task preparation
1. review the content of page 42.
teacher may ask:
what can you see when there is a gentle breeze?
what can you see when there is a strong wind?
what can you see when there is a typhoon?
2. introduce new words.
teacher may ask:
what can you see when there is a typhoon in the park/in the sea?
to elicit: fall, sink, clean-up
while-task procedure
1. review the past forms of verbs. write the verbs on the board and divided them into two columns
move-moved be-was/were
stay-stayed blow-blew
pass-passed fly-flew
watch-watched become-became
fall-fell
break-broke
go-went
sink-sank
begin-began
2. introduce the adverbs. show four pictures on page44 to students and ask:
how did the wind blow? — the wind blew _______. (fierce)
how did the clouds in the sky move? — the clouds in the sky moved _______. (quick)
how did kitty and ben go home? — kitty and ben went home ________. (immediate)
how did the wind become stronger? — _______, (sudden) the wind became stronger.
how did the wind blow? — the wind blew _______. (light)
how did the leaves blow in the wind? — the wind blew _______. (slight)
how did they flow their kite in the gentle breeze? — they flew their kite _______ (happy) in the gentle breeze.
how did the typhoon pass? — the typhoon passed _______. (quick)
how did the big clean-up begin? — the big clean-up began __________. (immediate)
3. show four pictures again and ask students to put them in the correct order.
4. learn the first passage. students answer the following questions:
where were kitty and ben? — in the countryside
how did the wind blow? — lightly
how did the leaves blow in the wind? — slightly
how did they flow their kite in the gentle breeze? — happily
5. learn the second passage. students read the passage and answer “t” or “f”
the wind became stronger slowly. — f (suddenly)
the clouds in the sky moved fast. — t
the wind blew the sting away. — f (kite)
kitty and ben went home immediately because it became dark. — t
6. learn the third passage. students listen and fill in the blanks.
kitty and ben stayed ___________. they watched tv. the wind became much ________. it blew _________. it became a __________. ________ fell down. ships and boats sank in the big _______.
7. learn the fourth passage. show the picture and ask students to describe it.
typhoon/ pass/ quickly
wind/ become/ gentler
clean-up/ begin/ immediately
go out
post-task activity
1. ask students to read the story after the teacher. then ask each group to read one passage of the story.
2. do pair work. students may choose one picture and ask questions and answer in pairs according to the content of each picture.
s1: how did kitty and ben fly kite in the countryside?
s2: they flew kite happily.
s1: how did the clouds in the sky move?
s2: it moved quickly.
Module 1 The natural elements 篇5
module 1 the natural elements
unit 4 forests and land
p23
應掌握的詞匯
wooden adj.木制的 this pair of chopsticks is wooden . 這雙筷子十木制的。
chopsticks n.筷子 chinese people eat meals with chopsticks.
中國人用筷子吃飯。
sock n. 襪子 i wash my socks every day .
我每天都洗襪子。
purse n. 錢包 she put his money in her purse .
她把錢放進了錢包里。
spoon n.匙
fork n. （叉子） westerners always use knives, forks and spoons to have meals .
西方人通常是用刀、叉和匙吃飯。
認知詞匯: vase , woolen , jug , case
應掌握的短語: be made of
應掌握的句型: what’s it made of ? 它是由什么制成的？
it’s made of --- 它是由---制成的。
what’s the table made of ?
it’s made of wood .
教學重點: 1. 掌握并區分不同的材料可以制成的不同東西
2.熟練的應用句型 what’s it made of ?
it’s made of ---.
教學難點: 1. 引導學生填好文中的表格，并發揮想象得出更多的答案
2.靈活應用 be made of
教學過程:
step 1. revision
free talk in pairs , like — what’s this ?
it’s cotton .
—where can we get cotton ?
we can get cotton from plants.
—what do we use cotton to do ?
we use cotton to make clothes.
step 2. lead-in
把課前準備好的棉體恤衫展示給學生，先讓學生來猜它是誰的，來吸
引學生的興趣， 然后讓學生聯想棉花來自于哪里 ，這件棉體恤衫是由什么
制成的，進而導出新課的重點句型
what’s it made of ?
it’s made of ---
step 3. presentation
1. using real things to teach new words
2. drills
what’ s this ?
what’s it made of ?
step 4. activities
1. 讓學生先同桌討論，然后把書上的表填上，并由其中一人把填好的結果
讀出來。
2.猜測游戲；把全班分成四組。請幾名同學把課前準備好的東西展示給
其他同學，然后提問，如：what’s this bottle made of ?
what is the shirt made of ? 等等。
小組成員討論后在一張紙上寫下答案，然后再有一名代表寫到黑板上，
答對題目最多的小組獲勝。
step 5. writing practice
do wookbook exercises and grammar practice book exercises.
板書設計
unit 4 p 23
words :
wood n.-- wooden adj.
wool n.—woollen adj.
patterns:
what is --- made of ?
it’s made of --- .
Module 1 The natural elements 篇6
module 4 the natural elements
一. 本周教學內容：
module 4 the natural elements
unit 1 electricity today
［教學過程］
重點詞匯
appliance efficiently electrical flash
fright neater lightening link
mainly microwave operate plug
pylon refrigerator steam storm
vacuum wire
be known as...
be known as作為……而出名
he is known as a fair judge.他作為一名公正的法官而出名。
同義詞：be famous as
辨析：be known for意思是“因……而出名”，相當于be famous for。
he was known for his frankness.他因坦誠而出名。
be known to意思是“……所熟知的”。
as is known to all, the earth is round.
正如大家所熟知的那樣，地球是圓的。
yet用法
在現在完成時的句子中，already常用于肯定句，yet常用于否定句和疑問句，但yet還有其他用法。
1. 用于否定句中，意思是“還、尚、迄今、到那時”。例如：
he is not yet here. 他還未到。
at three o’clock they had not yet decided whether to play basketball or not.
三點鐘時他們尚未決定是否去打籃球。
2. 用于疑問句中，意思是“已經”。例如：
is everything ready yet ? 一切都準備好了嗎？
3. 與比較級連用，意思是“更”。例如：
you must work yet harder. 你還需更努力地工作。
4. 與once , again , another 連用，意思是“再”。例如：
he has made yet another mistake.
他又犯了一個錯誤。
5. 用于肯定句中，意思是“仍然、還得”。例如：
she is yet a child. 她還是個孩子。
6. 用作并列連詞時，意思是“然而、可是”。例如：
he studied hard yet he failed.
他學習努力，可是考試仍未及格
still：yet 辨析
1a. 一般說來，這兩個副詞幾乎可以通用，只是兩者在句中的詞序稍有不同
比較：i’ve still a few more pages to read. 我尚有幾頁書要讀。
i’ve a few more pages to read yet. 我尚有幾頁書要讀。
we have exported a lot of goods，but we must export still more.
我們已出口了許多貨物，但仍須再多出口一些。
we have exported a lot of goods，but we must export more yet.
我們已出口了許多貨物，但仍須再多出口一些。
1b. 兩者的情態色彩和語氣強弱不一樣。試舉例來說明。
比較：is teddy still here？丹迪仍在這里嗎？（仿佛說，他曾在這里，但不知他走了沒有，所以這一句等于“hasn't he left？”的意思。）
is teddy here yet？丹迪還沒有來嗎？（仿佛說，我希望他來，但不知他來了沒有，所以這一句等于“has he arrived？” 的意思。）
is jane still not here？珍妮還沒有到嗎？（不愉快的心情較強）
isn’t jane here yet？珍妮還沒有到嗎？（不愉快的心情較弱）
take與bring都有“帶”，“拿”的意思。take與bring實際上是一對反義動詞。take的意思是“拿走”，“帶走”，指把某人或某物從說話人所在地帶往別處。例如：
take him to hospital at once, please.
請馬上帶他去醫院。
bring指“帶來”，“拿來”，指把某人或某物從別處帶到說話人身邊來。例如：
eddie brings me some books.
埃迪給我帶來了幾本書。
bring to 帶來好東西 bring on 帶來壞東西
work brings happiness to us.
laziness brings misfortunes on us.
bring與take在動作方向上的區別相當于come 與go。請體會這個句子：take this coat away and bring me mine. 把這件外衣拿走，把我的外衣拿來。
also，too
這兩個詞都是副詞，又都表示“也是”的意思，但在修辭意味和使用場合上有所不同。它們的區別如下：
（一）一般說來，also用于比較正式（formal）的場合，語氣比too莊重； too是慣熟（familiar）的用語，使用范圍較廣。
（二）also在句中的位置要緊靠動詞； too在句中的位置比較靈活，有時插入句中，前后用逗號分開，有時放在句末。
（三）too只能用在肯定句中，不可用于否定句內。either只能用于否定句；also即可以用在肯定句中，又可以用在否定句中。
下面請看例句：
reading books is learning，but practice is also learning。
讀書是學習，實踐也是學習。
we have not heard such a thing. also，we have never seen such a scene.
我們沒有聽見過這種事情，我們也從來沒有見過這種場面。
請注意，一般說來，also在句中的位置應緊靠動詞，但有時為了強調其意，也可以將它放在句首或句末。
mary, too, can play the piano.
瑪麗也會彈鋼琴。
could you speak japanese？—yes，and spanish too.
您會說日語嗎？——會的，還會說西班牙語哩。
also雖然和too同義，但前者大都用于書面語，后者大都用于口語。例：
the lady washed the children and also gave them dinner. （書面語）
the lady washed the children and gave them dinner too. （口語）
在口語中，too還可以用 as well代替。
as well as，as well
這一對短語僅差一字之微，意義相近，故很易引起混淆。
作為習語用作介詞時，as well as的涵義是“還有”、“不但…而且…”。值得注意的是，在a as well as b的結構里，語意的重點在 a，不在 b。因此，“he can speak spanish as well as english. ”的譯文應該是：“他不但會說英語，而且會講西班牙語”，決不能譯作：“他不但會說西班牙語，而且會講英語”。如果這樣翻譯，就是本末倒置了。as well as和 not only… but also…同義，但前者的語意重點和后者的語意重點恰好顛倒。
如果 as well as用作連詞引出比較從句，其義為“和…一樣好”。因此，“he speaks spanish as well as english. ”應譯作：“他說西班牙語像說英語一樣好”。語意的重點依舊在前部，不在后半部。
make…from make…of make…into make up
they make wine from grapes.
this big box is made of wood.
they make milk into butter and cheese.
a car is made up of many different parts.
show
show sb. sth. show sth. to sb.
show me what you have in your bag.
he showed me his pictures.
1. 一般現在時(the simple present tense)
1) 敘述公認的事實和真理，沒有時間性，任何時候都是如此。如：
the earth is round.
wealth doesn't always bring happiness to us.
2) 敘述現階段平日習慣或日常的行為活動。在這種句子里常有表示習慣性的副詞、副詞短語或從句。有：often, usually, sometimes, always, never, seldom, every day, once a year, on sundays等，或從句when…,as soon as…等，如：
do you go to school on sundays?
how often does he go to the cinema?
as soon as he arrives, i'll tell him the truth.
3) 敘述現在的事實和情況：
i think he is an honest man.
he wants to be a doctor.
4) 在以if, even if, unless, provided that等引出的條件狀語從句里。如：
if it rains tomorrow , i’m going to stay at home.
i won’t go there unless he invites me .
但是，當if, when引導賓語從句時，表示將來時間須用將來時。如：
i don’t know he will come.
i wonder if it will rain tomorrow.
5) 代替現在時行時：在“here comes…”、“there goes …”的倒裝結構中，用一般現在代替進行時。如：
look , here comes the teacher!
listen! there goes the bell!