以下是小编整理了module是什么意思，本文共7篇，希望你喜欢，也可以帮助到您，欢迎分享！
篇1：module是什么意思
module的词根词缀
module的词根mod表示“量度，方式，模式，风度”，例如：
mod量度,方式,模式,风度+ern..方向的→modern 现代的,近代的,新式的
mod量度,方式,模式,风度+est→modest 谦虚的,有节制的
moder=mod量度,方式,模式,风度+ate……的.→moderate 有节制的,中等的,适度的,温和的,稳健的
out出+mod量度,方式,模式,风度+ed……的→outmoded 过时的
篇2：Module 2 Change
unit 1 what will i be?
教学目标：
1.语法目标：
1）using the future tense to talk about future events;
2）using modals to indicate preferences;
3）using adverbs to express sequence of time;
4）using adjectives to make comparisons;
5）using the simple present tense to talk about present states;
2.能力目标：
1）show agreement（同意）and disagreement（不同意）
-- peter will possibly be a policeman.
-- yes, i agree. /no, i don’t agree.
i think he’ll possibly be a fireman.
2）show possibility（可能性）
-- i’ll possibly be a policeman or a fireman.
3.情感目标：
通过学习，让学生展开对自己未来生活的想象和憧憬，从而树立起为未来努力学习的理想。
教学建议：（共三课时）
第一课时：
read and match /read, draw and write(page 20)
教师准备两张kally的照片（一张是现在的，一张是25岁的）展示给学生，让他们说出这两张的不同之处。准备一张表格，通过问题的形式来让同学填写：which picture is younger/heavier/ taller/ stronger/ more beautiful? 进而引入到课文的情景中来。教师介绍kally 通过使用魔术相机得到她25岁时的照片，然后让学生看着展示整个过程的三幅图片来默读课文，加以理解，完成配对工作并给予校对。教师在校对的过程中复习在6b中学过的用first, next, then, finally等表示时间顺序的副词以及强调一下课文中所用的五个动词put, press, take, read 和see，并加以巩固和掌握。然后教师请一位比较有能力的学生来扮演kally的角色, 其他同学来叙述kally使用魔术相机拿到将来照片的这个过程，对有困难的同学教师给予一定的帮助。最后教师再次展示kally25岁时的照片，接着要求学生齐声朗读课文中对这张照片的叙述，然后重点强调一般将来时的使用中增加的与现在的一个比较，对此进行更多针对性的操练，以达到熟练掌握的程度。
第二课时：
look and learn/ read, think and say( page 21
这部分内容的处理，建议以旧带新。先用“what job do you want tget?”开始新课，调起气氛，引出一系列的工作名。然后用“do you know peter’s idea?” , 然后播放录音，让学生边听边思考以下的问题：
what will peter possibly be?
how tall will he be?
how much will he weigh?
will he need to wear glasses?
what will he be good at?
建议学生找到答案后把几句句子连成文章加以朗读和巩固。然后请三位同学分别读一下对danny, eddie 和 kally的描述，如有发音困难的地方，教师给予一定的帮助。然后根据所给的单词和模板对话以小组为单位来进行操练，巩固知识点。有时间的话请几组同学在班级前面进行角色扮演来对话, 课后请学生写下他们自己和朋友将来模样的内容并配以图片，在以后课上进行交流汇报。
第三课时：（p22）
本页首先要求学生跟随录音朗读课文，然后通过一系列问题来检查对课文的理解程度: “what will eddie possibly be? what would eddie like to be? what is he poor at? what does he need to do? what does he have to practise more? what does he have to learn?”然后给学生一段时间思考以下的问题：what will i possibly be? what would i like to be? what am i good at? what am i poor at? what do i need to do? what do i have to practise more? what do i have to learn?最后完成表格 “about you” 的填写，并以小组交流形式汇报各自的记录。
篇3：Module 1 Hobbies
unit 3 language in use学习目标:1.能熟练运用已学的时态谈谈你的特别爱好?2.熟练掌握language practice;3.掌握句子的基本句型 (p146---147)。达标：1.熟记module1的单词及重点短语；2.正确运用句子的基本句型。3.熟练掌握language practice;重点：1.熟记module1的单词及重点短语；2.正确运用句子的基本句型。3.正确运用as a result ,as well as ,such as 及重点短语造句。 课前预习：(一) 复习句子的基本句型 (p146---147);1．阅读、理解language practice;2．通过完成part 1 \ part 2，深刻理解句子的基本句型。3．阅读并理解around the world.重点：1.buy sth for sb = buy sb sth 给。。。买某物make sth for sb = make sb sth给。。。做某物cook sth for sb = cook sb sth给。。。某人做。。。。饭2.save money 省钱、攒钱、存钱他们永远也攒不到中够的钱来买房子。they will never save enough money to buy a house.练习：一．选择填空：( )1.which hobby do you like _______ ?a: good b: well c: best( )2.no one can _______ who stole the bag . a: find b: find out c: look for ( )3.some hobbies are very _______ . a: relax b: relaxed c: relaxing ( )4.the student spent two hours _______ the book. a: reading b: read c: to read( )5.i like playing ______ piano ,but my sister likes playing _____ table tennis . a: the ,the b: \, \ c: the, \ 二．单词拼写：1. she ________ (想象) that she will make good marks .2. his father got a good _________ (结果) in the factory .3. the man brought his son _________ (成功) and enjoyment .4. __________ (青少年) should often have sports.三．完成句子：1. 这本书在XX年1月25日出版。 this book __________________________ january 25th ,.2. 这个故事使每个人伤心。this story __________________________________ .3. 杯子有些水吗？ ______ there ______________________________ in the cup?4. 本月底我校将有一次英语演讲比赛。 ___________________ this month ,there will be an english speech contest in my school.5. 他不但能游水，而且会打篮球。he can ______________________________________ basketball .
篇4：Module 9 Heroes
unit 3 language in use44. feel ill/bad 感觉病了 feel well感觉(身体)好45. save one’s life/lives 拯救某人的生命46. billions of…数以亿计的… thousands of…成千上万的 hundreds of….成百上千的… 47. stop/prevent sb. (from) doing sth. 阻止某人做某事e.g. florence nightingale worked hard to stop/prevent soldiers (from) dying. 南丁格尔为防止士兵死去而努力工作.protect…from… 保护…不受到…(伤害)e.g. he raised his arm to protect his daughter from the rain. 他举起胳膊来保护女儿不被雨淋.48. return to some place 返回到某地49. look up… 查阅…e.g. please look up the word in the dictionary. 请在字典里查这个单词.语法: 状语从句 ( 二 ) 课本p155--156各位家长，您的孩子是否已掌握了本模块的知识，请签字或留下您的建议，谢谢！
篇5：Module 4（第三册）
MODULE 2 Unit 1<?xml:namespace prefix =o ns =“urn:schemas-microsoft-com:office:office” />
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 2
What’s the time? It’s ____o’clock. clock park airplane
train tried film
What time is it? It’s half past____.
篇6：英语教案－Module 4
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 2
What’s the time? It’s ____o’clock. clock park airplane
train tried film
What time is it? It’s half past____.
篇7：Module 1 The natural
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
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