M1U3 Language in use
【典中点】外研版八年级英语上册教案 M1 Unit 3 教学设计
Module 1 How to learn EnglishUnit3 language in use【学习目标】1、（知识与技能）复习一般现在时，一般过去时，一般将来时，现在进行时，并复习一二单元的重点单词，短语，句子2、（过程与方法）通过师的引导复习从初一到现在学过的几种时态，然后通过检测反应学生的学习效果3、（情感、态度与价值观）掌握学习英语的方法,提高学习英语的兴趣，懂得与人交流，注意语言的得体性。
【重点难点】语法一般现在时，一般过去时，一般将来时，现在进行时【学法指导】课前复习M1U1U2，完成U3的activity5，activity7，activity8，与小组成员团结合作完成activity3,4,6，对未能解答的问题做上标记，完成后交组长检查登记。
课堂上，跟着师的指导，完成听力activity1,2，并纠正自己在课前完成的任务。
师总结后生完成检测反馈与总结提炼，完成后交师处打等级。
导学过程方法导引【自主复习，总结提炼】一.1、自主复习：翻译词组1．写下___________ 2.互相____________3．新学期__________ 4.看报纸__________5．犯错误__________ 6.还有什么_________7．一些建议_________ 8.把…译成_________9．为什么不__________ 10.尽力去做…________11．forget to do______________12。
help sb. with sth.______________________13. study plan__________________14. grammar mistakes _____________________15.do some concerts ___________________根据句意及所给首字母提示补全单词。
1. You should make a plan for study at the beginning of the t____.2. Don’t be afraid of making m_______ when you speak English.3. Both English and Chinese are important l________ in the world.4. Thanks for telling me some good ways to i_______ my English.5. Most young people like to send text m______ to each other.B) 用括号中所给单词的适当形式填空。
M1U3
8B Module 1 Nature and environmentUnit 3 ElectricityThe First Period ReadingLanguage Targets:1.To activate the knowledge to help the students understand the text.2.To help the students build up new vocabulary3.To enable the students to understand the reading materialAbility Targets:To improve the students’ reading skill and help the students learn to cooperate with each otherEmotion Targets:To help students know the importance of electricity and be careful with it..Language focus:1. Vocabulary:1) servant, electricity, trick, foolish, wire, flow, meter, measure, bill, monthly, explanation, scratch,invisible, energy, bulb, connect, bury, politely, grin, contain.2) at last, flow through, get a bill for, in a way, be careful with,, be connected to, be buried under,make electricity.2. Function: You must always be careful with it.May I have my packet of electricity, please?Teaching aids:1. A recorder, a cassette2. S tudent’s book 8B page33Teaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-task preparation 1. Introduce someelectrical appliances.Exercise A:Have a discussion.1.Do you know thesethings?2.What can they do?3.What common points arethere among them?Make theatmosphere ofEnglish.2.Four forms of energythat electricity canchange into.1.Think:What forms ofenergy can they changeelectricity into?2.Match the kinds ofenergy in the box with thethings in the pictures.Watch each clip carefully,Learn fourforms of energythat electricitycan changeinto.3. Watch three short clips of video and try to answer the questions. try to remember every itemappeared in the video,thenanswer the questionappears at the end of eachclip.Help studentsknowsomethingabout diaries.II. While- taskprocedure1. After reading the title,the first and last twoparagraphs and thepictures, try to get ageneral idea of thetopic.Ask Ss to look at the title,the first and last twoparagraphs and the picturesand then answer thequestions.Help Ssunderstand thearticle easily.This is part of theskill of predicting,It is good for Ss tomake intelligentguesses aboutwhat might be inthe article.2.Learn some vocabularies. 1.Find the words andphrases in Column A in thestory and match them withthe meanings in Column Be the words andphrase in the box tocomplete the followingsentences.plete the sentenceswith proper wordsaccording to the meaningsgiven in the brackets.Learn the newvocabulary ofthe unit.3. Learn the text. 1．Read the story fromparagraph 5 to paragraph13 on page 33 and find outhow electricity comes topeople’s homes. Make aflow chart to show theprocedure.2.The diagram belowshows how electricity getsto Benny’s flat. Choose theright words from the boxto name the things in thediagram. The first one hasbeen done for you.3.Now read the story inCheck theunderstanding of the text..Train the Ss’reading skillsdetail (Divide it into three parts) and then answer the questions.4.Read the text together.5.Synopsis by paragraph.III. Post-taskactivityRetell the story. 1.Work in groups offour. Act out the storyamong Daisy, Benny,Dad and Mum.2.Look at the followingdiagram and say howelectricity comes to ourhomes in your ownwords.Morespeakingpractice.IV. AssignmentWorkbook 8B, pages23 and 24.教学反思：Second Period Grammar ALanguage Targets:1.To learn the use of the modal verbs such as “can”“must” and “may”.Ability Targets:1. To be able to use “can”“must” and “may” correctlyLanguage focus and difficult points:1. The uses of the modal verbs such as “can”“must” and “may”.Teaching Aids:1. Student’s Book 8B page36、37、38.2. Multi-mediaTeaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparation Make some sentences Make some sentenceswith the modal verbssuch as “can”“must”and “may”.Let students befamilar with themodal verbsII. While- taskprocedure1. The use of can andcannot.2.The use of must andmust not. 1. We use can andcannot (can’t) to saywe are able or notable to do things.Can you get me apacket of electricity,please?I can count.You cannot spell.Can they dance?Yes, he can./No, shecan’t.2.Tips:When we use modalverbs as can andcannot with otherverbs, the verbsfollowing the modalverbs do not changetheir form.3. Read what Tomand Ann say about themselves.Then say if thestatements below areT (True) or F (False).1.We use must andmust not (mustn’t)to tell people whatdo to or what not todo.2.Tips:When giving anegative reply,mustn’t can bereplaced withneedn’t when there isno reason to doRevise thebasic use ofthe use ofcan.To haveexercises fordifferent usesof can.To have generalideas of the useof must..3.The use of may and may not.something,3.We often use signsas well as words totell people what to door what not to do.4. Work in pairs toexplain these signs.S1 says the sentencesto S2. S2 gives theletters of the signs.1.We use may andmay not to ask forand give permission.We also use can andcannot (can’t) forthe same reason.2.Do some exercises.To havegeneral ideas ofthe use of may.III. Post-taskactivity Complete thenewspaper report. 1.Benny is asking hissister some questions.What is he askingher? Make questionsfor Benny. Use Mayor Can and wordsfrom the box.2.Ask properquestions accordingto the givensituations, using Mayor Can.Examinewhether Sshave graspedthe use of themodal verbslearned in thislesson.IV. Assignment Workbook 8B, pages18 and 19. To have more practice of the use of “can”“must”and “may”.教学反思：Third Period Grammar BLanguage Targets:1. To learn to use the object clauses introduced by that and ‘wh-’words c orrectly.Ability Targets:1. To be able to use the object clauses introduced by that and ‘wh-’words c orrectly. Language focus and difficult points:1.The tips of the object clauses introduced by that and ‘wh-’words.Teaching Aids:1 Student’s Book 8B page39、40.2.Multi-mediaTeaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-task preparationIntroduction:object clausesShow the example:Daisy thinks that she canbuy electricity in packets,like sweets.Get studentsinterested in thetopicII. While- task procedureExplain thegrammar.1.Object clausesintroduced by that2.Object clausesintroduced by‘wh-’words.1. We use certain verbsfollowed by that plus anobject clause to say whatwe know, think, believe,2.We often omit that inspeech.We use some other verbs,e.g., tell, hope, notice,agree.3.An object clause canalso follow someadjectives such ascertain, sure and afraid.4.Benny is taking notesabout living on Mars.Read his notes and writean ‘O’ for a sentence thathas an object clause andan ‘N’ for a sentence thatdoes not.5.Work in pairs and telleach other some factsabout electricity. Use thetable below to help you.6.Work in pairs. S1 tellsS2 what he/she andother people eat. S2looks at the healthyeating table belowand gives a suitable reply.The first one is done foryou.1.We can use a ‘wh-’word to introduce anobject clause when itexpresses a ‘wh-’question.2.When we use a ‘Wh-’question as an objectclause, we change it intoHelp Ss tolearn how touse the objectclauseintroduced bythat correctlyPractice usingthe objectclauseintroduced bythat.Help Ss tolearn how touse the objectclauseintroduced by‘wh-’wordscorrectlya statement.3.If the question word is the subject of anobject clause, we don’thave to change the Wh- question into a statement.e.g.We do not change the sentence orders as follows:Can you tell me what’s the matter with Tom?I want to know what’s the problem with my watch.4.Rewrite the sentences into object clauses.5.Mr Jiang has got a robot. Danny has some questions about it. Complete what Danny has written down in his notebook with object clauses. Practice using the object clause introduced by ‘wh-’words.III. Post-taskactivity More languageinput. We cannot use think orbelieve with a negativeobject clause.e.g.1.I think (that) his idea isnot right.(×)I don’t think (that) hisidea is right.(√)2.I believe (that) hedidn’t give a wronganswer. (×)I don’t believe (that) heg a ve a wrong answer.(√)Moreattention tothe objectclausesIV. Assignment Workbook 8B,pages 20, 21 and22.教学反思：Fourth Period ListeningLanguage Targets:1. To learn to catch the main information you need while listening.2.To act out the dialogue between an electrician and a woman about a fault in her flat. Ability Targets:1. To be able to get some information through listening to an articleEmotion Targets:1. To know some common knowledge on using electricity.Language focus:1.V ocabulary: kettle, vacuum cleaner, rice cooker, iron2. Functions: The lights was on/ off.Teaching aids:1. Student’s Book 8B page41.2. Multi-mediaTeaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparation 1. Look at the picturreand find 12 electricalappliances in thispicture, then makesentences. 1.Find 12 electrical appliances.2.Make a list andwrite a sentenceabout each one. Useeither of thesepatterns:We use a … to +infinitiveWe use a kettle toboil water.We use a … for +To motivatethe students’interest byguessing theelectricalappliancesReview thestructureslearnedbefore.-ingWe use a kettle for boiling water.II. While- task procedure 1. Know the electricalappliances in Benny’sflat.Listen to theconversation betweenthe electrician andBenny’s mother. Theyare trying to find outwhich things wereswitched on or offwhen the electricitystopped.Name the electricalappliances in Benny’sflat.1.Make sure thestudents understandthe situation. InBenny’s flat, there isone faulty appliance.This sometimescauses all theappliances to gooff. An electrician hascome to deal with thisproblem.2.Play the recordingtwice and thestudents circle ON orOFF below thepictures.3.Check the answerswith the students.4.Listen and repeatthe conversationDevelop thestudents’listeningskill.III. Post-taskactivity Show timeAct out the conversation between Benny’s mother andthe electrician according to the pictures on the right.MorespeakingpracticeIV. AssignmentWorkbook 8B, page23.教学反思：The Fifth Period SpeakingLanguage Targets:To practise ways of pronouncing a word ending with a consonant sound together with a word starting with a vowel sound.Ability Targets:To teach the students to use electricity safely at home.Language focus and difficult points:1. The way of pronouncing word linking.2. Phrases: turn on the water heater, give the puppy a bath,look through the peephole.Teaching Aids:1. Student’s Book 8B page42、43.2. Multi-mediaPROCEDURECONTENTS METHODS PURPOSEI.Pre-task preparation Word linking Explain what word linkingmeans here to the students.When we say a word ending with aconsonant sound together with aword starting with a vowel sound,we often move the final sound in thefirst word to the beginning of thesecond word.Help students knowwhat word linkingmeansII.While-taskprocedure1.Practice sayingthese phrases andsentencestogether. 1.Play the recordings ofExercises A1 and A2. Thestudents listen and repeat.A1:not at allfor a long timein an hourfar awaya pair of shoesall over the worldA2: I’m afraid.Students practisespeaking skillsLet the students useword linking2. Speak up Safety first.Take a look at it.Think about it.Eat an orange.2.Give the students more timeto practise saying the phrasesand sentences in Exercises A1and A2. Then ask a fewstudents to read them individually to see whether theylink the words correctly.Following the given conversation between Johnnyand his dad in the Student’sBook on page 42, the studentsshould work in pairs to produceshort dialogues according to thepictures on page 43.correctly.III.Post-task activitiesV. Assignment situations. Have adiscussion.Practise sayingthe phrases andsentencesAsk the students list moreeveryday situations whichmight be dangerous in someway and remind the students ofthe correct procedures whichshould be followed in theseSs practice speakingEnglish and it canarouse their interest.教学反思：The Sixth Period WritingLanguage Targets:1. To practise making rules for offices and schools.2. To review the modal verbs.Emotion Targets:1. To know the “must” or “must not” rules.Language focus and difficult points:1.The modal verbs.2. Vocabulary: read comics, lean out of, properly, customersTeaching Aids:1. Student’s Book 8B page 44、45.2. Multi-mediaPROCEDURE CONTENTS METHODS PURPOSEI.Pre-task preparation 1、Look at thepicturecarefully andfind out whatthings thestaff havedone wrong.1.Tell the students to find outwhat things the staff have donewrong.Let the students knowwhat should be doneand what shouldn’t bedone in the office.II.While-task procedure 1. To doExercise A:Make somerules for thestaff.2. To doExercise B, ask2.Ask the students to work outthe office rules and decide whichrules belong to category a andwhich to category b.a rules: to encourage people tobehave in a way that isright;b rules :to stop people from doingbad or even dangerousthings.These rules are a rules:numbers___________________.These rules are b rules:numbers___________________.Daisy is a student at Highfield School.Her teacher is asking the students toLet the studentsexpress their own ideasin English and helpthem learn more aboutoffice rules.Practise makingschool rules by usingthe students to work in pairs to think of rules for a school.Then ask them to write out the must/must not rules individually. make some rules for the school. Workin pairs to make ten rules. The rulescan be about anything you like, forexample, about classrooms, corridors,the playground, uniforms and so on.Use the following title and headings.Highfield School rules:Students mustStudents must notthe skill, vocabularyand knowledge learnedIII.Post-task activitiesMake classrules after adiscussion.Work alone. Think over a rule whichyou believe to be the most importantto your class (either for the wholeclass or a particular group ofstudents). Then write them on theblackboard and choose the five mostpopular rules by vote to become theclass rules for the next periodPractise writing skillsV. Assignment Workbook 8B, page 25.教学反思：The Seventh Period More PracticeLanguage Targets:1. To learn more about the uses of electricity.Ability Targets:1. To be able to get some information about electricity.2. To express their ideas in English fluently.Emotion Targets:1. To be taught to save electricity in everyone’s daily life.Language focus and difficult points:V ocabulary: imagine, refrigerator, entertainment, chop, churn.Teaching Aids:1. Student’s Book 8B page46.2. Multi-mediaTeaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparation1.Review the wordslearned in this unit.2. plete thesentences with thewords from the box.e the dictionaryand find out whatthese five wordsmean.Check theunderstandingof the wordsin this unit.II. While- task procedure 1. Discuss theimportance ofelectricity.2. Learn the articleabout electricity.Discuss with yourclassmates.What would ourlives be like withoutelectricity?1.Read the the article,then match these wordswith their meanings.2. Read the the articleagain and answer thequestions.3.Work in pairs. ListTry toarouse thestudents’interest ofspeakingEnglish.Help thestudents tounderstandthe newwords better.To get somefour of the uses of electricity mentioned in the passage and add two more of your own to the list. information the use of electricity.III.Post-taskactivity Have a discussion：How to save electricity 1.Look at the picturesbelow. Work in pairsand discuss what wemust and must not doto save electricity.2. The followingpictures show that thepeople in the pictureshave done somethingwrong. Discuss andpoint them out.To showstudents’ownideas aboutsavingelectricity.IV. Assignment Retell the passage. 教学反思：。
M1u3 using language公开课
Imagine that you have been to South Yangdang Mountain on National Day, please write a short passage about your traveling
My visit to South Yangdang Mountain
To climb the mountains was hard work.
主语
To do sth. is/ was …
在阳光下散步棒极了。 To walk in the sunshine is great.
Today, we cycled to Tibetan mountains in sn ow. It was cold and our legs felt like blocks of ices. We climbed the mountains by bicycle and it was difficult, but the views were very beautiful. We saw lake, butterflies, yaks and sheep. It was great fun.
Describe your feelings
Our legs were so heavy and cold that they felt like blocks of ice. So …..that…..
It was great fun to go down the mountains.
Wang Wei’s travel journal
Describe what you saw
Description of the sceneries
M1U3-1教案
Model---- T: close your eyes. (pick up a lemon) Smell it, please. Is it nice?
S1: Yes, it is.
通过做游戏的方式，让孩子们在游戏中闻味道来引出重点句式。
I can hear with my ears.
I can touch with my hands.
I can eat with my mouth.
I cansmellwith mynose.
Take out a lemon, and ask.
T: What’s this?
S: It’s a lemon.
S: It’s coffee.
T: Is it sweet?
S: No, it isn’t.
T: Is it sour?
S: No, it isn’t.
T: Right, it isn’t sweet. It isn’t sour. It’s bitter.
2) Read and spell it together.
S: It’s salt.
T: Taste it. Is it sweet?
S: No, it isn’t.
T: How does it taste?
S: …
T: It’s salty.
2) Read the new words together: salt and salty
3) Show the students two more words: juice and juicy, sun and sunny, cloud and cloudy, wind and windy, fun and funny. And read them together.
2013版外研版新标准英语八年级下课文翻译全版
2013版外研版新标准英语八年级(下)课文翻译M1U1 It smells delicious托尼:呣…、、好香啊。
您做的比萨瞧上去不错。
贝蒂:谢谢！来一点尝尝？托尼:好的。
瞧上去不错,闻起来香喷喷的,呣,好吃。
大明:这上面就是什么？贝蒂:噢,就是奶酪,想尝一块不？大明:啊！不用了,谢谢,我不喜欢奶酪。
奶酪闻起来不新鲜,气味太大,吃起来有点酸。
贝蒂:嗯,我的巧克力饼干做好了,尝尝吧！大明:谢谢！很甜,里面很酥软。
托尼:您就是不就是在做很多不同的食物啊？您瞧上去挺忙的！贝蒂:就是的。
我做了比萨与饼干,现在我在做苹果派与蛋糕。
大明:苹果派听起来不错呢。
我喜欢甜食,您知道的。
我给您拿糖吧？贝蒂:好。
噢,您确定您拿的就是糖不？先尝一下,可能就是盐。
大明:没拿错,就是甜的,就是糖。
托尼:这就是什么？也就是甜的。
贝蒂:就是草莓酱,做蛋糕用的。
大明:太好了。
每种东西都就是甜丝丝的。
我今天可真幸运啊！M1U2 I feel nervous when I speak Chinese玲玲:您好！谢谢您上次的来信,收到您的信真就是太好了。
真想马上见到您。
希望您能凭着照片在机场认出我来。
我的个子比较高,留着一头金色短发,戴眼镜。
为了旅行方便,我将穿牛仔裤与T恤,但我也会拿一件厚点的外套。
我这里有您的照片,您非常漂亮,我想我们肯定能认出对方来！谢谢您告诉我您的爱好,我俩的爱好非常相似！我花很多时间在学校与朋友弹奏古典音乐,我也喜欢舞曲——我喜欢跳舞。
我也喜欢运动,尤其就是网球。
我哥哥在我们学校网球队,我为她感到非常自豪。
她各方面都很优秀,而我不行。
有时候考得不好,我会难过。
我要更加努力。
您问我:“要来中国了,您有什么感受？”嗯,每当我要离开父母几天时,起初都会有点感伤。
与陌生人一起的时候,我会很害羞,讲汉语时我会感到紧张,但就是过几天就好了。
当我不知道该如何正确处理事情时,心里总就是难过,所以到中国与您在一起的时候,您要帮助我哟！对了,我还害怕做飞机。
高中英语教学理论《普通高中英语课程标准(2017年版)》解读与课例分析
2/6 学科核心素养与课程目标
总目标
全面贯彻党的教育方针，培育和践行社会主义核 心价值观，落实立德树人根本任务，在义务教育 的基础上，进一步促进学生英语学科核心素养的 发展，培养具有中国情怀、国际视野和跨文化沟 通能力的社会主义建设者和接班人。
具体 目标
培养和发展学生在接受高中英语教育后应具备的 语言能力、文化意识、思维品质、学习能力等学 科核心素养。
12
了解 课标
06
学 习 策 略
4/6 课程内容
学习策略主要指学生为促进语言学习和语言运用而采 取的各种行动和步骤。 元认知策略、认知策略、交际策略和情感策略等。 元认知策略指学生为了提高英语学习效率，计划、监 控、评价、反思和调整学习过程或学习结果的策略； 认知策略指学生为了完成具体语言学习活动而采取的 步骤和方法； 交际策略指学生为了争取更多的交际机会、维持交际 以及提高交际效果而采取的策略； 情感策略指学生为了调控学习情绪、保持积极的学习 态度而采取的策略。
14
了解
课标
附录
1. 词汇 2. 语法 3. 增加教学案例 4. 去掉《功能意念项目表》及《话题项目表》
15
TRANSITION 目录页
PAGE
案例分析
单元整体教学 语篇解读 英语学习活动观 思维品质
16
课例
分析 单元整体教学
例1：Other Houses, Other Rules ——《普通高中英语课程标准 》P57-58
也秀包传括统价文值化观（念如、京道剧德、修文养学、、审绘美画情、趣园、林社、会武规术约、和
三风饮、俗食习文文惯化化等等专。）题，课具有外传阅播读中华；优秀传统文化的意识。 四学批增· 知、习判强、内中和对文行化外反中化于为优思华专秀，优心和文拓秀题品、化宽传格外活，国统化动通 际 文于；过 视 化行对 野 、→不 ， 革同 理 命正文 解 文确化 和 化价包 和的值容 社比取不 会较向同 主、的文 义鉴化 先赏认， 进、 五文·、化学的中会认外用识交，英形流文成讲活正述动确好。的中价国值观的和故道事德，情坚感定，文成为化有
初一英语下册备课M1u3
柳山镇中小学集体备课卡科目课时年级七年级课题Unit 3 Language in use教学目标To encourage students to share and express what they are doing using what they have learned in this module.To learn how to write a postcard.重点难点Drilling: Activity 2 (Acting out can bedone.)Key points: on his cell phone, have a great time,see you later, good night教学方法与手段教学设计课内探究备课区修改区一、课前延伸1.Teacher can hold a basketball into the classroom ,thenplay it meanwhile ask the Ss what I am doing. Teachercan do many actions and ask the Ss to talk about.2.Show a picture.. Look at the picture and say what theyare doing.3 .do exercise1and3 on page6 .检查词汇情况审查组组长签字备课教师签名：李翠英使用教师宫世霞课内探究二、课内探究1.Watch carefully how to form affirmative,negative & general questions2.Show some exercises for changing the sentences.3..Present the task of learning: Writing a postcard.4.Ask the students to work in groups of 5 or 6 to finish part2 onpage6.5.Check the answers.6.Acting out.学生活动：1.Do some exercises2. Pre-task activity 1: (Individual work)Learn how to write a postcard according to part5 on page73..Pre-task activity2: (Individual work): Think of a friend or amember of your family who you don’t often see. Write apostcard saying what you’re doing at the moment.精讲点拨：1.enjoy：及物动词，意为"喜欢，享受"。
山东省德州市夏津实验中学初中英语外研版九年级下册Module 1Travel Unit 3 Language in use 教案 2.doc
基本思路：M1U3 第二冠词冠词分为不定冠词a/ an和定冠词the，在具体使用时可分为用不定冠词、定冠词和不用冠词三种情况。
它的基本用法我们可以用以下口诀来记忆：泛指用a/ an，单数可数；特指用the，不特不the。
一. 用不定冠词的情况：单数可数名词前用到不定冠词a/ an时，一定要根据它后面单词的首音素来判断。
a接以辅音音素开头的单词或字母，an接以元音音素开头的单词或字母。
如：a book, a Japanese car, an egg, an hour（h不发音），an “s”（字母s的首音素为[e]），a“u”（字母u的首音素为[j]）二. 用定冠词的情况：定冠词the的用法很多，也较复杂，因此同学们常常出错。
其实the的用法可以用以下口诀来记忆和理解：特指双熟悉，上文已提及，世上独一无二，序数最高级，某些专有名，习语及乐器。
[注]（1）the用在“特指”谈话双方都知道的某个人或某些人或物前。
如：Where is the teacher？老师在哪里？（2）the用在上文已提到的人或事物前。
如：[注]（1）名词前已有作定语用的this, that, these, those, my, your,his, her, our, their, some等限定词时，不用冠词。
如：this eraser,her pencil-box, some boxes, thosewomen等。
（2）泛指的不可数名词前一般不用冠词。
如：meat, rice, water,bread, tea, milk, juice等。
（3）复数名词表示泛指时，不用冠词。
如：The people in the room aredoctors. 房间里的那些人是医生。
（4）在表示学科的名词前一般不用冠词。
如：Chinese, English,maths, physics, history等。
在三餐饭和球类运动名词前一般不加冠词。
外研版八年级英语PPT课件M1U3How to learn English unit 3
Unit 3 Language in use
What about doing...? Why don' t you do sth.?
Doing sth is a good wa to do ... You should do...
Why not do sth.?
I am not good at writing. What should I do? Can you give me some advice?
Zhu Jingtao pen friends, write to
practise
Practice makes perfect.
Other good ways to learn English
Good Bad habits habits Advice He should go to bed early. He ought to get up early.
[ɔːt]
③ ⑤ ⑥
① ② ④
He had better learn to use the dictionary.
Charlie's problem.
is a great way to practise speaking. It gives you great chances to speak English and make friends with others. Finally, it's fun to sing in English, so learn some songs and sing! Just as a saying goes, practice makes perfect. Therefore, keep trying! I’m sure you will improve your English in those ways. Best, Diana
九年级外研版英语导学案九年级上册M1U3
九年级上册Module1 Wonders of the worldU3 Language in use单位：夏津县雷集镇雷集中学初稿：魏伟第二负责人：刘秀丽第一负责人：程新芹这个世界是总有很多让人惊叹不已的景色奇观。
假设你们班正在进行一次“Wonders of the world”主题班会，请你根据表格提示写一篇100词左右的短文，向大家介绍几处世界奇迹。
要求：1. 请根据提示介绍奇迹①和奇迹②，并自拟奇迹③进行介绍，包括名称、位置及其他细节；2. 语言通顺，要点齐全，意思连贯，条理清楚，书写规范；3. 文中不得出现真实的姓名和学校名称；Hello, everyone. Would you like to know something about wonders of the world? Now let me tell you.Mount Qomolangma between China and Nepal is over 8, 840 metres high. It____________________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ______________________________【参考范文】Hello, everyone. Would you like to know something about wonders of the world? Now let me tell you.Mount Qomolangma between China and Nepal is over 8, 840 metres high. It is the first highest mountain in the world. Sir Edmund Hillary and Tenzing Norgay are the first people to climb to the top.The Great Pyramid at Giza in Egypt with a history of more than 4700 years is 136.5 metres high now. It is the Tomb of King Khufu which is made up of , 300, 000 stones.The Great wall in China is famous as the oldest and longest wall in world. It is in the north ofChina. It's said that it is one of the seven wonders in the world.The Great Wall is a symbol of China. This is because it has been built with the wisdom and hard work of countless Chinese people.。
高中英语教学理论《普通高中英语课程标准(2017年版)》解读与课例分析
13
了解 课标
6/6 实施建议
1. 以核心素养为目标，依据课程内容要求，开设好必修、选择性必修 和选修课程
2. 关注主题意义，制订指向核心素养的单元整体教学目标 3. 深入研读语篇，把握教学核心的内容 4. 实践英语学习活动观，促进核心素养有效形成 5. 重视培养学生的学习能力，为学生学会学习创造条件 6. 利用现代信息技术，拓宽学习和运用英语的渠道 7. 处理好教、学、评的关系，达到以评促教、以评促学的目的 8. 不断提高自身专业化水平，与课程改革同步发展
教学活动设计思路 ·分层整合时间、路线、
见面和感受等相关信息 ·在零散的信息之间建立
起关联 ·进一步提炼和整合加拿
大国家概况 ·比较中加两国概况
What 游记“A Trip on ‘The True North’”是一篇，介绍 了两姐妹乘火车从温哥华自西向东横跨加拿大到大西 洋沿岸的旅行。
Why 从中国学生的视角以游记的形式介绍加拿大概况。
Why和How的问题通常没有唯一答案，对语篇深层意义和文体结构的解读更多取决 于教师的教育背景、生活阅历、认知方式，以及教师在与语篇互动的过程中所表现 出来的分析和探究能力。因此，每个人都可能会给出不同的解读和阐释。
外研版初中英语九年级上册全册导学案含答案
外研版九年级上册英语全册导学案目录Module 1Unit 1 What isa wonder of the world? (1)Unit 2 I was on the edge of the Grand Canyon. (4)Unit 3 Language in use (14)单元检测 (18)Module 2Unit1 Confucius‘ works are read by many people (28)Unit 2 It‘s still read and lov ed (34)Unit 3 Language in use (42)单元检测题 (47)Module 3Unit 1 When will the match be held ? (60)Unit 2 Liu Xiang was trained for gold. (64)Module 3 单元测试题 (70)Module 4Unit 1 Paper and printing have been used for ages. (83)Unit 3 Language in use (91)Module 5Unit 1 You mustn‘t touch it (106)Unit 2 There‘s no shouting and no running . (111)Unit3 Language in use (116)Module 6Unit 1 It‘s wasteful to throw away paper and metal (124)Unit2 Remember three words: reduce, reuse and recycle (129)Unit3 language in use (136)Save our world (140)模块综合练习 (143)Unit 7 Australia (151)Module 7Unit1 I‘m looking for the photos that you took in Austr alia. (155)Unit 2 The camel that I rode had a bad temper. (158)Module 7 Australia单元练习题 (164)Module 8 PhotosGrammar (174)Unit1 It＇s the band which gets everyone dancing. (179)Unit 2 Read on to find out who the winners are. (184)Unit 3 Language in use (188)单元学情检测 (195)Module 9Module 9 Cartoon stories (209)Unit 2 There are several fan clubs in China which have held birthday parties for Tintin.213 Module 9 Cartoon stories (218)Module 10Unit 1 I‘ve got a friend (231)Unit 2 Jamie is a cook whose ideas are changing school dinners (236)Module 10 Fitness (240)Module 10 单元测评 (246)Module 11Unit 2 It was a quiet country village. (260)Unit 3 Language in use (265)单元检测题 (269)Module 12Unit 1 Your host family is meeting you at the airport. (279)Unit 2 Learn English in Los Angeles. (285)Unit 3 Language in use (291)单元测试题 (297)导学案参考答案Module 1 (304)Module2 Great books (306)Module 3 Sporting life (308)Module 4 Great inventions (310)Module 5 Museums (312)Module 6 Save our world (314)Module 7 Australia (316)Module 8 Photos (319)Module 9 Cartoon stories (323)Module 10 Fitness (324)Module 11 Population (327)Module12 Summer in LA. (330)Module 1 Wonders of the world Unit 1 What is a wonder of the world?课型：听说课一．教学目标：1. 熟练掌握本单元的语言点。
2022年七年级英语上册M1U3Languageinuse课堂练习附答案
Language in use一、单项选择1．In Chinese, the________name is first.A．given B．familyC．Chinese D．English2．I________ a boy and my name________ Mike.A．am；am B．am；isC．is；is D．is；a m3．—Are you from England—________.A．No，they aren't B．No，I'm notC．No，we are D．Ye s，I'm not4．(2021·北京)Miss Smith is very kind.We all lik e________．A．it B．herC．him D．them5．—Is Jim twelve years old—________. He's fourteen.A．Yes，he is B．No，he isn'tC．Yes，he isn't D．No，he is二、用所给词的适当形式填空6．Kate Green's ________ (give) name is Kate.7．How old is ________ (she) sister8．I am the ________ (one) student to get to(到达) school. 9．London is the capital of ________ (English)．10．Lucy King is an ________ (America) girl.三、句型转换11．I am Jim Green.(改为一般疑问句)________ ________ Jim Green12．This is a book.(改为否认句)This________ ________ a book.13．My friend is from Nanjing．(对画线局部提问)________is______friend from14．I am in Class One , Grade Three．(对画线局部提问) ________ ________ ________ ________ ________？15．Li Lei is here．(对画线局部提问) ________ ________ Li Lei答案：一、1.B 2.B 3.B 4.B 5.B二、6.given 7.her 8.first9．England10.American三、11.Are you 12.is not13．Where; your14．What class are you in15．Wh er e is第二套Ⅰ. 单项选择1. There ______ only one doctor in the hospital today.A. isB. hasC. haveD. are2. He is in front of me. So I am _______ him.A. in front ofB. behindC. next toD. near3. There are some ______ in our city.A. libraryB. librariesC. library’sD. libraries’4. There ______ some old people in the park.A. isB. areC. haveD. has5. —How many students are there in theclassroom—There aren’t ______ .A. someB. anyC. oneD. ones6. There is some ______ on the table.A. riceB. applesC. pensD. sandwiches7. There is a computer on ______ desk.A. Mr LiB. Miss LiC. Mr Li’sD. Miss Lis’8. The shop is ______ the right of the police station.A. inB. onC. ofD. to9. —Is the sports hall next to the officebuilding—______.A. Yes, the playground isB. It’s behind the office.C. No, it isn’tD. Ye s. It’s behind the office building10. —Is there ______ water in the bottle—Yes, ______is.A. some; thereB. any; thereC. any; itD. some; itⅡ. 完形填空This is a picture of my classroom. Please 1 at it.On the wall 2 the classroom, there is a blackboard. It’s very big. There3 a clock and two pictures on the wall, too. In front of the blackboard, there is a desk. It’s our4 . There is a computer5 it.There are forty-six students in our6 , so there are 47 desks, 7 for the boys, twenty-two for the girls, and8 for the teachers. I sit in Row Two. Li Ming is in front of9 . Jim is behind me. 10 me is Kate.1. A. listen B. lookC. hearD. sound2. A. at B. ofC. forD. on3. A. am B. isC. areD. be4. A. teacher’s B. parent’sC. friend'sD. teacher5. A. behind B. underC. onD. to6. A. class B. gradeC. schoolD. home7. A. twenty-six B. twenty- fourC. forty-sixD. twenty-five8. A. one B. twoC. fourD. three9. A. I B. my C. me D. he10. A. Next to B. In front ofC. BehindD. BetweenⅢ. 阅读理解This is our classroom. It’s a big room. The windows are big and the walls are white. There is one blackboard on the front wall. On the back wall, there is a map.It is a map of China. We have no computers or televisions in the classroom.There are fifty-six small desks in the room. They are for the students. There is a big desk in the classroom. It is for the teachers. What’s on the desk There are some flowers. They are for our teachers. We love them. They are good teachers.1. What colour are the wallsA. White.B. Red.C. Black.D. Blue.2. What’s on the back wallA. A blackboard.B. A map.C. A picture.D. A window.3. How many desks are there in the classroom A. 55. B. 56. C. 57. D.58.4. What is on the big deskA. Some books.B. Some flowers.C. A computer.D. A television.5. Which is NOT trueA. There is one blackboard on the wall.B. There are fifty-six students in the class.C. This passage(文章)is about a classroom.D. There is a computer for the teacher.Ⅳ. 任务型阅读This is our classroom. It is very big. It has four windows. The windows are big, too. There are 45 students in our class. Everyone has a desk and a chair. They are all new. We look after them very well. In our classroom, there are two blackboards. One is for the teachers and the other (另一个) is for the students. The walls are white. On the walls, there are some pictures, and there are two maps, too — a map of China and a map of the world. In the morning, we come to school early. We have four classes in the morning and two in the afternoon. We like our lessons very much. Our classroom is good. Our class is good, too. We like our class and our classroom. 根据短文内容判断正〔T〕误〔F〕1. The classroom is big, but the windows are small.2. There are 45 desks and 45 chairs in the classroom.3. There is one big blackboard in the classroom.4. There are two maps on the walls.5. They have four lessons every day.Ⅴ. 选择适当的句子补全对话1. There ________ (be) a little water in the glass.2. How many _______ (build) in your school3. There _______ (be not) milk in my cup.4. ________ (be) there a lot of furniture in your office5. There ________ (be) some computers in my office.Ⅶ. 句型转换1. Our class has a map of China. (改为同义句)________ ________ a map of China in our class.2. There is some bread on the table. (改为一般疑问句)________ ________ _______ bread on the table3. My classroom is big and clean. (对画线局部提问)________ ________ classroom _______Ⅷ. 书面表达用50词左右的短文简单介绍一下自己的新学校。
(新沪教牛津版)二年级英语上册《Module 1 Unit 3》优质教案设计2
e.g. Are you…? Yes, I’m…/ No, I’m…
Difficult points
To use these sentences in the daily life.
c. Read the letter rhyme
One elephant.
Two elephants.
Three elephants.
Four elephants.
Five elephants.
One. Play the flash, S say together
Elicit : big
a. Imitate: big
b. Compare: big bag pig
c. Big，big, the ___ is big.
( pig, elephant, tiger…)
T: Is the cat big? No, it is small.
Elicit : small
You’re…
2. big
3. small
1. Review the words
big small short tall fat thin
2. Learn the letters: Ee Ff
3.Do some exercises
Workbook P6-7
1.S1:I’m ***. I’m fat. I’m tall.
1.Pronouncing the sentences correctly.
2.To use these sentences in the daily life.
外研社初一上M1U3
柳山镇中小学集体备课卡科目英语课时 3 年级七课题Module1 Unit3 Language in use教学目标复习目标1.本模块单词。
2.动词be的陈述句和一般疑问句形式.重点难点重难点：动词be的陈述句和一般疑问句形式.教学方法与手段自主学习、合作学习、合作探究教学设计课内探究一、自主复习1.以小组为单位自主复习本模块单词.2.以小组为单位一对一互相听写检查单词,指出错误并纠正.3.复习Unit1对话部分,总结本课语法.4.练习用is am are 填空1).---How_________ you?---- I______ fine , thank you.2).----What _______ your name?----- My name _______ Han Mei.Be动词的用法实意动词的用法及两者的区别审查组组长签字备课教师签名：宫世霞使用教师张兆晖课A内探究3 ).----How old _______Tim and Tom?------They_______ thirteen.训练与应用小组活动1.Talk about you and your friend to your group.(Activity 1)Look at the pictures and complete the sentences.(Activity 2)将学生分成四组，每组在五分钟写出有关Daming 和Lingling的问句。
3．Complete the table with these words.(Activity 3)China Chinese America AmericanEngland English2.Match the words with the pictures(Activity 4)4 听写下列单词Close , listen, match, open, practice, read, sit,Stand, write, friend, Chinese, teacher, America,EnglandAround the world动词be的陈述句和一般疑问句形式-What _______her name?Her name______ HanMei.Are theythirteen ?课内探究A sk the students to look at the names and the Pictures。
2024年秋季新外研版三年级上册英语课件 M1U3
Unit 3 Language in use
Learning Objectives
By the end of the class, we will be able to: 1. use the verb “be” to introduce ourselves or ask for personal
England. She ___i_s____ from America. She ____is____ thirteen years old and she is ____in____ Class 4.
(3)—___I_s____ Xu Kexin from England? —No, she __i_s_n_'t___. She ___is_____ from __C_h_i_n_a__.
are not = aren’t
My name is = My name’s
3.一般疑问句: Be +主语 +…? 肯定回答：Yes, 主语 + be. 否定回答：No, 主语 + be + not. —Are you from America? 你来自美国吗？ —Yes, I am./ No, I’m not. 是的，我是来自美国。/不，我不是。
定义
be动词常与名词、形容词或其他此类一起表示主语的性质、 状态、身份、特点等。be动词的一般现在时有am, is, are三 种形式，由主语的人称和数来决定用那一种。
I
am
He/She/It
is
They/We/You
are
be动词的一般现在时的构成
am 1.肯定句: 主语+ be is + …其他
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III. 一般将来时 我将明天见你。 I will see you tomorrow. 明天是星期天。 Tomorrow will be Sunday. ⑴表示将要发生的事情。 他打算长大后当一名医生。 He is going to be a doctor when he grows up. ⑵ be going to do sth 表示打算、 想要、准备做某事。
√ × Байду номын сангаас × √ ×
现在完成时与一般过去时的用法比较 The plane has arrived. 飞机已经来了。(说明现在的情况:飞机 已经在这儿。) The plane arrived a quarter of an hour ago. 飞机一刻钟以前抵达的。(强调动作发生 的时间在过去)
现在完成时: I have had my lunch. He has learned English since 2001. I have seen this photo. He has taken some beautiful pictures. Have you ever been to Canada? have／has ＋not＋donelately? Have you heard from your family Have you finished your work yet? 以上句子的谓语部分构成有什么规律？ 否定形式：have/has + not +done 一般疑问句：have或has放于句首。
II. 一般过去时 我上个月见他了。 I met him last month. 她去年是13岁。 She was 13 years old last year. 今天早上你见我手表了吗？ Did you see my watch this morning? ⑴ 表示过去完成的事或存在的状态。
他昨晚喝了红酒，吃了很多食物， 很晚才离开。 He drank red wine, ate a lot of food and left very late last night. ⑵ 描述几个相继发生过的动作。 从我们上次见面到现在，你没有太 多改变。 You haven’t changed much since we last met. 从他出国到现在，已经三天了。 It’s three days since he went abroad. ⑶ since 从句常用过去时。
IV. 现在进行时 —你在这里做什么？ —我正在写信。 —What are you doing here? —I am writing a letter. ⑴表示说话时动作正在进行着。
工人们正在建一个体育馆。 The workers are building a gymnasium. ⑵表示现阶段内(说话时不一定进行) 正在进行的动作。
三、时态的谓语构成和句式:
一般现在时: He’s at home every day. I study English every morning. We speak Chinese. Uncle Wang reads Tuesday morning. He plays football on Wednesday. am／is／are Are you 15 years old?或 V原形+s/es Does Jim plays computer games every Friday? Jim doesn’t likes playing football. I’m not good at English. 以上句子的谓语部分构成有什么规律？
我学习英语已经6年多了。 I have learned English for more than 6 years.
我们从孩提时候就相互认识了。 We have known each other since childhood.
⑵表一个动作从过去发生,一直持续到现在。
请看现在完成时的其他用法： have been in (to)和have gone to 的用法区别
终止性动词和持续性动词 为下列句子选出正确的英文翻译。 1. 他来北京五天了。 He has been in Beijing for 5 days. He has come to Beijing for 5 days. 2. 这本书他买了一年了。 He has had this book for a year. He has bought this book for a year. 3. 这本书他借了三天了。 He has kept the book for 3 days. He has borrowed the pen for three days.
一般过去时: I got up at five yesterday. I was in Grade Two last year. Uncle Wang read a book yesterday morning. He played football last Sunday. was／were 或 V原形+-ed Were you 15 years old last year? Did he go to Beijing last night? Jim didn’t do his homework. I wasn’t good at English. 以上句子的谓语部分构成有什么规律？
V. 现在完成时 他到了。 He has arrived. 我刚从美国回来。 I have just come back from the U. S. 他已经吃过午饭了。 He has already had lunch. 他的哥哥还没回来。 His brother hasn’t come back yet. ⑴表示动作已发生, 这个动作的结果对现 在仍有影响，常与already, yet, now, just, by this time等时间状语连用。
否定形式：am /is/are +not +doing 一般疑问句：把be动词放于句首。
过去进行时: It was raining when they left the station. As she was reading the newspaper, Granny fell asleep. What were you doing in my room? Was he reading the book at that time? Was he writing a letter the whole of was /were +V原形-ing afternoon? Were you cooking the dinner while he was playing computer? 以上句子的谓语部分构成有什么规律？ 否定形式：was / were + not + doing 一般疑问句：把was或were放于句首。
一般将来时： I will study English tomorrow. We shall send her a glass hand-made craft as her birthday gift. I’m going to wash some clothes tomorrow. They are going to visit the Summer Palace next week. am/is/are/going to＋do或 Will she visit her old grandpa? Jim won’t stay here long. will/shall＋doTuesday. They won’t see the film next 以上句子的谓语部分构成有什么规律？ 否定形式: ① am/is/are +not + going to +do; ② will/shall + not + do 一般疑问句: ① be放于句首; ② will/shall提到句首。
四、时态的用法:
I. 一般现在时 他每天骑自行车去上学。 He goes to school by bike every day. ⑴表示现阶段或经常性的动作、状态。 地球绕着太阳转。 The earth goes round the sun. ⑵表示客观真理。
火车8:50离站。 The train leaves at 8:50. ⑶表示计划、决定、时刻表。 如果你讲得慢点，我就能懂。 If you speak slowly, I understand. 如果明天不下雨, 我们就去野炊。 If it doesn’t rain tomorrow, we’ll go on a picnic. ⑷用于时间、条件、方式、让步状 语从句中, 表示将要发生的动作。
现在进行时: They’re singing under the tree now. The boy is playing football. Look! Lucy is riding a new bike today. She isn’t cleaning the window. I’m not doing my homework. Are theam /is/are +V原形-ing old man? Young Pioneers helping the Is she speaking English? 以上句子的谓语部分构成有什么规律？
否定形式： ① am ／is ／are + not; ②此时态的谓语动词若为行为动词, 则 在其前加don’t, 如主语为第三人称单 数, 则用doesn’t, 同时还原行为动词。 一般疑问句： ①把be动词放于句首; ②用助动词do提问，如主语为第三人称 单数, 则用does, 行为动词变为原形。
布朗先生来北京已经有三天了。 Mr Brown has been in Beijing for three days. 你去过伦敦吗？ Have you been to London? — 汤姆在哪里？ — 他到书店去了。 —Where is Tom? —He has gone to the bookshop.