M3u2(2) 教案

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M3U2教案2-新标准(三起)小学英语六年级下册

M3U2教案2-新标准(三起)小学英语六年级下册Module 3Unit 2 I am looking out of the window.Teaching objectives:Knowledge Aim:1. Words: wear, wrong, department, pig.2. Sentences: I’m looking out of the window. A man is wearing a big hat and raincoat.3. Grammar: Present continuous tense.Ability Aim : 培养学生运用新句型描述正在发生的事.Moral Aim : 增强小组合作意识,激发学习的乐趣.Teaching tools: Tape recorder, pictures.Teaching procedures:A Warmer:1. Sing a song: What do you want to eat?2. Free talk : “is / am/ are/ + ing”B Leading1. T: Act then asks: What am I doing?”Ss: You’re…ing…T: Get several students to do and the students answer.2. T: Making a postcard. Then ask: “What am I doing?”Ss: You’re making postcard. (引导Ss 回答)。

T: Today we’ll talk about postcard.C Text teaching1. T: Show the pictures and listen. (twice)2. Ss: Underline the new words.3. T: Explain.4. Ss: Read the words and spell them.5. Game: Spell the words in groups work.6. Ss: Listen and read the text. Then Act it out.7. Learning the poem.D Practice1. Talk about photos. (谈论正在发生的事。

四年级上英语教案-M3U2What’stheelephantdoing-外研社(三起)

四年级上英语教案M3 U2 What’s the elephant doing外研社（三起）教学内容本课为外研社《新标准英语》四年级上册第三模块第二单元，主题为“动物的行为”。

教学内容围绕询问和描述动物正在做什么，包括学习现在进行时的用法。

学生将通过不同的活动，如听力练习、角色扮演和小组讨论，来学习新词汇和表达方式。

教学目标1. 知识与技能：学生能够理解并使用现在进行时来描述动物的行为。

2. 过程与方法：通过听力练习和角色扮演，学生将提高他们的英语听说能力。

3. 情感态度价值观：培养学生对动物和自然的兴趣和关爱。

教学难点1. 现在进行时的构成和用法。

2. 动物行为相关词汇的正确发音和使用。

教具学具准备1. 多媒体课件：包含动物行为的图片和视频。

2. 教学卡片：印有目标词汇和句型。

3. 录音机：用于播放听力材料。

4. 学生工作表：用于练习和巩固。

教学过程1. 导入：通过展示动物图片，激发学生对本课主题的兴趣。

2. 新授：介绍现在进行时，并通过实例讲解其用法。

3. 练习：学生通过听力练习和角色扮演来练习新学到的知识。

4. 巩固：小组活动，学生合作描述动物行为，加强语言运用。

板书设计1. 课程和目标。

2. 现在进行时的构成和例句。

3. 动物行为相关词汇和图片。

4. 学生练习的示例。

作业设计1. 听力练习：学生听录音，完成相关练习。

2. 口语练习：学生描述家中宠物的行为。

3. 写作练习：学生写一段关于动物园里动物行为的短文。

课后反思课后反思将重点关注学生的参与度、理解和语言运用能力。

教师将根据学生的表现调整教学方法，确保每个学生都能有效地学习。

本教案设计旨在通过多样化的教学活动，使学生在愉快的氛围中学习英语，同时培养他们对动物和自然的兴趣。

通过这样的教学安排，教师可以有效地帮助学生掌握目标语言技能，并促进他们的全面发展。

教学难点的详细补充和说明现在进行时的构成和用法1. 构成：现在进行时的构成是“主语 + be动词(am/is/are) +动词ing”。

及反思外研版八年级英语上册m3u2优秀教学案例

2.价值观：通过学习电话用语，教育学生尊重他人，关爱身边的人，培养良好的沟通能力和人际交往能力。
3.文化意识：通过了解电话用语在不同文化背景下的表达方式，提高学生的跨文化交际意识，培养国际视野。
4.思维品质：培养学生主动思考、积极探究的学习习惯，提高学生的逻辑思维和创新能力。
三、教学策略
（一）情景创设
（四）反思与评价
教学反思与评价是提高教学质量的重要环节，具体策略如下：
1.教师在课后对课堂教学进行总结，分析教学过程中的优点和不足，为今后的教学提供借鉴。
2.鼓励学生进行自我评价，反思自己在电话用语学习中的进步和需要改进的地方。
3.开展同伴评价，让学生相互指出对方的优点和不足，促进共同成长。
4.定期对学生的学习成果进行评价，关注学生的全面发展，提高学生的英语素养。
2.技能目标：学生能够运用所学电话用语，进行真实场景的电话交流，提高听说能力和实际应用能力。
（二）过程与方法
在教学过程中，教师采用以下方法引导学生学习：
1.情境教学法：通过设置真实的生活场景，让学生在角色扮演中自然地运用电话用语，提高学生的英语表达能力。
2.互动教学法：引导学生进行小组讨论、对话练习，促进生生之间、师生之间的互动交流，培养学生合作学习的能力。
四、教学内容与过程
（一）导入新课
1.教师通过播放一段关于电话交流的英语动画视频，引起学生的兴趣和好奇心，为新课的学习做好铺垫。
2.视频播放完毕后，教师提出问题：“Can you guess what we are going to learn today?”，引导学生猜测本节课的学习内容。
3.学生发表观点后，教师揭晓本节课的主题：“Today, we are going to learn how to make phone calls in English.”，导入新课。

小学英语新外研版(一起)六年级上册m3u2第二课时教案

小学英语新外研版（一起）六年级上册Module 3 Unit 2 Collecting stamps is my hobby.(第二课时)●Teaching aims:1. Through consolidation to Unit2, being more familiar with the subject ‘thestamps’.2. Being able to describe collecting stamps in a simple way.3. Being very fam iliar with the structures ‘Have you got…?’4. Activity Book●CAI CD-ROM●Teaching aims:1. Being able to read the words in Module 1.Stamp book collect2. Being able to use the words in a few situations.3. Through practice, be familiar with these expressions in Module 3.. Important Language point1) Have you got…? Yes,I have. No,I haven’t.2) What have you got…? I have got…3) Where are these …from? They are from…4) What are you doing? I am-ing.. Vocabulary:hobby sun island coconut. Difficulties:Has got ,,, haven’t got.. .教法与学法：任务教学，情景交际教学。

自主互助，合作学习●Teaching steps:1 Free talk.1. Listen and say. Then sing.2. Free talk. Talk about the stamps. Everybody says one sentence. Try not torepeat the same ones. Get one poor student to say the whole passage. Write down the sentences.2 Presentation1. Look at this picture. Let’s talk about the picutre.T: There are some stamps. Tell me more about the picture.Ss: ( They might say: This is a very beautiful stamp. There is a dragon in the stamps…)T: Summary2. Students practise talking about the picture. And write down on the notebooks.3 ExtentionA picture of stamps.Let’s talk about stamps. Prepare a few minutes. Then different students report.4 ExerciseEncourage students to say different sentences.板书：Have you got…? Yes,I have. No,I haven’t.What have you got…? I have got…W here are these …from? They are from…HomeworkWrite a short passge about your hobby.Reflection少数学生作业练习中出现了单词拼写错误，经老师指导能及时修改。

新外研版七年级英语下册M2 unit2教案

教学案课型阅读课题M3Unit2(第二课时)年级学科英语设计人审核人授课人：编号日期课题: M3U2We are going to cheer the players.(第二课时)教学目标：1.进一步学习，理解和掌握be going to do的用法2.能理解和掌握本单元出现的即可做名词又可做动词的单词知识目标：1.能准确的朗读由be going to do 构成的陈述句和疑问句2.能用本模块所学的be going to do结构来讨论将来的计划和打算能力目标：能听懂并掌握有关计划话题的讨论，并就这一话题能进行口头和书面描述。

情感目标：通过这一单元有关计划得讨论和学习让学生学会合理的安排自己的日常生活，并能有计划的学习，养成良好的学习和生活习惯。

教学重点：能准确熟练的运用一般将来时来表达将来的计划和打算，并能熟运用这一结构的肯定，否定，一般将来时和特殊疑问句的形式。

教学难点：利用多媒体图片引导学生学习代词并反复练习。

重难点突破：利用多媒体图片引导学生学习代词并反复练习。

教、学法：任务型教学法，讲授法，反复操练。

教具：磁带、录音机、多媒体课件。

㈤知识点归纳1. look forward to + n./doing 表示“期待…，期盼…”其中to是介词,e.g: (1) I’m looking forward to New Year’s Day.(2)They are looking forward to ________(visit)Beijing.2. mak e friends (with sb.) （和某人）交朋友，此结构中，friends 是复数形式。

I want to ______ _______ ______ _______(和他交朋友).3.hope动词“希望”，后跟to do或句子作宾语。

注意：hope表达希望别人做某事，后不跟宾补，只跟宾从。

与wish不同。

需归纳比较。

I hope _________(go) swimming on Sunday.I hope they win the match.4.enjoy oneself”玩的愉快；玩得高兴”其中oneself是反身代词。

牛津版M3U2完整教案

牛津版M3U2完整教案Module3, Unit 2 Language English and its history (Reading)Learning goals:After the period, the students will1. know more about the development of the English language.2. get further understanding of the text and be able to retell some important elements in the development of English.3. practice more skills in reading a history article. Learning important and difficult points:comprehension of the development of English Learning methods: individual and group workLearning steps: Step 1 Warm-upThe teacher starts the lesson with a free talk. Ask the students “How long have you been learning English? What have you learned?”Tell students that they will learn a passage dealing with English and its history. Step 2 SkimmingStudents are allowed several minutes to skim the text. Their skimming is based on the task of questions on page 22 concerning the general idea of the text. Step 3 careful readingPresent the questions on page 24. Let the students bear them in mind and read the text carefully to find the answers. Check the answers.1. Why does the English language have so many rules that confuse people?Because it is made up of the grammar and vocabulary that people from differentcountries and cultures brought with them to Britain. 2. Where did the word English come from?It came from the word Engle, as it was spelt in Old English.3. Why can words with similar meanings be found in the English language?These words with similar meanings developed because each word came from adifferent language.4. Who made the greatest contribution to the development from Old English to Middle English?The French-speaking Normans, who took control of England in 1066.5. Why are many of the words for animals different from those for meat in English? The words for the animals came from Old English, while the words for the meatcame from Old French.1 / 13Step 4 Intensive comprehensionAsk the students to pay attention to the subtitles and divide the textinto several parts. The text can be easily divided into 4 parts considering the subtitles, namely, Introduction, Old English, Middle English and Modern English. Part1 IntroductionRead part 1 and find answer to the question “Why English has so many difficult rules?”Because people from many different countries have lived together inBritain and they brought with them the rules and vocabulary into the English language.Part2 Old EnglishPresent a flow chart according to the development of Old English. The teacher can choose to tell the students some basic facts as well as to ask some detailed questions with reference to the chart.And after completing the chart, students will be encouraged to give a short summary of Old English. If necessary, the teacher can give an example as follows:“Before the middle of the 5th century, people spoke Celtic. Then 2 Germanic tribes the Angles, the Saxons occupied Britain. Their language mixed with Celtic and became the base of Old English. At the end of the 9th century, the Vikings, people from countries including Denmark and Norway moved toBritain. And their language mixed with Anglo-Saxon and became what we now call Old English. By the 10th century, Old English was the official language of England.”Part3 Middle EnglishRead part 3 and discuss the answer to the question “What are the factors that contributed to the development of Middle English?” French and Henry IV.Have a further discussion within groups about the influence resulting from the factors and make a summary of the factors and the effects.2 / 13Part4 Modern EnglishStudents are asked to finish reading the last part and find answers to the following two questions:When did Modern English appear?During the Renaissance in the 16th century.What new factors are included in modern English?Latin and Greek words, pronunciations and new words and new ways being invented. Step 6 RetellingThe key words are presented on the screen. Students are allowed 5 minutes to prepare retelling the text in pairs.PresentationStudents are encouraged to come to the front and retell the text. The teacher could also ask students to do the retelling one after another, each student one sentence. Step 7 WritingWrite a short summary of English and its history according to what we have learned today.Step8 HomeworkStudents book P98 A1,A2Module3, Unit 2 LanguageEnglish and its history (language focus)Learning goals:After this period, the students willDo some revision of what have been learned in the last lesson. 1.lcquire the usage of the language items in the text. 2.apply the language items into practical use.Learning important points:Language points in the text Learning steps: Step 1 RevisionThe teacher starts the lesson with a short revision of what have been learned in the previous lessons. This part consists of two activities―to match the words and their definitions and to fill in the blanks. Step 2 Presentation3 / 13Present all the language items that should be coved in the following lesson. Ask the students to find them out in the text.Step 3 Discussion of the language items1. consist1) consist in主要是，主要在于Happiness consists in appreciating what you have. 快乐就在于满足所拥有的。

外研版七年级英语上册 M3U2教案 (2)

Unit 2The library is on the left of the playground.Ⅰ.Teaching modelReading and writingⅡ.Teaching aims1．To know how to describe locations2．To describe the classroom by using the words and “there be” structure correctlyⅢ.Teaching aidsTape recorder，handoutⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Warming up and lead－in1．Play a game：find out the differences of the two pictures to review “there be” structure.There is/are…in Picture A.There isn't/aren't…in Picture B.2．Ask students to talk a bout the classroom with numbers and“there be” structure.Step 2：Pre－reading1．Show pictures and learn the new words.2．Label the pictures with the words and expressions from the box in Activity 1.3．Check the answers.Keys：①dining hall②gate③building④sports hall⑤science lab⑥library ⑦office⑧playground4．Show a picture of a school and ask students to describe the locations with the sentence structures：There is…in the school.It is…5．Read Betty's words，and write her classmates' names on their desks in Activity 2.behind，between，in front of，on the rightIn the classroom，Darning's on my right.Gao Yan's in front of Daming and between Zhao Feng and Li Min.Lingling is behind Zhao Feng.6．Ask and answer according to the picture in Activity 2.7．Act out the passage and talk about the places.Check the answers.Keys：Step 3：Reading1．Read the passage in Activity 3 and label the map of the school(from 1 to 6) and pay attention to the key words.2．Play the recording and listen to the tape carefully.3．Play the tape，let students listen and repeat.4．Let students read the passage，work in pairs and find out the difficulties in the passage.And offer help when needed.5．Explain the difficulties to the students.6．Ask the students to read the passage aloud.Step 4：Homework1．Copy and remember the new words by heart.2．Read and retell the passage as fluently as possible.Blackboard DesignUnit 2The library is on the left of the playground.(Activity 1－Activity 3)1．How many… are there?2．Daming is on my right.3．Gao Ying's in front of Daming and between Zhao Feng and Li Min. 4．Lingling is behind Zhao Feng.。

《英语》(新标准)(初中)八年级上册M3U2教学设计2

培养学生选择适当的阅读方法如略读、扫读、细读完成阅读任务。引导学生由获取段落大意到对文章细致入微理解的过程。并通过阅读能力题的设置培养学生推理、猜测、分析等阅读技能，更深入地理解文章。学会运用so that引导的结果状语从句。
Step 3:Express (情景表达)
运用点读笔跟读文章，并重点点读重点句型。部分同学展示朗读。
2.能读懂介绍或描写体育活动的短文，并根据主旨大意匹配图片，能结合上下文猜测词义。
3.能使用不同的时间状语对比与现在的情况。
教学重点与难点
1.英语学习的相关单词及多音节单词的形容词比较级的用法。
2.掌握体育运动的相关词汇。
阅读能力的提升。
3.突破：通过读前，读中，读后三个阶段逐步提升阅读能力。
教学辅助
深层次挖掘教材，掌握what, why ,when的写作主框架为下一单元的综合语言运用课做好铺垫。
家庭作业：借助文章的框架，完成课文的复述。
板书设计：
Module ThreeSports
UnittwoThis year we are training more carefully.
2.教师引导学生将教材Activity1中的词汇与相应的比赛三大主体搭配。
[设计意图]在这一环节中，教师通过运用点读技术为学生在词汇的发音与含义之间建立关联，让学生进一步感知词汇。同时，使用点读笔教授单词，能让学生反复朗读关于比赛训练的词汇，为之后的阅读学习扫清词汇障碍。
Step 2:
Experience（语言体验）
1:Here are two pictures, try to fill in the blank.
2.Task 1: 快速阅读课文（略读），将各段与相应的段落大意连线。指导学生注意主题句。

Module3Unit2Ididn’tplayfootball.(教学设计)-(一起)英语四年级上册

2)交际：通过与他人交流讨论，学习如何谈论自己或他人在过去的时间没有做的事情。并通过倾听、思考、讨论，积极地与他人合作，共同完成各项任务。
4.情感文化：
进一步了解节假日，深入讨论中西方节假日的习俗差异等。乐于接触外国文化。
学情分析
知识经验：第一单元学生已经学习了一般过去式的否定形式的用法，本节课将继续学习一般过去式及其否定式。
生活经验：平时周末都会放假，就会有平时要做的事，但是某天因为某些原因没有做成，学生有生活体验。
策略经验：学生已经掌握小组合作、同桌合作练习等策略，本节课将加入更多活动，学生将运用自然拼读等方式练习单词。
学习困难障碍：学生可能会对一般过去时和过去时否定形式以及一般现在时动词第三人称单数形式产生混淆。
具体突破措施：
2.Do and say.
He watched TV.
He didn’t play football.
…
Look and say.
Do and say.
这部分没有进行
作业布置
1.Listen and read the text for five times.
2.Draw and say.
写一写你昨天或者周末的活动与平时有什么不同。
2) What did the pig do yesterday?
Did the pig eat fish?Who ate the fish?
4. Free talk:
What do you usually do? Did you do it yesterday?
Enjoy a song“Today is National Day!”
板书设计
Module 3 Unite 2 I didn ’ t play football.

七(上)M3U2教学设计

七（上）M3U2The library is on the left of the playground.教学设计张维思（1）指导思想与理论依据与本课程相关的教学指导思想与理论依据的说明，包括对本学科课程价值和学科素养的阐述等内容。

七上英语学习是对小学英语学习的一个衔接，而课标也对其七年级的学生提出了相应的要求，要求达到三级标准。

对英语学习表现出积极性和初步的自信心。

能听懂有关熟悉话题的语段和简短的故事。

能和教师或同学就熟悉的话题（如学校，家庭生活）交换信息。

能读懂小故事及其他文体的简单的书面材料。

能参照范例或借助图片写出简单的句子。

能参与简单的角色扮演等活动。

能尝试使用适当的学习方法，克服学习中遇到的困难。

能意识到语言交际中存在文化差异。

（2）教学背景分析学习内容分析：利用学生熟悉的校园，来学习方位介词。

学生情况分析：小学阶段学生已经掌握大部分方位介词的用法，如：in,on,under。

教学方式：小组合作（3）教学目标与重点、难点设计1 教学目标本节课在教材设计上是一节阅读课，所以通过学习学校内建筑和方位介词，掌握关于学校的介绍。

同时能够自己写出关于自己学校介绍的文章。

2教学重点掌握方位介词和学校建筑的表达。

3教学难点本节课是关于介词用法的，而in front of（外部的前面）和in the front of（内部的前面）的用法是难点。

4 情感态度通过了解学校校园内建筑的位置来让学生喜欢上学校。

（4）教学过程与教学资源设计教学活动：1.视频导入:知道方位介词有哪些。

2.图片提问,问足球的位置,来复习方位介词。

3.引入今天所学的标题。

4.根据图片造句,强调易错点:in front of 和in the front of的区别。

5.听听力,回答问题。

读短文,并理解文章内容。

根据图片介绍their school.6.导入our school,根据图片完成短文。

假设有人来到我们学校,我们用今天学到的介词短语和学校建筑的单词介绍我们学校。

M3U2-Point to the desk教案2

《Module3 Unit2-Point to the desk》教案21. Purpose(1) Knowledge aim: New words: desk, chair.(2) Ability aim: According to the describing of New English Curriculum Criteria, I design two aims:1) Help the students understand the orders: “Point to~!” and can do the corresponding responses and actions of them clearly.2) Help the students not only can say “desk, chair” in English but also can read the words of them.(3) Ideological aim: Improve th e students’ self-confidence(4) Main points: New words: desk, chair; Instruction phrases: Point to~ !(5) Difficult points: Let the students can be clear about the instruction phrases “Pointto~!” and try to use them expertly in the daily life.(6) Teaching materials: pictures, cards, tape recorder, pieces of paper, courseware2. Teaching processStep One: Warm up➢Greeting:T: Shall we begin our English class?S: Of course. Let’s begin.T: Good morning, boys and girls.S: Good morning, Tracy.T: How are you today?S: I’m fine. Thank you, and you?T: I’m wonderful. Sit down please.➢Listen, repeat and do the actionsI give them the order, and the students do the corresponding actions.T: Stand up! Sit down. Point to the door. Point to the window. Point to the blackboard. And so on.➢Say a chantT: You are great, now let’s say a chant. Ok?And when you chant it, you can perform theactions. And I will find out the best one. Let’s lookwho is the film star! Are you ready?One, Two, Go!(I play the courseware.)(The students chant and do the actions that they like. After that I’ll choose th e best one, and give him a sticker.)Step Two: RepresentationA. Guess what is it?Show some pictures by the computer. (I will only show a part of them)T: Look at the screen. And tell me what can you see.S: It’s a boy/ girl/ dog/ bird/从形式上讲，通过这个“猜猜看”，不但可以营造英语学习的气氛，激发学生的学习兴趣，更重要的是它使学生的注意力从相对分散的歌曲表演中，迅速集中到课堂上来，在无意识下的情况下快速的进入学习状态。

M3U2教案

课题：Module 3 Journey to spaceUnit 2教学时间：2015年月日教师：赵婷婷一、教学目标1.Listenforspecificinformation.2.Talkaboutspacetravel;participatinginarole-play.3.Readandfindoutinformationfromsimpletextsandchoosethebesttitle.4.Writeapassagetodescribethepicture.（一）知识与技能：1.词汇：掌握none, environment, solar, system, solar system, group, universe, light, out, communicate2.语音：能够辨认和掌握句子重音。

3.语法：理解和掌握already, just, yet, 及have gone 与have been 在现在完成时态中的使用。

4.功能：能够描述最近发生的事情。

能理解含有现在完成时态的太空探索方面的文章；能用现在完成时态写出太空探索的文章。

（二）过程与方法：本单元主要采用任务型教学法。

指导学生通过自主学习和合作学习获取信息，提高读写能力。

（三）情感态度和价值观：1.培养学生积极与他人合作，共同完成学习任务的合作学习策略以及能在阅读过程中掌握阅读技巧的学习并能够根据自己的情况拓展知识。

2.了解中国太空探索壮举，增强民族自豪感。

二、教学重难点:1.学习掌握本单元出现的新单词，词组及现在完成时态的运用。

提高阅读训练获取信息的能力，并逐步向写作能力过渡。

2.使学生在真实任务中运用所学知识解决实际问题，提高语言表达能力。

三、教学方法:小组合作教学法、情景交际法和任务教学法四、教学资源准备：tape recorder ；handouts五、课时设计：一课时六、教学过程板书设计Module 3 Journey to spaceUnit 2教学反思universe galaxySolar systemplanetstar。

2AM3U2教案

2AM3U2教案教案：2AM3U2一、教学内容1. 词汇：father, mother, brother, sister, friend, doctor, teacher, student2. 句型：Introduce family and friends, Ask and answer about family and friends二、教学目标1. 学生能够听懂、说出一系列家庭成员和朋友的相关词汇。

2. 学生能够运用所学的句型，介绍自己的家庭成员和朋友。

3. 学生能够在真实情境中，用英语进行简单的交流。

三、教学难点与重点1. 重点：家庭成员和朋友的相关词汇，以及句型的运用。

2. 难点：单词的发音和拼写，句型的正确使用。

四、教具与学具准备1. 教具：PPT，图片，卡片2. 学具：课本，练习本，铅笔五、教学过程1. 热身（5分钟）教师通过与学生问候，引入本节课的主题。

2. 引入（10分钟）教师通过展示图片，引导学生说出家庭成员和朋友的相关词汇。

3. 讲解（10分钟）教师通过PPT，讲解句型的用法，并进行示范。

4. 练习（10分钟）教师通过小组活动，让学生练习句型的使用。

5. 巩固（10分钟）教师通过游戏，让学生在实际情境中运用所学知识。

六、板书设计1. 板书关键词：family, friends, father, mother, brother, sister, friend, doctor, teacher, student2. 板书句型：Introduce family and friends, Ask and answer about family and friends七、作业设计1. 作业题目：请用所学的句型，介绍自己的家庭成员和朋友。

2. 作业答案：My family and friends: My father is a doctor, my mother is a teacher, my brother is a student, my sister is a friend.八、课后反思及拓展延伸1. 教师对本节课的教学效果进行反思，找出需要改进的地方。

M3U2教学设计新部编版(2)

教学目标
Enable students toread and write the passage on the space travel; master the basic grammar of present perfect tense; broaden the students’horizon on space
5.Watch the video and discuss the best title in group.
4.Task 3
Writing
Torevise the grammar of present perfect tense, to practise the ss observing and writing skills
2.ask ss to think about questions 2 and 3 while one student read paragraph2
3.Ask ss to read Paragraph3 and 4 by themselves silently complete two sentences on the PPT. (fast answer)
1.Show the picture to the ss and introduce the picture.
2.Lead ss to answer the questions directly according to the information provided.
3.Provide enought time for ss to make up a passage.
1.Observe the picture and try to describe the picture

《英语》(新标准)(初中)七年级上册M3U2教学设计2

How many students are there in our class?
How many boys are there in our class?
How many girls are there in our class?
Is there a computer in our classroom?
了解不同国家的学校教育；培养热爱学校，热爱家园的意识。
教学重点与难点
正确使用方位词来描述物体之间的方位关系；人称单词it和they代指前文中出现的名称的用法。了解不同国家的学校教育
教学辅助
PPT
教学方法
任务型教学法
教学内容
教学活动
设计意图
教师活动
学生活动
Step1:Warm up
InUnit 1, we have learnedsomething about our classroom. Now please answer some questions.
Retell the passage according to the school map.
以快速阅读的方式检查学生在阅读中对文章中心的掌握。
以细读课文的方式检查学生对文章细节的掌握情况。.
以复述课文的形式检查学生对课文内容的掌握。
Step 4:Group work
Talk about what school buildings there are in our school,anddescribe the buildings toyour group members.
课时教学目标
1．语言知识目标
掌握本单元词汇表中的基准目标词汇的读音、意思和拼写；正确使用方位词来描述物体之间的方位关系；人称单词it和they代指前文中出现的名称的用法。