外研版七年级英语下册M1U3教学设计

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外研社初中英语七年级下册教案：M1U3 、

三维目标
过程与方法
1. Formal and interactive approach. Enabling Ss to understand and master how to write lost and found notes. 2. To learn by, speaking, doing, reading and discussing.
备注
TB:小初高题库
外研社版初中英语
教学环节
Step3 Presentation
教师活动
1. Words study. 1) Get the Ss to pronounce the new words in this unit. 2) Use the sentence structure to practice the new words and some expressions.
方法
教学环节
Step1 Lead-in
Step2 Revision
教学过程
教师活动
学生活动
1. Free talk. Ask and answer. ----Are they yours? ----No, it isn’t. ---- Whose … is it? ---- It is… 1.Have a dictation. 2.Get some groups to act out the dialogue in unit1.
情感态度与价值观
When losing or finding something, write a lost or found note.
1. Go over the main language points in Module1.

外研版英语七年级下Module1 Unit3教案(英语教案)

Unit 3 Language in useTeaching aims:1. To remember the new sentences and their use.3. 巩固物主代词用法Teaching points:Important point:To master the new words.Difficult point:To use the “be doing” structure.Teaching procedures:Step 1. RevisionCheck the homework.Talk about lost and found.Step 2. PracticeSay:This class we will learn Unit 3.Whose bag is this?It’s mine.Are these crayons yours?Practice in pairs.Step 3. PracticeGet the students to look at the pictures in activity 1. Say: Whose bag is this ? Whose football is this?...Step 4. Writing AComplete the sentences with the correct form of the words from the box.her hers his its mine my whose your yours1. —Is this ____sweater, Daming?—Yes, it is.2.—Are these gloves_______, Betty?—Yes, they are.3.—______watch is this?—It’s Tony’s.4. —This wallet isn’t ____. Is it yours?—Yes, it is. Thank you.5.—Tony is looking for his crayons.—Are these_______?6.—Is this bag betty’s?—No, it’s not ______. It’s Lingling’s.7.—is this the girl’s football.—No, it’s not _____ football.8.— I can find _____ camera. Where is it?9. —What’s the dog called?—_____name is Blackie.Step 5. Writing BThe internet lost and foundThere are many lost and found websites online, such as and . You can’t find your dog,your cat, your favourite watch…or your brother? They can help you findthem! You can search “found items” or post your “lost items”. Go to thesewebsites and find your things. Maybe they miss you too!Step 6. Work in pairs.Student A: Think if three or four things you have lost or you can choose from the list. Try to describe them.Student B: Think of five or six things you have in your lost and found office. Choose from the list. Try to describe them.boat camera computer crayonsduck football gloves mobilephone pig wallet watchStep 7. Now ask and answer questions.Student A: Ask student B about the things you have lost. Answer questions about details. Student B: Answer questions about the things students a has lost. Ask questions about details. Step 8. Act out your sketch to the class.Your classmates make a list of the things you have found in your sketch.Step 9. WritingWrite a lost or a found note after class.Step 10. HomeworkRevise all the words and expressions in this Module.Finish off all the Workbook exercise.。

外研版英语七下Module1Unit3教案

Module 1 People and placesUnit 3 Language in useⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practice ; task-basedⅢTeaching ObjectivesTo consolidate Present continuous and the new vocabularyⅣTeaching aidsOHP , handoutsⅤTeaching StepsStep 1 Revision1. Review the text of Unit2.2. Grammar :The Present Continuous TenseStep 2 Language practice1. Read through the example sentences in the box with the whole class .2. Work in groups . Look at the picture in Activity 1 . Say what they are doing . Step 3 Exercisethe conversation Tony is having with his dad in Activity 2 .2. Write about the pictures in Activity 3 .Step4 Work in groupsMatch the words in Box 1 with the words in Box 2 to make phrases in Activity 4 . Step 5 Around the world1. Look at the pictures and words with the students .2. Ask them to remember some of the things that people do at different times . Step 6 Module task : Writing a postcardThink of a friend or a member of your family who you don't often see. Write a postcard saying what you're doing at the moment.1. Look at the layout and content of the postcard with the students .2. Have them write their postcard individually in a rectangle laid out as a postcard .3. Show your postcard to other students.Step 7 HomeworkFinish the exercise in the workbook, 8 , 9 , 10 &11。

2022年外研版七年级下册Module 1 Unit 3精品教案

Module 1 Lost and found教案Unit 3 Language in use一、教学目标：【语言知识目标】1) 名词性物主代词和形容词性物主代词的用法2) 能利用名词性物主代词和形容词性物主代词解决一些问题【情感态度目标】提高学习英语兴趣, 树立信心, 培养其积极主动参与各种语言实践活动的学习态度.二、教学重难点：1) 能够询问及表达物体的归属.2) 能够运用本模块所学的知识谈论失物招领.三、教学过程Step 1 Leading-inShow some things and pictures and ask the students to make dialogues like these: Whose…is it? Is this…yours?Step 2 Work in pairs1. Ask the students to look at the pictures and read the words in Activity 1.2. Ask and answer questions in pairs.Step 3 Module task: Acting out a sketch in the lost and found office1. Work in pairs.Student A: Think of three or four things you have lost. Try to describe them.Student B: Think of five or six things you have in your lost and found office. Try to describe them.Now ask and answer questions.Student A: Ask Student B if they’ve got the things you have lost.Student B: Answer questions about the things Student A has lost.2. Act out your sketch to the class.Your classmates make a list of the things you have found in your sketch.Step 4 Grammar1〕人称代词的主格在句子中作主语2〕人称代词的宾格在句子中作宾语或在介词后作宾语3〕名词性物主代词=形容词性物主代词+名词e.g. My bag is yellow, her bag is red, his bag is blue and your bag is pink.可写成My bag is yellow, hers is red, his is blue and yours is pink.2. 名词所有格的用法英语中的名词所有格表示一种所属关系, ’s所有格多用于有生命的名词.构成:1) 在单数名词的末尾加’s构成名词的所有格,表示“……的〞.e.g. Tony’s mother 托尼的妈妈Tom’s pen 汤姆的钢笔2) 在以-s 或-es结尾的复数名词后只需加’.e.g. the girls’ bags 女孩们的书包3) 在不以-s 或-es 结尾的复数名词后, 加’s 构成所有格.e.g. Women’s Day 妇女节4) 表示时间、距离的名词所有格与有生命的名词所有格构成方法相同.e.g. today’s class 今天的课注意：1)可用名词所有格表示地点.at my aunt’s 在我姑姑家at the doctor’s 在医生的诊所2)如果并列名词各自所拥有某物, 每个名词后都加’s; 假设表示两人共同拥有的物品, 在最后一个名词后加’s.Linda’s and Jim’s mothers 琳达和吉姆的妈妈Lucy and Lily’s room 露西和莉莉的房间Step 5 Exercises( )1. —The pet cat in your hand is very nice . Is it _____?—Yes, but I’ll give it to my friend Lucy as ______ birthday present.A. you; herB. your; herC. yours; herD. you; hers( )2. —Is this _____ notebook?—No, it isn’t _____.A. theirs; theirB. hers; hisC. your; mineD. your; my( )3. —Excuse me , are these _____ new shoes ?—No, they aren’t. _____ are black over there.A. your, MineB. my; YourC. her; HerD. mine; Yours( )4. —Hi, Jim. Is this your bike or Mary’s?—It’s mine, not _____.A. herB. himC. hisD. hers( )5. —Is this your key, Jenny?—No, ______ is in my handbag.A. HisB. HersC. MineD. Yours( ) 6. We are sure that our football players will do________ best.A. theirB. theyC. themD. themselves( ) 7. Please send ________ best wishes to Mary.A. IB. meC. myD. mineKeys:1-5: CCADC 6-7: ACStep 6 HomeworkReview the grammar we have learned today.教学反思Unit 3 Language in use一、教学目标：1. 正确运用本模块的词汇及短语2、掌握动词be(was/ were)一般过去时的肯定句、否认句、疑问句及其答复.并能询问对方过去的经历.3、运用所学的知识介绍同学过去的生活.二、教学重难点：掌握动词be(was/ were)一般过的肯定句、否认句、疑问句及其答复.并能运用一般过去时来描述过去的生活.三、教学过程：1.导入：此局部由课代表来主持, 通过白雪公主的故事来导入.( LT: little teacher Ss: Students )LT: Look at the screen, do you know her? Ss: Snow White.LT: But can you tell the story in English? And do you know what tense do we use? Ss: 一般过去式.LT：Ok, this class. We will learn past tense. Now, according to the screen to study by yourselves. Let’s begin.2. 训练展示：Step1: 解决疑难—①be动词的过去式的变化.方法：由推未知, 根据图片用am, is, are来造句子. 然后用be动词的过去式来替换句子, 从而推出技巧.总结技巧：原形am is are过去式was was were进一步总结：原形am / is are过去式was were进一步总结：单数was; 复数were; 反复记忆这个技巧, 到达人人都会.即时训练：Daming _____born in Beijing.A. isB. wasC. wereD. areSpeaking：One student one sentence, tell your sentence to your partners.Use was, were30 seconds.Step2：解决疑难—②be动词构成的句式方法：此环节同样采用由推未知.She is a teacher.变否认：She isn’t a teacher.变疑问：Is she a teacher?答复：Yes, she is.No, she isn’t.Class, If I change the first sentence to “She was a teacher.〞What about the other sentences?由学生来答复, 来推断.即时训练：The students were happy yesterday.否认：疑问：答复：Step3：小结：单数was, 复数were否认句结构巧：not紧跟was/were.疑问句式巧：Was/Were 向前跑.Step4: EXERCISE1. Ask the students to work in pairs, ask and answer the questions about Liu Yun, themselves and their partner. (Activity 1 and Activity2)2. Let the students do Activity 3, then check the answers.3. Ask the students to do Activity 4: Complete the sentences with the correct form of the word and expressions. then check the answers with whole class.Step5: ReadingAround the world (page47)1. Where was Nelson Mandela born?___________________________________2.When was he born?_______________________________________________阅读技巧：先浏览题目, 后在文中找答案.Step6: Writing: write about your past life.1. Work in pairs. Talk about your past life with your partner.Born in Shaanxi, 200*Primary school…Primary schoolFirst teacher Mr./Mrs.……First friend(s)……(and……)2. Write about your partner’s past life.小贴士：注意文章的连贯性以及时态~可以适当的添加内容.And ask a student to show his or her writing on the whiteboard, then let a student to make a comment about the composition.Step7:Class, you have grown up, do you feel the time flies so quickly? So do I, I often ask myself a question where did time go? Now I’d like to show you a short video, please enjoy it. (视频是春晚的时间时间都去哪了片断)What can you feel? And then tell the students to cherish the time, cherish now.Step8: Summary:1.是否真正理解了be动词的过去式?2. 课堂上出错的题目, 是否做了笔记？是否理解透彻？3. 自评本节课的整体表现. 总分值10分, 你得了__分呢？Step9: Homework1. Revise and recite the new words and expressions of Module 7.2. Revise the grammar of Module 7.3. Write about your partner’s past life.教学反思。

AteachingplanforUnit1，Module3（外研版七年级英语下册教案教学设计）

A teaching plan for Unit 1，Module 3(外研版七年级英语下册教案教学设计)一、Teaching materials:Unit 1 What are you going to do at the weekend? (Module 3 Plans)二、Targets for this period:To understand conversations about planTo get special information from the listening passageTo talk about one’s plan on weekend三、Key points:Key vocabulary-plan to do something, revise for one’s test, have a picnic/party, have a piano lesson, do some sightseeing, go sightseeing/shopping/cycling, cook dinner, go to the beach, stay in bedKey structures-What is he / she/ your friend going to do on weekend?What are you / they going to do on weekend?四、Teaching methods:Interactive approach五、Teaching aidsTape recorder, OHP六、Teaching arrangements:Step One Lead-in1. Students talk about the following questions in small groups:1) Do you like weekend?2) Why do you like weekend?3) What do you usually do on weekend?2. Show some new phrases and ask the students toremember themplan to do something, revise for one’s test, have a picnic/party, have a piano lesson, do some sightseeing, go sightseeing/shopping/cycling, cook dinner, go to the beach, stay in bedStep Two Presentation1. Show the sentence structure “be going to” with examples and pictures.----What is he going to do? ----He is going to…(将要做某事) ----He is going to check his email.----He is going to do his homework.2. Students look at more pictures and make sentences.1) ----What is she going to do?----She is going to have a birthday party / cook dinner / go to Sydney / take the plane / take the boat.2) ----What are they going to do?----They are going to eat dinner / have a party / have a picnic / go to the beach /watch TV / play soccer / go to the theater / buy some clothes / play volleyball.3) ----What is he going to do?----He is going to study for a test / have a piano lesson / go sightseeing / go cycling / play volleyball / play basketball / go swimming / go shopping / go fishingStep Three Listening (Activity 3)1. Students listen to the tape and choose the correct answers. (Activity 4)1) What’s Daming going to do on Saturday morning?D He is going to check his email.H He is going to do his homework.2) What’s Betty going to do on Saturday afternoo n?G She is going to buy clothes.3) What’s Betty and Daming going to do on Saturday evening?C They are going to go to the party.4) What are Daming, Betty, T ony and Lingling going to do on Sunday afternoon?A They are going to have a picnic.5) What’s Daming going to do on Sunday morning?F He is going to get up early.I He is going to play table tennis.6) What’s Betty going to do on Sunday morning?B She is going to stay in bed.E She is going to revise for her test.2. Students listen again and complete the diary. (Activity 7)Daming BettySaturday Morning Check email Do homeworkAfternoon Have a piano lesson Buy some clothesEvening Go to a party Listen to some music Go to a party Listen to some musicSunday Morning Get up early Play table tennis Stay in bed Revise for her testAfternoon Meet Lingling and Tony in the park Have a picnic Meet Lingling and Tony in the park Have a picnicevening3. Students ask and answer in pairs according to the diary.e.g. ----What’s Daming going to do on Saturday morn ing?----He’s going to check his email and do his homework.Step Four To practice reading aloud the conversation in groups of two.Step Five Detail explanation (Activity 3)1. Would you like to come? = Do you want to come?2. revise sth = go over sthe.g. I must revise my English notes for my exam.Step Six To act out the conversation.Step Seven To listen and repeat (Activity 5&6)Step Eight Summary: be going to do sth. 表示自己打算或计划做某事.be 的形式要根据主语来确定。

外研版七年级英语下册Module 1 Unit 3 Language in use课程教学设计

---Yes, it is.
2). ---Are these gloves _____,Betty ?
---Yes, they are.
3). ---____ watch is this?
---It’s Tony’s.
4). ---This wallet isn’t ____.Is it yours?
语言技能：1. Formal and interactive approach. Enablingstudents to understand and master how to write lost and found notes.
2. To learn by, speaking, doing, reading and discussing.
---Yes, it is. Thank you.
5). ---Tony is looking for his crayons.
---Are these _____?
6). ---Is this bag Betty’s?
---No, it’s not ______.It’s Lingling’s.
7). --- Is this the girl’s football?
4. Fill in the blanks with timple dialogue.
See which groups do better, give themflowers.
Read the sentences and then sum up what we learn in thismodule.
英语课堂教学教案
课题
Module1 Lost and found?
Unit3 Language in use

2016外研版七年级英语(下)Module1Unit3Languageinuse教案

实践活动环节，分组讨论和角色扮演的游戏让学生们积极参与，但我注意到有些小组在讨论过程中，个别成员参与度不高。为了提高全体学生的积极性，我计划在下次活动中，增加一些互动性更强的小组任务，鼓励每个同学都发表自己的观点。
学生小组讨论环节，整体效果较好，大家能够围绕主题展开讨论，并提出自己的观点。但在引导与启发方面，我觉得自己还可以做得更好。今后，我将更加注意提问的技巧，设计更多开放性和启发性的问题，帮助学生深入思考。
2016外研版七年级英语（下）Module 1Unit 3 Language in use教案
一、教学内容
本节课选自2016外研版七年级英语（下）Module 1 Unit 3 Language in use。教学内容主要包括：1.复习巩固一般现在时和一般过去时的用法；2.运用一般现在时和一般过去时描述日常生活习惯及过去发生的事情；3.学习并运用本单元重点单词和短语，如：brush teeth, go to school, eat breakfast等；4.完成课本中的相关练习，如：Activity 1, Activity 2和Activity 3，提高学生的语言实际运用能力。通过本节课的学习，使学生能够更好地掌握一般现在时和一般过去时的用法，并能在实际情景中运用所学知识进行交流和表达。
-例如：在小组活动中，学生需要用目标词汇和句型进行真实情境的对话。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module 1 Unit 3 Language in use》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是如何描述自己的日常生活习惯和过去发生的事情的？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索一般现在时和一般过去时的奥秘。

外研版英语七年级下册Module1Unit3《Languageinuse》说课稿

外研版英语七年级下册Module 1 Unit 3《Language in use》说课稿一. 教材分析外研版英语七年级下册Module 1 Unit 3《Language in use》的主题是关于日常生活中的交际用语。

通过本节课的学习，学生能够掌握一些基本的日常交际用语，提高他们的口语表达能力。

本节课的主要内容包括打招呼、介绍自己、询问他人情况等日常交际用语的表达方式。

二. 学情分析七年级的学生已经具备了一定的英语基础，对于日常交际用语已经有了一定的了解。

但是，他们在实际运用中还存在一些问题，如语序混乱、词汇搭配不当等。

因此，在教学过程中，需要注重学生的语言实践，提高他们的口语表达能力。

三. 说教学目标1.知识目标：学生能够掌握基本的日常交际用语，如打招呼、介绍自己、询问他人情况等。

2.能力目标：学生能够正确运用所学的交际用语，提高他们的口语表达能力。

3.情感目标：激发学生学习英语的兴趣，培养他们的自信心和合作精神。

四. 说教学重难点1.重点：学生能够掌握基本的日常交际用语，并能够正确运用。

2.难点：学生能够灵活运用所学的交际用语，在实际交际中能够流利地表达自己。

五. 说教学方法与手段1.任务型教学法：通过设定不同的交际任务，让学生在实际操作中运用所学的交际用语。

2.情境教学法：通过创设不同的情境，让学生在真实的语境中学习交际用语。

3.互动式教学法：鼓励学生积极参与课堂活动，进行小组合作和角色扮演，提高他们的口语表达能力。

六. 说教学过程1.导入：通过播放一段日常交际的场景视频，激发学生的兴趣，引出本节课的主题。

2.呈现：教师通过展示图片、实物等，呈现本节课的主要交际用语，并引导学生进行观察和思考。

3.操练：学生分组进行角色扮演，模拟不同的日常交际场景，运用所学的交际用语进行练习。

4.互动：学生进行小组合作，共同完成一项交际任务，如制作一个简单的对话场景，进行展示。

5.巩固：学生进行听力练习，听懂并模仿所学的交际用语。

外研版英语七年级下册《Module7Unit 1- Unit 3 》全单元教学设计

外研版英语七年级下册《Module7Unit 1- Unit 3 》全单元教学设计一. 教材分析外研版英语七年级下册《Module7 Unit 1- Unit 3》主要围绕日常生活和一般现在时进行展开。

本模块的话题包括天气、季节、购物、食物和家庭成员等，内容贴近学生的生活，有利于激发学生的学习兴趣。

教材通过不同类型的任务和活动，帮助学生巩固和提高英语语言能力。

二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇，具备一定的听说读写能力。

但部分学生对英语学习仍存在恐惧心理，缺乏自信心。

因此，在教学过程中，教师需要关注学生的情感态度，鼓励他们积极参与课堂活动，提高他们的学习兴趣。

三. 教学目标1.知识目标：学生能掌握Module 7 Unit 1- Unit 3 的单词、短语、句型和语法；2.能力目标：学生能运用所学知识进行日常交流，提高听、说、读、写的能力；3.情感目标：学生能积极参与课堂活动，提高对英语学习的兴趣和自信心。

四. 教学重难点1.重点：单词、短语、句型的学习和运用；2.难点：一般现在时的语法知识和运用。

五. 教学方法1.任务型教学法：通过完成不同任务，让学生在实践中学习和运用英语；2.情境教学法：创设生活情境，激发学生的学习兴趣；3.交际法：鼓励学生积极参与课堂交际活动，提高口语表达能力。

六. 教学准备1.教材：外研版英语七年级下册；2.课件：根据教学内容制作相应的课件；3.教学资源：图片、视频、音频等；4.练习题：针对本节课内容设计练习题。

七. 教学过程1.导入（5分钟）利用图片、视频或音频引导学生谈论天气、季节等话题，激发学生的学习兴趣。

2.呈现（10分钟）展示本节课的主要内容，包括单词、短语、句型和语法。

通过课件和实物展示，让学生直观地理解和学习。

3.操练（10分钟）分组进行角色扮演、对话练习等活动，让学生在实践中运用所学知识。

教师巡回指导，纠正发音和语法错误。

4.巩固（10分钟）学生独立完成练习题，检测对单词、短语、句型和语法的掌握程度。

外研版英语七年级下册：Module 1 Unit 3 Language in use. 教案设计

Module 1 Lost and foundUnit 3 Language in use学生年级：初中一年级下教学内容: 外研版《英语》（新标准）Module 1 Unit3（一）教学内容分析本模块的话题是失物招领。

由于在西方国家，充满人文关怀的设施“失物招领处”比较普遍，而在中国却不多见，这一课的教学除了学习词汇和名词性物主代词这一语法现象外，教师可以把本课所有的文本材料作为培养学生文化意识的典型素材来处理，在教学过程中注重中西方文化的差异的理解和引导。

同时，帮助学生在一系列的听说读写等交际活动中恰当理解和运用失物招领这一功能意念表达形式。

本单元共分为三课时，本节是第三课时的综合语言运用课。

第三单元的内容重点设在对名词性物主代词这一语法现象的总结和训练，难度不大。

本单元及本模块的写作要求是一个用英语做事情的真实任务——书写失物招领启事和寻物启事，这在生活中很常见也很实用。

教师要引导学生关注启事书写的格式和要素，注意语言简洁。

教师在对本单元的设计中，中西方孩子捡到钱后上交对象的不同引出中西文化的差异，进而引出失物招领处这一话题，通过提问复现课文结构引导学生用自己的语言描述课文内容，复习模块重点词汇，然后通过对在失物招领处工作的朋友的介绍帮助学生创设新的语境，让学生结合语音在新的语境中运用词汇。

然后又根据班级实际情况举例提问，巩固复习语法——名词性物主代词，学生以对话的形式在新的情景中复现和运用这一语法，学生总结语言规律，并做机械式操练加以巩固。

最后教师还是围绕失物招领这一话题，通过对Around the world 的观察引出模块写作任务——在校园失物招领网上张贴一则寻物启事，教师将整个写作任务分解为四个小任务，层层递进，由词到句再到小的篇章。

在完成第三个任务时已经完成了失物招领启事的书写，第四个写作任务——书写寻物启事加大了难度，但由于有前面给不同等级的学生搭好台阶，学生能够胜利完成任务。

整个单元的教学设计还是在话题的引领下帮助学生复习词汇语法，并在新的语境中语用，完成模块任务，同时引领学生在英语学习中关注到中外文化差异的不同，培养其跨文化交际的意识。

外研版英语七年级下册Module 1 Unit 3《Language in use》教学设计2

外研版英语七年级下册Module 1 Unit 3《Language in use》教学设计2一. 教材分析外研版英语七年级下册Module 1 Unit 3《Language in use》主要围绕着日常生活中的交际用语展开。

本节课的主要内容包括如何询问时间、日期以及如何表达将来时态。

通过学习本节课，学生能够掌握相关词汇和表达方式，并能够运用所学知识进行实际交际。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。

但是，对于一些复杂的交际用语和时态表达方式，学生可能还较为陌生。

因此，在教学过程中，需要注重引导学生理解和运用所学知识，并通过大量的实践操练来提高学生的交际能力。

三. 教学目标1.知识目标：学生能够掌握询问时间、日期的相关词汇和表达方式，并能够运用将来时态进行准确表达。

2.能力目标：学生能够熟练运用所学知识进行日常交际，提高口语表达能力。

3.情感目标：通过小组合作和互动交流，学生能够增强自信心，培养合作精神。

四. 教学重难点1.重点：询问时间、日期的表达方式以及将来时态的运用。

2.难点：将来时态的构成和运用，以及如何准确表达时间、日期。

五. 教学方法1.任务型教学法：通过设定不同的交际任务，引导学生运用所学知识进行实际操作，提高学生的交际能力。

2.情景教学法：创设真实的交际情境，让学生在特定的情境中学习和运用英语。

3.合作学习法：学生进行小组合作和互动交流，培养学生的团队合作精神。

六. 教学准备1.教师准备：提前准备好相关的教学材料，如PPT、录音机、磁带等。

2.学生准备：学生需提前预习相关内容，了解基本的时态知识。

七. 教学过程1.导入（5分钟）通过播放一首关于时间的英文歌曲，引起学生对时间的关注，激发学习兴趣。

2.呈现（10分钟）教师通过展示PPT，呈现与时间、日期相关的词汇和表达方式，同时进行讲解和演示。

3.操练（10分钟）学生分组进行角色扮演，模拟不同的交际场景，运用所学知识进行实际操作。

外研社新标准英语七年级下册：M1 U3《Language in use》教案

外研社新标准英语七年级下册：M1 U3《Language in use》教案@轻轻家教app吴老师整理Module 1 People and places Unit 3 Language in use课型Revision and application教学目标Knowledge:To summarize and consolidate Present continuous and the new vocabularyAbility:Writing skill: Write a postcard. Improve the students’ writing ability.Moral Education:Learning about difference of different countries..教学重点To check and practice new words; to practice the sentence structures;To apply skills in communicating about what people are doing now;To learn about the cultures of different countries.教学难点(1)、The present continuous tense.(2)、To understand the sentence components .教学方法Formal and interactive practice教学用具Multi-Media (or Tape recorder, OHP)教学过程Step1 Grammar explanation1) 现在进行时态定义：表示现在正在进行的动作。

1. 构成：be + 动词的现在分词。

1) be 随着人称、数的变化而变化。

(am is are)2) 现在分词的组成形式有如下几种：①动词后面直接加ing: doing buying playing②动词去e加ing : having taking giving writing③重读闭音节单词,双写动词最后一个字母，然后加ing: running swimming sitting shopping getting beginning putting④特殊形式的变化：lie —lying die –dying3) 练习：①把下列动词改为现在分词sit-sitting swim-swimming run-running put-putting get-getting see-seeing jump-jumping read-reading clean-cleaning eat-eating listen-listening write-writing have-having take-taking play-playing②用be (is, am , are )动词的适当形式填空A. Tony is buying some fruits.B. Lucy and Lily are doing their homework.C. I am singing in the washroom.D. They are playing football .E. She is enjoying her visit.2. 现在进行时: 肯定句be doing否定句be not doing一般疑问句，Be动词提前到句子开头e.g I’m visiting my friends now.He isn’t writing a postcard.Is she enjoying her visit?Are they buying postcards?句型转换: 1) She is watching a ballet. (变否定句)She isn’t watching a ballet.2) We’re waiting for our teacher. (变一般疑问句)Are you waiting for your teacher?3) Is Tony calling a friend? (作肯定问答)Yes, he is.4) They are lying in the sun. (画线提问)What are they doing?3. 常与现在进行时态连用的词:now, listen, look, it’s +时间. 等。

外研版七年级英语下册教案：Module1Unit3Languageinuse

外研版七年级英语下册教案：Module1 Unit 3 Language in use
一、教学内容
外研版七年级英语下册教案：Module 1 Unit 3 Language in use
本节课主要围绕Module 1 Unit 3 Language in use的内容进行教学，涵盖以下知识点：
1.复习和巩固一般现在时态、现在进行时态和一般过去时态；
-例如：When do you usually do your homework?（使用do homework短语）
2.教学难点
（1）时态混淆：学生在实际应用时，容易混淆一般现在时态、现在进行时态和一般过去时态。教师需要通过实例讲解和练习，帮助学生明确各种时态的用法和区别。
-例如：区分I watch TV every day（一般现在时态）和I am watching TV now（现在进行时态）。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“时态在日常生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module 1 Unit 3 Language in use》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过需要用英语描述正在进行的动作的情况？”例如，描述你的朋友正在踢足球。这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索不同时态下动词短语的应用奥秘。

(新)外研版七年级英语下册Module 1 Unit 3 Language in use教案

新外研英语七年级下Module 1 Unit 3教案Unit 3 Language in use.课型：Revision课时：45 minutes课前预测In this Unit, they’ll learn more about the use of nominal possessive pronouns.教学方法：Interactive approach, writing and speaking.板书设计：Key words and sentences in PPT.教学目标：1. Master the key words and expressions in Module 1.2.Learn the use of nominal possessive pronouns.3.Cultivate their ability of creation.教学重难点：1.Key words and expressions.2.Key sentences in Module 1.3.How to use the nominal possessive pronouns教学准备：PPT/pictures on the Internet/ videotape.教学过程：Step 1.Warming up:1.Revise the pronouns by showing a table, read and try to recite them.2.Inclusion about the use of nominal possessive pronouns.Do some exercises to consolidate they have learnt.nguage practice.Go through the sentences and read them.Step3.Work in pairs.Work in pairs to finish Part 1 after preparing for a few minutes. Encouragement should be given. Step 4.A game.Collect some school things before class and put them in a big bag, ask some pairs to ask andanswer questions like this:Student A:This is a pen, it’s yellow.Whose pen is this?Student B:It’s mine.Student A:Is this eraser yours?Student B:No, they’re not mine.plete the sentences.1. Complete the sentences in Part 2 by themselves.2.Check answers each other, then read their answers loud in class in pairs.Step 5. Match.Write about the pictures in Part 3. Check the answers.Step 6. Mime an action.Match the words from Box A with the words from Box B to finish Part 3.Stetp 7. Around the world.Go through the passages of around the world to learn something about the lost and found on the Internet.Step 8. Moduel task .1.Work in pairs. Ask and answer questions to finish Part 4.2.Act out your sketch to the class.Step 9.Inclusion.1.Include the key phrases in Module 1,read them and have a small test.2.Revise the key words in Module 1 by having a quick test.Step 10. Homework1.Master all the key words and sentences in Module 1.2.Master the use of different prons.3.Write two short notes to show the lost and found things.4.Pre-reading of Module 2.。

外研版英语七年级下册Module 1 Unit 3《Language in use》教学设计1

外研版英语七年级下册Module 1 Unit 3《Language in use》教学设计1一. 教材分析外研版英语七年级下册Module 1 Unit 3《Language in use》主要介绍了日常生活中的交际用语，包括问候、介绍、道别等场景。

本节课的主要内容是学习如何用英语进行自我介绍和介绍他人。

教材通过丰富的语境和真实的语言材料，帮助学生巩固和拓展英语交际能力。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的英语听说读写能力。

但是，他们在实际交际中还存在着一定的困难，如害羞、不敢开口、语法错误等。

因此，在教学过程中，需要注重激发学生的学习兴趣，提高他们的自信心，引导他们正确使用所学的交际用语。

三. 教学目标1.知识目标：学生能够掌握并正确使用日常生活中的交际用语，如问候、介绍、道别等。

2.能力目标：学生能够在实际交际中运用所学的交际用语，提高英语交际能力。

3.情感目标：学生能够树立自信，积极主动地参与课堂活动，提高学习英语的兴趣。

四. 教学重难点1.重点：学生能够掌握并正确使用日常生活中的交际用语。

2.难点：学生在实际交际中能够灵活运用所学的交际用语，提高英语交际能力。

五. 教学方法1.任务型教学法：通过设计各种真实的交际任务，让学生在完成任务的过程中学习和运用所学的交际用语。

2.情境教学法：创设各种日常生活的情境，让学生在真实的语境中学习交际用语。

3.合作学习法：引导学生分组进行合作学习，鼓励学生互相交流、互相帮助，提高学习效果。

六. 教学准备1.教师准备：准备好相关的教学材料，如PPT、教材、录音机等。

2.学生准备：学生提前预习本节课的内容，了解基本的交际用语。

七. 教学过程1.导入（5分钟）教师通过与学生进行简单的日常问候，引入本节课的主题——日常交际用语。

引导学生思考在日常生活中，我们是如何进行问候和介绍的。

2.呈现（10分钟）教师通过展示PPT，呈现本节课的主要内容，如自我介绍和介绍他人的交际用语。

新外研版七年级下册英语 Module 1 Unit 3 教案(教学设计)

Step 5
Consolidation
教师设置巩固检测练习。
Ⅰ.根据句意用恰当的代词填空。
1.—Is that camera yours?
—Yes, it’s_______.
2.Look at_______. She is very well.
3.—Put on_______gloves, Tom.
games.Like this:—Is this penyours? —No, it isn’t.
The teacher:
There are many things in my Lost and Found box now, come here, get one thing and try to find its owner, you only have two chances.
7.Tim and Tony are twins._______come from England._______parents are in Shenzhen now.
8. That boy is my good friend._______name is David. Look! These crayons are_______.
4.学生就Unit 2的课文素材进行新闻播报展示。
(3)以课文为素材和背景,进行新闻播报,以记者采访、主播播报等形式二次开发运用教材,既复习了课文,更让复杂的内容简单化,贴近学生实际生活。
Step 3
Use
1.小组合作:编写对话——假如你丢失了或捡到了一件物品,请编写一段发生在失物招领处的对话。
T:When we lose something, or pick up something, what should we do ?Please make a dialogue in pairs, you can do like this: ...

外研版英语七年级下册Module 1 Unit 3《Language in use》教学设计

外研版英语七年级下册Module 1 Unit 3《Language in use》教学设计一. 教材分析外研版英语七年级下册Module 1 Unit 3《Language in use》主要讲述了日常生活中的交际用语和表达方式。

本节课的内容包括如何询问时间、日期、天气以及如何表达喜好和计划等。

教材通过丰富的语境和真实的语言材料，帮助学生巩固和拓展已学知识，提高他们的语言运用能力。

二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的听、说、读、写的能力。

但在实际交际中，学生往往因为词汇量和语法知识的局限而无法灵活运用所学知识。

因此，在教学过程中，需要关注学生的个体差异，充分调动他们的学习积极性，引导他们主动参与课堂活动。

三. 教学目标1.知识目标：–能够正确询问和表达时间、日期、天气。

–学会用英语表达喜好和计划。

2.能力目标：–提高学生的日常英语交际能力。

–培养学生的团队合作意识和沟通能力。

3.情感目标：–激发学生学习英语的兴趣和自信心。

–培养学生积极向上的学习态度。

四. 教学重难点•询问和表达时间、日期、天气的交际用语。

•表达喜好和计划的句型结构。

•正确运用情态动词和一般现在时进行交际。

•在实际语境中灵活运用所学知识。

五. 教学方法1.任务型教学法：通过设定真实、有意义的学习任务，引导学生主动参与课堂活动，提高他们的语言运用能力。

2.情境教学法：创设生动、真实的语境，帮助学生理解和学习交际用语。

3.合作学习法：学生进行小组讨论和实践活动，培养他们的团队合作意识和沟通能力。

六. 教学准备1.教学材料：教材、多媒体课件、录音机、磁带或音频文件。

2.教学场地：教室。

3.教学设备：投影仪、计算机、音响设备。

七. 教学过程1.导入（5分钟）–教师与学生进行简单的英语对话，询问学生今天的天气和心情。

–引导学生谈论自己的日常活动和计划，激发学生的学习兴趣。

2.呈现（10分钟）–教师通过课件展示本节课的主要内容，包括询问时间、日期、天气的交际用语以及表达喜好和计划的句型结构。

外研版七年级英语下册Module1 Unit 3 Language in use教学设计

Unit 3 Language in use教学目标1. To listen and understand conversations about looking for the owners of lost items;2. To learn to write lost and found notes;3. Role play: to act out a sketch in the lost and found office by using possessive pronouns;学情分析After learning M1Unit 1-3, students can talk about the topic lost and found (find out what belongs to whom). But for this module task is to act out a sketch in the lost and found office by using possessive pronouns, it is really a difficult point for my students. So before this activity, I need to help my students to summarize and consolidate possessive pronouns, and also to ask and answer questions about lostitems and their owners. So that students can perform the sketch by themselves.重点难点★Learning focus:Key vocabulary:1. crayon, eraser , glove , wallet, watch, tape, camera, mobile phone, etc.2. possessive pronouns:I my mineyou your yoursshe her hershe his hisKey structure:--Is this your ______? --Are they your ______?-- No, it isn't. It's his/hers. -- No, they aren't. They are his/hers. / Yes, it is. It's mine. / Yes, they are. They're mine. Anticipated difficulties:1. To summarize and consolidate possessive pronouns;2. To act out a sketch in the lost and found office by using possessive pronouns;教学过程教学活动【导入】Step1：Warming up－－Game(look＆spell)T: Good morning, boys and girls. Today we are going to review Module1.Before our class, let’s play a game. Now, look and spell.Ss: Bag. B-A-G, bag.Wallet. W-A-L-L-E-T.Camera. C-A-M-E-R-A.…[设计意图：热身运动，导入主题。