外研版-英语-七上-3单元 Language in use(教案) (6)
外研版英语七年级上册Module 7 Unit 3《Language in use》教学设计
外研版英语七年级上册Module 7 Unit 3《Language in use》教学设计一. 教材分析外研版英语七年级上册Module 7 Unit 3《Language in use》主要讲述了日常生活中的交际用语，包括问候、介绍、道别等情景。
本节课的内容与学生的生活紧密相连，有利于激发学生的学习兴趣和积极性。
教材通过丰富的语言材料，帮助学生巩固和扩展英语词汇、语法和功能句型，提高学生的语言运用能力。
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，具备一定的听说读写能力。
但部分学生在实际运用英语进行交际时，仍存在一定的困难。
针对这一情况，教师应注重激发学生的学习兴趣，创设真实的交际情境，让学生在实践中提高语言运用能力。
三. 教学目标1.知识目标：–掌握问候、介绍、道别等日常交际用语。
–学会使用一般现在时描述人的性格和习惯。
–扩展词汇量，学习与日常生活相关的词汇。
2.能力目标：–能够用英语进行简单的日常交际。
–提高听、说、读、写的能力，尤其是口语表达能力。
3.情感目标：–增强学生对英语学习的兴趣，提高自信心。
–培养良好的学习习惯和合作精神。
四. 教学重难点•问候、介绍、道别等日常交际用语。
•一般现在时的运用。
•与日常生活相关的词汇。
•一般现在时描述人的性格和习惯。
•真实交际情境中的语言运用。
五. 教学方法1.情境教学法：通过创设真实的交际情境，让学生在实践中学习英语。
2.任务型教学法：通过完成小组任务，激发学生的合作精神和团队意识。
3.交际式教学法：注重学生之间的互动，提高学生的口语表达能力。
4.游戏教学法：通过趣味性强的游戏，增加学生的学习兴趣。
六. 教学准备1.教材：外研版英语七年级上册Module 7 Unit 3《Language in use》。
2.多媒体设备：投影仪、电脑、音响等。
3.教学道具：图片、卡片等。
4.课件：根据教学内容制作的PPT。
七. 教学过程1.导入（5分钟）利用课件展示一组图片，包括不同的人物、场景和活动。
外研版英语七年级上册Unit 3 Language in use教案-2019年学习文档
Key structures:
1)What’s his/her name?
2) Where is he/she from?
3) What's his/her English name?
4) How old is he / she?
5) What class is he / she in?
能力目标
He is #39;s in Class 1.
Step 4: Practise
Do act 2-4 by themselves and check the answers in groups.
单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。Ask one group the report their answers.
动词Be的常用句式：
1. be +形容词
I am very happy.我很幸福。
He is very kind.他人非常好。
与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问《示侄孙伯安》诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。2. be +名词
七年级英语上册 Module 3 Unit 3 Language in use教学设计 (新版)外研
七年级英语上册 Module 3 Unit 3 Language in use教学设计（新版）外研版一. 教材分析本课为外研版七年级英语上册Module 3 Unit 3 Language in use，主要内容包括日常生活中的交际用语，例如询问时间、地点、电话号码等。
本课涉及到一般现在时态的构成和用法，以及如何运用交际用语进行实际操作。
教材通过丰富的语境和真实的例句，帮助学生掌握一般现在时态的运用，并能够熟练运用所学交际用语进行实际交流。
二. 学情分析七年级的学生已经初步掌握了英语的基础知识，对于一般现在时态的理解和运用还处于初级阶段。
他们在学习过程中需要大量的实践和练习来提高语言运用能力。
此外，学生对于新的交际用语可能感到陌生，需要通过大量的操练来熟悉和掌握。
三. 教学目标1.知识目标：学生能够掌握一般现在时态的构成和用法，理解并运用本课中的交际用语。
2.能力目标：学生能够熟练运用一般现在时态进行交际，提高日常英语交流能力。
3.情感目标：学生能够积极参与课堂活动，增强学习英语的兴趣和自信心。
四. 教学重难点1.重点：一般现在时态的构成和用法，以及本课中的交际用语。
2.难点：一般现在时态的运用，以及如何在实际交流中灵活使用本课中的交际用语。
五. 教学方法1.任务型教学法：通过设置各种真实的交际任务，让学生在完成任务的过程中运用所学知识。
2.情境教学法：创设各种生活情境，让学生在实际情境中学习和运用英语。
3.交际法：鼓励学生积极参与课堂交际，提高他们的口语表达能力。
六. 教学准备1.教师准备：准备好教材、课件、录音机等教学用具。
2.学生准备：预习本课内容，熟悉一般现在时态的构成和用法。
七. 教学过程1.导入（5分钟）教师通过与学生问候、询问身体状况等方式，引入本课主题——日常交际用语。
引导学生思考在日常生活中如何用英语进行交流。
2.呈现（10分钟）教师展示本课的主要内容，包括一般现在时态的构成和用法，以及本课中的交际用语。
外研版七年级上册英语《 Unit 3 Language in Use 》教案
外研版七年级上册英语《Unit 3 Language in Use 》教案教材分析：本节课是外研版七年级上册Module 4 Healthy Food的Unit 3 Language in Use。
本单元主要围绕健康食物展开，通过学习词汇、句型和交际用语，培养学生对食品的认识和表达能力。
本单元的重点词汇包括healthy, bread, fish, ice cream, noodle, rice, eat, child, children, be good for, be bad, eye, cheese, soup, well, fat, or, hot, dinner, banana等，还包括breakfast, every, lunch, home等。
教学目标：1. 学生能够正确运用本模块的词汇和短语，包括描述食物的味道和健康程度。
2. 学生能够熟练运用have/has got句型，描述个人的食物喜好和拥有的食物。
3. 学生能够在句子中正确使用some和any，表达数量和提问。
4. 学生能够正确区分可数名词与不可数名词，并能正确使用可数名词的复数形式。
5. 学生能够运用所学知识发表自己对食品的看法，在同学之间进行真实的交际。
教学重点和难点：重点：运用所学知识发表对食品的看法；制作食品海报并进行展示。
难点：使用some和any的区别；可数名词的复数形式。
学情分析：学生是七年级学生，已经具备一定的英语基础，能够简单描述物品和人物。
但在食物方面的词汇和句型运用上可能存在一定的困难。
学生具有一定的好奇心和创造力，适合通过制作食品海报来培养他们的表达能力和创意思维。
教学过程：Step 1: Revision（复习）1. 教师出示几张食物图片，让学生通过观察和思考，说出图片中的食物名称。
例如，教师出示一张苹果的图片。
T: What's this? S1: It's an apple.2. 学生逐个回答，教师可以补充相关的食物词汇，并帮助学生纠正发音和记忆。
外研版英语七年级上册Module 3 Unit 3《Language in use》教学设计
外研版英语七年级上册Module 3 Unit 3《Language in use》教学设计一. 教材分析外研版英语七年级上册Module 3 Unit 3《Language in use》主要介绍了日常生活中的常用表达法和交际用语。
本节课主要围绕购物、问路、打电话等场景展开，让学生在实际情境中学会用英语进行交流。
教材内容丰富，实用性强，有利于激发学生的学习兴趣和积极性。
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，具备一定的听说读写能力。
但部分学生在实际口语交流中还存在一定的困难，如胆小、害羞、发音不准确等问题。
因此，在教学过程中，需要关注学生的心理素质和发音准确性，鼓励他们大胆开口说英语。
三. 教学目标1.知识目标：学生能够掌握日常生活中常用的表达法和交际用语，如购物、问路、打电话等。
2.能力目标：学生能够在实际情境中运用所学知识进行口语交流，提高口语表达能力。
3.情感目标：培养学生大胆开口说英语的信心和勇气，激发他们对英语学习的兴趣。
四. 教学重难点1.重点：学生能够熟练掌握日常生活中常用的表达法和交际用语。
2.难点：学生在实际情境中运用所学知识进行口语交流，提高口语表达能力。
五. 教学方法1.情境教学法：通过设置购物、问路、打电话等实际情境，让学生在情境中学习并运用英语。
2.任务型教学法：引导学生参与各种实际任务，如角色扮演、小组讨论等，提高学生的口语表达能力。
3.激励评价法：注重鼓励和表扬学生，激发他们的学习兴趣和自信心。
六. 教学准备1.教具：多媒体课件、录音机、磁带、角色扮演卡片等。
2.教材：外研版英语七年级上册Module 3 Unit 3《Language in use》。
3.课前准备：提前给学生发放角色扮演卡片，让他们熟悉角色和对话内容。
七. 教学过程1.导入（5分钟）利用多媒体课件展示一幅购物场景的图片，引导学生谈论图片中的物品和价格，激发学生的学习兴趣。
2.呈现（10分钟）教师展示本节课的主要内容，如购物、问路、打电话等场景的交际用语。
新外研英语七年级上册《Module 6 Unit 3 Language in use》教学设计
新外研英语七年级上册《Module 6 Unit 3 Language in use》教学设计一. 教材分析《Module 6 Unit 3 Language in use》是人教版新外研英语七年级上册的一单元，本节课的主题是关于日常生活用品的介绍。
教材通过图片和对话的形式，让学生掌握一些关于日常生活用品的词汇和表达方式，如pen, pencil, ruler, eraser等。
同时，本节课还涉及到一般现在时的用法，让学生能够运用所学的词汇和语法知识，介绍自己的学习用品。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂并运用一些简单的英语进行交流。
但是，对于一些日常生活用品的词汇和表达方式可能还比较陌生，需要通过图片和实物进行辅助教学。
同时，学生对于一般现在时的用法也还不够熟悉，需要通过实例和练习进行讲解和巩固。
三. 教学目标1.知识目标：学生能够掌握关于日常生活用品的词汇，如pen, pencil,ruler, eraser等；能够运用一般现在时介绍自己的学习用品。
2.能力目标：学生能够听懂并能够运用所学的词汇和语法知识进行日常交流。
3.情感目标：培养学生对英语学习的兴趣，增强学生的自信心，让学生感受到英语学习的乐趣。
四. 教学重难点1.重点：学生能够掌握关于日常生活用品的词汇和表达方式，能够运用一般现在时介绍自己的学习用品。
2.难点：学生能够正确运用一般现在时进行表达，对于一些日常生活用品的词汇的掌握。
五. 教学方法采用交际法、情境教学法和任务型教学法进行教学。
通过图片、实物和情境，引导学生进行观察、思考和交流，让学生在实际情境中学习和运用英语。
同时，通过任务型教学法，让学生在完成任务的过程中，巩固所学的知识和技能。
六. 教学准备1.教具准备：教材、多媒体课件、图片、实物等。
2.教学环境：教室，多媒体设备。
七. 教学过程1.导入（5分钟）通过多媒体课件展示一些日常生活用品的图片，引导学生进行观察和思考，激发学生的学习兴趣。
2019年外研版七年级上册英语教案：M6Unit3Languageinuse
-句型：“How do you feel about...?”用于询问他人对某事物的感受；“I think...is...”用于表达个人观点。
-语法：形容词的比较级和最高级，以及它们在句子中的正确使用。
五、教学反思
在今天的教学中，我尝试了多种方法来帮助学生理解和运用形容词来表达个人感受。我注意到，通过引入日常生活中的实际情境，学生们对学习内容产生了浓厚的兴趣。他们在小组讨论中积极互动，用英语交流自己的观点，这让我感到非常欣慰。
我发现，让学生们通过角色扮演和小对话来展示形容词的应用，这种方法非常有效。它不仅帮助学生巩固了词汇和句型，还提高了他们的口语表达能力。在实践活动过程中，我也观察到一些学生在使用比较级和最高级时仍存在困难。针对这一点，我及时给予了指导，通过具体例子帮助他们理解和记忆不规则变化的形容词。
-例如：good → better → best；funny → funnier → funniest。
-教学策略：通过对比表格、记忆口诀或歌曲等方式，帮助学生记忆和区分规则和不规则的形容词变化。
-难点二：句型“How do you feel about...?”的理解和运用。
-学生可能对这种开放性问题感到难以回答，因为他们需要表达个人的真实感受。
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，如“Can you give an example of how you used an adjective to describe your feeling?”（你能举一个用形容词描述你的感受的例子吗？）
外研版七年级英语上册教案：Module6Unit3Languageinuse
其次，在实践活动环节，学生们参与度较高，能够积极投入到分组讨论和角色扮演活动中。但我注意到，有些小组在讨论过程中，个别成员过于依赖其他成员，自己的思考和实践能力没有得到充分锻炼。针对这个问题，我计划在今后的教学中，加强对学生的引导，鼓励他们独立思考和积极参与。
此外，在学生小组讨论环节，我发现有些学生虽然能够提出自己的观点，但在表达时英语口语表达能力有限。这说明我们在日常教学中，除了注重语法和词汇的学习，还需要加强学生的口语训练，提高他们的英语实际运用能力。
五、教学反思
在Module 6 Unit 3 Language in use这节课的教学过程中，我注意到了一些值得思考的现象和问题。
首先，我发现学生们在理解一般现在时和现在进行时的用法上存在一定的困难。尽管我在课堂上进行了详细的讲解和举例，但仍有部分学生在实际运用时出现混淆。这让我意识到，对于这类语法知识，仅仅依靠讲解是不够的，还需要通过更多的练习和实际操作来巩固。
（2）动词短语的正确运用
-难点解析：学生在运用动词短语时，容易忽略动词与副词的搭配，如：do homework（做作业）而非do homeworks。
-举例：She is cleaning the room（她正在打扫房间）而非She is cleaning the roomS。
（3）情景交际中的主语一致性
三、教学难点与重点
外研版英语七年级上册M1-3《Languageinuse》说课稿
外研版英语七年级上册M1-3《Language in use》说课稿一. 教材分析外研版英语七年级上册M1-3《Language in use》是按照话题模块进行编写的，每个模块都包括学习目标、学习内容、练习和评价。
本节课我们将学习Module 1 My Teacher 和 Module 2 My Classmates， Module 3 My Parents。
这三个模块主要介绍了学生在学校生活中的人物和场景，通过学习学生可以掌握日常交流中的基本句型和词汇。
二. 学情分析七年级的学生已经具备了一定的英语基础，对于学习新的语言知识有一定的接受能力。
但是，由于学生的学习背景和生活经验不同，他们的学习兴趣和能力也会有所差异。
因此，在教学过程中，我们需要关注每个学生的学习需求，激发他们的学习兴趣，帮助他们建立自信心。
三. 说教学目标根据《英语课程标准》和教材的内容，本节课的教学目标如下：1.知识目标：学生能够掌握Module 1 My Teacher 和 Module 2 MyClassmates， Module 3 My Parents中的基本句型和词汇。
2.能力目标：学生能够在真实情境中运用所学知识进行日常交流。
3.情感目标：通过学习，学生能够提高对英语学习的兴趣，建立自信心。
四. 说教学重难点根据学生的实际情况和教材内容，本节课的重难点如下：1.重点：学生能够掌握Module 1 My Teacher 和 Module 2 MyClassmates， Module 3 My Parents中的基本句型和词汇。
2.难点：学生能够在真实情境中运用所学知识进行日常交流。
五. 说教学方法与手段为了实现本节课的教学目标，我将采用以下教学方法和手段：1.任务型教学法：通过设计各种真实情境的任务，让学生在完成任务的过程中运用所学知识，提高他们的语言运用能力。
2.情境教学法：通过创设各种真实情境，激发学生的学习兴趣，帮助他们更好地理解教材内容。
外研版英语七年级上册M1-3《Language in use》教学设计
外研版英语七年级上册M1-3《Language in use》教学设计一. 教材分析外研版英语七年级上册M1-3《Language in use》主要介绍了日常生活中的一些基本用语和表达方式。
本模块包括三个单元，每个单元都包括对话、语法、阅读和写作等部分。
内容涉及到介绍自己、询问他人信息、描述物体和地点、表达喜好和意愿等。
通过学习本模块，学生可以提高自己的英语口语和书面表达能力，增强日常英语交流的自信。
二. 学情分析七年级的学生已经具备了一定的英语基础，能运用简单的英语进行日常交流。
但是，对于一些复杂的日常用语和表达方式，他们可能还不太熟悉。
因此，在教学过程中，需要结合学生的实际情况，适当调整教学内容和教学方式，使学生能够更好地掌握和运用所学知识。
三. 教学目标1.能熟练地运用所学日常用语进行交流。
2.掌握本模块所学的语法知识，能正确地运用到实际情境中。
3.提高阅读和写作能力，能读懂简单的英文文章，并能用英语进行简单的写作。
4.培养学生的团队合作意识和跨文化交际能力。
四. 教学重难点1.日常用语的熟练运用。
2.语法知识的掌握和运用。
3.阅读和写作能力的提高。
五. 教学方法1.情境教学法：通过设置各种真实的日常情境，让学生在实践中学习和运用英语。
2.任务型教学法：通过完成各种任务，让学生在实际操作中学习和运用英语。
3.合作学习法：通过小组合作，让学生在互动中学习和运用英语。
4.跨文化交际教学法：介绍西方文化，让学生了解和体验不同的文化背景，提高跨文化交际能力。
六. 教学准备1.教材和教辅材料。
2.多媒体教学设备。
3.教学课件和教学卡片。
4.录音机和录音带。
5.网络资源。
七. 教学过程1.导入（5分钟）通过播放一段日常英语交流的录像，激发学生的学习兴趣，引导学生进入学习状态。
2.呈现（10分钟）教师通过讲解和示范，呈现本节课的主要内容和知识点，让学生初步感知和理解。
3.操练（10分钟）学生分组进行角色扮演，模拟日常英语交流场景，运用所学知识进行实际操作。
外研版七年级英语上册《Module 6 Unit 3 Language in use》教学设计
外研版七年级英语上册《Module 6 Unit 3 Language in use》教学设计一. 教材分析《Module 6 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。
本节课内容涉及到问候、介绍、道别、询问时间、谈论天气等日常交流场景，通过学习本节课，学生可以提高自己的日常英语交际能力。
教材中包含了丰富的插图和真实的语境，有助于激发学生的学习兴趣和积极性。
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，具备一定的听说读写能力。
但部分学生在日常英语交际中仍感到困难，主要原因是缺乏实际应用和锻炼。
针对这一情况，教师应着重培养学生运用英语进行日常交流的能力，提高他们的交际技巧。
三. 教学目标1.知识目标：学生能够掌握日常生活中常用的交际用语和表达方式，如问候、介绍、道别、询问时间、谈论天气等。
2.能力目标：学生能够在实际交流中运用所学知识，提高自己的日常英语交际能力。
3.情感目标：学生能够树立信心，积极主动地参与课堂活动，增进同学间的友谊。
四. 教学重难点1.重点：日常生活中常用的交际用语和表达方式。
2.难点：正确运用所学知识进行实际交流，提高交际技巧。
五. 教学方法1.情境教学法：通过设定真实的生活场景，让学生在实际交流中运用所学知识。
2.互动教学法：引导学生积极参与课堂活动，培养学生之间的合作与交流。
3.任务型教学法：通过完成具体任务，提高学生的实际交际能力。
六. 教学准备1.准备相关的生活场景图片和视频。
2.准备教材中的练习题和拓展任务。
3.准备课堂用的道具和物品。
七. 教学过程1.导入（5分钟）通过展示生活中常见的场景图片和视频，引导学生谈论相关话题，激发学生的学习兴趣。
例如，展示一幅公园的场景图片，让学生猜测图中人物在做什么，并试着用英语表达。
2.呈现（10分钟）教师通过讲解和示范，呈现本节课的主要内容和交际用语。
如问候、介绍、道别、询问时间、谈论天气等。
七年级英语上册 Module 6 Unit 3 Language in use教学设计 (新版)外研
七年级英语上册 Module 6 Unit 3 Language in use教学设计（新版）外研版一. 教材分析外研版七年级英语上册Module 6 Unit 3 Language in use主要讲述了日常生活中的交际用语以及一些表达情感的词汇。
本节课的主要内容包括如何询问天气、表达喜好和厌恶以及如何描述人的外貌特征等。
本节课的语言点主要集中在情态动词的用法和日常交际用语的运用。
教材内容贴近学生的生活实际，有利于激发学生的学习兴趣和积极性。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识和一定数量的词汇，具备了一定的听说读写能力。
但部分学生对情态动词的用法和日常交际用语的运用还不够熟练，需要老师在教学中加以引导和练习。
此外，学生的学习积极性较高，乐于参与课堂活动，但对一些较复杂的交际场景还缺乏一定的应对能力。
三. 教学目标1.知识目标：学生能够掌握情态动词的用法，如can、may、must等；能够运用所学的日常交际用语进行简单的交流。
2.能力目标：学生能够听懂、会说、会读、会写本节课的主要词汇和句型，提高日常英语交际能力。
3.情感目标：激发学生学习英语的兴趣，培养学生的团队协作能力和自主学习能力。
四. 教学重难点1.重点：情态动词的用法和日常交际用语的运用。
2.难点：如何准确地运用情态动词和日常交际用语表达自己的观点和情感。
五. 教学方法1.任务型教学法：通过设置各种真实的交际场景，让学生在完成任务的过程中运用所学知识。
2.情境教学法：利用图片、视频等资源，创造生动有趣的课堂氛围，激发学生的学习兴趣。
3.合作学习法：学生进行小组讨论和互动，提高学生的团队协作能力。
六. 教学准备1.教学课件：制作含有动画、图片、视频等资源的课件，帮助学生更好地理解和运用所学知识。
2.教学材料：准备相关的练习题和拓展活动素材。
3.教学设备：投影仪、计算机、音响等。
七. 教学过程1.导入（5分钟）利用图片或视频展示一些日常交际场景，如询问天气、表达喜好等，引导学生思考并简要介绍本节课的主要内容。
外研社初中英语七年级上册 Module 6 Unit 3 Language in use教案
外研社初中英语重点知识精选掌握知识点，多做练习题，基础知识很重要！外研社版初中英语和你一起共同进步学业有成！Book 1 Module 6 A trip to the zoo一、教学内容：Unit3 Language in use二、课型：Revision and application三、教学目标：1、语言知识目标：①正确运用一般现在时单数第三人称肯定句、否定句、一般疑问句及其回答。
②正确运用本模块的词汇：bear, elephant, giraffe, lion, monkey, panda, tiger,zebra, zoo, animal, come from, dangerous, bamboo, cute, which, over there, funny, Africa, Asia, Europ e, little, a little, kilo, people, all over the world, African, as well as grass, be good at, strong, many kinds of等。
2、语言技能目标：①能运用一般现在时询问并回答有关动物的对话，在同学之间进行真实的交际。
②能用一般现在时向同学们展示自己介绍动物的作品。
3、情感态度目标：通过学习各种表示动物的词汇提高对英语的兴趣和英语学习的积极性。
四、教学重难点：能够用一般现在时向同学们展示自己介绍动物的作品。
五、教学准备：本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。
本节课所需教具及资料：幻灯、图片、调查表等。
六、教学过程：教学步骤教师活动学生活动活动目的1. Leading-in （7’）1. Show thepictures and askthe students tomake dialoguesabout what theyare.2. Giveinstructions ofguessing game.1.The stud ents act out thedialogues in pairs aboutwhat they are with thepictures.2. Play a guessing game,asking their partners somequestions in order to guesswhich places they traveled.e.g. Do you like animals?Where are they from?Review and consolidatehow to use do and does.2. While-task(17’) 1. Let thestudents doActivities 2-4 andthen check theanswers.1. Do Activities 2-4. Thencheck the answers with thepartners.Review and consolidatethe vocabulary justlearned in the firsttwo units.2. Ask the students to translate around the world into Chinese. 2. The students will begiven five mi nutes totranslate around the worldinto Chinese.To learn about theforeign culture.5. Ask the students to make a poster of their favorite animal. 3. They will have a match forwriting and drawing on theblackboard. (See whichgroup can do the best of thefour groups.)4. Two students will reviewthe poster on theblackboard. And see whichgroup will do the best.5. The students make aposter of their favoriteanimal and get ready tointerview their bestfriend.To practice talkingabout their favoriteanimal.3. Post-task(19’)1. Organization2. Organization 1.Students interview theirbest friends about theirfavorite animal , using theposter in the above andwriting down their bestfriends’ information2.Make a report about theirbest friends’ favoriteanimal, Then share with theclass.1.To practice the skillof speaking.2. Enable students totalk about theirfavorite animal usingthe Simple PresentTense.3. Ask the students to write about some dangerous animals4. Organization. 3. Write an email to the bestfriends about some dangerousanimals.4. Some stude nts share theiremails with the class. Seewho writers the best.To practice the skillof writing.4. Summary (1’) Ask the studentsto conclude theusage of thesimple presentregular verbs.Students conclude the usageof the simple presentregular verb s.Let the stude ntsinternalize thegrammar they’velearned in this module.5. HomeworkWri te about your favourite animal.（1’）板书设计Module 6 A trip to the zooUnit 3 Language in useIt doesn’t eat meat. Does it eat meat?Yes, it is. No, it doesn’t.The tiger lives in Asia.达标训练题单项选择（）1. Here ___your magazines.A. amB. isC. areD. be（）2. The elephant comes from ______.It’s _______.A. American; AmericaB. Africa; AfricaC. Australian; AustraliaD. India; Indian（）3. —Can you speak English, Mr. Wang?—Yes, but only____.A. littleB. a littleC. a lotD. a few（）4. Tom is ______Chinese.A. good atB. good forC. good toD. well at（）5. My pen pal lives _______England.A. onB. inC. atD./（）6. —Where ______the camel come ________?— Asia.A. does; fromB. do; fromC. does; ofD. do; of（）7. Where does Lily _______?A. come fromB. be fromC. is fromD. from相信自己，就能走向成功的第一步教师不光要传授知识，还要告诉学生学会生活。
外研版七年级Unit 3 Language in use教案6
Module 7 ComputersUnit 3 Language in use教學目標【知識與技能】1. 正確運用本模組的詞彙。
2. 能運用特殊疑問句詢問做某事的步驟以及細節。
3. 會描述做某事的步驟, 在同學之間進行真實的交際。
4. 能簡單表示電腦的用途。
【情感、態度與價值觀】通過學習電腦方面的詞彙提高對英語的學習興趣教學重難點【教學重點】1. 複習鞏固一般現在時的用法，尤其是本模組所學的一般現在時特殊疑問形式2. 複習鞏固本模組所學的電腦詞彙及一些動賓搭配的使用。
【教學難點】熟練地運用本模組中所學的詞彙和句型，區別應用助動詞do, does。
教學過程Step 1 Warming-up1．Greetings.2．Review the words.1) I can see pictures and information on it. (screen)2) I can use it to print my homework. (printer)3) I can type information into the computer. (keyboard).4) I can click it and open a new document. (mouse). What are they?3. Show some pictures to review the text of Unit 1 and Unit 2.Step 2 Language practice1. Read through the example sentences in the box with the whole class.2. Ask the students to repeat the sentences in the box.3. Grammar: wh-question in Present simple imperative sentences.Step 3 Language practice Activity 11. Read through the sentences with the whole class.2. Ask the students to match the questions with the answers in Activity 1 with a partner.3. Call back the answers from the whole class, check the answers.Keys: 1. b 2. c 3. d 4. a4. Now work in pairs.5. Ask and answer the questions.Step 4 Language practice Activity 2. Read through the example sentence.2. Ask the students to complete the conversations in Activity 2 with a partner.3. Call back the answers from the whole class, check the answers.Keys: 1. How do I 2. What does he do 3. When does she use her computer 4. Who do you write 5. How many emails do they send Step 5 Language practice Activity 31. Read through the sentences with the whole class.2. Ask the students to fill in the blank individually, then check with a partner.3. Call back the answers from the whole class, check the answers.4. Read the sentences together loudly.Keys:1. doesn’t see, sends2. use, don’t play3. doesn’t use, plays4. makes, doesn’t buy5. don’t have, useStep 6 Language practice Activity 41. Read through the words in the box with the whole class.2. Ask the students to complete the sentences with the correct form of the words from the box. with a partner.3. Call back the answers from the whole class, check the answers.Keys:1. check2. use3. plan4. like5. talkStep 7 Around the world1. Ask the students to look at the picture and discuss what they can see.2. Read through the information with the whole class, and talk something about them. HomeworkWrite an email to your best friend about their using a computer with” first, next, then, finally…”教學反思。
外研版-英语-七年级上册- 3 Language in use(教案)
Unit 3 Language in useLanguage goals语言目标1. Key vocabulary重点词汇go off, under, thief, outside2. Key structures重点句式Were/was doingAbility goals能力目标Enable students to use the past continuous tense correctly.Teaching methods教学方法Communicative and practice.Teaching aids教具准备A projector, a tape recorder and a computer.Teaching procedures and ways教学过程与方式Step I RevisionCheck the homework by asking several students to read the sentences they made.Sample sentences:1.She goes to travel once or twice a year.2.He looked into the room and found nobody was there.3. What are you going to Beijing for?4. They were having a party when the teacher came.5. She was thinking of making a paper boat to give the little girl.6. We are going to have a picnic this weekend.7. I’m going to be a pilot when I grow up.Step II PracticeAsk students to do activities 1-2, first individually and then check their answers with their partners. Draw their attention to the different forms of the past simple tense and past continuous tense.…Ask students to do activity 3. Read the list of the time through first and then ask them to write down what they were doing at these times.Ask several students to read their work.Samples answers:Last Sunday, during the day, I was doing some washing. At about seven o’clock last night I was playing computer games. This morning, on my way to school, I was singing a song. This time last year, I was doing a part-time job in a restaurant. On Saturday, from about 12 noon to 2 pm I was cleaning my room.Step III GamesRead through the example with the whole class and ensure that they understand what to do. Ask students to play the game in activity 4 in groupsGo on with activity 5.T: Look at the pictures. We can see there was a robbery at 9 o’clock last night, and the police arelooking for the criminal. Now work in groups of six. One member of your group is a policeman; ask and say what you were doing at 9 o’clock. If you cannot remember or don’t know what you were doing, you will be treated as a suspect.Sample dialogue:(P = Police)P: Excuse me, may I ask you some questions? You know, there was a robbery last night. Well, what were you doing at eight last night, Sonly?Sonly: I was having dinner then.P: What were you doing at nine last night, liming?Liming: I was watching a football match on TV with my family.P: What about you, Lily?Lily: I was writing a letter.P: What were you doing, Sue?Sue: I was sleeping at home.Liz: I was on the bus with my sister.P: Well, many thanks to you all. See you!Further practiceIf students are interested in the game, ask them to make a story and solve robbery.After this, ask students to write down what each member of the group was doing.Step IV ListeningAsk students to read through the questions in activity 7, and then listen to the tape and answer the questions.Check the answers by asking some students to retell the story in the recording.Step V HomeworkAsk students to:1. finish the rest activities in the workbook.2. read more about Alice’s adventure in wonderland.Period 4 Language in use (II)Language goals语言目标1. Key vocabulary重点词汇look into; run across; smile at; think about2. Key structures重点句式Were/was doingAbility goals能力目标Enable students to write a short story about their past experience.Teaching methods教学方法Communicative approach.Teaching aids教具准备A computer and a projector.Teaching procedures and ways教学过程与方式Step I Lead-inEncourage students to recall the start of the story, and then read the pictures in activity 8 and complete the passage.Sample retelling story:Alice was sitting with her sister by the river and saw a white rabbit with pink eyes ran by her. The rabbit was strange. It said something and took a watch out and looked at it. Then it went down a large hole. Alice went down after it.T: Well, everyone. We have learned a lot about Alice’s adventure in wonderland. Can you tell me some characters in the story?S: Yes.T: Can you tell me the animals in the story?S: A cat and a rabbit.S: What is the rabbit look like?S: I t’s wearing clothes. It’s carrying a stick. It’s wearing a watch.T: Who is the cat like? Who else is in the story? Now let’s look at the pictures in activity 8 and find out.Step II PracticeAsk students to do activity 8 individually and then read the completed passage.Then go on with activity 9. First ask them to do the match work and then retell the story in activity 8.Sample retelling story:When Alice was sitting near the river, she saw a strange rabbit going down a hole and followed it. Then she found a cat smiling in the garden. She then met the Mad Hatter and the March Hare. They were having a tea party. Finally she met a queen and a king.Ask several students to make new sentences with the phrases in activity 9.Samples sentences:He looked into the room and found nobody was there.I saw him run across the street.She is always smiling at her students.Don’t you think about other people?Step III Around the worldAsk students to read the information in Around the world and make a brief introduction of the three authors.Show the following.Mark Twain was an American journalist and writer who led an adventurous life in 19th century America, fighting in the civil war, working on the Mississippi steamboats and as a printer, and living in different places. His most famous books are The Adventures of Tom Sawyer and the Adventures of Huckleberry Finn, which are classic examples of American children’s literature. They tell the story of two boys growing up near the Mississippi, and their adventures with their friends.Robert Louis Stevenson was Scot who trained as a lawyer, but became a famous novelist. He wrote a number of classic children’s stories, including Treasure Island, Kidnapped and Dr. Jekylland Mr. Hyde, many of them set in Scotland. Treasure Island is a wonderful story of Jim Hawkins adventures with a group of dangerous pirates.Daphne du Maurier was an English author, who wrote a great many plays, short stories and novels, as well as biography. Her most famous novels are Jamaica Inn, Rebecca and My Cousin Rachel. She often uses Cornwall in south-west England as the back drop to her romantic stories.Step IV Module taskDeal with activity 10—12.Read through the instructions with the class. Ask them to choose to write about something which really happened to them, or invent something.T: I t’s time for you to write your story. Please write a short story about your past experience. You need to think about the following points: the time, the event, what you were doing at that time, what happened, what happened next and what happened finally. Make notes first and then join the sentences. You can follow the example in your book.Sample version:It was raining and I was waiting at the bus stop when a car stopped. The driver opened the door. It was Britney Spears! Then she said, “Would you like a lift?”“Yes, please,” I answered, and got into the car.“Where are you going?” she asked.“I’m going home from school.” I said.“Tell me where it is, and I’ll take you there,” she said. So I explained how to get there and she drove me.She told me that she was having a day off as she had no concert that night. She said she enjoyed driving around new cities and seeing what people were doing.When we got home, I invited her in for a coup of tea, and, to my surprise, she accepted.My mother just stood there with her mouth open when we walked in.We made some tea and took it to my room. I had a big Britney poster on my wall. Britney laughed when she saw it.Step V HomeworkAsk students to1.finish the rest activities in the workbook.2.make a self assessment of the module.。
外研版-英语-七上-3单元 Language in use(表格式教案)
To encourage students to share and express their thinking using what they have learned in this module.
教学重难点突破
Task-based discussion and presentation, Task-based language learning would help thestudents use thevocabularyandsentencestructure.
Students are supposed to match the sentences with the question tags and then to know the meanings of the sentences.
3．
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Ask the students to read the conversations in Activity2 on Page 38 and then finish the missing
Review what they have learned from last lesson.
Students think about the form of the question tags. And have a writing show.
2．
知
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Present the task of learning: try to think about what the conversations of the tag-question is.
作业布置
Finish all the exercises on Page 128 and Page 130 oflistening and pronunciation
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外研版英语七年级上Module 3 My new school全模块教案Period 3 Integrating skillsLanguage goals语言目标1. Key vocabulary重点词汇some, any, one. science2. Key structures 重点句式There is a teacher’s desk in our classroom. Miss Li’s bag is on the desk. Her book is in her bag. Ability goals能力目标Enable students to talk about their schools and classrooms.Teaching methods教学方法Writing and speaking.Teaching aids教具准备A computer and a projector.Teaching procedures and ways教学过程与方式Step I Warming-upCheck the homework. Review “There be” pattern by telling a story as follows.T: Hello, everyone! Today I’ll tell you a story. (Turn off the lights, and tell the story in a low voice.) There is a dark, dark house in the town. In the town there are dark, dark stairs. Go up, up, up the stairs. There is a dark, dark room. Open the door. There is a dark, dark kitchen. In the kitchen there is a large, large fridge. What is in the fridge? Now open your books and turn to page 30. Look at the picture and answer the question.S: There is some meat in it.S: There are some eggs in it.…T: Are there any bananas in it?S: Yes, there are.T: Is there any sugar in it?S: No, there isn’t.T: Good. Now look around your classroom and talk about it.S: There are 40 students in our classroom. There are 23 boys and 17 girls in our class. And there are two foreign students in our class.S: There is a teacher’s desk in the front of the classroom. Miss Yang’s bag is on the desk. There are some books in her bag.…Then ask students to look at the pictures and complete the sentences in activity 2. In this procedure, divide the class into two groups and have a competition. One of the groups asks questions like Where is …; and the other answers in a limited time. Then exchange the roles.After that, ask some students to read the complete sentences to the class.Step II WritingIn this procedure, students will learn to write a letter describing their school. First, ask students to complete the word map in activity 3 and then work in pairs and finish the letter.T: Of course, there are many kinds of people and also there are many kinds of things in our school.When we tell others about our school, we should say the things in the right order but not at sixes and sevens. Now look at the word map in activity 3. This word map will help us describe things orderly. Well, complete the map first.Check the answers with the class. And then ask students to draw a map of their school and write some sentences to describe it orally, and then ask them to write a composition about it in a fixed time.Check the work, make comments and select the excellent ones to show around.Sample version:Hello, friends! Welcome to my school. My school is beautiful and very big.There are many rooms in the school building. My classroom is on the sixth floor. There are sixty-nine students in my class. You can see many desks, chairs, a blackboard, three fans, two windows, four lights and a teacher's desk. My seat is near the door. The computer room is on the third floor. There are many computers in it. I like playing computer games very much! The canteen (食堂) is on the first floor. We have lunch there.Look! This is the playground. We often play games on it. There are many flowers in the garden, some are red, some are yellow...I have a good time every day in my school. I like my school very much.Step III Around the worldTell the students a brief survey of schools in England. And say some small differences between schools in China and ones in West.Step IV HomeworkAsk students to1. finish the rest activities in workbook.2. Preview the whole Module.Teaching resources 教学资源库I. There be 的用法There be句型有特点,主语放在be后边,多个主语并列时,be随最近主语变。
变疑问很简单,把be提到there前。
变否定也不难,be的后面not添。
肯定句中用some, 疑问、否定any换。
介词短语表地点,"有"表"存在"记心间。
There be在主语前,have/has在主语后。
多个主语并列时,There be随第一主语变。
并列主语表"所有",要用have是正理。
There be表"存在", have/has表"所有".II. Schools in different countriesEducation is free for all children from 5 to 18 . About 94 per cent of pupils in the UK receive free education from public funds, while 6 per cent attend independent fee paying schools. All government-run schools, state schools, follow the same National Curriculum.The School YearThe school year is 39 weeks long and is divided into six terms:•September to October•October to December•January to February•February to March•April to May•June to JulyThe main school holidays are:Christmas- 2 weeksSpring - 2 weeksSummer - 6 weeksWe have a one week holiday at the end of every odd numbered term.When do kids start school?In general, children start school on the first day of term after they turn 5. At the age of 11, they move on to regular high schools, known as secondary schools.When do kids finish school?English children are required to attend school until they are 16 years old.At the age of 16, students write an examination called the GCSE (General Certificate of Secondary Education). All students are tested in mathematics, English literature, English composition, chemistry, biology, physics, history or the Classics, one modern language, and one other subject, such as art or computer studies.After completing the GCSE, some students leave school, others go onto technical college, whilst others continue at high school for two more years and take a further set of standardized exams, known as A levels, in three or four subjects. These exams determine whether a student is eligible for university.Education stages:Children's education in England is normally divided into two separate stages. They begin with primary education at the age of five and this usually lasts until they are eleven. Then they move to secondary school, there they stay until they reach sixteen, seventeen or eighteen years of age.。