m6u3教学案学生

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M6U3 Language in use教案

Please write down the directions on your book.
Sample answer:
Start in Tian’anmen Square. Go along Chang’an Street. You will pass the Xidan Cultural
Centre on your right, then the Military Museum. When you get to Xisanhuan Road, turn left. Go along this street and you will get to Beijing West Railway Station.
Ask some students to act out the dialogue to the class.
Step IV Listening (5, 6: P69)
Ask students to finish activities 5 and 6 individually.
T: First read the words about places. Read the map and listen to the tape. Try to label the places.
1. Now you are in the classroom. Where do you sit? (between, opposite, next to, near, left, right, on the corner of)
2. Han Fei sits in the middle of the class. How can you get to the position of her? (go straight/along/across/past, turn left/right (into)…)

初二外语课程资源库M6U3教学设计郭艳辉

(根据情况)
1. Try to finish the writing about hobbies.
2. To work in groups toanalyzetheir writing problems.
六、教学板书设计
M6U3 Language in use.
教学设计
学科
初二英语
时间
授课人
郭艳辉
授课班级
课型
语法课ቤተ መጻሕፍቲ ባይዱ
教学内容
M6 Hobbies U3 Language in use.
一、学习内容分析
第三单元的内容是运用简单句来表达自己的思想。重点语法是英语简单句，学习这项语法的目的就是“促进理解，监控输出”，所谓“促进理解”就是学生在阅读的过程终于到困难，无法理解某个句子的含义时，可以运用简单句的只是，通过划分句子成分达到理解句子的目的。“监控输出”指的是学生在口头和书面表达时，额可以运用简单的知识检查一下自己的表达是否正确。所以我们的重点会放在如何监控输出上。
四、翻转独学任务设计
观看微视频，完成课本练习P52-54。
(上网搜索有哪些有趣的爱好。)
五、小组互学任务设计
活动一：创设时空，小组互学
Students work in groups to share their answers of the exercises.
活动二：创设情境，问题导学
1.Students look at the sentences and tell us the structure of the samples.
二、学习目标分析
课前目标：
学生能观看微视频并初步理解简单句的结构。
课中目标：
Tofinish writing about hobbies.

外研版八年级英语上册教案 M6 Unit 3 教学设计

Book 3 Module6 Animals in danger一、教学内容：Unit3 Language in use.二、课型：Listening and speaking三、教学目标：1、能够正确使用本模块的单词、短语。

2、能正确使用动词不定式。

3、能够读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局。

4、能够写一篇介绍某一濒危动物现状的短文。

四、教学重难点：运用所学知识介绍某一濒危动物。

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. Giveinstructions ofguessing game.2. Show thepictures aboutanimals, andhave them talkabout them, anddiscuss what wecan do to helpsave theseanimals.1. Play a guessinggame, a volunteer likesome kind of animals,or make noise aboutthem, other studentsguess like this:I think it’s a …2. The students discussthe ways to help protectanimals in danger,using infinitivestructures.Review andconsolidate the newwords and somephrases.2.While-task( 17’)1. Have thestudents finishActivities1, 2, 3and then checkthe answers.1.Do Activities1, 2, 3,complete the sentenceswith the correct form ofthe words andexpression from thebox.Review andconsolidate theverbs and thephrases just learnedin the first twounits.2.Ask the students to summarize the usage of : verb + to do(1)ask sb. to do sth. ( tell, want, encourage, warn, suggest, allow…)(2) want to do sth.( need, stop, agree, decide, expect, hope, help, learn, offer, plan, refuse, try, begin, and forget/remembe 2. The students make asummary of verb + todo3. Do the exercise ofActivity 4,5&6.Consolidateexpressions andmain sentencestructure thatthey’ve learned.r)3. Havestudents finish Activity 4,5 &6 to consolidate the language points.4. Students finish Activity 7 to consolidate the important expressions. 4. Do the exercise and remember the useful expressions.5.Listening of Activity 8. 5. Practice the listening. To practice thelistening.3. Post-task (19’)1. Organization 1.Students find out whatother animals in dangeraround the world.1.To practice theskill of speaking.2. Organization 2. Make a report abouthow to save the animalsin danger. 2. Enable students to talk about their ideas of protecting these animals.3. Make a plan to set up a wildlife club. 3. Make a plan of settingup a wildlife club: Whatcan we do for them.To practice the skillof writing.4. Summary (1’)Sum up the keystructure: verb+ to beStudents conclude theusage of the keystructure.Let the studentsinternalize thegrammar they’velearned in thismodule.5.Homework（1’）Write a plan for the wildlife club in groups.板书设计Module 6Unit 3 Language in useIt allows people to get closer to them.We all need to help animals live in peace.Let’s find out what else we can do to save as many anim als aspossible.In order to protect pandas in the wild, the government is settingup nature parks.达标训练题一、选择正确的答案：（）1. We decide ______the computer games because it’s bad for our eyes.A. to playB. not to playC. playingD. play ( ) 2. —Your sister is ill? I’m sorry to hear that.— Yes, so I must _______ her.A. seeB. look atC. look outD. look after( ) 3.In order ________ pandas, we must grow more bamboo.A. saveB. to saveC. savingD. save to ( ) 4. I’m _________ in the __________ story book.A. interested, interestedB. interesting, interestingC. interested, interestingD. interesting, interested ( )5. Her mother told him _________ go home early.A. to goB. goesC. goD. going二、用所给词的适当形式填空：1. It was interesting __________ (watch) the Animal World.2. ________ (see) is __________ (believe).3. The little girl wanted ________ (buy) the beautiful skirt.4. My teacher often asks us _________ (study) hard.5. He likes to help government ___________ ( protect) animals in danger.6. Look at these __________(baby). They are so lovely.7. It took the students 20mimutes _________ (finish) the exercise.8. Let’s find out what else we can do __________ (save) as many animals as possible.9. They let the animals in danger _________(live) in the nature parks.10. Can you make the little boy _____________( laugh)?。

高二英语M6U3教学设计

牛津高中英语模块六Unit 3 教学设计【教051】主备人：陈莉莉审核人：邵玉芳2013.12.05Welcome to the unit教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 3 Understanding each other板块：Welcome to the unitTeaching aimsHelp the students learn how to talk about cultural differences and customs.Teaching important and difficult pointsEnable the students to talk about cultural differences and understand the use of examples. Teaching methodsDiscussion, reading and cooperative learning.Teaching aidsA computer and a projectorTeaching procedure and waysStep 1 Greetings and lead-inGreet the class as usual。

Get the students to show different ways of greeting they know. And then discuss some other ways of greeting and the ways of greeting. Finally, get the students tell some other customs that are different in different parts of the world. As we all know, different countries have different cultures and customs. Look at the Quiz on the screen please, let‟s know more about cultural differences in different countries.1) In Western countries, it‟s unusual to give tips. (No)2) Westerners tend to avoid using13. (Yes)3) Nodding your head up and down always means yes. (No)4) Usually, one should never give a clock as a gift in China. (Yes)5) Never point to anything with your foot in Vietnam. (Yes)6) You can pass something to an older person with one hand in Korea. (No)7) In Canada, it‟s OK to arrive early if you are invited to someone‟s house? (No)Write the following names of countries on the blackboard.China, Japan, USA, Thailand, South America, the Middle East, DutchStep2: PresentationsPlease turn to page 33.Do you know how people greet each other in these countries? Please work in groups of three to show the ways of greeting, one explains, the other two show us.Look at the pictures. Besides theses ways, do you know of any other ways of greeting that people around the world use?Look at the pictures on the screen.In which countries do people greet each other in the way like the people in each picture do? Match the ways of greeting with the countries?Country/Area Ways of greetingNetherlands putting their hands together and bowing slightlyThailand kissing each other on one cheek and then the otherSouth America greeting each other by touching nosesThe Middle East hugging each otherStep 3 Reading1. Read a passage and know more about the different greeting ways mentioned above.Reading material:The way that people greet each other differs from one country to another, but all greetings are meant to show friendship and respect. In Japan, whether meeting someone for the first time or seeing an old friend, people usually greet each other with a bow. In Thailand, the custom is to put one‟s hands together at the chest or in front of the face, with the head bowed. In Latin countries, women often greet each other with an embrace, putting their cheeks together while exchanging greetings. In France, the way to greet friends is with a kiss on both cheeks. But possibly the most unusual way to greet a friend is the one used by Eskimos in Alaska—an enthusiastic rubbing of noses! More and more, however, the hand—shake is becoming the most popular greeting around the world. The handshake got its start in the Middle Ages, when all strangers were seen as possible enemies. When two men who didn‟t know each other m et on a road, they immediately pulled out their weapons. When they were satisfied that the other person was not an enemy, they would put their weapons away and hold out their hands in a gesture of friendship. While they were talking, they often maintained the handshake until they were sure they could trust the other person. Variations of the handshake have developed over the years. In European countries, the handshake has become so popular that it is used almost every time people get together—sometimes several times a day with the same person. In Europe, people take each other‟s hands gently and don‟t move them as much as in other parts of the world. In Arabic countries, men usually don‟t release the handshake until many greetings have been exchanged. In the United States, the handshake is used when meeting people for the first time or when greeting people on important occasions. The American handshake is usually a very strong one. Some people even think it‟s too strong.. Also, Americans move their hands up and down more than Europeans do. But whatever greeting is used—a handshake, a bow, or an embrace—we can all recognize and understand a gesture of friendship.T or F questions:1. Greetings are meant to show friendship and respect.2. Possibly the most unus ual way for people to greet each other is to put one‟s hands together at the chest.3. Handshake was first used in the Middle Ages.4. In the United States, people shake hands when they meet important people.5. The Europeans shake hands gently.2. Read another short passage about greetings and answer the following questions.What do Americans/the British/Australians like doing to show respect?When it comes to the first impression, a proper greeting is of the utmost importance. Before you group together all English-speaking people, remember there are many differences greeting manners between various countries. For example, Americans like a strong handshake that shows respect, as well as a simple greeting, ie. …Hello, nice to meet you‟. Or …Hi, my name is John.‟ On the contrary, the British prefer a brief but firm handshake associated with a formal greeting such as …Good morning, Mr Blair. How are you?‟ Australians also differ with people commonly preferring a simple …G‟ day (Good day) in casual situations. Whether you are introducing yourself to others or seeing an old friend, it is important to use the proper greeting according to thedifferent cultures and situations.Step 3 DiscussionAre these ways of greeting the same as the ways Chinese people greet each other?As a Chinese, if you are not familiar with greetings from other countries, what might happen? (Maybe we would feel embarrassed; we might be involved in awkward situations like …)Step 4: SummaryT: Today, we have discussed cultural differences and customs. And all of you have done a good job. I feel so happy with you. At the end of this class, I hope every one of you will behave properly if you get the chance to go aboard in the future!Stp5: Homework1.Read the passage in Workbook.2.Preview Reading part.牛津高中英语模块六Unit 3 教学设计【教052】主备人：陈莉莉审核人：邵玉芳2013.12.05Reading（2）Cultural differencesTeaching Aims1. Knowledge aim: Try to help students get acquaintance with cultural differences.2. Ability aim: 1) Try to develop students‟ abi lity of task based reading.2) Enable the students to master Reading strategy:understanding the use of examples.3. Emotional aim: Help students establish correct attitudes towards cultural differences. Important points1. Help students improve the cultural awareness.2. Students are to finish the related task based assignments so as to develop theirexact reading comprehension.Difficult points1. How to get students to participate the class activities actively.2. Try to help students present their ideas on the topic.3. How to write an article about cultural differences.Teaching Methods1.Fast reading to identify the related people and places.2. Paper work on the bone structure of the work and a brief summary of the topic.3. Discussion for cultural differencesTeaching Aids1. The multimedia2. Tape recorder3. The blackboardTeaching ProceduresStep1 Lead-in1.Say Hello to the students.2.Discuss the different greeting ways in different countries. Get some Ss to act out the greetings in different countries.Step2 Fast readingTask 1: SkimmimgTell the students: Besides the different ways of greeting, there are still many aspects of cultural differences, let‟s get some more information about some of them. Open books and turn to P34. Get the students to skim the text and finish PartA.Task 2: ScanningAsk the Ss to scan the article and do the following multiply choices:1. Ma Li came to the student centre .A. make some new friendsB. look for some native English teachersC. collect some information for her homeworkD. practise English2. To some Westerners, it is not to open the present as soon as you get it.A. politeB. friendlyC. commonD. impolite3. If you went to a wedding in you would not expect any alcohol.A. the USAB. the UKC. ItalyD. Brunei4. From the text we can learn that there are different ideas about goodmanners. We should always _____ wherever we go.A. do as we likeB. do as we are told toC. do as the local people doD. take off our shoesTask3: ListeningStep3 Detailed readingTask 1: Differences:Ask the Ss: Do you want to know more about their differences?Get the students to find out the specific information about the topics:presents, weddings etc.Weddings:Get the students to read to get the information about the wedding custom inBrunei.Receiving presents:Ask the students to tell how Chinese people receive presents Read the text to find out how people in the west do when receiving presents.Conclusion: There is difference in receiving presents in China and in thewestern countries.Task 2: Similarities:1. People from the western countries usually have the same attitudes towardsreceiving presents.2. People in both Brunei and China take off shoes before going inside ahouse.Step 4 Reading strategyUnderstanding the use of examplesExplain concepts and ideasSupport argumentsServe as interesting storiesStep5 ConsolidationFinish the task-based reading in EW.Step6 DiscussionHow can people understand each other‟s cultures better ?Step7 homework1. Search for more cultural differences.2. Preview the language points .M6 U3 Understanding each other牛津高中英语模块六Unit 3 教学设计【教053】主备人：陈莉莉审核人：邵玉芳2013.12.05Reading （2）I.Fast readingFinish Part A on P34II.scan the aritle and do the following multiple choice:1. Ma Li came to the student centre to ______.A. make some new friendsB. look for some native English teachersC. collect some information for her homeworkD. practise English2.To some Westerners, it is ___not to open the present as soon as you get it.A. politeB. friendlyC. commonD. impolite3. You would not expect any alcohol if you went to a wedding reception in___.A. the USAB. the UKC. ItalyD. Brunei4. From the text we can learn that there are different ideas about goodmanners. We should always _____ wherever we go.A. do as we likeB. do as we are told toC. do as the local people doD. take off our shoes【重点突破】1. I need some help on my homework ---- it‟s about cultural differences .(L1)【译译看】学生们想知道英国英语和美国英语之间的差异。

教学设计八上M6U3教案

Multimedia ;handouts; 教师活动
1. Play a video.
What’s it about?
学生活动
设计意图
1. Watch the video and answer. 1. To cultivate
Ss’ interest of
2. Ask Ss to complete the 2. Complete the sentences with learning and
教学难点教学方法
Through listening, speaking and writing, let students practice the key structure: infinitive.
Formal and interactive approach; task-based
教学用具教学过程 Ⅰ. Warming-up & Leading in
the expressions in the box.
learn more
1. Observe the sentences and pay attention to the infinitive structures. 2. Finish the exercises and check the answers.
complements and adverbials
of purpose.
Ⅲ. Practice& 1. Ask Ss to read the passage in 1. Read the two passages and 1. Practice
consolidation “Around the world” and answer answer the questions.

2019年外研版八年级上册英语教案：M6Unit3Languageinuse

3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了过去进行时态的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对过去进行时态的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
本节课的核心素养目标旨在提升学生的语言能力、思维品质、文化意识和学习能力。
1.语言能力：通过运用过去进行时态描述过去活动，培养学生准确、流利地使用英语进行表达的能力；
2.思维品质：通过分析、比较和总结语言现象，激发学生的观察、思考及解决问题的能力；
3.文化意识：结合课本内容，了解中西方在语言表达及行为习惯上的文化差异，增强跨文化交际意识；
（2）目标句型的运用：掌握并熟练运用本节课的目标句型，通过实际语境进行口语交流，提高学生的语言表达能力。
（3）听力技巧的培养：通过听力练习，使学生能够抓住关键信息，提高听力理解能力。
2.教学难点
（1）过去进行时态与一般过去时的区别：学生容易混淆过去进行时态和一般过去时，需要通过实例讲解和练习，让学生明确两者的区别及用法。
4.学习能力：鼓励学生自主、合作、探究学习，培养其发现规律、总结方法、自我评价的能力，为终身学习奠定基础。
三、教学难点与重点
1.教学重点
（1）过去进行时态的构成及其用法：本节课的核心语法点是过去进行时态，即was/were +动词的现在分词形式。重点讲解并练习如何使用过去进行时态描述过去某个时刻正在进行的动作，如：“What was he/she doing at...? He/She was...”。
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活动。

初中英语外研版八年级下册高效课堂资料M6U3教学设计

初中英语外研版八年级下册高效课堂资料M6U3教学设计初中英语外研版八年级下册高效课堂资料Module 6 HobbiesUnit 3 Language in use 教学设计【教学目标】1.通过自读、仿读、练习等方式掌握本节课的重点单词、短语和固定搭配。

2.通过小组学习读懂关于爱好的文并能获取信息，掌握六种简单句的句型结构。

3.通过本模块的学习，了解不同民族的人有不同的爱好，培养自己的文化意识。

【教学重难点】重难点：简单句的六种句型结构【课时安排】1课时【教学过程】一、导入环节（2分钟）（一）导入新课，板书课题导入语:Good morning, class. Today we will learn Module 6 Unit 3. (And write the title on the blackboard.)（二）出示学习目标过渡语:Let’s read the learning goals together.1.我能通过自读、仿读、练习等方式掌握本节课的重点单词、短语和固定搭配。

2.我能通过小组学习读懂关于爱好的文并能获取信息，掌握六种简单句的句型结构。

3.通过本模块的学习，我能了解不同民族的人有不同的爱好，培养自己的文化意识。

过渡语:Are you clear? Let’s go on.二、先学环节（15分钟）（一）出示自学指导过渡语:First look at the guides carefully and then finish the tasks step by step.1. Recite the sentences in language practice.2. Finish exercise 1, 2, 3, 4, 5.3. Listen and finish exercise 6, 7.（二）自学检测反馈在课本上完成自学检测题目，书写认真、规范，不能乱涂乱画，小组内互相检查并纠错。

外研版七年级英语下册M6U3教案

I. Teaching aims:教学目标
知识目标:1. Key vocabulary and phrases:
take, famous, painting, from, above, river, clear, bridge, past, finish 2. Key structure:
take the boat back…get off the boat at, on your right …2. 能力目标:Reading and writing skill:
能读懂对地图或地方的描述，并能清楚地用书面文字给别人指路，描述某个地方的位置。

II.教学重点
1. Key vocabulary and phrases:
take, famous, painting, from, above, river, clear, bridge, past, finish
2. Key structure:
take the boat back… get off the boat at… on your right …
Reading and writing skill:
能读懂对地图或地方的描述，并能清楚地用书面文字给别人指路，描述某个地方的位置。

III.教学难点
Key structure:
take the boat back…
get off the boat at…on your right …
Reading and writing skill:
能读懂对地图或地方的描述，并能清楚地用书面文字给别人指路，描述某个地方的位置。

m6u3grammarandusage教学设计公开课

2)Ifyoustudyhard,youwillhaveabetterfuture.
3)IfIwereabird,IwouldflytoGuiyangeverydaytoseemyson.
4)IfIwereGod,Iwouldmaketheblindseethebeautifulworld.
Askfourstudentstoidentifywhetheritisarealconditionalorunrealconditionalandwhetheritisawishorafact.
Rule:与将来事实相反
从句谓语用：动词过去式、wereto+动词原形、should+动词原形
主句谓语用：would/should/might/could+动词原形
1)Ifyouwere(are)Liuxiangnow,whatwouldyoudo,toretireandliveacomfortablelifeortostruggleforthenextchampionship?
etheunrealconditionalstomakedifferentsentencesrelatedtotheirlivescorrectly
教学过程：
Step1:Enjoymusicandpayattentiontotheif-clausesinthelyrics.
IfIwereaboy,IthinkIcouldunderstandhowitfeelstoloveagirl.、、、、、、、、、、、、、、
2)IfIhad(have)enoughtimenow,Iwouldfinished(finish)myhousework.
Rule：与现在事实相反

《M6U3Reading Cultural differences 》教学案.pdf

学海无涯
《》教学案 M6U3 Reading: Cultural differences
课程分析：（本课的作用和学习本课的意义）
通过本课的学习培养学生的阅读能力，帮助学生了解不同国家的不同文化,从而唤醒学生学习英语的积极性.
问题设计
问题: 1. How do Chinese people greet each other in formal situations? 2. Why do you think people in different countries greet each other in different ways? 3. So besides greeting ways what other cultural differences do you know? 4. A world full of cultural differences or a world full of cultural similarities, which do you prefer?
学生活动
Step 1
1 、 How do Chinese people greet each other in formal situations? However, people around the world have their own ways of greeting each other. Some of the ways are familiar to us while others seem rather strange. If we don’t know about their greeting ways ,maybe we would feel embarrassed (might be involved

外研版七年级上册M6U3教案设计

_____ _ your favourite animal?
2. Hand often goes to see his grandparents on Saturdays.
（改为一般疑问句，并作否定回答）
____ Hand often __ to see his grandparents on Saturdays?
现在时否定形式是在行为动词前加
doesn’t (does not ),这时要注意把谓语动
词还原为动词原形。试比较肯定与否定
句中行为动词形式的变化：
肯定：He gets up very early.
他起床很早。
否定：He doesn’t get up very early.
他起床不很早。
如果要问别人ห้องสมุดไป่ตู้否经常做某事，我们要采用下面的表达方式：
She speaks English.
He lives far away from school.
如果表示不常做某事，该怎样表达呢？她不说英语。
She doesn’t speak English.
他住地离学校不远。
He doesn’t live far away from school.
2.总结:
主语是第三人称单数的行为动词的一般
4. The worker _____ (give) the lion ten kilos of meat a day.
5. Where ____ the wolf _____ (come) from?
二、句型转换。
1. My favourite animal is the elephant.（对划线部分提问）
肯定回答：Yes, 主语+does.

初中英语外研版七年级下册高效课堂资料M6U3教学设计

初中英语外研版七年级下册⾼效课堂资料M6U3教学设计初中英语外研版七年级下册⾼效课堂资料Module6 Around town Unit3学习⽬标1．语⾔知识⽬标复习并巩固本模块基本问路和指路⽤语。

2．技能⽬标能运⽤基本问路和指路⽤语，清楚地⽤书⾯⽂字给别⼈指路。

3．学习策略⽬标（1）能将语⾔学习与实际应⽤结合起来，学会看地图，使⽤地图；（2）通过⼩组合作的⽅式，学会合作学习；4．情感与态度⽬标在教学过程中，学⽣们通过实践、参与有意义的各种形式的活动，体验与他⼈合作，共同完成学习任务的乐趣。

乐于了解他国⽂化，对家乡充满热爱之情。

学习重点能运⽤基本问路和指路⽤语，清楚地⽤书⾯⽂字给别⼈指路。

学习难点熟练的应⽤基本词汇，问路和指路突破重难点措施通过听说读写的反复练习，让学⽣掌握谈论天⽓⽇常⽤语，通过课堂练习达到巩固所学知识的⽬的。

学习过程⾸先，通过复习“问路与指路”的各种表达⽅式，强化基础知识，完成相应的填空题，并利⽤点读笔听写，翻译重要的句⼦，加强基础知识的准确性，跟读汉译英的句⼦，强化指路，问路句⼦的语⾳语调。

对问路，指路句⼦的归类，实现了知识的系统化。

其次，学⽣两⼈活动，⼀个学⽣描述路线，另⼀个学⽣猜测他所说的终点。

训练学⽣的⼝头表达能⼒和读图能⼒，巩固学过的问路，指路⽤语。

让学⽣结合上节课的作业内容进⾏⼩组展⽰，表演⾃⼰改编的伦敦介绍和游客之间交流的⼩课本剧。

然后完成对应的练习题，强化第⼆单元中重要句⼦的复现和问路和指路中功能句的运⽤。

使学⽣能在较为真实的实际运⽤中充分体验⽬标语⾔知识的意义，强化记忆，不断加深理解，为完成⽬标任务做好铺垫。

最后，结合家乡地图，让学⽣以不同地点为起点，⼩组内编排对话，向朋友介绍⾃⼰家乡的⼀些著名景点，并设计⼀个“⼀⽇游”的线路图，同时绘制出家乡的地图作为参考。

学⽣运⽤语⾔时⽬标明确，任务贴近学⽣的⽇常⽣活，有利于语⾔特点的总结与归纳。

1.视频导⼊journey[设计意图]吸引学⽣兴趣，调动起原有背景知识。

牛津英语M6U3表格教案

Studentsread the dialogue quickly to answer three questions.
Ssread thequestions at the top of the text and find the answers.
Get Ss to learn the Reading Strategy.
课题
M6U3
Understanding Each Other
课时
7-1
主备人
万兴安
授课时间
2007.11
教学目标
Enable students to get a general idea of different ways of greeting each other in different countries.
教、学具
A projector.
预习要求
教师活动内容、方式
学生活动内容、方式
旁注
Step 1. Lead-in
1.Look at some pictures and information about Halloween and Qingming Festival and compare the two festivals.
2.Understand the use of examples.
3.Important and useful words and phrases。
教、学具
A projector.
预习要求
教师活动内容、方式
学生活动内容、方式
旁注
Step1: Lead-in
Show some pictures about cultural differences
More customsin the world

外研版英语八年级上册M 6 Unit 3 教案

Module 6 Animals in danger【教材分析】本模块以“Animals in danger〞为话题，以学习动词不定式的用法为主线，介绍了当前濒临灭绝,需要人类保护的动物的情况, 并重点介绍了大熊猫的保护情况。

在此根底上，学生可以根据自己的建议制定更合理的动物保护措施。

Unit 3 Language in use【教学目标】To summarise and consolidate .【教学重点】To be able to write a passage to help the animals in danger.【教学难点】Through listening, speaking and writing, let students practice the key structure: infinitive.【教学方法】PWP method, Formal and interactive practice【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Language practiceTo master the infinitive by filling the blanks.Step 2 Choose another part for the following sentences from the boxChoose the right infinitive for the five sentences to practice the use of the infinitive.Step 3 Complete the sentences with the correct form of the words in the box Do as the example do, choose the right verb to fill in the blanks.Step 4 Complete the sentences. How many different sentences can you make?Work in pairs. Make as many sentences as possible.Step 5 Complete the conversation with the correct expression from the box1. Read the expressions in the box.2. Read the dialogue carefully, then choose the correct one.Step 6 Act out the conversation in Activity 41.Read the words in the box.2.Read the passage and fill in the blanks with the correct form of the verbsfrom the box.3.Act out the conversation.Step 7 Complete the sentences with the correct form of the words in the box1. Read the phrases in the box.2. Complete the sentences with the correct form of the phrases from the box. Step 8 Complete the sentences with the expressions in the boxRead the sentences and fill in the right expressions.Step 9 Listen and complete the poster1. Read the words and guess what’s missing.2. Listen and complete the poster.Step 10 Read the email and choose the correct answer1. Read the email and get the main idea.2. Choose the correct answer to the three sentences.Step 11 Around the worldKnow about the animals in danger.Step 12 Discuss what you want people to know about the wildlife club Work in groups. Discuss the following questions:1.what animals you’re going to help.2.when you’re going to meet.3.what you’re going to do.4.where you’re going to meet.Step 13 Make a poster about your wildlife clubWork in pairs. Let Ss make a poster together and choose the best one to show to the class.Step 14 Find out about the animals you want to help and add information to the poster to make it more interestingWork in pairs. Let Ss choose the animas freely and choose the best one to show.Step 15 ExercisesDo some exercises and draw the answers from the Ss.Step 16 中考链接Do some exercises from the entrance exam to senior high schools.Step 17 Summary1.动词不定式的语法功能。