最新外研版初中英语七年级上册My new school公开课教学设计
外研版七上Module 3 My new school教案-最新教育文档
Module3 My new schoolII. Teaching material analyzing教材分析本模块以“My new school”为话题,重点学习存在句There be 结构，介绍某地有某物、某物在何处以及方位，物体所属关系的表达法。
Unit 1 重点学习介绍、询问某地有某物的方法。
其中活动1、2、3、4要求学生通过读图识别词汇、和听力训练的方式初步学习“某处有某物”的表达方法。
活动5、6、7要求掌握本单元的语音和词汇并能在课堂交际中灵活运用。
活动8、9要求以pair work形式掌握物体及其数量（数字）的表达方法，并能结合存在句型There be进行交际技能训练。
Unit 2 主要通过读图及阅读的方式学习有关地点及方位名称的表达。
活动1通过词汇和图片的匹配练习复习地点或场所的表达法。
活动2通过读图及问答练习学习介绍人或事物之间位置关系的表达。
活动3要求通过pair work的形式巩固表示场所的词汇并进一步复习方位的表达法。
活动4、5、6要求通过小组活动或问答形式加深对地点及方位的理解和运用。
Unit 3 对There be句型、地点及方位词汇进行综合训练。
活动1要求谈论教室及周围的事物，活动2根据提示及要求完成句子，活动3填充一幅地图复习地点词汇；Around the world 简单介绍了解西方国家的学校概况。
Module task要求通过写信的方式描述自己所在的学校。
III. Class types and periods 课型设计与课时分配Period 1 Vocabulary ( Unit 1: 1、5、6、7)Period2 Reading (Unit 1: 3、4; Unit 2: 2、3)Period3 Integrating skills(Unit 2: 4、5、6; Unit3)IV. Teaching plans for each period分课时教案Period 1 VocabularyLanguage goals语言目标1. Key vocabulary重点词汇dictionary, library, picture, right, science, some, anyone2. Key structures重点句式There’s …There are…Ability goals能力目标Enable students to describe a school.Teaching methods教学方法Listening and speakingTeaching aids教具准备A tape recorder, a projector and a computer.Teaching procedures and ways教学过程与方式Step I Warming up (P14:1)Greet students and ask them to look around the classroom.T: Good morning, everybody! Nice to see you!S: Nice to see you, too.T: OK, my dear class, you know, we have classes in the classroom every day. Look around! What’s in the classroom? Can you tell me?S. D esks, chairs…T: Pretty good! Now please let’s take a careful look at the pictures in activity 1.Can you describe the things in it using the words in the box?Ask students to take turns to say what they see. Meanwhile, write down the words they said on the blackboard. Ask them to read after the teacher. And then ask them to make sentences using the words one by one using the structure I can see …T:C a n y o u se e t he se t h i n g s i n o ur c l a s sr o o m?Show the following.desks, television, chairs, bags, pencils, pens, pencil-boxes, blackboard, broom, door, wall …S: Yes, I can see eight desks.S: No, I can’t see a television.S: Yes. I can see some chairs.Give every student chance to practice.Step II Listening (P14:2)Ask students to listen to the recording and choose the correct picture.T: There are three pictures of classrooms in activity 1. Which picture is the recording about? Play the tape again for them to work out the answer. Then check the answer.Step III Pronunciation and speaking (P15: 5, 6, 7, 8, 9)In this procedure, students will learn some pronunciations of certain letters and letter groups and learn to say sentences like “There are 41 desks in my classroom.”First, ask students to listen to and repeat after the recording. Help students learn the pronunciation of the vowels o and vowel groups ir, er.Show the following and ask students to read aloud.brother, other, anothertiger, singer, father, mother, brotherbird, shirt, birthdayTalk about your classroomThen go on with activities 6 and 7 and practice the numbers. At the same time, emphasize the difference between–teen and –ty.Ask students to work in pairs and write about their classroom using numbers.Step IV HomeworkAsk students toplete the activities 8—12 on pages 81 and 82.2.learn the vocabulary on pages 128—129 by heart.Period 2 Reading and writingLanguage goals 语言目标1. Key vocabulary 重点词汇science, library, some, any, one2. Key structures重点句式Where is …Where are…Ability goals 能力目标Enable students to write sentences to introduce their schools.Teaching methods教学方法Reading 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-up (P15: 8, 9)Greet students and ask them to describe the things around.T:Hello, everyone! Nice to see you!S: Hello. Miss Zhang. Nice to see you too.T: We are in the classroom now. Could you tell me what’s around you?Show the following.There is …There are …Ask as many students as possible to tell the things around them. Then ask them to work in pairs and write about their classroom using numbers.Sample version:There are 42 desks and 42 chairs in our classroom. There is a teacher’s desk. There are some pictures on the wall. There are 42 students in our class. There are 25 boys and 15 girls.Step II Lead-in (P16: 1, 2)Ask students to do activities 1, 2 on page 16. First help students learn the words in the box in activity 1. Then ask students to finish the following. Show the following.We have classes in the ________. We read at the _______.We have meals at the _________. We do exercises in the ________.We do experiments in the ________. Teachers work in the ______.After this, ask students to match the picture with the places.Step II Reading (P14: 3, 4)ListeningAsk students to listen to the conversation and underline the correct answers.T: Betty and Daming are introducing their schools and classrooms. Listen carefully and decide which is the correct answer in each sentence in activity 4.Play the tape and then check the answers with the whole class.ReadingAsk students to read the conversation, and then work in groups of three and make their own conversations and then ask three of them to act it out in the front of the class.Step II Reading and speaking (P16: 2)Read about the pictureAsk some students to come to the front of the classroom and ask some others to talk about their positions by asking and answering the questions using the following.Show the following.behind, next to, in front ofWhere is …?Where are …?Then ask students to read about picture A in activity 2 and answer the questions.Read Betty’s homework (P17: 3, 4)Ask students to work in pairs and read the sentences in activity 3 on page 17, and then write the names of the places below the pictures.Check the answers. Then show the following and ask students to read the sentences repeatedly and notice the words in bold.Betty is next to Lingling.They are in front of Tony and Daming.Daming and Tony are behind Lingling and Betty.After that, ask students to work in pairs and ask and answer the questions in activity 3 about their school.PracticeAsk students to do the exercises 1—4 on page 80. Check the answers with the class.Step III WritingAsk students to practice writing sentences using the correct pronouns.First ask students to read the sentences and answer the questions in activity 5 and then answer the questions about their school.Step IV HomeworkAsk students to1. finish exercises 5-7 on pages 80--81 in the workbook.2. make a map with names of the places in which they live in.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。
最新外研版七年级英语上册教案
最新外研版七年级英语上册教案目标本教案旨在通过国内最新外研版七年级英语上册教材的教学活动，帮助学生提高听、说、读、写的能力，培养他们的英语语感和交际能力。
教学活动1. Unit 1 My New Classroom1.1. Activity 1: Introducing the Classroom- Get students to describe their new classroom using simple sentences.- Encourage peer interaction by having students ask and answer questions about each other's classrooms.1.2. Activity 2: Describing Classroom Objects- Teach students vocabulary related to classroom objects.- Ask students to describe the objects in their classroom using the new vocabulary.1.3. Activity 3: Drawing Classroom Layout- Have students work in pairs or small groups to draw a layout of their classroom.- Encourage them to use prepositions to describe the location of objects in their drawings.2. Unit 2 My New Teachers2.1. Activity 1: Guessing Game- Introduce the names and photos of the new teachers.- Have students guess the teachers' names based on the descriptions given.- Engage in whole class discussion to check the answers.2.2. Activity 2: Interviewing the Teachers- Ask students to prepare interview questions about the teachers' backgrounds and teaching experiences.- Pair students up and have them interview each other in role plays.2.3. Activity 3: Writing Teacher Profiles- Provide a template for students to write profiles of their favorite teacher.- Encourage students to use adjectives and descriptive language in their writing.3. Unit 3 My New Classmates3.1. Activity 1: Getting to Know Each Other- Encourage students to introduce themselves to their new classmates.- Use a variety of icebreaker activities to promote interaction and sharing.- Monitor and provide feedback on pronunciation and sentence structure.3.2. Activity 2: Surveying Class Interests- Have students create a survey to find out their classmates' hobbies and interests.- In pairs or small groups, students ask each other the survey questions and record the answers.3.3. Activity 3: Writing Classmate Profiles- Ask students to write short profiles of their classmates based on the survey results.- Provide guidance on organizing information and using appropriate language.4. Unit 4 My New School4.1. Activity 1: Sharing School Experiences- Lead a class discussion on students' previous school experiences.- Encourage students to talk about their likes and dislikes about their previous school.- Help students identify similarities and differences between their previous school and the new school.- Engage in pair or group discussions to share their findings.4.3. Activity 3: Writing a School Report- Guide students in writing a report about their new school.- Provide a structure and key points to include in the report.教学评价在每个单元结束时，通过以下方式对学生进行评价：- 口头问答：用简单问题考察学生对知识点的掌握程度。
Module3MyschoolUnit1外研社七年级上-unit说课稿
computers
dictionaries
Work in pairs.
Talk about your classroom. There’s a(n) … in my classroom. There isn’t a(n) … in my classroom. There are … in my classroom. There aren’t any computers , …in my classroom.
. No , there isn’t .
Are there any computers on the desks ?
Betty’ class
Students 20
Desks
22
computers
Daming’s class
46
48
Listen and underline the correct answers.
30. thirty 40. forty 50. fifty 60. sixty 70. seventy 80. eighty 90. ninety
Match the words and the numbers
twenty-one
49
thirty-five
21
forty-nine
35
fifty-two
74
sixty-seven
67
seventy-four
52
eighty-three
83
ninety-six
96
There are 41 desks
in our classroom.
televisions
students
girls/boys
module3《mynewschool》说课稿(外研社初一上)
module3《mynewschool》说课稿（外研社初一上）各位老师，大伙儿好！今天我讲课的内容为外研版初一英语上第三模块第三单元。
我将从教材分析、学情分析、教学方法、教学目标、教学重点难点、教学步骤六个方面进行阐述。
教材分析：1.本模块以学校为中心话题, 围绕〝介绍并询咨询所在学校及教室内外的情形〞展开学习。
2.本节课的教学内容是第三模块的第三节课。
本节课需要一课时完成。
在前两节课中，同学们已学习了〝there be〞句型、基数词、地点及方位介词的使用。
本节课重点是运用所学的句型向他人介绍自己的学校。
熟练把握〝there be 〞句型的确信句、否定句和一样疑咨询句。
学情分析：1.由于各种不同的缘故，我校刚入学的学生在英语学习方面存在着个体差异性。
来自农村小学的学生虽学了，但支离破裂，零零落落，等同没学。
而来自城区的学生那么有较好的英语基础。
因此在知识和能力上，我们在为没学的学生打好扎实基础的同时，必须每节课为那些高起点学生拔高。
不同层次的学生都能找到成就感.2. 才走出小学校园的学生大部分抽象思维能力较低，形象思维能力强，热情高但注意力容易分散。
自我认识较模糊、片面，而在乎他人的评判。
因此要专门注重教学方法的灵活性和评判的技巧性。
教学方法：1、充分利用学生已有知识和体会，创设生活化的真实情境和半真实情境，引导学生在运用语言中学习语言，然后在学习新的语言知识后制造性地运用语言.〔为用而学,学了就用〕2、开展各种任务教学活动，给学生提供交流合作的空间和时刻，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
教学目标:〔知识目标〕1.there be确信句、否定句和一样疑咨询句。
2. 地点、方位介词及短语：in ,on,at,under,behind,in front of，next to的使用。
〔能力目标〕1.能用所学句型描述自己的教室、学校等。
2.能写出介绍自己学校的简单句子。
〔情感目标〕培养学生热爱学校，热爱自己的家园的意识。
初中英语外研版七年级上册Contents《Module 3 My school》优质课公开课教案教师资格证面试试讲教案
初中英语外研版七年级上册Contents《Module 3 My school》优质课公开课教案教师资格证面试试讲教案1教学目标To understand the conversations involving introduction of class & classroom2学情分析Module 3 My school,是外研版教材七年上册的内容。
主要学习There be 句型的用法、二十以上的大数字.能用所学句型和单词描绘教室。
3重点难点There be 句型的用法、二十以上的大数字.There be 句型的单复数、否定及疑问句形式的用法.4教学过程4.1第一学时教学目标To understand the conversations involving introduction of class & classroom 学时重点There be 句型的用法、二十以上的大数字.学时难点There be 句型的单复数、否定及疑问句形式的用法.教学活动1【导入】Unit 1 There are thirty students in my class.Class,Look around our classroom .What can you see?Some students answer the questions:blackboard,desk,chair .......Yes,Can you speak them in English?No,Today we learn how to speak them in English2【讲授】Unit 1 There are thirty students in my class.■Vocabulary and listening1.Look at this picture,what is it?It’s a wall.What are these?furniture.。
外研版英语七年级上册M3-2《Myschool》教学设计
外研版英语七年级上册M3-2《My school》教学设计一. 教材分析《My school》是外研版英语七年级上册Module 3的一篇课文，主要介绍了学校的各个方面，包括教室、图书馆、实验室等。
本文通过描述学校的设施和活动，让学生学会介绍自己的学校，提高他们的英语表达能力。
课文内容贴近学生的生活，易于引起学生的兴趣和共鸣。
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。
但他们在语言表达方面还存在一定的困难，特别是在描述物体和场所方面。
因此，在教学过程中，教师需要帮助学生丰富词汇，提高他们的语言表达能力。
三. 教学目标1.知识目标：学生能够掌握描述学校设施和活动的相关词汇和句型。
学生能够正确运用所学的词汇和句型介绍自己的学校。
2.能力目标：学生能够提高自己的英语听说读写能力。
学生能够提高自己的语言表达能力和团队合作能力。
3.情感目标：学生能够增强对学校的热爱和自豪感。
学生能够培养合作精神和团队意识。
四. 教学重难点学生能够掌握描述学校设施和活动的相关词汇和句型。
学生能够正确运用所学的词汇和句型介绍自己的学校。
学生能够在实际情境中灵活运用所学的词汇和句型。
学生能够用英语进行流畅的描述和介绍。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在完成任务的过程中学习和运用英语。
2.情境教学法：创设各种真实的语境，让学生在语境中学习和运用英语。
3.合作学习法：引导学生进行小组合作，培养他们的团队合作能力和语言表达能力。
六. 教学准备1.教师准备：提前准备好相关的教学材料和课件。
设计好各种教学活动和任务。
2.学生准备：预习课文，了解课文内容。
准备好相关的学习用品。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们自己的学校，激发学生的学习兴趣。
2.呈现（10分钟）教师展示课文中的图片，引导学生说出图片中的学校设施和活动。
3.操练（10分钟）教师学生进行小组活动，让学生用英语描述自己学校的设施和活动。
外研版七年级英语上教学案例Module3MynewschoolUnit3Langua
外研版七年级英语上教学案例Module 2. My family Unit 3 Language in use技能目标听Listen to conversations involving the introduction of family members说Make a brief introduction of one’s family读Read letters / conversations involving the introduction of the family写Write about the family, paying attention to punctuation语言目标功能句式Describing familiesHow many people are there in your family?Have you got any … or …?Is your family small / big?Describing one’s familyThere are … people in my family.I have got a / an …词汇1．重点词汇many, people, aunt, grandfather, grandmother, grandparent, uncle, email, him, make, sister, have, grandma, grandpa2. 短语have got语法Have / has got (affirmative, negative, interrogative)重点句子1.How many people are there in your family?2.There are four—my mum and dad, my sister Linda, and me.3.Have you got any aunts or uncles？4.She’s in China with her mum and dad.5. He’s got a big family.Teaching goals 模块教学目标II. Teaching material analyzing 教材分析本模块以家庭为话题，以家庭介绍为任务，训练have / has got 句型的使用，并介绍了英语写作时应注意的标点符号问题。
module3《mynewschool》全模块教案(外研社初一上)
module3《mynewschool》全模块教案（外研社初一上）全模块教案II. Teaching material analyzing教材分析本模块以〝My new school〞为话题,重点学习存在句There be 结构，介绍某地有某物、某物在何处以及方位，物体所属关系的表达法。
Unit 1 重点学习介绍、询咨询某地有某物的方法。
其中活动1、2、3、4要求学生通过读图识不词汇、和听力训练的方式初步学习〝某处有某物〞的表达方法。
活动5、6、7要求把握本单元的语音和词汇并能在课堂交际中灵活运用。
活动8、9要求以pair work形式把握物体及其数量〔数字〕的表达方法，并能结合存在句型There be进行交际技能训练。
Unit 2 要紧通过读图及阅读的方式学习有关地点及方位名称的表达。
活动1通过词汇和图片的匹配练习复习地点或场所的表达法。
活动2通过读图及咨询答练习学习介绍人或事物之间位置关系的表达。
活动3要求通过pair work的形式巩固表示场所的词汇并进一步复习方位的表达法。
活动4、5、6要求通过小组活动或咨询答形式加深对地点及方位的明白得和运用。
Unit 3 对There be句型、地点及方位词汇进行综合训练。
活动1要求谈论教室及周围的事物，活动2依照提示及要求完成句子，活动3填充一幅地图复习地点词汇；Around the world 简单介绍了解西方国家的学校概况。
Module task要求通过写信的方式描述自己所在的学校。
III. Class types and periods 课型设计与课时分配Period 1 Vocabulary ( Unit 1: 1、5、6、7)Period2 Reading (Unit 1: 3、4; Unit 2: 2、3)Period3 Integrating skills(Unit 2: 4、5、6; Unit3)IV. Teaching plans for each period分课时教案Period 1 VocabularyLanguage goals语言目标1. Key vocabulary重点词汇dictionary, library, picture, right, science, some, anyone2. Key structures重点句式There’s …There are…Ability goals能力目标Enable students to describe a school.Teaching methods教学方法Listening and speakingTeaching aids教具预备A tape recorder, a projector and a computer.Teaching procedures and ways教学过程与方式Step I Warming up (P14:1)Greet students and ask them to look around the classroom.T: Good morning, everybody! Nice to see you!S: Nice to see you, too.T: OK, my dear class, you know, we have classes in the classroom every day. Look around! What’s in the classroom? Can you tell me?S. D esks, chairs…T: Pretty good! Now please let’s take a careful look at the pictures in activity 1.Can you describe the things in it using the words in the box?Ask students to take turns to say what they see. Meanwhile, write down the words they said on the blackboard. Ask them to read after the teacher. And then ask them to make sentences using the words one by one using the structure I can see …T:C a n y o u se e t he se t h i n g s i n o ur c l a s sr o o m?Show the following.desks, television, chairs, bags, pencils, pens, pencil-boxes, blackboard, broom, door, wall …S: Yes, I can see eight desks.S: No, I can’t see a television.S: Yes. I can see some chairs.…Give every student chance to practice.Step II Listening (P14:2)Ask students to listen to the recording and choose the correct picture.T: There are three pictures of classrooms in activity 1. Which picture is the recording about? Play the tape again for them to work out the answer. Then check the answer.Step III Pronunciation and speaking (P15: 5, 6, 7, 8, 9)In this procedure, students will learn some pronunciations of certain letters and letter groups and learn to say sentences like 〝There are 41 desks in my classroom.〞First, ask students to listen to and repeat after the recording. Help students learn the pronunciation of the vowels o and vowel groups ir, er.Show the following and ask students to read aloud.brother, other, anothertiger, singer, father, mother, brotherbird, shirt, birthdayTalk about your classroomThen go on with activities 6 and 7 and practice the numbers. At the same time, emphasize the difference between–teen and –ty.Ask students to work in pairs and write about their classroom using numbers.Step IV HomeworkAsk students toplete the activities 8—12 on pages 81 and 82.2.learn the vocabulary on pages 128—129 by heart.Period 2 Reading and writingLanguage goals 语言目标1. Key vocabulary 重点词汇science, library, some, any, one2. Key structures重点句式Where is …Where are…Ability goals 能力目标Enable students to write sentences to introduce their schools.Teaching methods教学方法Reading and speaking.Teaching aids教具预备A computer and a projector.Teaching procedures and ways教学过程与方式Step I Warming-up (P15: 8, 9)Greet students and ask them to describe the things around.T:Hello, everyone! Nice to see you!S: Hello. Miss Zhang. Nice to see you too.T: We are in the classr oom now. Could you tell me what’s around you?Show the following.There is …There are …Ask as many students as possible to tell the things around them. Then ask them to work in pairs and write about their classroom using numbers.Sample version:There are 42 desks and 42 chairs in our classroom. There is a teacher’s desk. There are some pictures on the wall. There are 42 students in our class. There are 25 boys and 15 girls.Step II Lead-in (P16: 1, 2)Ask students to do activities 1, 2 on page 16. First help students learn the words in the box in activity 1. Then ask students to finish the following. Show the following.We have classes in the ________. We read at the _______.We have meals at the _________. We do exercises in the ________.We do experiments in the ________. Teachers work in the ______.After this, ask students to match the picture with the places.Step II Reading (P14: 3, 4)ListeningAsk students to listen to the conversation and underline the correct answers.T: Betty and Daming are introducing their schools and classrooms. Listen carefully and decide which is the correct answer in each sentence in activity 4.Play the tape and then check the answers with the whole class.ReadingAsk students to read the conversation, and then work in groups of three and make their own conversations and then ask three of them to act it out in the front of the class.Step II Reading and speaking (P16: 2)Read about the pictureAsk some students to come to the front of the classroom and ask some others to talk about their positions by asking and answering the questions using the following.Show the following.behind, next to, in front ofWhere is …?Where are …?Then ask students to read about picture A in activity 2 and answer the questions.Read Betty’s homework (P17: 3, 4)Ask students to work in pairs and read the sentences in activity 3 on page 17, and then write the names of the places below the pictures.Check the answers. Then show the following and ask students to read the sentences repeatedly and notice the words in bold.Betty is next to Lingling.They are in front of Tony and Daming.Daming and Tony are behind Lingling and Betty.After that, ask students to work in pairs and ask and answer the questions in activity 3 about their school.PracticeAsk students to do the exercises 1—4 on page 80. Check the answers with the class.Step III WritingAsk students to practice writing sentences using the correct pronouns.First ask students to read the sentences and answer the questions in activity 5 and then answer the questions about their school.Step IV HomeworkAsk students to1. finish exercises 5-7 on pages 80--81 in the workbook.2. make a map with names of the places in which they live in.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教具预备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。
新外研版初中英语七年级上册M3-2 My school优质课公开课教案
— No, there______.
4. —______ there 29 students in your class?
— Yes, there______.
5. There ______ an English teacher in the office.
----How many students are there in our class?
-- --There are thirty-six
【课堂探究】
New Words: desk map television computer classroom blackboard
New sentences：Is there a…in our classroom?
【归纳总结】
What have we learned today?
课堂后测
一、根据句意，用be动词am is are填空
1. There______ three books on the desk.
2. There______ a map and some pictures on the blackboard.
简略回答:Yes,_______________ No,_______________.
【课堂延伸】
Group work：Each student says one sentence about the picture with the sentences pattern“there be”,and make up a passage
There be句型表示______________，即表示 存在关系，其构成是：
Module 3 My school Unit 1 公开课教学设计(外研版七年级上册)
Module 3 My schoolUnit 1 There are thirty students in my class.教学设计Teaching aims:1.掌握下列重点单词和词组的意思及用there, computer, map, wall, picture, television, sixty, thirty, forty, fifty, sixty, seventy, eighty, ninety, many, how many, any, tree, furniture, world2.能在实际情境中运用句型：there is / there are介绍自己的班级3.培养学生热爱学校，热爱自己家园的意识。
Teaching important and difficult points:1.能在实际情境中运用句型：there is / there are介绍自己的班级2.掌握There is a/ an….和There are …的具体用法.Teaching Aids: Multi-Media (or Tape recorder, OHP)Teaching steps:Step 1 Lead-inTalk about your classroom.Step 2 Consolidate new wordsLook and say.The teacher shows the pictures of new words and let the students to say as quickly as possible. Step 3 Look and sayLook at the pictures and talk about them according to the following words.blackboard, book, classroom, computer, desk, furniture, map, picture, television, wallStep 4 ListeningListen and choose the right pictures.20 twenty 30 thirty 40 forty 50 fifty 60 sixty70 seventy 80 eighty 90 ninetyStep 5 Listen and read1. Listen and tell true or false.There are thirty students in Linda’s class. ( )There are twenty students in Daming’s class. ( )There is a map of the world in Linda’s class.( )2. Read the dialogue and fill in the blanks.ClassNumberof studentsPicturesType ofmapLinda’s classDaming’s classStep 6 Language points1. What’s …like?这个句型用来询问“……是什么样？”e.g. What’s an elephant like?大象是什么样子的？2. at the front of 表示“在……的最前面”。
最新外研版初中英语七年级上册My school公开课教学设计
Module 3 My new school一．教材内容分析本模块以学校为话题，把焦点放在对学校的介绍上，话题贴近学生生活；新生对介绍学校也比较感兴趣。
教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。
适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。
二．学情分析通过前面两个模块的学习，学生掌握了部分描述物品的词汇及介绍自己的句型。
本单元则是在前两个模块的基础上引入到学校与班级这个话题上，这是学生很熟悉也是较感兴趣的话题。
在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。
这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
三．教学目标1．语言知识目标语音掌握四个元音/ʌ/ /a:/ /ə/ /ə:/词汇There, computer, furniture, map, wall, dictionary, library, picture, television, right, really, many, thirty, forty, fifty, sixty, seventy, eighty, ninety, many, how many, lot, a lot of, any, tree, dining h all, hall, library, playground, science, lab, in front of, behind, building, gate, office, between, middle, near, with, for, room词组句型There are…, there is… how many a lot of dining hall in front of on the right语法1.there be 句型2.方位介词用法功能介绍学校的设施。
话题以学生和学校为中心，以介绍学校的设施为话题。
最新外研版初中英语七年级上册 My school day公开课教学设计
最新外研版初中英语七年级上册 My schoolday公开课教学设计My School Day - Public Class Teaching DesignIntroduction:The teaching design presented here is for the topic "My School Day" from the latest edition of the Foreign Language Teaching and Research Press (FLTRP) Junior English textbook for seventh graders. This design aims to engage students in an interactive and immersive learning experience, focusing on developing their listening, speaking, reading, and writing skills. The class duration is approximately 45 minutes.Objectives:1. To introduce and familiarize students with vocabulary related to school activities.2. To enable students to describe their daily school routine using appropriate language structures.3. To enhance students' listening comprehension skills through audio materials.4. To encourage students to express their opinions and share their experiences related to school activities.5. To provide opportunities for students to practice reading and writing skills by creating a short paragraph about their typical school day.Materials:1. FLTRP Junior English textbook - Grade 7, Unit 1: My School Day.2. Whiteboard, markers, and eraser.3. Flashcards with illustrations of school activities.4. Audio recording of a conversation about a typical school day.5. Worksheets for writing practice.Procedure:1. Warm-up (5 minutes):- Greet the students and create a positive classroom atmosphere.- Engage students in a short discussion about their favorite school activity.- Introduce the topic "My School Day" and ask students to share their daily routine.2. Vocabulary Introduction (10 minutes):- Display flashcards of various school activities on the whiteboard.- Elicit the names of the activities from the students and explain any unfamiliar vocabulary.- Practice pronunciation and spelling of the words as a class.- Use the flashcards to play a memory game, where students match the activity with its corresponding name.3. Listening Comprehension (10 minutes):- Play the audio recording of a conversation about a typical school day.- Ask students to listen carefully and identify the activities mentioned.- Discuss the answers as a class and clarify any doubts.- Play the recording again for reinforcement, if necessary.4. Speaking Activity (10 minutes):- Divide the class into pairs or small groups.- Provide each group with a set of conversation cards related to school activities.- In turns, students pick a card and discuss their opinions and experiences about the activity mentioned.- Encourage students to use appropriate language structures and ask follow-up questions to their peers.5. Reading and Writing Practice (10 minutes):- Distribute worksheets to each student.- Instruct students to write a short paragraph describing their typical school day.- Encourage them to include at least three different activities and use appropriate connectors.- Monitor students' progress and provide assistance where necessary.- Collect the completed worksheets for evaluation.6. Wrap-up and Conclusion (5 minutes):- Recap the main points discussed during the class.- Encourage students to share their paragraphs with the class, if time allows.- Provide positive feedback and praise for students' participation and effort.- Assign relevant exercises from the textbook for homework.Conclusion:This teaching design for the "My School Day" topic provides a comprehensive approach to engage seventh-grade students in learning English. By incorporating various activities such as vocabulary introduction, listening comprehension, speaking practice, and reading and writing exercises, students have the opportunity to develop their language skills effectively. The design aims to create an engaging and interactive classroom environment, fostering students' confidence in using English to express themselves.。
最新七年级英语上册 Module 3 My school教案 (新版)外研版
Module 3 My new school一．教材内容分析本模块以学校为话题，把焦点放在对学校的介绍上，话题贴近学生生活；新生对介绍学校也比较感兴趣。
教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。
适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。
二．学情分析通过前面两个模块的学习，学生掌握了部分描述物品的词汇及介绍自己的句型。
本单元则是在前两个模块的基础上引入到学校与班级这个话题上，这是学生很熟悉也是较感兴趣的话题。
在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。
这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
三．教学目标1．语言知识目标语音掌握四个元音/ʌ/ /a:/ /ə/ /ə:/词汇There, computer, furniture, map, wall, dictionary, library, picture, television, right, really, many, thirty, forty, fifty, sixty, seventy,eighty, ninety, many, how many, lot, a lot of, any, tree, dining h all, hall,library, playground, science, lab, in front of, behind, building, gate,office, between, middle, near, with, for, room词组句型There are…, there is… how many a lot of dining hall in front of on the right语法 1.there be 句型2.方位介词用法功能介绍学校的设施。
话题以学生和学校为中心，以介绍学校的设施为话题。
外研版七上Module 3 My new school教案
Module3 My new school I. Teaching goals 模块教学目标II. Teaching material analyzing教材分析本模块以“My new school”为话题,重点学习存在句There be 结构，介绍某地有某物、某物在何处以及方位，物体所属关系的表达法。
Unit 1 重点学习介绍、询问某地有某物的方法。
其中活动1、2、3、4要求学生通过读图识别词汇、和听力训练的方式初步学习“某处有某物”的表达方法。
活动5、6、7要求掌握本单元的语音和词汇并能在课堂交际中灵活运用。
活动8、9要求以pair work形式掌握物体及其数量（数字）的表达方法，并能结合存在句型There be进行交际技能训练。
Unit 2 主要通过读图及阅读的方式学习有关地点及方位名称的表达。
活动1通过词汇和图片的匹配练习复习地点或场所的表达法。
活动2通过读图及问答练习学习介绍人或事物之间位置关系的表达。
活动3要求通过pair work的形式巩固表示场所的词汇并进一步复习方位的表达法。
活动4、5、6要求通过小组活动或问答形式加深对地点及方位的理解和运用。
Unit 3 对There be句型、地点及方位词汇进行综合训练。
活动1要求谈论教室及周围的事物，活动2根据提示及要求完成句子，活动3填充一幅地图复习地点词汇；Around the world简单介绍了解西方国家的学校概况。
Module task要求通过写信的方式描述自己所在的学校。
III. Class types and periods 课型设计与课时分配Period 1 V ocabulary ( Unit 1: 1、5、6、7)Period2 Reading (Unit 1: 3、4; Unit 2: 2、3)Period3 Integrating skills(Unit 2: 4、5、6; Unit3)IV. Teaching plans for each period分课时教案Period 1 VocabularyLanguage goals语言目标1. Key vocabulary重点词汇dictionary, library, picture, right, science, some, anyone2. Key structures重点句式There’s …There are…Ability goals能力目标Enable students to describe a school.Teaching methods教学方法Listening and speakingTeaching aids教具准备A tape recorder, a projector and a computer.Teaching procedures and ways教学过程与方式Step I Warming up (P14:1)Greet students and ask them to look around the classroom.T: Good morning, everybody! Nice to see you!S: Nice to see you, too.T: OK, my dear class, you know, we have classes in the classroom every day. Look around! What’s in the classro om? Can you tell me?S. D esks, chairs…T: Pretty good! Now please let’s take a careful look at the pictures in activity 1.Can you describe the things in it using the words in the box? Ask students to take turns to say what they see. Meanwhile, write down the words they said on the blackboard. Ask them to read after the teacher. And then ask them to make sentences using the words one by one using the structure I can see …T: Can you see these things in our classroom?Show the following.desks, television, chairs, bags, pencils, pens, pencil-boxes, blackboard, broom, door, wall …S: Yes, I can see eight desks.S: No, I can’t see a television.S: Yes. I can see some chairs.Give every student chance to practice.Step II Listening (P14:2)Ask students to listen to the recording and choose the correct picture.T: There are three pictures of classrooms in activity 1. Which picture is the recording about?Play the tape again for them to work out the answer. Then check the answer.Step III Pronunciation and speaking (P15: 5, 6, 7, 8, 9)In this procedure, students will learn some pronunciations of certain letters and letter groups and learn to say sentences like “There are 41 desks in my classroom.”First, ask students to listen to and repeat after the recording. Help students learn the pronunciation of the vowels o and vowel groups ir, er.Show the following and ask students to read aloud.brother, other, anothertiger, singer, father, mother, brotherbird, shirt, birthdayTalk about your classroomThen go on with activities 6 and 7 and practice the numbers. At the same time, emphasize the difference between–teen and –ty.Ask students to work in pairs and write about their classroom using numbers.Step IV HomeworkAsk students toplete the activities 8—12 on pages 81 and 82.2.learn the vocabulary on pages 128—129 by heart.Period 2 Reading and writingLanguage goals 语言目标1. Key vocabulary 重点词汇science, library, some, any, one2. Key structures重点句式Wh ere is …Where are…Ability goals 能力目标Enable students to write sentences to introduce their schools. Teaching methods教学方法Reading 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-up (P15: 8, 9)Greet students and ask them to describe the things around.T:Hello, everyone! Nice to see you!S: Hello. Miss Zhang. Nice to see you too.T: We are in the classroom no w. Could you tell me what’s ar ound you? Show the following.The re is …There are …Ask as many students as possible to tell the things around them. Then ask them to work in pairs and write about their classroom using numbers. Sample version:There are 42 desks and 42 chairs in our classroom. There is a teacher’s desk. There are some pictures on the wall. There are 42 students in our class. There are 25 boys and 15 girls.Step II Lead-in (P16: 1, 2)Ask students to do activities 1, 2 on page 16. First help students learn the words in the box in activity 1. Then ask students to finish the following. Show the following.We have classes in the ________. We read at the _______.We have meals at the _________. We do exercises in the ________. We do experiments in the ________. Teachers work in the ______.After this, ask students to match the picture with the places.Step II Reading (P14: 3, 4)ListeningAsk students to listen to the conversation and underline the correct answers.T: Betty and Daming are introducing their schools and classrooms. Listen carefully and decide which is the correct answer in each sentence in activity 4.Play the tape and then check the answers with the whole class. ReadingAsk students to read the conversation, and then work in groups of three and make their own conversations and then ask three of them to act it out in the front of the class.Step II Reading and speaking (P16: 2)Read about the pictureAsk some students to come to the front of the classroom and ask some others to talk about their positions by asking and answering the questions using the following.Show the following.behind, next to, in front ofWhere is …?Where are …?Then ask students to read about picture A in activity 2 and answer the questions.Read Betty’s homework (P17: 3, 4)Ask students to work in pairs and read the sentences in activity 3 on page 17, and then write the names of the places below the pictures.Check the answers. Then show the following and ask students to read the sentences repeatedly and notice the words in bold.Betty is next to Lingling.They are in front of Tony and Daming.Daming and Tony are behind Lingling and Betty.After that, ask students to work in pairs and ask and answer the questions in activity 3 about their school.PracticeAsk students to do the exercises 1—4 on page 80. Check the answers with the class.Step III WritingAsk students to practice writing sentences using the correct pronouns. First ask students to read the sentences and answer the questions in activity 5 and then answer the questions about their school.Step IV HomeworkAsk students to1. finish exercises 5-7 on pages 80--81 in the workbook.2. make a map with names of the places in which they live in.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 thekitchen 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 computergames 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。
外研版七上《Module3Mynewschool》(Unit3)word教学设计
G7 M 3 U3教学目标fhis un it is to check if the stude nts master the new words they lear ned in this module, andTo lear n to use prepositi ons.3•学会介词的使用(behind, in front of, next to2・ Group word and in dividual work comb ine together.与价值观教学内容Module 3Un it 3 Lan guage in use教材分析to know if they can describe a picture or surroundings with “ there bein En glis教学重点 To consoli dateUtherebe ”知识 1 •巩固前面所学句型。
与能力 2.通过过程1.学生能与方法 情感、态度通过谈论talk about it. (Use ： there be句型）教学环节 教师活动学生活动1. Ask the students to lookTry to describe the classroom ・(注意句型iVarming~uparound the classro的单复数与介词的正确使用）activity检测题A. 1 .字典5在.... 后面9在.... 旁边书馆2正确的6建筑物10任何（一个）B.写出下列数字21 34 4880 99 3图片4电脑7科学5011 一个人；一个物8饭厅12图2069 71:按要求变换句子1. Can Betty and Tony play basketball?（否定回答）2. What ' s in your有二本书和一个铅笔盒）3. Is there a pen in your bag?（冃加回答）4・ Are the computers in the classroom?（否定回答） __________________________________________ 5. There are some pictures on the wall （墙）.（否定句） ____________________________________________ 6・ There is an eraser un der the desk.4・Isgym in front of the library ? No, it isn(—般疑问句) ________________________________________7. What s in front of the chair 二本字典丿_________________________________________________ in front of it. 三•用be 动词的适当形式填空1. _________________________ Who your pare nts?2・ Our En glish teachers _____________________ at school ・ They ________________ at home ・3. What ___________________ that over there? I thi nk it ________________ a cat ・4・ There _____________ a kite in the sky.5. ______________________ These _____________________________ my pen cils. Where your pen cil?6. ____________________ What _____________________________________________ under the desk? There ______________________ s ome boxes , but they ______________________ any rulersun der it.7. ___________________________ There _______________________________________________________ any trees in the factory, but there __________________________________ a buildi ng in it.8. _________ there a bag and a table in your home? No, there ________________________________________四选用适当的人称代词，在其下面划线1・ These are _____________________ (you, your) pens.2・ __________ (I, my ) am 12 years old ・ That s ________________ (I, my) school.3. Where s ___________________________ (his, he) bike? _____________________ (It, Its ) is over there.4. ______________ ( Their, They) are ________________________ (she, her)friends.5. __________ (we, our) En glish teacher is good.8. There aresomegirls behind Miss Li. ( ■般疑I 可句)五汉译英。
2024秋七年级英语上册Module3Myschool教学设计(新版)外研版
6. 突出重点：通过加粗、颜色标注等方式，突出本节课的重点词汇短语和一般现在时用法。
7. 准确精炼：板书内容准确无误，概括性强，有助于学生形成完整的知识体系。
8. 艺术性和趣味性：板书设计采用图文并茂的形式，增加趣味性，激发学生的学习兴趣。
9. 激发学生学习兴趣和主动性：通过有趣的板书设计，吸引学生的注意力，鼓励他们积极参与课堂活动。
学生预习：
发放预习材料，引导学生提前了解Module 3 My school的学习内容，标记出有疑问或不懂的地方。
设计预习问题，激发学生思考，为课堂学习描述学校各部门和活动的词汇和短语做好准备。
教师备课：
深入研究教材，明确本节课的教学目标和重难点。
准备教学用具和多媒体资源，确保教学过程的顺利进行。
设计课堂互动环节，提高学生学习描述学校各部门和活动的词汇和短语的积极性。
2. 文化意识：通过学习本节课内容，学生能够了解不同国家的学校文化，增强对文化差异的敏感性，培养国际视野。
3. 思维品质：在课堂活动中，学生需要进行逻辑思维和批判性思维，如分析学校各部门的作用，评价学校活动的意义，从而提高思维品质。
4. 学习能力：本节课鼓励学生通过自主学习、合作学习和探究学习的方式，提高自主获取知识、处理信息和学习合作的能力。
1. 目的明确：本节课板书设计旨在帮助学生掌握描述学校各部门和活动的词汇和短语，以及一般现在时的用法。
2. 紧扣教学内容：板书内容围绕Module 3 My school，包括词汇和短语的学习、一般现在时的运用等。
3. 结构清晰：板书分为三个部分，分别为词汇短语、一般现在时用法和课堂活动。
4. 条理分明：每个部分都有明确的标题，内容按照由易到难的顺序排列，方便学生理解和记忆。
外研版七年级上册英语教案(新版)
外研版七年级上册英语教案(新版) Title: Unit 2: My SchoolObjectives:1. Students will be able to identify and describe school subjects.2. Students will practice using simple present tense to talk about their school life.3. Students will improve listening and speaking skills through group activities.Materials:1. Textbook2. Flashcards of school subjects3. Audio recording of a conversation about school4. Whiteboard and markersProcedure:Begin the lesson by showing flashcards of different school subjects. Ask students to name each subject and write them on the board. Engage students by asking which subjects they like and why. This encourages participation and helps them practice vocabulary related to school.Play the audio recording of a conversation between two students discussing their favorite subjects and daily school routines. Ask students to listen carefully and note key information. After the listening activity, conduct a short discussion about what they heard, prompting students to share their opinions.Divide the class into small groups and assign each group a specific school subject. Each group will create a short dialogue using the simple present tense to describe what they typically do in that subject. Allow groups time to prepare and practice their dialogues.After preparation time, have each group present their dialogue to the class. Encourage peer feedback and provide positive reinforcement for creativity and use of language. Conclude the lesson by summarizing the key points discussed and highlighting the importance of each school subject in their education.Assessment:Evaluate students based on their participation in discussions, group activities, and presentations. Provide feedback on their use of vocabulary and grammar.。
外研版七上Module3Mynewschool(Unit2)word教学设计
G7M3U2Module three Unit 2 Where’s the library?教材分析：The topic of this unit is to talk about our new school using “Where’s the …?” and “there be” sentence pattern to talk about our new school.（一）教学目标1、To understand we can use “Where’s the library? It’s next to the …”to talk about our newschool2、To learn the use of “there be” sentence pattern.3、Can talk about our new school freely（二）、知识与能力1、To learn the following vocabulary---gym, science, lab, in front of, next to, behind2、To learn the following stru cture: “Where’s the …?” and “there be”3、Can use the structure to talk about our new school in pairs(三)学习策略自主学习：利用图片联想词汇合作学习：能够两人一组自由谈论我们的新学校，形成一个合作学习的氛围（四）情感态度说话时尊重对方，通过谈论共同熟知的话题增进同学感情教学过程Teacher’s activity Students’ activityTeaching steps 1.Warming up Point to some classroom thingsand show some pictures ofsome school things(blackboard, desk, computer,dictionary,classroom,library,office,science lab and dinninghall)Try to name the things andthe buildings in English.（采用抢答的方式）2.In put 1.Do you know any otherschool buildings? Can youwrite them down? Make aword map.2.What do you do in them ?Ask several students toanswer.1.Write down the wordsabout school buildings asmany as possible, thenchoose out the best one ingroups.2.Answer the teacher’squestion as you like.3.Practice 1.Can you match the picture sand the places.2.Who is behind you? Can youtell me?3. Play the tape and ask thestudents to listen and answertwo questions.Where is Betty? Where isDaming?4. Ask the students to read thepassage one in activity two.5. Ask the students to Look atpicture B and answer thequestions.6. Tell your partner the positionaround you.1.Do activity one. Thencheck the answers.2.Answer the questionaccording to the true life.3.Listen carefully and try tofind the answers to thetwo questions4.Read the passage one inactivity two5.Answer the questionsaccording to picture B.6.Talk about one student’sposition with the partner.Show conversations to thewhole class.7.Homework 1.Try to remember the new words and the importantsentence pattern.2. Make a short conversation and write it in your exercise book.3.Draw a picture of your new school and try to describe itwith we learned this class.（其中A、B组同学必须完成1、2题，C组同学必须完成1题，3为选做题）教学反思本节课我的设计思路是通过教室内的物品和图片复习上一节课的单词，进而过渡到本节课有关学校建筑物的新词汇，然后鼓励学生写出更多的相关词汇并制作一张单词地图。
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Module 3 My new school
一．教材内容分析
本模块以学校为话题，把焦点放在对学校的介绍上，话题贴近学生生活；新生对介绍学校也比较感兴趣。
教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。
适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。
二．学情分析
通过前面两个模块的学习，学生掌握了部分描述物品的词汇及介绍自己的句型。
本单元则是在前两个模块的基础上引入到学校与班级这个话题上，这是学生很熟悉也是较感兴趣的话题。
在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。
这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
三．教学目标
1．语言知识目标
iture, map, wall, dictionary, library, picture,
，tree,
how many a lot of dining hall in
型
以学生和学校为中心，以介绍学校的设施为话题。
2．语言技能目标。
3．学习策略目标
不断提升自主学习能力，有效交际、信息处理、英语思维能力。
4．文化意识目标：
在中外对比中，了解不同国家的学校发展情况，了解不同国家的学校教育。
5．情感态度目标
培养学生热爱学校，热爱自己家园的意识。
参加各种英语活动，克服困难，在新环境中进一步树立正确的语言学习观。
四．重点难点
1. 教学重点
[1] 重点句型：there be 句型表示存在的肯定，疑问与否定形式
[2] 重点话题：Introduce a school, a cla ss, identify different places 2. 教学难点
[1] 数词与名词连用时，名词的单复数的使用。
[2] 掌握there be句型。
[3] 描述自己的班级和学校，能用恰当地道的英语进行写作练习。
五、教学设计。