七年级英语上册 Module 3 Unit 3教学设计 外研版.docx

1、七年级英语上册 Module 3 Unit 3教学设计 外研版2019-2020年七年级英语上册 Module 3 Unit 3教学设计 外研版教师年级初一教 材初一上册时 间45分钟教学目标教学内容Module 3 Unit 3 Language in use教材分析This unit is to check if the students master the new words they learned in this module, and to know if they can describe a picture or surroundings with “there be” in

2、 English.教学重点To consolidate structure “there be”To learn to use prepositions.知识与能力1.巩固前面所学句型。2.通过WORD MAP练习词汇。3.学会介词的使用（behind,in front of, next to）过程与方法1. 学生能用there be句型谈论周围的事物。2. Group word and individual work bine together.情感、态度与价值观通过谈论学校与教室，增加学生对学校的热爱。教学过程教学过程教学环节教师活动学生活动1. Warming-upAsk the stu

3、dents to look around the classroom and talk about it. (Use: there be 句型)Its Try to describe the classroom .(注意句型的单复数与介词的正确使用)2. In put1. Ask students to plete the sentences. Use prep.2. Ask: what is the “word map”?3. Present the cards and pictures to the students1plete the sentences. Use behind,in f

4、ront of, next to.2plete the word map with these words.(blackboard/classroom/) 3.First, match the cards with the pictures. Then, students read the words in the cards and write down the questions they want to ask. Carry out “ask and answer” activity between two groups.3.PracticePresent a picture for s

5、tudents to describe. (bedroom /classroom.)Show them an example how to do it.Students describe the picture with different prepositions, others should pay attention if they are right or not.4.Out put1.Present a picture of a strange world.Ask students to talk about it with “there be”2.Ask to write a le

6、tter describing your school.1.Students find as many strange parts as possible.Talk about it with “there be”2.Work in groups. Describe school. And show to the class.5.Feedback完成下面的情景对话， 每空一词。A: Hello, Tony! (1) to our school.B: Thanks. (2) school is very big.A: Yes. (3) (4) thirty-six classrooms and

7、six science (5) .B: (6) there (7) dining halls?A: Yes, there are three dining hallsB: How many students (8) (9) ?A: There are about three thousand(千).B: (10) are the teachers offices?A: Theyre behind the classrooms.6.Summing -upThe using of “there be” and prepositions . There is/there are Is there?

8、Are there?(First, students think about and say,then the teacher does.)7.评价：8.Homework.1. Revise the using of “there be” and prep.2. Write about your classroom and school.Teaching Reflection本节课的学习任务是学习there be与介词的应用，因此，我在备课中先让学生回顾两个重点，然后逐步过渡到应用他们去介绍周围的事物，或描述图片，设计了一个介绍学校的任务。然后再针对there be句型与介词进行反馈练习。B.

9、写出下列数字1-20 _ _21 34 48 50 69 71 80 99二 按要求变换句子1 Can Betty and Tony play basketball?(否定回答)_,_.2. Whats in your bag?(有三本书和一个铅笔盒)_.3. Is there a pen in your bag? (肯定回答)_, _.4. Are the puters in the classroom?(否定回答)_,_5. There are some pictures on the wall(墙). (否定句)_6.There is an eraser under the desk.(

10、一般疑问句)_7. Whats in front of the chair? (三本字典)_in front of it.8. There are some girls behind Miss Li. (一般疑问句) _三 用be 动词的适当形式填空1 Who _your parents?2 Our English teachers _at school. They _at home.3 What _that over there? I think it _ a cat.4 There _a kite in the sky.5 These _my pencils. Where _your pe

11、ncil?6 What_ under the desk? There_some boxes ,but they _any rulers under it.7 There _any trees in the factory, but there_ a building 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. Thats _(I, my)school.3. Where

12、s _(his, he) bike? _(It, Its ) is over there.4. _（Their, They）are_(she, her)friends.5. _(we, our) English teacher is good. 五 汉译英。 1 在教室里有没有任何图片。_2. 李小姐的桌子上有一台电脑吗？ 有。_3.教室在哪里？ 他们在办公室的后面。_4.体育馆在图书馆的前面吗？ 不是。 _答案：一。略。 二1.No,they cant. 2.There are three books and a pencil box.3.Yes, there is. 4.No,they a

13、rent.5.There arent any.6.Is there an ? 7.There are three dictionaries. 8.Are there any.? 三1.are 2.are, are 3.is is 4.is 5.are,is 6.is,are,are 7.are,is 8.is,isnt 四1.your2.I,my 3.his,it 4.They,her 5.Our. 五1.There arent any pictures in the classroom. 2.Is there a puter on Miss Lis table? Yes, there is.

14、 3.Where is the classroom? Its behind the office. 4.Is gym in front of the library? No, it isnt.2019-2020年七年级英语上册 Module 3My new school教案 外研版一、题材内容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，还可以对新学校和原来的学校进行对比，便于开展活动。教学中应结合学生生活实际情况，灵活掌握教学过程，组织课堂教学，丰富学生知识，拓展学生视野。二、教学目标（一）语言知识：语音掌握3个元音。词汇there, forty

15、-six, puter, dictionary, library, picture, television, right, fifteen, sixteen, seventeen, eighteen, nineteen, thirty, sixty, seventy, eighty, ninety, dining, hall, gym, science, lab, in front of, next, behind, any, one, building词组there are, there is, next to, in front of 语法1.there be 句型表示存在的用法。 2.

16、表地点的介词，形容词性物主代词。灵活运用，提高综合运用能力。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。（二）语言技能：听听懂有关学习介绍的简短对话，提高学生实际应用能力。说能利用there be 句型介绍自己的班级和学校，流利的说出含有本模块的生词、短语。读能阅读包含there be 句型的有关介绍学校的简单文章，进行简单的阅读技能训练。写1. 能用there be 句型写出简短的介绍教室和学校的句子。2. 能正确使用缩写形式。3. 能用参考词造句。演示与表达能向全班做有关学校的介绍。.（三）学习策略：在学习上形成自主学习，培养有效交际、信息处理、英语思维的能力。认知

17、联系，归纳，推测等技能。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。交际学习运用恰当的词语介绍教室和学校。资源通过其他资源获取更多自我介绍的信息。 自学策略能借助词汇、图表掌握单词，形成话题联想的习惯。合作学习 策略关心他人的居室和生活环境，能互相介绍有关情况。（四）文化意识：中外对比了解不同国家的学校发展情况，了解不同国家的学校教育。（五）情感态度： 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准确的语言学习观。（六）任务: 能够运用所学句型结构向不同的朋友介绍自己学校的情况。三、教学重点和难点 重点：1如何使用地道的英语介绍教室和学校

18、，礼貌的进行日常对话。2there be 句型表示存在的肯定，疑问与否定形式。 难点：能用恰当、地道的英语介绍自己的班级和学校。四、教学方法基于课程改革的理念及“第二语言习得论”，培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“PTP”自主学习立体模式：pre-tasktask-cyclepost-task。五、教材处理核心任务：能够运用所学句型结构向不同的朋友介绍自己的班级和学校。三个环节如下：pre-task：学生联系生活实际，激活背景知识。Task-cycle：通过

19、整个模块的听说读写的训练，强化“介绍自己的班级和学校”的表达能力，为完成任务做好铺垫。post-task：达成任务，展示成果，反馈学习情况。六、教材安排根据学生学习英语的特点和规律，我们把本模块划分为5课时：Period 1: Listening and VocabularyPeriod 2: Pronunciation and SpeakingPeriod 3: Vocabulary and Reading Period 4: Speaking and Writing and Language in usePeriod 5: Around the world and Module TaskP

20、art 2. Lead in 1 .Activity 1on page 14 Task: Look at the pictures. Which words can you use to describe them?Directions:Step 1. Read through the words in the box and have the students. Repeat them chorally and individually.Step 2. Ask the students to do activity 1on page 14. Step 3. Check their answe

21、rs with a partner.Step 4. Call back the answer in a whole class setting.Step 5. Summarize.Note: (1) Take care with the stress. (2) Use the structure to make sentences.Part 3. Listening and Vocabulary1. Activity 2 on page 14.Task: To understand conversations .Improve the students listening ability.Di

22、rections:Step 1. Explain that the students have to listen to the recording and decide which of the three pictures is being describe.Step 2. Play the recording once while they just listen. Step 3. Play the recording once again for them to Check the answers with a partner. Step 4. Play the recording o

23、nce again for them, then once again to check. with a partner. Call back the answer in a whole- class setting.Step 5. Summarize: Ask the students to call out the answers with a partner.Note: If necessary, play the recording once again, pausing and repeating sections for the students. to hear what is

24、said.2. Activity 3 on page 14. .Task: Listen and read: Directions:Step 1. Students read the conversation silently .Then play the recording and ask the students. to listen and read the conversation.Step 2. Play the recording again and pause after each phrase, asking the students. to repeat chorally a

25、nd individually.Step 3. Put the students. into 2 groups to practice the dialogue. Step 4. They should repeat it several times, changing the roles each time.Listen and underline the correct answers.Directions:Step 1. Explain by saying “This activity is designed to check if you have catch the main ide

26、as of the activity. Its not necessary to learn every new word.”Step 2. Ask the students. to listen and underline the correct answers.Step 3. Play the recording once again for them, then once again to checkwith a partner. Call back the answer in a whole class setting.Recite the short passage. Part 4. A test Listen to a story and translate it into Chinese.Part 5. Homework Recite the short passage as fluently as possible.