外研版英语七年级上册Module M3 教案
Module 3 My 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。
本模块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地运用课本知识，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 hall, 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.方位介词的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。
2．语言技能目标听听懂有关介绍的简短对话，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；流利地说出本模块的生词、短语。
读能阅读包含there be 句型的有关学校介绍的简单文章。
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介绍的欢迎辞。
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。
认知联系、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掌握单词，形成话题联想的习惯。
合作学习策略关心身边的生活环境，能互相介绍有关教室、学校的情况。
其他培养联想能力，如场所与功能的联系。
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、否定与疑问形式。
[2] 重点话题：Introduce a school, a class, identify different places2. 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Unit 1 There are thirty students in my class.Teaching Aims and Demands:1. 知识目标：掌握下列重点单词和词组的意思及用法there, forty-six, computer, map, dictionary, wall, library, picture, television, right, fifteen, sixty, seventeen，eighteen, thirty, forty, fifty, sixty, seventy, eighty, ninety, many, how many, any, tree2. 能力目标：能在实际情境中运用句型：there is / there are介绍自己的班级3. 情感目标：培养学生热爱学校，热爱自己家园的意识。
Teaching main points and difficult points:1.重点：There is a/ an….There are2.难点：There is a/ an….There are …的具体用法.Teaching Aids: Multi-Media (or Tape recorder, OHP)Teaching Procedures: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 stu dents in Daming’s class. ( )There is a map of the world in Linda’s class.( )2. Read the dialogue and fill in the blanks.Class Numberof students Pictures Type 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”。
in the front of表示“在……的前面”(在内部的前面)。
in front of表示“在……的前面”(在外部的前面)。
3. ’s所有格表示所属关系, 意为“……的”。
e.g. teacher’s desk4. a lot of + n. 表示“许多的，大量的”。
5. photo & picture【例句】1) It’s a photo/picture of Jeff’s family.2) Robert can draw a picture.【结论】由例句1可知, photo和picture均可表示“______”的意思; 由例句2可知，picture还可表示“______”的意思。
【运用】根据所讲内容将下面的句子翻译成英语。
这些是张老师的两张照片。
These are two photos / pictures of Miss Zhang.Step 7 Grammar (there be句型)1. (1) Find the declarative sentences from 3.(2) Point out the use of the declarative sentences and the negativesentences in “there be”.(3) Do some exercises.2. (1) Find the general interrogative sentences from3.(2) Point out the rules about how to change into interrogative sentences.(3) Do some exercises.Step 8 Pronunciation and speaking1. Work on Part 4 .(Listen and repeat.)/ʌ/ some/a:/ are classroom/ə/ computer teacher/ə:/ girl thirty2. Give Ss some videos about the phonetic symbols.3. Work on Part 5. (Listen and repeat the numbers.)Let Ss master some numbers.4. Work on Part 6. (Match the words with the numbers.)Step 9 Make a surveyWork in pairs. Write about your classroom. Use numbers.How many…Numbersdeskstelevisionsstudentsgirlsboysblackboardsteacher’s desksPicturescomputersmaps1. Ask Ss to read the words in the table and count up how many there are of each item in the classroom.2. Have Ss write their sentencesStep 10 Talk about your ideal classroomA: How many …are there in your classroom？B: There are …A: Is there a …B: Yes, there is./No, there isn’t.A: Are there …?B: Yes, there are./No, there aren’t.Step 11 ExercisesStep 12 Homework运用“How many…”和“There be…”句型, 编写一个对话, 描述你理想的学校。
外研版英语七年级上册Module M3 教学设计
Module 3 My schoolUnit 1 There are thirty students in my class .学习目标:1、记住本单元的单词和短语：从computer到tree .2、重点句型：①There are … students in my class.②What’s your classroom like ?③How many students are there in your class ?④Is there a …? Yes, there is. / No, there isn’t .3.能用“there be”句型描述自己的教室及学校。
课堂准备:1、大声朗读下列单词并标上意思，不会的在单词下打“△”：blackboard book classroom computer desk furniture map picture television wall2、试读课本14页第三部分的对话, 不会的在单词下打“△”.自学交流:1、复习数字1—20。
默写他们的英语写法。
2、大声朗读下列数词：20 twenty , 30 thirty, 40 forty, 50 fifty, 60 sixty, 70 seventy, 80 eighty, 90 ninety,3、Match the words with the numbers .(课本15页Activity 6 )合作探究:1. 回忆一下上节语法课There be 结构: There be 句型的用法口诀:There be 句型有特点,主语放在be 后边.主语单数用, 主语复数要用. *就近原则: 当主语由两个或两个以上的名词构成时,be 动词与邻近的主语保持一致.2. a lot of = lots of 许多,大量3. on the wall 和in the wall 的区别:4.Work in pairs . Write about your classroom. Use numbers.(Activity7)巩固提高:Work in pairs.Talk about your classroom like this (Activity8)拓展延伸:单项选择（）1、There many boys in the classroom.A. isB. amC. are（）2、- there a girl near here? -Yes, there is.A. IsB. isC. Are（）3 、There is a computer the desk.A. inB. onC. to（）4 、There is apple on the desk.A . a B. an C. the（）5 、There a pen in the bag ,but there a book in it.A. isn’t ;isB. is; isC. isn’t; isn't汉译英：1.我们学校有30位教师。
外研版-英语-七上- Module3 模块教案
七上module3教案PART1 词汇一、词汇复习 1 Thirty num. 三十There are thirty students in my class. 我班有三十名学生。
My uncle is thirty years old this year. 我叔叔今年30岁了。
Ⅱ.同步讲解Ⅰ.课堂导入thirty是基数词，基数词是用来表示数量多少的词。
让我们一起来看看基数词的构成：(1)基数词1－12需要单独记忆。
one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve。
(2)基数词13－19均以teen结尾。
除了13(thirteen), 15(fifteen), 18(eighteen)外，其他都是在相应个位数后加teen。
(3)20－90的整十基数词均以ty结尾，注意20, 30, 40, 50和80的拼写：twenty, thirty, forty, fifty, eighty。
(4)表示“几十几”的基数词是由“几十”加上“个位数”构成的，中间要用连字符。
例如：thirtytwo, fortythree1－10十几(teen)几十(ty)one eleven/two twelve twentythree thirteen thirtyfour fourteen fortyfive fifteen fiftysix sixteen sixtyseven seventeen seventyeight eighteen eightynine nineteen ninetyten//活学活用1．(1) 单项填空—How many ________ are there in the classroom?—There are ________．A．student; thirtyB．students; thirtyC. students; fourtyD．student; forty(2)根据句意及汉语提示完成句子There are ________(五十二) students in our class. fiftytwo●2many adj. 许多，很多How many students are there in your class?你们班有多少名学生？There are many bananas and much bread on the table.桌子上有许多香蕉和面包。
外研版英语七年级上册Module 3教案
外研版英语七年级上册Module 3教案Book1 Module 3 My school一、教学内容：Unit1 There are thirty students in my class.二、课型：Listening and speaking三、教学目标：1、能正确运用本单元的词汇及短语：computer, furniture, map, picture, television, wall, thirty, forty,fifty, sixty, seventy, eighty, ninety, really, many, howmany, there, a lot of, any, world 。
2、能听懂介绍学校的简单对话。
3、能掌握“there be”句型的肯定、否定、一般疑问及特殊疑问句式和相应回答.并能运用此句型来介绍自己教室的样子。
4、能向同学们描述自己理想的教室的样子，如对自己理想教室的样子的设想等。
四、教学重难点：掌握“there be”句型的肯定、否定、一般疑问及特殊疑问句式和相应回答.并能运用此句式来介绍自己教室的样子。
五、教学准备：本课指导学生通过听力获取信息，培养学生听力技能。
课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。
培养学生的合作精神,发展其思维和想象等能力。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。
六、预习要求：根据音标自学本课新单词；七、教学过程：教学步骤教师活动学生活动设计意图Step On e Warming -up (3’)Lead in1.Free talk:(1)Show some pictures and ask Ss like these:What’s in the picture?Is/Are there …?What’s in the classroom?There is/are …(2)Show more pictures and let Ss talk about them and learn some new words, try touse the sentences with “There is/are….”1. Answer thequestions.2. Talk with partners, learn some new wordsand try to use the sentences with “There is/are...”让学生在free talk的过程中感受新的语言项目，通过这个环节，既可以活跃课堂气氛，还调动了学生的学习兴趣。
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。
外研版英语七年级上StarterModule3全模块教案
Module 3 Colors, things and foodUnit1 What color is the apple?ⅠAnalysis of the text:In this text students will learn colors of things.ⅡArrangement of teaching in this moduleThree periods for this module, one period for one unit.ⅢTeaching focus:ⅰ Master language of asking color of things, and master the English expressions of colors.Key vocabulary and phrases: apple, banana, flower, tree, bird, cat, blue, black, green, red, yellow, white, What color is/are…?ⅱBe skilled in oral expression of asking and answering the colors of things.ⅣTeaching aims:ⅰ Function: recognition of colors.ⅱListening: Students can understand others’ questions of asking colors, and give corresponding answers.ⅲ Speaking: Students can ask and answer colors.ⅳ Reading: Students can understand the similar dialogue of asking and answering colors.ⅴ Writing: Students can write colors.ⅤTeaching Procedures:Part I: Lead in:Step 1: Review English expression of numbers.Step 2: Show some numbers by PPT, have students give the number of things.Part II: V ocabulary study:Step 1: Show some pictures by PPT, give students the English expression of the these things.Step2: Have students listen and number the pictures in Activity 2.Step 3: Show pictures by PPT to have students learn colors of things.Step 4: Have students match the words in Activity 5.PartⅢ: Dialogue study:Step 1: Play the recording and have students read after the tape in Activity 3.Step 2: Ask questions on colors according to the PPT.Step 3: Have students fill the blanks in Activity 6.Step 4: Work in pairs ask names of things and the color of them according to the pictures of ActivityUnit 2 Where’s my coat?ⅠAnalysis of the text:In this text students will learn the position of things.ⅡArrangement of teaching in this moduleThree periods for this module, one period for one unit.ⅢTeaching focus:ⅰ Master language of asking positions of things, and master the English expressions of positions.Key vocabulary and phrases: bag, bed, cap, chair, coat, desk, shoes, Where’s…? , on, under.ⅱBe skilled in oral expression of asking and answering the position of things.ⅣTeaching aims:ⅰ Function: recognition of positions.ⅱListening: Students can understand others’ questions of asking positions, and give corresponding answers.ⅲ Speaking: Students can ask and answer position of things.ⅳ Reading: Students can understand the similar dialogue of asking and answering positions.ⅴ Writing: Students can write position of things.ⅤTeaching Procedures:Part I: Lead in:Step 1: Review English expression of colors.Step 2: Show some things by PPT, have students give name and color of things.Part II: V ocabulary study:Step 1: Show some pictures by PPT, give students the English expression of the these things. ( teach new words)Step 2: Have students match the words and pictures in Activity 3.PartⅢ: Dialogue study:Step 1: Play the recording and have students read after the tape in Activity 1.Step 2: Have students look at the picture and fill the blanks in Activity 4.Step 3: Have students listen and check their answers.Step 4: Have students make conversation according to the picture in Activity 8.Step 5: Use the words in Activity 7 to make sentences.Unit 3 What’s your favorite food?ⅠAnalysis of the text:In this text students will learn the expression of food.ⅡArrangement of teaching in this moduleThree periods for this module, one period for one unit.ⅢTeaching focus:ⅰ Master the words of food.Key vocabulary and phrases: cake, gee, fish, meat, pear, rice, favoriteⅱBe skilled in oral expression of asking and answering one’s favorite food.ⅣTeaching aims:ⅰ Function: recognition of food.ⅱListening: Students can understand others’ questions of asking his favorite food , and give corresponding answers.ⅲ Speaking: Students can ask and answer one’s favorite food.ⅳ Reading: Students can understand the similar dialogue of asking and answering favorite food.ⅴ Writing: Students can write names of food.ⅤTeaching Procedures:Part I: Lead in:Step 1: Review English expression of positions.Step 2: Show some things by PPT, have students give the positions of things.Part II: V ocabulary study:Step 1: Show some pictures by PPT, give students the English expression of the foods. ( teach new words)Step 2: Have students number the pictures in Activity 2.PartⅢ: Dialogue study:Step 1: Play the recording and have students read after the tape in Activity 3.Step 2: Have students look fill the blanks in Activity 5.Step 3: Ask questions on foods according to the PPT.Step 4: Ask students their favorite food one by one.Step 5: Have students work in pairs and make conversation according to Activity 8.。
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。
外研版七上Module3Unit3教学设计
七年级上册外研版Module 3 My School教学设计一、教学目标1．语言知识目标1)话题：学校（School- School facilities）2) 掌握学校设施的词汇；表地点的方位介词；There be 句型。
2．语言技能目标学习使用There be 句型和表地点的方位介词介绍学校。
3．文化意识：了解不同的学校。
4. 情感态度：积极参与运用英语的实践活动，并善于同他人合作共同完成任。
5．教学重点和难点重点：正确运用There be 句型；会用一些方位介词描述物体的位置。
难点：自主绘制学校的简易地图，并根据所绘制的地图介绍自己的学校。
三、教学过程。
Step 1 Warm up:Introduce myself, and lead in the topic “School”设计意图：让学生认识自己，拉近与学生的距离，为授课做准备，同时快速进入主题。
Step Two brain storm:设计意图：利用思维导图，有利于帮助学生复习和记忆本模块有关学校设施的单词。
Step Three: Ask sth about my school and their school和学生互动，用如下句式互相了解各自的学校。
How many … There are…Is there a…? Yes, there is./NO, there isn’t.Are there any…? Yes, there are./No, there aren’t.Where’s …?It’s in front of/ behind/ between…and…/ on the right of/ next to…设计意图：复习本模块的重点语言知识，并为后来的任务打下语言基础。
Step Four: Activity 21.Look at a map of a school and ask and answer the questions.plete the passage according to the map.设计意图：学会根据地图用学过的语言知识描述一个学校的设施。
外研版七年级英语上册Starter Module 3(教学设计)
Module 3 My English bookUnit 1 What’s this in English?Ⅰ. Analysis of the text:In this text students will learn how to recognize objects in the class.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking the things in the class, and master the English expressions of them.Key vocabulary and phrases: English, a/an, write, on, the, blackboard, OK, pen, no, pencil, do, bird, cat, dog, flower, map.2. Be skilled in oral expression of asking and answering the things in the class.Ⅳ. Teaching aims:1. Function: To recognize objects in the class.2. Listening: Students can understand others’ questions of asking objects in the class., and give corresponding answers.3. Speaking: Students can ask and answer objects in the class..4. Reading: Students can understand the similar dialogue of asking and answering objects in the class..5. Writing: Students can write objects in the class.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review English expression of numbers.2. Show some numbers by PPT, have students give the number of things.3. Review the objects’ names in the classroom.4. Point one object and ask students to give its name.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer: What’s this in English?3. Enjoy Flash.4. Learn the new words.5. Read the new words.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.4. Act it out.Step 4 Listen and point.1. Ask the students to look at the pictures in Activity2.2. Ask and answer like this:—What’s this in English?—It’s a dog. (1. a bird 2 .a book 3. a cat 4. a dog 5. a flower 6. a pen 7. a pencil3. Work in pairs.Step 5 Listening practice.1. Play the recording of Activity 3 and listen and write.2. Play the recording of Activity 5 and listen and write.1) What’s ____________________?2) ______________ cat.3) How _______________ spell “cat”?4) _____________________4. Listen again and check.5. Call back the answer from the whole class and check the answer.Keys:1. this in English2. It’s a3. do you4. C-A-T, cat.Step 6 Work in pairs.1. Ask and answer like this.A: What’s this in English?B: A pen?A: No.B: A pencil?A: Yes, a pencil.B: How do you spell “ pencil ”?A: P-E-N-C-I-L, pencil.2. Work in pairs.Unit 2 Can you help me, please?Ⅰ.Analysis of the text:In this text students will learn how to spell the words.Ⅱ.Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ.Teaching focus:1. Master language of asking positions of things, and master the English expressions of positions.Key vocabulary and phrases: help, me, classroom, know, say, that, again, welcome, you’re welcome.2. Be skilled in oral expression of asking and answering the position of things.Ⅳ.Teaching aims:1. Function: recognition of positions.2. Listening: Students can understand others’ questions of spelling, and give corresponding answers.3. Speaking: Students can ask and answer “how to spell”.4. Reading: Students can understand the similar dialogue of asking and answering spelling.5. Writing: Students can write spelling of the words.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review the text of Unit 1.2. Show some pictures, ask the students to look at the pictures, then talk somethingabout the pictures.3. Introduce the new words.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer:What’s this in English?How can you spell it?3. Learn the new words.4. Read the new words.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.Daming : Can you help me, please, Lingling?Lingling: Yes, of course.Daming : How do you spell “ classroom ” ?Lingling: I’m sorry. I don’t know.Miss Zhou: It’s C-L-A-S-S-R-O-O-M.Daming: Cab you say that again, please?Miss Zhou : Yes. It’s C-L-A-S-S-R-O-O-M.Daming: Thank you.Miss Zhou : You’re welcome.4. Act it out.Step 4 Listen and point.1. Ask the students to look at the pictures in Activity2.2. Ask and answer like this:—What’s this in English?—It’s a monkey. …3. Work in pairs.Step 5 Listening practice.1. Play the recording of Activity 3 and Listen and say.2. Read and match.1. Can you help me , please ? a ) You’ re welcome.2. How do you spell “ desk ”? b) Yes, D-E-S-K.3. Can you say that again, please? c) It’s D-E-S-K.4. Thank you. d) Yes. Of course.3. Listen again and check.4. Call back the answer from the whole class and check the answer. Keys: 1.d 2..c 3. b 4.a5. Listen again and say.6. Listen and point.Step 6 Work in pairs.1. Ask and answer like this.A: Can you help me, please?B: Yes, of course.A: What’s this in English?B: It’s a…A: How do you spell it?B: …A: Thank you.B: You’re welcome.2. Work in pairs.Step 7 Write.1. Ask the students to read through the sentences in Activity 6. A: ________ you help me, please?B: Yes. ____________.A: How do __________ spell “ __________” ?B: It’s D-E-S-K.A: ___________ say that again, please?B: Yes, _____________.A: _________ you.B: You’re __________.2. Listen and check.Keys:1. Can2. of course3. you, desk 5. Can you 6. D-E-S-K 7. Thank 8. welcome3. Read together.Unit 3 What colour is it?Ⅰ. Analysis of the text:In this text students will learn colours of things.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking colour of things, and master the English expressions of colours.Key vocabulary and phrases: of, course, want, cocour, black, white, blue, green, yellow, red, brown, orange, and What colour is/are …?2. Be skilled in oral expression of asking and answering the colours of things.Ⅳ. Teaching aims:1. Function: Recognition of colours.2. Listening: Students can understand others’ questions of asking colou rs, and give corresponding answers.3. Speaking: Students can ask and answer colours.4. Reading: Students can understand the similar dialogue of asking and answering colours.5. Writing:Students can write colours.Ⅴ. Teaching Procedures:Step 1 Lead in:1. Review the text of Unit 1 and 2 .2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer:What’s this in English?What colour is it?3. Learn the new words.4. Read the new words.Step 3 Listen and point.1. Ask the students to look at the pictures in Activity 1.2. Play the recording and ask the students to listen and point.3. Listen and repeat.4. Work in pairs.—What colour is it ?—It’s black, B-L-A-C-K, black.Step 4 Look, read and match.1. Ask the students to look at the pictures in Activity2.2. Look through the sentence.3. Play the recording and ask the students to listen and point.4. Match the sentences.1 ) What colour is the pen? a) It’s red2 ) What colour is the cat? b) It’s yellow.3) What colour is the pencil? c) It’s white.4 ) What colour is the flower? d) It’s red, green and orange.5 ) What colour is the dog? e) It’s blue.6 ) What colour is the bird? f) It’s brown.5. Call back the answer from the whole class and check the answer.6. Listen again and say.Step 5 Work in pairs.1. Ask and answer like this.A: What colour is the …?B: It’s…2. Work in pairs.Step 6 Write.1. Ask the students to read the words in Activity 6.2. Complete the table in Activity 6.3. Call back the answer from the whole class and check the answer. Keys:1. bag book desk pen pencil2. bird cat dog flower3. black blue brown green orange red white yellow4. Ask the students to read through the conversations in Activity 7 silently.5. Fill in the blank.1. —What colour is the dog?—It’s ________2.—What ________ is the flower?—It’s _______3. —__________ is the bird?—It’s red, green and _______.4.—What _______________?—It’s yellow.5. — ________________ the pen?—It’s __________6.—____________ the cat?—It’s _______.7. Listen and check.。
StarterModule3Unit3教案-外研版七年级英语上册
（3）语法：学生需要了解现在完成时态的用法，学会使用“Have/has +过去分词”结构。
举例：教师可以通过示例句和练习题，帮助学生掌握现在完成时态的用法。
2.教学难点
（1）词汇：学生可能在学习词汇过程中，对某些单词的拼写和发音感到困难。
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，我们了解了日常用语的词汇、现在完成时态的基本概念和重要性。同时，我们也通过实践活动和小组讨论加深了对现在完成时态的理解。我希望大家能够掌握这些知识点，并在日常英语交流中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
难点举例：教师可以结合具体情境，让学生通过观察、分析、总结，掌握现在完成时态的结构和用法。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Starter Module 3 Unit 3》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过询问别人是否有某物的情形？”（如询问同学是否有笔借）这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语询问物品归属的奥秘。
3.重点难点解析：在讲授过程中，我会特别强调词汇的正确使用和现在完成时态的结构这两个重点。对于难点部分，如疑问句的构成和回答方式，我会通过举10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与询问物品归属相关的实际问题。
2.角色扮演：为了加深理解，我们将进行角色扮演活动。这个活动将演示如何在实际对话中使用现在完成时态。
外研版七年级上册Module 3 Unit 3 教学设计
MODULE 3 My New SchoolPart 1: Teaching Design第一部分教学设计Unit 3 Language in use■Warming upHi, class. Language is something for use, forcommunication. And language can be learned in use, incommunication.Today we shall learn about the English language in use.We shall learn about English Grammar and EnglishV ocabulary.1 Look around your classroom and talk about it.Boys and girls! Attention, please. Our classroom is new and pretty. Who’d like to st and up, lookNow let’s go on to Activity 2.2 Complete the sentences. Use behind, in front of, or next to.In the middle of page 18 is a map of a school. We go on to “read” this map. But first let’s makeNow complete the sentences. Use behind , in front of , or next to .3 complete the word map with these words ．On page 19, in the box, you see several words. Put them in the word map.■Around the worldWe get around the world again! This time , we go to schools in the UK!While getting around schools in the UK, try to cut (断句)/ the sentences into parts, blacken （涂黑）the predicates, shade （加影）the connectives and underline （划线）the expressions.4 Work in Pairs．Write a letter describing your school.。