外研版七年级英语下册M1U3教学设计
外研社初中英语七年级下册教案：M1U3 、
三维 目标
过程与 方法
1. Formal and interactive approach. Enabling Ss to understand and master how to write lost and found notes. 2. To learn by, speaking, doing, reading and discussing.
备注
TB:小初高题库
外研社版初中英语
教学 环节
Step3 Presentation
教师活动
1. Words study. 1) Get the Ss to pronounce the new words in this unit. 2) Use the sentence structure to practice the new words and some expressions.
方法
教学 环节
Step1 Lead-in
Step2 Revision
教学过程
教师活动
学生活动
1. Free talk. Ask and answer. ----Are they yours? ----No, it isn’t. ---- Whose … is it? ---- It is… 1.Have a dictation. 2.Get some groups to act out the dialogue in unit1.
情感态度与 价值观
When losing or finding something, write a lost or found note.
1. Go over the main language points in Module1.
外研版英语七年级下Module1 Unit3教案(英语教案)
Unit 3 Language in useTeaching aims:1. To remember the new sentences and their use.3. 巩固物主代词用法Teaching points:Important point:To master the new words.Difficult point:To use the “be doing” structure.Teaching procedures:Step 1. RevisionCheck the homework.Talk about lost and found.Step 2. PracticeSay:This class we will learn Unit 3.Whose bag is this?It’s mine.Are these crayons yours?Practice in pairs.Step 3. PracticeGet the students to look at the pictures in activity 1. Say: Whose bag is this ? Whose football is this?...Step 4. Writing AComplete the sentences with the correct form of the words from the box.her hers his its mine my whose your yours1. —Is this ____sweater, Daming?—Yes, it is.2.—Are these gloves_______, Betty?—Yes, they are.3.—______watch is this?—It’s Tony’s.4. —This wallet isn’t ____. Is it yours?—Yes, it is. Thank you.5.—Tony is looking for his crayons.—Are these_______?6.—Is this bag betty’s?—No, it’s not ______. It’s Lingling’s.7.—is this the girl’s football.—No, it’s not _____ football.8.— I can find _____ camera. Where is it?9. —What’s the dog called?—_____name is Blackie.Step 5. Writing BThe internet lost and foundThere are many lost and found websites online, such as and . You can’t find your dog,your cat, your favourite watch…or your brother? They can help you findthem! You can search “found items” or post your “lost items”. Go to thesewebsites and find your things. Maybe they miss you too!Step 6. Work in pairs.Student A: Think if three or four things you have lost or you can choose from the list. Try to describe them.Student B: Think of five or six things you have in your lost and found office. Choose from the list. Try to describe them.boat camera computer crayonsduck football gloves mobilephone pig wallet watchStep 7. Now ask and answer questions.Student A: Ask student B about the things you have lost. Answer questions about details. Student B: Answer questions about the things students a has lost. Ask questions about details. Step 8. Act out your sketch to the class.Your classmates make a list of the things you have found in your sketch.Step 9. WritingWrite a lost or a found note after class.Step 10. HomeworkRevise all the words and expressions in this Module.Finish off all the Workbook exercise.。
外研版英语七下Module1Unit3教案
Module 1 People and placesUnit 3 Language in useⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practice ; task-basedⅢTeaching ObjectivesTo consolidate Present continuous and the new vocabularyⅣTeaching aidsOHP , handoutsⅤTeaching StepsStep 1 Revision1. Review the text of Unit2.2. Grammar :The Present Continuous TenseStep 2 Language practice1. Read through the example sentences in the box with the whole class .2. Work in groups . Look at the picture in Activity 1 . Say what they are doing . Step 3 Exercisethe conversation Tony is having with his dad in Activity 2 .2. Write about the pictures in Activity 3 .Step4 Work in groupsMatch the words in Box 1 with the words in Box 2 to make phrases in Activity 4 . Step 5 Around the world1. Look at the pictures and words with the students .2. Ask them to remember some of the things that people do at different times . Step 6 Module task : Writing a postcardThink of a friend or a member of your family who you don't often see. Write a postcard saying what you're doing at the moment.1. Look at the layout and content of the postcard with the students .2. Have them write their postcard individually in a rectangle laid out as a postcard .3. Show your postcard to other students.Step 7 HomeworkFinish the exercise in the workbook, 8 , 9 , 10 &11。
2022年外研版七年级下册Module 1 Unit 3精品教案
Module 1 Lost and found教案Unit 3 Language in use一、教学目标：【语言知识目标】1) 名词性物主代词和形容词性物主代词的用法2) 能利用名词性物主代词和形容词性物主代词解决一些问题【情感态度目标】提高学习英语兴趣, 树立信心, 培养其积极主动参与各种语言实践活动的学习态度.二、教学重难点：1) 能够询问及表达物体的归属.2) 能够运用本模块所学的知识谈论失物招领.三、教学过程Step 1 Leading-inShow some things and pictures and ask the students to make dialogues like these: Whose…is it? Is this…yours?Step 2 Work in pairs1. Ask the students to look at the pictures and read the words in Activity 1.2. Ask and answer questions in pairs.Step 3 Module task: Acting out a sketch in the lost and found office1. Work in pairs.Student A: Think of three or four things you have lost. Try to describe them.Student B: Think of five or six things you have in your lost and found office. Try to describe them.Now ask and answer questions.Student A: Ask Student B if they’ve got the things you have lost.Student B: Answer questions about the things Student A has lost.2. Act out your sketch to the class.Your classmates make a list of the things you have found in your sketch.Step 4 Grammar1〕人称代词的主格在句子中作主语2〕人称代词的宾格在句子中作宾语或在介词后作宾语3〕名词性物主代词=形容词性物主代词+名词e.g. My bag is yellow, her bag is red, his bag is blue and your bag is pink.可写成My bag is yellow, hers is red, his is blue and yours is pink.2. 名词所有格的用法英语中的名词所有格表示一种所属关系, ’s所有格多用于有生命的名词.构成:1) 在单数名词的末尾加’s构成名词的所有格,表示“……的〞.e.g. Tony’s mother 托尼的妈妈Tom’s pen 汤姆的钢笔2) 在以-s 或-es结尾的复数名词后只需加’.e.g. the girls’ bags 女孩们的书包3) 在不以-s 或-es 结尾的复数名词后, 加’s 构成所有格.e.g. Women’s Day 妇女节4) 表示时间、距离的名词所有格与有生命的名词所有格构成方法相同.e.g. today’s class 今天的课注意：1)可用名词所有格表示地点.at my aunt’s 在我姑姑家at the doctor’s 在医生的诊所2)如果并列名词各自所拥有某物, 每个名词后都加’s; 假设表示两人共同拥有的物品, 在最后一个名词后加’s.Linda’s and Jim’s mothers 琳达和吉姆的妈妈Lucy and Lily’s room 露西和莉莉的房间Step 5 Exercises( )1. —The pet cat in your hand is very nice . Is it _____?—Yes, but I’ll give it to my friend Lucy as ______ birthday present.A. you; herB. your; herC. yours; herD. you; hers( )2. —Is this _____ notebook?—No, it isn’t _____.A. theirs; theirB. hers; hisC. your; mineD. your; my( )3. —Excuse me , are these _____ new shoes ?—No, they aren’t. _____ are black over there.A. your, MineB. my; YourC. her; HerD. mine; Yours( )4. —Hi, Jim. Is this your bike or Mary’s?—It’s mine, not _____.A. herB. himC. hisD. hers( )5. —Is this your key, Jenny?—No, ______ is in my handbag.A. HisB. HersC. MineD. Yours( ) 6. We are sure that our football players will do________ best.A. theirB. theyC. themD. themselves( ) 7. Please send ________ best wishes to Mary.A. IB. meC. myD. mineKeys:1-5: CCADC 6-7: ACStep 6 HomeworkReview the grammar we have learned today.教学反思Unit 3 Language in use一、教学目标：1. 正确运用本模块的词汇及短语2、掌握动词be(was/ were)一般过去时的肯定句、否认句、疑问句及其答复.并能询问对方过去的经历.3、运用所学的知识介绍同学过去的生活.二、教学重难点：掌握动词be(was/ were)一般过的肯定句、否认句、疑问句及其答复.并能运用一般过去时来描述过去的生活.三、教学过程：1.导入：此局部由课代表来主持, 通过白雪公主的故事来导入.( LT: little teacher Ss: Students )LT: Look at the screen, do you know her? Ss: Snow White.LT: But can you tell the story in English? And do you know what tense do we use? Ss: 一般过去式.LT：Ok, this class. We will learn past tense. Now, according to the screen to study by yourselves. Let’s begin.2. 训练展示：Step1: 解决疑难—①be动词的过去式的变化.方法：由推未知, 根据图片用am, is, are来造句子. 然后用be动词的过去式来替换句子, 从而推出技巧.总结技巧：原形am is are过去式was was were进一步总结：原形am / is are过去式was were进一步总结：单数was; 复数were; 反复记忆这个技巧, 到达人人都会.即时训练：Daming _____born in Beijing.A. isB. wasC. wereD. areSpeaking：One student one sentence, tell your sentence to your partners.Use was, were30 seconds.Step2：解决疑难—②be动词构成的句式方法：此环节同样采用由推未知.She is a teacher.变否认：She isn’t a teacher.变疑问：Is she a teacher?答复：Yes, she is.No, she isn’t.Class, If I change the first sentence to “She was a teacher.〞What about the other sentences?由学生来答复, 来推断.即时训练：The students were happy yesterday.否认：疑问：答复：Step3：小结：单数was, 复数were否认句结构巧：not紧跟was/were.疑问句式巧：Was/Were 向前跑.Step4: EXERCISE1. Ask the students to work in pairs, ask and answer the questions about Liu Yun, themselves and their partner. (Activity 1 and Activity2)2. Let the students do Activity 3, then check the answers.3. Ask the students to do Activity 4: Complete the sentences with the correct form of the word and expressions. then check the answers with whole class.Step5: ReadingAround the world (page47)1. Where was Nelson Mandela born?___________________________________2.When was he born?_______________________________________________阅读技巧：先浏览题目, 后在文中找答案.Step6: Writing: write about your past life.1. Work in pairs. Talk about your past life with your partner.Born in Shaanxi, 200*Primary school…Primary schoolFirst teacher Mr./Mrs.……First friend(s)……(and……)2. Write about your partner’s past life.小贴士：注意文章的连贯性以及时态~可以适当的添加内容.And ask a student to show his or her writing on the whiteboard, then let a student to make a comment about the composition.Step7:Class, you have grown up, do you feel the time flies so quickly? So do I, I often ask myself a question where did time go? Now I’d like to show you a short video, please enjoy it. (视频是春晚的时间时间都去哪了片断)What can you feel? And then tell the students to cherish the time, cherish now.Step8: Summary:1.是否真正理解了be动词的过去式?2. 课堂上出错的题目, 是否做了笔记？是否理解透彻？3. 自评本节课的整体表现. 总分值10分, 你得了__分呢？Step9: Homework1. Revise and recite the new words and expressions of Module 7.2. Revise the grammar of Module 7.3. Write about your partner’s past life.教学反思。
AteachingplanforUnit1，Module3（外研版七年级英语下册教案教学设计）
A teaching plan for Unit 1，Module 3(外研版七年级英语下册教案教学设计)一、Teaching materials:Unit 1 What are you going to do at the weekend? (Module 3 Plans)二、Targets for this period:To understand conversations about planTo get special information from the listening passageTo talk about one’s plan on weekend三、Key points:Key vocabulary-plan to do something, revise for one’s test, have a picnic/party, have a piano lesson, do some sightseeing, go sightseeing/shopping/cycling, cook dinner, go to the beach, stay in bedKey structures-What is he / she/ your friend going to do on weekend?What are you / they going to do on weekend?四、Teaching methods:Interactive approach五、Teaching aidsTape recorder, OHP六、Teaching arrangements:Step One Lead-in1. Students talk about the following questions in small groups:1) Do you like weekend?2) Why do you like weekend?3) What do you usually do on weekend?2. Show some new phrases and ask the students toremember themplan to do something, revise for one’s test, have a picnic/party, have a piano lesson, do some sightseeing, go sightseeing/shopping/cycling, cook dinner, go to the beach, stay in bedStep Two Presentation1. Show the sentence structure “be going to” with examples and pictures.----What is he going to do? ----He is going to…(将要做某事) ----He is going to check his email.----He is going to do his homework.2. Students look at more pictures and make sentences.1) ----What is she going to do?----She is going to have a birthday party / cook dinner / go to Sydney / take the plane / take the boat.2) ----What are they going to do?----They are going to eat dinner / have a party / have a picnic / go to the beach /watch TV / play soccer / go to the theater / buy some clothes / play volleyball.3) ----What is he going to do?----He is going to study for a test / have a piano lesson / go sightseeing / go cycling / play volleyball / play basketball / go swimming / go shopping / go fishingStep Three Listening (Activity 3)1. Students listen to the tape and choose the correct answers. (Activity 4)1) What’s Daming going to do on Saturday morning?D He is going to check his email.H He is going to do his homework.2) What’s Betty going to do on Saturday afternoo n?G She is going to buy clothes.3) What’s Betty and Daming going to do on Saturday evening?C They are going to go to the party.4) What are Daming, Betty, T ony and Lingling going to do on Sunday afternoon?A They are going to have a picnic.5) What’s Daming going to do on Sunday morning?F He is going to get up early.I He is going to play table tennis.6) What’s Betty going to do on Sunday morning?B She is going to stay in bed.E She is going to revise for her test.2. Students listen again and complete the diary. (Activity 7)Daming BettySaturday Morning Check email Do homeworkAfternoon Have a piano lesson Buy some clothesEvening Go to a party Listen to some music Go to a party Listen to some musicSunday Morning Get up early Play table tennis Stay in bed Revise for her testAfternoon Meet Lingling and Tony in the park Have a picnic Meet Lingling and Tony in the park Have a picnicevening3. Students ask and answer in pairs according to the diary.e.g. ----What’s Daming going to do on Saturday morn ing?----He’s going to check his email and do his homework.Step Four To practice reading aloud the conversation in groups of two.Step Five Detail explanation (Activity 3)1. Would you like to come? = Do you want to come?2. revise sth = go over sthe.g. I must revise my English notes for my exam.Step Six To act out the conversation.Step Seven To listen and repeat (Activity 5&6)Step Eight Summary: be going to do sth. 表示自己打算或计划做某事.be 的形式要根据主语来确定。
外研版七年级英语下册Module 1 Unit 3 Language in use课程教学设计
2). ---Are these gloves _____,Betty ?
---Yes, they are.
3). ---____ watch is this?
---It’s Tony’s.
4). ---This wallet isn’t ____.Is it yours?
语言技能：1. Formal and interactive approach. Enablingstudents to understand and master how to write lost and found notes.
2. To learn by, speaking, doing, reading and discussing.
---Yes, it is. Thank you.
5). ---Tony is looking for his crayons.
---Are these _____?
6). ---Is this bag Betty’s?
---No, it’s not ______.It’s Lingling’s.
7). --- Is this the girl’s football?
4. Fill in the blanks with timple dialogue.
See which groups do better, give themflowers.
Read the sentences and then sum up what we learn in thismodule.
英语课堂教学教案
课题
Module1 Lost and found?
Unit3 Language in use
2016外研版七年级英语(下)Module1Unit3Languageinuse教案
学生小组讨论环节，整体效果较好，大家能够围绕主题展开讨论，并提出自己的观点。但在引导与启发方面，我觉得自己还可以做得更好。今后，我将更加注意提问的技巧，设计更多开放性和启发性的问题，帮助学生深入思考。
2016外研版七年级英语（下）Module 1Unit 3 Language in use教案
一、教学内容
本节课选自2016外研版七年级英语（下）Module 1 Unit 3 Language in use。教学内容主要包括：1.复习巩固一般现在时和一般过去时的用法；2.运用一般现在时和一般过去时描述日常生活习惯及过去发生的事情；3.学习并运用本单元重点单词和短语，如：brush teeth, go to school, eat breakfast等；4.完成课本中的相关练习，如：Activity 1, Activity 2和Activity 3，提高学生的语言实际运用能力。通过本节课的学习，使学生能够更好地掌握一般现在时和一般过去时的用法，并能在实际情景中运用所学知识进行交流和表达。
-例如：在小组活动中，学生需要用目标词汇和句型进行真实情境的对话。
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《Module 1 Unit 3 Language in use》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如何描述自己的日常生活习惯和过去发生的事情的？”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，让我们一同探索一般现在时和一般过去时的奥秘。
外研版英语七年级下册Module1Unit3《Languageinuse》说课稿
外研版英语七年级下册Module 1 Unit 3《Language in use》说课稿一. 教材分析外研版英语七年级下册Module 1 Unit 3《Language in use》的主题是关于日常生活中的交际用语。
通过本节课的学习，学生能够掌握一些基本的日常交际用语，提高他们的口语表达能力。
本节课的主要内容包括打招呼、介绍自己、询问他人情况等日常交际用语的表达方式。
二. 学情分析七年级的学生已经具备了一定的英语基础，对于日常交际用语已经有了一定的了解。
但是，他们在实际运用中还存在一些问题，如语序混乱、词汇搭配不当等。
因此，在教学过程中，需要注重学生的语言实践，提高他们的口语表达能力。
三. 说教学目标1.知识目标：学生能够掌握基本的日常交际用语，如打招呼、介绍自己、询问他人情况等。
2.能力目标：学生能够正确运用所学的交际用语，提高他们的口语表达能力。
3.情感目标：激发学生学习英语的兴趣，培养他们的自信心和合作精神。
四. 说教学重难点1.重点：学生能够掌握基本的日常交际用语，并能够正确运用。
2.难点：学生能够灵活运用所学的交际用语，在实际交际中能够流利地表达自己。
五. 说教学方法与手段1.任务型教学法：通过设定不同的交际任务，让学生在实际操作中运用所学的交际用语。
2.情境教学法：通过创设不同的情境，让学生在真实的语境中学习交际用语。
3.互动式教学法：鼓励学生积极参与课堂活动，进行小组合作和角色扮演，提高他们的口语表达能力。
六. 说教学过程1.导入：通过播放一段日常交际的场景视频，激发学生的兴趣，引出本节课的主题。
2.呈现：教师通过展示图片、实物等，呈现本节课的主要交际用语，并引导学生进行观察和思考。
3.操练：学生分组进行角色扮演，模拟不同的日常交际场景，运用所学的交际用语进行练习。
4.互动：学生进行小组合作，共同完成一项交际任务，如制作一个简单的对话场景，进行展示。
5.巩固：学生进行听力练习，听懂并模仿所学的交际用语。
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课题Module 1 Unit 3共 1 课时主备教师薛印发使用教师薛印发
备课日期2015.2.23 上课日期2015.3.5
教材分析
教学目标
i.Knowledge aim: 名词性物主代词和形容词性物主代词的用
法
ii.Ability aim: 能利用名词性物主代词和形容词性物主代词解
决一些问题
iii.Emotion aim: 学会与他人交流时言行举止大方得体，对他人
提供的帮助表示感谢
教学重难点
i. Teaching important points: Make the students solve some questions
ii. Teaching difficult points: Make sure the students do the exercises
学情分析
学生自学可以
学会的知识
名词性物主代词与形容词性物主代词的书写自学的重点名词性物主代词与形容词性物主代词的应用
教师重点讲解
内容
名词性物主代词与形容词性物主代词的用法区别
课型Grammar授课方法Five steps Module 教具准备Multi-Media
教与学的设计我的修改
Step 1 Lead-in （导入）
Activity 1: Work in pairs. Ask and answer questions.
The teacher prepare some school things, ask every pair to choose a school
thing, show the students a model, like this:
--Whose bag is this? Is it yours?
--No, it’s not mine. It’s his.
Give the students two minutes to make the dialogue, then present in the class.
Step 2 Autonomous learning (自主学习）
Activity 2: Complete the sentences with the correct form of the words from the
box.
Give the students three minutes to finish it themselves, then check the answers
together.
Step 3 Precise explanation（精讲点拨）
Match the words from Box A with the words from Box B.
This activity is very easy, so the students can do it together.
Around the world---The Internet lost and found
Ask the students read by themselves, then translate one by one, the teacher
explain the language points.
Activity 4: Complete the passage with the correct form of the words and
expressions from the box. (Activity3 on P5)
Step 4 consolidating exercises （巩固练习）
A.完成句子
1、那就是为什么在机场和车站有失物招领办公室的原因。
_________ ___________ there are lost and found offices at airports and
stations.
2. 他们正在寻找他们的电话、相机、手表、电脑和许多其他的东西。
They ___________ _________ __________ their phones, cameras, watches,
computers and ________ ________ ___________.
B、单项选择
1. Some scientists think that it will take _________ of years to make robots do
most
work for humans.
A. hundreds
B. hundred
C. thousand
2. You don’t have to worry about me. I’m old enough to ________ myself.
A. look after
B. look for
C. look up
D. look at
3. If you do things ________, usually you don’t do them well.
A. in a hurry
B. from now on
C. just now
D. at once
4. There are many _________ things in the lost and found box.
A. other
B. the other
C. others
D. another
5. Listen to the teacher _________, or the teacher may be angry.
A. careful
B. carefully
C. careless
D. carelessly
6. They like to eat fruits, _________ apples and pears.
A. for example
B. such as
C. in fact
D. from now on
Step 5: summary and evaluation（总结评价）
Ask the students to summary and evaluation.
业
布
置
Workbook Ex.4.
板书设计Module 1 Lost and found Unit 3 Language in use
in a hurry
leave for
hundreds of
look for
find
课后反思。