外研版初中英语七年级上册 Module 9 Unit 3教案
Module 9 People and places
Unit 3 Language in use
教学目标
【知识与技能】
1. 正确运用本模块的词汇：call, lie in the sun, take photos of, wait for, a few ,on sale, enjoy , hot dog , restaurant, go back等。
2. 能识别对话中谈论的正在发生的事情。
3. 能转述正在做或发生的事情。
4. 能运用现在进行时态去描述自己或别人正在做的事情，在同学之间进行真实的交际。
【情感、态度与价值观】
了解时区和时间，培养学生珍惜时间、尊重不同地区人们生活习惯的良好品格。
教学重难点
【教学重点】
能根据图片、真实行为等描述正在发生的事情。
【教学难点】
能根据图片、真实行为等描述正在发生的事情。
教学过程
Step 1 Revision
Review the text of Unit 1 and Unit 2.
Step 2 Language practice
1. Read through the example sentences in the box with the whole class.
2. Ask the students to repeat the sentences in the box.
3. Grammar: The Present Continuous Tense.
现在进行时(1)
1. 定义：表示现在正在进行的动作。
2. 构成：be + 动词的现在分词。
Be (am is are) 随着人称、数的变化而变化。
1) 动词后面直接加ing: do →doing buy → buying
2) 以e结尾的动词去e加ing : have → having take → taking
3) 以重读闭音节结尾的单词，双写最后一个字母，然后加ing:
run→ running swim → swimming
4) 特殊形式的变化：lie → lying
4. 现在进行时的否定句结构：sb. + be not + doing
e.g. I’m not visiting my friends now.
He isn’t writing a postcard.
5. 现在进行时的一般疑问句结构：be + sb. + doing + 其他?
e.g. Is she enjoying her visit?
Are they buying postcards?
6. 常与现在进行时态连用的词:now, listen, look 等。
e.g.
1. I’m reading now. 我现在正在读书。
2. Listen! She is singing.听, 她正在唱歌。
3. Look! My parents are watering the flowers. 看, 我的父母亲正在浇花。
Step 3 Work in pairs
1. Look at the picture.
2. Ask and answer: What can you see? What are they doing?
3. Ask the students to talk about the picture.
4. Read through the example sentences with the whole class.
Tony is calling a friend.
Step 4 Complete the conversation in Activity 2.
1. Read through the conversation with the whole class.
2. Ask the students to complete the conversation between Tony and his dad with the correct form of the words in brackets with a partner.
3. Call back the answers from the whole class, check the answers.
Keys: 1. are visiting 2. are writing 3. is taking 4. are enjoying 5. are looking 6. are looking 7. are having
4. Read the conversation together.
Step 5 Write about the pictures in Activity 3.
1. Read through the sentences with the whole class.
2. Look at the pictures in Activity
3.
3. Ask the students. What can you see?
4. Read through the example sentences.
Some boys are playing football.
They aren’t playing basketball.
5. Ask the students to write about the pictures with a partner.
6. Call back the answers from the whole class, check the answers.
Keys: 1. are playing, aren’t playing 2. isn’t watching; is working
Step 6 Work in pairs
1. Read through the expressions in Activity 4 with the whole class.
driving a car getting up
going to sleep lying in the sun
playing basketball running for a bus
studying history taking photos
watching TV writing postcards
2. Mime an action for your partner to guess.
3. Read through the example conversation with the whole class.
A: You’re running for a bus!
B: No!
A: You’re playing basketball!
B: Yes!
4. Use the expressions to help you.
5. Work in pairs.
6. Learning to learn
When you revise your vocabulary, choose words which are useful for you, and write them in sentences.
postcard: On holiday I usually send four or five postcards to my friends.
Step 7 Around the world:
1. Ask the students to look at the pictures and discuss what they can see.
It’s morning in New York.
It’s midday in London.
It’s evening in Sydney.
2. Read through the information with the whole class, and talk something about them.
3. Ask and answer.
4. Read the passage together.
Step 8 Module task: Making a radio report.
1. Work in groups of three or four. Plan a radio report.
2. Talk about news you would like to report.
3. List the activities you would like to report.
Make notes about the news.
Write what you are going to say.
4. Work in pairs.
5. Show your report to the whole class.
6. Choose the best report.
Homework
Write a news report.
教学反思。
外研版初中英语七年级上册(WY)教案 Module 9 Unit 3 Language in use
Book 1 Module9 People and places一、教学内容：Unit3 Language in use二、课型：Revision and application三、教学目标：1、正确运用本模块的词汇： call, lie in the sun, take photos of, waitfor, a few ,on sale, enjoy , hot dog , restaurant, go back等。
2、能识别对话中谈论的正在发生的事情。
3、能转述正在做或发生的事情。
4、能运用现在进行时态去描述自己或别人正在做的事情，在同学之间进行真实的交际。
四、教学重难点：能根据图片、真实行为等描述正在发生的事情。
五、教学准备：本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。
本节课所需教具及资料：幻灯、图片、调查表等。
六、教学过程：以游戏引出话题，活跃课堂气氛，鼓励学生大胆表达。
同时复习巩固现在进行时态句型。
1. Show studentsthe phrases askand a nswerquestions inpairs . (Activity4)2. Let studentssee nineask to the ingthe do find out the rules of v. ing forms.3.Do some exercises 1）.Thegirls_______(buy) hot dogs.2.）Daming ________ (have) an ice cream.3.）Tony _________(talk) on his cell phone. 4）.Betty_________( carry) a bag.5）.Lingling_______ (shop) in the mall.theaboutschoolGreat Wall . Ask Ss tothetothe between Tony andistheCityis.to 4.Look at thepicture and say whatthey are doing.(Activity 1)plete theconversationbetween Tony and hisfather.(Acti vity 2)3. Check theanswers.4. Write about the通过大量的口头训练和笔头的训练，进一步强化现在进行时的用法，加强词汇的理解和运用。
Module9Unit3教案-七年级英语上册
《英语》（新标准）（初中阶段）七年级上册M9U3教学设计Module 9 People and placesUnit 3 Language in use教材分析本单元是第一、第二单元的综合，是前两个单元语言知识的运用平台，即现在进行时态的使用。
其中，本单元的“Around the world”内容上与第二单元不同地方的人们在同一时间的不同行为相呼应，并拓展了相关知识，帮助学生在体验中外文化的异同中形成跨文化意识。
教学目标1. 语言知识目标：能用“ be doing something” 的结构描述正在做或正在发生的事情2. 语言技能目标：1) 能够根据图片、视频、真实行为等描述自己或他人正在做或正在发生的事情2) 通过阅读，能够仿写明信片3) 归纳现在进行时中动词的变化规则3. 学习策略：1) 通过观察重点句型，了解本模块的语言点2) 在小组合作的过程中互相学习4. 文化意识：了解不同地方人们生活上的异同5. 情感态度：通过了解其他国家或地区人们的生活，让学生提升对异国文化和生活习俗的兴趣，加深对本国文化的认识教学重点与难点重点：运用be doing something 结构描述正在发生的事情难点：运用现在进行时制作一则广播报道教学辅助电脑，投影仪，白板教学策略根据学生对前两个单元的掌握情况，灵活采用传统互动结合法的策略教学内容教学活动设计意图教师活动学生活动步骤 1 1. 复习 1. 通过复习Unit 12的标复习与热身（7分钟）1) 复习第1，第2单元的标题，大声朗读第2单元的短文。
2) 接力背诵短文。
2. 游戏11) 老师示范“猜国家”的游戏。
如：It’s twelve o’clock now. People aren’tworking. They are having lunch. They are eatinghotdogs or hamburgers for lunch. Where arethey?2) 让学生仿照老师，描述一个被猜的国家。
外研版七年级上册《Module 9 Great inventions Unit 3》课时教学设计
外研版七年级上册《Module 9 Great inventions Unit 3》课时教学设计一. 教材分析外研版七年级上册《Module 9 Great inventions Unit 3》主要介绍了四大发明：造纸术、印刷术、指南针和火药。
本课时的教学内容围绕着四大发明的历史背景、发明者、发明过程以及四大发明对世界的影响展开。
教材通过生动的插图、丰富的语言和真实的例子，使学生能够更好地理解和掌握四大发明的相关知识。
二. 学情分析七年级的学生已经具备了一定的历史知识，对四大发明有一定的了解。
但学生在英语表达方面可能存在一定的困难，因此需要教师在教学中给予引导和帮助。
此外，学生可能对四大发明的历史背景和影响的理解不够深入，需要在教学中进行进一步的拓展和讲解。
三. 教学目标1.知识目标：学生能够掌握四大发明的英文表达，了解四大发明的历史背景、发明者、发明过程以及对世界的影响。
2.能力目标：学生能够运用英语进行简单的交流和讨论，提高学生的英语口语表达能力。
3.情感目标：培养学生对我国古代科技的自豪感，激发学生对历史和科技的兴趣。
四. 教学重难点1.重点：学生能够掌握四大发明的英文表达，了解四大发明的历史背景、发明者、发明过程以及对世界的影响。
2.难点：学生能够运用英语进行关于四大发明的交流和讨论。
五. 教学方法1.情境教学法：通过创设情境，让学生在真实的语境中学习和使用英语。
2.互动教学法：引导学生进行小组合作、讨论和交流，提高学生的参与度和积极性。
3.任务型教学法：通过完成任务，培养学生运用英语进行实际交流的能力。
六. 教学准备1.教学PPT：制作含有四大发明相关图片、文字和例子的PPT，方便学生直观地了解四大发明。
2.课文录音：准备课文录音，以便学生在听力方面进行训练。
3.教学卡片：制作四大发明的英文卡片，方便学生进行单词学习和记忆。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾四大发明，激发学生的兴趣。
外研版七年级英语上册Module 9 unit3 Language in use.教案 (1)
外研社2011课标版七年级英语（上）Module 9 People and placesUnit 3 Language in use教学设计提供者：教学对象：七年级学生课题：Module 9 Unit 3 Language in use 课型：复习课课时：1I. 指导思想与理论基础English Curriculum Standard proposed to cultivat e students’ practical language ability, emphasizing the course from students’ learning interest, life experience and cognitive level of learning. Participation and cooperation learning methods and task-based teaching methods are advocated to develop studen ts’comprehensive language ability. This period follows this guiding ideology, based on the student’s life experience and the task of “describing what is happening”, through the organization of independent participation, cooperation and exchange of learning to help students learn in practice and develop their comprehensive language skills. II. 教学背景分析1. 教材内容分析The content of this module is mainly about people and places, which is close to the students’ daily life. Unit 3 is language in use in this module, which aims to let our students describe what is happening. The grammar is present continuous tense and summary of the usage of “be+do ing”, meanwhile as a stepping stone to train the students’ writing ability. This sentence structure can mak e the students have desire to describe what is happening in their study or life.2. 学习者特征分析The students who are in Grade 7 have learnt English for several years. They are familiar with this topic and will be interested in it. Many boys have good memory and imitation but bad at oral communication. The students in rural areas lack the confidence and learning environment but many of them are full of curiosity and are eager for knowledge. So I will try to provide more examples and encourage them to speak more confidently and bravely. They have learnt present continuous tense in unit one and two, so it’s easy for them to understand this period.III. 教学目标及教学重、难点语言知识目标：To review some key words from the pronunciation, spelling and meaning: call, lie, take, wait, few, enjoy, back, drive, leave, place, thing, most, run, study…To review expressions: lie in the sun, take photos, wait for, a few, enjoy doing, go back…To use sentence structures: be doing语言技能目标：To know the rules of the present participleTo describe what is happening with the present continuous tenseTo report what others are doing情感态度目标：To learn about different culture of different countriesTo develop the sense of cross culture and patriotismKey points:The structure and the usage of the present continuous tenseDifficult points:How to write a radio reportIV. 教学策略选择与设计1. 兴趣导向策略利用网络教材资源库搜索与本课相关的长城旅游flash动画导入本课，同时设计猜词游戏以及哑剧表演来激发学生的兴趣。
Module9Unit3教学设计2023-2024学年外研版英语七年级上册
Module 9Unit 3 教学设计2023-2024学年外研版英语七年级上册一、教材分析Module 9 Unit 3 教学设计 2023-2024学年外研版英语七年级上册本课的主题是关于日常生活中的不同场所，通过学习让学生能够熟练运用一般现在时描述日常生活中常见的活动。
本课的主要内容包括词汇的学习，如：电影院、图书馆、商场等场所的名称，以及动词短语如：watch movies, read books, shop等。
同时，学生还将学习如何用一般现在时描述自己的日常活动。
在教学过程中，我将引导学生通过观察、听、说、读、写等多种方式来学习和掌握本课的内容。
例如，通过观看图片，学生能够理解和记忆词汇；通过听力练习，学生能够掌握动词短语的用法；通过口语练习，学生能够熟练地运用一般现在时描述自己的日常活动。
此外，我还将会设计一些实际操作的活动，如角色扮演，让学生能够将所学内容运用到实际生活中。
二、核心素养目标本课旨在培养学生英语语言运用能力，提高学生的跨文化交际意识，培养学生的自主学习能力和合作精神。
通过学习本课内容，学生能够熟练运用一般现在时描述日常生活中常见的活动，提高语言表达能力。
同时，通过学习不同场所的名称和活动，学生能够增强对文化差异的认知，提高跨文化交际能力。
此外，学生通过参与各种课堂活动，提高自主学习能力，培养合作精神。
在教学过程中，我将注重培养学生的思维品质，如观察力、记忆力、分析和解决问题的能力，使学生在学习过程中能够自主探究、积极思考。
三、重点难点及解决办法本课的重点是让学生能够熟练运用一般现在时描述日常生活中常见的活动，以及掌握与日常生活场所和活动相关的词汇和短语。
难点在于学生对于一般现在时的理解和运用，以及对于新词汇和短语的记忆和运用。
为了解决这些重点难点，我将采取以下方法：1. 通过具体的例子和情景，让学生清晰理解一般现在时的概念和用法，例如通过展示日常生活中不同场所的图片，让学生用英语描述这些场所的活动。
外研版七年级英语上册说课稿《Module9GreatinventionsUnit3》
外研版七年级英语上册说课稿《Module 9 Great inventions Unit 3》一. 教材分析《Module 9 Great inventions Unit 3》这一单元的主题是关于伟大的发明。
本节课的主要内容是通过介绍几个重要的发明来让学生了解他们的历史背景、发明过程以及它们对人类社会的影响。
教材通过丰富的图片、文字和练习，激发学生对科学和发明的兴趣，提高他们的阅读和口语表达能力。
二. 学情分析针对七年级的学生，他们对新鲜事物充满好奇，有较强的学习兴趣。
然而，由于年龄和认知水平的限制，他们对某些历史背景和科学知识的了解可能还不够深入。
因此，在教学过程中，我将会注重引导学生通过已有知识去理解和掌握新的内容，并通过小组讨论、互动等方式，激发他们的思考和创造力。
三. 说教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解课文内容，了解几个重要的发明及其对人类社会的影响。
2.技能目标：学生能够运用所学知识进行阅读和口语表达，提高他们的英语综合运用能力。
3.情感目标：激发学生对科学和发明的兴趣，培养他们的创新精神。
四. 说教学重难点1.重点：学生能够掌握本节课的生词和短语，理解课文内容，能够运用所学知识进行阅读和口语表达。
2.难点：学生对某些历史背景和科学知识的理解，以及如何运用所学知识进行创新。
五. 说教学方法与手段在本节课的教学过程中，我将采用任务型教学法，通过设置各种任务，激发学生的学习兴趣，引导他们主动探究和解决问题。
同时，我还会运用多媒体教学手段，如图片、视频等，帮助学生更好地理解和掌握知识。
六. 说教学过程1.导入：通过展示一些常见的发明，如手机、电脑等，引导学生谈论他们对发明的看法，激发他们的学习兴趣。
2.新课呈现：通过展示课文图片，引导学生猜测课文主题，然后呈现课文内容，让学生初步了解课文内容。
3.课文讲解：引导学生通过小组讨论，深入理解课文内容，解释生词和短语的意思，理解课文中的难点。
外研版七年级英语上册《ontents Module 9 People and places Unit 3 Language in use》精品教案_16
Module 9 People and placesUnit 3 Language in useBackground informationStudents: Class 16（1）Lesson duration: 40 minutesTeaching model: Revision and applicationTeaching method: Formal and interactive practiceKnowledge objectives:By the end of the lesson, students should be able to:1.talk about what w hat the people are doing at the moment2. conclude the sentence structures, the rules of adding “ing”and the words often used in present continuous tense3. learn how to write an article with the present continuous tense.Ability objectives:In this class, students can:1. train their speaking ability by talking about what the people are doing at the moment.2.train their listening ability by doing the listening task.3train their writing ability by writing the article.Moral objective:Raises students’ interest of English learningImportant and difficult points1. Students conclude the sentence structures, the rules of adding “ing” and the words often used in present continuous tense2. Students write an article with the present continuous tense in class.Teaching aidsblackboard, multimediaProceduresStep 1 Greeting and leading- in1. Students greet to the teachers.2. Students read the titles and get to know the knowledge we are going to learn.Step 2 Speaking and grammar1. The teacher and three students mind actions, and the other students guess the things they are doing.2. Students conclude the main sentence structures:主语+be(am, is, are)+V-ing+其它主语+be(am, is, are)+ not +V-ing+其它3.Students talk about the pictures of Activity3 on P58 in their textbook to enhance their understanding of the sentence structures.4. Students talk about the given pictures on the PPT in pairs to train their speaking ability.5. Students observe the verbs and conclude the rules of adding “ing”现在进行时动词ing 构成1).直接加–ing2).如果动词末尾有不发音的e ,则去e加-ing3).以重读闭音节结尾,且后三个字母为辅元辅结构的,应双写最后一个字母,再加–ing如：running, swimming, beginning, sitting, getting, shopping,4).以ie结尾，把ie改y 再加ing，如lie-lying, die-dying, tie-tying.Step3 Exercise1. Students finish Task1 on their learning paper to enhance the rules of adding ing1）Look! The boy ______________ (cut) his birthday cake.2）The boy _____________(lie) on his bed now.3）At the moment, we ______________ (listen) to our teacher.4）Listen! Daniel _____________ (sing) an English song.5）It’s six o’c lock in the morning. Simon ______________ (get) up.6) The man ____________ (take) photos right now.2. Students conclude: 常与现在进行时态连用的词:now, listen, look at present ; atthe moment; right now，It’s -----o’clock等。
七年级英语Module9 Unit3教案 外研社
MODULE 9 A trip to the zooPart 1: Teaching design第一部分教学设计Unit 3 Language in use■Warming upHi, class. We learn a lot about animals in this module. They are interesting. But today we shall do something uninteresting. We put language in use. That is we shall learn about English Grammar and English V ocabulary.■Grammar1 Look, ask and answer about the animals after Daming and Tony.On page 58 Daming and Tony are talking about the panda Meimei and the monkey Lingling. Can you ask and2 Write down the questions and answers of your partner.Work with your partner. Please write down the questions and answers of your partner. Ask as many questions3 Write sentences.Do you see the differences among these sentences here? You are right. The verbs are different. For example, the panda eats bamboos. Pandas eat bamboos. The giraffe lives in grassland. Giraffes live in grassland. Complete the following sentences with the correct form of the verb.4 Complete the word map with these words.Now, let’s do an interesting job. Let’s complete the word map with these words below. In the center of the word map, we can see THE WORLD OF ANIMALS. What words should we put around it? What lives in the American jungle? The monkey in our text lives in the American jungle. Where does the camel come from? It comes from Africa. It lives in the desert. Which kind of animals lives in the Arctic and eats meat? The polar bear lives in the■Around the worldLet’s go around the world now! This time we are going to travel around China. Do you know anything about pandas and tigers in China? Where do they live? What do they eat? How many pandas and tigers are there in China?Read the text twice. For the first time, Please 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.■Module task→Making a poster of your favourite animal5 Work in pairs. Talk about your favourite animal.Work with your partner. I would like you to talk about your favourite animal. My favourite animal is the panda. It likes to eat bamboos. It lives in the forest in Sichuan, China. It is very lovely. It is my favourite animal. Please say6 Find out about your favourite animal.Betty ’s favourite animal is the camel. It comes from Asia and Africa. It lives in the desert. It eats grass. It doesn ’t7 Make a poster about your favourite animal. Draw it or find a photo.Hi, everybody! It ’s time for you to make a poster about your favourtite animal now. I am sure you all know a lot about your favourite animal after our study of this module. Draw it on a piece of paper or find a photo of it. You can also log onto the Internet and find out more things about your favourite animal besides our textbook.8 Show and talk about the poster to other students.Share your poster with your classmates. Talk about your poster in front of the others in your group. In this way, we。
+Module9+Unit3+教案 外研版英语七年级上册
Module 9 People and placesUnit 3 Language in use【学习目标】1. 复习本模块的重点短语、句型；2. 总结和巩固现在进行时的肯定、否定、疑问形式；3. 用现在进行时进行描述正在发生的事情；4. 热爱生活，尊重不同地区的风俗习惯。
【教学重难点】重点：正确运用现在进行时的肯定、否定、疑问形式；难点：用现在进行时进行描述正在发生的事情。
【教学方法】任务型教学法、小组合作法。
【教学过程】Step 1 Leading inShow a picture and discuss: What are they doing?Step 2 Pre-taskGrammar.Look and sayI’m standing on the Great Wall of China and talking to you.Tony is eating a delicious ice cream.They’re working.People aren’t having dinner.总结：现在进行时1. 现在进行时的含义:①现在进行时态表示现在（此刻）正在进行或发生的动作。
My brother is sleeping now.我弟弟现在正在睡觉。
Look! The students are having an English class now.看！学生们现在正在上英语课呢。
Listen! She is singing over there. 听，她正在那边唱歌。
②现在进行时态还可以表示当前一段时间内的活动或现阶段正在进行的动作。
如：We are working on a farm these days. 这些天我们在农场工作。
We are studying Unit 1 this week. 这周我们学习第一单元。
2. 谓语构成：助动词be+动词的现在分词(v.-ing ) ,be随着人称、数的变化而变化(am/is/are)。
外研版七年级英语上册教案：Module 9Unit 3 Language in use
Unit 3Language in use◇目标导航◇◇教学过程◇一、方法指导1.学生回顾并归纳本模块短语,掌握汉语意思。
2.学生自主预习本模块语法(见教材P84~85),熟悉现在进行时的用法。
二、预习检测Ⅰ.汉译英1.照相;拍照take photos2.等候wait for3.一些;几个 a few4.正在出售on sale5.站成一排stand in a line6.躺在阳光下lie in the sun7.回去go back8.下车get off9.看电视watch TV/television10.玩游戏play games Ⅱ.根据汉语意思完成句子,每空一词1.托尼正在吃一块美味的冰激凌。
Tony is eating a delicious ice cream.2.他们正在工作。
They’re working.3.人们没有在吃饭。
People aren’t having dinner.Step1情景导入Teacher:Please look at the picture,what are the people doing in the picture?Step2看图片,说说图片上的人在干什么,完成教材任务11.首先学生自主结对练习。
2.然后老师请几名学生回答,其他同学做出评价。
Step3用括号中单词的适当形式完成托尼和爸爸的会话,完成教材任务21.学生自主完成会话,注意现在进行时态的用法。
2.老师让几名学生读出所填内容,其他同学做评价并核对答案。
3.分角色练习会话,训练学生的英语表达能力。
Step4拓展延伸练习,完成教材任务3和41.看图片写句子,完成教材任务3。
首先学生自主完成该习题。
然后核对习题答案,归纳用法,完成教材任务3。
2.老师讲解现在进行时的结构和用法。
3.结对练习,你来比划,让你的同伴猜,用方框中的短语帮助你完成教材任务4。
首先小组内两人一组表演,然后每小组选出两人在班内展示。