外研版初中英语七年级下册教案：Module11
Module 11 National heroes
一、题材内容
本模块以民族英雄为话题, 向学生介绍历史上的民族英雄詹天佑及当今的航天英雄杨立伟。介绍杨立伟的文章是以报刊材料形式出现的,学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动, 展示一般过去时的特殊疑问句应用，让学生在使用语言的过程中学习语言,促使学生更有意识地自觉学习英语。语法难点仍是动词的一般过去时句子的用法。要求读懂、 听懂与介绍历史人物有关的描述,明白故事的中心大意、时间、地点、人物关系、 原因、结果等;准确理解并运用一般过去时的表达方式。教学中教师应随时随地灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。
教学目标1） 语言知识：
语音 一般过去时的特殊疑问句中实词的重读
词汇 National, hero, bridge, build, engineer, government, museum, patriotic, railroad,
tunnel, Russian, through, over, astronaut, flag, space, wave, spacecraft, headline,
news, background, ago, pilot, son, orbit, reach, altitude, flight, last, land, safely,
third, person, air, programme, rest, husband, date, middle, end
词组 go through
语法 一般过去时的特殊疑问句。
功能 谈论自己敬佩的人物。
话题 以“民族英雄”为话题。
2） 语言技能：
听 能听懂对人物的描述或谈论,获取事情发生的时间、地点、结果等。
说 介绍并询问有关历史人物的生平经历
读 能读懂介绍历史人物的语言材料,明白故事的中心大意、时间、地点、人物关系、 原因、结果, 训练段落大意理解能力以及细节理解能力。进行简单的阅读技能训练。
写 准确运用一般现在时和一般过去时进行书面表达。
演示与表达 根据图片等描述人物。
3)学习策略
学习一定程度形成自主学习，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。学习查词典,阅读报纸,提高自学能力。
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民族英雄。
资源 通过阅读报纸等其他资源获取更多简单英语的“民族英雄”。
自学策略 学会用一般过去时特殊疑问句咨询情况,获取信息。
合作学习策略 有礼貌地提出问题，对他人的谈话表示保持兴趣。注意学习策略共享.
4)文化意识：
文化意识 增强民族意识,提高民族自豪感。
5)情感态度:
在用英语交流时要有礼貌,尊重对方,感受学习的乐趣。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。
6)任务:能够运用一般现在时和一般过去时谈论人物。
教学重点和难点
重点：1．通过谈论民族英雄训练学生的听、说、读、写能力，掌握一般过去时特殊疑问句。
难点： 掌握一般过去时的特殊疑问句,养成正确使用一般过去时的能力。
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“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
二、教材处理
核心任务：能够运用所学句型结构谈论人物。三个环节如下：
pre-task：学生联系生活实际，激活背景知识，。
task –cycle：通过整个模块的听说读写的训练，强化描述过去的经历的表达能力，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
三、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4课时：
Period 1: Vocabulary and Listening &Pronunciation and Speaking
Period 2: Reading and Vocabulary
Period 3: Writing& Around the world &Module Task
Period 4: Language in use
注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
Title: Module 11 National heroes
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Content: Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: National, hero, bridge, build, engineer, government,
museum, patriotic, railroad, tunnel, Russian, over, go through
Key structure: wh-questions (重点)
2. Listening skill: To understand conversations about Zhan Tianyou. (难点)
3.Speaking skill: To talk about heroes with wh-questions.
4. Attitudes: We should learn from the heroes.
Learning strategies:
Bottom –up approach and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Recall what we have learned in the last Module.
Directions:
Step one: Label the pictures with the months and seasons.
(1). Read through the months and seasons in the box and have the Ss. Repeat them after
you.
(2).Ask them to label them in the pictures on the screen.
(3).List some words which are connected with the months and seasons. Ask students to
speak out as many as they can.
Step two: Tell the story of the life of William Shakespeare
Ask students to speak out as many as they can.
Part II: Lead in:
Task 1: Learn something about Zhan Tianyou .
Directions:
Step one: Introduce the film. The film "Zhan Tianyou" depicts the moving story of Zhan
Tianyou, who strived his whole life to build China's railways in the hard years of
the late 19th century and early 20th century. The film vividly depicts the
admirable character of noble-minded people, who struggled for the rejuvenation
of the Chinese nation, and it carries forward patriotic spirit. The film is of great
significance for encouraging the general public, especially the young generation,
to strive for the revitalization of the Chinese nation
Step two: Talk about the picture. Ask the students to look at the pictures. Elicit what they
can see. If there are any new words, add them to the list on the board.
Step three: Complete the passage with these words.
Step four: Let them check with a partner.
Step five: Then ask them to listen and check.
Task 2:Consolidate the past tense as follows
Directions:
Step one. If we want to talk about something we did in the past we have to use the past
form of the verb.
Then write the following: I was in this classroom yesterday.
I walked to school yesterday.
I got up at 7o’clock yesterday.
Step two: Elict questions for the sentences:
Eg. Did you walk to school yesterday?
Did you get up at 7 yesterday?
How did you go to school?
When did you get up yesterday?
外研版初中英语七年级下册教案：Module10 Unit1
1 Book 2 Module10 A holiday journey
主备人：吴红珊 审核人：徐月瑶 复备人：____________
一、 教学内容：Unit 1 What did you do?
二、 课型：Listening and speaking
三、 教学目标：
1、能够正确使用下列单词和词组：so,guess, excited, enjoy, meet sb, drive sb, movie stars
2、能听懂谈论旅行经历的对话，准确辨别并理解句子中不规则动词的过去式。
3、能够正确使用一般过去时的特殊疑问句以及过去时的不规则动词。
4、能运用一般过去时谈论自己和他人的旅行经历。
四、 教学重难点：
1、能听懂谈论旅行经历的对话。
2、能运本单元的词汇、一般过去时谈论自己和他人的旅行经历。
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：
1、 根据音标自学本课新单词；
2、 查找相关资料，找出你认为本课较重要的语言点和短语。
七、 教学过程：
教学
步骤 教师活动 学生活动 设计意图
Step One
Warming-up (3’)
Lead in
anize the Ss to enjoy a
video of Los Angeles and
answer:
（1）What can you see in Los
Angeles?
（2）What can you do in Los
英语外研版七年级下册【教案】Module 11 Body language
外研版英语七年级下册
Module 11 Body language
【教学内容分析】
本模块以肢体语言为话题。比较详细的介绍了各国的肢体语言，利用对话等相关内容展示了各国应该遵守的肢体语言规则。内容充实，且功能性强，学生在语言学习和语言训练的同时可以了解更多的外国文化。
本模块的语法内容是祈使句。掌握祈使句的定义及特点。会运用祈使句表达自己的情感、命令和要求。教师在教学的过程中要运用归纳法来帮助学生形成一个整体的概念。
【学情分析】
学生对本模块的中心话题会很感兴趣，握手等身体语言为学生所熟悉，所以便于开展听、说、读、写活动，激发学生的学习热情，积极参加小组活动。
Unit 1 They touch noses!
【教学目标】
Knowledge objective
1. To master some words and expressions: bow, kiss, shake hands, smile, British,
German, Japanese, Russian, visitor, Russia, what, nod, head, hug, each, each other,
India, together, Maori, touch, nose
2. To master the imperative sentence.
Ability objective
1. To understand a conversation about body language.
2. To make a new dialogue about body language.
Moral objective
To be glad to know about other kinds of culture, and respect the foreign culture.
【教学重点】
To learn about the different body languages in different countries.
外研版七年级下册英语教案设计Module11 Unit2
外研版七年级下册英语教案设计Module11 Unit2
1 / 3 Module 11 Unit2
Here are some ways to welcome them
一、教学目标
【知识目标】1.功能：道歉和提建议。
2.语法：祈使句。
3.词汇：基础目标：shake, shake hands, smile, what, head, each, eachother,
touch, nose, finger, foot, leg, mouth, body, foreign, arm,
arm in arm, hold, move, not at all, polite, bring。
选择目标：bow, kiss, British, German, Japanese, Russian, visitor,
Russia, nod, hug, India, together, Maori, knee, North America,
personal, South America, Britain, somewhere, wave, fact, in fact,
rude。
【能力目标】1.听：能听懂对身势语。
2.说：能用祈使句给对方提出指示和建议。
3.读：能读懂简单的介绍不同国家身势语的短文。
4.写:能用正确的祈使句给出书面知识语和建议。
5.运用：能正确使用祈使句，让他人准确理解所表达的意思并照做。
【情感目标】：通过阅读关于身势语的文章，提高对英语的学习兴趣。
二、教学重点
Key vocabulary---
Finger, foot, leg, mouth, body, foreign, arm, arm in arm, hold, move, not at all, polite.
外研版九年级英语下册教案Module 7
外研版九年级英语下册教案Module 7
课时备课表（教案） 课题Module7Unit1When’stheschoolleavers’party课型
Listeningandspeaking第1课时
教学目标知识目标Tounderstandtheconversationthroughlisteningandreading.
Toanswerthequestionsabouttheconversationbyinferringandanalyzing.
Tomakeaplanforaparty.
能力目标Graspthepassivevoice.
情感目标Toknowsomethingabouttraditionalfoodsfromdifferentcountries.
内容分析重点Usefulexpressionsandafewimportantsentences.
难点Thepassivevoicesofallkindsoftenses.
关键点Toknowthestructuresofthepassivevoice.
教法学法Communicativeapproach教具
学具Multimedia
教学程序教材处理师生活动时间
最新外研版七年级下册英语Module 11 Body language-Module 11 教案
最新初中英语精品资料设计
最新初中英语精品资料设计 1 Module 11 Body language
Unit 1 They touch noses!
一、教学目标
1. 语言知识目标：
1) 能正确使用下列单词和词组： kiss, shake hands, smile, German, British,
Japanese, Russian, hug, India, together, nod one’s head, each other...
2) 能听懂有关手势语的对话。
2. 情感态度价值观目标：
1) 学习一些见面礼仪。
2) 了解西方国家的风土人情和习俗。
二、教学重难点
1. 教学重点：能听懂有关在不同国家初次见面和表达问候时的手势语。
2. 教学难点：中西方人们见面礼仪的差别；
培养学生跨文化交际意识。
三、教学过程
Step 1 Leading-in
1. Review the key words about human body.
2. Learn the new words学习新词汇，播放词汇音频。
3. Shows some body action and ask students to guess the meaning.
老师自己或请两名同学上台表演，其他同学猜测肢体语言所传达的含义。
Step 2 Match
1. Ask the students to look at the pictures and say what body language they can see.
2. Match the pictures with the words and expression from the box.
Step 3 Listening
1. Play the tape, ask the students to listen and match the pictures with the nationality in
2023年外研版七年级英语下册Module11 Unit2 Here are some ways t
1 / 4 Module11 Unit2学案
学习目标：
1.能正确拼写M11U2单词17个和短语5个，能读懂简单的介绍不同国家身势语的短文。
2.通过自主学习和合作探究，学会略读与细读方法，抓住关键信息，理解课文。
3.通过阅读关于身势语的文章，提高对英语的学习兴趣。
【使用说明及学法指导】1.根据预习要求先预习理解课文并勾划短语 2.限时完成学案
【预习案】
一. 预习P68课文—Body language，完成下列问题。
1.根据课文内容，判断下列句子的对错。（对的打“√”，错的打“×”。）
（1）When you talk to a friend, you can stand close in the Middle East and North
Americans. （ ）
（2）Girls like walking arm in arm with their friends in China. （ ）
（3）In Britain, people don’t like to touch other people. （ ）
（4）It isn’t polite to look at people when you talk in the US and Britain. （ ）
（5）In Greece, it isn’t polite to wave to say goodbye.（ ）
2. 默读课文，回答下列问题。
（1）Is body language the same in different countries ?_______________
（2）Is it all right to stand close to people in the Middle East ?__________________
（3）Do the British like touching people ?__________________ _
外研版英语七年级下册：Module 11 Unit 2 Here are some ways to
Teaching Plan
FLTRP: 7B Module11 Unit2 Body language around the world.
Reading
Analysis of the teaching material and students:
The topic of this module is body language, which is very interesting for students to learn
about different cultures around the world. In this unit, some foreign students are going to arrive at
Lingling’s class soon. In order to get on well with them, Lingling introduces different kinds of
body language in different countries and places when some body language and names of countries
and places are mentioned and imperative sentences are used with several new words and phrases.
However, the topic sentence of the passage in paragraph one: “Here are some ways to welcome
them. ” is apparently not in line with the content of paragraph five “waving to say goodbye.”
Thus, I add one more sentence “Do you know how to get on well with them?” in paragraph one to
外研版七年级英语下册教案：七下M11U1教案
外研版英语七年级下册
编号：
课题 Unit 1
They touch noses! 课型 Listening
and
speaking 课时 The
first
三维目标 知识与技能 1.功能：道歉和提建议；2.语法：祈使句；3.词汇：bow, kiss,
shake, smile, British, German, Japanese, Russian, visitor,
what, nod, head, hug, each other, India, together, touch, nose；4.句型：How do I do that? No, I didn’t know that. What do
people do when they…? 5.语音：识别并正确朗读/t∫/ /∫/ /pl/
/fr/ /br/ ；6.听：能听懂身势语的描述；7.说：能用祈使句给对方提出指示和建议；8. 运用：能正确使用祈使句，让他人准确理解所表达的意思并照做.
过程与方法 1.Interactive approach, enable Ss to understand and talk
about body language people use when they meet in some
countries
2.To learn by listening, speaking and discussing
情感态度与价值观 通过阅读关于不同国家身势语的文章，提高对英语的学习兴趣
教学
重点 1.To listen and understand what is talked about in the conversation
2.To learn the key words and structures about body language
外研版英语七年级下册：Module 11 Unit 2 Here are some ways to 2
A Teaching plan of
Module 11 Body Language
Unit 2 Here are some ways to welcome them.
Details of the Teaching Design
Teaching content Module 11 Body Language
Unit 2 Here are some ways to welcome them.
Teaching period Reading and writing
Analysis of the teaching
material
The material of this teaching plan is from Module 11, Unit 2 of Book 2 by
Foreign Language Teaching and Research Press. In Unit 2 ，the reading
material of this unit is about body language around the world. We all know
that students are interested in it, so it’s a good topic for students to learn. And
of course, during the teaching, I will ask students to talk about the differences
in body language in different countries. It’s a good way to practice students’
speaking ability and writing ability. The grammar focuses on imperative
外研版英语七年级下module11unit1课件
Unit 1
What did Zhan Tianyou do?Module 11 National heroes
national ['næʃənl]
hero [‘hiərəu]heroesbridge [brɪdʒ]
build [bɪld]built[bɪlt]
engineer [,endʒi'niə]
government['gʌvnmənt]
museum [mju:'ziəm]
patriotic [,pætri'ɔtik]
railroad['reilrəud]
tunnel ['tʌnl]
Russian ['rʌʃn]
through [θru:]民族的
英雄
桥
建造
工程师
政府
博物馆
爱国的
铁路
隧道
俄国的；俄国人
穿越Work in groups: learn to read the new wordsadj.
national 民族的
patriotic 爱国的
Russian 俄国的；
俄国人n.
hero 英雄
bridge 桥
engineer 工程师
government政府
build v.建造
built
through prep.
穿越
go through 穿过Read the new words
and get ready for a
word game.museum 博物馆
railroad铁路
tunnel 隧道Zhaozhou Bridge ( 605－618)build builtLi Chun（engineer）A:What didLi Chun do?
A:When didhe startto build Zhaozhou Bridge?
A:When didhe finishit?A: When did LiChun work onit?
B: He worked onit from 605 to 618.
A: When did LiChun die?你能总结出一般过去时的特殊疑问句的规律吗？B:He wasan engineer.