外研版七年级英语上教学案例 Module 3 My new school Unit 3 Language in use
初 中 历 史 教 学 浅 析
铡用课 阀多次交谈 ， 鼓励其 确立 ： 新 课 程 实施 以 于个别 差生 ，
来 ， 中历史课 堂焕 正确的学习态变， 初 积极 对人生； 而对优生， ・ 教
２ １ 年 ４月 ２ ００ ８日
五、 严谨
现在影视、 小说等歌颂帝王将相、 戏说历
盛 衰 之 学 ” 川见 ， 学生收集信息能力的一种指导。 ， 我
： 落后 的文化 ， 建 其负面效应影响深远。作为教
们 必须 重 视历 史教 ： 学工作。
。
提高学生多途径 获得信息的能力 。 无论是 ： ， 地按照历史 真相教学 ， 师 严格 认真地 引导学
’ 在学校还是在家里 ，无论是看 书还是看 电视 ，： ， 生 培养他们 的爱 历史 、 国家 的情操 。倡 导 爱
翟
艳
起学生的求知欲 ， ： 的， 从 值 就要有计划地及时记 录和整理。
习能力 呢？
： 中外的人 民历史 和英雄历史 、政治经济 军 今
红 而培 养学 生 各种 学 ：
一
经常开展社会实践活动 ， 让学生在活动 中 ！ 事历史 与科技文化生 活历史 、历史 知识与历
： 大量地 收集资料 ， 处理资料。如 ： 开展学习谭嗣 ： 史思想 、学 习研究历 史与记录创造历 史相结
自己的班级或学校。 ・
怎样 让 学 生进 无论是听老师讲还是 同学 问的交谈 ， 只要用 心 ：“ 民历史观 ” 历史课 程的人格教育 、 民教 人 “ 公
行 积 极 的 思 维 、 发 去 留意 ， 激 都是收集信息的一种途径 。认 为有 价 ： ” 将 历史与 学生 的生 活经验 相联 系 ， 古 育 ， 将
⑨ 河北 迁安 市 迁 安镇 第 一 级中 学 初
生命 与活力 ， 提高 了 通过观
课堂教学的有 效性 ， 德 、 镑
史理 解 。 ：
发 出 了前所 未有 的 育其戒骄戒 努 力
， 接再厉 ， 再创佳绩。： 史成风。优秀的电影 、 小说如《 鸦片战争》 林则 《
中的盛范， 学生树赢 自 让 ’ 觉地从 ・ 《 徐》李自成》 等曾在传播历史知识、 培养爱国
、
引导
同 的勇敢精神 、李 白戏弄权贵的故事等 活动。 合 ， 日益地 突 出历 史教育对 个人 、 民 、 对 对
想 与智 慧性 。
教师的教责在一个“ 字。我们 可以利用 让 学生在众 多的活动 中提 高收集信息 和处理 世界 的现实 作用 ， １ 地突出历史教 育的思 引” ３ 益 历史 的学科 特性 ， 引导学生 学习历史 、 分析历 信 息的能力。 史、 审视历史 、 探究历史 。当然 ， 引导方法是多 种多样的 ， 只要是能够使学生 的思 维更具广 阔
四、 辅导
我 国历来有重视历史教育的传统 ， 时至今
教 师利 用课余 时间对 学生进 行辅 导 ， 不 日， 们更应该让 学生充分感受 、 我 理解 知识 产
性和灵 活性 ，只要是有利于学生学习动起来 、 明白的耐心讲解 ， 教给他 们好 的记忆 方法 ， 好 生 和发展 的过程 ， 开拓学生视野 ， 有利 于学 生 课堂教学活起来 的， 都可 以恰当地使用 。
的用法 ； 方位介词的用法 。
—
—
—
—
＿ ｅｔ ｅ ｅ ｉ ｅｓ ｈ ｌ Ａｒ ｒ … ｎ ｔ ｃ ｏ ？ ｈ ｈ ８ｔ ｅ ｌ ． ｏｔｅ ｒ ｎ ｔａ ｙ ， ｒ ａｅ／ ， ｒ ａ ｅ ’ ｎ … ｈ ｅ Ｎ ｈ ｅ
利用 一 张学 校 布 局 图片 复 习地 点 单 词
二、 爱心
的学 习习惯 ， 做到对所 学知识巩 固复 习 ， 时 创新意识和能力的培养 ， 及 增强学生获取知识 的
查缺补 漏。并与家长联 系 ， 及时沟通情况 ， 使 主体性 ， 化初 中历史 教学 的课堂效率 ， 优 抓住
有的贡献 。
教育是爱心 事业 ，为培养 高素质 的下一 家长 了解 情况 ，以便 在家里对孩子进 行必要 新课程实施的时机 ， 为祖 国的教育事业做 出应 代 ，应该根据学生的个性特点去点拨 引导 ， 对 的 监 督 。 。
一
、
教 学目标 ：
四、 教学过程
１Ｒｅ ｉｗ ｔ ｅ ｗ ｒ ｓ ． ｖｅ ｏ ｄ ． ｈ
—
—
ｒ ８ ｅ ． ， ｅ ｓ ｔ ｅ ， ｒ ｉ ／ ｔ ｒ ｉｎ’ ｈ ｔ ｅ ｓ Ｎｏｈ ｅ ．
１ ． 目标 ： 知识 总结 ｔ ｒ ｂ 句型 表示 存在 ・ ｈｅ ｅ ｅ
—
２ ． 能力目标： 能听懂、 读懂有关学校介绍的 ｔ ｌｓｒｏ ｄｎ ｉｇ ｈ ｌ，ｇ ｍ，ｌｂａｙ ｏｆｃ ，ｓ ｉ ａｓｏ ｍ， ｉｎｎ ａｌ ｙ ｉｒｒ， ｆ ｅ ｃ－ ｃ ｉ ：
短文 ， 通过学习使学生 自如运用 方位 介词介绍 ： ｎ ｅ ａ， ｃ ｂ ｅ ｌ 补充 ｐａｇ ｕ ｄ完成 Ａ ｔ ｉ ． ｌｙｒ ｎ ， ｏ ｃｉ ｔ ３ ｖｙ
・ 说在经济利益驱动下 ， 只关心票房 收入 而不是 ： 社会效益。众多历史影视剧 、 小说 中展现 的是
芰 劳全方 面去发展 自己的观念 ， ： 树 情感方面起过重要作用 。 但现在 ， 许多影视 、 小
使学 生加 深 了对 历 立崇高远大的理想 。 三、 挟持
当代 思想 家 任
在 每上新课之前 ， 老师要有 目的地布置学 ： 被美化的封建皇帝 ， 在嬉笑怒骂中一味歌颂封
继 愈 先 生 说 “ 学 关 ：生收集相应信息的范围 ， 呵以给他们提供相 ： 史 还 建王朝 的“ 太平盛世 ”在 “ ， 戏说 ” 和编造 中散布
系到国家 的存亡 ， ； 的书籍 、 是 关 网站 ， 要学 生着手从哪几方 面去收 ： 被歪曲的“ 历史 真相 ” 。它们向观众 、 读者传播 国家兴亡之学 ， 民族 ： ， 从哪儿可 以找 到这些信息 ， 集 这实 际就是对 ： 的是帝王将 相创造历史 这种英雄历史 观和封
外研版七上Module 3 My new school教案-最新教育文档
Module3 My new schoolII. Teaching material analyzing教材分析本模块以“My new school”为话题,重点学习存在句There be 结构，介绍某地有某物、某物在何处以及方位，物体所属关系的表达法。
Unit 1 重点学习介绍、询问某地有某物的方法。
其中活动1、2、3、4要求学生通过读图识别词汇、和听力训练的方式初步学习“某处有某物”的表达方法。
活动5、6、7要求掌握本单元的语音和词汇并能在课堂交际中灵活运用。
活动8、9要求以pair work形式掌握物体及其数量（数字）的表达方法，并能结合存在句型There be进行交际技能训练。
Unit 2 主要通过读图及阅读的方式学习有关地点及方位名称的表达。
活动1通过词汇和图片的匹配练习复习地点或场所的表达法。
活动2通过读图及问答练习学习介绍人或事物之间位置关系的表达。
活动3要求通过pair work的形式巩固表示场所的词汇并进一步复习方位的表达法。
活动4、5、6要求通过小组活动或问答形式加深对地点及方位的理解和运用。
Unit 3 对There be句型、地点及方位词汇进行综合训练。
活动1要求谈论教室及周围的事物，活动2根据提示及要求完成句子，活动3填充一幅地图复习地点词汇；Around the world 简单介绍了解西方国家的学校概况。
Module task要求通过写信的方式描述自己所在的学校。
III. Class types and periods 课型设计与课时分配Period 1 Vocabulary ( Unit 1: 1、5、6、7)Period2 Reading (Unit 1: 3、4; Unit 2: 2、3)Period3 Integrating skills(Unit 2: 4、5、6; Unit3)IV. Teaching plans for each period分课时教案Period 1 VocabularyLanguage goals语言目标1. Key vocabulary重点词汇dictionary, library, picture, right, science, some, anyone2. Key structures重点句式There’s …There are…Ability goals能力目标Enable students to describe a school.Teaching methods教学方法Listening and speakingTeaching aids教具准备A tape recorder, a projector and a computer.Teaching procedures and ways教学过程与方式Step I Warming up (P14:1)Greet students and ask them to look around the classroom.T: Good morning, everybody! Nice to see you!S: Nice to see you, too.T: OK, my dear class, you know, we have classes in the classroom every day. Look around! What’s in the classroom? Can you tell me?S. D esks, chairs…T: Pretty good! Now please let’s take a careful look at the pictures in activity 1.Can you describe the things in it using the words in the box?Ask students to take turns to say what they see. Meanwhile, write down the words they said on the blackboard. Ask them to read after the teacher. And then ask them to make sentences using the words one by one using the structure I can see …T:C a n y o u se e t he se t h i n g s i n o ur c l a s sr o o m?Show the following.desks, television, chairs, bags, pencils, pens, pencil-boxes, blackboard, broom, door, wall …S: Yes, I can see eight desks.S: No, I can’t see a television.S: Yes. I can see some chairs.Give every student chance to practice.Step II Listening (P14:2)Ask students to listen to the recording and choose the correct picture.T: There are three pictures of classrooms in activity 1. Which picture is the recording about? Play the tape again for them to work out the answer. Then check the answer.Step III Pronunciation and speaking (P15: 5, 6, 7, 8, 9)In this procedure, students will learn some pronunciations of certain letters and letter groups and learn to say sentences like “There are 41 desks in my classroom.”First, ask students to listen to and repeat after the recording. Help students learn the pronunciation of the vowels o and vowel groups ir, er.Show the following and ask students to read aloud.brother, other, anothertiger, singer, father, mother, brotherbird, shirt, birthdayTalk about your classroomThen go on with activities 6 and 7 and practice the numbers. At the same time, emphasize the difference between–teen and –ty.Ask students to work in pairs and write about their classroom using numbers.Step IV HomeworkAsk students toplete the activities 8—12 on pages 81 and 82.2.learn the vocabulary on pages 128—129 by heart.Period 2 Reading and writingLanguage goals 语言目标1. Key vocabulary 重点词汇science, library, some, any, one2. Key structures重点句式Where is …Where are…Ability goals 能力目标Enable students to write sentences to introduce their schools.Teaching methods教学方法Reading and speaking.Teaching aids教具准备A computer and a projector.Teaching procedures and ways教学过程与方式Step I Warming-up (P15: 8, 9)Greet students and ask them to describe the things around.T:Hello, everyone! Nice to see you!S: Hello. Miss Zhang. Nice to see you too.T: We are in the classroom now. Could you tell me what’s around you?Show the following.There is …There are …Ask as many students as possible to tell the things around them. Then ask them to work in pairs and write about their classroom using numbers.Sample version:There are 42 desks and 42 chairs in our classroom. There is a teacher’s desk. There are some pictures on the wall. There are 42 students in our class. There are 25 boys and 15 girls.Step II Lead-in (P16: 1, 2)Ask students to do activities 1, 2 on page 16. First help students learn the words in the box in activity 1. Then ask students to finish the following. Show the following.We have classes in the ________. We read at the _______.We have meals at the _________. We do exercises in the ________.We do experiments in the ________. Teachers work in the ______.After this, ask students to match the picture with the places.Step II Reading (P14: 3, 4)ListeningAsk students to listen to the conversation and underline the correct answers.T: Betty and Daming are introducing their schools and classrooms. Listen carefully and decide which is the correct answer in each sentence in activity 4.Play the tape and then check the answers with the whole class.ReadingAsk students to read the conversation, and then work in groups of three and make their own conversations and then ask three of them to act it out in the front of the class.Step II Reading and speaking (P16: 2)Read about the pictureAsk some students to come to the front of the classroom and ask some others to talk about their positions by asking and answering the questions using the following.Show the following.behind, next to, in front ofWhere is …?Where are …?Then ask students to read about picture A in activity 2 and answer the questions.Read Betty’s homework (P17: 3, 4)Ask students to work in pairs and read the sentences in activity 3 on page 17, and then write the names of the places below the pictures.Check the answers. Then show the following and ask students to read the sentences repeatedly and notice the words in bold.Betty is next to Lingling.They are in front of Tony and Daming.Daming and Tony are behind Lingling and Betty.After that, ask students to work in pairs and ask and answer the questions in activity 3 about their school.PracticeAsk students to do the exercises 1—4 on page 80. Check the answers with the class.Step III WritingAsk students to practice writing sentences using the correct pronouns.First ask students to read the sentences and answer the questions in activity 5 and then answer the questions about their school.Step IV HomeworkAsk students to1. finish exercises 5-7 on pages 80--81 in the workbook.2. make a map with names of the places in which they live in.Period 3 Integrating skillsLanguage goals语言目标1. Key vocabulary重点词汇some, any, one. science2. Key structures 重点句式There is a teacher’s desk in our classroom. Miss Li’s bag is on the desk. Her book is in her bag. Ability goals能力目标Enable students to talk about their schools and classrooms.Teaching methods教学方法Writing and speaking.Teaching aids教具准备A computer and a projector.Teaching procedures and ways教学过程与方式Step I Warming-upCheck the homework. Review “There be” pattern by telling a story as follows.T: Hello, everyone! Today I’ll tell you a story. (Turn off the lights, and tell the story in a low voice.) There is a dark, dark house in the town. In the town there are dark, dark stairs. Go up, up, up the stairs. There is a dark, dark room. Open the door. There is a dark, dark kitchen. In the kitchen there is a large, large fridge. What is in the fridge? Now open your books and turn to page 30. Look at the picture and answer the question.S: There is some meat in it.S: There are some eggs in it.T: Are there any bananas in it?S: Yes, there are.T: Is there any sugar in it?S: No, there isn’t.T: Good. Now look around your classroom and talk about it.S: There are 40 students in our classroom. There are 23 boys and 17 girls in our class. And there are two foreign students in our class.S: There is a teacher’s desk in the front of the classroom. Miss Yang’s bag is on the desk. There are some books in her bag.Then ask students to look at the pictures and complete the sentences in activity 2. In this procedure, divide the class into two groups and have a competition. One of the groups asks questions like Where is …; and the other answers in a limited time. Then exchange the roles.After that, ask some students to read the complete sentences to the class.Step II WritingIn this procedure, students will learn to write a letter describing their school. First, ask students to complete the word map in activity 3 and then work in pairs and finish the letter.T: Of course, there are many kinds of people and also there are many kinds of things in our school.When we tell others about our school, we should say the things in the right order but not at sixes and sevens. Now look at the word map in activity 3. This word map will help us describe things orderly. Well, complete the map first.Check the answers with the class. And then ask students to draw a map of their school and write some sentences to describe it orally, and then ask them to write a composition about it in a fixed time.Check the work, make comments and select the excellent ones to show around.Sample version:Hello, friends! Welcome to my school. My school is beautiful and very big.There are many rooms in the school building. My classroom is on the sixth floor. There are sixty-nine students in my class. You can see many desks, chairs, a blackboard, three fans, two windows, four lights and a teacher's desk. My seat is near the door. The computer room is on the third floor. There are many computers in it. I like playing computer games very much! The canteen (食堂) is on the first floor. We have lunch there.Look! This is the playground. We often play games on it. There are many flowers in the garden, some are red, some are yellow...I have a good time every day in my school. I like my school very much.Step III Around the worldTell the students a brief survey of schools in England. And say some small differences between schools in China and ones in West.Step IV HomeworkAsk students to1. finish the rest activities in workbook.2. Preview the whole Module.Teaching resources 教学资源库I. There be 的用法There be句型有特点,主语放在be后边,多个主语并列时,be随最近主语变。
外研版(衔接版)七年级英语上册Module 3 My new school
Module 3 My new 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，还可以对新学校和原就读的小学进行对比，便于开展活动。
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。
本单元则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的运用课本知识，达到提高综合运用语言能力的目的。
三．教学目标掌握3个元音/ / // //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，疑问与否定形式[2] 重点话题：Introduce a school, a class, identify different places2. 教学难点[1] 数词、表场所的名词及它们在句中的正确运用。
[2] 掌握there be句型。
[3] 能用恰当地道的英语介绍自己的班级和学校。
3. 突破途径以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。
五、教材处理1、任务核心任务：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，为完成核心任务做好铺垫。
Module3MyschoolUnit1外研社七年级上-unit说课稿
computers
dictionaries
Work in pairs.
Talk about your classroom. There’s a(n) … in my classroom. There isn’t a(n) … in my classroom. There are … in my classroom. There aren’t any computers , …in my classroom.
. No , there isn’t .
Are there any computers on the desks ?
Betty’ class
Students 20
Desks
22
computers
Daming’s class
46
48
Listen and underline the correct answers.
30. thirty 40. forty 50. fifty 60. sixty 70. seventy 80. eighty 90. ninety
Match the words and the numbers
twenty-one
49
thirty-five
21
forty-nine
35
fifty-two
74
sixty-seven
67
seventy-four
52
eighty-three
83
ninety-six
96
There are 41 desks
in our classroom.
televisions
students
girls/boys
module3《mynewschool》说课稿(外研社初一上)
module3《mynewschool》说课稿（外研社初一上）各位老师，大伙儿好！今天我讲课的内容为外研版初一英语上第三模块第三单元。
我将从教材分析、学情分析、教学方法、教学目标、教学重点难点、教学步骤六个方面进行阐述。
教材分析：1.本模块以学校为中心话题, 围绕〝介绍并询咨询所在学校及教室内外的情形〞展开学习。
2.本节课的教学内容是第三模块的第三节课。
本节课需要一课时完成。
在前两节课中，同学们已学习了〝there be〞句型、基数词、地点及方位介词的使用。
本节课重点是运用所学的句型向他人介绍自己的学校。
熟练把握〝there be 〞句型的确信句、否定句和一样疑咨询句。
学情分析：1.由于各种不同的缘故，我校刚入学的学生在英语学习方面存在着个体差异性。
来自农村小学的学生虽学了，但支离破裂，零零落落，等同没学。
而来自城区的学生那么有较好的英语基础。
因此在知识和能力上，我们在为没学的学生打好扎实基础的同时，必须每节课为那些高起点学生拔高。
不同层次的学生都能找到成就感.2. 才走出小学校园的学生大部分抽象思维能力较低，形象思维能力强，热情高但注意力容易分散。
自我认识较模糊、片面，而在乎他人的评判。
因此要专门注重教学方法的灵活性和评判的技巧性。
教学方法：1、充分利用学生已有知识和体会，创设生活化的真实情境和半真实情境，引导学生在运用语言中学习语言，然后在学习新的语言知识后制造性地运用语言.〔为用而学,学了就用〕2、开展各种任务教学活动，给学生提供交流合作的空间和时刻，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
教学目标:〔知识目标〕1.there be确信句、否定句和一样疑咨询句。
2. 地点、方位介词及短语：in ,on,at,under,behind,in front of，next to的使用。
〔能力目标〕1.能用所学句型描述自己的教室、学校等。
2.能写出介绍自己学校的简单句子。
〔情感目标〕培养学生热爱学校，热爱自己的家园的意识。
七年级英语上册 Module 3 My school教案 (新版)外研版
Module 3 My new 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。
本单元则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的运用课本知识，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2．语言技能目标3．学习策略目标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，疑问与否定形式[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 areCan introduce one’s classroom.3.情感目标：培养学生热爱学校，热爱自己家园的意识。
外研版七年级英语上教学案例Module3MynewschoolUnit3Langua
外研版七年级英语上教学案例Module 2. My family Unit 3 Language in use技能目标听Listen to conversations involving the introduction of family members说Make a brief introduction of one’s family读Read letters / conversations involving the introduction of the family写Write about the family, paying attention to punctuation语言目标功能句式Describing familiesHow many people are there in your family?Have you got any … or …?Is your family small / big?Describing one’s familyThere are … people in my family.I have got a / an …词汇1．重点词汇many, people, aunt, grandfather, grandmother, grandparent, uncle, email, him, make, sister, have, grandma, grandpa2. 短语have got语法Have / has got (affirmative, negative, interrogative)重点句子1.How many people are there in your family?2.There are four—my mum and dad, my sister Linda, and me.3.Have you got any aunts or uncles？4.She’s in China with her mum and dad.5. He’s got a big family.Teaching goals 模块教学目标II. Teaching material analyzing 教材分析本模块以家庭为话题，以家庭介绍为任务，训练have / has got 句型的使用，并介绍了英语写作时应注意的标点符号问题。
module3《mynewschool》全模块教案(外研社初一上)
module3《mynewschool》全模块教案（外研社初一上）全模块教案II. Teaching material analyzing教材分析本模块以〝My new school〞为话题,重点学习存在句There be 结构，介绍某地有某物、某物在何处以及方位，物体所属关系的表达法。
Unit 1 重点学习介绍、询咨询某地有某物的方法。
其中活动1、2、3、4要求学生通过读图识不词汇、和听力训练的方式初步学习〝某处有某物〞的表达方法。
活动5、6、7要求把握本单元的语音和词汇并能在课堂交际中灵活运用。
活动8、9要求以pair work形式把握物体及其数量〔数字〕的表达方法，并能结合存在句型There be进行交际技能训练。
Unit 2 要紧通过读图及阅读的方式学习有关地点及方位名称的表达。
活动1通过词汇和图片的匹配练习复习地点或场所的表达法。
活动2通过读图及咨询答练习学习介绍人或事物之间位置关系的表达。
活动3要求通过pair work的形式巩固表示场所的词汇并进一步复习方位的表达法。
活动4、5、6要求通过小组活动或咨询答形式加深对地点及方位的明白得和运用。
Unit 3 对There be句型、地点及方位词汇进行综合训练。
活动1要求谈论教室及周围的事物，活动2依照提示及要求完成句子，活动3填充一幅地图复习地点词汇；Around the world 简单介绍了解西方国家的学校概况。
Module task要求通过写信的方式描述自己所在的学校。
III. Class types and periods 课型设计与课时分配Period 1 Vocabulary ( Unit 1: 1、5、6、7)Period2 Reading (Unit 1: 3、4; Unit 2: 2、3)Period3 Integrating skills(Unit 2: 4、5、6; Unit3)IV. Teaching plans for each period分课时教案Period 1 VocabularyLanguage goals语言目标1. Key vocabulary重点词汇dictionary, library, picture, right, science, some, anyone2. Key structures重点句式There’s …There are…Ability goals能力目标Enable students to describe a school.Teaching methods教学方法Listening and speakingTeaching aids教具预备A tape recorder, a projector and a computer.Teaching procedures and ways教学过程与方式Step I Warming up (P14:1)Greet students and ask them to look around the classroom.T: Good morning, everybody! Nice to see you!S: Nice to see you, too.T: OK, my dear class, you know, we have classes in the classroom every day. Look around! What’s in the classroom? Can you tell me?S. D esks, chairs…T: Pretty good! Now please let’s take a careful look at the pictures in activity 1.Can you describe the things in it using the words in the box?Ask students to take turns to say what they see. Meanwhile, write down the words they said on the blackboard. Ask them to read after the teacher. And then ask them to make sentences using the words one by one using the structure I can see …T:C a n y o u se e t he se t h i n g s i n o ur c l a s sr o o m?Show the following.desks, television, chairs, bags, pencils, pens, pencil-boxes, blackboard, broom, door, wall …S: Yes, I can see eight desks.S: No, I can’t see a television.S: Yes. I can see some chairs.…Give every student chance to practice.Step II Listening (P14:2)Ask students to listen to the recording and choose the correct picture.T: There are three pictures of classrooms in activity 1. Which picture is the recording about? Play the tape again for them to work out the answer. Then check the answer.Step III Pronunciation and speaking (P15: 5, 6, 7, 8, 9)In this procedure, students will learn some pronunciations of certain letters and letter groups and learn to say sentences like 〝There are 41 desks in my classroom.〞First, ask students to listen to and repeat after the recording. Help students learn the pronunciation of the vowels o and vowel groups ir, er.Show the following and ask students to read aloud.brother, other, anothertiger, singer, father, mother, brotherbird, shirt, birthdayTalk about your classroomThen go on with activities 6 and 7 and practice the numbers. At the same time, emphasize the difference between–teen and –ty.Ask students to work in pairs and write about their classroom using numbers.Step IV HomeworkAsk students toplete the activities 8—12 on pages 81 and 82.2.learn the vocabulary on pages 128—129 by heart.Period 2 Reading and writingLanguage goals 语言目标1. Key vocabulary 重点词汇science, library, some, any, one2. Key structures重点句式Where is …Where are…Ability goals 能力目标Enable students to write sentences to introduce their schools.Teaching methods教学方法Reading and speaking.Teaching aids教具预备A computer and a projector.Teaching procedures and ways教学过程与方式Step I Warming-up (P15: 8, 9)Greet students and ask them to describe the things around.T:Hello, everyone! Nice to see you!S: Hello. Miss Zhang. Nice to see you too.T: We are in the classr oom now. Could you tell me what’s around you?Show the following.There is …There are …Ask as many students as possible to tell the things around them. Then ask them to work in pairs and write about their classroom using numbers.Sample version:There are 42 desks and 42 chairs in our classroom. There is a teacher’s desk. There are some pictures on the wall. There are 42 students in our class. There are 25 boys and 15 girls.Step II Lead-in (P16: 1, 2)Ask students to do activities 1, 2 on page 16. First help students learn the words in the box in activity 1. Then ask students to finish the following. Show the following.We have classes in the ________. We read at the _______.We have meals at the _________. We do exercises in the ________.We do experiments in the ________. Teachers work in the ______.After this, ask students to match the picture with the places.Step II Reading (P14: 3, 4)ListeningAsk students to listen to the conversation and underline the correct answers.T: Betty and Daming are introducing their schools and classrooms. Listen carefully and decide which is the correct answer in each sentence in activity 4.Play the tape and then check the answers with the whole class.ReadingAsk students to read the conversation, and then work in groups of three and make their own conversations and then ask three of them to act it out in the front of the class.Step II Reading and speaking (P16: 2)Read about the pictureAsk some students to come to the front of the classroom and ask some others to talk about their positions by asking and answering the questions using the following.Show the following.behind, next to, in front ofWhere is …?Where are …?Then ask students to read about picture A in activity 2 and answer the questions.Read Betty’s homework (P17: 3, 4)Ask students to work in pairs and read the sentences in activity 3 on page 17, and then write the names of the places below the pictures.Check the answers. Then show the following and ask students to read the sentences repeatedly and notice the words in bold.Betty is next to Lingling.They are in front of Tony and Daming.Daming and Tony are behind Lingling and Betty.After that, ask students to work in pairs and ask and answer the questions in activity 3 about their school.PracticeAsk students to do the exercises 1—4 on page 80. Check the answers with the class.Step III WritingAsk students to practice writing sentences using the correct pronouns.First ask students to read the sentences and answer the questions in activity 5 and then answer the questions about their school.Step IV HomeworkAsk students to1. finish exercises 5-7 on pages 80--81 in the workbook.2. make a map with names of the places in which they live in.Period 3 Integrating skillsLanguage goals语言目标1. Key vocabulary重点词汇some, any, one. science2. Key structures 重点句式There is a teacher’s desk in our classroom. Miss Li’s bag is on the desk. Her book is in her bag. Ability goals能力目标Enable students to talk about their schools and classrooms.Teaching methods教学方法Writing and speaking.Teaching aids教具预备A computer and a projector.Teaching procedures and ways教学过程与方式Step I Warming-upCheck the homework. Review 〝There be〞pattern by telling a story as follows.T: Hello, everyone! Today I’ll tell you a story. (Turn off the lights, and tell the story in a low voice.) There is a dark, dark house in the town. In the town there are dark, dark stairs. Go up, up, up the stairs. There is a dark, dark room. Open the door. There is a dark, dark kitchen. In the kitchen there is a large, large fridge. What is in the fridge? Now open your books and turn to page 30. Look at the picture and answer the question.S: There is some meat in it.S: There are some eggs in it.…T: Are there any bananas in it?S: Yes, there are.T: Is there any sugar in it?S: No, there isn’t.T: Good. Now look around your classroom and talk about it.S: There are 40 students in our classroom. There are 23 boys and 17 girls in our class. And there are two foreign students in our class.S: There is a teacher’s desk in the front of the classroom. Miss Yang’s bag is on the desk. There are some books in her bag.…Then ask students to look at the pictures and complete the sentences in activity 2. In this procedure, divide the class into two groups and have a competition. One of the groups asks questions like Where is …; and the other answers in a limited time. Then exchange the roles.After that, ask some students to read the complete sentences to the class.Step II WritingIn this procedure, students will learn to write a letter describing their school. First, ask students to complete the word map in activity 3 and then work in pairs and finish the letter.T: Of course, there are many kinds of people and also there are many kinds of things in our school.When we tell others about our school, we should say the things in the right order but not at sixes and sevens. Now look at the word map in activity 3. This word map will help us describe things orderly. Well, complete the map first.Check the answers with the class. And then ask students to draw a map of their school and write some sentences to describe it orally, and then ask them to write a composition about it in a fixed time.Check the work, make comments and select the excellent ones to show around.Sample version:Hello, friends! Welcome to my school. My school is beautiful and very big.There are many rooms in the school building. My classroom is on the sixth floor. There are sixty-nine students in my class. You can see many desks, chairs, a blackboard, three fans, two windows, four lights and a teacher's desk. My seat is near the door. The computer room is on the third floor. There are many computers in it. I like playing computer games very much! The canteen (食堂) is on the first floor. We have lunch there.Look! This is the playground. We often play games on it. There are many flowers in the garden, some are red, some are yellow...I have a good time every day in my school. I like my school very much.Step III Around the worldTell the students a brief survey of schools in England. And say some small differences between schools in China and ones in West.Step IV HomeworkAsk students to1. finish the rest activities in workbook.2. Preview the whole Module.Teaching resources 教学资源库I. There be 的用法There be句型有特点,主语放在be后边,多个主语并列时,be随最近主语变。
最新七年级英语上册 Module 3 My school教案 (新版)外研版
Module 3 My new 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。
本单元则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的运用课本知识，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 h all, 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。
初中英语外研七年级上册(2023年新编)Module 3 My school教学设计
教学设计:Module 3 My schoolUnit 2 The library is onthe left of the playground.教学目标：1.To read and identify places from descriptions.2.To describe pictures of places, using prepositions correctly.核心内容：Key vocabulary:building, hall, gate, library, office, playground, science, lab, behind, between, middle, near, with, for, room Key structures:1.How many ...are there...?2.Darning is on my right.3.Gao Yan's in front of Darning and between Zhao Feng and Li Min.4.Lingling is behind Zhao Feng.教学过程：Activity 1:本活动为后面的阅读做词汇方面的铺垫。
Activity 2:本活动要求学生通过阅读，理解掌握behind, between, in front of, on the right这四个方位词，为后面的阅读理解做好准备。
Activity 3:本活动训练学生通过阅读获取信息，找出各个建筑物之间的位置关系并在地图上标出。
Activity 4:本活动考查学生通过阅读获取具体信息的能力。
Activity 5:本活动在于让学生学习正确使用代词it和they。
Activity 6:本活动要求学生以口头和笔头的形式输出有关自己学校的信息。
作业设计：1.熟读短文。
2.运用所学结构描述学校内的设施，并落实到笔头。
外研版七上《Module3Mynewschool》(Unit3)word教学设计
G7 M 3 U3教学目标fhis un it is to check if the stude nts master the new words they lear ned in this module, andTo lear n to use prepositi ons.3•学会介词的使用(behind, in front of, next to2・ Group word and in dividual work comb ine together.与价值观教学内容Module 3Un it 3 Lan guage in use教材分析to know if they can describe a picture or surroundings with “ there bein En glis教学重点 To consoli dateUtherebe ”知识 1 •巩固前面所学句型。
与能力 2.通过过程1.学生能与方法 情感、态度通过谈论talk about it. (Use ： there be句型）教学环节 教师活动学生活动1. Ask the students to lookTry to describe the classroom ・(注意句型iVarming~uparound the classro的单复数与介词的正确使用）activity检测题A. 1 .字典5在.... 后面9在.... 旁边书馆2正确的6建筑物10任何（一个）B.写出下列数字21 34 4880 99 3图片4电脑7科学5011 一个人；一个物8饭厅12图2069 71:按要求变换句子1. Can Betty and Tony play basketball?（否定回答）2. What ' s in your有二本书和一个铅笔盒）3. Is there a pen in your bag?（冃加回答）4・ Are the computers in the classroom?（否定回答） __________________________________________ 5. There are some pictures on the wall （墙）.（否定句） ____________________________________________ 6・ There is an eraser un der the desk.4・Isgym in front of the library ? No, it isn(—般疑问句) ________________________________________7. What s in front of the chair 二本字典丿_________________________________________________ in front of it. 三•用be 动词的适当形式填空1. _________________________ Who your pare nts?2・ Our En glish teachers _____________________ at school ・ They ________________ at home ・3. What ___________________ that over there? I thi nk it ________________ a cat ・4・ There _____________ a kite in the sky.5. ______________________ These _____________________________ my pen cils. Where your pen cil?6. ____________________ What _____________________________________________ under the desk? There ______________________ s ome boxes , but they ______________________ any rulersun der it.7. ___________________________ There _______________________________________________________ any trees in the factory, but there __________________________________ a buildi ng 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 ・ That s ________________ (I, my) school.3. Where s ___________________________ (his, he) bike? _____________________ (It, Its ) is over there.4. ______________ ( Their, They) are ________________________ (she, her)friends.5. __________ (we, our) En glish teacher is good.8. There aresomegirls behind Miss Li. ( ■般疑I 可句)五汉译英。