外研版八年级英语上册教案Module3Unit3Languageinuse教案
Module 3 unit3
Step3 Work in pairs.
Step4 Complete the 5. Ask the students “when
do we us ‘more’to make a
comparative, instead of
adding ‘-er’to a word”
then elicit the different
rules to make comparatives.
Look at the pictures and
talk about the sports. Use
the words in the box to help
you.
1. Ask students which words
need “-er”and which words
n eed “more” to make a
comparative,
2. Elicit answers in full
sentences from each pair
3.Tell them look at the
pictures and complete the
sentences
4.Elicit answers in full
sentences.
1.Read through the examples
1. Stude nts work in pairs
and identify the sports in
the pictures,
2. Students to talk about
the sports in pairs by
asking and answering
questions. Tell them to
describe the sports with
as many as words in the box
as possible.
3.Students look at the
words in the box and elicit
how they make their
comparative forms, write
the examp les on the board
1.Students read the
sentences first and decide
if the word in brackets need
to be changed in box.
sentences with the correct form of the words in brackets.
Step5. Complete the sentences with the correct form of the words in brackets.
Step6. Comp lete the passage with the correct form of the Words in brackets. Step7 with the students.
2.Ask them complete the
sentences.
3.Elicit answers in full
sentences from the whole
class.
1.Read through the examples
with the students. Talk
about the missing words in
each.
2.Elicit answers in full
sentences from the whole
class.
1.Ask the students to read
the passage and decide if
the missing words are
comparing two things or just
describing something .
2.Elicit answers by asking the
students to read out the
passage line by line.
1.Ask the students to read
through the questions in
2.Students complete the
sentences individually and
check the answers in pairs.
Students complete the
sentences individually
and then check answers in
pairs.
1.Student read the passage
quickly to find o ut what it
is about.
2.Students complete the
passage.
1.Students check whether
their predictions are
correct.
Students answer the
Listening practice.
Step 8 Read the passage and complete the sentences. Step 9 Around the world: The marathon race Activity 5 individually.
2.Play the recording.
3.Play the recording again.
4.Play the recording once more
for them to check.
5.Elicit answers in open pairs
with students asking and
answering around the class.
1.Ask the students to read the
passage.
2. Elicit answers in full
sentences from the whole
class.
1.Read through the
information with the whole
class and talk something about
“The marathon race”.
2.E ncourage them to find out
more information or stories
about the marathon race after
class.
questions.
2.Students ask and answer
in pairs to check their
answers.
Student read the passage
and complete the sentences.
students to look at the
picture and discuss what
they can see.
Step 10 Module task: Making a sports poster
Step11 Homework Put students in groups.
Ask students to check their
harvest and do homework to
review this module.
. Work in groups. Talk about
your favour ite Olympic
sport. Say why you like it.
A: What’s your favourite
Olympic sport?
B: My favourite Olympic
sport is …
A: Why do you like it?
B: I like it because…
2. Make a poster. Find a
photo for your favourite
sport and include it in the
poster.
Our favourite Olympic sport
Our favourite Olympic sport
is swimming / table
tennis/…
We like it because it is
exciting, popular…
It is more exciting than
3. Show your poster to your
classmates.
Check their harvest and do
homework。
八年级英语上册 Module 3 Journey to space Unit 3 language in use教案 外研版
Module 3 Journey to spaceUnit3 Language in useTeaching Content: Language in useKey structures: Have you… yet?I have already…I haven’t … yet. (重点)Teaching Aims and Demands:1. To summarize and consolidate the use of present perfect tense.2. To summarize and consolidate expressions and vocabulary.3.Affection and attitudes: We should love science and our country.Learning strategies: Formal instruction and task-based approach and interactive practice.Teaching Aids: Multi-Media (video, OHP, handout)Teaching Procedures:Part I RevisionHelp students to revise what is learnt in 3 periods of this module.Part II Language practiceTask1: To summarize and consolidate the usage of present perfect tense. Directions(1).Run through the examples with the Ss. and make sure that they are familiar with the use of present perfect tense.(2). Ask the Ss. to repeat the sentences in the box.(3). Ask“Can you make other similar examples?”(4).Focus the Ss’s attention on the ways in w hich they are used:Task2: To summarize and consolidate the use of present perfect tense. Directions:(1). Do activities 1and 2 on page 22.(2). Ask the Ss. to call out the answers from the whole class.(3). Ask the Ss. to read the complete sentences.(4). Then do activities 3 and 4 and 5 on page 23. Then role-play the conversation in Activity 5.(5) Summarize: the formation of the present perfect tense.Task 3: Complete the passage with the words in the box in Activity 7. Directions:Ask the Ss. to complete the passage with the words in the box.Exchange work and peer correct with another pair for accuracy.Call the answers back from the class.Task 4: Listen to this interview and choose the correct answers in Activity 7. Directions:Ask the Ss. to listen to the interview and choose the correct answersExchange work and peer correct with their deskmate for accuracy.Call the answers back from the class as complete sentences.Task 5: Add the words and expressions to the word map in Activity 9. Directions:Ask the Ss. to look at the word map and add the words and expressions to it. Exchange work and peer correct with their deskmates for accuracy.Call the answers back from the class.Task6: Write the story in the picture.DirectionsStep One: Give them an example and make sure that they know what to do.Step two: Ask the Ss to complete the story. Then exchange books for a peer check for language accuracy.Step three: Call back a few examples from the whole class.Step four: Then summarizeTask7 :Making a poster about space travelDirections:1.Choose a subject, for example, the first moon landing, or China’s first manned space travel.. Ask the Ss. to look for some photos and information about it.2. Let the Ss write sentences about the photos. Then put the sentences together to make a story.3. Circulate and monitor their production.4. Let the Ss read their posters to the classmates or put them up on the wall. Note: Let the Ss look at it when they have a spare moment.Part IV: A testDo Ex 2 on page 120 in the WB. Let’s see who can finish it as soon as possible. Part V: Homework:Finish all the exercises in the WB.。
外研版英语八年级上册M3Unit3《Languageinuse》教学设计
外研版英语八年级上册M3 Unit 3《Language in use》教学设计一. 教材分析《外研版英语八年级上册》M3 Unit 3《Language in use》主要围绕着语言的使用展开，让学生学会在不同的情境下使用恰当的语言。
本节课的主要内容包括日常用语、电话用语和电子邮件用语等。
通过本节课的学习，学生能够掌握这些语言表达方式，并在日常生活中灵活运用。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常的交流和表达已经没有太大的问题。
但是，他们在电话和电子邮件等方面的语言表达可能会显得有些欠缺。
因此，在教学过程中，教师需要针对这些方面进行重点的引导和训练。
三. 教学目标1.知识目标：学生能够掌握日常用语、电话用语和电子邮件用语等表达方式。
2.能力目标：学生能够在日常生活中灵活运用这些语言表达方式。
3.情感目标：学生能够提高对英语学习的兴趣，增强自信心。
四. 教学重难点1.重点：让学生掌握日常用语、电话用语和电子邮件用语等表达方式。
2.难点：让学生能够在日常生活中灵活运用这些语言表达方式。
五. 教学方法1.情境教学法：通过设定不同的情境，让学生在实际环境中学习和运用语言。
2.交互式教学法：教师与学生、学生与学生之间的互动，提高学生的参与度和积极性。
3.任务型教学法：通过完成不同的任务，让学生在实践中学习和运用语言。
六. 教学准备1.教师准备：备好相关的教学材料和课件，准备好不同的情境道具。
2.学生准备：提前让学生预习相关的内容，准备好进行课堂互动。
七. 教学过程1.导入（5分钟）教师通过设置一个日常交流的情境，如在商店购物，引出本节课的主题——日常用语。
2.呈现（10分钟）教师通过课件展示不同的日常用语，如问候、介绍、道别等，并让学生进行实际的操作练习。
3.操练（10分钟）教师设置一个电话交流的情境，让学生模拟电话对话，练习电话用语。
4.巩固（10分钟）教师通过一个电子邮件的交流情境，让学生练习电子邮件用语，巩固本节课所学的内容。
2019秋外研版八年级英语上册教案：Module 3 Unit 3 Language in use
Unit 3 Language in use语法链接1. 形容词和副词的比较级（二）（1）多音节形容词、副词的比较级1）概念：有三个或三个以上音节的词称为多音节词，如：wonderful, dangerous, difficult等。
2）多音节形容词、副词比较级的构成：在多音节形容词、副词原级前加more，如：popular →more popular, relaxing→more relaxing, carefully→more carefully等。
（2）副词比较级的规则变化大多数副词有比较级，其规则变化形式和形容词大致相同。
如：Lily does her homework more carefully than Mary does.莉莉做作业比玛丽认真。
2. 副词（1）副词的种类及作用英语中的副词一般分为时间、地点、方式、程度等几类，在句子中主要用来修饰动词、形容词和副词。
修饰动词时，副词一般放在动词之后。
如：He is reading English loudly.他正在大声地读英语。
（2）副词的构成英语中的副词多数是由形容词加后缀转化而来的。
1）直接在形容词后加-ly。
如：slow→slowly careful→carefully2）以“辅音字母+y”结尾的形容词，把y变为i，再加-ly。
如：happy→happily noisy→noisily easy→easily3）一些副词和形容词同形，可以加-ly构成别的词。
如：hard（努力地）→hardly（几乎不）late（迟地）→lately（近来）写作解码【话题呈现】本模块以“学生熟悉和喜爱的体育运动”为话题，结合学校体育活动和奥运会的相关内容展开教学，激发学生的学习兴趣，培养学生对体育活动的热爱，并学会对某一体育活动进行描述。
具体到书面表达中，要求我们会写有关对比的短文。
写此类文章时，应注意以下几点：首先仔细审题，明确写作内容；然后紧紧围绕文中给出的提示，理清思路，调整语言，借助本模块所学的相关知识和各种句型结构，展开对比。
外研版英语八年级上册Module3Unit3《Languageinuse》教学设计
外研版英语八年级上册Module 3 Unit 3《Language in use》教学设计一. 教材分析《外研版英语八年级上册Module 3 Unit 3》主要围绕“节日”这一主题展开。
通过本节课的学习，学生能够掌握与节日相关的词汇和表达方式，如Christmas, New Year’s Day, Spring Festival, Mid-Autumn Festival等，并能够运用这些词汇和表达方式进行简单的交流。
同时，学生还能学会如何用英语询问和描述节日的日期、习俗和活动。
本节课的主要语言功能是询问和描述节日的日期、习俗和活动，以及表达节日的喜好。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听、说、读、写一些基本的英语单词和句子。
但是，对于一些关于节日的词汇和表达方式，学生可能还不够熟悉。
此外，学生的阅读和写作能力有待进一步提高。
因此，在教学过程中，教师需要关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来。
三. 教学目标1.知识目标：学生能够掌握与节日相关的词汇和表达方式，如Christmas, New Year’s Day, Spring Festival, Mid-Autumn Festival等，并能够运用这些词汇和表达方式进行简单的交流。
2.能力目标：学生能够用英语询问和描述节日的日期、习俗和活动，以及表达节日的喜好。
3.情感目标：通过本节课的学习，学生能够增强对传统文化的认识和尊重，培养跨文化交流的能力。
四. 教学重难点1.重点：学生能够掌握与节日相关的词汇和表达方式，并能够用英语询问和描述节日的日期、习俗和活动。
2.难点：学生能够表达自己对节日的喜好，以及能够运用所学知识进行真实的交流。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在实际的语言环境中运用所学知识，提高学生的语言实践能力。
2.情境教学法：通过创设各种节日情境，让学生在情境中学习、操练和应用语言。
外研社初中英语八年级上册 Module 3 Unit 3 Language in use教案
5. Ask the students “when do we us ‘more ’to make a comparative, instead of adding ‘-er’ to a word” then elicit the different rules to make comparatives.
TB:小初高题库
外研社版初中英语
相信自己，就能走向成功的第一步 教师不光要传授知识，还要告诉学生学会生活。数学思维可以让他们更理性地看待人生
TB:小初高题库
外研社初中英语 重点知识精选
掌握知识点，多做练习题，基础知识很重要！ 外研社版初中英语 和你一起共同进步学业有成！
TB:小初高题库
外研社版初中英语
外研社版初中英语
教学目标
Module 3 unit3
To summarise and consolidate the use of comparatives. To practise using adverbs after verbs and distinguish adverbs from adjectives.
教学内容
教师活动
教学过 学生活动
程 效果预测（可
补救措施
TB:小初高题库
修改意见
Step1 Revision 1. Show some pictures to students about sports.
.Students look at and talk about the pictures.
能出现的问 题）பைடு நூலகம்
1.Read through the examples with the students.
2.Ask them complete the sentences.
外研社初中英语八年级上册教案Module 3 Unit 3 Language in use
Practising reading.
predictions are correct.
* Play the recording again for the students to answer the questions.
Read the sentences first. Then read the passage again and underline the key
设
计
Reflection
TB:小初高题库
外研社版初中英语
相信自己，就能走向成功的第一步 教师不光要传授知识，还要告诉学生学会生活。数学思维
可以让他们更理性地看待人生
TB:小初高题库
comparative.
• Read through the
sentences, complete the
3.练习形容词和副词的区别。 4. Complete the passage with the correct form of the words in brackets.
sentences individually and then check the answers in pairs. Talk about the missing words in each,complete the
TB:小初高题库
外研社版初中英语
综合 归纳 多元 应用
整 理 提 高
五、Practising reading.
information to help
6. Read the passage and complete the sentences.
complete the sentences.
Complete the sentences and
2019年外研版初中英语八年级上册Module 3 Unit 3 Language in use优质课教案(3)
1. short 2. hot 3. busy 4. early 5. good
6. large 7. badly 8. relaxing 9. difficult
10. well 11. quickly 12. enjoyable
自我小结1）：形容词、副词比较级变化规则：
1.单音节和少数双音节形容词直接在词尾+________。
对于不规则变化的单词当做新单词记忆。
C.选择
1) Football is _____________ than baseball in most countries.
在很多国家，足球比棒球更流行。
2) Nothing is ______________ than playing tennis.
没有什么比打网球更令人愉快的了。
3) It’s ______________ to practise in winter (than in summer).
冬季训练（要比夏季训练）难度更大。
4)I can carry as ______ ________as you can.（一样多的纸）
5）Tony is _________ _____ ______ _______Daming.(不如大明高)
要求：1.交换课本，先根据PPT核对答案，安静独立完成。
2.组长组织释义，小组解答不了的用红笔圈出，再由书记员将此题目简写于小黑板。
知者加速：任务完成坐下，可以帮助临近小组。
六、中考链接
选择题
1. — Sorry, I can’t follow you. Would you
please speak ______?
1.许多时间2.看起来疲惫3.热身
八年级英语上册 Module3 Unit3Language in use教学设计 外研版
Module 3Unit 3 Language in use教学目标：一、知识目标:1、能听懂有关太空旅行的介绍。
2、能够介绍人类对太空的探索经历。
3、掌握以下语言目标。
（1）、词汇：掌握本单元中的词汇。
Prefer, diary, even, secret, real, twice, explore，etc.（2）、能熟练运用句型（见in put）Have you… yet?I have already…I haven’t … yet. (重点)（3）、在现在完成时态中正确使用already, just, yet。
掌握have been to与have gone to的区别。
（见Practice）4、语法功能：现在完成时态二、情感态度：培养创新精神，拓展视野；培养爱国主义精神，激发对航天事业的兴趣。
三、学习策略：自主学习，能够根据自己的情况预习教材和拓展；合作学习，能够与同学交流学习心得体会，共享学习策略。
Teaching steps:1、Warming-up: Word competitionTeachers’ Activity:Ask the Ss. to look at the word map. And have a Word competition in the groups. To see who can write more words about space . Then check in groups.Students’ Activity:Try to write any more words you know about space. And check the answers in groups.2、In put: Make some explanation about the present perfect tense.Teachers’ Activity:Run through the examples with the Ss. and make sure that they are familiar with the use of present perfect tense.Ask the Ss. to read and repeat the sentences in the box.Students’ Activity:Learn to the use of present perfect tense. Read and repeat the sentences in the box on P22.3、PracticeTeachers’ Activity:Ⅰ、Let Ss finish activities 1 and 2 on page 22 first. Then help students to make a conclusion about the use of just / already and yet. Explain them how to use in the present perfect tense. There’s something more Ss should pay attention to. II、Create a situation as follows to help students make clear about the different usage of have/has been, have/has gone. Then let' Ss finish activities 3 and 4.Ask them to do them one by one. And check the answers.III|、Ask students to complete the passage in activity 5, and summarize the building ways of past form, and past participle. Check the answers and then work in pairs. Role-play the conversation in activity 5.Students’ Activity:I、Do activities 1 and 2 on page 22 first. Then learn to the use of just / already and yet in the present perfect tense.II、Make clear about the different usage of have/has been, have/has gone. Then finish activities 3 and 4. And check the answers.III、Do the passage in activity 5, and revise the building ways of past form, and past participle. Check the answers and then role-play the conversation in activity 5.4、Out putTeachers’ Activity:I、Ask students to read the letter in activity 7 and complete the letter. Ask one of the students to read it to the class. The others check the answers.II、Ask students to listen to an interview and choose the correct answers to finish activity 8.Then let Ss exchange work and peer correct with their deskmates for accuracy. And call the answers back from the class as complete sentences.III、Around the world.Ask the Ss. to look at the different pictures about planets. And tell the Ss. some knowledge about them. Let Ss read the text and answer any questions the Ss have. IV、Module Task: Making a poster about space travel1. Let Ss choose a subject, for example, the first moon landing, or China’s first manned space travel.. Ask the Ss. to look for some photos and information about it. You can look for more photos and information on the Internet. Please work in groups and make a poster about space travel.2. Let the Ss write sentences about the photos. Then put the sentences together to make a story.3. Circulate and monitor their production.4. Let the Ss read their posters to the classmates or put them up on the wall.Students’ Activity:I、Read and complete the letter in activity 7. Then check the answers.II、Listen to the recording and choose the correct answers to finish activity 8.Then exchange work and peer correct with partners for accuracy. And check the answers. III、Look at the different pictures about planets. And learn some knowledge about them. Then read the text.IV、Before class, look for more photos and information about the first moon landing or China’s first manned space travel on the Internet. And make a poster about space travel in groups. And write sentences about the photos. Then put the sentences together to make a story. At last, read their posters to the classmates or put them up on the wall.Here’s some photos of China’s first manned space travel.5、Feedback:（见达标习题）6、Summing-up:Recall what we have learnedtoday.7、 Homework:1. Ask the students to summarize what they have learned in this unit.2. Ask students to finish the exercises in the workbook..教学反思：在Warming-up部分我将activity 9提前，举行Word competition ，unit3是复习运用和巩固单元，该部分是单词的复习，所以对Ss来说很容易。
八年级英语上册 Unit 3《language in use》教学设计 外研版
5.Ask them to finish part 6-9 .
1.Listen to the tape and do part 1 and 2, then check answers in pairs.
1.Try to retell the text.
2.Discuss in groups and show the answers in front of the class.
2．
知
识
新
授
Read and learn the useful sentences in Language in use.
You should …
Unit 3 Language in use
教 学age in use
教材分析
The unit is to check if the students can use the key vocabulary and new words they learn in this unit to express what they want others to know.
教学反思
It’s hard to improve the students’ writing skill.
Task-based language learning would help the students use the vocabulary and sentence structure.
教学目标
To encourage students to write an English study plan for themselves this year.
外研版英语八年级上册M4Unit3《Languageinuse》说课稿
外研版英语八年级上册M4 Unit 3《Language in use》说课稿一. 教材分析外研版英语八年级上册M4 Unit 3《Language in use》以生活中的各种标志和指示为主题，通过学习不同的标志和指示，让学生了解和掌握日常生活中的规范和习惯，提高他们的生活自理能力。
本节课的主要内容包括：交通标志、公共场所标志、安全标志等。
教材内容丰富，贴近生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析八年级的学生已经具备了一定的英语基础，他们对生活中常见的标志和指示有一定的了解。
但部分学生对英语学习的兴趣不高，学习积极性有待提高。
此外，学生的学习程度参差不齐，教学过程中需要关注到不同层次学生的需求。
三. 说教学目标1.知识目标：让学生掌握日常生活中常见的交通标志、公共场所标志和安全标志的英文表达。
2.能力目标：培养学生运用英语描述和解释生活中标志和指示的能力。
3.情感目标：通过学习，使学生认识到遵守公共秩序和规范的重要性，提高他们的生活自理能力。
四. 说教学重难点1.重点：让学生掌握日常生活中常见的交通标志、公共场所标志和安全标志的英文表达。
2.难点：让学生能够灵活运用英语描述和解释生活中标志和指示的意义。
五. 说教学方法与手段1.采用任务型教学法，以学生为主体，教师为主导，引导学生通过观察、思考、讨论等方式主动学习。
2.利用多媒体教学手段，如图片、视频等，为学生提供丰富的视觉和听觉资源，提高他们的学习兴趣。
3.分组合作学习，鼓励学生互相交流、讨论，提高他们的团队协作能力。
六. 说教学过程1.导入：教师通过展示一些生活中常见的标志和指示，引导学生思考这些标志和指示的作用和意义，激发学生的学习兴趣。
2.新课呈现：教师展示本节课要学习的内容，如交通标志、公共场所标志和安全标志的英文表达，并通过图片、视频等形式进行讲解。
3.课堂活动：学生分组讨论，用英语描述和解释这些标志和指示的意义，教师进行指导和反馈。