外研版九年级下册英语Module8Unit3Languageinuse教案
Unit3Language in use
教材分析
1. 课型分析：revision and application
2. 教材分析：
本模块是外研版九年级下册最后一个模块， 它以毕业为话题对本模块的单词、短语及定语从句这一重要语法进行复习和操练，并让学生通过相应的语言活动来运用，从而达到掌握和熟练应用的目的。三单元是一个语言运用的阶段，训练学生运用本模块所学的语言结构与 词汇综合提高听、说、读、写技能。
Look at the picture and the menu to discuss the questions in pairs.
1. How do you know that the party is international?
2. Why are the people cheering?
3. What do you think the person making a speech is saying?
b) if you want to be an engineer
c) that we control the future
d) we can all make a wonderful future if we remember this
e) that I am a very good student
Step3 Completethe sentences
Complete the sentences using which, that, who or whom. Try to explain the meaning of the words inpurple.
1.Finger food is the foodthat/which we eat with our fingers.
3. I give the white rose to my teachers, _____ have taught me _______ there is no success without effort.
4. I’m sure that you all have your own memories about the happiness of the last three years, and the people _____ you want to thank for it.
We will finish junior highsoon. Many students are worried about the future. School is hard. We all think (1) ________.
Some of us are lucky. We are good at studying. I am very lucky. My teachers say (2) ______. I especially love studying maths. It is a very important subject.You need it for physics, or (3) ________. I want to be an engineer. Engineers and scientists are important for our country’s future.
Tony: I’ll go with you, Betty. I’m going to take photos, and I want to buy a book to put the photos in. I hope that all of us will remember each other. I’m happy I have been your (4) __________.
教学媒体
多媒体课件、单机版网络教学光盘
教学方法
Formal and interactive practice, tast-based approach
教学思路
本单元为复习课，采用主题教学方法和任务型教学法。教师通过创设各种情境，以听、说、读、写各种方法帮助学生复习时间状语从句及本单元的重要词汇和交际用语。以高复现、快节奏、低台阶、大容量和勤反馈的特点来组织教学活动。通过学生个人活动、学生小组活动，师生活动等语言实践活动，来强化本模块所学重点并完成语言学习任务。
情感态度
培养感恩之心，学会表达对他人的谢意。
教学重点
To be able touse the object clauses and attributive clauses correctly.
教学难点
Through listening, speaking and writing, let students practise theobject clauses and attributive clauses.
语
言
技
能
目
标
听
能转述具体信息并判断说话人的情感态度。
说
能够介绍自己的未来计划
读
能够读懂读懂毕业聚会上的发言
写
能够完成分别聚会发言稿的写作，说出自己的感受，表达谢意，并畅想未来。
学习策略
自学策略
能够反思自己的学习，制订下一步的学习计划
合作学习策略
善于学习，取长补短
文化意识
通过学习，了解不同国家的人在分别时的不同表现
Betty: I’m going to wear a dress. And I’m going tobuy a new black (1) _________. Do you want to go with me to the shopping centre to look for one?
Lingling: Sorry, I can’t. I’m having a(n) (2) ________ this (3) _________at three o’clock. I want nice short hair for the party!
教学过程与方法
设计意图
Step1 Revisionand lead-in
Let Ss look at the pictures and answerthequestions to review what they have learnt.
How many days are left before you leave school?
plete the conversation with the new words.
b
1. Try to follow the _______ of the music.
2. Oh, _______ me. I didn’t see you there.
3. We’re going to put ______ all around the room this year.
4. I can’t go to school wearing that –everyone will _________ me.
5. I’ll _______ you _____ when it’s time to leave.
Keys: ugh at5.wake up
2. A handbag is a small bag ____________________________________________.
3. School-leavers are young people_______________________________________.
4. A classmate is someone ______________________________________________.
5. A friend is someone _________________________________________________.
6. A stranger is someone _______________________________________________.
Step4 Lookand discuss
The English say, “The future is what you make it!” I like this saying. It means (4) ______. It reminds us to try our best, and to never give up. I really think (5) ______.
My classmates and I are all a bit sad to be leaving junior high. But we are also excited about taking a new step in our lives. Our future lives and jobs get closer every day.
Betty: Don’t be silly, Tony!
Step 8 Complete the sentences
Read the sentences and complete the sentences with the words or expressions in the box.
1.Read the conversation carefully.
Betty: I’ve already bought a special book for the photos. It’s black, with (5) _________ paper pages.
Tony: You can carry it on the big night, then. It’ll match your clothes.
词汇
外研版九年级英语下册学案Moudle 8 Unit 3 Language in use
Module 8 My future lifeUnit 3 Language in use教案一、学习目标：1. 巩固本模块所学有关未来的词汇和短语。
2. 复习宾语从句和定语从句。
二、学习重难点：1. 重点：运用本模块所学词汇，描述自己的未来。
2. 难点：将宾语从句和定语从句适当运用到文章中。
三、学习过程：Step 1. language practiceCollect the sentences with clauses in this module.Talk about the use of the attributive clauses.定语从句即用句子来做定语，被修饰或被限制的词称作先行词，例如1.I don't know the girl who is talking there.2.I don't know the girl who you met just now.3.Give me the book that you read just now.4.Give me the book ,which you read just now.5.Give me the pen that you write with.6.Give me the pen with which you write .仔细看句子中的book 和pen就是先行词，他们后面的who that which 就是引导定语从句的关系代词，当先行词是人用who,先行词是物用that,先行词后出现介词用which.先行词前有逗号的句子是非限定性定语从句，先行词是人只能用who/whom, 先行词为物只能用which.Step 2. complete the sentences using which,that,who or whom.(Activity 1)Step 3. Exercises:a.Work in pairs. Look at the picture and the mune. Discuss the questions.(A2,onP68)plete the passage with the clauses in the box.(A3,P69)c.Join the words in Box A with the words in Box B to make new words.(A4,P69)plete the sentences with the words or expressions in the box.(A5,on P70)Step 4. ListeningListen and answer the questions.(A6,P70)Step 5. ReadingRead the passage and choose the correct answer.(A7,P70)Step 6.Around the world: Junior high school dances.Step 7. Module task:Making plans for your future.1. Think about your life in the future. Make notes about the following things:﹒what you are planning to do in the next three years﹒what you would like to do after thatDo you want to go to university and get special training or would you like to work after senior high school? ·what other areas of your life you want to developDo you want to be better at sports, learn to play music, or develop artistic skills?·how you use your personal life·what sort of values you think will be important to you2. Use your notes and write sentences.3. Join your sentences together and write a passage about your future.四、当堂检测：阅读理解Most people graduate from school and then get a job. Everyone wants a job that pays well. How much money can you make? Ask yourself these questions: What can I do? What skills do I have? Also ask yourself: How much education do I have? For most jobs, the higher your education, the higher your earning power.In the United States, high school graduates make about $18, 600 a year. If you do not finish high school, you make only $10, 800 a year. You can make $7, 800 more each year by staying in high school!If you stay in school, then you can make more money. A person with a high school degree makes about $18, 600 a year. If that person goes to college and gets a bachelor’s degree(学士学位), he can make $42, 000. With a master’s degree (硕士学位), he can make about $53, 000. If the person gets a PhD(博士学位), he can make almost $79, 000 or more a year.We can learn a very important thing from this information. If you want to work and make more money, get a good education.1. According to the passage, “earning power” means the ability to money.A. saveB. spendC. payD. make2. The writer thinks that a high school graduate usually makes more moneythan .A. a university graduateB. a person who gets a PhDC. a person who only finishes primary schoolD. a person with a master’s degree3. Each year a person with a PhD can make more than a person who does not finish high school.A. $37, 000B. $68, 200C. $60, 400D. $26, 0004. The passage mainly talks about .A. how education and pay are connectedB. high-paying jobsC. jobs for high school studentsD. good schools五、自我总结与反思：。
外研版英语九年级下册：Module 8 Unit 3 Language in use . 课程教学设
教师活动：展示任务，方法指导，激励评价，关键点拨。
学生活动：Discuss, searching material, writing and showing what they have written.
2. The kangaroos come from Australia. The kangaroos are jumping. (合并为含有定语从句的复合句) _____________________________________________________.
3. I like the kangaroo that _____ (be) jumping. 4. I prefer the magazine _____ he bought.
(二)引导定语从句的关系词：
1.关系代词：that(先行词是物/人时)，_______ (先行词是物时)，who/whom (先行词是人时), whom只能用来指代宾格，whose (先行词是物/人时), whose用来表示所有格。
2.关系副词：when/where/how/why等。
(三)定语从句的语序：与宾语从句的语序相同，也是_______语序
___________________________________________________________________________________________________________________________________________________
（设计意图：通过写作练习落实本节课的学习重难点：make a plan for your future。）
Unit3_Language_in_use教案_初中英语外研版九年级下册(2022年)
⑥This is Seat 12A, but you should be in Car 9. This is Car 8.
能力
目标
能够描述自己或他人的旅行经历
情感
目标
学习如何表达自己对旅行过程的评价,如何更有效地在旅游过程中放松自己,同时又能收获一些其他方式无法得到的知识和技能。
(4)by +交通工具: by bus/boat/plane/train
(5)at school/at work/at home. . .
Go over the use of article.
1. First, summarize the use of article.
2. Show the use of article.
Make the students observe these sentences and pay more attention to these black words.
1. He went to stay with his family in the UK.
他和家人一起待在英国。
2. Why is travel so difficult in winter?
3. Add to the use of article.
4. Practice the use of article.
1.让学生首先独立总结冠词的用法。
2.展示冠词的用法。
3.让学生补充自己没有总结的冠词的用法。
4.做有关冠词的练习。
续表
教学环节
教师活动
学生活动
Module8SportslifeUnit3Languageinuse教案
《Module 8 Sports life Unit3 Language in use》
1.提升学生英语语言素养，通过学习运动相关词汇和句型，使学生能够在实际语境中流畅表达，提高口语交流能力。
2.培养学生的运动文化意识，通过了解不同运动项目，拓展国际视野，增进对多元文化的尊重和理解。
1.教学重点
-词汇：运动相关词汇，如“volleyball”、“badminton”、“soccer”等。
-句型：一般现在时和现在进行时的用法，如“She plays volleyball every week.”、“They are playing basketball now.”。
-对话：运用目标句型进行运动场景的简单对话。
在总结回顾环节，我发现学生们对今天的学习内容掌握得还不错，但我也提醒他们，学习英语是一个长期的过程，需要不断地复习和实践。我鼓励他们在课后多参加体育活动，尝试用英语描述自己的运动经历，这样既能锻炼身体，又能提高英语水平。
3.强化学生团队合作精神，通过小组讨论和运动场景角色扮演，提升学生的协作能力和解决问题的能力。
4.培养学生自主学习能力，鼓励学生在课后自主查找体育资讯，激发学习兴趣，培养探究精神。
5.培养学生健康生活习惯，结合课本内容，引导学生关注运动健康，树立正确的价值观和人生观。
三、教学难点与重点
《Module 8 Sports life Unit3 Language in use》
-难点二：运动词汇的发音和拼写。学生可能在发音和拼写方面存在困难。
举例：通过模仿、重复和拼写练习，帮助学生掌握运动词汇的正确发音和拼写。
-难点三：在实际场景中灵活运用句型和对话。学生在实际运用时，可能不知道如何根据情境选择合适的句型和表达方式。
外研版九年级英语下册《Unit3 Language in use》教学设计
Students work in pairs to practice the conversation.When they have done it once,they should change roles and do it again.
A7:Ask the students to do the activity individually,then check with a partner.In the end we call back the answers from the whole class.
Call back the answers in a whole-class setting.
A2:read through the words in the box with the whole class and have them repeat them chorally and individually.We’ll do with it like the way of A1.
Activities 1 2 and 3 in Unit 3(to summarise and consolidate the use of pronouns and do some speaking,listening,reading and writing at the same time.)
Unit_3_Language_in_use教案_初中英语外研版九年级下册(2022年)
目标
能够描述学校生活,向他人介绍自己的学校生活
情感
目标
通过学习描述学校生活,同时了解其他国家的教育制度及其他国家学生的学校生活,从而拓展视野,激发学习英语的兴趣。
教学
重点
1. Go over the words and expressions
2. Go over the use of pron. , prep. and prep. phrases
Unit 3Language in use
课 题
Module 2Education
课时
第三课时Unit 3 Language in use
课型
Revision
教学
目标
知识
目标
1.复习并掌握下列词汇及短语:
ours, tie, row, pool, be surprised to do sth. , in rows, play with, hope to do sth. , pass. . .
2.掌握以下句型:
①I took them myself.
②So ours is a bit bigger.
③Everyone is wearing a jacket and tie!
④We go to school every weekday from 8: 45 am to 3: 15 pm.
⑤We have a large sports ground for football and tennis, where we can play both during and after school hours.
1)some and any
Grammar——代词
代词是用来代替名词的词。它是英语语法结构中的一个重要项目,也是中考测试的重点内容之一。纵观历年中考试题,出现频率最高的是不定代词,其次是it用法、疑问代词、反身代词以及人称代词等。
新外研版九年级下册英语 Module 8 Unit 3 教案(教学设计)
Unit 3Language in use
知识目标
掌握宾语从句和定语从句的含义及其结构
技能目标
能够运用所学的宾语从句和定语从句描述将来的生活和计划
情感目标
通过学习一份毕业晚会的发言稿,使学生学会为将来的生活制订计划
Understand the object clause and the attributive clause
The use of the object clause and the attributive clause
教学环节
教师活动
学生活动
备课札记
Step 1
Lead in
1. Make students read the sentences.
I’m very proud that you have chosen me to speak to you today.
D. who could invite me to go
独立完成检测练习,进行自我评价。
通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Go over the words and useful expressions in Module 8.
在本节课的教学活动设计中,充分发挥了学生的主体作用,设置了“自主预习—小组总结—个人练习”的学习过程,重视培养学生的合作学习、自主探究习惯与能力。
2. Correct the answers.
通过听读进一步提高学生听力和阅读能力。
Step 6
Consolidation
教师设置巩固检测练习:
单项选择
1. A kind of shared bike_______is called bluegogo is getting more and more popular in Chengdu. (C)
【教学方案】Module+8+Unit 3 Language in use 1示范教案(九下)
Module 8 My future lifeUnit 3 Language in use 1一、教学目标1. 熟练掌握下列词汇和短语：beat, rose, handbag, wake…up, laugh at等。
2. 掌握并运用下列句型：(1) I know that you will be better at maths.(2) These roses are to thank three groups of people for the three most important things that I have learnt.(3) I give the white rose to my teachers, who have taught me that there is no success without effort.(4) I’m sure that you all have your own memories about t he happiness of the last three years, and the people whom you want to thank for it.3. 掌握宾语从句和定语从句的用法。
4. 能够熟练使用宾语从句和定语从句介绍自己的未来计划。
5.能够学会倾听他人的感受，合理规划未来，培养积极向上的心态，明白努力的重要性。
二、教学重点及难点重点:1. 本模块的单词和重要句型。
2.掌握宾语从句和定语从句的用法。
难点：能够熟练使用宾语从句和定语从句介绍自己的未来计划。
三、教学准备1. 多媒体设备和课件；2. 设计课后巩固练习；3. 相关教学图片。
四、教学过程Step 1 Warming-upFree talk1. How many days are left before you leave school?2. Do you feel nervous every day?3. What time do you go to bed every night?4. Do you have time to do exercise except studying?【设计意图】通过问题来复习所学内容，温故知新。
外研版九年级英语下册教学设计《Module 8 Unit 3 Language in use》
外研版九年级英语下册教学设计《Module 8 Unit 3 Language in use》一. 教材分析《Module 8 Unit 3 Language in use》主要围绕日常生活中的规则和指示展开，让学生学会如何读懂并遵守规则和指示。
本节课的主要内容包括：动词不定式的用法，规则和指示的表达方式以及如何进行有效的沟通。
本节课的语言知识点较为复杂，需要学生能够灵活运用所学知识进行实际操作。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于动词不定式和日常交际用语有一定的了解。
但如何在实际情境中运用这些知识，将知识内化为自己的语言输出，仍然是他们的学习难点。
此外，学生的学习兴趣和动机对于英语学习的效果至关重要，因此，在教学过程中，需要充分调动学生的积极性，激发他们的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握动词不定式的用法，理解规则和指示的表达方式，并能够运用所学知识进行实际交际。
2.能力目标：学生能够通过pr work, group work等形式，提高口语表达能力，学会如何进行有效的沟通。
3.情感目标：学生能够意识到遵守规则和指示的重要性，培养良好的社交习惯。
四. 教学重难点1.动词不定式的用法2.规则和指示的表达方式3.如何在实际情境中进行有效的沟通五. 教学方法1.情境教学法：通过设定各种生活情境，让学生在实际语境中学会运用所学知识。
2.交际法：通过pr work, group work等形式，让学生进行实际交际，提高口语表达能力。
3.任务型教学法：通过完成各种任务，让学生学会如何运用所学知识解决实际问题。
六. 教学准备1.教学课件：制作相关教学课件，帮助学生更好地理解教学内容。
2.教学素材：准备一些与规则和指示相关的图片和视频，用于教学展示。
3.练习题：准备一些练习题，用于巩固所学知识。
七. 教学过程1.导入（5分钟）通过展示一些生活中常见的规则和指示，如交通规则、学校规章制度等，引导学生思考规则和指示在日常生活中的重要性。
外研版九年级英语下册说课稿《Module8Unit3Languageinuse》
外研版九年级英语下册说课稿《Module 8 Unit 3 Language in use》一. 教材分析《Module 8 Unit 3 Language in use》是人教版九年级英语下册的一节课。
本节课的主要内容是关于描述人们在不同场合的穿着和活动。
通过本节课的学习，学生能够掌握一定的日常英语表达，提高他们的英语口语和写作能力。
教材中包含了丰富的图片和例子，帮助学生更好地理解和运用语言。
二. 学情分析九年级的学生已经具备了一定的英语基础，他们能够听懂并运用一些基本的英语句子。
然而，他们在口语表达和写作方面还存在一定的困难。
因此，在教学过程中，我们需要关注学生的个体差异，尽可能地调动他们的积极性和主动性，引导他们参与到课堂活动中来。
三. 说教学目标1.知识目标：学生能够掌握描述人们穿着和活动的日常英语表达。
2.能力目标：学生能够运用所学的英语进行口语表达和写作。
3.情感目标：通过本节课的学习，学生能够培养对英语的兴趣，提高他们的自信心。
四. 说教学重难点1.重点：学生能够掌握描述人们穿着和活动的日常英语表达。
2.难点：学生能够灵活运用所学的英语进行口语表达和写作。
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和交际法。
通过设置不同的任务和情景，引导学生进行口语表达和写作练习。
同时，我将运用多媒体教学手段，如图片和视频，来帮助学生更好地理解和运用语言。
六. 说教学过程1.导入：通过展示不同的服装和活动图片，引导学生进行观察和思考，激发他们的学习兴趣。
2.呈现：展示教材中的图片和例子，引导学生进行观察和模仿，帮助他们掌握描述人们穿着和活动的英语表达。
3.Practice: 设置不同的情景，让学生进行口语表达和写作练习，巩固所学内容。
4.巩固: 通过小组讨论和角色扮演，让学生进一步运用所学知识，提高他们的口语表达能力。
5.总结: 对本节课所学内容进行总结，强调重点和难点。
6.作业布置: 布置相关的口语和写作作业，让学生进行巩固和拓展。