外研版初中英语七年级下册教案：Module 11 Unit2
Book 2 Module11 Body language
主备人：伍晓燕审核人：徐月瑶复备人:___________
一、教学内容：Unit 2 Here are some ways to welcome them
二、课型：Reading and writing
三、教学目标：
1、能够正确使用下列单词和词组：finger, foot, knee, leg, mouth ,body, foreign ,personal, arm, hold , move , Britain, polite, somewhere, wave, bring, not at all, in fact, wave to say goodbye, on time.
2、能读懂简单的介绍不同国家身势语的短文。
3、能正确用祈使句给出书面指示语和建议。
4、通过阅读，了解世界各地不同地区的地域差异，培养对不同文化的兴趣
四、教学重难点：
1、能够读懂文章。
并能在阅读中找出身势语，完成任务。
（重点）
2、正确使用祈使句的用法。
五、教学准备：PPT课件、教学挂图、录音机、课堂联系表格、奖品。
六、教学过程：
七、板书设计：
八、达标训练题
一. 按照句子意思，填入恰当的词。
1. We Chinese like to ______ (wave) to say goodbye.
2. You should be ________ (有礼貌的) to the older.
3. I didn’t mean to be _______ (失礼的),but I have to leave early.
4. They are very good friends. They always walk ___________ (臂挽臂地) when
they are together.
5. You know what? ________ (事实上), you are right. I need to drop the idea at once.
二、单项选择。
（）1.They entered the room _____.
A. arm with arm
B. arm to arm
C. arm in arm
D. arm on arm （）2 ._____ get off the bus before it stops.
A. Don’t
B. Doesn’t
C. Didn’t
D.Do
（）3.My friend _____ the book with him when he came to see me.
A. took
B. carried
C. brought
D. got
（）4.— Is the supermarket very _____ your house?
— No. It often takes half an hour to go there by bike.
A. far to
B. close to
C. close from
D. near to
（）5.Here _____ a pen and some books for you.
A. be
B. are
C. is
D. being。
外研版英语七年级下册Module 11 Unit 2 教案
Module 11 Body LanguageUnit 2 Here are some ways to welcome them.一、教学目标【知识能力目标】1)能正确使用下列单词和词组：finger,foot,knee,leg,mouth,body,foreign, personal, arm in arm, hold, move, not at all, polite, wave, in fact, bring...2)能读懂简单的介绍不同国家身势语的短文【情感态度目标】了解不同国家的不同身势语，加强对中国文化的理解。
二、教学重难点【教学重点】1）掌握本部分出现的生词和词组，达到熟练运用的目标。
2)阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
【教学难点】掌握祈使句的用法三、教学过程Step 1 Revision and lead-in1. Revise some words about body language.2. Let one student act out body language, other students say out the words.Step 2 Consolidate new wordsShow the students some pictures and have a free talk between teacher and students, teach them the new words and expression.Step 3 MatchLook at the pictures and match the parts of the body.Step 4 Reading1. ScanningAsk the students to scan the passage and find out what it is about.2. Listen to the tape carefully and answer the two questions.1) Can we stand close to people in Middle East?2) Is it polite to wave to say goodbye in Greece?3. Careful reading1) Let the students read Paragraphs 1and 2 and answer the question:Is it all right to stand close to people in the Middle East?2) Read Para 3 and 4 and do the true or false questions:a. The British like touching people.b. Americans look at people when they talk.3) Let the students listen to the tape again and answer the questions in Activity 2.4) Let the students check(√) in the blanks on the table according to Activity 2. And then check the right answers in group.5)Read the short passage,then fill in the blanks with the words from the box of Activity 4. And then the Students check the answers.Step 5 Writing1. Talk about your class rulesWork in groups. First, learn about your class rules, then talk about them in pairs.2. Make a list of class rules for new student in your classIf a new student comes to your class this term, please make a list of class rules for him in your class.Step 6 Language Points1. Chinese girls often walk arm in arm with their friends.arm in arm臂挽臂地eg. The two girls are good friends. They like to walk arm in arm.这两个女孩儿是好朋友，他们喜欢走路时臂挽臂。
外研版初中英语七年级下册(WY)教案 Module 11 Unit2 教案 2
Unit 2 Here are some ways to welcome them知识互动1. . move vt.&vi.搬(家)；移动【】 (1)move 作及物动词时，其后可以直接跟名词。
例如：The little boy is moving the boove作不及物动词时，常用于短语：move(from)… to＋地点名词，意为“(从……) 搬到……地方”。
例如：Two years ago we moved to Beijing. 两年前我们搬到了北京。
They're going to move from Shanghai to London. 他们要从上海搬往伦敦。
2. somewhere pron. & adv.某处【】 (1)作地点副词。
例如：—Wouldn't you like to go to Disneyland or somewhere?“难道你不想去迪斯尼或者其他某个地方？”—I'd rather stay at home.“我宁愿待在家里。
”(2)作不定代词，有形容词修饰时应后置。
例如：I want to go somewhere warm.我想去暖和的地方。
【拓展】在否定句或疑问句中用anywhere。
但在表示请求、建议等委婉说法的疑问句中，或期望得到肯定答复的疑问句中，也用somewhere，而不用anywhere。
3 bring vt. 带来；领来；取来【】是指从别处朝向说话者或被提到的人的方向拿来或带来。
常用搭配：bring sth to sb (＝bring sb sth)。
例如：Could you please bring the dictionary to me tomorrow?明天可以把词典给我拿来吗？【辨析】 bring与takebring指“拿来”与come同方向；take 是指“拿走，取走”，活动方向常常是离开说话者或被谈到的人或某个具体的位置，与go 方向相同。
外研版英语七年级下册Module11教案Unit2
Module 11 body language Unit 2 Here are some ways to welcomethem教学目标1.To understand the passage about body languageand learn more about the differences in body language in different countries2.To be able to use correct body language whenmeeting foreigners教学重点Key words and struct ures: finger, foot, leg, mouth, body, foreignDon’t stand too close to North Americans教学难点To understand the passage about body language and to use correct body language when meeting foreigners学情分析Students may have difficul ty in understanding and remembering the different customs in other countries.学法指导Bottom-up approach教学过程教学内容教师活动学生活动效果预测（可能出现的问补救措施修改意题）见一、lead-in二、pre- reading 1、Askstudentsto look atthepicturesinactivity 1and labelthe partsof the bodywith thewords inthe box.2、askstudentst o checktheiranswerswith theirpartners1、Look atthepicturesinactivity 1and labelthe partsof the bodywith thewords inthe box.2、askstudentsto givetheiranswers.1、it’sveryeasy, sojust fewstudentsdon’tknow theanswer.2、somestudentsmay givethe wronganswers.1. S omestudentsmay give1、theteachercan givetheanswersandteachstudents thewordsabouttheparts ofthebody.1.Askother三．While-rea ding 1. Askstudentsto read thequestionsinactivity 2and answerthem inpairsbeforethey readthepassage.2. Elicitthepossibleanswersand writethem onth eblackboard1. Discussthequestionswith theirpartnersand givethepossibleanswers.2. Askseveralstudentsto writetheiranswers ontheblackboard.the wronganswers.1. Somestudentscan’tunderstand thepassage.studentstogivetheiranswers.1. Theteacherexplainthepassagesentence by四．Post- reading五．Summary and homework. .1. Tellstudentsto read thepassageand answerthequestionsindividually.2. Play therecording,studentslisten andcheck.1. Askstudentsto read the1. Read thepassageand answerthequestionsindividually.2. listento the tapeand checktheanswers.3. Elici tanswers inpairs andcheck withthepreviousanswers onthe board.1. Somestudentsmay findthattheiranswersaredifferent withtheirclassmates.sentence.1. To goback tothepassageagain iftheiranswersaredifferent.passage again and do the exerciseinactivity 3.2. Explain the language points. 1. Studentsto read the passage again to find the answers on their own. They can underline key informatio n while reading. Thenfinish activity 3.2. Take notes.板书设计Answers to the questions in activity 3: homework:1.2.3.4.5.参考书目及推荐资料七年级下英语教材教学反思ssModule 11 body language Unit 2 Here are some ways to welcomethem教学目标3.To understand the passage about body languageand learn more about the differences in body language in different countries4.To be able to use correct body language whenmeeting foreigners教学重点Key words and struct ures: finger, foot, leg, mouth, body, foreignDon’t stand too close to North Americans教学难点To understand the passage about body language and to use correct body language when meeting foreigners学情分析Students may have difficul ty in understanding and remembering the different customs in other countries.学法指导Bottom-up approach教学过程教学内容教师活动学生活动效果预测（可能出现的问题）补救措施修改意见一、lead-in 1、Askstudentsto look atthepicturesinactivity 1 1、Look atthepicturesinactivity 1and labelthe parts1、it’sveryeasy, sojust fewstudentsdon’tknow the1、theteachercan givetheanswersandteach二、pre- reading三．While-rea and labelthe partsof the bodywith thewords inthe box.2、askstudentst o checktheiranswerswith theirpartners1. Askstudentsto read thequestionsinactivity 2and answerof the bodywith thewords inthe box.2、askstudentsto givetheiranswers.1. Discussthequestionswith theirpartnersand givetheanswer.2、somestudentsmay givethe wronganswers.1. S omestudentsmay givethe wronganswers.students thewordsabouttheparts ofthebody.2.Askotherstudentstogivetheiranswers.ding四．Post- reading them inpairsbeforethey readthepassage.2. Elicitthepossibleanswersand writethem onth eblackboard.1. Tellstudentsto read thepassageand answerthequestionspossibleanswers.2. Askseveralstudentsto writetheiranswers ontheblackboard.1. Read thepassageand answerthequestionsindividually.1. Somestudentscan’tunderstand thepassage.1. Somestudentsmay findthattheir1. Theteacherexplainthepassagesentence bysentence.五．Summary and homework. individually.2. Play therecording,studentslisten andcheck.1. Askstudentsto read thepassageagain anddo theexerciseinactivity3.2. listento the tapeand checktheanswers.3. Elici tanswers inpairs andcheck withthepreviousanswers onthe board.1.Studentsto readthepassageagain tofind theanswers onanswersaredifferent withtheirclassmates.1. To goback tothepassageagain iftheiranswersaredifferent.教学反思赠送：英语说课范文Lesson Plan InterpretationUnit 4 Unforgettable experiencesThe 1st Period listening &SpeakingGood morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I am going to talk about is from SEFC Book 1 A, the first period of Unit 4 Unforgettable experiences. To make my presentation clear, I’ll explain it in the following 5 aspects: My teaching principles; my understanding of the teaching material; teaching methods and learning ways; teaching procedure; blackboard work.Ⅰ. My teaching principlesFirst I’d like to talk about my teaching principles .In the New Curriculum of senior middle school, the speaking and listening is emphasized and the audio-lingual method is adopted in English teaching. We should offer more opportunities for students to be exposed to more authentic English. And listening at a suitable level is one of the best ways. We should also concern about how to create and present good situations withsuitable topics for practicing and learning. So in such a teaching case, the governing guideline is to input enough information to the Ss and to activate the Ss to talk in English by providing them with live situations. The main feature is to combine speaking with listening, observing, reading and writing. The good point is that the Ss will know not only how to speak but also what to speak about.Ⅱ.My understanding of the teaching materialIn my understanding of the teaching material, there are three parts: teaching aims & demands, the important functional items and also teaching important & difficult points. According to these, the purpose of the listening material is to help student get familiar with how to talk about personal experience, especially disasters. It demands Ss to pay attention to the detailed information about the material. The purpose of the speaking material is to help the Ss master some useful expressions when they want to show their emotions. In addition , I’d like to divide this lesson’s objectives into three categories.①Knowledge objectiveStudents should know some background information about disasters, some names of disasters and also learn some wordsand expressions used to describe the disaster such as earthquake. And they should do some speaking practice to grasp some useful expressions about showing their emotions, such as Help! /I’m afraid to …/Don’t be afraid. /It’ll be ok. /Well done. And so on.②Ability objectiveBecause this period combines listening with speaking, the Ss’speaking ability and listening ability should be trained. So in my class I’ll play a story about Hankstam trapped in the earthquake , and teach them a few listening skills. Besides, in order to cultivate their ability of discussion, dialogue and even performing. Students should be asked to talk freely in English with partners by using the useful expressions and then act their dialogues out.③Moral objectiveThe speaking exercises help teach students to express their feelings when they are having difficulties and how others would say to encourage or comfort them. So through the dialogue and acting, the Ss are enabled to understand the importance of friendship and love between human beings.Ⅲ.Teaching methods and learning waysNow come to the part of teaching methods and learning ways.In my class, I will take advantage of the situational method and “3 P” teaching method, that is “Presentation”“Practice”“Production”. Besides, I’ll use a tape recorder and some pictures as my teaching aids.Ⅳ.Teaching procedureNow, I’d like to talk about my teaching procedure. I want to carry it out in the following 5steps: lead-in; listening; speaking; consolidations; homeworkStep 1 lead-inAccording to the schema theory, I will ask Ss to recall their own experience of disasters and share it with each other. Get them familiar with what is going to learn and prepare for the listening part.Step 2 listeningAccording to Krashen’s input hypothesis that learners acquire language as a result of comprehending input addressed to them. So a moderate input is necessary. Therefore I will play a story about earthquake to them for understanding. Before listening, Ss are asked to see some pictures and guess what happened in the pictures. A reasonable guess is conductive to their master of the listening material. Then they should finish the questions and fill in the blanks in the book. They can havea discussion when come across some difficulties, finally I will check the answer and make a conclusion by teaching some listening skills.Step 3 SpeakingAs far as I concerned, speaking is the most important section of my lesson so it should be paid more attention to. And at this stage, I adopt the “3 P” teaching method and situational method.First I will invite them to a situation of being Hankstram in the earthquake encouraging them to give out as many expressions as possible ,which is used to express worries and also guess what the doctor will say to comfort and encourage him. They are also asked to read a dialogue to find some expressions for encouragement. After that I will list out more relative expressions on the blackboard. What I am going to do next is to produce half-controlled speaking activity. A student is invited to talk with me about a picture about fire. Here I play a leading role, so my questions are designed to activate him to use these expressions spontaneously. Then the whole class is divided into groups to talk about the pictures separately. Ss are familiar with the situations in these pictures ,for they directly come from our daily life; I willmake Ss talk freely, so that they can get full involved in the activity. Before they start, I’d like to remind and encourage them to use those useful expressions. After preparing for several minutes, they are asked to act their dialogue out. Step 4 ConsolidationIn this step, students should try their best to recall the useful expressions they have learned in this lesson without looking at their books.Step 5 HomeworkSince the next lesson is the reading course for Ss to improve their reading ability and it is a little difficult, I will ask them to preview the reading part and find out some important words and expressions ,especially verbs in the text. It’ll ensure them to take an active role in the reading course. Ⅴ.Blackboard workThe last aspect of my lesson plan is the blackboard work. On the left is the answer of the listening part; in the center is a form about useful expressions about showing people’s emotions when they are having troubles, comforting or encouraging someone. On the right is the word s and expressions about disaster, earthquake. They should be listed clearly to draw the Ss’ attention again. That’s all for my presentation. Thankyou！Lesson Plan InterpretationUnit 4 Unforgettable experiencesThe 1st Period listening &SpeakingGood morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I am going to talk about is from SEFC Book 1 A, the first period of Unit 4 Unforgettable experiences. To make my presentation clear, I’ll explain it in the following 5 aspects: My teaching principles; my understanding of the teaching material; teaching methods and learning ways; teaching procedure; blackboard work.Ⅰ. My teaching principlesFirst I’d like to talk about my teaching principles .In the New Curriculum of senior middle school, the speaking and listening is emphasized and the audio-lingual method is adopted in English teaching. We should offer more opportunities for students to be exposed to more authentic English. And listening at a suitable level is one of the best ways. We should also concern about how to create and present good situations with suitable topics for practicing and learning. So in such a teaching case, the governing guideline is to input enough information to the Ss and to activate the Ss to talk in Englishby providing them with live situations. The main feature is to combine speaking with listening, observing, reading and writing. The good point is that the Ss will know not only how to speak but also what to speak about.Ⅱ.My understanding of the teaching materialIn my understanding of the teaching material, there are three parts: teaching aims & demands, the important functional items and also teaching important & difficult points. According to these, the purpose of the listening material is to help student get familiar with how to talk about personal experience, especially disasters. It demands Ss to pay attention to the detailed information about the material. The purpose of the speaking material is to help the Ss master some useful expressions when they want to show their emotions. In addition , I’d like to divide this lesson’s objectives into three categories.④Knowledge objectiveStudents should know some background information about disasters, some names of disasters and also learn some words and expressions used to describe the disaster such as earthquake. And they should do some speaking practice to grasp some useful expressions about showing their emotions, such asHelp! /I’m afraid to …/Don’t be afraid. /It’ll be ok. /Well done. And so on.⑤Ability objectiveBecause this period combines listening with speaking, the Ss’speaking ability and listening ability should be trained. So in my class I’ll play a story about Hankstam trapped in the earthquake , and teach them a few listening skills. Besides, in order to cultivate their ability of discussion, dialogue and even performing. Students should be asked to talk freely in English with partners by using the useful expressions and then act their dialogues out.⑥Moral objectiveThe speaking exercises help teach students to express their feelings when they are having difficulties and how others would say to encourage or comfort them. So through the dialogue and acting, the Ss are enabled to understand the importance of friendship and love between human beings.Ⅲ.Teaching methods and learning waysNow come to the part of teaching methods and learning ways. In my class, I will take advantage of the situational method and “3 P” teaching method, that is “Presentation”“Practice”“Production”. Besides, I’ll use a tape recorder and somepictures as my teaching aids.Ⅳ.Teaching procedureNow, I’d like to talk about my teaching procedure. I want to carry it out in the following 5steps: lead-in; listening; speaking; consolidations; homeworkStep 1 lead-inAccording to the schema theory, I will ask Ss to recall their own experience of disasters and share it with each other. Get them familiar with what is going to learn and prepare for the listening part.Step 2 listeningAccording to Krashen’s input hypothesis that learners acquire language as a result of comprehending input addressed to them. So a moderate input is necessary. Therefore I will play a story about earthquake to them for understanding. Before listening, Ss are asked to see some pictures and guess what happened in the pictures. A reasonable guess is conductive to their master of the listening material. Then they should finish the questions and fill in the blanks in the book. They can have a discussion when come across some difficulties, finally I will check the answer and make a conclusion by teaching some listening skills.Step 3 SpeakingAs far as I concerned, speaking is the most important section of my lesson so it should be paid more attention to. And at this stage, I adopt the “3 P” teaching method and situational method.First I will invite them to a situation of being Hankstram in the earthquake encouraging them to give out as many expressions as possible ,which is used to express worries and also guess what the doctor will say to comfort and encourage him. They are also asked to read a dialogue to find some expressions for encouragement. After that I will list out more relative expressions on the blackboard. What I am going to do next is to produce half-controlled speaking activity. A student is invited to talk with me about a picture about fire. Here I play a leading role, so my questions are designed to activate him to use these expressions spontaneously. Then the whole class is divided into groups to talk about the pictures separately. Ss are familiar with the situations in these pictures ,for they directly come from our daily life; I will make Ss talk freely, so that they can get full involved in the activity. Before they start, I’d like to remind and encourage them to use those useful expressions. After preparing forseveral minutes, they are asked to act their dialogue out. Step 4 ConsolidationIn this step, students should try their best to recall the useful expressions they have learned in this lesson without looking at their books.Step 5 HomeworkSince the next lesson is the reading course for Ss to improve their reading ability and it is a little difficult, I will ask them to preview the reading part and find out some important words and expressions ,especially verbs in the text. It’ll ensure them to take an active role in the reading course. Ⅴ.Blackboard workThe last aspect of my lesson plan is the blackboard work. On the left is the answer of the listening part; in the center is a form about useful expressions about showing people’s emotions when they are having troubles, comforting or encouraging someone. On the right is the word s and expressions about disaster, earthquake. They should be listed clearly to draw the Ss’ attention again. That’s all for my presentation. Thank you！ss's。
外研版英语七年级下册：Module 11 Unit 2 教案
外研社七(下) Module 11 Body languageUnit2 Here are some ways to welcome them. 教案一、教学目标1. Language knowledge:To be able to mater the following words or phrases: arm, arm in arm, body, finger, foot, foreign, hold, leg, mouth, move, not at all, polite2. Language skills:To understand the passage concerning body language and learn more about the differences in body language in different countries.3. Learning strategies:To be able to understand the culture of boy language in different countries.4. Cultural awareness:To be able to use correct body language when meeting foreigners.5. Emotional attitude:To be able to share some skills with classmates, and to love English more.二、学情分析1. 知识基础:学生在小学阶段已经学过有关身体部位的单词以及祈使句的初步知识,所以在本课中,身体部位的单词不做重点讲解,但会以填图的方式进行复习并补充新的词汇。
语言知识重点放在对祈使句应用语境和所表达的意义的理解上,然后启动学生主动学习的机制,让他们尝试用祈使句来恰当地表达自己的建议和要求。
外研版英语七年级下册Module 11 Unit 2《Here are some ways to w
外研版英语七年级下册Module 11 Unit 2《Here are some ways to welcome them》教学设计1一. 教材分析外研版英语七年级下册Module 11 Unit 2《Here are some ways to welcome them》主要介绍了如何欢迎新同学。
本节课的内容围绕如何与他人打招呼、介绍自己、询问他人情况等日常交流展开。
通过本节课的学习，学生能够更好地掌握日常英语交流用语，提高他们的口语表达能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和单词，具备一定的口语表达能力。
但是，他们在实际交流中还存在一定的困难，如不敢开口、发音不标准等问题。
因此，在教学过程中，教师需要关注学生的心理素质，鼓励他们大胆开口，提高他们的口语表达能力。
三. 教学目标1.知识目标：–能够熟练朗读并理解课文内容；–掌握日常英语交流用语，如问候、介绍自己、询问他人情况等；–学会如何欢迎新同学。
2.能力目标：–提高学生的口语表达能力；–培养学生的团队合作精神。
3.情感目标：–增强学生对英语学习的兴趣；–培养学生积极向上的学习态度。
四. 教学重难点•熟练朗读并理解课文内容；•掌握日常英语交流用语。
•如何在实际交流中运用所学知识；•提高学生的口语表达能力。
五. 教学方法1.情境教学法：通过设定真实的生活情境，让学生在实际交流中运用所学知识；2.任务型教学法：通过完成小组任务，培养学生团队合作精神；3.激励评价法：鼓励学生大胆开口，提高他们的自信心。
六. 教学准备1.准备课文相关图片和视频资料；2.准备课堂活动所需道具；3.制作课件。
七. 教学过程1.导入（5分钟）教师通过展示图片和视频，引出本节课的主题——如何欢迎新同学。
激发学生的学习兴趣，营造轻松愉快的课堂氛围。
2.呈现（10分钟）教师朗读课文，学生跟读。
引导学生关注课文中的日常英语交流用语，如问候、介绍自己、询问他人情况等。
外研版七年级英语下册 Module 11 Unit 2 Here are some ways to welcome them教案
Unit 2 Here are some ways to welcome them一、教学内容：Unit 2 Here are some ways to welcome them二、课型：Reading and writing三、教学目标：2、能读懂简单的介绍不同国家身势语的短文。
3、能正确用祈使句给出书面指示语和建议。
4、通过阅读，了解世界各地不同地区的地域差异，培养对不同文化的兴趣四、教学重难点：1、能够读懂文章。
并能在阅读中找出身势语，完成任务。
（重点）2、正确使用祈使句的用法。
五、教学准备：PPT课件、教学挂图、录音机、课堂联系表格、奖品。
六、教学过程：教学步骤教师活动学生活动设计意图Step1 Warming-up Lead-in1、Play the video and let theSs enjoy it.2、Guessing game:onestudent act out bodyl anguage,othe r studentssay out the words1、Watch the video and guess whatthey are going to learn in thislesson2、Play the game通过这个环节既能活跃课堂气氛，又能为以下教学内容作好铺垫Step2Pre-reading New words learning：Show Sssome pictures and have afree talk between T& Ss,teach the new words andexpressions.Learn new words a nd phr ases byfree talk.引导学生直观谈论图片，训练学生的口头表达能力，在描述和谈论图片的同时学习新单词和新句型。
Step3While-reading 1、ScanningAsk the Ss to scan thepassage and find out what itis about.1、Scan the passage and findout what it is about.2、SkimmingAsk the Ss to skim thepassage.T：How many paragraphsare the re？Ss：five.T：Read it again andthen check the truesentences.2、skim the passage. andthen check the true sentences.3、Careful reading（1）Paragraphs 1, 2①Answer question.②Let the Ss read Paragraphs 1 and 2 in groups of four and then find out the difficulties.③Solve the difficulties.（2）Paragraph 3 and 4：①Present Ss some statements and ask them to write “T” or “F”，also correct the wrong sentences after reading Paragraph 3and 4③Let one team students read Paragraph 2 and the other students listen carefully to point out the importance and difficulties.④Solve the difficulties.（3）Paragraph five：①Let the Ss fill in the blanks after reading Paragraph 5②Ask a gr oups of six students to read Paragraph 5. and let the other students listen carefully to point out the importance3、Careful reading（1）Parag raphs 1, 2①Read Paragraphs1, 2 andanswer the questions.Is it all right to stand closeto people in the Middle East?②Read Paragraphs 1 and 2 ingroups of four and then find outthe difficulties.③Solve the difficultiestogether.（2）Paragraph 3and 4：①Go through the statementsand write “T” or “F”，alsocorrect the wrong sentencesafter reading Paragraph 2.1、The British liketouching people.( )2、Americans look atpeo ple when theytalk.( ).③One team students readParagraph 2 and the otherstudents listen carefully topoint out the importance anddifficulties.④Solve the difficulties.（3）Paragraph 5：①Ss fill in the blanksafter reading Paragraph 5.②A groups of six studentsto read Paragraph 5. and theother students listen carefullyto point out the importance anddifficulties.让学生带着任务(问题)去阅读课文、去找答案，有助于学生更加准确地获取信息，提高阅读效果和阅读技巧。
外研版英语七年级下册Module 11 Unit 2《Here are some ways to w
外研版英语七年级下册Module 11 Unit 2《Here are some ways to welcome them》教学设计一. 教材分析外研版英语七年级下册Module 11 Unit 2《Here are some ways to welcome them》主要介绍了如何欢迎新同学。
通过本节课的学习，学生能够掌握相关词汇和句型，并运用所学知识进行实际交流。
教材内容丰富，实用性强，有利于提高学生的英语应用能力。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。
但部分学生对英语学习仍存在恐惧心理，缺乏自信心。
因此，在教学过程中，教师需要关注学生的情感态度，鼓励他们积极参与课堂活动，提高他们的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握表示欢迎的词汇和句型，如“Here are someways to welcome them.”, “How about…?”, “I think…is a good idea.”等。
2.能力目标：学生能够用英语谈论如何欢迎新同学，并进行实际交流。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的自信心。
四. 教学重难点1.重点：表示欢迎的词汇和句型的运用。
2.难点：如何运用所学知识进行实际交流。
五. 教学方法1.任务型教学法：通过完成具体任务，让学生在实践中学习和运用英语。
2.情境教学法：创设真实的情境，让学生在实际环境中学习和运用英语。
3.情感教学法：关注学生的情感态度，鼓励他们积极参与课堂活动。
六. 教学准备1.教材：外研版英语七年级下册Module 11 Unit 2《Here are someways to welcome them》。
2.课件：教学课件，包括图片、视频等素材。
3.练习册：配套练习册。
七. 教学过程1.导入（5分钟）教师通过向学生介绍一位新同学，引发学生对如何欢迎新同学的思考。
提问学生：“如果你是这位新同学，你希望同学们如何欢迎你？”让学生发表自己的想法。
外研版英语七年级下册 Module 11Unit 2 Here are some ways to welcome them。教案1
外研版英语七年级下册Module 11Unit 2 Here are some ways to welcome them. 教案一.教学内容：Unit 2 Here are some ways to welcome them二.课型：Reading and writing三.教学目标：1.能够正确使用下列单词和词组：finger, foot, knee, leg, mouth, body, foreign, personal, arm, hold, move, Britain, polite, somewhere, wave, bring, not at all, in fact, wave to say goodbye, on time.2.能读懂简单的介绍不同国家身势语的短文。
3.能正确用祈使句给出书面指示语和建议。
4.通过阅读，了解世界各地不同地区的地域差异，培养对不同文化的兴趣。
四.教学重难点：1.能够读懂文章。
并能在阅读中找出身势语，完成任务。
2.正确使用祈使句的用法。
五.教学准备：PPT课件、教学挂图、录音机、课堂联系表格、奖品。
六.教学过程：Step1 Warming-up教师活动Lead-in1. Play the video and let the Ss enjoy it.2. Guessing game: one student act out body language, other students say out the words.学生活动1. Watch the video and guess what they are going to learn in this lesson.2. Play the game.Step2 Pre-reading教师活动New words learning: Show Ss some pictures and have a free talk between T& Ss, teach the newwords and expressions.学生活动Learn new words and phrases by free talk.Step3 While-reading教师活动ScanningAsk the Ss to scan the passage and find out what it is about.学生活动Scan the passage and find out what it is about.Step4 Post-reading教师活动Retell① Let the Ss fill in the blanks according to the passage.②Call back the answers from two students then the whole class read the short passage together.学生活动1. Fill in the blanks.2. SpeakingStep5 Summary教师活动1. Get the Ss to sum up the language points.T: What have we learned today?Ss: …2. Let the Ss choose the best group in this lesson.学生活动1. Sum up the language points.2. To choose the best group.Step6 Homework教师活动Have the Ss make a list of rules for your class.学生活动Finish the homework.。
新外研版七年级下册英语 Module 11 Unit 2 教案(教学设计)
Module 11Body languageUnit 2 Here are some ways to welcome them.finger, foot, knee, leg, mouth, body, foreign,1.To master the words and expressions in this unit2.To process main information of body language1.To talk about body language2.To understand the Imperative sentence1.Show students the pictures.2.Let students work in pairsto ask the question:What body language do youknow?教师活动And learn these new words.1.Let students match the words with the parts of the body.eyefingerfootkneelegmouth答案:1-eye; 2-mouth; 3-finger;4-knee; 5-leg; 6-foot教师活动1.Make a list of class rules for new students in your school.2.Preview Unit 3本节课的教学活动设计,能够创设丰富的语境,设置循序渐进的学习任务,充分发挥学生的主体作用,引导学生小组合作、两两合作、自主探究,重视“预习——展示——练习——反馈”的学习过程。
让学生在具体的语境中掌握祈使句的用法,学会了如何运用祈使句描述规则及肢体语言。
外研版七年级下册英语Module11Unit2说课稿
外研版七年级下册英语Module 11 Unit 2说课稿一. 教材分析外研版七年级下册英语Module 11 Unit 2的主要内容是关于野生动物的保护。
教材通过介绍野生动物的生活习性和面临的威胁，引导学生关注野生动物保护的重要性，提高他们的环保意识。
本课的主要语言知识点包括一般现在时态的被动语态、一般过去时态的被动语态以及情态动词must的用法。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对一般现在时态和一般过去时态有一定的了解。
但是，他们对被动语态的运用还不够熟练，需要通过练习来提高。
此外，学生对野生动物的了解有限，通过本课的学习，可以拓宽他们的视野。
三. 说教学目标1.知识目标：学生能够掌握一般现在时态的被动语态、一般过去时态的被动语态以及情态动词must的用法。
2.能力目标：学生能够运用所学的语言知识，进行简单的交流和讨论。
3.情感目标：学生能够提高环保意识，关注野生动物的保护。
四. 说教学重难点1.教学重点：学生能够掌握一般现在时态的被动语态、一般过去时态的被动语态以及情态动词must的用法。
2.教学难点：学生能够灵活运用被动语态进行交流和讨论。
五. 说教学方法与手段本课采用任务型教学法，通过小组合作、讨论等形式，激发学生的学习兴趣，提高他们的参与度。
同时，利用多媒体手段，如图片、视频等，帮助学生更好地理解课文内容。
六. 说教学过程1.导入：教师通过展示野生动物的图片，引导学生谈论野生动物，激发学生的学习兴趣。
2.新课呈现：教师通过播放课文动画，让学生整体感知课文内容。
然后，教师带领学生逐句学习课文，讲解新知识点。
3.课堂练习：教师设计不同难度的练习题，让学生进行小组讨论，巩固所学知识。
4.拓展活动：教师学生进行角色扮演，模拟野生动物保护的场景，提高学生的实际应用能力。
5.总结：教师对本课的主要内容进行总结，强调野生动物保护的重要性。
七. 说板书设计板书设计如下：野生动物保护一般现在时态的被动语态一般过去时态的被动语态情态动词must的用法八. 说教学评价教学评价采用形成性评价和终结性评价相结合的方式。