外研版英语八年级下册Module 2 Unit 3 教学设计 教案
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。
外研版八年级下册英语精品教案Module2 Unit 3
Module 2 EXPERIENCESUnit 3 Language in use教学目标【知识与技能】1. 掌握现在完成时。
2. 能使用关键句型“have + done”对个人经历进行描述。
【情感、态度与价值观】在教学过程中，学生们通过实践、参与互动，讨论活动，体验与他人合作，共同完成学习任务的乐趣。
教学重难点【教学重点】学会准确使用现在完成时的基本句型“have + done”描述个人的生活经历。
【教学难点】学会准确使用现在完成时的基本句型“have + done ”描述个人的生活经历。
教学准备图片、视频、多媒体等教学过程Step 1 Lead-in: Warming upRevise the sentence“Have you ever...?和现在完成时Revise1. _____ you ever _____ any prizes before?2. I haven’t ________ m uch.3.They _____ _____ to many interesting places.Step 2 The students can learn by themselves, and ask some questions about the study.A1-1 Read through the example sentences in the box with the whole class.It tastes good.You look very pretty.It do esn’t smell fresh.I feel nervous when I speak Chinese.2. Look at the pictures and review some sentences.A 2 Work in pairs.1. Ask the students to look at the picture in Activity 1 carefully.2. Read through the example sentences.3. Work in pairs and complete the sentences.1. The bananas ____________.2. The students ________.3. The flowers ____________.4. The juice ____________.5. The chair _______________.6. The music ___________.4. Check the answers:Keys:1. taste delicious2. look happy3. smell nice4. tastes sour5. feels soft6. sounds beautifulA3Writing.1. Write sentences about yourself. Use the words in the box to help you.feel look smell sound taste2. Read through the example sentences.I like this dress very much. It feels comfortable.I like pandas. They look funny and friendly.3. Write sentences about yourself. Use the words in the box to help you.4. Check the answers:A4 Put the words in the box into the correct columns.1. Ask the students to read the words in the box in Activity 3.beautiful, dark, fair, friendly, nice, old, pretty proud, quiet, short, shy, strict, tall, young2. Put the words in the box into the correct columns.3. Ask the students to check with a partner.4. Check the answers:What does he/she look like? What is he / she like?beautiful, dark, fair, old, pretty, short, tall, young, friendly, nice, proud, quiet, shy, strict5. look like/like的用法与区别“look like”和“be like”的区别：前者着重问人物长相，look是看上去，即看上去是个什么样。
外研版英语八年级下Module2Unit3教案
Unit 3 Language in useLanguage practiceRead through the sentences with the whole class.Ask them to explain why certain words are highlighted. (They are markers of the start of subordinate clauses of various types).1. Make up as many sentences as you can.Ask the students to do this individually, then compare their answers with a friend. Call back some answers from the whole class.AnswersThese are possible answers:1. I think (that) Mary is a good friend. / Tom is looking for a book in the library. / they will go to the concert. / the smile changed her life. / he can make friends with many people.2. He says (that) Mary is a good friend. / Tom is looking for a book in the library. / they will go to the concert. / the smile changed her life. / he can make friends with many people.3. She’s sure (that) Mary is a good friend. / Tom is looking for a book in the library. / they will go to the concert. / the smile changed her life. / he can make friends with many people.4. They don’t know (that) Mary is a good friend. / Tom is looking for a book in the library. / they will go to the concert. / the smile changed her life. / he can make friends with many people.5. We know (that) Mary is a good friend. / Tom is looking for a book in the library. / they will go to the concert. / the smile changed her life. / he can make friends with many people.2. Complete the sentences with the correct word.Ask the students to answer individually, then check their answers with a partner.Call back answers from the whole class in pairs, with the question and answer. Answers1. if2. how3. whether4. old5. where6. who7. why8. when9. when 10. that3. Match the questions with the reasons for asking.Ask the students to answer individually, then check their answers with a partner.Call back answers from the whole class, having one student read a question and another say the reason for asking.Answers1. a2. b3. c4. d5. a4. Complete the conversation with the correct form of the words in the box.Read through the words in the box with the whole class and have them repeat chorallyand individually if you wish.Ask the students to answer individually, then check their answers with a partner. Call back answers from the whole class as complete sentences.Answers1. classmates2. personal3. worry4. feel like5. lonely6. foreigner7. miss8. parentsAdditional activityAsk the students to get into pairs to practice the dialogue.When they have done it once they should do it again, changing roles.Circulate and monitor their production.5. Work in pairs. Complete the conversation with the phrases in the box.Ask the students to complete the conversation in pairs; they can then check with another pair.Call back the answers from the whole class, having one pair perform the completed dialogue, with the rest of the class monitoring.Answers1. Can I help you2. May I speak to Jack3. Who’s calling4. Hold the line5. Jack isn’t here right now6. I’ll call back later7. I’m afraid you have the wrong number6. Listen and choose the problem the speaker is describing.Ask the students to read the choices a-d to themselves.Play the recording once while they just listen.Play it again for them to check.Call back the answer.Answerb7. Work in pairs. Choose the best advice for the problem in Activity 6.Ask the students to work in pairs to discuss their ideas. They can then compare suggestions with another pair.Call back answers from the whole class and try to get a discussion going.AnswerStudents’ own answersNow listen again. Number the advice in the order that you heard it.Ask the students to do this. You may need to play the recording through a couple of times.They can then check their answers with a partner.Call back the answers from the whole class.Answersa. 4b. 3c. 1d. 28. Write about a friend. It can be a friendship you have now, or a friendship you had in the past.Read through the instructions with the whole class.Ask them to write individually, probably for home work.When they have finished, ask them to exchange work with a partner and dopeer-correction of language and content.If you wish, have some students read out their work to the class.AnswerThis is a model answer:I met Peter when found ourselves sitting next to each other in infants school. At first we were just friends at school, but as we grew older we started doing other things together. We would spend time at each other’s houses at the weekend, and our parents took us away on holiday together. We were like brothers almost.But then we went to different secondary schools and we started to drift apart. But then one evening when I joined a new football club, I found Peter had joined the week before, and so we started practicing together twice a week, and later playing in the same team. In fact, we built a great goal-scoring partnership, probably because we knew each other so well. Soon we’ll be going away to different colleges, but I’m sure we’ll keep in touch as much as we can.Around the worldRead through the box with the students.Ask them some questions, . Why do people write to pen friends? (to find out about other countries, to practice their English, to enjoy their hobbies).Module task: Making a poster about friendship.Activities 9~13Read through the instructions with the class.Ask them to get into groups to plan and write their posters.They can then show their posters to other groups, or put them up and walk around the class looking at them..If you wish, have some feedback from the whole class.。
八年级英语外研版下册Module2_Unit3_优质课教案(山东省)
Module 2 Unit 3 优质课教案（山东省）Unit3 Language in use教学设计【目标确定的依据】1.相关课程标准陈述听力的四级要求：能听懂接近自然语速、熟悉话题的简单语段，识别主题，获取主要信息。
说的要求：能引出话题并进行几个话轮的交谈。
读的要求：能连贯、流畅的朗读课文，能从简单文章中找出有关信息理解大意。
写的要求：能写出简短的文段，能在教师的帮助下或以小组讨论的方式起草和修改作文。
2.学情分析学生通过对一二单元的学习已经对现在完成时态有了初步的了解，本单元进一步对现在完成时进行巩固和运用，学生对谈论自己的经历很感兴趣，所以设置的听说任务和写作任务都是围绕现在这个话题进行，本模块的任务为学生创设了使用现在完成时的真实语境，主要体现在听力对话和写作上，而学生的写作一直是令人头痛的事，所以在本单元的训练环节重点让学生掌握作文的写作技巧和强调书写的重要性。
3.教材分析本节课通过听说读写的活动对现在完成时进一步巩固和运用。
本模块承接的是一二单元，更是着重让运用现在完成时态，为第三模块进步学习这个时态奠定了基础。
【教学目标】1.通过听力和限时背诵，巩固记忆现在完成时的句子。
2.通过观察与思考，归纳总结现在完成时的结构并加以运用3.借助语境，能够运用现在完成时谈论自己的旅游经历。
【教学重难点】重点：现在完成时的运用。
难点：描述自己的旅游经历【课时安排】1课时【评价任务】1.巩固记忆现在完成时的句子完成学案自学检测。
2.归纳总结现在完成时的结构并加以运用。
3.能够运用现在完成时谈论自己的旅游经历。
【教学活动设计】附：板书设计【教学反思】1.教学设计从教学目标到任务设置、实施与评价，整体上实现了教学评的一致性。
每一个任务都对应着目标，每一个评价都直指目标。
2.本节课的设计分为自主学习、合作探究、当堂训练，符合了当前自主合作的学习理念，以学生为本，体现了学生为主体，教师为主导的基本理念。
3.课堂教学开展的有条不紊，学生展示的习惯养成有素，课堂互动性极好。
新外研版八年级下册英语 Module 2 Unit 3 教案(教学设计)
Module 2ExperiencesUnit 3 Language in use1. Task: To be able to write a passage to introduce one’s experience.2. Key structure: 现在完成时1. Through listening, speaking and writing, let students practise the present perfect tense.2. Use the present perfect tense to describe your experiences or others’ experiences.教学环节教师活动学生活动备课札记and complete theform , then check the answers with a partner. (Activity 6, Activity 7, Activity 8)Listen again and answer the questions.6. Look at the passage from the beginning to the end.Choose the right sentences in the box. There is one extra sentence.7. Read“Around the world”, and then choose “T” or “F”.① Tenzing Norgay was from New Zealand.②Edmund Hillary came from Nepal.③ Tenzing Norgay and Edmund Hillary reached the top of Mount Qomolangma She would like to go toChina again.She has travelled aroundSouth China.She travelled there bytrain.Yes, he has. He’s beenall over Europe.Keys: dcbeAround the worldKeys: FFTF听录音填写正确信息, 无疑是学生的“老大难”, 反复的听力训练有利于学生听、说能力的提高。
英语八下册外研版module2：教案【unit3表格式教案】
英语八下外研版Module 2：教案【Unit 3表格式教案】“三、六”教学模式导学案课题Module 2 FriendshipUnit 3. language in use授课人授课时间课型新授主备人审核人学习1.目标能够熟练运用module 2的词汇及短语进行填空。
2.能用所给的电话用语将对话补充完整。
3.能够熟练区分出三种宾语从句的不同之处，并能选择合适的引导词引导从句。
4. 让学生在与他人合作，相互帮助中，体会文中所述友谊的重要性。
重点重点单词短语运用，电话用语的使用，宾语从句的区别及引导词的选择。
难点宾语从句的区别及引导词的选择。
集体备课内容个案补充教学过程自主学习一、自主学习：1. 熟读Module2单词及短语，完成P15 Activity 4.2. 词组互译：稍等，别挂电话_____________ 现在 _______________事实上/实际上______________几个 _________________顺便问一下 _____________ personal question _____________close friend ______________ feel like doing sth _____________遥远的________________ 担心 ____________________在那时 ________________ 和……交朋友_________________一天天地 _______________ 害怕做…… __________________3. 组内翻译Activity 5 方框内打电话用语的句子，然后完成对话。
二、导学达标：1.看下面的宾语从句，小组内分析三种宾语从句异同。
（1）. I know that foreigners find China very different from their own countries.（2）. I don’t know who will come.（3）. I’ve heard that you play in the school orchestra.（4）. I asked your secretary whether she could come or not.（5）. Do you know if Sally Maxwell is here yet?（6）. Can you tell me where you’ve from?核对答案，讲解必要知识点。
八年级英语下Module2Unit3教案外研版
外研版英语八年级下Module2 Unit3 教案课题：Language in use (外研版初二下册 Module2 Unit3)学校：大连市沙河口区第31中学姓名：李春荣、曲洁课型：综合运用课时间：一课时（40分钟）一、教材分析本模块以友谊为话题，通过听力、对话和阅读文章使学生了解、掌握并会运用带宾语从句的复合句; 通过设计较真实的语境，教育学生去积极地对待生活，友善地对待身边的人, 同时引导学生慎重交友, 交真朋友, 正确对待朋友间出现的矛盾。
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，同时对正处于青春期的学生进行有关友谊的教育。
二、教学对象分析1、知识起点：学生在第一模块已学习和掌握简单句六种基本句型的基础上, 本模块就开始涉及宾语从句的三种形式, 对学生来说难度很大, 所以教师在设计有关话题和练习时要适当降低难度，循序渐进。
2、学生学习风格：大部分学生有较强的求知欲和表现欲，部分学生存在不自信，羞于表现等思想顾虑。
3、学生的学习需求：就本模块友谊这个话题来说，学生很感兴趣, 觉得它很贴近自己的生活。
教师要预设一些生活化和学生感兴趣的话题，调动学生参与活动的积极性, 使得学生有话可说，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．语言知识目标功能能用英语进行电话会话,能用宾语从句讨论有关友谊的话题。
语法了解和掌握的that, if/whether 和疑问词引导的宾语从句。
词汇能够正确使用下列单词和短语:friendship, hold, hold the line, right now, if, whether, whether…or not, personal, classmate, in fact, public, a couple of, relation, close, foreigner, feel like, by the way, gift, far away, lonely, afraid, be afraid to do, make friends with, anyone, laugh, worry, worry about, usual, at the moment, pass, touch, bright, day by day, matter, believe, at first理解的短语：junior high school2．语言技能目标2．学习策略目标自主学习能够结合个人的情况预习教材和拓展。
外研版八年级英语下Module2Unit3教案(2021年整理)
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教学设计外语教学与研究出版社《新标准》英语初中二年级下册Module 2 ExperiencesUnit 3 Language in use一、教材分析本模块以谈论与旅游相关的经历为话题，分设三个课时进行学习。
本节课是这个模块中的第三课时，学生在前两个单元的感受和体验之后,在本课通过教师的引导,对本模块的重点知识现在完成时进行梳理归纳和总结,深化理解，巩固训练，并在创设的各种语境中熟练和准确的使用，把语法教学与语言交际相结合，使学生体会到语法不仅仅可以去做题,更重要的是语法是为了我们的语言运用而服务的。
在语言输出中为学生创设语境，投入表演展示，最后设定写作要求，体会用英语做事情的真实任务。
二、教学目标1．语言知识目标(1）复习词汇：make up， count down， write about, send, way， ancient，king， queen(2)复习语法：现在完成时2．技能目标（1）能熟练掌握和运用现在完成时(2）能在各种语境中运用现在完成时进行语言交际。
（3）能在写作中熟练运用现在完成时.3．学习策略目标（1）自主学习，归纳总结现在完成时用法；(2）通过小组合作的方式，学会合作学习.4．情感与态度目标在教学过程中,学生们通过实践、参与有意义的各种形式的活动，体验与他人合作，共同完成学习任务的乐趣。
2019年春八年级下册英语外研版教案：Module2Unit3Languageinuse教案
1.理论介绍：首先，我们要了解一般过去时的基本概念。一般过去时是描述过去发生的动作或状态的时态。它在日常交流中非常重要，帮助我们清楚表达过去的事情。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何使用一般过去时描述一个人的昨天活动，以及它如何帮助我们准确交流。
1.语言能力：通过学习一般过去时和动词过去式，使学生能够准确描述过去的事件，提高语言表达和交流能力；
2.思维品质：通过阅读和分析课文内容，培养学生逻辑思维和批判性思维能力，使他们能够理解并评价不同文化背景下的行为和习惯；
3.文化意识：借助课文中的跨文化交际情境，增强学生对中外文化差异的认识，提高他们的跨文化沟通能力；
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了一般过去时的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对一般过去时的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
3.成果展示：每个小组将向全班展示他们的讨论成果和写作练习的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“一般过去时在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
1.理解并运用一般过去时的肯定句、否定句和疑问句；
2.学习并运用动词的过去式；
3.通过阅读课文，了解并讨论过去发生的事情；
外研版八年级下Module 2 unit3教案
态度与
价值观
To conclude one’s experiences
教
学
过
程
教学步骤
活动目的
教师活动
学生活动
1. Grammar focus
To conclude the usage of “have done” in module2.
1) Ask ss to do EX3 in WB. Ask ss to pay attention to the tenses
Improve listening skills
1) Part6&7.
Go through the table and the questions before reading. Play the tape twice. After the first time, ss do Act6 for general idea. Play the 2ndtime for them to do Act7 for details.
2) Show a map ofChinato the Ss. Ask them to make conversation with the pattern given. Help ss to conclude.
1) Ss do EX3 in WB.
2) Try to tell the differences between past tense and past perfect after making conversation.
1) Act5&9. make sure ss remember them well.
2) Check WB Ex6&7
1) Ss do Act5&9 and check with each other.
初中英语外研版八年级下册《Module 2 Unit3 Language in use》教学设计
2、根据提示书写问题，根据实际情况勾选完成自己个人情况。然后与同伴互相问答并记录对方情况。朗读核对Activity 3的答案。
3、根据图文及邮件信息，完成Activity4的填空，朗读核对答案。
4、独立完成Activity 5的填空题，多媒体展示答案。
培养合作与口语表达能力。
掌握邮件格式，巩固现在完成时态。
提高书写能力
提高听力能力。
提高独立思考与阅读能力。
拓展阅读，感受成功艰辛。
合作交流，提高口语能力，培养自信心。
Step3：
Practice
实战演练
要求学生完成配套教辅练习
完成教辅练习。
巩固重难点。
Step4
Homework
课后巩固
布置作业
假如某英文杂志社正在举办以“游中国、写美文”为主题的征文活动，请你写一篇题为A special trip的短文，参与本次活动。
Module2 Experiences精品教学设计
课题
Unit 3 Language in use
课型
复习课
学情分析
本节主要通过微课归纳及练习巩固现在完成时态，区别使用一般过去时态。掌握本模块重点词汇、培养听说读写等基本技能，学会用英语书写自己的某次旅行经历并与同学交流学习是本节课的重点与难点。
教
学
2、指导学生根据提示，对Activity 1中问题进行书写，注意过去分词的变化，根据实际情况勾选完成自己个人情况。然后与同伴互相问答并记录对方情况。教师随机提问检查合作情况。岀示Activity 3的答案，朗读核对。
3、展示图文及邮件信息，指导学生完成Activity4的填空，朗读核对答案。