Unit 3 Language in use优秀教案案例

外研版七年级下册Module 10 Unit3 Language in use教学设计

授课教师

教学内容

二、

课型

课时

杨红英

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Module 10 Unit3 Language in use

Revision and practice 1课时

本模块以假期旅行为话题，试图在学生面前打开一扇窗户，让他们领略不同教材内容的文化与历史、人文与生活。通过谈论旅游经历导入一般过去时，帮助学生在这个过程中学习和掌握一般过去时的特殊疑问句的表达方式，这样既能提分析

高学生的语言运用能力，又有利于激发学生的学习兴趣，从而有利于教学活动的开展。

知识目标

1.

能够灵活运用本模块的单词和短语：

by plane/train, arrive, at the airport/station, relax, have a good time, so, guess, excited, wonderful, spend all day, , such as,get

there,learn

about, do different things, take photos of, the day before yesterday,

on holiday, 。

2.

能够掌握一般过去时的特殊疑问句，并能够灵活运用一般过教学目标

去时态。

技能目标

能够运用一般过去时介绍旅行经历。

学习策略

1.通过创设情境进行体验式学习。

2.通过小组合作积极参与自己感兴趣的话题，在交谈中积极发言。

情感态度

通过体验和分享旅行的快乐，培养对不同文化的兴趣以及热爱生活、积极乐观的生活态度。

文化意识

通过对世界著名城市的介绍，了解外国文化。

重点：

教学重点1.

一般过去时的特殊疑问句并运用于真实的语言交际之中。

2.

能够对特殊疑问句进行正确的回答。

难点

难点：

1.

能够结合一般过去时描述一个事情。

2.

能够给他人写一封电子邮件，描述自己的假期旅行。

教学准备

预习要求

教学过程

教学步骤

课堂上采用多媒体手段辅助教学，充分利用黑板，白板，视频，照片来增加教学的直观性和趣味性，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。培养学生的合作精神,发展其思维等能力。在一步步巩固所学句型等语言知识基础上，给学生足够的语言活动创造空间，秀出学生的语言学习成果。因此，本节课需准备：教学课件，旅游思维导图，作文本等。

复习Betty到洛杉矶和巴黎的旅游经历;复习教材120页不规则动词表格。

教师活动

学生活动

设计意图

有效整合教材，把Around the world作为本课的导入，激发学生的情感，调动其学习英语的兴趣，另一方面让学生提高文化素养，拓宽视野。

Lead- in Step 1 Warming-up

1.

Ask the students questions. 1.

Think and answer ---Do you like holidays? ---Yes, I do.

---No, I don’t. ---Why do you like holidays? ---Because I can play.

/Because I can travel./…

2.

Around the world: An 2.

Around the world: An interesting holiday interesting holiday Ask the students to look at the look at the picture and guess pictures and guess what what tourists like to do.Talk tourists do. Then show the something about an information about an interesting holiday. interesting holiday. ---Visit places./…

---Tourists around the world

---Take photos./…

like holidays,too. They like to do different things on holiday. What do they like to do?

Task: Look and say Step2

---Our good friend also had

Review: interesting holidays,do you

Past

remember? simple

1.

Show the mind map of

1.

Look at the mind map and Wh- Betty’s

journey to America and say out the answers quickly.

questions ask Wh-questions.

---Where did she go?Which

city? ---Los Angeles. ---When did she go there? ---Two years ago. ---How did she get there? ---Flew./By plane. ---How did she get to her

friends’ home? ---Drove./By car. ---Who was with her? ---Her parents. ---How long did it take her to

get there? ---Nine hours. ---How long did she stay in

Disneyland? ---Two days. ---What did she do there? ---She went to Disneyland

and met Snow White and 利用让学生们观察思维导图，进行师生和生生问答练习，复习前两个单元学过的内容，同时也激发了学生参与课堂的积极性。为接下来的对话练习做了一定的铺垫。

2.

Show the mind map of

Betty’s

journey to France and ask wh-questions. ---Where did she go?Which city? ---When did she go there? ---How did she get there? ---Who was with her? ---Who met her at the airport? ---How long did she stay there? ---What did she do there?

Step3 Pair work

1.

Play a video of our own interesting holidays.Ask the students to watch and answer questions: ---Where did … go? ---Who went to …? ---What did …do ? 2.Give examples and ask students to make a dialogue with their friends.Use the expressions from the box to help.

A:Where did you go on holiday? B: I went to …

A: Who did you go with?

B: I went with …

A:When did you go?

B: I went there last…

A:How did you go?

B: By …

A:Who did you meet?

B:I met…

A:What did you do?

B:I …

A: How long did you stay?

B: I stayed for …

Mickey Mouse.She went to Hollywood and swam in the Pacific Ocean. 2.Look at the mind map and say out the answers quickly.

---Paris. ---The day before yesterday. ---Flew./By plane. ---Jenny. ---Her aunt and her uncle. ---Three days. ---She went to the Louvre Museum,had dinner in a French restaurant,took a walk,did some shopping and went to the Eiffel Tower.

1.

Watch a video of our own interesting holidays. Then answer the questions:

---He/She wen to…

---…went to…

---He/She…

2.Look at the examples and make a dialogue with their friends.Use the expressions from the box to help.

此环节通过观看视频迅速且有效的引入到学生自己的假期，通过此环节的一系列活动，学生练习了特殊疑问句，同时也练习了如何口头j介绍旅游经历，互相纠正又培养了学生的合作意识和互相帮助的意识。为后面的写作输入做准备。

Step 4 Revision: Past simple regular and irregular verbs 1.

Present past simple regular verbs and ask students to play the word sorting game. 2.

Describe the PK game rules and ask students to find the right forms of the past simple irregular verbs. 3.

Let students summarize the rules of the past simple verbs by using mind map. 1.

Observe past simple regular verbs and play the word sorting game. 2.

Listen to the PK game rules carefully and find the right forms of the past simple irregular verbs. 3.

Summarize the rules of the past simple verbs by using mind map.

Step 5 Pre- writing 1.Show the pictures of a student’s holiday and let students talk about it. 2.Present the postcard from the student and ask students to read and get the information.

1.Look at the pictures and use the information provided to say the sentences. 2.Look at the postcard from the student and read it to get the information.

通过词汇分类和两人限时PK游戏形式,总结规律复习和归纳动词过去时，达到灵活运用规则动词和不规则动词的目的。语言的输入是为了有效的输出。游戏环节在增加趣味性的同时，利用思维导图帮助学生强化语言的准确运用。

在写作前，通过身边现实中的同学经历，注意描述一件事情的what,who,when,where,how等关键内容。引导学生如何写作。

Step 6 While- writing 1.Writing Practice

Students look at the screen Let students to write an email and what to write :an email to teacher to tell about their to teacher to tell about their own holiday.Show the basic own holiday.Understand the requirements: basic requirements: Introduce your holiday Introduce your holiday journey, use first person and journey, use first person and simple past tense. Pay simple past tense.Pay attention to the form of an attention to the form of an email. email.

2.Think how many parts are

2.Ask students to think how there in a composition and many parts are there in a how to write each part of composition and how to write them. each part of them. Beginning Beginning Body Body Ending Ending Speak out the key points by In the body part, use the mind adding more aspects,for map to show the students how example, when,where,who to describe

information. and so on. 3.Refer to a frame of an

3.Give a frame of an email to email given to help .Write help students.Ask the students the email on their exercise to write the email on their books by themselves and ask exercise books and walk teacher for help if they have around to help them in the any questions.

classroom.

From：____________(your name) Sent：(Thursday , 3rd May ) To：Ms.Yang

Subject：my holiday in _______________ Hi, Ms. Yang ! On my last holiday, I _________. ______and I ________by______ . We were

tired but we had a good time ! Now let me tell you something about it! On the first day, we visited to____________________. There were_____________________. In the evening we had dinner in a ______________.The food was ___________. On the second day, we went to ________________.we bought ____________. On the last day, we went to _________________. It was ___. Love

___

呈现写作任务，使学生明确写作目标。

让学生集思广益，讨论如何写作，作文应该分为几个部分，每个部分如何写。正文部分使用思维导图呈现写作的维度。通过此环节让学生了解写作的规则和要点。

提供写作框架但不必拘泥于框架，旨在帮助学生写作要注意一定的顺序，学会用时间顺序去描述一个旅行的经历。

Step 7 Post- writing 1.Check writing. Ask students to read their compositions loudly to find mistakes and tell them to pay attention to the spelling,tense,pronouns and structure.

2.Share writing. Use the whiteboard

to show students’

works and to comment and correct it.

1.Check writing.

写作完毕后，Read their compositions 指导学生进行loudly to find mistakes and

自查，纠正文pay attention to the 章的错误。然spelling,tense,pronouns and 后全班展示，structure.

分享习作，教

师点评，鼓励2.Share writing. Try to help each other handle

和表扬优点，the problems find mistakes.

指出学生不足之处。

紧扣主题，培养学生积极乐观的生活态度，进行升华。

Play a video of trip from Step 8 Presentation Internet. Share the opinion:

Life is like a journey. Instead of the destination,what we care about should

be the scenery on the way and the mood of seeing it.

Step 9 Homework Enjoy a video of trip from Internet. Feel and try to understand the real meaning of it. Remember: Enjoy your holiday! Enjoy your journey! Enjoy your life!

Ask students to correct their Go on finishing the email. writings after class.Tell them Recite the past simple tense . to review and recite important

words and sentences. 课后进一步完成和丰富内容,进行修改和润色。

板书设计

Module10

A holiday journey Unit3 Language in use

课后反思

本课从听说读写各方面培养了学生的综合语言运用能力。以高复现，快节奏，低台阶，大容量和勤反馈的特点组织教学活动，逐步解决重点和难点。从课前目标来看，学生掌握了一般过去时的特殊疑问句用法，并能恰当运用一般过去时动词的正确形式。以兴趣为出发点，利用视频，游戏和思维导图以及身边的真人真事，贴近生活，符合学生的认知特点和心理特点，给学生提供了各种利用英语的情境。与此同时，充分发挥小组合作的作用，培养了协作精神和积极的情感态度。学习效果满意。