Unit 3 Language in use公开课教学设计模版

A lesson plan for Module 10 Unit 3 Language in use. 上海外国语大学附属浙江宏达学校

林丹丹

Teaching content

Students Module 10 Unit 3 Language in use

Grade seven

1. Most students will be able to use the following words: by plane/train, do shopping, meet…at the airport/station, spend all day. 2. Most students will be able to use the simple past tense to talk about the holiday journey by using what, when, where, how, who and so on. 3. Most students will be able to understand the basic elements including the time, the people, the place, the ways and the activities to guide their writing. 4. Most students will be able to pay attention to the time order and linking words to make the writing perfect. 5. Most students will be able to develop their writing skill by reading for the detailed information, analyzing the structure, and discussing the standard. Procedures and Activities

Learning activities

Objects

Step One Warming up

Teaching procedures Step One Language in use



The teacher uses a mind map to help the students to talk about a holiday journey. 

The teacher shows a photo of her own holiday journey and let the students ask for more information. 

The teachers shows two photos of the students and let the other students ask for more information. 

The teacher list the elements including the time, place, people, way, feeling on the blackboard. Step Two Reading

Notes 

Students revise for the holiday journey by using different questions.



Students ask the teacher and their classmates more questions by using the questions. What/do Where/go When/go Who/with How long/stay 

The two students talk about their holidays 

Pair work 谈论假期旅游，复习unit1和unit2的知识。

从学生的认知出发，将语法学习与语境结合，使得语法的学习的运用更真实，更有意义。

Notes



The teacher shows a passage and guide the students to evaluate it. 1. What do you think of the passage?

2. Does the writer mention the time? 3. What tense is the passage? 4. What will happen if I take the time away? 5. Does the writer share her feeling? Step Three Writing



The teacher tells the students to read three pictures carefully and try to write the notes for each picture. 

The teacher shares one student’s notes and teach them how to write the notes. 

The teacher tells the students to try to write the facts for each picture. 

The teacher teaches them how to write the facts. 

The teacher tells them to add more details. 

The teacher tells the students to choose one picture and write a complete paragraph 

The teacher shows a writing standard and tells the students to evaluate their own writing. 

The teacher shares the students’

paragraph and lead the students to evaluate the writing together. Step Four Homework



Students read the passage and learn to evaluate the time, the place, the people, the activities and the feelings. 

Students learn how to make the writing perfect.

读游记，从游记的要素如时间，地点，人物，活动，感受等方面去评价写作特征，并以时间为例，观察时间对于游记写作的重要性。

Notes



Students read the picures and write the notes frist. 

Students pay attention to the how to write the notes. 

Students read the pictures again and write the facts next. 

Students read carefully and write more details. 

Students choose one picture and write a paragraph. 

Students evaluate their own writing. 

Students have a discussion.

写作的教学：

1、观察图片，写要点

2、抓住要点

3、写句子

4、写细节

5、写整段

6、结合评价标准自评

7、互评

从点到面，从局部到整体的写作教学，层层递进，培养学生的写作技能。

1. Write about your holiday journey to your friend. A level: write an email by using what, where,

when, who, how and so on. B level: write a paragraph by using what, where, when, who, how.

2. Finish the exercise book M10U3.

Blackboard design

Module 10 A holiday journey

Unit 3 Language in use

Body language around the world

Time

Place Holiday

People

Activities

Way

Feeling