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外研版英语七年级下册Module 11Unit 3 Language in use 教案一.教学内容：Unit 3 Language in use二.课型：Revision and application三.教学目标：1.正确使用祈使句，让他人准确理解所表达的意思。
2.能通过身势语了解世界不同地方的风俗习惯。
3.通过阅读关于身势语的文章，提高对英语学习兴趣。
四.教学重难点：1.能用正确的祈使句给出书面指示语和建议。
2.能运用所学的知识和通过查找资料，运用恰当的语言向他人介绍中国常用的身势语。
五.教学过程：教师活动StepⅠ: Leading in1. Greeting.2. Enjoy a song.学生活动1. Greeting.2. Listen and sing the song.StepⅡ: Pre-task教师活动Ask students to discuss what we should do and what we shouldn’t do in China.学生活动Look at the pictures and try to say the sentences.StepⅢ: While-task教师活动Let the students do Activity 1and 2 in small groups.学生活动Finish Activity 1and 2, then write down the sentences.StepⅣ: Post-task教师活动Organization学生活动Making a poster about body language.StepⅤ: Summary教师活动Help the students sum up学生活动Discuss in small groups and sum up what they’ve learnt in this lesson.。
外研版英语七年级下册Module 11 Unit 3《Language in use》教学设计一. 教材分析外研版英语七年级下册Module 11 Unit 3《Language in use》主要介绍了日常生活中的交际用语，包括电话用语、购物用语、看病用语等。
本节课的主要内容包括三个部分：对话、单词和语法。
对话部分通过三个日常情景展示了交际用语的运用，单词部分介绍了与日常生活相关的词汇，语法部分主要学习了情态动词can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和词汇，具备一定的听说读写能力。
但是，他们在实际运用英语进行交际时，还存在着一定的困难。
因此，在教学过程中，需要注重培养学生的交际能力和实际运用英语的能力。
三. 教学目标1.知识目标：学生能够掌握与日常生活相关的词汇，理解情态动词can的用法，学会使用日常交际用语。
2.能力目标：学生能够听懂、会说、会读、会写本节课的主要内容，具备一定的实际运用英语进行交际的能力。
3.情感目标：通过本节课的学习，学生能够增强学习英语的兴趣，提高自信心，培养团队协作精神。
四. 教学重难点1.重点：学生能够掌握与日常生活相关的词汇，理解情态动词can的用法，学会使用日常交际用语。
2.难点：学生能够灵活运用情态动词can进行交际，并在实际情景中正确使用日常交际用语。
五. 教学方法1.情境教学法：通过设置真实的生活情境，让学生在实际交际中学会使用英语。
2.交际教学法：通过小组讨论、角色扮演等方式，培养学生的交际能力。
3.任务型教学法：通过完成具体任务，让学生在实践中学会运用英语。
六. 教学准备1.教学课件：制作包含本节课主要内容的课件，以便于学生直观地学习。
2.教学素材：准备与日常生活相关的图片、视频等素材，用于创设情境。
3.录音设备：用于播放听力材料。
七. 教学过程1.导入（5分钟）利用图片、视频等素材，创设生活情境，引导学生进入英语学习氛围。
2.呈现（10分钟）讲解本节课的主要内容，包括词汇、对话和语法。
Module 11 Body LanguageLanguage in Use➢Analysis of teaching content1.Course selection: New Standard English 7B Module 112.Course category: Reading and writing3.Course analysis:This unit is targeted to help seventh-grade students obtain more concepts on body language and its application on authentic events. The text of this unit is an exposition that describes different body language in different cultures. This content may arouse students’ interest in reading with curiosity on cultural awareness, because the theme is daily life related. This lesson is designed for students to acquire reading sub skills such as predicting, scanning, summarizing, as well as semi-structured writing.➢Analysis of students:The students of Grade Seven in my class are active and willing to learn English with a medium level of mastery. The students may have interest in reading the text and try to obtain authentic experience on how to communicate with different body language.➢Analysis of teaching objectives✓Knowledge objective1.Key vocabulary—body parts and gestures2.Key structures— when/if someone …, it means…✓Ability objective1.To understand the main idea of the passage2.To find specific information in the reading passage3.To make a poster on body language4.To write about passage on body language✓Moral objective1. To help students know the cultural importance of body language.2. To know about how to use proper body language.➢Analysis of teaching difficulty and importance✓The teaching difficulty1.To get information from the reading material about body language2.To make a poster and write about body language✓The teaching importance1.Reading sub skills such as predicting, scanning, summarizing, etc.2.The cultural awareness of body language➢Analysis of teaching pedagogics and teaching toolsTeaching method— Task-based ApproachLearning method— Cooperative learningTeaching tools-- Multi-media assistance such as PPT, audio materials➢Analysis of teaching process✧Pre-study before classStep I. Watch a micro-class video and take notes on different body parts and their usage, upload notes on pads【Design purpose: To arouse students’ interest in body language and familiarize new words.】Step II. Finish the multiple choices on pads after watching the video.【Design purpose: To check students’ understanding after watching the video to facilitate learning process in class】✧While-class proceduresStep I. Pre-study review1.Greeting.2.Review notes which students submit earlier before class and present some of thegood work by students3. Review the multiple choice.【Design purpose: To retrieve students’ impression on the topic and prepare them for new lessons.】Step II. Lead in1.Show & Tell: ask one student to perform expression without words, and let otherstudents guess what he means. Words example: happy, hungry…2.Think about how to understand others without saying a word --- by using bodylanguage3.Read the description and guess what it means: when he keeps his fingers crossed, itmeans good luck.【Design purpose: To cheer up students and lead in topic】Step III. Reading1.First reading: Information CardStudents will read a short passage in five minutes and complete the information card as follows.2. Ask the students to check their answers in groups. Skills as underlining key words would be stressed.3. Elicit the correct answer and methods around the class.【Design Purpose: Enable students to have an overall perspective of reading passage, and lay the foundation for more reading】Step IV. Fast-reading1.Students read the thinking map on pads and submit their work in groups within fiveminutes.2. Students need to underline the answers when they find them.3. Ask the students to check on pads.4. Elicit answers and methods from students.【Design Purpose: Listing out the body language and their meaning help to lay the foundation for the last section for this lesson as to make a poster in groups. It also helps students to sort out the structure of the passage.】Step V. Deep-reading1.Students read the text again and choose the correct answer on pads in three minutes.2.Check the answer from the class and show the percentage of answers.【Design Purpose: Multiple choices is a section of test system. It is used to train students’ scanning skills and their thoughts on complex questions such as detecting and summarizing】Step VI. Blank filling1.Students are asked to complete a passage with proper words to fit in logic andgrammar.2.Check the answers within group and report to the class.【Design Purpose: Enable students to apply what they learnt in previous text to complete a new passage with requirement on grammar and logic. This section also helps to lay the foundation for the following task.】Step VII. Poster presentation1.Watch a video of “Belt and Road” and to stress the importance of internationalcommunication.2.Students are asked to make a poster on the topic of “body language in China” ingroups before class and present it group by group.【Design Purpose: Enable students to apply what they learnt in this lesson and emphasize the cultural heat topic on “Belt & Road”, thus enhances students cultural awareness and cross-cultural communication】Step VIII. HomeworkWrite a short passage according to the poster that students made, and get ready to present it to class next period.【Design Purpose: Enable students to apply description on body language in authentic context.】Evaluation:At the end of this class, students are hoped to summarize what has been learnt in this class and how well they achieved.I have learnt past continuous tense with the adverbial clause of time. (1-2-3-4-5)I have known how to write about an accident and how to deal with it. (1-2-3-4-5)I have known how to deal with accidents like snakes in real life. (1-2-3-4-5)。
课文标题Unit 3 Language in use单元名称Module 11 Body language教材版本外研社授课年级七年级下册一、教学内容分析：本课为复习课。
主要是通过不同的学生活动对本模块所学肢体语言进行复习巩固，并能够在语境中进行适当应用。
此外，通过复习学生们能够正确合理的使用祈使句。
二、教学目标：1. 语言知识目标词汇：学会使用shake hands, nod one’s head, touch noses, put one’s hands together, bow, kiss, smile等语法：熟练掌握并应用所学的祈使句2. 语言技能目标能够应用所学的肢体语言和他人进行交流，并且了解掌握对不同国家的人采用不同的问候方式。
能够运用所学的祈使句制定学校守则。
3. 情感态度：通过学习不同国家的肢体语言，培养学生的文化意识。
三、教学重点和难点：1.教学重点：学习不同国家的肢体语言以及祈使句。
2.Role-play: two students act in front of the class and one student askthe whole class and the whole class answer the questions.【设计意图】通过表演的形式复习巩固所学的肢体语言以及相关的国家和国人的表达方式。
3. Put the students into four groups and fill in the form of more countries ’ body language. Each group answers one question and then ask one or two students to retell the passage.【设计意图】通过表格以及学生复述的形式来了解更多国家的肢体语言。
-What are they doing?-They ’re shaking hands .-Who are they?-They ’re Americans.-Where are they from?-They are from America .Don ’t stand too close. Give them more personal space.NorthAmerica Walk arm in arm. Hold your arm when talk to you.SouthAmerica Stand close The Middle EastDon ’t touch them. Look at people when talking.Britain Countries Body Language4. Grammar:T: What kind of sentence are they? (form)S: Imperative sentenceT: Do you know the features of imperative sentence?S: List the features of imperative sentence.【设计意图】复习巩固祈使句的知识。
Module 11 Unit 3 Language in use
学习目标1、掌握下列单词：
bow, kiss, shake, smile, British, German, Japanese, Russian,
visitor, Russia, what, nod，head, together,
touch…
2、理解并运用下列短语：
shake hands, each other, three times, a rm in arm…
3、掌握重点句子：
It is + adj + to do sth.
4、了解各国见面礼仪。
备注（教师
复备栏及学
生笔记）
自主学习学法指导：1. 注意发音，正确朗读生词。
2.牢记单词的拼写及词意。
3. 通过听读对话，学会自主交流预习。
英语报，第33期，第三版，Unit 3，第二大题
根据汉语提示，写出正确的句子。
1) 打开那个大盒子。
_____________________________________
2) 不要用汉语唱这首歌曲。
___________________________________
3) 请对孩子们友好一点。
__________________________________
4) 上课不要迟到！
_____________________________________
5) 放学后记得打扫教室。
_____________________________________
组长签名：
合一、根据首字母和句意完成单词。
1) In Japan people usually b_______ when they meet each other.
2) In Russia people k______ three times.
3) S_______ is also a kind of language.
4) Every year there are lots of v_______ in Dalian.
5) If you agree, please _____ your head.
作探究6) Don't t______ the knife, it's dangerous.
7) Bi Fujian's eyes are small and his n_____ is big.
二、完成下面短语
1）握手_______________ 2）彼此__________________ 3）在不同的国家______________ 4）触摸鼻子
_______________
5）私人空间____________ 6）nod our heads _____ 7）hug each other______________ 8)close to …
_______________
9)三次__________________ 10)wave to say Goodbye
__________
11）臂挽臂地 __________________ 12) 事实上 ______________
13) 一点也不 ______________
三、按照句子意思，填入恰当的词。
1. How many f________ languages can you speak?
2. Give more______(person) space when talking to North Americans.
3. I cannot find my glasses. I must put it _________ (某个
地方).
4. We Chinese like to ______ (wave) to say goodbye.
5. It is_____ (有礼貌的) to look at people when talking to Chinese.
6. ______ (事实上)，wave goodbye is _______(粗鲁的)in Greece.
7. — Do you like the Japanese food? — ___________. (一
点也不)
8. They are very good friends. They always walk _____(臂挽
臂地) when they are together.
四、根据各国见面礼仪完成下列句子。
1．People do _____ things in _____ counties when they meet
______.
2. In Russia, people usually _____ ______ times.
3. In China, people _____ _____ and _____.Sometimes we ____ our ______.
4. In the US, people______ ______, ______ or _____ each other.
5. In India, people _____ their ____ together and ____ their_____.
6. In New Zealand, Maori people ________ ________.
【祈使句】
1.定义：用于表达命令、请求、劝告、警告、禁止等的句子叫做祈
使句。
2.特点：
(1)祈使句没有主语，也可看做省略的主语you。
(2)祈使句以动词原形开头。
Open the door.
(3)祈使句的否定句是在句首加Don’t. 如：Don’t smoke in the
museum.
(4)Please可以加在祈使句的句首,也可以加在句尾.
Please open the door. = Open the door, please.
3.几种类型：
1) Do型肯定形式：行为动词原形+宾语
行为动词原形+副词
否定形式：Don’t+动词原形+宾语
Don’t+动词原形+副词
2) Be型肯定形式：Be+表语+其他
否定形式：Don’t+ be+表语+其他
3) Let型肯定形式：Let+宾语+动词原形+其他
否定形式：Don’t+ let+宾语+动词原形+其他
Let+宾语+not+动词原形+其他
五、把下列句子变为祈使句。
It’s important to be polite to your parents.
___________________________________________
It’s important to m ake your room clean.
___________________________________________
You cannot touch anything if the teacher doesn’t ask you to. ___________________________________________
You cannot shout in class.
___________________________________________ You cannot enter the lab alone.
___________________________________________
课堂小结本节课你学到了什么？
达标检测英语报，第33期，Unit 2, 第二大题
按要求转换举行，每空一词。
1.Steven is opening the door. (改为祈使句)
______ ______ ______, Steven.
2.Stand in line. (改为否定句)
______ ______ in line.
3.You must be careful, Susan. (改为祈使句)
______ ______, Susan.
4.Linda is often late for school. (改为否定祈使句) ______ _______ late for school, Linda.
5.We go to school together. (改为祈使句)
______ ______ to school.
6.Let him go swimming today. (改为否定祈使句).
______ ______ him go swimming today.
学(教)后反思本节课你有哪些收获？还有哪些困惑呢？。
