Module 4 Unit 3 Language in use 教案2 -公开课-优质课(外研版七上精品)

Unit 3 Language in use教学目标 1. To summarise and practice the use of superlative degree of adjective.2. To summarise and consolidate new vocabulary.教学重点To summarise and practice the use of superlative degree of adjective.教学难点To practise the use of super lative degree of adjective.学情分析The students have known a few the use of superlative degree of adjective , so it’s easy for most of them.学法指导1. To guide the students to practise the use of superlative degree of adjective2. To help each other3. To practise in pairs and groups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Module4. Planes, ships and trains.Unit 3 Language in use.二.Language practice Step1 RevisionHow do you oftentravel?Step 2.Revision the1.Revision the words oftransports.2.Work in pairs, ask andanswers.e.g.-How do you go toschool？-I go to school by bus/….三Activity 1 四Activity 2五Activity 3 六Activity 4 七Activity5 sentences.plete thesentences with thecorrect form of thewords in brackets.plete theconversation with thesentences in the box.plete theconversation with thecorrect form of thewords in the box.plete theword map.Step7.Work in pairs.3.Read the sentencesloudly.4. Do it by themselves.5.Check answers in groups.6.Ask some students tocheck answers in the class.7.Students complete itindividually.8. Check answers in thegroups.9.Read the passage in arole.plete theconversation wit h thecorrect form of the words inthe box.11.Ask some students tocheck answers in the wholeclass.12.Students complete theword map by themselves.13.Check answers in thewhole class.14.Read the words together.八Activity6九 Activity7十Activity 8十一Around the world 十二.Homework Step8. Complete theemail with the wordsin the box.Step9.Listen andmatch the cities withthe informationStep10.Listen andanswers.Step11.Read it.Step12 Read the wordsand the superlative15.Ask and answer thequestions about the ways bywhich you can g et theree.g. 1. What’s thecheapest way to get there?...16.Ask students to do itcarefully.17.Check answers in theirgroups.18.Check answers with wholeclass.19.Match the cities withthe information accordingto the listening.20.Check answers in thegroups.21.Ask some groups to saytheir answers.22.Check the answers withthe whole class.23.Listen and write downthe key information aboutthe questions.24.Listen again.degree of adjective. 25. Check answer s in thegroups.26. Check the a nswers withthe whole class.27.Enjoy the pictures aboutthe famous places.板书设计1.It’s the most comfortable way, but it’s also the most expensive.2.He lives the farthest from sch ool.3.It is the fastest and the second cheapest.4.The more information, the better.参考书目及推荐资料《英语八年级上册》教材、《教师用书》教学反思本堂课依据教材的编排内容和复习运用课型特点进行课堂教学设计，让学生从已学课文中找出相应例句，引导学生试着从所观察到的语言现象中总结出语言规则和语法规律。

外研版英语八年级上册Module 2 Unit 3《Language in use》说课稿一. 教材分析外研版英语八年级上册Module 2 Unit 3《Language in use》主要讲述了日常生活中的交际用语，包括电话用语、购物用语、询问时间用语等。

本节课的主要内容是让学生掌握相关的交际用语，提高他们的口语表达能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常的交际用语也有了一定的了解。

但是，他们在实际运用中还存在一些问题，如语法错误、词汇量不足等。

因此，在教学过程中，需要注重语法和词汇的教学，同时提高学生的口语表达能力。

三. 说教学目标1.知识目标：让学生掌握电话用语、购物用语、询问时间用语等日常交际用语；2.能力目标：提高学生的口语表达能力，使他们在实际生活中能够熟练运用所学知识进行交际；3.情感目标：激发学生学习英语的兴趣，培养他们的自信心和合作精神。

四. 说教学重难点1.重点：让学生掌握相关的日常交际用语；2.难点：学生在实际运用中能够正确、熟练地使用所学知识进行交际。

五. 说教学方法与手段1.教学方法：采用情境教学法、交际教学法和任务型教学法；2.教学手段：利用多媒体课件、图片、卡片等辅助教学。

六. 说教学过程1.导入：通过复习上一节课的内容，引出本节课的主题；2.新课呈现：通过多媒体课件、图片、卡片等，展示本节课的主要内容；3.讲解与练习：讲解相关的语法和词汇，进行口语练习；4.课堂活动：分组进行角色扮演，模拟实际生活中的交际场景；5.总结与拓展：总结本节课的主要内容，进行拓展练习。

七. 说板书设计板书设计要清晰、简洁，能够突出本节课的主要内容。

可以采用思维导图的形式，将电话用语、购物用语、询问时间用语等进行分类呈现。

八. 说教学评价教学评价可以采用多种形式，如课堂观察、口头提问、小组讨论、角色扮演等。

通过这些评价方式，可以全面了解学生的学习情况，及时发现并解决问题。

2020年外研版英语八年级上册Module 4 Planes, ships and trains教学课题：Module 4 Planes, ships and trainsUnit 2 What is the best way to travel?项目设计内容备注课时第 1 课时课型阅读课教具Tape recorder,OHP教学目标知识与能力To understand the passage on travel and transportation。

Tobe able to understand specific information in a textKey vocabulary: jouney, park, outside, however, costKey structures:The more information, the better.And it takes you about twelve hours to get there. It is thefastest and the second cheapest…过程与方法Interactive and communicative approach态度与情感通过学习，使学生能够比较各种交通方式，流利地和他人交流。

重点 1.本单元单词和短语。

2.形容词和副词的比较级及最高级的用法。

难点理解形容词和副词的比较级及最高级的用法。

教学手段方法Communicative教学过程教师活动学生活动说明或设计意图1.Warming up.Revision:How do yougo to school?2．Learn some new words.Look at the blackboard,Answer the questions.Look and say. Look at the blackboard,prounce, and spell read the words.让学生熟悉生词和短语。

外研版英语七年级下册Module 4 Unit 3《Language in use》说课稿一. 教材分析外研版英语七年级下册Module 4 Unit 3《Language in use》主要围绕日常生活中的交际用语展开。

通过本节课的学习，学生将掌握一些常用的交际用语，提高他们的口语表达能力。

本节课的主要内容包括三个部分：课本对话、课本练习和课后任务。

课本对话部分通过一个关于朋友聚会的场景，让学生学习如何在不同场合进行交际；课本练习部分则通过各种练习题，巩固学生所学的交际用语；课后任务部分要求学生运用所学知识，进行实际交际。

二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的口语表达能力。

但是，他们在使用英语进行交际时，还存在一定的困难，如语法错误、词汇量不足等。

因此，在教学过程中，教师需要关注学生的个体差异，因材施教，帮助他们提高口语表达能力。

三. 说教学目标1.知识目标：学生能够掌握日常生活中常用的交际用语，提高他们的口语表达能力。

2.能力目标：学生能够运用所学知识，进行实际交际，提高他们的交际能力。

3.情感目标：培养学生学习英语的兴趣，增强他们的自信心，使他们更加积极地参与课堂活动。

四. 说教学重难点1.教学重点：学生能够掌握日常生活中常用的交际用语，提高他们的口语表达能力。

2.教学难点：学生能够正确运用所学知识，进行实际交际，提高他们的交际能力。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成各种任务的过程中，掌握交际用语，提高口语表达能力。

2.教学手段：利用多媒体课件、图片等辅助教学，激发学生的学习兴趣，提高课堂效果。

六. 说教学过程1.导入：通过一个简单的日常交际场景，引导学生进入学习状态，激发他们的学习兴趣。

2.新课呈现：通过展示课本对话，让学生初步感知日常生活中常用的交际用语。

3.课堂练习：通过各种练习题，让学生巩固所学知识，提高他们的口语表达能力。

Module 4 Seeing the doctorUnit 3 Language in use教学目标【知识与技能】1. 能够正确使用下列单词和词组：cough, fever, headache, stomach, ache, stomach ache,toothache, ill, this, since, cold, catch a cold, take sb.’s temperature, fast food, health, take part in sth., well, heart, active, pet, member, , then, daily, weak, exercise。

2. 能正确使用现在完成时与for 和since 引导的时间状语连用的结构。

3. 能够与同学合作完成医患间的角色扮演和对话。

4. 能够针对不健康的生活习惯或行为给出适当的建议和看法。

【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】能正确使用现在完成时与for 和since 引导的时间状语连用的结构，以及读懂关于饮食和运动习惯的短文。

【教学难点】能够写关于运动习惯的短文。

（难点）教学准备本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。

本节课所需教具及资料：幻灯、图片、调查表等。

教学过程Step1. Warming upAsk students to think of three situations in their lives that started in the past and still continue. Tell them to write them down. For example:I live near my grandparents.I study at this school.I haven't seen my glasses.Read the sentences in the box as a class and ask students to tell you what "for" and "since" mean.Ask students to rewrite their three situations, using the present perfect and "for" or "since", so that they can tell people how long this situation has been happening. For example, I’ve lived near my grandparents since I was born./ I’ve studied at this school for many years./I haven't seen my glasses since the weekend.Monitor and help as necessary. Then ask three or four students to write some of their sentences on the board as examples.Step2. Pre-taskFor & SinceTell students to look at the sentences in the language box and tell you where '"for" and "since" go in a sentence.Draw students' attention to the feet that these words are frequently used with the present perfect. Point out that the difference between “for" and "since" is as follows:for + (length of time); for three weeks, for five minutes, for three centuriessince + (when the situation started); since winter, since my birthday, since this morningRead the questions to the students. Then ask them to listen and repeat. Help with pronunciation and intonation as appropriate.Step3. While-task1. Work in pairs. Ask and answer the questionsHave students read the questions and write their answers, using complete sentences. Monitor as necessary.Put students in pairs to take turns asking and answering the questions.Ask individual students to report to the class about their partner's answers.2. Complete the questionnaire about healthy living. Use since or for where necessary.Have students read the questions and think about their answers for a minute.Tell students to write their answers using "since" or "for" wherever appropriate.Have students compare answers with their desk partner and correct each other's spelling and grammar. Ask them to focus on the correct use of "since" and "for" in particular. 'Put students with a different partner to take turns asking and answering the questions.Ask students to report back to the class about their partner's answers to the questionnaire.3. Complete the sentences.Put students in pairs.Tell them to read the short dialogues and decide how many of them could be at the doctor's. Check ideas as a class.Ask pairs to complete the conversations with words in the correct form, using the time expressions to help. Tell them all the words are "have + participle" forms.Check answers as a class.1).been/felt 2). seen 3). walked 4). been 5). have; had4. Complete the passage with the words and expressions in the box.Play a vocabulary game (see "Methodology tip" below) to review the words and expressions in the box.After reviewing the words and expressions in the box, put students in pairs to complete the text. Check as a whole class.1) well2) coughs 3) exercise 4) last food 5 )weak 6) cold 7) stomach ache 5. Complete the conversation with the sentences in the box.Have students read the conversation and complete it with the sentences in the box. Tell them to refer to Darning's conversation with his doctor in Unit 1 if necessary.Have students compare answers with a partner. Check answers as a whole class.Work in pairs. Read out the conversationPut students in pairs to practice the conversation between Bill and his doctor. Set a time limit of five minutes.Ask volunteers to perform for the class.If you wish, ask students to role-play the conversation without referring too closely to the script, making any small changes they like.1). Can I help you?2). How long have you been like this?3). That’s that.4). What's wrong with me?6. Read the passage and match the problems with the advice.Tell students to cover the passage. Read the three pieces of advice given below the passage, either as a class or individually.Using the advice as clues, ask students to guess what the problems are. Write their ideas on the board.Play the recording for students to listen to and try to match the problems with the advice.Have students then read the three problems and check their answers.Allow them to compare answers with their partner before checking as a whole class.Ask students to read the problems and advice again and tell you if there are any new words. Check meanings using a dictionary or by looking at the context.Work in pairs. Do you have similar problems? Talk about your advice.Ask students to think of a problem they have (tell them they can make one up), with what they eat or with how much time they spend on the computer or on video games. Encourage them to use their imagination.Ask them to write down the problem and he lp with any words they may need.Put students in small groups to take turns explaining their problem and then asking for and giving advice.Ask a member of each group to report to the class about some of the problems and the advice they gave in their groups.Discuss the advice as a class.1) --- b; 2) --- a; 3) --- c7. Listen and complete the passage.Make sure the students read the passage carefully before listening so they know exactly what they will be listening for.As a class, discuss what kind of words students will need to use to complete each gap,Play the recording for students to listen to and complete the sentences. Play the recording twice if needed.Allow students to compare answers with their desk partner before playing the recording one more time.Check answers as a whole class.1). awful 2). very tired 3). three days 4). headache5). stomach ache 6). drink more water 7). three times 8). stay in bedStep4. Post-taskAround the worldRead the passage with the class. Ask them to find words with meanings related to health. Checkstudents know the meaning of these words.Discuss with the class how important they think the work of the WHO is. Find out if they think it would be good to work for the WHO or not.Ask students to close their books and, with their desk partner, try to remember as much as possible about the passage.Elicit as much information about the passage as possible from the class and write it on the board. Allow students to read the passage again to check if the class has forgotten any information. Module taskDoing a survey to find the most suitable exercise for you.8. Work in groups. Do a survey to find what exercise your group members do and the effects.Tell students they are going to do a survey. Ask them to read the questions and predict the most popular answer to each, writing their answers down on apiece of paperHave students keep their predicted answers secret and hand them to you.Ask students to make a table to write the results of their survey.Divide the class into four or five groups. Tell them to ask the questions within the group and note down the answers.When they have finished, form new groups of four or five by taking one student from each of the groups and putting them together. Tell them to exchange information to complete the class picture. Still working in their groups of four or five, students write a paragraph summarizing their class's answers to the questions. Collect the paragraphs and make an information poster. Ask a student to illustrate the poster with a graph.9. Decide what exercise Is the most suitable for you.Have students look at the different types of exercise their classmates named in the class survey. Tell them to choose the type of exercise they think is the most suitable for them and think of reasons.Tell student to write two or three sentences explaining their choice.10. Talk about you’re your decision and your decision and your reasons with the rest of the class. Ask individual students to read out their sentences.课堂作业Write a passage about doing sports.教学反思。

外研版八上英语Unit 3 Language in useⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢTeaching aims1. Function: Describing and comparing modes of transportation.2. Structure: Superlative adjectives and adverbs (-est, most); irregular superlatives.3. Around the world: The longest railway4. Task: Making a holiday plan for a family trip to a city in China.ⅣTeaching aidsTape recorder, OHP, handoutsⅤTeaching StepsStep 1 RevisionPresent some pictures and talk about: how do you often travel?Step 2 Language practice1. Complete the sentences.1) It’s ___________________ way, but it’s also __________________.这是最舒服的旅行方式, 但也是最贵的。

2) He lives ___________ from school.他住得离学校最远。

3) It is ___________ and __________ __________.这是最快的方式, 也是第二便宜的。

4) _________ information, _________.信息越多越好。

2. Ask the students to repeat the sentences.Step 3 Complete the sentences.1. Ask the students to read through the sentences in Activity 1.1) This bus takes the _________ (long) and goes the _________ (slow).2) The new train travels _________ (fast) of all the trains in the world.3) The _________ (cheap) way to get there is by coach.4) I am in a hurry. What’s the _________ (fast) way?5) The fastest way to travel is by plane, but it is also the _________ (expensive).2. Complete the sentence with the correct form of the words in brackets.3. Check the answers.Step 4 Complete the conversation.1. Ask the students to read through the sentences in Activity2.a) By plane, but you have to go to the airport by taxi and that takes time too.b) The cheapest way is going by train,c) The most comfortable way is going by train, but it takes more time, than goingby plane.d) There are three ways: by plane, by train and by coach.2. Complete the conversation with the sentences in the box.3. Check the answers.4. Read the conversation together.Step 5 Complete the conversation.1. Ask the students to read through the words in the box in Activity 3.2. Read through the conversation in Activity3.A: What’s the (1) __________ way to go to Qingdao?B: We can take a plane but that’s (2) __________. We can also take the train. It’s (3) __________, but it’s not so expensive.B: The coach is the (4) __________ way to go and it takes (5) __________ time. A: So how should we go?B: I think the best way is by train because the train station is the (6) __________ to our home.3. Complete the conversation with the correct form of the words in the box.4. Check the answers.5. Read the conversation together.Step 6 Complete the word map.1. Complete the word map in Activity 4.2. Learning to learnRemember that putting words in groups (for example, bus, train, plane, taxi) makes them easier to learn. Make sure you give your groups a title (for example, Ways of travelling). Remember also that it’s useful to learn expressions as well as the words (for example, take a bus / plane / taxi, bus stop / train station).Step 7 Work in pairs.Choose a place you would like to visit. Ask and answer the questions about the ways by which you can get there.1. What’s the cheapest way to get there?2. What’s the most expensive way to get there?3. What’s the fastest way to get there?4. What’s the most comfortable way to get there?5. What’s the safest way to get there?Step 8 Complete the email.1. Ask the students to read through the words in the box in Activity 6.2. Read through the email in Activity 6.FROM: SallyTO: TonySUBJECT: Journey to ChinaHi Tony,My family is planning a journey to China in the summer. We want to visit Beijing first. Do you think we should (1) _________ the plane tickets early? After Beijing we want to visit Xi’an and Hangzhou, and maybe somewhere else. How can we (2) _________ from Beijing to Xi’an, by train or by plane? The (3) _________ is not so important, but the time is.After Xi’an, we want to go to Hangzhou. Is it better to go to Shanghai first, or canwe go from Xi’an to Hangzhou directly?And after Hangzhou what’s the best (4) __________? Can we make a short (5) __________ to Suzhou? What do you think?Thanks for your help.Sally3. Complete the email with the words in the box.4. Check the answers.5. Read together.Step 9 Listening1. Ask the students to read through the information in Activity 7 individually.2. Play the tape.3. Listen and match the cities with the information.4. Ask the students to check with a partner.5. Check the answers.Step 10 Listening1. Ask the students to read through the questions in Activity 8 individually.1) Which city has the largest population?2) Which cities have the oldest universities in the world?3) Which city is the nearest to London?4) What are the popular places for sightseeing in London?2. Play the tape.3. Listen again and answer the questions.4. Check the answers.Step 11 Around the world: The longest railway1. Ask the students to look at the picture and discuss what they can see.2. Read through the information with the whole class.The Trans-Siberian Railway is the longest railway in the world. You can go from Moscow, the capital of Russia, to Vladivostok on the east coast. It is not the fastest way to travel from Moscow to Vladivostok, but it is the most interesting and also the most comfortable way.3. Introduce something about “The longest railway”.Step 12 Module task: Make a holiday plan for a family trip to a city in China. 1. Work in groups. Make a holiday plan for a family trip to a city in China.• Find a map of China. Choose a city to visit and decide on the best way to get there.• Make a list of things to do there.• Present your plan to the class and make notes about other groups’ plans.2. Work in groups. Choose the best plan.• Use your notes to compare the different plans and decide which one is best.I think the trip to Shanghai by train is better because the journey is shorter and there are a lot of interesting places to visit in Shanghai.Step 13 Homework1. Write a holiday plan for a family trip.2. Master the new words and useful expression in Module 4.。

外研版英语七年级上册Module 3 Unit 3《Language in use》教学设计一. 教材分析外研版英语七年级上册Module 3 Unit 3《Language in use》主要介绍了日常生活中的常用表达法和交际用语。

本节课主要围绕购物、问路、打电话等场景展开，让学生在实际情境中学会用英语进行交流。

教材内容丰富，实用性强，有利于激发学生的学习兴趣和积极性。

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。

但部分学生在实际口语交流中还存在一定的困难，如胆小、害羞、发音不准确等问题。

因此，在教学过程中，需要关注学生的心理素质和发音准确性，鼓励他们大胆开口说英语。

三. 教学目标1.知识目标：学生能够掌握日常生活中常用的表达法和交际用语，如购物、问路、打电话等。

2.能力目标：学生能够在实际情境中运用所学知识进行口语交流，提高口语表达能力。

3.情感目标：培养学生大胆开口说英语的信心和勇气，激发他们对英语学习的兴趣。

四. 教学重难点1.重点：学生能够熟练掌握日常生活中常用的表达法和交际用语。

2.难点：学生在实际情境中运用所学知识进行口语交流，提高口语表达能力。

五. 教学方法1.情境教学法：通过设置购物、问路、打电话等实际情境，让学生在情境中学习并运用英语。

2.任务型教学法：引导学生参与各种实际任务，如角色扮演、小组讨论等，提高学生的口语表达能力。

3.激励评价法：注重鼓励和表扬学生，激发他们的学习兴趣和自信心。

六. 教学准备1.教具：多媒体课件、录音机、磁带、角色扮演卡片等。

2.教材：外研版英语七年级上册Module 3 Unit 3《Language in use》。

3.课前准备：提前给学生发放角色扮演卡片，让他们熟悉角色和对话内容。

七. 教学过程1.导入（5分钟）利用多媒体课件展示一幅购物场景的图片，引导学生谈论图片中的物品和价格，激发学生的学习兴趣。

2.呈现（10分钟）教师展示本节课的主要内容，如购物、问路、打电话等场景的交际用语。