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Unit 3 Language in use 教案【教学目标】Knowledge objectiveWarming up and Pre-reading【教学重点】Revision and application【教学难点】revision of grammar【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Grammar Practice (Activities 1, 3)1. Activity 1 本活动主要让学生熟练掌握already, yet, just在现在完成时句子中的位置，采用将单词置于句中的适当位置的练习方式，比较简单。
2. Activity 3通过选择的方式让学生掌握have gone 与have been 的区别，也属于机械语法练习。
教学中老师需要给学生讲解上下文情景对词语表达的影响，培养学生理解上下文的意识。
（设计说明：该环节主要是以现在完成时的语法练习为主，要求学生独立完成，然后在全班反馈。
不断巩固和复习本单元的重点和难点。
）Step 2 Grammar practice through speaking and writing (Activities 4, 5, 2, 6)1. Activity 4 该活动用于训练学生对本模块所学动词与过去分词的拼写。
把动词填空置于一个对话之中，使练习贴近学生生活，具有实用意义。
2. Activity 5 学生个体完成填空练习之后，两人一组表演对话。
3. Activity 2 本活动通过连词组句的方式训练学生的句法结构意识，对学生掌握英语的句法结构具有一定的指导意义。
4. Activity 6 本活动有助于培养学生的语篇意识。
Module 8 Time off Unit 3 Language in useStep 1 Lead inShow PPT to the students, and ask them to go over object clauses with that. (详见素材一) Step 2 Grammar (详见素材二活动一)1. Tell the students to read the five sentences in Activity 1 and match the two parts of the sentences. Check the answers with a partner.2. Choose some students to make some sentences with the words (think, say, be sure, believe and know)．3. Ask the students to read the passage in Activity 2 and know what it is about. Encourage the students to complete the passage alone. Check the answers with a partner. Choose one student to explain how to use object clauses with that.Step 3 Vocabulary (详见素材二活动二)1. Have the students understand the expressions in Activity 3, then complete the four sentences with the correct form of the expressions. Choose some students to speak out the reasons.2. Ask the students to read the words in the box in Activity 4 and understand their meanings. Tell them to read the passage and choose the correct word. This exercise is a bit difficult; the teacher can offer help when necessary.Step 4 Listening (详见素材二活动三)1. Ask the students to read the notes in Activity 5 first and guess the recording's main idea.2. Play the tape. The students listen to it carefully and take notes.3. Play the tape again and tell the students to get more information.4. Show the tapescript to the students to check their listening.Step 5 Practice (详见素材三突破一)1. Ask the students to read the three black titles in Activity 6 and understandtheir meanings. Then read the passage fast and match the people with the best clubs for them.2. Check answers as a whole class. And explain some key words in the paragraphs.3. Play the tape and ask the students to pay attention to writing a leaflet.Step 6 Around the world (详见素材三突破二)1. Ask the students to read the text and try to understand it. They can talk with their partnersor look up the new words in the dictionary.2. Let the students read more information about Lake District National Park.Step 7 Group work (详见素材二活动四)1. Tell the students to think about the answers to the questions in Activity 7, and choosea place of interest.2. Ask the students to use the points to organize their notes. Then, write their leaflets telling people about their holiday trips.3. Make a wall display with the good leaflets.Step 8 Homework1. 背诵本模块的重点单词和短语。
外语教学与研究出版社《新标准》英语8二年级下册Module 3 Journey to spaceUnit 3 Language in use一、教材分析本课是外研社《新标准》八年级英语下册第二模块第三单元，本单元是语言运用单元，加强巩固运用前两单元学到的词汇、现在完成时态，提高听、说、读、写能力和语言综合运用能力。
目的是考察学生能否真正用所学词汇和语法在真实情境中运用语言，即课标中所说的“用英语做事情”。
本单元的重点在于复习巩固本模块学到的词汇及现在完成时态，提高学生归纳演绎知识的能力和系统化所学知识的能力。
二、教学目标1.知识目标A、语音：复习句子重音。
B、语法：巩固运用现在完成时态。
C、功能：能够描述最近发生的事情。
D、话题：太空探索。
2.技能目标：练习现在完成时态的使用；完成太空探索相关的任务。
3.情感目标：培养学生对太空探索的兴趣。
4.学习策略：能够根据自己的情况拓展知识。
三、教学设计和方法采用练习法和复习法，指导学生自学和合作学习。
再次记忆词汇的同时，运用现在完成时完成相应练习，并且有较高的正确率。
四、教学过程首先，由课题直接导入，运用两个环节分别对话题，词汇进行复习，并完成相应练习。
然后进行语法复习，运用already/ just/ yet 完成相应练习；区别好have/has been to,have/has gone to,并完成相应练习。
最后进行综合训练。
I. Engage 投入1.通过标题Journey to space/Has it arrived yet?/We have not found life on any other planets yet.直接导入本模块话题，并进行头脑风暴，完成思维导图。
[设计意图]:思维导图有助于学生理清思路，加深记忆词汇。
2.根据下面的句子归纳总结现在完成时just,already,yet的用法并完成相应练习。
Astronauts have already been to the moon but they have not been to any other planets. However, a spaceship (1) ________ arrived on Mars and it (2) ___________sent back photos of the red planet. Is t here life on Mars? We don’t know (3) _________.•(1)A. just has B. has just C.have already•(2) A. has already B. has yet C. have already•(3) A. just B. already C. yet3.对比have/has been to和have/has gone to 的用法并完成相应练习。
外研版英语八年级上册Module 8 Unit 3《Language in use》教学设计一. 教材分析《外研版英语八年级上册Module 8 Unit 3》主要讲述了关于不同国家节日的话题。
通过本节课的学习，学生能够了解并区分中外节日的不同，提高跨文化交际意识。
教材内容丰富，包括阅读、听力、口语和写作等多个方面，旨在全面提高学生的英语综合运用能力。
二. 学情分析八年级的学生已经具备一定的英语基础，对于节日类的话题也有一定的了解。
但部分学生在口语表达和听力方面还存在困难，需要教师的引导和帮助。
此外，学生对于中外节日的差异了解不深，需要通过本节课的学习进行拓展。
三. 教学目标1.知识目标：学生能够掌握关于节日的词汇和表达方式，如Christmas,New Year’s Day, celebrate, present等。
2.能力目标：学生能够运用所学知识进行简单的口语交流和听力理解。
3.情感目标：学生能够增强对中外节日文化的认识，提高跨文化交际意识。
四. 教学重难点1.重点：掌握关于节日的词汇和表达方式。
2.难点：能够运用所学知识进行口语交流和听力理解。
五. 教学方法采用任务型教学法、交际法和文化导入法。
通过设定各种任务，让学生在实践中掌握知识；通过情景交际，提高学生的口语表达能力；通过介绍中外节日文化，增强学生的跨文化交际意识。
六. 教学准备1.教师准备：提前准备相关节日的图片、视频和听力材料。
2.学生准备：预习本节课的生词和课文。
七. 教学过程1.导入（5分钟）教师通过展示不同节日的图片，如Christmas、New Year’s Day等，引导学生谈论各自喜欢的节日。
同时，教师提问学生对中外节日的了解程度，引出本节课的主题。
2.呈现（10分钟）教师展示课文中的对话，让学生边听边跟读。
之后，教师解释生词和短语的意思，如celebrate、present等，并引导学生进行口语练习。
3.操练（10分钟）教师设置情景，让学生分组进行角色扮演，模拟中外节日的庆祝场景。
Unit 3 Language in useⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢTeaching Objectives1.To summarise and consolidate the use of sense verbs and adjectives toexpress feelings and emotions2. To learn to write a description of a classmateⅣTeaching aidsTape recorder, OHPⅤTeaching StepsStep 1 RevisionReview the text of Unit 2Step 2 Language practice1. Read through the example sentences in the box with the whole class.2. Ask them what language point they illustrate. ( Describing feeling and impressions with adjectives. )3. Work in groups.Say what you like and don’t like and say why.Step 3 Grammar感官动词感官动词四注意：感官动词表示感觉和知觉, 属于系动词；用形容词来修饰；有人称和数的变化。
含感官动词的句子结构：主语+感官动词(系动词)+形容词(作表语)Step 4 Practice.1. Look at the picture. Complete the sentences.2. Write sentences about yourself. Use the words in the box to help3 . Put the words in the box into the correct columns.4.Write about how things feel, look, smell, sound or taste. Use the words in the box to help you.Step 5 Listening1. Listen and complete the table. What is the speaker complaining about?2. Wb. Ex. 8 & 9Step 6 Around the world : Greetings .1. Read through the box with the students.2. Discuss the contents with the students.Step 7 Module task: Writing a description of someone1. Think of someone you know and write a description of them. Write about their:2. Give examples of things they doStep 8 Homework1. Finish the exercises in Learning English.2. Preview the new words and expressions in Module 2.。
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Unit 3 Language in use
【学习目标】
掌握本单元的语法点。
【学习重难点】
如何使用that引导的宾语从句。
【学习方法】
速读、细读、归纳、练习
【学习内容】
一、语言点
get lost agree on not…any more
1. They got lost in the mountains last Sunday. (改同义句)
They ______ ______ ______in the mountains last Sunday.
2. We couldn’t _______when to meet.
A. agree to B. agree with C. agree on D. agree in
3. The baby no more cried. = The baby ______ cry _______ ________.
that 引导的宾语从句
在复合句中充当________ 的句子，称为宾语从句。当宾语从句为陈述句时，常由______ 引
导。that 引导的宾语从句基本结构： 主句+ that+ 从句 (that在从句中不作成分，无义，常省略。)
语法探究：宾语从句
【牛刀小试1】完成句子
1.我认为你的答案是正确的。
I think____________________________________.
2.我希望你们玩得开心。
I hope___________________________.
3.我相信他会赢得演讲比赛。
I believes____________________________________.
归纳1：
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从以上三个句子看，所缺部分在句子中做宾语。在英语中，在句子中充当宾语的句子就叫宾
语从句。宾语从句是放在动词后面做宾语的句子。它一般由“引导词+主语+谓语+其他”构成，其
语序是陈述句语序。
【牛刀小试2】选择题
1. Jim says _________he is having lunch.
A. that B. when C. what
2. My mother promises _________she will take me to Beijing Zoo next Summer.
A. how B. where C. that
3. I’m afraid_________ I can’t come to your party.
A. that B. if C. when
归纳2:
以上三个句子都是陈述一件事情，引导词是that。现在我们一起探究that引导的宾语从句。
当主句的谓语动词是表示肯定的概念，如“希望，相信，认为，知道，说，答应，听见”时，后面
的句子一般用that引导。I believe that he will finish his homework alone. I hope that he will succeed.
当主句是由“连系动词+形容词”构成的系表结构时，常用that引导的宾语从句。
【牛刀小试3】选择题
1. We though t _________somebody was moving about.
A. if B. / C. what
2. I hope _________it will be cooler up there.
A. / B. if C. how
归纳3：
that引导的宾语从句用来陈述事实，that没有任何词汇意义，在从句中不做任何成分，在口语
中常省略。
二、把下列句子改为宾语从句。
1. He never told us. He was a teacher.
He never told us ______ ______ _______a teacher.
2. I know. Mike has a bad cold.
I know______ _______ _______ a bad cold.
3. I think. Tom is not right.
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I _______ _______Tom ______ _______.
4. They are doing an important job. They make it clear to the public.
They make it clear to the public______ ______ ______ _____an important job.
5. He told a lie to everyone. We think it’s wrong.
We think _______ wrong_______ ________ ________a lie to everyone.
6. Our teacher told us. The sun rises in the east.
Our teacher told ______the sun ______ in the east.
7. He said. He will come back soon.
He said he ______ ______back soon.
8. He told us. Their flight number is CA 907.
He told______ ______ their flight number ______ CA 907.
三、选择题
( ) 1. Chen Guangbiao says he _________all his money to charities when he dies.
A. leaves B. left C. will leave
( ) 2. We are glad to hear that the Greens ________to a new flat next week.
A. move B. moved C. will move
( ) 3. Betty remembered Jim _________her ruler yesterday.
A. borrows B. borrowed C. will borrow
( ) 4. I know ________I promised to take you to dinner, but I won’t finish working until 10
o’clock.
A. that B. what C. why
( ) 5. Kate told me she ________the dance competition in 2013.
A. enter B. entered C. had entered
( ) 6. Jim says he __________the Great Wall before.
A. has visited B. visited C. had visited
( ) 7. Mike believed that his dream __________in the future.
A. will come true B. would come true C. came true
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