外研版英语新标准七年级下册Module 3 Making plans教学设计文档格式.docx

外研版英语新标准七年级下册Module 3 Making plans教学设计文档格式.docx

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教师活动

学生活动

设计意图

StepOne

Warming-up（3’）

Leadin

1.Playaguessinggame:

Doactionsandask:

Now,boysandgirls,doyouknowwhatamIdoing?

2．OK,youalldidagoodjob.Nowwearehavingalesson,butdoyouknowwhatamIgoingtodotomorrow?

1.Guessandsaythesentences

likethis:

“Youaresleeping…”“Youaredrinking…”makethestudentsdotheactionsandtheotherstudentsguesslikethis:

“Heisfishing…She’s…”

2.Studentsguesslikethis:

You’regoingto…

以旧引新，先引导学生回顾相似的语法结构bedoing.

通过这个环节，可以引导学生把一般现在进行时和一般将来时进行简单的对比了解。

既训练了学生的反应又在无形中培养学生大胆说英语的习惯。

活跃了课堂气氛。

StepTwo

Pre-task

（5’）

ShowstudentssomepicturesaboutsomeactivitiesofActivity2,showthetitleofthelessonandleadthestudentstodescribewhatarethechildrengoingtodoattheweekend.Andlecturethenewwordsaswell.

eg:

goover,picnic,housework,nothing,fantastic…

Watchpictureslearnsomenewwordsandtrytodescribethemlikethis:

“He’s/She’s/They’regoingtogooverlessons/haveapicnic…..attheweekend.”

引导学生谈论图片,训练学生描述事情的能力。

在描述的同时学习新单词和句型，做到词不离句，为学生扫清听的障碍。

StepThree

While-task（24’）

1.Listenandmatch

AskstudentstofinishActivity1.

2.Readandremember

AskstudentstodoActivity1andtrytorememberthephrases.

3.AcompetitionofActivity2.

ShowpicturesofActivity2andhaveacompetition,Whomemorizewell

4.Listening.（Activity3）

Playthetapeandhavestudentstochoosethebesttheanswerstothesentences.

5.Reading.

LettheSsopenthebooktoreadtheconversation.ThenfinishthequestionsofActivity3onPage15.

6.Problems-solving

Askthestudentstoreadtheconversationinroles.Andhelpthemsolvetheseimportantpoints:

1）helpwithsth.=help…dosth.

2）whoelse,whatelse,anythingelse

3）haveapicnic

4）Don’tbesilly.

1.ListenandmatchthewordsandexpressionfromBoxAwiththewordandexpressionsfromBoxB.

2.ReadandmemorizethephrasesofActivity1.

3.Lookatthepicturesandsayouttheactivitiesquickly.

e.g.He’sgoingtodohishomework.

4.ThestudentslistentheconversationinActivity3carefullyandchoosethebesttheanswerstothefollowingsentences.

①Bettyisgoingto__onSaturdayafternoon.

A.checkheremailB.seeamovieC.helpwiththehousework

②____aregoingtohaveapicniconSundayafternoon.

A.LinglingB.LinglingandBettyC.Lingling,BettyandDaming

5.Studentsopenthebookandreadtheconversation.Thenmakethemtoworktogetherandfinishthequestionsingroups.

6.Somestudentsreadtheconversationandtheotherstudentsfindoutdifficultiespoints.Allthestudentssaythedifficulties

andsolvetogether.

要求学生记住词组的搭配。

通过学生快速记忆，培养学生瞬间记忆的能力。

并且熟悉所学的新内容，为进一步的听说学习做好铺垫。

让学生带着任务（问题）去听对话并找到答案，有助于培养和提高学生更加准确地听取信息的能力。

通过小组活动提高学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。

StepFour

Post-

task

（10’）

1.Retelling.

LetthestudentscompletetheconversationwiththecorrectformofthewordsformofthewordsfromtheboxonActivity4.

Callbacktheanswers

fromtwostudentsthen

readtheshortpassage

inthewholeclass.

2.Speaking

Workinpairs

Havestudentsaskandanswerplansfortheweekendandfillintheform.Thengetthemtomakeareport.

1.Completetheconversationonthebook.

2.MakedialoguesandfillinthetableofActivity6onPage15.Thenmakeareportaboutwhattheyandtheirpartnergoingtodo.

复述对话能使学生加深对课文内容的理解和记忆。

适当的口头练习，让学生巩固本课时的语言点和突出重点。

StepFive

Summary（2’）

1.Getthestudentsto

sumupthelanguagepoints.

T:

Whathavewelearnedtoday?

Ss:

……

2.Letthestudentstochoosethebestteaminthislesson.

1.Sumupthelanguagepoints.

2.Tochoosethebestgroups.

引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。

简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。

StepSix

Home-

work

（1’）

1.Readthedialogueafterschoolandrememberthenewwords.

2.Towriteashortplansforthecomingweekend.

Finishthehomework.

课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。

写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。

七、板书设计：

Module3.MakingPlans

Unit1.Whatareyougoingtodoattheweekend?

gooverlessons1）Whatareyougoingtodoattheweekend?

haveapicnicI’mgoingto+V.

helpwiththehousework2）Don’tbesilly!

3）Whoelseisgoingtobethere?

达标训练题

一．翻译下列短语：

1.去野餐_____________2.查收我的电子邮件__________________

3.复习_______________4.在周日下午________________________

5.看电影_____________6.上钢琴课_________________________

7.还有谁_____________8.别傻了！

__________________________

9.帮忙做家务_________10.在周末___________________________

二、选择填空。

（）1.—WhenareyougoingtoBeijing?

—_______Sundaymorning.

A.OnB.InC.AtD.For

（）2.—IthinkI’mgoingtodie.

—____________!

You’reveryhealthy.

A.I’msorrytohearthat

B.Don’tbesilly

C.You’reafool

D.Great

（）3.There____________abasketballmatchtomorrow.

A.hasB.haveC.isD.isgoingtobe

（）4.Look!

Thebaby_________soundly.

A.isgoingtosleepB.sleepsC.issleepingD.sleep

（）5.—___________doyouwant?

—Nothing.Ihaveenough.Thanks.

A.WhoelseB.WhatelseC.WhenD.Where

（）6.I_______athomethisSaturday.

A.stayB.amstayingC.amgoingtostayD.goingtostay

Module３MakingPlans

七、教学内容：

Unit2We’regoingtocheertheplayers.

八、课型：

Readingandwriting

九、教学目标：

forward,lookforwardto,fan,makefriends,shirt,cheer,player,hope,win,enjoyyourself,myself,during,May,MayDay,late,walk,takeawalk,country,second,collect,litter,fun,summerholiday,camp,Australian,sightseeing,gosightseeing,beach,early

2、能够读懂描述计划安排的短文，并且判断出文中人物的计划、安排。

3、能够对自己的计划等方面进行简单的描述。

4、通过阅读他人的计划，学会自己做计划。

十、教学重难点：

1、能够读懂简单描述计划的短文。

并能在阅读中找出有关作者的计划信息，完成学习任务。

（重点）

2、能够正确使用“begoingto”的句子来描述计划并表达出计划相关的原因。

（难点）

十一、教学准备：

课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。

本课指导学生通过阅读获取信息，培养学生阅读技能。

十二、教学过程：

1.Leadin

ShowthestudentsabasketballandapictureofYiJianlianandsay:

Doyouknowthiscoolboy?

Canyousaysomethingabouthim?

2．Seeandsay

Yes,heisYiJianlian.Heisaverygoodbasketballplayer.IhearheiscomingtoHuidongtohaveabasketballmatch.I’mlookingforwardtowatchingthematchatHuidongstadiumandmeetingtheotherfans.We’regoingtocheerhim.Ihopehisteamwillwin.Andwe’regoingtoenjoyourselves.

1.Lookatthepictureandsay:

Yes,heisYiJianlian.etc.

2.Listenandknowsomenewwords.

先引导学生回顾上节课的内容，巩固系表结构的语句。

通过这个环节，既可以活跃课堂气氛，.也能从说句子中考验学生对Unit1知识的掌握程度，还训练了学生的反应。

Pre-

reading

1.Freetalk:

Now,boysandgirls,what’syourplan?

Whatareyougoingtodotomorrow?

2.Wordslecturing:

ShowthepicturesandgettheSstolearnsomenewwordsandphrasesforthestudents:

beach,camp,gosightseeing,collectlitter,takeawalk…

1.Havesomevolunteerstalkabouttheirplans.

2.Learnthenewwordsandgetreadyforthereadingcomprehension.

培养学生大胆说英语的习惯。

在描述的同时学习新单词和句型，为学生扫清阅读障碍。

While-

reading（24’）

1.Scanning

（1）Askstudentstoscan

thepassageandanswer:

Howmanypeoplearethereinthepassage?

Whoarethey?

2.Skimming

Askstudentstoskimthepassageandcheckwhatthey’regoingtodointheforminActivity2.

3.Carefulreading.

（1）Paragraph1:

①Choosethebestanswers:

Now,pleasereadparagraphs1andchoosethebestanswersofthetwoquestions.

②AskavolunteertoreadParagraph1inclassandfindoutdifficulties.

③Solvedifficulties:

lookforwardtosth./doingsth.,makefriendswithsb.,cheersb.,wear/puton

Martinisgoingtothefootballmatch,isZhangSijiagoingwithhimonMayDay?

Now,let’slookatParagraph2.

（2）Paragraph2:

①Presentsomesentencestothestudentsandaskthemtowrite“T”or“F”alsocorrectthewrongsentencesafterreadingParagraph2.

②Askastudenttobe“alittleteacher”tochecktheanswers.

③Thewholeclassreadthisparagraphtogetherandpointoutimportantpoints.

④Solvedifficulties.

Howareyougoingtospendyoursummerholiday?

Let’stakealookatLucy’swonderfulplans.

（3）Paragraph3:

①LetthestudentsanswerthesetwoquestionsafterreadingParagrap3

②Studentsreadthisparagraphandtrytorecitethepart.

③AskagroupofsixstudentstoreadParagraph3.

Let’sreadthepassagetogether.

（4）Askthestudentstoreadthepassagetogether,makesuretheyunderstanditwell.

1.Scanthepassageandanswer:

2.Skimthepassageandcheckwhatthey’regoingtodo.

（FinishActivity2onPage16.）

3.ReadParagraph1:

1.Whoaretheygoingtowatchafootballmatchtomorrow?

（）

A.MartinB.Marin’sfriends

C.Martinandhisfriends

D.Martinandhisbrother

2.Whataretheygoingtowearatthematch?

（）

A.Theteamskirt.

B.Theteamhat.

C.Theirfavoriteshirt.

D.Theteamshirt.

②ListenandreadParagraph1andfindoutdifficultiesinfour.

③Solvethedifficultiestogether.

（2）ReadParagraph2andcorrectthewrongsentences:

①write“T”or“F”.afterreadingParagraph2

1.ZhangSijiaisgoingtoenjoyherselfduringChi