作为老师的任务写教案课件是少不了的，大家在认真写教案课件了。我们制定教案课件工作计划，就可以在接下来的工作有一个明确目标！有多少经典范文是适合教案课件呢？以下是小编收集整理的“外研版初三英语下册Module10教案”，但愿对您的学习工作带来帮助。

外研社初三下册MODULE10TEACHINGPLAN

Content：Module10　Myfuturelife

[Junior3,NewstandardEnglish]

一、题材内容本模块以“毕业生晚会”为话题，与学生的生活息息相关，便于活动的设计与开展。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。对话内容涉及学生的切身感受，因此也比较容易吸引学生的注意力，激发学生的兴趣。这些经历都与学生有密切的关系，便于教学活动的设计。通过本模块的学习，学生进一步学习构词法，能够掌握复合、派生等构词法。教学中教师应随时随地灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。教学目标语言知识：语音能够根据意群的划分正确停顿。

词汇beat,ceiling,fetch,pardon,raise,forgive,treasure,owe,kindness,patience,gift,fair,model,value,decision,graduate

词组Stayintouch,payback,rolemodel

语法能够掌握复合、派生等构词法。功能能够表达自己的感受；能表示感谢。

话题以“毕业生晚会”为话题。

1）语言技能：听能听懂有关分别的对话，转述具体信息，判断说话人的情感态度，表述其隐含之意。说能够谈论自己的感受，发表感言，介绍自己的未来计划，能够表达自己对他人的感激之情。读能够读懂有关毕业生晚会上的发言；判断说话人的感受人的感受并转述主要信息。写能够完成分别聚会发言稿的写作，说出自己的感受，表达自己的谢意，畅想自己的未来。演示与表达能够借助图片等信息展示自己三年来的学习和生活，要突出一个主题。3)学习策略学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知联系，归纳，推测等技能。学习查词典,阅读报纸,提高自学能力。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际学习运用恰当词语介绍毕业生晚会的问题。资源通过阅读报纸等其他资源获取更多简单英语的有关毕业生晚会的问题的信息。自学策略能够根据自己的情况预习教材并进行拓展。合作学习策略能够根据小组内同学的特长分工合作，共同完成学习任务。注意学习策略共享.4)文化意识：文化意识通过课文阅读，拓展对本模块不同国家离别之情表达方式的了解。5)情感态度:能够表达对他人的谢意。

6)任务:通过课文阅读，拓展对本模块不同国家离别之情表达方式的了解。教学重点和难点重点：1．通过谈论毕业生晚会的问题训练学生的听、说、读、写能力，掌握使用复合、派生等构词法学习新单词。难点：掌握使用复合、派生等构词法学习新单词。教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。二、教材处理核心任务：能够运用所学句型结构谈论健康饮食的问题。三个环节如下：pre-task：学生联系生活实际，激活背景知识。task–cycle：通过整个模块的听说读写的训练，强化使用whose引导的定语从句的表达能力，为完成任务做好铺垫post-task：达成任务，展示成果，反馈学习情况三、教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period1:VocabularyandListeningPronunciationandSpeakingPeriod2:ReadingandVocabularyPeriod3:WritingAroundtheworldModuleTaskPeriod4:Languageinuse

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。『教学设计』Title:Module10　Myfuturelife

Period1:VocabularyandListeningPronunciationandSpeaking

TeachingContent:VocabularyandListeningandPronunciationandSpeaking

TeachingAimsandDemands:1.LanguageKnowledgeKeyvocabularyandphrases:beat,ceiling,fetch,pardon,raiseKeystructure:Doyouintendto…?

What/Howabout…?(重点)2.Listeningskill:TounderstandconversationsandtoidentifywhatBettyandTonywilldoaftergraduation(难点)

3.Speakingskill:Toaskandgiveinformationaboutone’sfeelingsandfutureplans

4.Attitudes:Takeactivepartintheparty

Learningstrategies:Bottom–upapproachandlisteningtothetapeanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:RecallwhatwehavelearnedinthelastModule.Directions:Stepone:Labelthepictureswiththewordsandexpressions.(1).ReadthroughthewordsandexpressionsintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Listsomewordswhichareconnectedwithparty.Askstudentstospeakoutasmanyastheycan.SteptwTellastoryaboutparties.

Askstudentstospeakoutasmuchastheycan.PartII:Leadin:Task:Learnsomethingaboutfitness.

Directions:

Stepone:1.Workinpairs.Lookatthephotosanddecideswhateverybodydoing.

Steptwo:Introducethenewwords.PartIII:Listening

Task1:Listenandanswerthequestions

Directions:

Stepone:AsktheSstoreadthroughthequestionsinactivity2onpage80sotheyknowwhattolistenfor.

Steptwo:Playtherecordingwhiletheyjustlistenandfocusonthequestions.Stepthree:Playtherecordingagainandhavethemanswerthequestions.

Stepfour:Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task2:Sslistentothedialogueanddecideifweknowtheanswersinactivity5onpage81.

Directions:

Stepone:AsktheSstoreadthroughthequestionsinactivities5onpage81andmakesuretheSsunderstandthemall.

Steptwo:Playtherecordingandhavethemlistentotherecordingandfocusonthesentencefirsttimethrough.Stepthree:Playtherecordingagainandhavethemgettheanswers,thencheckwithapartner.Stepfour:ThenCallbacktheanswersfromthewholeclass.

Task3:Tounderstandtheconversation.

Directions:

Stepone:AsktheSstomakenotesinactivity4onpage81.

Steptwo:Playtherecordingandhavethemlisten.Stepthree:Playtherecordingagainandhavethemmakenotes.Stepfour:.Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task4:Listenandread:

Directions:

Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.

SteptwPlaytherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.

Stepthree:PuttheSs.intogroupsof4topractisethedialogue.Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.

Task5:Activity6onpage81.

Directions:

Stepone:Havethemreadthroughthequestionsandanswerthequestions.Havethemchecktheiranswerswithapartner

SteptwNowworkinpairs.Askandanswerthequestions.Havethemchecktheiranswerswithapartner

Stepthree:Callbacktheanswerinawhole-classsetting.(Collecttheanswersincompletesentencesfromtheclass.)

PartIV:Languagepoints

1.It’sgotagreatbeat!

这里beat指（音乐、诗歌等的）主节奏，节拍。例如：JAb88.cOM

Trytofollowthebeat.

2.DoyouintendtostayinChinaforlong?

这里intendtodosth表示“打算做某事”。例如：

FinnyintendstogotoAustralianextyearifallgoeswell.

这里forlong相当于foralongtime,表示“很长时间”。例如：

--Haveyoubeenwaitingforlong?

--No,notforlong,onlyafewminutes.

Shewentoutintothegardenbutshedidn’tstayforlong.

3.Andwe’llalwaysstayfriends.

这里stay的意思是“保持；使……处于某种状态”。例如：

Theshopsstayopenuntil9pm.

Heneverstaysangryforlong.

4.I’mgoingtomissmyclassmates.

Begoingto可以表示打算、意图，也可以表示可能性，比如：It’sgoingtorain.这句话中的begoingto也是表示可能。

5.Here’stoourfriendship,everyone.

Here’sto…是祝酒的常用语，意思是“为……干杯”。

PartV:Pronunciation

Task:ListenandrepeatthesentencesinActivity7onpage81

Directions:

Stepone:AsktheSstolistenandrepeatthesentences.

SteptwPlaytherecordingagain.AsktheSstopauseattheendofeachsensegroup.

Stepthree:AsktheSstolistenandrepeatchorallyandindividually.

PartⅥ:speaking

Task:TalkaboutyourplansforthefutureinActivity7.

Directions:

Stepone:Readthroughthesentenceswiththewholeclass.

SteptwAskthemtoanswerthequestions.

Stepthree:Askthemtoworkinpairstoaskandanswerquestions..

Stepfour:Callbacksomeexamplesinawhole-classsetting

PartⅦ:Atest：DoEx1onpage128intheWB.

PartⅧ:Homework:

Recitethedialogueasfluentlyaspossible.

Period2ReadingandVocabulary

TeachingContent:ReadingandVocabulary

TeachingAimsandDemands:1.Languageknowledge:Newwords:forgive,treasure,owe,kindness,patience,gift,fair,model(重点)2.Togetinformationfromthereadingmaterial.(难点)

Torelayinformationabouttheparty

3.Attitudes:Takeanactivepartintheparty.

Learningstrategies:Communicativeapproach.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:Revision

HelpstudentstorevisewhatwaslearntinPeriodoneofthismodule.Showthemsomepicturesaboutparty.HavetheSs.talkaboutthem.Eg.

1)Whatisit?

2)Whataretheydoing?...

PartII:Preparation

Task1:Learnthenewwords.

Directions:Labelthepictureswiththewords.(1).Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.

(2).Readthewordsseparatelyandhavethemrememberthem.

(3).Makesomesentenceswiththewords.

(4)Callbacktheanswersfromthewholeclass.

Task2:Lookattheslidesaboutpartyandtalkaboutthem.

Directions:(1).Lookattheslidesaboutpartyonthescreen.Describethepictures.

(2).Callbacksomecommentsfromthewholeclass.

⑶Thinkaboutaspeechataschoolleavers’party,andanswerthequestionsinActivity1.

PartIII:ScanningandSkimming

1.Task:ReadthepassageandfindthesentencesinActivity3.

Directions:

Stepone:TheteacherasktheSstoreadthesentences.SteptwSsreadthepassageandfindthesentenceswhichshowthesamemeaning,givingreasonsforthechoicegiven.

Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswer.

2.Task:Readthepassageagainandanswerthequestions.

Directions:

Stepone:AsktheSstodoActivity2onthescreenindividually.Thencheckwithapartner.

SteptwCallbacktheanswersfromthewholeclassascompletesentences.

3.Task:Answerthequestionsinactivity4and5onpage83.

Directions:

Stepone:ReadthroughthesentencesandmakesuretheSsunderstandwhattodo.Ssdoactivity4onpage83individuallyandcheckwithapartner.SteptwCallbacktheanswersfromthewholeclass,havingindividualsreadouttheanswersPartIV:Dealingwithexpressions.1.…pleaseforgivemeifitshows!注意本句中it指nervous。2.Sometimesthefriendsyoutreasuremostarethefriendsyouseelessoften.注意比较级的表达方式。一般情况下比较级的构成是形容词/副词+er,或more+形容词/副词，但是这种比较级都表示正向比较，记“好”的比较级是“更好”，“差”的比较级是“更差”，“重要”的比较级是“更重要”。但是，如果表示“反向比较”就要用less+形容词/副词。即lessimportant表示“不如……重要”，而这里的lessoften表示“不如……经常”。3.Alifewithoutoldfriendsislikeadaywithoutsunshine.英语中表示“像……”时，可以用belike,as…as表示，我们把这种比喻方式叫做“明喻”。4.Icouldn’tsayitbettermyself.当我们想表达“最……”时，也可以采用比较级的方式，本句就是如此。5.Howmanyofusoweourgoodgradestothesuggestionsyouhavemadeduringthoselongevenings?owe…to…表示“把……归功于……;欠某人……”。例如：Iowemysuccesstomyeducation.Iowe10yuantoJanet.(=IoweJanet10yuan.)6.Sofromthebottomofmyheart,Ithankyouallandwishyousuccessforthefuture.这里fromthebottomofone’sheart表示“诚挚地，衷心地”。例如：WhenIsaidIthankyou,Imeantitfromthebottomofmyheart.PartV:Languageuse

Task:Readthespeechanswerthequestionsinactivity9onpage134.

Directions:

Stepone:MakesuretheSsunderstandwhattodo.Ssdoactivity9onpage134individuallyandcheckwithapartner.

SteptwCallbacktheanswersfromthewholeclass,havingindividualsreadouttheanswersStepthree:Givethestudentssometimetorecallwhatthey’velearnedinthisclass.PartVI:Homework:.Retellthetext.Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:1.Writingskill:Towriteaspeechtoextendthankstoothers.Improvethestudents’writingability(难点).2.TolearnaboutJuniorhighschooldances(重点)

3.Tocompleteataskinvolvingmakingplansforthefuture

LearningstrategiesTop-downandInteractiveapproachanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:Helpstudentstorevisewhatwaslearntinlastmodule.Directions:

(1).Revisethewordsandphrases.(2).LettheSs.retellthetext.

PartII:Writing.Task:Writeashortaspeech.

Directions

StepOne:Imagineyou’regoingtogiveaspeechatyourschoolleavers’party.

Steptw●Startyourspeechbysayingwhatyourspeechisgoingtobeabout.

Ladiesandgentlemen,I’dliketothankyoufor…

●Sayhowyoufeel.

IfeelabitnervousasI’venevergivenaspeechbefore.

●Decidewhoyouwanttosaythankyouto.

TherearemanypeoplewhoI’dliketothank.Thefirstis/are…

●Decidewhatyouwanttothankthemfor.

Theyhavealwaysshownmegreatkindness…

●Thinkofexamplesofwhyyouwanttothankthem.

Oneday,he/shehelpeddomyhomework…

●Thinkofasayingwhichyoucanuseforaschoolleavers’party.

Theysaythatyourschooldaysarethebestdaysofyourlife.

●Finishyourspeechbygivingbestwishesforthefuture.

Thankyouandgoodluckinthefuture.

Stepthree:Callbacksomeexamplesfromthewholeclass,havingindividualsreadtheirspeech.PartIII:Aroundtheworld

Task:LearnsomethingaboutJuniorhighschooldances.

Directions

StepOne:AsktheSs.tolookatthedifferentpicturesaboutJuniorhighschooldancesTelltheSs.someknowledgeaboutthem.

SteptwReadthetextandansweranyquestionstheSshave.

PartIV:ModuleTask

Task:Makingplansforyourfuture

Directions:

StepOne:Activity9onpage87.AsktheSs.tothinkaboutyourlifeinthefuture.Makenotesaboutthefollowingthings:●Whatyouareplanningtodointhenextthreeyears●WhatyouwouldliketodoafterthatDoyouwanttogouniversityandgetspecialtrainingorwouldyouliketoworkafterseniorhighschool?●WhatotherareasofyourlifeyouwanttodevelopDoyouwanttobebetteratsports,learntoplaymusic,ordevelopartisticskills?●howyouseeyourpersonallife●whatsortofvaluesyouthinkwillbeimportanttoyouSteptwUseyournotesandwritesentences.Stepthree:Joinyoursentencestogetherandwriteapassageaboutyourfuture.Stepfour:Seehowwelltheydid!

PartV:Recalling

Recallwhatwehavelearnedtoday.

PartVI:AtestDoEx.5onpage133andhandinimmediately.

PartVII:Homework:DotheSelf-assessmentonpage135.Period4.Languageinuse

TeachingContent:Languageinuse

Keyvocabulary:value,decision,graduateTeachingAimsandDemands:1.Tosummariseandapplywordformationtosentences.(难点）2.Topractisethewordsandexpressions.(重点)3.Affectionandattitudes:Enjoyahealthylife.

Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.TeachingAids:Multi-Media(video,OHP,handout)TeachingProcedures:PartIRevisionHelpstudentstorevisewhatislearntin3periodsofthismodule.PartIILanguagepractice

Task1:Tosummarizeandapplywordformationtosentences

Directions

(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofwordformationtosentences

(2).AsktheSs.torepeatthesentencesinthebox.(3).Ask“Canyoumakeothersimilarexamples?”(4).FocustheSs’attentiononthewaysinwhichtheyareused.Task2:1.Completetheinstructionsforthegame,usingwordformationtosentences.

Directions:

(1).DoActivity1onpage84individually.(2).AsktheSs.tocheckwithapartner.(3).AsktheSs.toreadoutthesentences.(4).Summarize:theuseofthewordformationtosentences.

Task3:Completethesentences,usingthecorrectformofthewords.

Directions:

(1).AsktheSs.todoActivity2onpage84individually.

(2).Circulateandmonitortheirproduction.

(3)Calltheanswersbackfromsomestudents.

Task4:Workinpairs.Lookatthepicturesanddiscussthequestions.

Directions:

(1).AsktheSs.tocompleteActivity3andActivity4.(2)Calltheanswersbackfromsomestudents.

Task4:Readthepassage.Matchthephotosandtheparagraphs.Directions:

(1).AsktheSs.toreadthepassageinActivities6and7and8.(2)Calltheanswersbackfromsomestudents.

Task5:ListenandcomparethenotesaboutAdam’strip.Directions:

(1).AsktheSs.tolistentotheconversationanddoActivity5onpage85onpage85individually.(2).Listenagainandcheckwiththeirpartners.

(3)Calltheanswersbackfromtheclass.

PartIII:Atest

Talkaboutyourfuturelife.

PartIV:Homework:

FinishalltheexercisesintheWB.

扩展阅读

外研版初三英语上册Module10Unit3教案

每个老师为了上好课需要写教案课件，又到了写教案课件的时候了。只有规划好教案课件工作计划，才能更好地安排接下来的工作！你们会写多少教案课件范文呢？小编特地为大家精心收集和整理了“外研版初三英语上册Module10Unit3教案”，希望对您的工作和生活有所帮助。

外研版初三上册Module10Unit3教案

Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:

1.Writingskill:Towriteashortpassagecalled“Feedmebetter”.Improvethestudents’writingability(难点).

2.Tolearnabouthealthybuildingindifferentcountries,eg.Spar.(重点)

3.Tocompleteataskinvolvingmakingasurvey

3.Attitudes:Enjoyahealthylife.

Learningstrategies

Top-downandInteractiveapproachanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:Helpstudentstorevisewhatwaslearntinlastmodule.

Directions:

(1).Revisethewordsandphrases.

(2).LettheSs.retellthetext.

PartII:Writing.

Task:Writeashortpassagecalled“Feedmebetter”.

Directions

StepOne:Makenotesabouthealthyeating.UsethetableinActivity3tohelpyou.

Steptwo:UsethenotesinActivity7andwritefullsentences.

Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadtheirsentences.

PartIII:Aroundtheworld

Task:Learnsomethingabouthealthybuildingindifferentcountries,eg.Spar.

Directions

StepOne:AsktheSs.tolookatthedifferentpicturesabouthealthybuildingindifferentcountries,eg.Spar.

TelltheSs.someknowledgeaboutthem.

Steptwo:ReadthetextandansweranyquestionstheSshave.

PartIV:ModuleTask

Task:Findingwaysofkeepingfit.

Directions:

StepOne:Activity9onpage87.AsktheSs.tofillinthisquestionnairesaboutyourhealthhabits.

Steptwo:Discussthingsyoucandotobehealthier.

Stepthree:Makealistof10thingseveryonecandotobehealthy.Readyourlisttotheclass----dotheyagree?

Stepfour:Trytodothethingsonthelistforoneweek.Thenmeetagainandseehowwellyoudid!

PartV:Recalling

Recallwhatwehavelearnedtoday.

PartVI:Atest

DoEx.6onpage149andhandinimmediately.

PartVII:Homework:DotheSelf-assessmentonpage149.

Period4.Languageinuse

TeachingContent:Languageinuse

Keyvocabulary:,advertise,atfirst

Keystructures:Therestrictiveattributiveclausewithwhose.(难点）

TeachingAimsandDemands:

1.Tosummariseandconsolidatetherestrictiveattributiveclausewithwhose..

2.Topractisethewordsandexpressions.(重点)

3.Affectionandattitudes:Enjoyahealthylife.

Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.

TeachingAids:Multi-Media(video,OHP,handout)

TeachingProcedures:

PartIRevision

Helpstudentstorevisewhatislearntin3periodsofthismodule.

PartIILanguagepractice

Task1:Tosummarizeandconsolidatetherestrictiveattributiveclausewithwhose.

Directions

(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseoftherestrictiveattributiveclausewithwhose.

(2).AsktheSs.torepeatthesentencesinthebox.

(3).Ask“Canyoumakeothersimilarexamples?”

(4).FocustheSs’attentiononthewaysinwhichtheyareused.

Task2:1.Completetheinstructionsforthegame,usingwhoorwhose.

Directions:

(1).DoActivity1onpage84individually.

(2).AsktheSs.tocheckwithapartner.

(3).AsktheSs.toreadoutthesentences.

(4).Summarize:theuseoftherestrictiveattributiveclausewithwhose.

Task3:Jointhesentenceswithwhose.

Directions:

(1).AsktheSs.todoActivity2onpage84individually.WecanalsodoActivity3atthistime.

(2).Circulateandmonitortheirproduction.

(3)Calltheanswersbackfromsomestudents.

Task4:Workinpairs.Discussthequestions.Writeanswerswiththewordsinthebox.

Directions:

(1).AsktheSs.tocompleteActivity4andActivity5.

(2)Calltheanswersbackfromsomestudents.

Task4:Completethepassageusingthecorrectformofthewordsandexpressionsinthebox.

Directions:

(1).AsktheSs.tocompletethepassageusingthecorrectformofthewordsandexpressionsintheboxinActivity8.

(2)Calltheanswersbackfromsomestudents.

Task5:Practiselistening

Directions:

(1).AsktheSs.tolistentotheconversationanddoActivity6onpage85andActivity7onpage86individually.

(2).Listenagainandcheckwiththeirpartners.

(3)Calltheanswersbackfromtheclass.

PartIII:Atest

Talkabouthowtokeephealthy.

PartIV:Homework:

FinishalltheexercisesintheWB.

外研版九年级英语下册短语汇总（Module10）

作为老师的任务写教案课件是少不了的，大家应该在准备教案课件了。只有规划好新的教案课件工作，这对我们接下来发展有着重要的意义！有没有出色的范文是关于教案课件的？下面是小编为大家整理的“外研版九年级英语下册短语汇总（Module10）”，大家不妨来参考。希望您能喜欢！

外研版九年级英语下册短语汇总（Module10）

Module10

3.paysbback偿还……paymoneyforsth为……付钱

4.intendtodosth打算做某事=plantodo=begoingtodo

5.forlong=foralongtime很长时间7.Here’sto+名词祝酒的常用语，意为“为……干杯”。

10.misssb想念某人11.Pardon?请再说一遍好吗？

12.Ihopeso.我希望如此13.excuseme抱歉，对不起

17．prepareforsth为……做准备preparesbforsth使某人对某事有准备

preparesth准备……18．owe…to…把……归功于……;欠某人……

19．bestrictwithsb对……严格/严厉difficulttimes困难的时刻

20．fromthebottomofone’sheart发自内心，诚挚地，衷心地

21．Asweallknow我们都知道22．Saygoodbyetosb和某人说再见

25.makeadecision做决定26.answerstoproblems问题的答案

29.abunchof一串……30.beoutofwork失业

31.makeupone’smind下定决心32.breakinto进入，闯入

外研版初三英语下册Module7教案

每个老师需要在上课前弄好自己的教案课件，大家在认真写教案课件了。对教案课件的工作进行一个详细的计划，才能对工作更加有帮助！有多少经典范文是适合教案课件呢？以下是小编为大家精心整理的“外研版初三英语下册Module7教案”，仅供参考，欢迎大家阅读。

外研版初三下册Module7教案

MODULE7TEACHINGPLAN

Module7Eatingtogether

一、题材内容

本模块以食物和饮食习惯为话题。在21世纪的今天，越来越多的人走出国门，同时越来越多的外国朋友来到中国旅游、学习和工作。因此了解西方的用餐礼仪不仅是外语教学的任务之一，也是时代提出的要求。本模块通过准备聚会食物的对话和介绍西餐用餐习惯的课文，帮助学生了解西方的饮食文化和用餐习俗，同时可以加深同学们对中国饮食文化的认识与理解。第一单元从谈论请帖开始，引入本课的话题。下面的对话以即将举办的毕业生晚会为话题谈论不同国家的传统食物。对话中突出了本模块的语法----被动语态，学生们可以在学习对话的过程中复习被动语态的用法和结构。第二单元的课文讲的是西方的用餐习俗，内容涉及用餐时间、餐具、食物数量和如何结束等方面。第三单元的任务是复习、巩固被动语态用法、复习检测重要词汇并完成模块任务。

教学目标

1）语言知识：

语音能根据意群正确朗读语句。

词汇finger,basket,bread,fork,knife,lemonade,pancake,serve,spoon,hold,hot,roll,Roman,saying,cheers,plate,explanation,cross,generally,over,blind,sense,taste,owner,bee,officer,course

语法复习被动语态。

功能谈论食物和饮食习惯。

话题以食物和饮食习惯为话题。

2）语言技能：

听能听懂有关饮食习惯方面的对话；运用记笔记的方法掌握细节信息。

说能够谈论聚会计划。

读能读懂有关介绍食物和饮食习惯的文章；根据相关信息预测下文；能评价文章和根据文中信息推断文章的深层含义。

写能够模仿课文写一篇关于中国食物和饮食习惯的短文。

演示与表达展示和介绍中国的饮食文化。

3)学习策略：

学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。

自学策略在文段中加深理解被动语态的意义、结构和用法。

合作学习策略交流健康饮食的窍门和经验。

4)文化意识：

中外对比了解西方的饮食习惯，加深对中国饮食文化和习俗的认识。

5)情感态度：

了解不同国家的饮食文化，保持中国饮食文化中良好的习惯，学习西方饮食习俗中好的方面。

6)任务：介绍自己的餐饮经历。

教学重点和难点：

重点：1．掌握介绍食物和饮食习惯的基本词汇，能够叙述自己的餐饮经历，读懂含有被动语态的句子。

难点：正确介绍自己的餐饮经历。

教学方法

基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task—task-cycle—post-task。

二、教材处理

核心任务：能够运用所学句型结构介绍食物和饮食习惯。三个环节如下：

pre-task：学生联系生活实际，激活背景知识。

task-cycle：通过整个模块的听说读写的训练，强化对食物和饮食习惯的表达能力，为完成任务做好铺垫。

post-task：达成任务，展示成果，反馈学习情况。

三、教材安排

根据学生学习英语的特点和规律，我们把本模块划分为4课时：

Period1:ListeningandVocabularyPronunciationandSpeaking

Period2VocabularyandReading

Period3.Languageinuse

Period4.WritingAroundtheworldModuleTask

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』

Title:Module7Eatingtogether

Period1:ListeningandVocabularyandPronunciationandSpeaking

TeachingContent:ListeningandVocabularyandPronunciationandSpeaking

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabularyandphrases:finger,basket,bread,fork,knife,lemonade,pancake,serve,spoon,hold,hot,roll

Keystructure:Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries.

It’smadewithchickenorporkandvegetables.(难点)

2.Listeningskill:Tounderstandtheconversationinvolvingtheuseofpassivevoice.(重点)

3.Speakingskill:Toaskandgiveinformationaboutone’sdietordiethabit.

Learningstrategies:

Bottom–upapproachandlisteningtothetapeanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:RecallwhatwehavelearnedinModule6.

Directions:

StepOne:Labelthepictureswiththephrases.

(1)ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.

(2)Askthemtolabeltheminthepicturesonthescreen.

(3)Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.

Steptwo:Talkaboutfoodanddiethabit.

PartII:Leadin:

Task1:Introducetothemthenewwords.

Directions:

StepOne:ReadthroughthenewwordsandphrasesandhavetheSs.repeatthemafteryouchorallyandindividually.

StepTwo:Askthestudentstotalkaboutthepicturesonthescreen.

StepThree:Collectsomedescriptionsinawhole-classsetting.

StepFour:PairtheSstodiscusswhatelsetheyknowaboutfood.

StepFive:Collectanyotherinformationtheycanprovidefromthemandlistthemontheboard.

Task2:Introducetothemaboutfoodanddiethabit.

Directions:

StepOne.Theteachercanshowthemthevideoabutfoodanddiethabit.

StepTwo:Freetalkaboutfoodanddiethabit.

PartIII:Listening

Task1:

StepThree:LookatthepartyinvitationandanswerthequestionsinActivity1onpage56.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.

Answers:

1.Apartyforstudentswhoarecompletingtheirsecondaryschooleducationthatyear.

2.Somethingwhichbelongstotheplacewhereyouliveorwhereyou’refrom.

3.Foodwhichyoucaneatwithyourhands---youdon’tneedknivesandforksorchopsticks.

4.Listentomusicanddance.

Task2:Activity2onpage57.Listenandanswerthequestions.

Directions:

Stepone:Readthroughthewordsintheboxwiththewholeclass,andhavethemrepeatthemchorallyandindividuallyifyoufeelitisnecessary.

StepTwo:Askthestudentstoreadthequestionstothemselves.

StepThree:playtherecordingoncewhiletheyjustlistenandfocus.

StepFour:playitagainforthemtoanswer;theycanthencheckwithapartner.

StepFive:playitoncemoreforthemtocomplete,checkandcorrect.

StepSix:callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.

Answers:

1.Inabasket.

2.Foodanddrinkforthefamilyandfortheparty.

3.Pancakesorpizza.

4.Grapes,breadandwine.

5.Lemonadeandpizza(ham,tomatoes,cheesetomakethepizza).

Task3:Listenandread

Directions:Playtherecordingwhilethestudentsfollowtheconversationintheirbooks.

Task4:activity4onpage57.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass.Youmaywanttocompleteatableontheboardastheygivetheanswers.

Answers:

DishMadewith

Bettyhamburgers(meat)cheese,breadroll

LinglingSuanlatangChickenorporkandvegetables

TonypizzaCheese,tomato,ham

Damingjiaozi(wedon’tknow,butprobablymeatoreggs,vegetables,flour)

Task5:Activity5onpage57.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersinawhole-classsetting.

Answers:

1.Ithinkhefeelspleasedandproud.

2.Athome.

3.Becausetheirschoolasksthestudents,nottheirrelatives,topreparethefood.

4.BecauseyoucaneatiteverywhereinEngland.

5.BecauseitisanItaliandishwhichwasn’tintroducedintoBritainthen.

PartIV:Languagepoints

1.Whatfoodanddrinkisforthefamily?

句中的foodanddrink看成一个整体，所以谓语动词用单数。再如：aknifeandfork;ahorseandcart等

2.Isupposeitcanbeheatedupintheschoolkitchen…

heatup意思是“加热”。再比如：

Fredaheatedupapieforme.

3.Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries.

在这句话中，dish的意思是“烹制好的菜肴；一道菜；食品”。例如：

WhenIwasinItaly,Ihadawonderfulpastadish.

do/washthedishes表示“清洗餐具（包括盘子、杯子、碗等）”。例如：I’lljustdothedishesbeforewego.

4.Oh,soup’snogood.

这里nogood表示“没（或没什么、没多大）用处（或好处）”。例如：

Themovieisnogood,Ithink.There’stoomuchfighting.

It’snogoodworryingaboutthatnow.

nogood用法小结：

A．nogooddoingsth.

It’snogoodtalkingtohim—heneverlistens.

B.nogoodforsth.

Theseglassesarenogoodforwine.

C.nogoodtosb.

Acarisnogoodtome,sinceIcan’tdrive.

PronunciationandSpeaking

Task1:Listenandrepeat.

Directions:

StepOne:Askthestudentstoreadthroughtheexacttothemselves.

StepTwo:Playtherecordingwhiletheylistenandfollow.

StepThree:Playitagain,pausingatthebreaksforthestudentstorepeatitchorallyandindividually.

StepFour:Askthestudentstogetintopairstopractisesayingthepassage,helpingeachotherwithpronunciation.

StepFive:Circulateandmonitortheirproduction.

Task2:Workinpairs.Saythesentencesaloud.Makesureyoupauseaftereachsensegroup.

Directions:

StepOne:Askthestudentstostayintheirpairs.

StepTwo:Theyshouldtakeitinturnstoreadthepassage;thelistenershouldhelpthespeakertogetthepausesright.

StepThree:Circulateandmonitortheirproduction.

StepFour:Playtherecordingwhilethestudentslistenandfollow.

StepFive:Playitagain,pausingforthemtorepeatchorallyandindividually.

Task3:Activity8.Workinpairs.Makeplansforaparty.

StepOne:Askthestudentstogetintopairstomaketheirplans.

StepTwo:Askthestudentstomakenotesunderthethreeheadings.

Task4:Activity9.Workwithanotherpair.Talkaboutyourparties,andsaywhatplanshavebeenmade.

StepOne:Readthroughtheexampleswiththewholeclass.

StepTwo:Askthepairstoworkwithanotherpairandtelleachothertheirplans.

PartV:Atest

ListentothetapeandtranslatesomeofthesentencesintoChinese.

Homework:

Actouttheshortdialogueasfluentlyaspossible.

Period2VocabularyandReading

TeachingContent:VocabularyandReading

TeachingAimsandDemands:

1.Languageknowledge:

Newwords:Roman,saying,cheers,plate,explanation,cross,generally,over

Keystructure:Dinnerisservedaround7pmorevenlater.

Theforkisheldinyourlefthandandtheknifeinyourright,andfoodisheldwiththeforkandcutwiththeknife.(难点)

2.Readingskill:①Tohaveageneralideaofwhatthereadingpassagemainlytalksabout.

②Totrainreadingstrategiesincludingtakingnotesandscanning.(重点)

Learningstrategies:Interactiveapproach.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

HelpstudentstorevisewhatislearntinPeriodoneofthismodule.

Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.

PartII:Preparation

Task:Learnthenewwords.

Directions:Labelthepictureswiththewords.

(1)Readthroughthewordsinthebox.HavetheSs.Repeatthemafteryou.

(2)Ssmatchthepictureswiththewords.

(3)Callbacktheanswersfromthewholeclass.

(4)ShowtheSsthevideosofknivesandforksusedforfood.Askthem“Doyouknowwhattheyareusedfor?”

(5)Talkaboutthevideos.

PartIII:ScanningandSkimming

1.Task:ReadthepassageandcheckyouranswerstoActivity2.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

Answers:

1.b2.b3.a

2.Task:CompletethecolumnIntheWestwithnotes.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass.

Answers:

InthewestInChina

MealtimesLunch(after12,around1pm);dinner(7pmorlater)

ThingstosayAtthestartofameal:

inFrance:Bonappetit

inItaly:Buonappetit

inBritain:nothingissaid

inBritain:Cheers!

HowtoeatfoodMostfoodiseatenwithaknifeandfork.

BeingservedYoumaybeaskedtoserveyourself,orbeservedbyyourhost.

RefusingfoodPolitelysayyoucan’teatordon’twantanymore.

NumberofdishesFewerdishesareofferedthaninChina.

AttheendofthemealPeoplestayandtalkaroundthetable;it’srudetoleaveassoonasthemealisover.

3.Task:Readthepassageagainandanswerthequestions.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

Answers:

1)Youshouldeatwithaknifeandforkunlessitisfingerfood.

2)Youdon’tsayanything.

3)Ifyou’vebeengivensomethingyoudon’tlike.

4)ThatChinesepeoplethinkitisimportanttoofferlotsoffood.

5)InChinaamealisoverassoonaspeoplehavefinishedeating.IntheWest,peoplemightsitaroundthetableafterthey’vefinishedeating.

4.Task:Readthepassage.WhatarethemostsurprisingpiecesofinformationaboutmealsandeatingcustomsintheWest?

Directions:

StepOne:Askthestudentstodothisindividually,thencomparetheirideaswithapartner.

StepTwo:Callbacksuggestionsfromthewholeclass.

Answers:

Students’ownanswers.

PartIV:Dealingwithexpressions:

1.WheninRome,doastheRomansdo.这是一句谚语，意思“入乡随俗”。其中，as表示“正如，像……”。例如：

Whileinthechemistrylab,doasIsay,please.

AsImentionedinmylastletter,I’llbebackinTianjininJune.

请说出以下谚语的意思：

1)Likefather,likeson.

2)Donotcutdownthetreethatgivesyoushade.

3)Nopains,nogains.

4)Oncebitten,twiceshy.

5)Love,lovemydog.

Key:

1)有其父必有其子。

2)不要过河拆桥。/不要忘恩负义。

3）不劳无获。

4）一朝被蛇咬，十年怕井绳。

5）爱屋及乌。

2.Noonewillbecross.

这里cross是形容词，表示“生气的”。例如：

Theoldladywasreallycrosswhentheboy’sballbrokeherwindow.

Allright,youtwo,don’tgetcrosswitheachother.

Adam,Mummywillgetcrossifyoudoitagain.

Don’tgetcrosswithBill.

Cross作动词，表示“横穿，穿过；交叉”。例如：

Ittookthemtwomonthstocrossthedesert.

Shewassittingonthefloorwithherlegscrossed.

PartV:Languageuse

1.Exercise6onpage121inWB.

Direction:Ssdoitbythemselves.Let`sseewhocanfinishitassoonaspossible.

2.(Givethestudentssometimetorecallwhatthey’velearnedinthisclass)

FirstthinkbythemselvesThendiscussinpairsandfinallysharetheiranswerswiththeclass.

PartVI:Homework

Exercise7onpage122intheWB.

Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:

1.Writeapassageforatouristmagazinewithwesternreaderscalled:WheninChina,doastheChinesedo.(难点)

2.Describinganeatingexperience.(重点)

3.KnowsomethingaboutBirthdaypartiesintheUSA.

Learningstrategies：

Top-downandInteractiveapproachanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:Helpstudentstorevisewhatislearntinlastmodule.

Directions:

(1)Revisethewordsandphrases.

(2)PuttheSs.inpairstopracticethedialogueandthetext.

PartII:Writing

1.Task:CompletethecolumnInChinainActivity3withnotesaboutmealsandeatingcustomsinChina.

Directions：

Askthestudentstodothisindividually,thencomparewithapartner.

2.Task:Writeapassageforatouristmagazinewithwesternreaders.

Directions:新课标第一网

StepOne:Readthroughtheinstructionsandexampleswiththewholeclass.

StepTwo:Askthestudentstodothisindividually.

StepThree:Whentheyhavefinished,askthemtoexchangewritingwithapartnerforpeer-correctionoflanguageandcontent.

StepFour:Havesomestudentsreadtheirworkouttothewholeclass.

PartIII.Aroundtheworld

Task:LearnsomethingaboutBirthdaypartiesintheUSA.

Directions:

1.AsktheSs.toreadthepassagetothemselves.

TelltheSs.somethingsabouthim.

2.Asksomegeneralquestionssuchas“Whyare16thbirthdaypartiesimportant?”(Becauseit’sthefirststepinbecominganadult.)“Howdopeopleoftencelebrate?”(Withabigpartyorotherspecialevent.)

PartIV:ModuleTask

Describeaneatingexperience.

1.Task:Describeaspecialorunusualmealyouhaveeaten.

2.Task:Compareyourlistwithotherstudents.

Directions:

1.Readthroughtheinstructionswiththewholeclass.

2.Askthemtousethecuestodescribetheirspecial/unusualmeal.

3.Theycanthensharetheirexperiencewithapartner.

4.Callbacksomeexamplesfromthewholeclass.

PartV:Recalling

Recallwhatwelearntoday.

PartVI:Atest

DoEx.8onpage122andhandinimmediately.

PartVII:Homework

DotheSelf-assessmentonPage123intheworkbook.

Period4.Languageinuse

TeachingContent:Languageinuse

Keystructures:Theuseofpassivevoice(重点)

TeachingAimsandDemands:

1.Tosummarizeandconsolidategrammarfocus:Theuseofpassivevoice.

Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.

TeachingAids:Multi-Media(video,OHP,handout)

TeachingProcedures:

PartIRevision

Helpstudentstorevisewhatwaslearntin3periodsofthismodule.

PartIILanguagepractice

Task1:Tosummarizeandconsolidatetheusageofpassivevoice.

(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseof

thepassivevoice.

(2)AsktheSs.torepeatthesentencesinthebox.

Task2:Toconsolidatetheuseofpassivevoice:

(1)Doactivity1,2onpage60and4onpage61.Grasptheuseofthestructure:

(2)AsktheSs.tocallouttheanswersfromthewholeclass.

(3)AsktheSs.toreadthecompletesentences.

Task3:Activity3.Workinpairs.Lookatthepicturesandsaywhatyouthinkhappened.

Directions:

(1)AsktheSs.togetintopairstotellthestory.

(2)Theycanthengettogetherwithanotherpairtocomparetheirideas.

(3)Callthestorybackinawhole-classsetting.

Answer:

Thisisamodelanswer:

Amanwaseatingsnacksinarestaurant.Heputhishandintothebowl,butdidn’tnoticeabeeinit.Hepickedupthebeewiththesnacksandputthemintohismouth.Thebeestunghiminhisthroatashewasswallowingthesnacks.Latertherestaurantwascloseddownbecausehundredsofbeeswerefoundinthekitchenbyfoodinspectors.

Task4:Activity5.Answerthequestionsaboutthewordsinthebox.

Directions:

(1)Readthroughthewordsintheboxwiththewholeclass;askthemtorepeatthemchorallyandindividuallyifyoufeelitisnecessary.

(2)Askthestudentstodothisactivityindividually,thencheckwithapartner.

(3)Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

Task5:Activity6.Workinpairsandanswerthequestions.

Directions:

(1)Askthestudentstoanswerthequestionsindividually.

(2)Thenaskthemtogetintopairstoaskandanswerthequestionsofeachother.

Task6:

Activity7.Listenandmatchtheconversationswiththepictures.

Directions:

(1)Askthestudentstolookatthepictures.

(2)Playtherecordingwhilethestudentsjustlistenandfocus.

(3)Playitagainforthemtoanswer;theycanthencheckwithapartner.

(4)Playitoncemoreforthemtocomplete,checkandcorrect.

(5)Callbacktheanswersfromthewholeclass.

Task7:

Activity8.Listenagainandchoosethecorrectanswer.

Directions:

(1)Askthestudentstodothisindividually,thencheckwithapartner.

(2)Callbacktheanswersfromthewholeclassascompletesentences.

Task8:

Activity9.Readtheemailandanswerthequestions.

Directions:

(1)Askthestudentstodothisindividually,thencheckwithapartner.

(2)Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

PartⅢ:Atest

Doactivity1onpage120intheWB.Let’sseewhocanfinishitassoonaspossible.

PartIV:Homework

FinishalltheexercisesintheWB.

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