2024七年級英語下冊Module3Makingplans教學設計（表格式外研版）-教案下載-教習網

Module3 Making Plans 教學內容：Unit1 What are you going to do at the weekend? 課型：Listening and speaking 教學目標： 1、能夠正確使用下列單詞和詞組： go over, picnic, housework, on, else, nobody, at, nothing, silly, fantastic. 2、能夠聽懂包含計劃、安排的對話，并且判斷出對話中人物的計劃。4、能夠與人做有關計劃的對話。 3、能用be going to表達自己的計劃、安排，并能詢問對方的計劃、安排。教學重難點： 1、能夠聽懂對話中計劃、安排的對話。 2、能夠正確使用“ be going to” 來描述計劃的相關信息。教學準備：課堂整體運用任務型教學模式，培養(yǎng)學生獨立自主的學習能力。本課指導學生通過聽說獲取信息，培養(yǎng)學生的聽說技能。在教學過程中，采用多媒體手段輔助教學，利用各種圖片和習題任務貫穿整個教學過程。因此，本節(jié)課需準備：PPT課件、掛圖、錄音機、課堂練習表格、獎品教學過程：七、板書設計： Module 3. Making Plans Unit1. What are you going to do at the weekend? go over lessons 1) What are you going to do at the weekend? have a picnic I’m going to +V. help with the housework 2) Don’t be silly! 3) Who else is going to be there? 達標訓練題一．翻譯下列短語： 1. 去野餐_____________ 2. 查收我的電子郵件__________________ 3. 復習_______________ 4. 在周日下午________________________ 5. 看電影_____________ 6. 上鋼琴課 _________________________ 7. 還有誰_____________ 8. 別傻了！__________________________ 9. 幫忙做家務_________ 10. 在周末___________________________ 二、選擇填空。 ( ) 1.—When are you going to Beijing? — _______ Sunday morning. A. On B. In C. At D. For ( ) 2. — I think I’m going to die. — ____________! You’re very healthy. A. I’m sorry to hear that B. Don’t be silly C. You’re a fool D. Great ( ) 3. There ____________ a basketball match tomorrow. A. has B. have C. is D. is going to be ( ) 4. Look! The baby _________ soundly. A. is going to sleep B. sleeps C. is sleeping D. sleep ( ) 5. —___________ do you want? — Nothing. I have enough. Thanks. A. Who else B. What else C. When D. Where ( )6. I _______ at home this Saturday. A. stay B. am staying C. am going to stay D. going to stay Module３ Making Plans 教學內容：Unit2 We’re going to cheer the players. 課型：Reading and writing 教學目標： 1、能夠正確使用下列單詞和詞組： forward, look forward to, fan, make friends, shirt, cheer, player, hope, win, enjoy yourself, myself, during, May, May Day, late, walk, take a walk, country, second, collect, litter, fun, summer holiday, camp, Australian, sightseeing, go sightseeing, beach, early 2、能夠讀懂描述計劃安排的短文，并且判斷出文中人物的計劃、安排。 3、能夠對自己的計劃等方面進行簡單的描述。 4、通過閱讀他人的計劃，學會自己做計劃。教學重難點： 1、能夠讀懂簡單描述計劃的短文。并能在閱讀中找出有關作者的計劃信息，完成學習任務。（重點） 2、能夠正確使用“ be going to”的句子來描述計劃并表達出計劃相關的原因。（難點）教學準備：課堂整體運用任務型教學模式以及閱讀課“四個階段”教學模式。本課指導學生通過閱讀獲取信息，培養(yǎng)學生閱讀技能。在教學過程中，采用多媒體手段輔助教學，利用各種圖片和習題任務貫穿整個教學過程。因此，本節(jié)課需準備：PPT課件、掛圖、錄音機、課堂練習表格、獎品教學過程：七、板書設計： Module 3. Making plans Unit 2. We’re going to cheer the players. player look forward to sth./doing sth. fan make friends (with sb.) cheer hope I hope + 句子 win(won) enjoy oneself… 達標訓練題根據中文完成下列句子：周末你們打算做什么？ What ________ you ________ __________ _______ at the weekend? 2．他們明天去野餐嗎？ Are they ___________ ________ _____________ a picnic tomorrow? 3. 我正期待著明天的足球賽。 I’m ____________ ____________ ________ the football match tomorrow. 4. 我們打算愉快地渡過五一假期。 We’re going ________ __________ ___________ during the May Day holiday. 5. 我們要去為運動員們喝彩。 We’re going _________ ___________ the players. 二、用所給詞的適當形式填空： 1. He’s going to __________ (meet) other fans. 2. Are you going to make ____________ (friend) with me? 3. The little boy is looking forward to ________ (stay) with his parents. 4. Koala is an ___________ (Australia) animal. 5. This year is going to ________ (be) very different. 三、選擇填空。 ( )1. — Why is she going to England? — _______ she wants to see the Big Ben herself. A. Because B. But C. Then D. And ( )2. — ________ on Sunday? — She’s going to wash her clothes. When is she going to wash her clothes What does she do What’s she going to do Where is she going to do ( )3. He is looking forward to ______ out this Saturday. A. go B. going C. going to D. go for ( )4. I’ll have two days to ______ in Huizhou. A. sightseeing B. went cycling C. going sightseeing D. go ( )5. We are going to have a picnic _____ 1st May. A. at B. on C. in D. of Module3 Making plans 教學內容：Unit3 Language in use 課型：Revision and application 教學目標： 1. 正確運用本模塊的詞匯：picnic，go over, housework, nobody, nothing, look forward to , make friends, enjoy oneself, litter, beach等。 2. 能運用“ be going to” 詢問并回答有關將來的計劃的事情，在同學之間進行真實的交際。 3. 能用運用所學知識介紹自己的周末計劃。 4. 提高學習英語興趣，樹立信心，培養(yǎng)其積極主動參與各種語言實踐活動的學習態(tài)度。教學重難點：能夠用“be going to” 熟練的談論自己的周末計劃。教學準備：本節(jié)課型為Revision and application，根據新課標的要求，結合教材和學生特點，主要采用任務型互動式進行教學，結合情景法、交際法、聽說法、歸納法等教學方法實施課堂活動，開啟學生思維，通過一系列有條理的教學活動，引導學生自主探究學習和與他人互動合作學習，讓學生體驗愉快學習。本節(jié)課所需教具及資料：幻燈、圖片、調查表等。教學過程：達標訓練題一、選擇正確的答案：（）1. We are all looking forward __________ the new film. A. to watch B. watches C. to watching D. watching ( ) 2. — What are you going to do next week? — We ____________ a picnic. A. have B. are going to have C. is going to have D. will be ( ) 3. I often ___________ an hour reading English. A. take B. cost C. spend D. pay ( ) 4. Don’t __________ silly! A. is B. are C. / D. be ( )5. We aren’t going to take a walk__________ it’s raining now. A. because B. but C. and D. so ( )6. I want to go shopping. I’m going to ______ some clothes. A. wash B. send C. give D. buy ( )7. — Are you going to see a movie this evening? — _______. I’m going to have a piano lesson. A. Yes, I am B. No, I’m not C. Yes, I do D. No, I don’t 二、短文填空： Hello, boys and girl. I’m Jim Smith, I’m 13 years old. I’m 1.___________ England and I’m English. This is my first time to come to China. I like 2._____________ very much. I’m going to have a busy 3._________________. On Saturday morning, I’m going to 4._______________ my homework, but in the afternoon, I’m going some 5._________ and I’m going to take a 6.___________ in the Summer Palace. On Sunday morning, I’m going to a basketball match, and I’m going to 7.___________ my favourite player. I hope my favourite team will 8.___________ the match. In the afternoon, I’m going to help my mother do some 9.______________, for example, to clean my house. I’m a happy boy. Do you want to make 10.______________ with me? 教學步驟教師活動學生活動設計意圖 Step One Warming-up (3’) Lead in 1. Play a guessing game: Do actions and ask : Now, boys and girls, do you know what am I doing? 2．OK, you all did a good job. Now we are having a lesson, but do you know what am I going to do tomorrow? 1. Guess and say the sentences like this: “You are sleeping…” “You are drinking…” make the students do the actions and the other students guess like this: “He is fishing… She’s …” 2. Students guess like this: You’re going to …以舊引新，先引導學生回顧相似的語法結構 be doing. 通過這個環(huán)節(jié)，可以引導學生把一般現(xiàn)在進行時和一般將來時進行簡單的對比了解。既訓練了學生的反應又在無形中培養(yǎng)學生大膽說英語的習慣?；钴S了課堂氣氛。 Step Two Pre-task (5’) Show students some pictures about some activities of Activity2 , show the title of the lesson and lead the students to describe what are the children going to do at the weekend. And lecture the new words as well. eg: go over, picnic, housework, nothing, fantastic… Watch pictures learn some new words and try to describe them like this :“He’s / She’s / They’re going to go over lessons/ have a picnic….. at the weekend.” 引導學生談論圖片,訓練學生描述事情的能力。在描述的同時學習新單詞和句型，做到詞不離句，為學生掃清聽的障礙。Step Three While -task (24’) 1. Listen and match Ask students to finish Activity1. 2.Read and remember Ask students to do Activity 1 and try to remember the phrases. 3. A competition of Activity 2. Show pictures of Activity 2 and have a competition, Who memorize well 4. Listening. (Activity 3) Play the tape and have students to choose the best the answers to the sentences. 5. Reading. Let the Ss open the book to read the conversation. Then finish the questions of Activity3 on Page 15. 6. Problems- solving Ask the students to read the conversation in roles. And help them solve these important points: 1) help with sth. =help …do sth. 2) who else, what else, anything else 3) have a picnic 4) Don’t be silly. 1. Listen and match the words and expression from Box A with the word and expressions from Box B. 2. Read and memorize the phrases of Activity1. 3. Look at the pictures and say out the activities quickly. e.g. He’s going to do his homework. 4. The students listen the conversation in Activity 3 carefully and choose the best the answers to the following sentences. ①Betty is going to __ on Saturday afternoon. A. check her email B. see a movie C. help with the housework ②____ are going to have a picnic on Sunday afternoon. A. Lingling B. Lingling and Betty C. Lingling, Betty and Daming 5. Students open the book and read the conversation. Then make them to work together and finish the questions in groups. 6.Some students read the conversation and the other students find out difficulties points. All the students say the difficulties and solve together. 要求學生記住詞組的搭配。通過學生快速記憶，培養(yǎng)學生瞬間記憶的能力。并且熟悉所學的新內容，為進一步的聽說學習做好鋪墊。讓學生帶著任務（問題）去聽對話并找到答案，有助于培養(yǎng)和提高學生更加準確地聽取信息的能力。通過小組活動提高學生間的自主、合作學習，讓學生充分地實踐運用語言，并激發(fā)學生創(chuàng)造性思維的發(fā)展。 Step Four Post- task (10’)1.Retelling. ①Let the students complete the conversation with the correct form of the words form of the words from the box on Activity 4. ②Call back the answers from two students then read the short passage in the whole class . 2.Speaking Work in pairs Have students ask and answer plans for the weekend and fill in the form. Then get them to make a report.1. Complete the conversation on the book. 2. Make dialogues and fill in the table of Activity 6 on Page 15. Then make a report about what they and their partner going to do.復述對話能使學生加深對課文內容的理解和記憶。適當?shù)目陬^練習，讓學生鞏固本課時的語言點和突出重點。 Step Five Summary（2’）1.Get the students to sum up the language points. T: What have we learned today? Ss:…… 2.Let the students to choose the best team in this lesson.1.Sum up the language points. 2.To choose the best groups.引導學生對這節(jié)課的總結，讓學生做自由發(fā)言，培養(yǎng)學生自主學習，自主總結的良好學習習慣。簡短的評價使學生的課堂表現(xiàn)得到肯定并且可以激勵學生的學習興趣，樹立學習英語的信心。Step Six Home- work （1’）1. Read the dialogue after school and remember the new words. 2.To write a short plans for the coming weekend. Finish the homework. 課后作業(yè)有助于學生鞏固已學的知識，補充其他方面的鍛煉。寫作是閱讀的拓展，讓學生最終完全掌握語言，實踐運用語言。教學步驟教師活動學生活動設計意圖 Step One Warming-up (3’) 1.Lead in Show the students a basketball and a picture of Yi Jianlian and say: Do you know this cool boy? Can you say something about him? 2．See and say T: Yes, he is Yi Jianlian. He is a very good basketball player. I hear he is coming to Huidong to have a basketball match. I’m looking forward to watching the match at Huidong stadium and meeting the other fans. We’re going to cheer him. I hope his team will win. And we’re going to enjoy ourselves.1. Look at the picture and say: Yes, he is Yi Jianlian. etc. 2. Listen and know some new words. 先引導學生回顧上節(jié)課的內容，鞏固系表結構的語句。通過這個環(huán)節(jié)，既可以活躍課堂氣氛，.也能從說句子中考驗學生對Unit1知識的掌握程度，還訓練了學生的反應。 Step Two Pre- reading (5’) 1.Free talk: T: Now, boys and girls, what’s your plan? What are you going to do tomorrow? 2. Words lecturing: Show the pictures and get the Ss to learn some new words and phrases for the students: beach, camp, go sightseeing, collect litter, take a walk… 1. Have some volunteers talk about their plans. 2. Learn the new words and get ready for the reading comprehension. 培養(yǎng)學生大膽說英語的習慣。在描述的同時學習新單詞和句型，為學生掃清閱讀障礙。Step Three While- reading (24’) 1. Scanning (1)Ask students to scan the passage and answer: How many people are there in the passage? Who are they? 2. Skimming Ask students to skim the passage and check what they’re going to do in the form in Activity 2. 3.Careful reading. (1)Paragraph 1: ①Choose the best answers: T: Now, please read paragraphs 1 and choose the best answers of the two questions. ②Ask a volunteer to read Paragraph 1 in class and find out difficulties. ③Solve difficulties: look forward to sth./ doing sth., make friends with sb., cheer sb., wear / put on T: Martin is going to the football match, is Zhang Sijia going with him on May Day? Now, let’s look at Paragraph2. (2)Paragraph 2: ①Present some sentences to the students and ask them to write “T” or “F” also correct the wrong sentences after reading Paragraph2 . ②Ask a student to be “a little teacher” to check the answers. ③The whole class read this paragraph together and point out important points. ④Solve difficulties. T: How are you going to spend your summer holiday? Let’s take a look at Lucy’s wonderful plans. (3)Paragraph 3: ①Let the students answer these two questions after reading Paragrap3 ②Students read this paragraph and try to recite the part. ③Ask a group of six students to read Paragraph 3. T: Let’s read the passage together. (4)Ask the students to read the passage together, make sure they understand it well. 1.Scan the passage and answer: How many people are there in the passage? Who are they? 2. Skim the passage and check what they’re going to do. (Finish Activity2 on Page 16.) Read Paragraph 1: ①Choose the best answers: 1.Who are they going to watch a football match tomorrow?( ) A. Martin B. Marin’s friends C. Martin and his friends D. Martin and his brother 2.What are they going to wear at the match? ( ) A. The team skirt. B. The team hat. C. Their favorite shirt. D. The team shirt. ②Listen and read Paragraph 1 and find out difficulties in four. ③Solve the difficulties together. (2)Read Paragraph2 and correct the wrong sentences: ①write “T” or “F”. after reading Paragraph 2 1. Zhang Sijia is going to enjoy herself during Children’s Day. ( ) 2. She is going to get up early and have a walk on the morning of 1st May. ( ) 3. She is going to have a picnic in the park near her friend’s house. ( ) ②A student to be a little teacher to check the answers. Others try their best to answer the questions . ③Students read Paragraph 2 and point out difficulties points. ④To say the difficulties and solve together. (3)Read Paragraph 3. ①Read and answer: 1. Where is Lucy going to stay? 2. What is she going to do there? ③A group of six students to read paragraph 3. Then ask someone to recite this paragraph. (4)The students read Paragraph 3 together, make sure understand the passage.要求學生快速閱讀信件，選出Sally的圖片，能夠鞏固剛才所學描述人物的句型。通過學生快速閱讀，培養(yǎng)學生獲取主旨的能力。并且從整體把握文章的內容，為進一步學習做好鋪墊。讓學生帶著任務（問題）去閱讀課文，去找答案，有助于學生更加準確地獲取信息，提高閱讀效果和技能。學生通過分層次閱讀文章，獲取具體信息，把知識點和課文理解在分段學習得以突破。而小組活動能通過學生間的自主、合作學習，讓學生充分地實踐運用語言，并激發(fā)學生創(chuàng)造性思維的發(fā)展。 Step Four Post- reading (10’)1.Retelling. ①Give some time for the students to complete the passage with the correct form of the words from the box of Activity4 on Page 17. ②Call back the answers from two students then read the short passage in the whole class . ③Get the Ss to retell the passage, using the information in Activity 2. 2.Writing: Now, let’s say something about Zhang Sijia and Lucy. 3. Speaking: Ask students to ask something about their plans. Work in pairs1.Retelling ①Finish the retelling of Activity 4 on Page 17. ②Have a competition: Who finish the retelling quickly and best? ③ Try to retell the passage, using the information in Activity 2. 2. Learn to joint the two sentences. Use because. 3. Make dialogue like this: A: What are you looking forward to this weekend? B: Because …. A.: Who are you going to go with? B: I’m going with… A: Why are you going to do that?復述課文能使學生加深對課文內容的理解。適量的口頭練習，讓學生鞏固本課時的語言重點。 Step Five Summary（2’）1.Get the students to sum up the language points. T: What have we learned today? Ss:…… 2.Let the students to choose the best team in this lesson.1.Sum up the language points. 2.To choose the best groups.引導學生對這節(jié)課的總結，讓學生做自由發(fā)言，培養(yǎng)學生自主學習，自主總結的良好學習習慣。簡短的評價使學生的課堂表現(xiàn)得到肯定并且可以激勵學生的學習興趣，樹立學習英語的信心。Step Six Home- work （1’）Write a passage about their friends’ plans and tell the reason. Finish the homework. 課后作業(yè)有助于學生鞏固已學的知識，補充其他方面的鍛煉。寫作是閱讀的拓展，讓學生最終完全掌握語言，實踐運用語言。教學步驟教師活動學生活動活動目的1. Leading-in （7’） 1. Give instructions of guessing game. 2. Show the pictures and ask the students to make dialogues about what they are going to do for the coming weekend. 1. Play a guessing game, a volunteer does actions about his/her plans, the other students guess like this: Are you going to go shopping? / I think you’re going to play basketball. 2. The students act out the dialogues in pairs about their plans with the pictures Review and consolidate the new words and some phrases.2. While-task(17’) 1. Have the students finish Activity2 and then check the answers.1.Do Activity 3, complete the sentences with the correct form of the words and expression from the box.Review and consolidate the verbs and the phrases just learned in the first two units.2. Ask the students to write things they are going to do for the coming weekend as many as they can. 3,4. Organization 2. The students will be given three minutes to write things they are going to do for the coming weekend as many as they can.. 3. They will have a match for writing on the blackboard. (See which group can write the most correct sentences of the four groups.) 4. Two students will collect the sentences on the blackboard. And see which group will do the best.Consolidate expressions and main sentence structure that they’ve learned. 3. Post-task (19’) 1. Organization 2. Organization 1.Students interview their best friends about their plans for the coming weekend, and fill in the table of Activity5 with the information they get. 2. Make a report about their best friends’ weekend plans, using the information in the form. Then share with the class.1.To practice the skill of speaking. 2. Enable students to talk about their weekend plans.3. Ask the students to write about their own weekend plans. 4. Organization. 3.Write a plan for the coming weekend. 4. Ask some students to write their plans on the blackboard and share their plans with the class. See who has the most wonderful weekend.To practice the skill of writing.4. Summary (1’) Sum up the key structure: be going to do…Students conclude the usage of the key structure. Let the students internalize the grammar they’ve learned in this module.5. Homework（1’）Write a plan for the May Day holiday. 板書設計Module 3 Making Plans Unit 3 Language in use I’m going to check my email. What are you going to do at the weekend? Are we going to meet here? No, we aren’t.