初中英语Unit 3 Language in use教学设计及反思

教学目标

1.  To practice the use of the imperative sentence
2.  To enable students to make a poster about body language
3.  To be glad to find the difference between China and western countries

教学重点

  To use the imperative sentence

教学难点

  To use the imperative sentence to talk about the culture difference

学情分析

学生对本模块的中心话题会很感兴趣 ，握手等身体语言为学生所熟悉，便于开展听说读写活动，激发学生的学习热情，积极参加小组活动

学法指导

 PWP method :task-based method

教                     学                     过                     程

教学内容

教师活动

学生活动

效果预测

补救措施

修改意见

Step1 Revision and lead-in

 Step 2 Talk  about do’s and don'ts in a foreign country

Step 3

Rewrite the sentence

Step 4

Answer the questions

Step 5

Around the world

Step 6

Talk about different ways of saying hello and body language in China

Step 7

Write the information on your poster

Step 8

Show your poster to the whole class

Step 9

Language points

Step 10

Summary

 Step 11

Exercises

Step 12

Homework

make a poster about body language in America

1.Revise the sentences about body language.

2.Look at the table and talk about what we can do and we can't do in Britain in pairs.

Do's

stand in line

shake hands

Say “please” and“thank you”

Open doors for others

Be on time

Don'ts

Touch people

Ask a woman's age

Stand too close

Say anything too personal

3.Let students look at the example. Then let students follow the example to finish the following five sentences.

4.Read the words

5.Let students learn the Japanese bow.

6.As a Chinese  ,we have own ways of saying hello and body language in China

7.After talking about the ways, you can write the information on your poster.

8.Show your poster among groups

9.Let students

talk about the use of the imperative sentence

1.Student pay attention to the imperative sentence features.

2.学生朗读句子，并用肢体语言表达句子含义

3.students follow the example to finish the following five sentences.

Answers the questions using the words and expressions

4.Ss talk them in pairs

1.学生对句意理解不是很透彻

2.学生对英国的礼仪习惯有了一定的了解

3.学生表达出了一定的错误

4.个别学生有些句子不能用英语表达

1.反复朗读，结合肢体语言，让学生理解更明白

2.教师进一步解释，让学生加深了解

3.及时加以纠正

4.教师用英语提示加以引导

板书设计

Module 11  unit 3 

step 1 ......

step 12

参考书目

推荐资料

教学反思