基于课程标准的“教学评一体化”设计
课时备课
课题 七下 Module 7 My past life Unit2
日期 课时 2 课型 读写 授课教师
目标 确立 依据 课标 分析 课标摘录 义务教育《英语课程标准》语言技能三级标准： 能正确地朗读课文； 能使用简单的图表和海报等形式传达信息； 能用短语或句子描述系列图片，编写简单的故事。
课标分解 学生能大胆自信的朗读课文，语音语调及断句基本正确。 能通过文本复习，深入理解文本内容，用已掌握的信息概括回答问题； 能通过知识学习，正确说出知识点的用法，完成造句练习； 通过同学互助、小组合作，借助图表等信息提示，能组织一篇关于描述过去生活的小短文并能向他人介绍。
教材 分析 本模块选择“过去生活”作为话题不仅仅是因为学生对此比较熟悉、感兴趣，更重要的是借此话题向学生介绍不同国家同龄人的童年生活，从而帮助学生开阔视野，了解不同国家的文化、教育以及生活等。本单元以贝蒂的口吻讲述了她在美国的家乡昆西小镇的生活。这些生动形象的内容在学生眼前打开一扇窗户，让他们看到了真切的外部世界，培养学生的跨文化意识。
学情 分析 通过第一课时的学习，学生已能读懂文章并掌握基本信息；本课时需要学生能够大胆自信的朗读，深入理解文本信息，用已经掌握的信息进行造句练习，巩固语法知识；进一步培养学生用简单的英语描述个人生活的能力。
教学 目标 通过本课时教学，让学生能够： 通过听课文录音及跟读，能够识别单词正确的发音及语音语调，做到有自信的大声朗读。 通过文本复习，总结归纳文本信息，并能正确完成文本变式训练。 通过精讲点拨，能够掌握文中语言知识点和重点句子，并做到灵活应用。 通过同学互助、小组合作，能够就“过去的生活”这个话题进行讨论，丰富表述信息，并能结合所学句型写一篇介绍自己或他人过去生活的短文。
评价任务 评价标准
课前小测，根据汉语提示，写出正确的单词。 （指向目标1） 准确写出这些重点单词
复习文本内容，同学互助完成两个任务（指向目标1、2） 学生能够大胆自信地朗读课文，单词发音及语音语调基本正确；在理解文本的基础上正确填空；
3. 能够自主记录并背诵知识点，完成练习，学以致用（指向目标3） 能够掌握文中重点句子和知识点并做到灵活应用。
4.根据信息提示，同学互助、小组合作，组织一段关于描述过去生活的对话并能向他人介绍。 （指向目标1、2、3、4） 能较为准确、流畅地向别人表达自己的观点
根据思路点拨，能写出一篇描述过去生活的小短文 能写出一篇语句较通顺、没有太多语法错误的小短文
教学过程
教学环节 教学活动 评价要点
Step1 Presentation 根据汉语提示，写出适当的单词。 1. There is a big ________ (浴室) in my house. 2. —Who is the 45th _______(总统) of the US —Donald J. Trump. 3. The lovely sweater feels very soft and _________ （舒服的）. 4. —Where is your mother now —She is in the ______ (花园). 5. —Why is your brother sad —Because he is very _____ (厌倦的) at school. 能准确写出这些重点单词。
Step 2 Review Task1：Listen and read. Listen to the tape, pay attention to the words’ pronunciation and intonation. Follow the tape and read. Read loudly by yourself. If you have read the passage fluently, you can read it to your deskmate. Check: Read to your deskmate. Task2：Finish the blanks and check in groups. 学生能够大胆自信地朗读课文，单词发音及语音语调基本正确，课文朗读总体比较流畅。 能结合文本内容，写出所给词的正确形式
Step 3 精讲点拨， 释难解惑 Step4 学以致用， 合作探究 Step5 思路点拨， 实战演练 Step 6 Homework 知识点1. There were lots of things to do ... there be句型的过去时为there was / were ... 否定式: there was /were + not 疑问式: Was / Were提到句首 e.g. There was a beautiful garden here. →There wasn’t a beautiful garden here.（否定句） →Was there a beautiful garden here （疑问句） There be+名词+to do...”表示“有某事要做” There be+名词+doing sth... 意为“有……正在做某事” There be+名词+with... 意为“带/具有……” 练习一: 根据提示完成句子。 1)昨晚有很多作业要做。 _________ lots of homework ______ last night. 2)昨天我经过学校时，一些男孩正在操场上踢足球。 There were some boys __________football on the playground when I went past the school yesterday. 知识点2. It was great to play there. 在那里玩很开心。 it是形式主语，真正的主语是to play. 这种句式的结构： It+be+adj.(for sb.)+to do sth. 做某事… 练习二：翻译句子 1）读书是很有趣的。 It is interesting to read books. 2)对于我来说，打篮球是很开心的。 It is happy for me to play basketball Circle the sentences in the passage and remember them. 1. I was born in Quincy, a town on the east coast of America, twelve years ago. 2. There were lots of things to do in Quincy. 3. I wasn't bored in Quincy. I was very happy there. 4. Our house was big and comfortable. 5. There was a big living room with a TV. 6. There was a big garden with lots of trees. 7. There was a small lake with fish in it. 8. It was great to play there. 9. I am looking forward to seeing my friends again. Task1：Pair-work Now you are a reporter. Interview your partner about his/her past life to form a dialogue. For example: When and where were you born I was born in...... Were you happy there？ I was happy there because...... What was your house like There was/were......in my house. Task2：Group-work Use a short passage to introduce your or your friends’ past life in groups. Write a short passage to introduce your parents’ past life. 能够自主记录并背诵知识点，并正确完成练习，学以致用 能熟背重点句子并运用 能根据小采访组织一段描述过去生活的对话 通过小组合作，能口头上形成一篇介绍过去生活的小短文 能根据点拨写出一篇描述过去生活的小短文基于课程标准的“教学评一体化”设计
课时备课
课题 七下 Module 7 My past life Unit2
日期 课时 1 课型 读写 授课教师
目标 确立 依据 课标 分析 课标摘录 义务教育《英语课程标准》语言技能三级标准： 1. 能正确地朗读课文； 2. 能读懂简单的故事和短文并抓住大意； 3. 能使用简单的图表和海报等形式传达信息； 4. 能用短语或句子描述系列图片，编写简单的故事。
课标分解 1.能熟读课文，语音语调正确； 2.能通过文本阅读，找出文章大意，归纳总结文本内容; 3.能通过深层阅读抓取文中重要信息和回答问题，能复述主要内容； 4.能用英语表述个人过去的生活并向他人介绍自己过去的生活。
教材 分析 本模块选择“过去生活”作为话题不仅仅是因为学生对此比较熟悉、感兴趣，更重要的是借此话题向学生介绍不同国家同龄人的童年生活，从而帮助学生开阔视野，了解不同国家的生活、文化、教育等。本单元以贝蒂的口吻讲述了她在美国的家乡昆西小镇的生活。这些生动形象的内容在学生眼前打开一扇窗户，让他们看到了真切的外部世界，了解西方文化。
学情 分析 学生对“过去生活”这个话题会记忆犹新，童年的趣事比较感兴趣，能够抓住文章大意；但在阅读的过程中，学生猜测词义、总体把握主旨大意的能力还有待提高，而且用英语向他人介绍自己过去的生活仍有一定难度。
教学 目标 通过本课时教学，让学生能够： 1.在语境中识记并灵活运用本节课的bathroom, bedroom, garden, living room，comfortable等重点单词，有关短语和句型； 2.运用略读、跳读、精读等阅读技巧能够归纳总结文章，了解Betty的过去生活，掌握必备的信息； 3.能够找出并理解文中带有was/were的句子，并能够用There was/were等相关句型描述自己过去的生活； 4.通过谈论过去的经历及对童年生活的描述，增进同学之间的了解，增强对家乡、祖国和美好生活的热爱。
评价任务 评价标准
1.通过图片提示，能够说出各类房间的英文名称 （指向目标1） 准确流利地读出并拼写
2.速读文章，说出文章大意；能准确搭配段落及其段落大意（指向目标2） 准确说出大意并正确搭配
3.精读文章，同学互助，回答一系列问题（指向目标1、2、3、4） 从文本中找出正确语句并说出；较为流畅地表达自己的想法
4.总读文章，完成两个任务：1、在教师引导下对文章结构进行划分；2、读后根据思维导图，通过小组合作，能对课文文本进行简单的复述（指向目标1、2、3） 准确划分文章结构；根据提示较为准确、流畅地复述文本内容
教学过程
教学环节 教学活动 评价要点
Step1 Warming-up 1. Enjoy a beautiful English song “Yesterday once more”. 2. Free-talk (Pair-work) Talk about your past life with your partner. Where were you born When were you born Where was your first school Who was your first friend Where was Betty's hometown 学生能运用一般过去时的句型进行简单的小对话练习
Step 2 Pre-reading Show a picture of a house, and ask the students what rooms there are in the house. 步骤：①学生讨论或回答的同时，教师呈现新词汇。 ②让学生开展“头脑风暴”活动，尽可能多地列出与“house”相关的单词。 Read the remember the words . 3. Label the picture. (Stick the picture of A1 on the blackboard, then let one student label the picture with the word cards.) 能流利地说出并拼写 能对各个房间进行准确标注
Step 3 While-reading Step 4 Post-reading Step5 Homework 一、Fast-reading 1.What does this passage mainly talk about Tip1:Pay attention to the title. （skimming） 2.Read quickly and match. Tip2:Pay attention to the first and the last sentences. (scanning) 二、Careful-reading Task1. Read Para.1&2 carefully and choose the best answer. (1). Where is Quincy A. On the west coast of America. B. On the east coast of America. C. On the south coast of America. (2). What things could Betty do in Quincy A. Go shopping. B. See a movie. C. Play football. D. Above all. (3). How was the writer’s feeling in Quincy A. Sad. B. Bored. C. Happy. (4). What else could Betty do in Quincy A. To meet the two presidents. B. To visit the presidents’ old family houses. C. To see a movie with the president. Thinking: 1. Why did Betty mention(提及) the two presidents （Because She is proud of her hometown.） 2. What life does Para1&2 tell about (Quincy’s social life) Summary: Para1&2 shows the feelings of Betty. She loves her hometown and she is proud of her hometown. Task2. Read Paragraph 3 and 4 carefully and answer the questions. (1). Our house is big and comfortable. Please guess the meaning of “comfortable”. A. 宽敞的 B.舒适的 C.拥挤的 (2). How many rooms were there What were they （细节提取题） (3).Find out a sentence that has the same meaning : There was a big garden. There were lots of trees in the garden. Task3. Read Para.3&4 again and fill in the blanks. Then describe Betty’s house according to the blank.（大声朗读并背诵这三个重点句子） The house was _______and ________. There was a big ____________with a TV, and three_________ Betty’s house 2. There was a big ________ with lots of trees. 3.There was a small lake with _______in it. It was _______to play there. Thinking: What does Betty think of her house (love or not ) Think back（回想）...(Pair-work) Task4. Read Para. 5 and finish the questions. (1). 在昆西有很多孩子。（汉译英） (2). One day I'll go back, and I'm looking forward to seeing my friends again.（英译汉） （look forward to doing渴望/期待做某事） Why is Betty looking forward to seeing her friends again Imagine（想象）：If you meet some old friends, what will you say and how will you feel 三、Read the passage aloud and finish the tasks. Task1.Summarize the structure of the passage Task2. Finish the mind-map and retell Betty’s life in Quincy. (Group-work) Discuss: Why was Betty happy in Quincy Quincy Betty’s life in Quincy house friends East or west, home is the best. Love your home, love your hometown, love your country. According to the passage, think back your hometown and your past life, then draw the mind-map . 大部分学生能正确说出文章大意 对段落及其大意能准确搭配 能根据文本信息选出正确答案 能根据文本信息并结合实际思考回答下列问题。 能正确填空并借助表格用“there be”句型描述Betty的家。 两两合作，能向他人简单描述自己童年的家。 能根据文本信息并结合实际思考回答下列问题。 能说出文章的总体结构 能根据信息提示较为准确、流畅地复述文本内容 能画出关于自己过去生活的思维导图
