Module7 My past life 模块表格式教学设计

Module7 My past life模块表格式教学设计
教材及年级名称 《英语》（新标准）七年级下册 模块名称 Module7 My past life
教材分析 本模块以过去生活为题材，要求学生掌握含有动词be的过去式（was/were）的一般过去时句子，而且能用此谈论自己和别人过去的生活和经历。 本模块的主要语法是含有动词be的过去式（was/were）的一般过去时，教学重点是通过对过去生活和经历的描述，重点学习本模块中出现的重点词汇、短语、固定搭配和句型。 课前准备一些与本模块话题相关的图片和资料，让学生在warming-up时讨论和观看。围绕本模块话题展开听说读写的全面训练，使学生熟悉含有动词be的过去式（was/were）的一般过去时。
模块教学目标 语言知识目标： 1.掌握下列单词：born, strict, primary, primacy school, town, friendly, US, hey, village, nice, good, difficult, bathroom, bedroom, garden, living room, coast, east, ago, store, movie theater/theatre, bored, president, lake, last and comfortable 2.语法：一般过去时（规则动词）。 3.语音：正确朗读规则动词过去式的发音/t/ /d/ /id/。 语言技能目标： 听：能听懂包含动词be的过去式（was/were）的对话。 说：能用be的过去式（was/were）表述自己过去的经历，并询问对方。 读：能读懂描述过去生活和经历的短文，掌握短文大意，学习使用上下文猜测词义的学习方法。 写：能用be的过去式（was/were）描述自己和别人过去的生活和经历。 情感目标： 通过对童年或家乡的描述，产生对家乡和美好生活的热爱。 学习策略： 能够运用观察、发现、归纳和实践等方法学习语言知识，感悟语言功能。 文化意识： 了解英式英语和美式英语在某些单词拼写上的不同之处； 了解不同国家同龄人的生活。
教学重点及难点 重点： 1.掌握课文内容相关的词汇句型。 2.掌握一般过去时及规则动词过去式的拼写与发音。 难点： 1.能用一些规则动词的过去式叙述过去的事情。 2.能用一般过去时描写自己的过去生活。
教学辅助 多媒体、黑板
教学策略 Bottom-up, interactive approach, formal and interactive practice, task-based approach
教学过程
第一课时教学设计
教材分析 课型：Listening and speaking 第一单元的对话是围绕故乡展开。来自中国的玲玲和来自英国的托尼对自己的家乡、小学及小学老师做了介绍，内容虽然简单，却充满了情感的流露。学生在七上学习过托尼介绍自己家乡的文章，可以引导学生进行复习、回忆。内容难度不大，贴近生活，可以激发学生谈论自己过去生活的兴趣。
课时教学目标 1.知识目标： A.重点词汇：born, friendly, primary, primary school, town, US, village, nice, good, difficult B.重点句型：Where were you born I was born in... Were you... Yes, I was. / No, I wasn’t. 2.能力目标：A.能理解含有be一般过去式的对话 B.能从听力及阅读材料中获取与过去生活相关的信息 C.学会讨论过去的生活 3.情感目标：通过对童年、过去生活的介绍增进同学间的了解和交流，帮助学生开阔视野，并引起学生对自己的小学和首任老师的回忆与热爱。
教学重点与难点 1.重点：培养并提高通过听对话抓关键词获取具体信息的能力。 2.难点：能正确使用动词be表达自己过去的经历，能询问对方的过去生活。
教学辅助 Multiple-media, blackboard
教学策略 Bottom-up, interactive approach
教学内容 教学活动 设计意图
Step 1 Warming-up: A.（Let’s talk）老师展示两组任务图片，引导学生说出was和were。 B.（Let’s think）学生思考并总结：was/were用于发生在过去的事情中。 C.（Let’s introduce）老师继续列举图片，引导学生熟悉相关语句。 通过展示学生熟悉的刘翔等名人的图片，激发学生兴趣，并自然引出be过去式这一单元重点，为下文做好铺垫。
Step 2 Listening. A. Listen and number the questions as you hear them. a. Who was your first teacher （ ） b. What was your first school like （ ） c. Where were you born （ ） d. Was she strict （ ） （听力之前老师同意带领学生朗读4个问题并解释含义→学生听录音，做判断→核对答案） B. Listen and check the true sentences. ( ) 1. Betty was born in the US. ( ) 2. Betty was born in a small town. ( ) 3. Betty’s first school was a big school. ( ) 4. There were twenty-two students in Betty’s class. ( ) 5. Betty’s first teacher was strict. （学生两人一组朗读句子，讨论做出判断→学生听录音，核对答案→个别学生朗读句子并改正错误句子） 第一个听力活动训练学生通过听对话获取信息的能力，由于前面有was/were的铺垫，难度不大。 第二个听力活动是在第一个活动的基础上进一步进行信息的筛选。两个活动从易到难，层层递进，符合学生的认知规律。大量的听力输入也为下面说的输出环节做足准备。
Step 3 Listen and Read. A. Listening 1. Where was Lingling born 2. Who was Tony’s first teacher （学生听对话，回答问题→学生看书并听对话，进一步完成问题→学生两人一组讨论，核对答案→学生大声跟读录音） B. Reading Born inFirst teacherFirst schoolFirst friend(s)LinglingTony
（学生观看课文动画→个体完成表格→全班核对答案） 听力材料仍以呈现was/were为主，谈论家乡和第一个学校，训练学生辨认细节的能力，培养其细节听力技巧。 通过观看动画及细节阅读，可以帮助学生整理对话信息，引起对关键信息的关注。
Step 4 Pronunciation and speaking. A. Listen and repeat. 1. — I was born there. — No, you weren’t. 2. — You weren’t born in Cambridge. — Yes, I was. 3. — They were born in China. — No, they weren’t. 4. — He was a teacher. — No, he wasn’t. 5. — She was strict. — No, she wasn’t. （老师播放录音→学生注意并讨论重读与非重读的区别→学生跟读并模仿语音语调→全班朗读） B. Speaking Work in pairs. Ask and answer the questions about your past life. 1. Where were you born 2. What was the name of your primary school 3. Who was your first teacher 4. What was he/she like 5. Who were your first friends 6. What were they like 7. What was your favourite subject 8. How many students were there in your class （老师提问一名学生作为示范→学生两人一组进行练习→学生展示） 本活动首先从语音和语调的角度强调在不同的句子中重读与非重读的区别；其次要从语用和功能的角度说明重读与非重读所表达的意思的差异。 本活动属于听后的输出活动，在有了足够的铺垫后，学生在老师的示范下讲述自己的过去生活，降低难度的同时也激发了学生说的积极性。
Step 5 Sum-up 老师引导学生总结：描述发生在过去的事情时，通常要用到动词的一般过去式。 总结本模块重点，并为后面的Module Task的完成做好铺垫。
Homework 练习Speaking部分的对话。 复习、巩固对话内容，为模块任务做准备。
第二课时教学设计
教材分析 课型：Reading and writing 第二单元短文以Betty的口吻描述了她在美国家乡昆西小镇的生活，包含了当地地理、历史、社会及家庭环境等内容，对学生来说是比较新奇的。另外，文章以第一人称的口吻展开，容易理解，利于展开听说读写方面的活动。
课时教学目标 1.知识目标 A.重点词汇：garden, east, ago, lake, last B.重点句型：There were… I was… I wasn’t… They were… 2.能力目标 A.从阅读材料中获取关键信息； B.能理解含有was/were句子的文章； C.能正确使用with，学会用一般过去时简单描述过去的生活。 3.情感态度目标 通过学习课文引导学生增加对家乡、童年的热爱，增进同学间的情感。
教学重点与难点 重点：提高阅读速度及获取关键信息的能力 难点：用一般过去时复述课文并描述自己过去的生活
教学辅助 Multiple-media, pictures, blackboard
教学策略 Bottom-up approach
教学内容 教学活动 设计意图
Step 1 Warming-up (Pre-reading) A.老师展示与house相关的图片，学生讨论并回答问题。 1. What can you see in the picture 2. How many rooms are there on the first floor 3. Where is the bedroom B. Label the picture with the words from the box. 此热身活动呈现了阅读中的话题词汇，为学生阅读课文扫清生词障碍。
Step 2 While-reading A. Fast-reading: Read and choose the correct answer. 1. Betty was/wasn’t happy when she was in Quincy. 2. Two/Three US presidents were born in Quincy. 3. There were/weren’t pictures on Betty’s bedroom walls. 4. There was/wasn’t a small lake in the garden. 5. Betty was/wasn’t in Quincy last year. B. Careful-reading (1) Read again and answer the questions. 1. Were there a lot of things to do 2. Was anyone famous born there 3. Who were they 4. What was Betty’s house like 5. How many rooms were there 6. What was Betty’s bedroom like 7. Was there a garden 8. Were there lots of children (2) Read after the flash and complete the passage. 本环节老师一方面引导学生归纳段落大意，一方面引导学生观察作者的写作思路，寻找文章的逻辑线索。 这一环节旨在帮助学生准确理解课文中的关键信息和具体细节。 根据课文内容选词填空。既巩固了生词，也复习了课文。
Step 3 After-reading 老师引导学生根据Careful-reading(2)复述文章。 复述课文使学生能更加准确地理解文中信息，并能训练学生在简单的文段中使用这些单词的能力。
Step 4 Writing A. Pre-writing 1.学生观察下列句子： There were lots of things to do in Quincy. There were many stores… There were lots of things to do in Quincy, with many stores… 2.学生仿照例句，重写句子。 (1) There was a big living room. There was a TV.→ (2) There was a big garden. There were lots of trees.→ (3) There was a small lake. There were fish in it.→ B. Writing 1.老师引导学生思考、回答下列问题： (1) When and where were you born (2) Were you happy there (3) What was your house like (4) What was your bedroom like (5) Were there lots of things to do 2.学生根据上面的回答进行写作。 C. After-writing 老师点评1-2篇，让学生两人一组，交换所写文段，检查并改正错误。 学生在观察句子的同时也是在复习课文，为写作做铺垫。 本活动以上面的问答为基础，从句子层面过渡到文段层面，进一步巩固和操作了含有be动词过去式这一语法内容，并运用这一语法知识进行表达。
Classroom Assessment Can you say the following now Check (√) the square brackets. 1. I can understand the passage. [ ] 2. I can retell the passage using past simple regular verbs. [ ] 3. I can write a passage using past simple regular verbs. [ ]
家庭作业 Retell the passage to your classmates. Write a passage to describe your past life.
第三课时教学设计
教材分析 课型：Revision and application 第三单元是对be动词的一般过去式的操练和巩固。这是学生第一次接触到英语中的过去时态，对以后的时态学习起着非常重要的作用。Learning to learn部分介绍了英式英语和美式英语在拼写中的常见不同，有助于让学生了解不同英语国家之间语言的差异，能够激发学生学习英语的兴趣。
课时教学目标 1.知识目标 能够总结和巩固be动词过去式的基本用法。 2.能力目标 能向他人介绍自己过去的生活。 3. 情感态度目标 了解不同英语国家之间语言的差异，提高文化意识。
教学重点与难点 重点： 进一步巩固be动词过去式的用法。 难点： 介绍自己过去的生活。
教学辅助 Multiple-media, blackboard
教学策略 Formal and interactive practice, task-based approach
教学内容 教学活动 设计意图
Step 1 Lead-in 部分学生展示自己用be动词过去式写的文章→老师请学生朗读其中包含be动词过去式的句子 让学生在投影上展示上一堂课写的文章，这既检测了前一课时的作业，也引出了本节课的主题。
Step 2 Practice 1. Complete the sentences with the correct form of be. ⑴ Lingling ______ (not) here last weekend. She ______ in Xucun. ⑵ — _____ Tony born in Cambridge — Yes, he _____. ⑶ — ______ Daming born in Beijing — Yes, he ______. ⑷ — _______ they at school on Monday — No, they _______. ⑸ — _______ they at home this morning — No, they _______. ⑹ — _______ your first teacher strict — Yes, she ______. ⑺ — _______ your friends at your first school difficult — No, they _______. ⑻ — _______ you happy at your first school — Yes, I ________. 2. Complete the sentences with the correct form of the word and expressions from the box. (
be bored be born lots of
primary school town
on the east coast of
) 1. I was a good pupil in _______________. 2. — Where _______ you _______ — In Newton, a small ________ in America. 3. — Can I play a computer game, Mum I __________. — You can read your book. 4. Qingdao is in Shandong Province and it is _________________ China. 5. There was a new film on yesterday and there were ______ people at the cinema. Activity 1和2旨在巩固学生的基础知识，提高学生对动词过去式及其否定形式的熟练运用，同时也是词汇运用练习。
Step 3 Around the world 通过朗读向学生介绍Nelson Mandela。 引导学生阅读Around the world，引导学生在关注英语国家文化的同时，放眼世界各地，了解全方位知识。
Step 4 Module task: Work in pairs. Talk about your past life with your classmate. Write about your classmate’s past life. Write the story individually and check the writing in pairs. Read your story to another pair and listen to theirs. Let some groups show their story to the whole class. NameBirthplaceDate of birthPrimary schoolFirst teacherFirst friendHobbiesOthers
本模块的任务活动是通过使用含有be的过去式was/were的句子来描述过去的生活。这一环节是让学生通过采访了解朋友过去的生活，然后运用本模块学到的知识和发展的技能进行书面描述。
Classroom Assessment 一、课堂学习效果评估 Can you say the following now Check (√) the square brackets. 1. I can say something about someone’s lives. [ ] 2. I can tell others about my past life. [ ] 二、一分钟问题 1. Can you join sentences with with 2. Can you tell the difference in spelling between American and British English 3. Can you write about your or someone’s past life
家庭作业 Finish the passage about your classmate’s past life.
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