外研版七年级下册 Module 9 Life history 模块表格式教学设计

Module 9 Life history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 Module 9 Life history
教材分析 本模块的主题是生活经历，也同时介绍名家名作。将名家名作列为学生英语学习的话题具有深远意义，可以使学生增长知识，丰富情感，启迪智慧，提高人文素养。本模块的主要语法是一般过去时，教学重点是通过对个人或他人过去经历的描述，重点学习本模块中出现的重点词汇、短语、固定搭配和句型。
模块教学目标 语言知识目标： 词汇：March, April, June, July, August, September, October, November, December, Women’s Day, National Day, Children’s Day, writer, newspaper, date, in the 1860s, find out, real, at the age of, exact, become (became), play, poem, marry, work, on, build, fire, die, language, rich, successful, around the world 语法：一般过去时（不规则动词）。 语音：正确朗读不规则动词过去式的发音/a:/ /a / /i/ / / /u:/。 语言技能目标： 听：能听懂谈论过去经历的简短对话，并获取事情发生的准确时间。 说：能询问并问答有关过去的事情和经历。 读：能读懂简单的人物传记，掌握段落大意并理解文章细节。 写：能用一般过去时描述自己和他人的经历。 情感目标： 通过对莎士比亚的了解，培养对文学家的崇敬之情以及对文学的兴趣。 学习策略： 自学策略：逐步学会通过集中学习某类词汇的方式扩大词汇量。 合作学习策略：对他人的谈话表示关注并保持兴趣。 文化意识： 了解英国文豪莎士比亚是英国人的骄傲，也是英国文坛的象征之一。
教学重点及难点 重点： 1.课文内容相关的词汇句型。 2.一般过去时；不规则动词过去式的拼写与发音。 难点： 1.能听懂、读懂传记文体，了解主要人物和西方人的思维方式。 2.能用一些规则动词的过去式叙述过去的事情。 3.能用一般过去时描写过去的生活。
教学辅助 多媒体、图片、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 第一单元的对话围绕马克吐温及其代表作《汤姆·索亚历险记》展开，也向学生介绍了这一名家，并引导学生阅读世界名著。语言比较简单有趣，能很好地吸引学生的兴趣。本单元需要学生掌握不规则动词的过去式及发音。
课时教学目标 1.知识目标 A.重点词汇：National Day, writer, find out, real, newspaper, date, become B.重点句型：I read… He left school at the age of… He took the name… I knew… 2.能力目标 A.听懂关于个人生活经历的对话。 B.能正确使用含有did的句子问答。 3. 情感目标 通过课文了解更多关于国外名人的信息，增长知识，丰富情感。
教学重点与难点 1.重点： A.掌握本课中的重点单词及句型。 B.提高获取关键信息的听力理解能力。 2.难点：掌握不规则动词的过去式。
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: 老师列出常见节日的图片，学生说出相应的英文名称； 老师引导学生将节日及对应的月份相连； 老师引导学生两人一组进行句子练习。 Spring Festival is in January or February. Teachers’ Day is in… Women’s Day is in… … 通过相关图片激发学生的热情；然后再进一步巩固生词和句型，为下文听力做铺垫。
Step 2 Listening. A. Listen and choose the correct answer. 1. Betty’s grandfather’s life was / wasn’t different from Betty’s. 2. Betty’s grandfather was born in April 1935 / 1955. 3. Betty’s grandfather went to America / England in October / November 1941. 学生听录音，完成任务→学生两人一组核对答案→老师请个别学生朗读句子，全班核对答案。 B. Complete the table about Mark Twain. TimeFactsIn 1835At the age of 12In the 1860s
第一个听力活动为热身活动，较简单，学生能更有信心地进行下面的活动。 第二个听力活动的目的有两个：一是训练学生通过听录音获取描述他人过去经历的细节；二是呈现含有不规则动词过去式的句子及新的词汇。
Step 3 Reading. Enjoy the cartoon and read the conversation. 学生观看动画并朗读课文。 资源包所配的动画能够很好地引起学生的兴趣，使他们更加熟悉课文。
Step 4 Speaking. A. Review the conversation. 学生通过填写单词短语的方式两人一组复习课文。 B. Find the past form of the verbs in the conversation. beknowbecomeleavebeginreaddotakegetwritego
C. Read the dialogue again, and answer the questions about Mark Twain. — Did Mark Twain stay in Missouri — No, he didn’t. 1. Was Mark Twain his real name 2. Did Betty read Tom Sawyer？ 3. Did Mark Twain leave school at 16？ 4. Did Mark Twain become a newspaper writer 5. Did Mark Twain come to China 在听力和朗读的练习之后让学生重现课文相对来说是比较简单的。两人合作，从文章中找到不规则动词的过去式，能够进一步加深印象，同时降低了难度，也培养了学生之间团结合作的意识。 在充分的输入基础之后，学生对对话的内容已经相当熟悉了。这一部分口头输出以问答为主要形式，提高学生的参与度。
Step 5 Sum-up and homework A. 老师带领学生再次复习本单元出现的不规则动词的过去式。 B. Review your notebook and finish the exercise in your book. 总结本单元出现的不规则动词过去式，也为整个模块的Module Task的完成做好铺垫。
Classroom Assessment Can you say the following now Check (√) the square brackets. 1. I can understand the listening of the conversation. [ ] 2. I can use past tense to present the conversation with my classmates. [ ]
第二课时教学设计
教材分析 课型：Reading 第二单元的短文是莎士比亚的人生经历简介。从文学、文化及常识的角度，学生应该对这一人物有所了解。这篇文章是学生第一次接触到人物介绍形式的传记文体，因此对这篇文章的理解与掌握对后面的阅读及写作有着关键作用。本节课需要学生掌握课文的相关词汇、句型，及不规则动词的一般过去式；能读懂传记文体，并能简单书写出关于人物经历的句子。
课时教学目标 1.知识目标 A.重点词汇：successful, build, on, fire, die, rich, around the world B.重点句型：He wrote... He became... The company built... 2.能力目标 A.读懂关于人物生平经历的文章并能掌握相关细节； B.学会如何描写一个人的生平经历； C.能正确使用常见的不规则动词的过去式。 3.情感态度目标 A.了解西方人的思维方式（先总述再分述），培养文体意识。 B.通过对莎士比亚的了解，培养对文学家的崇敬之情及对文学的兴趣。
教学重点与难点 重点： A.掌握不规则动词过去式的基本用法； B.提高阅读速度及获取具体细节的能力。 难点：用不规则动词的过去式描述人物生平经历。
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 老师展示莎士比亚相关图片并通过简单介绍教读单词。 William Shakespeare was born in 1564. He married in 1582 and died in 1616. Shakespeare was a successful man. His works are famous around the world. William Shakespeare wrote plays and poems. We can still see his plays in many languages. The company built it. There was a fire in it later. 热身活动通过创设情境的方式简单、直观地呈现单词，同时让学生能了解课文。
Step 2 While-reading A. Fast-reading 1. Read and put the sentences in correct order. a. Shakespeare went to London. b. Shakespeare’s company built the Globe Theatre. c. Shakespeare married. d. Shakespeare liked plays at school. e. Shakespeare died at the age of 52. f. Shakespeare decided to be an actor. B. Careful- reading Read and answer the questions. (1) Was William Shakespeare a writer (2) How many short poems did Shakespeare write 2. Read and fill in the blanks. At school, Shakespeare (1) ______ plays and decided to be an actor. He (2) ______ in 1582 and (3) ______ three children. He (4) ______ to London, then he (5) ______ a successful actor. 3. Choose the best answer. (1) When did the company build the Globe Theatre A. In 1599 B. In 1592 C. In 1582 (2) How old was he when he died A. 50 B. 51 C. 52 (3) Shakespeare was ______ all over the world. A. good B. famous C. rich 4. Complete the time line for Shakespeare with the correct form of the words and expressions from the box. (
be born
build
die
finish school
go to London
marry
) 156415781582About 159215991616was born
5. Complete the passage with the correct form of the words from the box. (
die
fire
language
marry
poem
rich
successful
) Shakespeare (1) _______ in 1582 and had three children. He became famous around the world for his plays and you can see them in many different (2) _______. Shakespeare also wrote (3) _______ as well. He was also a (4) _______ and (5) _______ actor. You can see his Globe Theatre in London today, but it’s not the same building. There was a (6) _______ in the old theatre and they built it again. He (7) _______ at the age of fifty-two. 6. Read after the cartoon and try to imitate it. 快速阅读后进行句子排序使学生能够很快地掌握文章大意。 细节阅读主要通过分段阅读的活动，让学生从浅到深，逐步深入了解文章，不同的题型和难度符合学生的认知规律。
Step 3 After-reading A. Look at the sentences. Wang Dong was born in Guangzhou. At the age of three, he went to Shenzhen with his parents. At the age of six, he started school. B. Now write sentences about events in your life. C. Share your sentences with your partners. 学生观察句子→仿写，描述自己的过去生活。 在有了充分的输入准备后，学生先自己观察句子，再进行写作。随后的分享可以让同学之间增进互相了解。
Step 4 Sum-up: A. How to write a passage about the life of a person B. Irregular verbs past tense (不规则动词过去式） write; don’t; have; become; begin; build 这一部分的总结既让学生回顾了本单元重点，也为第三课时的巩固训练做了准备。
Classroom Assessment Can you say the following now Check (√) the square brackets. 1. I can understand a passage about one’s life story. [ ] 2. I can retell the story using past simple irregular verbs. [ ]
家庭作业 Review and recite the important points of Unit 2.
第三课时教学设计
教材分析 课型：Revision and application 第三单元是对不规则动词的一般过去式的操练和巩固。活动和任务涉及更多的过去生活经历的内容。教材通过听、说、读、写各方面展现英语动词过去式的运用，为学生提供充足的体验与运用机会。
课时教学目标 1.知识目标 巩固本模块的新词汇与句型。 2.能力目标 能使用不规则动词的过去式描述个人过去生活。 3.情感态度目标 通过对相关作家的了解，培养对文学、文化的兴趣。
教学重点与难点 重点： 总结并巩固模块的新词及不规则动词的过去式。 难点： 运用不规则动词过去式写过去生活经历的文章。
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 Let Ss show the sentences they have written. 学生展示上一次课仿写的句子。 让学生在投影上展示其仿写的句子，这既检测了前一课时的作业，也相当于是本课时的一个引入。
Step 2 Observe and sum up 1.学生观察句子。 He left school and began work at the age of twelve. But he took the name Mark Twain and became very famous in the 1860s. He wrote about thirty-eight plays. In 1599 the company built the Globe Theatre. 2.老师引导学生进行总结。 让学生从例句中挑出动词过去式，并一同总结其规律。
Step 3 Practice 1. Complete the sentences about Betty’s life. 1. Betty ________ (be born) in Quincy. 2. She ________ (go) to John Adams Primary School. 3. She ________ (be) happy in Quincy. 4. She ________ (have) lots of friends there. 5. She ________ (come) to China in 2008. 2. Complete the passage with the correct form of the words. When my father was young, he (1) ________ (not have) much money. He (2) ________ (begin) work at eight o’clock and (3) ________ (leave) at five. When he (4) ________ (get) home, he always (5) ________ (read) a book. In the evening he (6) ________ (go) to the park and (7) ________ (have) a good time. 3. Complete the conversation with the correct form of the words from the box. You can use the words twice. begin do get leave Tony: What time did you (1) ______ school every day when you were a boy Tony’s dad: I (2) ______ at about five o’clock, I think. Tony: And what time did you (3) ______ home Tony’s dad: Oh, I (4) ______ home about half an hour after that, at half past five. Tony: Did you (5) ______ a lot of homework Tony’s dad: Yes, I (6) ______. Tony: Did you (7) ______ to play football when you were at school Tony’s dad: No, I (8) ______ after you were born. 4. Complete the passage with correct form of the words from the box. (
become
go
join
leave start work
) Deng Yaping was born in 1973 in Zhengzhou, China. She (1) _______ playing table tennis at five. She was only fifteen when she won her first match for China. She (2) _______ the National Team in 1988. Deng won Olympic gold four times and she (3) _______ famous all over the world. At the age of twenty-four, Deng Yaping (4) _______ the National Team and became a student. She (5) _______ very hard. She then (6) _______ to England and studied there. 第一个活动旨在巩固学生的基础知识，提高其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。 本活动仍然是动词过去式的强化训练。活动1是句子层面的练习，而本活动则上升到文段层面，是综合语言运用训练，将文段理解、动词过去式的理解与运用相结合，将阅读与口头表达相结合。
Step 4 Around the world Read the passage, tick true (T) or false (F). 1. Stratford-upon-Avon is famous because it is the birthplace of Shakespeare. 2. Stratford is a modern town. 3. You can see Shakespeare’s plays at the Royal Shakespeare Company Theatre. 引导学生阅读Around the world，延续莎士比亚这一话题。通过一个细节阅读题强化第二课时的阅读训练，并鼓励学生在课外搜集相关知识分享，提高人文素养。
Step 5 Module task: Writing about people in the past A. Find out about your parents’ or grandparents’ lives when they were young. 1. Where did you live 2. What did you often watch 3. What games did you play 4. When did you get married 5. How did you travel B. Then make notes. 1. Write a timeline. 2. Write notes on the timeline. C. Write a paragraph about their lives. D. Read your passage to another pair and listen to theirs. E. Let some groups show their passage to the whole class. 本模块的任务是写出父母或祖父母的人生经历。这一活动可以使学生认识到人们过去生活与现在生活的不同，从而更加珍惜现在的生活。另外，也可以促进学生与家人的沟通。 本活动分以下几个阶段进行：首先采取小组讨论的形式，就每一问题说出尽可能多的词、短语或句子；其次运用时间线将句子连起来，独立完成一篇文章；然后两人一组交换,互改作文；最后小组间交换,进行朗读，老师请部分小组向全班展示。
Classroom Assessment 一、课堂学习效果评估 Can you say the following now Check (√) the square brackets. I can tell others about my life at an early age. [ ] I can talk with others about people’s past lives. [ ] I can ask about others’ past lives. [ ] I can introduce my and others’ past lives. [ ] 二、一分钟问题 1. Do you know something about Shakespeare 2. Can you understand conversations and passages telling about people’s past lives 3. Can you use the correct form of verbs to describe people’s past lives 4. Can you write about people’s past lives
家庭作业 Review and recite the important points of Module 9.