Module 7 My past life Unit 2 I was born in Quincy 表格式教学设计

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Module7 My past life Unit2 I was born in Quincy.
教学目标
To have a deep understanding of the reading material. grasp the main idea of the paragraphs with the right reading strategy and get the specific information accurately and quickly. To talk about different aspects of your past life with the past simple form of “be”. To develop an affection for your hometown.
教学内容
教学重点： 1. grasp the main idea of the paragraphs with the right reading strategy and get the specific information accurately and quickly. 2. talk about different aspects of your past life with the past simple form of “be”.
教学难点： 1. grasp the main idea of the paragraphs with the right reading strategy and get the specific information accurately and quickly. 2. talk about different aspects of your past life with the past simple form of “be”.
教学过程
Step 1. Before reading. (1) Show a picture of the teacher herself to let the students guess who she is. (2) Then show more pictures about the teacher’s past life and introduce her past life from different aspects to lead into the topic. [设计说明] 教师用本人的照片让学生猜一猜照片中的人物来吸引学生的注意力，激发学生对本课的学习兴趣。同时通过分享本人过去生活的不同方面，将主题引入到past life中来，激活学生的背景知识并作语言上的准备，为下文的预测做好铺垫。 (3) Ask students to look at the title and say whose past life it was. [设计说明] 引导学生关注“by”的用法，并引导他们阅读文章时关注作者等细节。同时将话题引入到Betty’s past life。 Step 2. While reading. 1、Fast reading (1)Predict and check. ①Predict what Betty would write in her passage. ②Read the passage and check what Betty wrote in the passage. [设计说明] 读前预测是阅读课的常见活动之一，旨在激活学生的已有知识。阅读核对是对预测的反馈，也让学生对文章内容有个大致的了解。 (2)Read and match. Read the whole passage again and match the paragraphs with the headings. [设计说明] 理解主旨大意是阅读课教学的核心技能和要求之一。通过略读文章，让学生学会通过关键句获取段落主旨大意的阅读策略，同时培养他们良好的阅读习惯。 2、Close reading (1) Read Para. 1 and answer the two questions. ① Where is Quincy ② What was Betty’s feeling in Quincy Think： ① Why was Betty very happy in Quincy ② What could she do in Quincy [设计说明] 精读第一段回答两个问题，旨在帮助学生准确理解第一段的关键信息和具体细节，也为后文学生介绍自己的past life做好铺垫。同时教师追问学生：What could Betty do in Quincy 用这一个问题贯穿整节课，并衔接到下一段。 (2) Read Para. 2 and answer the two questions. ① What is Quincy famous for Think: How would Betty feel about this ② What could Betty do in Quincy Think: Why did Betty use “You”here but not “I” [设计说明] 精读第二段回答两个问题，培养学生快速准确定位具体信息的能力。教师拓展关于两位美国总统的具体信息，丰富学生的知识面，培养他们的跨文化意识；同时教师追问学生：How would you feel about this 让学生共情Betty的感受，激发他们对自己家乡的热爱之情。第二个问题回答完后，教师追问：Why did Betty use “You”here but not “I” 让学生理解并体会这里作者的意图。 (3)Read and match. ① Read Para.3&4 and match the paragraphs with the pictures. ② Read again and label the picture in Activity 1. ③ Read again and think: What could Betty do at home What do you think of it [设计说明] 第一个读后活动从整体着手，帮助学生理清段落结构：Para.3是房子内部；Para.4则是房子外部；第二个读后活动从局部入手，同时帮助学生扫清生词障碍；第三个读后活动让学生根据文中提供的文字线索去猜想Betty在家时能做什么，紧扣本课主线，旨在帮助学生发散思维。以上三个阅读活动紧紧围绕主题语境分层推进，从整体到局部，从表层认知到深层理解，通过任务链让学生逐步感知并理解本课主题语境，培养学生的逻辑思维和创新思维能力。 (4)Read Para. 5 and answer. What does Betty hope to do Think: What was Betty’s past life like What made Betty’s past life interesting [设计说明] 从Betty希望回到昆西见她的好朋友可以看出，她非常想念自己在家乡的朋友。让学生思考：Betty的过去生活如何，旨在检测学生本课学习情况和加深他们的情感体验。同时教师追问：What made Betty’s past life interesting 并分享两位学生观点，旨在引导学生去感知并理解吸引Betty回家乡，让Betty过去生活十分有趣的是那里的老朋友们，最终达到情感升华，引出“月是故乡明，人是故乡亲”的情感主题。 Step 3. After reading. (1) Introduce their own past life from different aspects by giving a report. (2) watch and enjoy the past life of a student. [设计说明] 通过对本文的学习，以问题链的方式辅助学生介绍自己过去的生活。以学生Amy的介绍为例，鼓励学生结合主题，联系实际，给学生足够的表达空间，让学生能够将所学的知识进行迁移和运用。同时通过对自己过去生活的介绍，激发学生对家乡的热爱，对友情的珍爱。 Step 4. Homework. 1. Must do Retell Betty’s past life according to the mind map in the worksheet. 2. May do Write down the report and share it with their classmates. [设计说明] 本课为阅读课，作业紧扣阅读主题，分为复述和迁移创新两个层次，让不同层次的学生都能有所收获。