(共20张PPT)
Unit 3 Language in use
Module 9
Contents 目录
01
Learning objectives
02
Lead - in
Presentation
Practice
Summary
Homework
03
05
04
06
Learning objectives
在本课学习结束时，学生能够：
1.语言知识目标：掌握下列单词与短语
play , poem, marry, work, on, build, fire, die, language, rich, successful, around the world.
2. 能听懂谈论过去经历的简短对话，获取事情发生的准确时间。
3. 能用一般过去时询问和回答过去的经历和事情。
4. 能够读懂简单的人物传纪，掌握短文大意。
5. 能用一般过去时描述别人和自己过去的经历。
Enjoy a video ：The story of William Shakespeare
Language practice
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.
语法点拨—— 一般过去时（3）
1. 在英语中，有一部分动词的过去式并不是“ 动词原形+ed”的形式，而是是有其独特的构成方式，这种动词被称为不规则动词。不规则动词变过去式，虽然没有绝对的转化原则，但也存在以下几种可循规律：
（1）过去式和原形相同
let - let put-put cut - cut read-read
（2）以ow/aw结尾的动词，变过去式时，通常将ow/aw变为ew
grow - grew know - knew throw - threw draw-drew
语法点拨—— 一般过去时（3）
（3）将动词原形中的字母i变为a
begin - began give - gave sing - sang
swim - swam sit - sat drink - drank ring - rang
（4）过去式以ought / aught 结尾的常见动词
bring - brought buy - bought think - thought
teach - taught catch - caught
上述动词的过去式时以ought还是以aught结尾，要根据有a则a,无a则o的原则，即原形中有a的变为aught,无a的变为ought.
语法点拨—— 一般过去时（3）
（3）将动词原形中的字母组合去掉一个e，词尾加上t
feel - felt sleep - slept sweep - swept
（4）将动词原形中的字母i改为o
ride - rode drive - drove write - wrote shine - shone
eg: Last week Vivian a dress for her mother with her first month salary.
A. buy B. bought C. will buy D. would buy
Complete the sentences about Betty’s life.(M7)
1
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.
was born
went
was
had
came
Complete the passage with the correct form of the words.
2
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.
didn’t have
began
left
got
read
went
had
Complete the conversation with the correct form of the words from the box. You can use the words twice.
3
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.
leave
begin do get leave
left
get
got
do
did
begin
began
Do you know who she is
table tennis player
world champion / Olympic champion
Complete the conversation with the correct form of the words from the box. You can use the words twice.
4
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.
become go join leave start work
started
joined
became
left
worked
went
Have you been to Stratford-upon-Avon
Stratford-upon-Avon
William Shakespeare’s birthplace
Stratford-upon-Avon
Stratford-upon-Avon is a small town in the middle of England and is famous because it is the birthplace of William Shakespeare, the greatest English playwright. Stratford is set in the beautiful countryside on the River Avon. At the Royal Shakespeare Company Theatre, you can see Shakespeare’s plays like Romeo and Juliet and Hamlet as well as other plays. Stratford is a historic town and well worth visiting for a taste of Old England.
Around the world
Writing about people in the past
Find out about your parents’ or grandparents’ lives when they were young. Ask:
5
Where did you live
What did you often watch
What games did you play
When did you get married
How did you travel
Practice 翻译下列句子
1. ...... 除了能看到其他戏剧，你还能看到莎士比亚的戏剧,你还能看到莎士比亚的喜欢，像《罗密欧与朱丽叶》和《哈姆雷特》。
______________________________________________
______________________________________________
2. 除了篮球，吉姆还喜欢足球。
______________________________________________
... you can see Shakespeare’s plays like Romeo and Juliet and Hamlet as well as other plays.
Jim likes football as well as basketball.
Summary
Must do
1. You must read the passage for three times, and recite the words.
Choose to do
2. You can write a paragraph about their lives.中小学教育资源及组卷应用平台
外研版七年级下册 Module 9 Life history单元教学设计
模块主题（Topic） Module 9 Life history
模块内容分析(Analysis of the learning materials) 模块内容分析(Analysis of the learning materials) 单元整体分析(Unit integral analysis): 单元主题：Life history 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。 模块内容分析： 本模块内容围绕“生活史”这一主题展开，由三个单元构成，分别是： Unit 1 He left school and began work at the age of twelve.（引入） Unit 2 He decided to be an actor.（正文） Unit 3 Language in use.（知识归纳） 《英语课程新标准》对初中阶段听、说的技能要求准确定位教学目标和宏观把握教学设计的依据是《新课标》中规定的各级目标，教师要全面了解各学段的目标，以使自己在教学设计中能更好、更准确地把握。 第一单元中，本单元以生活经历为话题，主要以美国著名作家Mark Twain的生活经历为题材，通过学习，使学生了解这位文学巨匠。本单元的主要语法是动词一般过去式的不规则变化。课前我们准备了一些关于节日和马克·吐温的图片和资料，让学生在教学过程中观看并讨论。 第二单元是上一篇对话内容的延续。这一模块以生活经历为话题，主要是以英国著名剧作家莎士比亚的生活经历为题材，借此让学生了解这位在英国文坛中有着重要影响的文豪，这篇阅读课文是传记文体。本模块还通过听说读写等活动展示一般过去时的应用，给学生提供充足的体验运用的机会。
本课的教学重点是理解和掌握本课短文中出现的词汇、固定搭配和重点句型，教学难点是一般过去时的使用。 第三单元课型是复习课。这一模块是本册书中学习一般过去时态的第三个模块，至此完成一般过去时的完整学习。本次复习课主要是借助动词过去式不规则变化，一般过去时态的句式变化的复习，进行语言交际功能的运用，将知识和技能以及情感态度和学习策略融入其中。 核心语言知识分析：专题一主要以美国著名作家Mark Twain的生活经历为题材，通过学习，使学生了解这位文学巨匠。本单元的主要语法是动词一般过去式的不规则变化。专题二重点培养学生阅读和写作能力，让学生学习运用恰当词语讲解章话故事，能运用规则动词的一般过式叙述过去的事情；进行简单的阅读技能训练。 主要学习方式以多媒体辅助，情景式教学为主，听、说、读、写结合，学习语法学生能够掌握规则动词的般过去式。
学情分析(Analysis of the students) 1.知识储备: 学生具有一定的英语基础，学习热情高，表现欲强，能积极参与到课堂中。而且相互之间能够很好地利用小组进行合作交流。但是书上内容对大多数人来说较为简单，因此很有必要补充一些相关知识。 2.学情分析(Analysis of the students) 尽管学生已经学习过一般现在时态，在Module 7和Module 8中也学习了一般过去时态的结构和动词过去式的规则变化，但对于两种时态的区别和结构依然含混不清，所以语法复习部分教学设计十分详尽，力求帮助学生梳理出清晰的知识脉络。学习过Module9这一模块Unit 1和Unit 2的课文后，对如何讲述名人生平已经有了初步的感知。通过本课的学习，对知识进行巩固和重组，学生会熟练运用-般过去时态，听、说、读、写关于自己和他人的生活史，形成完整的作文结构提高其对英语的综合运用能力。另外根据教学需要和学生年龄特点，多处运用微课、视频、动画和课件创设情境，调动学生学习热情，增加学习趣味性。 3.话题熟悉度 学生对话题不是很熟悉，对关于规则动词的一般过式常用语表述能力仍欠缺。 可能面临的问题: 1.学生对于更深一层理解和能正确运用规则动词的过去式句型口头表述仍欠缺。 2. 学生信息收集整理以及有逻辑的写作输出能力有待提高。 解决方案: 1. 设置各难度系数的问题，引导学生反复深入研读语篇，多任务设计提升阅读能力，强化学生的阅读策略。 2. 教师在课堂中要侧重帮助学生寻找归纳信息，尝试用自己的话来进行总结、归纳，并指导写作模式的构建。
模块教学目标 本模块学习后，学生能够： 1.能听懂简单的故事，了解主要任务和故事梗概（如：听懂含有规则一般过去时（不规则动词）的对话等），理解语篇主题和细节，借助可视化图形呈现结构化知识；梳理、能询问并问答有关过去的事情和经历。并获取事情发生的准确时间。能读懂简单的人物传记，掌握段落大意并理解文章细节。（学习理解） 2.基于结构化知识，理解并能听、说、读、写不规则变化的动词过去式，掌握完整的一般过去时结构变化。归纳文章的段意，获取细节信息。能运用一般过去时态谈论自己以及他人的生活史。（应用实践） 3.学生能够将所学的关于个人能力方面的知识，能运用一般过去时态，按照时间顺序讲述自己以及他人的生活史，形成完整的作文结构并能够提炼人物可贵的精神品质。（迁移创新）
模块学习总任务(Module task) Making a poster about a photo competition.
各课时教学设计（Teaching plan for lessons）
第一单元(Unit 3) 语言运用 (Language in use)
课题 (Lesson title) Unit 3 Language in use. 教材分析 (Analysis of the learning material ) What: 本模块的标题是生活经历，或者叫做人生经历，但同时介绍名家名作也是本模块的主题。将名家名作列为学生英语学习的话题有其深远意义，因为了解著名作家和阅读世界名作可以使学生增长知识，丰富情感，启迪智慧，提供他们的人文素养。 How:本模块的英语知识重点仍然是一般过去时，重点学习不规则动词的过去式。教材通过听，说，读，写各方面活动展现英语中动词过去式的运用，为学生提供充足的体验运用体会。教师在教学中充分利用这些具体语境强化学生对一般过去时这一语言形式的掌握。 根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动， 开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习。 Why: 本模块的任务是写出父母或祖父母的人生经历。要完成这项任务，学生就有必要向自己的父母或祖父母了解他们过去的生活，在这一过程中，学生不仅能够认识到人们过去的生活与现在的不同，从而更加珍惜现在的生活，而且在沟通过程中能够促进学生与家庭成员之间的情感交流。另一方面，写作的过程也让学生有机会时间之前学过的一般过去时用法和传记文体写作方法。通过本模块的学习和对莎士比亚的了解，培养对文学的兴趣和对文学家的崇敬之情。 教学目标 (Teaching objectives) 在本课学习结束时，学生能够： 语言知识目标：掌握下列单词与短语 play , poem, marry, work, on, build, fire, die, language, rich, successful, around the world
2. 能听懂谈论过去经历的简短对话，获取事情发生的准确时间。
3. 能用一般过去时询问和回答过去的经历和事情。
4. 能够读懂简单的人物传纪，掌握短文大意。
5. 能用一般过去时描述别人和自己过去的经历。 教学重、难点 (Key & difficult points) 能够读懂简单的人物传纪, 能用一般过去时描述别人和自己过去的经历。 教学方法（teaching methods） 情景教学法（the Situational Method）、交际法（the Communicative Approach）
教学过程 (Learning procedures)
教学目标（Objectives） 学习活动（Activities） 效果评价（Assessment） 设计意图（Purpose）
1.通过复习前两课的内容，进行特殊疑问句的展示和学习。 1. Enjoy a video: the story of William Shakespeare. And retell the story. 2. Show students these important sentences. Eg: He left school and began work at the age of twelve. 3.Work in pairs, Language practice 1) Go through the sentences in the practice box with students. 2)Ask students to work in pairs and talk about what questions they could ask for each sentence. 观察学生的思考能力，鼓励全体学生积极参与课堂。 通过学生所熟悉和感话题入手，引导学生朗读、翻译相应的句子。（能迅速确定一般过去式）
教学目标（Objectives） 学习活动（Activities） 效果评价（Assessment） 设计意图（Purpose）
师生共同学习、探究本模块语法的基本运用（应用实践） Complete the sentences about Betty’s life. Ask students to read the sentences and put words/expressions in brackets in the past form. Tell students to check their answers in pairs. Elicit answers from the class in full plete the passage with correct form of the words. Ask students to read the passage and decide what the past forms of the words are individually. Tell students to complete the passage individually and then check their answers in pairs. Nominate some students to read the passage aloud for the whole plete the conversation with the correct form of the words from the box. You can use the words twice. Ask students to read the conversation and complete it with the words in the box. They should pay attention to the correct form of the words. Tell students to check their answers in plete the passage with correct form of the words from the box. Ask students if they know who Deng Yaping is. Elicit answers from the class. Around the world: Stratford-upon-Avon Tell students that Shakespeare came from Startford-upon-Avon. Point at the photo of the town and ask them what they think about the houses. Explain this was the type of house in Shakespeare’s day. 观察学生掌握情况，指出易错的地方，进行强调。 观察学生在学习的过程中解决不了的问题，进行指导。 引导学生对句子进行分析，尝试总结状语从句的分类、结构和引导词。培养学生的思维能力，让他们在平时的学习中更加注意细节。 引导学生将对话形式的内容进行复述，培养他们总结、概括及提取信息的能力。 引导学生将对话形式的内容进行复述，培养他们总结、概括及提取信息的能力。 2.引导学生反复研读语篇，根据不同的问题来进行阅读能力的培养。培养学生准确获取、梳理和记录关键信息的能力。
教学目标（Objectives） 学习活动（Activities） 效果评价（Assessment） 设计意图（Purpose）
3.写作练习 （迁移创新） 8. Writing 1) Ask students to talk about their parents’ or grandparents’ lives using the prompt questions. 2) Tell them they also talk about things that interest them. For example, they can ask when they were born, what they listened to, what their first jobs were ect. 3) Tell students to ask their parents about the needed information beforehand. 观察学生在写的过程中有哪些困难，适当鼓励学生进行仿写。 语言的输出在英语学习过程中很重要，分值比重也很大，要注重学生写作能力的培养。
作业设计（Homework）:
板书设计（Board Plan）:
21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
课程基本信息
学科 英语 年级 七年级下册
课题 Module 9 Life history Unit 3 Language in use
使用教材 外研版（新标准）七年级下册教材 出版日期 2020年6月
学习目标
在本课学习结束时，学生能够：语言知识目标：掌握下列单词与短语play , poem, marry, work, on, build, fire, die, language, rich, successful, around the world
2. 能听懂谈论过去经历的简短对话，获取事情发生的准确时间。
3. 能用一般过去时询问和回答过去的经历和事情。
4. 能够读懂简单的人物传纪，掌握短文大意。
5. 能用一般过去时描述别人和自己过去的经历
课后练习
一、用括号中所给的单词的适当形式填空。1. Tom ( not play) football last Sunday.2. The little girl (wash) her hands and entered her room.3. Lucy （arrive） in Hongkong last night.4. Bob (help) you with English yesterday 5. Kate （carry）a box here last night.6. The girl (not find) her mother and (cry).7. -Did you find the camera in the bag -No, I found (something).Tang Yu (not talk) with his friends. He did his homework carefully.The Three Bears (return) to their house after they finished their work.Miss Liu (point) at Li Hua and ashed her to stand up.二、根据短文内容和汉语提示完成短文，每空一词。Alice and Shelly were two girls of sixteen years old. They were good friends. Both of them liked 1 (旅行）very much.One day, they 2 （决定）to travel on foot together. They walked for a long time. And they got 3 （迷路的）. The weather was very hot and they were thirsty and 4 （饥饿的）. So they stopped to have a break. After they sat on the ground, they 5 (注意到）a big apple in the grass.Shelly 6 （拾起） it up and said, “Oh, what a nice apple!” I’m so 7 (幸运的）.”“Not I, but we,” Alice 8 (指） at the apple and said. “We found it together, so it’s not only yours.”“No.” said Shelly. “ I found it 9 （首先） and I picked it up. It’s mine.”When they quarrelled over the apple, a monkey 10 (跳）down from the tree and took the apple away.语法填空。阅读下面短文，在空白出填入一个适当的词，或填入括号中所给单词的正确形式。 One day, a cock went for 1 walk all alone. Then he got 2 (lose) and went into a stable. He thought, “ 3 am I This place is dark. I can’t see my family or 4 (friend) here!” He looked around the stable and 5 (see) a horse. The horse said, “ What are you 6 (do) in our home This place is not for you. Get out of here.The cock then knew that he was in a stable, He thought, “ I must find my way out without 7 (ask) others for help.” The cock tried to run towards the door, 8 he was afraid of being trampled by horses. The cock 9 (shout), “My good friends, please be more careful! If somebody gets lost in our home, we never trample 10 (they)!” At last, the cock left the stable safely.
参考答案：
一、1.didn’t play 2. washed 3.arrived 4.Did,help 5.carried 6.didn’t find,cried 7.nothing 8.didn’t talk 9.returned 10.pointed
二、1. travelling 2.decided 3.lost 4.hungry 5.noticed 6.picked 7.lucky 8.pointed 9.first 10.jumped
三、1. a 2.lost 3.Where 4.friends 5.saw 6.doing 7.asking 8.but 9.shouted 10.them
基础过关
能力提升
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学习任务单
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Module 9 Life history Unit 3 Language in use
教科书 书 名：外研版（新标准）七年级下册教材 出版社：外语教学与研究出版社 出版日期：2020年6月
学习目标
在本课学习结束时，学生能够： 1.语言知识目标：掌握下列单词与短语 play , poem, marry, work, on, build, fire, die, language, rich, successful, around the world
2.能听懂谈论过去经历的简短对话，获取事情发生的准确时间。
3.能用一般过去时询问和回答过去的经历和事情。
4.能够读懂简单的人物传纪，掌握短文大意。
5.能用一般过去时描述别人和自己过去的经历。
课前学习任务
1.掌握课前预习词汇：play , poem, marry, work, on, build, fire, die, language, rich, successful, around the world
课上学习任务
【学习任务一】语言展示，学生很有必要系统掌握语言知识。 【学习任务二】学生个体活动，完成填空。学生朗读句子，核对答案。 【学习任务三】学生个体活动，完成填空。个别学生朗读文段。 【学习任务四】学生个体活动，完成填空。学生两人一组活动，分角色朗读对话。 【学习任务五】学生说出单词框中动词的过去式，个体活动，完成填空，两人一组活动。 【学习任务六】Around the world, 学生通过去图书馆，上网搜索等方式找出更多关于莎士比亚的资料，并在课堂与全班同学分享。 【学习任务八】学生课前与父母或祖父母，收集资料，学生把获得的资料记录下来，并把记录下来的信息制作成年表。学生两人一组交流，互相学习。学生完成文段写作，学生为文段配上图画。
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