外研版英语七年级下Module 7 My past lifeUnit 2 I was born in Quincy. Reading 教案（1课时）

Teaching Plans for 7B Module7 Unit2
I was born in Quincy.(Reading)

教学目标 Teaching Objectives 1.Knowledge Objectives: Get Ss to read, spell and use new words: garden,bathroom,bedroom, living room, store, movie theater, president, comfortable,with... Get Ss to learn and use the grammar: To join sentences with “with”.2. Skill Objectives: Get Ss to read between the lines and develop their multidimensional thought qualities. Get Ss to remember the spelling of some difficult words by Phonics Teaching Method. Get Ss to talk about Betty’s past life, treat it as a model and then have Ss write about their own past life3. Attitude Objectives: Get Ss to love their home town and treasure their friends and so on..Teaching Importance:Help Ss master the new words above.Help Ss to master key sentence patterns: There was/were...with...; Sb. could do... ; It was +adj. to do...Enable students to join sentences with with and write a passage about their past life.Teaching difficulties :Ss feel it hard to spell comfortable, president, movie theater,garden,store. Ss feel it hard to read between the lines and then infer.Ss feel it hard to write the passage My past life in...Teaching Methods: Interactive approach Phonics Teaching Method Teaching Aids: CAI, handouts
教学过程
Steps Teacher’s behavior Ss’ behavior Intention
Step 1 Warming up and lead-in （1’） 1. Greet Ss and get them to guess where the new teacher was born.. 1. Greet the new teacher and guess where he was born. 课前暖身，活跃课堂气氛，并导入话题。
Step2 Revision, presentation and consolidation（2-3’） Get Ss to revise “There was/were...” and present some key words by Phonics Teaching Method Present a sentence with “with” Create a situation for Ss to consolidate. T shows some pictures of his childhood on the screen and asks “ What do you think of my childhood?” and asks sth. about Ss’ childhood，like “ Did you do some housework in the past?” T said, “ You have known sth. about my childhood, do you want to know Betty’s childhood? Guess sth. about the teacher’s hometown and past life with “ There was/were...” and learn the new words “garden” and “store”by phonics.Learn the new sentence with “with”. Practise the sentence pattern by describing the teacher’s old classroom. Ss evaluate the teacher’s childhood from different angles. For example, a student said, “ I think your childhood was hard, because you had to do lots of housework.” Ss said “ Yes” 通过老师创设的情景，自然的复习上节课的句型“There was/were...” , 然后借助直拼法帮学生快速掌握比较难的生词。 在情境中自然呈现 “with”句型并马上创设情境加以巩固，活学活用。 通过让学生评价自己的童年生活，然后问孩子们的童年生活，并通过一张干家务活的照片进行互动和情感教育。
Step3Before reading （1-2’） Get Ss to guess what the passage might be about. Ss guess what the passage might be about. 让学生根据标题预测本篇文章可能涉及的话题内容，培养学生的预测能力并调动他们进一步阅读的兴趣。
Step4Fast reading （2’） Get Ss to read quickly and check what the passage is about. Check. If the topics are not mentioned, they will disappear . 1. Ss read quickly and check what topics are not mentioned in the passage. 让学生快速阅读文章并核对之前的预测是否正确，完成了获取主旨大意的任务。
Step5Careful reading (Para.3-4) （6’） 1. Get Ss to choose the topic that they like best to read first. 1. Students choose the topic that they like to read first.（Most students might choose the topic “house and garden”, because it’s more interesting for them.} 通过设置超链接让学生自主选择话题阅读，并以少数服从多数的原则，调整分话题细读的顺序，有利于提高学生阅读的积极性。
Get Ss to read Para 3-4 “Betty’s old house ”. Have Ss watch Betty’s house in Quincy and fill in the boxes in Part 1.3. Check the words one by one and have Ss repeat the words that they can’t pronounce very well.4. T has Ss use “There was/ were...” to describe Betty’s house and garden in just one sentence.5 T has Ss describe more things about these places with “ There was a... with...” T says a sentence as a model first. 2. Ss watch and fill in the boxes.3. Ss read the words one by one together and read after the teacher if they can’t pronounce very well.Ss describe Betty’s house and garden with “ There was a garden, a lake, a living room ,a bedroom ... and a kitchen.” Ss stand up and describe the places one by one, like “There was a living room with a TV and a sofa.” and so on. 巧妙利用课本的插图进行目标句型“There was/ were.. with...” 的呈现和巩固,而且又很自然的跟段落内容的处理结合起来。
Get Ss to do further reading (Para. 3-4) and try to read between the lines.T has Ss read Para.3 and asks, “ What does Betty think of her old house?”“What does comfortable mean in English.” Teach “comfortable”. T makes a sentence with it as an example.T asks, “Why does she think it was comfortable?” to help Ss think and get a better understanding.7.T has Ss read Para. 4 and asks “ What does Betty think of her garden?” ( Present the sentence pattern “ It was great to play there.”) and asks, “ What could Betty do in the garden?” “ How do you know” 6.Ss read and answer individually, “ It was big and comfortable.” “ It meas sth. makes sb. feel good/ nice /relaxed/... Ss make sentences with comfortable.Ss. answer, “ It was comfortable , because Betty could watch TV in the living room./ enjoy the pictures of her favorite movie stars in her bedroom.7. Ss read Para.4 and answer, “ She thought it was great to play there.” “ She could swim/go boating/ go swimming, because there was a lake./... 通过教师对文本的解读并巧妙设问，引导学生理解字里行间的隐性信息，不但加深了对文章的理解，而且培养了学生的思辨能力。
Step 6Your house in the past （2-3’） T says, “ We have known sth about Betty’s old house and garden. What about you? Could you tell us sth. about your house in the past?( T asks a student who is good at English to talk as an example.) Ss say one by one. 设计一个互动的情境让学生巩固上个环节刚学的句型： There was/were... with... I could... It was... to live/play/... there. 同时为写作的运用打好基础。
Step7 Careful reading ( Para.1-2)（5’） T asks Ss what topics they are going to read next. T says, “ Some of you said “things to do,” but others said “famous people”. Well, both of them are in this part, Para 1-2. T has Ss read Para.3 and asks, “ What was Betty’s life like in Quincy ? “ Why? What could they do? T has Ss read Para. 4 and asks, “What is Quincy also called ? Why?” Different students choose different topics. Ss think about T’s questions and answer one by one , at the same time, they have a better understand of the text. 通过教师对文本的解读并巧妙设问，引导学生理解字里行间的隐性信息，不但加深了对文章的理解，而且培养了学生的思辨能力。
Step 8 Careful reading. (Para.5) (4’) 1.T: We have only one topic left, now let’s read Para.5 and answer:What else doe she miss in her hometown?What kind of person is Betty?2. Betty has lots of friends in her hometown. I have many friends in my hometown ,too. I think friends make a place more meaningful更有意义的.Do you agree? ( T has Ss read the sentence above together.) Ss think about T’s questions and answer one by one , at the same time, they have a better understand of the text. Ss say “Yes” and read the sentence together. 通过教师对文本的解读并巧妙设问，引导学生理解字里行间的隐性信息，不但加深了对文章的理解，而且培养了学生的思辨能力。 让学生思考为什么Betty在家乡有那么多的朋友，进而引导学生猜测Betty的为人或性格,引导学生应该与人为善并乐于助人。最后通过教师的一句话进行总结和情感的升华。
Step 9 Write a passage about your past life. (14-15’) 1. T: We have read Betty’s past life in Quincy. I’m sure you know how to write this kind of passage, right? Now try to write a passage , My life in.... You can choose the topics that you like on the screen. Besides, please remember to use the key words and sentences on the blackboard.T asks a few students to come to the platform and put their passages on the projector and then read them loudly. T asks Ss to find some beautiful sentences and correct the mistakes in the passages 1. Ss watch the screen and choose the topics they like, at then they look at the blackboard and decide what key words and sentence patterns they will use in their passages.2. A few students share their passages with others in front of the projector. 通过该中心任务的设置不但把本节课板书的核心词汇和句型加以综合运用，而且也能让学生成功用上本节课所赏析的文章的优美词句和写作子话题。
Step 10 Homework (1’) T assign today’s homework.Leve A（必做）: 1.Read the passage after the tape 2. a passage about your past life. Leve B (选做）: 1. Interview one of your friends or your parents, and then write a passage about his or her past life. Ss listen carefully and copy down the homework. 该作业的设置不但是对课堂的巩固，同时也是课堂的延伸。 另外让孩子采访朋友或父母的过去生活并写相应文章，有利于增强对朋友和父母的了解，从而使朋友或亲子关系更加融洽。
?Blackboard design Module7 Unit2 I was born in Quincy.garden There was/were...with...comfortable It was great to play there.store=shop She could...movie theater=cinemapresident
Teaching reflection 本节课由于只有40分钟一节，所以最后中心任务我仅叫了两组展示。要是45 分钟一节课的话，就可以让好，中，中下的学生各展示一位，先让其他学生评价他们的优点或表扬他们的进步，然后划出错误，先由展示者自己订正，不会再请其他同学帮忙，这样效果会更好。如果40分钟一节课的话，那只能下节课继续展示经学生润色修改后的作文，然后再用以上方法点评。