PAGE1PAGEModule7MypastlifeUnit2IwasborninQuincyTeachingaims:Knowledgeaims:1) Tograspthewords:bathroom,bedroom,garden,livingroom,andsoon.2)TogetinformationfromthereadingmaterialaboutBetty’spastlife.3)Tounderstandthesentenceswithwasorwereinthepassage.Abilityaim:tobeabletojoinsentenceswithwithandwriteabriefdescriptionaboutone’spastlife.Emotionalaim:tolovehometownandlife.Teachingimportance:aims1,2,3Teachingdifficulty:towriteabriefdescriptionaboutone’spastlife.Teachingsteps:Step1leadinBeforeclassgreetthestudentsandleadinthenewlessonwiththehelpofapartofmovie.T:Let’slookatapartofmovie.They’rehappy.Areyouhappy?Wereyouhappywhenyouwerechildren?Step2WordsstudyLearnnewwordswiththehelpofpictures.Step3Reading1)FastReading:Matchtheheadingswiththeparagraphs2)CarefulReading:ReadPara1＆2andtellTorF1)BettyKingwasborninQuincyoftheUS.()2)Bettyis12yearsoldthisyear.()3)BettyKingwasboredinQuincy.()4)TwopresidentsinQuincywerefatherandson.()ReadPara3-4andanswerthequestions.1)WhatwasBetty’shouselike?2)Howmanybedroomswerethere?3)Whatwastherebehindthehouse?ReadPara5andchoose.1.WeretherelotsofmoviestarsinQuincy?A.Yes,therewere.B.No,thereweren’t2.WhenwasBettyinQuincyforthelasttime?A.In2010B.In20123.Bettywaslookingforwardto_____herfriendsagain.A.seeB.seeingStep4Watch,listenandretellthetext.Step5Practiceinpairs.1)Wherewereyouborn?2)Weretherelotsofthingstodo?3)Wereyouhappythere?4)Whatwasyourhouselike?5)Whatwasyourbedroomlike?Step6Writing.Iwasbornin…Therewere…Iwas…Myhousewas…Mybedroomwas…Therewasa...with...I’mlookingforwardtogoingtomyhometownagain.Step6Remember

Whenwestudy,don’tforgetyourhometownandpastfriends.Alifewithoutfriendsislikeadaywithoutsunshine.Iwishyouhaveahappylifewithmanyfriends.Step8SummaryReadtheimportantwordsandphrasesSep9Homework:Writeapassageaboutyourpastlife.學(xué)情分析1.本模塊選擇“過(guò)去的生活”作為話題不僅是因?yàn)閷W(xué)生對(duì)此感興趣，更重的是借此話題向?qū)W生介紹不同國(guó)家同齡人的童年生活，從而幫助學(xué)生開闊視野，了解不同國(guó)家的文化、教育以及生活等。2.這節(jié)課學(xué)生已經(jīng)在Module7Unit1學(xué)習(xí)過(guò)“be（was/were）”用法，對(duì)于七年級(jí)的學(xué)生來(lái)說(shuō)已經(jīng)有了一定的感性認(rèn)識(shí)，能夠理解其意義。教學(xué)中重點(diǎn)放在培養(yǎng)學(xué)生對(duì)英語(yǔ)語(yǔ)言認(rèn)識(shí)上，讓學(xué)生意識(shí)到英語(yǔ)在動(dòng)詞時(shí)態(tài)上與漢語(yǔ)之間存在很大不同，為學(xué)生掌握好英語(yǔ)的過(guò)去時(shí)打下良好的基礎(chǔ)。3.對(duì)于with的用法，學(xué)生首次接觸，讓學(xué)生在學(xué)習(xí)單詞，理解短文，歸納總結(jié)中借助情景，多次強(qiáng)化重復(fù)認(rèn)識(shí)，使學(xué)生在交流中感知，激發(fā)對(duì)英語(yǔ)學(xué)習(xí)的積極情感。4.參與錄課學(xué)生不是授課教師的學(xué)生，基礎(chǔ)較差，期中考試成績(jī)的及格的僅有8人，40、50分學(xué)生居多，教學(xué)設(shè)計(jì)中盡量降低難度。效果分析這節(jié)課能夠比較順利的完成預(yù)定的任務(wù)。本節(jié)課重點(diǎn)培養(yǎng)學(xué)生的閱讀理解能力及寫作能力。大多數(shù)學(xué)生能夠在老師的幫助下完成單詞短語(yǔ)及課文的跟讀或朗讀。在理解課文上，約有一半的學(xué)生能夠理解課文，完成fastreading和carefulreading。在寫作僅有三分之一的學(xué)生能夠完成寫作練習(xí)。教材分析Module7Unit2以貝蒂的口吻講述了她在美國(guó)家鄉(xiāng)昆西小鎮(zhèn)的生活。主要是運(yùn)用was/were引導(dǎo)的一般過(guò)去時(shí)，介紹個(gè)人的生活，采取了從社會(huì)、家庭、朋友的角度來(lái)對(duì)貝蒂在昆西的生活進(jìn)行描述。從價(jià)值情感上，這些內(nèi)容旨在培養(yǎng)學(xué)生的情感，陶怡學(xué)生的情操。從語(yǔ)言上，課文采用的是第一人稱，拉近了課文內(nèi)容與學(xué)生的距離。學(xué)生很容易融入其中，也非常有利于開展聽、說(shuō)、讀、寫方面的語(yǔ)言實(shí)踐活動(dòng)。評(píng)測(cè)練習(xí)一、Retellthetext.Betty’spastlifeBetty____(be)borninQuincy.There____(be)lotsofthingstodoinQuincy.She_____(notbe)boredthere.Peoplecanvisittheoldfamilyhousesoftwo_________(president).Betty’shousewasbig____(連詞)comfortable.Therewas___(冠詞)biglivingroomwithaTV.Therewasabiggarden____（介詞）lotsoftrees.Therewasasmalllake____（介詞）fishinit.There____(be)manygoodfriendsinQuincytoo.Sheislookingforwardto______(see)themagain.二、writingMypastlifeIwasbornin…Therewere…Iwas…Myhousewas…Mybedroomwas…Therewasa...with...I’mlookingforwardtogoingtomyhometown(家鄉(xiāng))again.課后反思在閱讀教學(xué)的環(huán)節(jié)當(dāng)中，先考查學(xué)生對(duì)關(guān)鍵詞的掌握，接著是課文的細(xì)節(jié)掌握，由于考查的比較全面，部分學(xué)生不能找到答案；剛看完視頻就要求學(xué)生復(fù)述出來(lái)，顯然有些難度，采取集體回答的的方式，不利于檢查個(gè)別學(xué)生掌握的情況。以后我會(huì)多加注意調(diào)整和改進(jìn)。反思設(shè)計(jì)與課堂的不足之處：*學(xué)生關(guān)注面不廣，忽視了部分的角落生。*設(shè)計(jì)的提問(wèn)練習(xí)太多，沒(méi)有充分考慮給學(xué)生自主學(xué)習(xí)消化的時(shí)間。*鼓勵(lì)語(yǔ)言較少，如果能讓學(xué)生在更輕松，自由的課堂氣氛下參與活動(dòng)，也許效果能更好。*