外研社版初一下(BOOKII)M8U1I was born in a small village 李晓莹.doc

全国中小学“教学中的互联网搜索”优秀教案评选Module 8 My past life Unit 1 I was born in a small village.佛山市顺德一中实验学校 李晓莹一、教案背景1、面向学生： 中学 小学2、学科：初中英语（七年级下）3、课时：14、学生课前准备：在互联网中查找资料，初步了解比尔盖茨、袁隆平和霍金的生平。试读课文，初步了解文章大意。分好小组，并规定小组长和秘书员。二、教学课题外研社新标准英语七年级下册Module 8 My past life Unit 1 I was born in a small village 以过去生活为话题，要求学生掌握含有动词be (was / were) 的一般过去时的句子，并能谈论自己、他人过去的生活。教学目标：1、能够听懂含有过去式be的对话；2、在听力材料中能够获取必要的信息；3、能够谈论自己和他人过去的生活。三、教材分析本节教材为新标准英语七年级下册Module 8 My past life Unit 1 I was born in a small village.本模块以过去生活为话题，介绍了一些学生所熟知的名人的生平，如比尔盖茨、袁隆平、霍金等。这节课是本模块的第一节课，目的在于让学生初步感知be动词的过去式was / were，能够理解含有动词be (was / were) 的一般过去时的陈述句、一般疑问句及其肯定和否定回答，并能够运用动词be (was / were) 的过去式介绍自己或他人过去的生活，从而了解到要珍惜现在的生活，把握好现在，努力学习，长大后做一个有用的人。Module 8 My past life Unit 1 I was born in a small village一课的教学重点：(1) 通过“过去生活”这一话题训练学生的听、说、读、写能力；(2) 了解并掌握动词be的过去式的基本表达。教学难点：1. 学生对一些外国人名的读音和理解；2. 一般过去时be的过去式的运用。教学准备：教学之前用百度在网上搜索比尔盖茨、袁隆平、霍金的生平信息，掌握相关教学材料，化繁为简，找了很多教案和材料作参考，了解到教学的重点和难点，确定课堂教学形式和方法。然后根据课堂教学需要，利用百度搜索跟过去时相关的歌曲或视频，以便在课堂上可以更好地引导学生学好过去时，给予学生更直观的感受。四、教学方法1、教学方法：情境导入法、任务驱动法、小组讨论法。2、学习方法：自主学习法、合作学习法、探究式学习法。五、教学过程Step 1 Warming up and lead in 【教师活动】1、跟学生话家常，询问学生What day is it today? What day was it yesterday? 通过简单的对话引入be 的过去时；2、请学生打开书本，看到书上的三个人，分别是比尔盖茨、袁隆平和霍金，询问学生Can you say something about them? When and where were they born? 引导学生了解三人的生平，并检查他们是否做足课前上网搜索准备工作。【学生活动】根据看到的图片和提示，说出三人是何时何地出生等。【百度搜索】Bill Gates/view/21479.htm袁隆平/view/9239.htmStephen Hawking /view/52207.htm?subLemmaId=52207&fromenter=stephen+hawking3、为了让学生更好地运用be动词的过去式来谈论他人的生平，再举两个学生熟悉的名人的例子，分别是毛泽东和杨利伟，并给出相关的信息，让学生进行两人对话。【学生活动】根据看到的图片和提示，和同桌进行两人对话(pair-work).S1：Do you know anything about Mao Zhedong? When was he born?S2: He was born in 1893. Do you know where was he born?S1: Yes, he was born in Hunan Province.【百度搜索】毛泽东/view/1689.htm杨利伟/view/27767.htm设计意图：根据图片进行教学，逐步引入“一般过去时表达”的主题，直观又形象，使学生在反复操练中感知并熟悉句型。Step 2 Activity2 1. Introduce the three persons that usually appear in students books- Betty, Tony and Lingling, and then explain that the following dialogue is about their past lives.2. Listen and match the questions and answers. ( Activity 2 of Ss book on P50)3. Read the tape script together.设计意图：通过这一环节的设计，从听力上让学生感知简单的一般过去时，并锻炼学生筛选所需信息的能力。Step 3 Listen and read.1. Students listen to the tape and answer the given three questions by the teachers:1) Where was Lingling born?2) Where was Tony born?3) Was Tony a naughty boy?2. Listen to the dialogue for the second time and choose the correct answers to the questions. (Activity 5 of Ss book on P51) Then ask students to pay attention to the negative forms of “was” and “were”.3. Students fill in the blanks with “was”, “wasnt”, “were” and “werent”. 4. Read and find out the key words and expressions in the dialogue, while the teacher explains the usages of them.5. Students fill in the blanks about the summary of the dialogue.设计意图：听力问题的设计由浅入深，步步深入，先让学生了解对话内容，进而解决细节问题，中间老师讲解be 动词两种过去式形式，并且设计了相对应的练习来巩固be的肯定和否定的形式，最后设计了一个填空加深学生对整个对话内容的理解。Step 4 How to talk about your past life.1. Give an information card for the students with one students name, birthday, first school, first English teacher, first good friends and what they were like.2. Ask students to fill in the blanks about the information of the card given below. 设计意图：通过让学生先看信息卡，然后填空的形式，教学生如何去讲述一个人的过去生活。Step 5 Interview.1. Ask students to interview at least two of their friends to know their past lives, e.g. Where was he/she born? When was he/she born? Who was his/her first teacher? What was he/she like? 2. Ask one or two students to report their findings. 3. Tell the students how to write a composition about a friends past life.设计意图：通过对朋友的采访使学生更好的掌握一般过去时be的构成与表达，以达到更好的输出。Step 6 Listen to a music. Listen to a song called “Yesterday once more” which is about the past life.【百度搜索】歌曲：Yesterday once more/d?song=yesterday+once+more&singer=cliff%20richard%20with%20daniel%20o%20donnell&album=yesterday+once+more&appendix=&size=3879731&cat=0&attr=0设计意图：让学生听歌既可以增强对英语的兴趣，又达到处处可以学到英语的目的。HomeworkWrite a composition about your good friends past life.六、教学反思 本节课是一节听说课，主要训练学生的听说技能，能够从所听到的材料中获取必要的信息，并能运用be动词的过去式来简单说说自己和他人的过去生活，能力目标已基本达到，学生能和同桌进行简单的对话，而最后一个采访环节更是对学生运用本节课所学知识的一个检测，既能训练学生小组合作能力，也能达到练习口语的目的，而作业更是以书面的形式将学生本节课所学知识进行一个更系统的总结。本节课的亮点在于合理利用网络知识进行教学，将be动词的过去式更直观地展示给学生，而学生课前也会利用互联网对本节课相关知识进行搜索，不仅锻炼了学生上网搜索的能力，更使学生以主人翁的精神参与进课堂，让学生更主动地去学，而不仅仅是坐在教室里听老师讲，真正达到了网络与教与学的一个有机的整合。七、教师个人介绍省份：广东 学校：佛山市顺德一中实