外研版七年级下M8U1教案

外研版七年级下M8U1教案 Module8My pastlife教案设计 一、教学内容分析标题M8U1I wasborn ina smallvillage.教材分析本模块以过去的生活为话题，要求学生掌握含有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。 学情分析从本模块起，学生开始接触一般过去时，由于一般过去时是初中阶段比较难学的一种时态，所以课堂教学任务要充分调动学生的积极性，活动设计要低起点、多层次，满足不同学生的需求，让每个学生都体验到学会知识的快乐。 教学目标知识目标1.能正确运用词汇be born,first,friendly,naughty,nice,strict,well-behaved.2.能用be的过去式(was/were)完成各项任务。 能力目标1.能听懂包含be的过去式(was/were)的对话。 2.能用be的过去式(was/were)来表述自己的过去并能询问他人的过去。 情感目标通过回忆过去的生活，让学生懂得珍惜儿时的友谊和师恩，并且激励他们憧憬未来美好的生活。 教学重难点1.能正确运用词汇be born,first,friendly,naughty,nice,strict,well-behaved.2.能听懂包含be的过去式(was/were)的对话。 3.能用be的过去式(was/were)来表述自己的过去并能询问他人的过去。 教学策略小组合作学习任务型教学方法教学媒体点读笔、多媒体课件 二、课堂教学过程时控教学过程教师活动学生活动设计意图5新课导入运用本单元描述人物性格的形容词与学生互动Im yournew teachertoday,Im veryhappy.Are youhappy today?Are youfriendly/nice/well-behaved/naughty?并巧妙过渡到了解学生小学的表现(I want to makefriends withyou，so Iwanttoknow)引出句型Were youhappy/friendly/nice/well-behaved/naughty in primary school?再进行热身游戏(Ask Ss to standup and say“I was)T:Who wasfriendly/nice/in primaryschool?(make amodel)Answer the questions aordingto themselves“Yes,I am./No,Im not.Yes,I was./No,I wasnt.Stand upand say:”I wasfriendly./nice用本节课的重点词汇与学生展开互动，检查学生词汇学习情况，并初步认识was/were.通过热身游戏，激发学生的学习热情,进一步复习词汇和认识was/were.10初识新句型Ask twostudents:What wereyou likeinprimaryschool?Who wasyour firstfriend?What washe/she like?Then askSs topractise inpairs.图片(见ppt)展示Guess!Where isit?I wasborn inChangle,-Where wereyou born?.-Where washe/she born?.Then askSs topractise in groups.Lets playa game(Crazy Show)（一口气说句子）Take adeep breathandsay(make amodel):”Where wereyou born?”Then askSstosay:Where wereyou born?.Who wasyour friend?What washe like?.Ask and answer inpairs andact it out.Look atthe pictureand answer thequestion.“Its Changle”Ask andanswer in groups and then showitout.Practise thesentence by themselves.Two Ssa groupto have a PK通过与学生交流，引出本单元的重点句型，并让学生进行机械操练，初步掌握新句型。 通过疯狂秀充分练习本单元新句型。 时控教学过程教师活动学生活动设计意图5听力练习1.Show Ssthe picturesof Bill Gates,Yuan Longping,Stephen Hawking.(use the magic pen to play)Ask Ssto listenandanswer:Where wasBill Gatesborn?Was YuanLongping bornin Bejing?.2.Listen toBettys pastlife and do Activity2.(Ask Ssto readthrough thequestions firstand thenlisten)Listen andanswerthequestions.Listen anddo(Activity2)then check ingroups(use themagic pen).将Activity1设成简单听力，既巩固句型又练习了听力。 通过前面的句型学习，学生能顺利完成听力任务并进一步熟悉本单元的重点句型。 15对话处理1.读前听Tony andLingling aretalking abouttheir pastlife,Lets listen: (1)Listen andchoose Aor B. (2)Listen againanddoActivity5.(Ask Ssto readthrough thequestions first)2.听后读 (1)Ask Ssto readthe dialogue bythemselves.(if they have any problems,use themagic pen) (2)Have aPK Group1,2-Tony Group3,4-Lingling Gruop1-Group2Group3-Group43.读后学Ask Ssto readthe dialoguecarefully tosee iftheyhaveanyproblemsand discussingroups.Then check their learning.Point outsome importantlanguage points.(be born,friendly,be strictin/with)Listen anddo thencheckingroups.(magic pen)Read thedialogue.Read thedialogue ingroups loudlyto PK.Read andlearn thedialoguebythemselves.分两次听对话，由浅入深，让学生从整体到细节把握对话。 通过分角色PK和小组PK，培养朗读能力。 细读对话,小组讨论解决疑难问题。 点拨重点知识点。 时控教学过程教师活动学生活动设计意图5学以致用There aremany people,they helpus alot,they helpus studyChinese,maths,EnglishWho arethey?Yes,They areour teachers.Lets talk about our first teachers.(参照课本对话,组内编制更加丰富多彩的对话.)Who wasyour firstEnglish teacher?Where washe born?What washe like?Do youlike him?Work ingroups,talkabouttheir teachers.The Groupleader interviewthe otherstudents,andthenact itout.设计这个任务，主要目的是检查学生能否灵活运用本单元的重点句型，达到学以致用的目的。 并对学生进行情感教育懂得感恩老师。 5当堂检测与作业布置1.test Youre well-behaved inthis class,now lets havea test(见学案).Fill inthe blanksusing was/were.2.Summary andHomework.In thisclass,weve learnedbe(was/were)and someinportant sentences.We remindedourfirstfriends andteachers,and weshould studyhard andhaveasuessful future,just likeBillGatesNow homeworkfor today: (1)Try torecite thedialogue. (2)Make areport aboutyour firstfriend orteacher.D