Unit 3 Language in use评课稿

外研版·七年级下册Module7 Unit3 教学设计

内蒙古呼和浩特市第三十五中学

于春丽

Ⅰ.Teaching Aims: 1.

Knowledge aims: a. To master the words and expressions: strict, friendly, primary, town, village, nice, good, difficult, bathroom, bedroom, garden, president, living room, comfortable, lake, yesterday, be born b. To understand and use the sentence pattern “There was/were ... with...”

2. Ability aims: a. To use the simple past tense of

be correctly.

b. To describe the house with the sentence pattern “There was/were ... with...” . c. To write a passage about the past life. 3. Emotional aims: Be thankful for the past life and cherish the present. Ⅱ. Teaching important points: 1.

To summarize the structure of the simple past tense of be by self studying. 2.

To write a passage about the past life. Ⅲ. Teaching difficult point: To tell the difference between be born in and be born on. Ⅳ.Teaching methods: Task-based teaching method, communicative teaching method, cooperative learning.

Ⅴ.Teaching Process:

prewriting lead in review the simple past tense

birthplace and the date of birth my school

my house

my friends

Ⅵ. Teaching procedures: Steps 1.

Lead in. Activities Listen to a song. Intentions 由英文歌Yesterday once more导入，然后问学生“出现Yesterday时，要使用什么时态？”从而引出一般过去时。

2.

Review the simple past tense. 1.

Find the sentences with the simple past tense. 2.

Summarize the sentence structure of the simple past tense. 3.

Do exercises about the simple past tense. 1.

让学生找出含有过去时的句子，看学生是否能够正确辨认过去时。

2.

让学生根据含有过去时的句子来总结be动词的过去时的句型,培养学生的自主学习能力。

3.

做题巩固be动词的过去时形式。

通过对过去时的复习，为下面的写作做好时态方面的准备。

3.Discussion What points do you always 让学生通过讨论来说一说应从哪mention when you talk 些方面来谈论自己过去的生活，about your past life? 以此来构建作文的框架。然后一个方面一个方面的去具体学习表达。

4.

Pair work. 1.

Look at the information about Nelson Mandela and make a dialogue. 1.

本课的Around the World 部分是有关曼德拉的，所以由曼德拉的信息引出本单元的句型：

writing

2.

Make a dialogue according to the three pictures. When was/were... born? ... was born on... Where was/were ... born? ... was born in... 这样既让学生学习了Around the World 部分,又复习了句型。

2.

根据三位明星的图片，两人一组用上面引出的句型做对话，以此练习句式及口语表达。

5.

Play games. 1.

Who is the fastest? 2.

Enjoy a video. 本部分以两个游戏来复习房间的词汇和描述房屋的表达，游戏可3.

Describe the picture with 以调动学生的兴趣，让学生在快one sentence. 乐的气氛中学习。

1.

游戏一：看谁速度快。通过抢答的游戏复习词汇。

2.

观看一个我自己做的视频，复习描述房子的表达。

3.

游戏二：通过开门选题的方式让学生说出描述房子的表达：There was/were...with... 6.

Ask and answer. 1.

When we talk about the 通过师生问答的方式，引出谈论school, what should we talk 学校和朋友的相关词汇和表达。about? 这部分内容学生以前就学过，而2.

When we talk about our 且能够正确表达，所以就简单复friends, what should we talk 习一下，为后面的写作做好准备。

about? 7.

Make a summary. 8.

Writing. Make a summary of my 总结有关“我过去的生活”的结past life. 构和表达。

Write a passage about your 写一篇关于你过去的生活的文

past life. 9.

Homework. 章。

Write a passage about your 完成课堂上未写完的作文。

past life.

Ⅶ.Blackboard design. 1.

Simple past tense. 肯定句：主语+was/were+其他。

否定句：主语+was/were not+ 其他。

一般疑问句：Was/Were +主语+其他？

肯定回答：Yes, 主语+ was/were. 否定回答：No, 主语+ was/were not. 2.

My

1.Where and when

I was born on+(date) in+ (place),a city in... Past

2. My house

There was a ... with ... Life

3. My school

1.The name of my first school was...

2. My first teacher was...

3. He/She was ... and/but...

4. My friends

My friends are... and... Ⅷ.教学反思：

1.

创新点：用自己做的视频来帮助学生复习本单元学习的句式，图文结合，容易记忆。整节课充分发挥学生的主体作用，让学生自己归纳总结，以此培养自学能力，让学生通过对话、讨论来合作学习。从课后的作文反馈来看，学生掌握得很好。

2.

不足：讨论部分对学生的引导不够，有学生未能理解指令。课堂的前面可以安排得更紧凑些，这样可以让学生当堂完成写作。