初中外研版 (新标准)Unit 1 I was born in a small village.教案及反思

Module 7 unit1 I was born in a small village

一．.教学内容分析 .

 本课选自外研版七年级下册Module 7 My past life.，以来自中国的Lingling和来自英国的Tony对自己的家乡，小学和小学老师的介绍，以“personal background”为话题，要达成能够流利介绍个人过去生活的学习目标。

二．学情分析.

本模块的教学内容与学生息息相关，学生既有兴趣又有实际生活经验，并且在七年级上册学习过Tony介绍他的家乡的文章，已经学过与过去生活相关的一些基本词汇和功能句，如：Who was your first teacher ?等，在此认知基础上进一步深入学习与过去生活话题相关的词汇功能句对学生来说能够比较顺利地进入，但是，本课以听说为主，通过新授、听力等输入之后，学生能否将所学内容恰当而自然地融入对话（即输出）中，这是在课前预设中我认为学生可能遇到的障碍。所以，围绕这一可能的障碍，我在pre-task 这一阶段，设计了由“我和我的外教老师Gloria微信谈话”激活话题背景，构建话题语境（Establish situation）逐步展开话题词汇的构建（Elicit the vocabulary），以及在处理教材对话文本时设计了听力以及配有flash的听力来使学生进一步内化“谈论个人过去生活”这一话题的相关词汇、语句和情境。搭建支架、层层铺垫，以此为输出部分（即学生向Gloria介绍自己的一名同学的过去生活）做好充足的准备。

三.教学目标

1. 语言知识目标:

掌握下列单词: born, strict, primary, primary school, town, friendly, US, hey, village, nice, good, difficult。

句型：Where were you born? Who was your first teacher/friend? What were they like?

2. 语言技能目标:

1)能听懂包含动词be的过去式 (was / were)的对话。

2)能用动词be的过去式 (was / were)表述自己过去的经历,并能用它询问对方过去的生活。

3)能掌握动词“be(was/were)的一般过去时的肯定句、否定句、疑问句及其回答。

4) 能用动词be的过去式 (was / were)描述自己和别人的过去生活和经历。

3. 情感目标:通过谈论过去的经历培养学生学习英语的兴趣;通过对童年的描述增进同学之间的了解,产生对家乡和美好生活的热爱。

四.教学重点难点.

1.教学重点： 通过任务型教学，精心设置情境，即通过教师和外教Gloria的微信谈话，引出学习有关过去生活的词汇和核心句型；进而捕捉听力对话中的主旨大意和细节信息。同时在开课伊始给出学生本课的任务，即向Gloria介绍你的同学的过去生活。让学生带着任务去学习。为post-task部分做足输出（即学生向Gloria介绍自己的一名同学的过去生活）的准备。在对教材文本的处理采取借助教材背景资料搭建框架，在听和读过程中主要运用音频（来自Gloria和文本）和点读笔帮助学生学习

2.教学难点： 学生能够用运用所学的目标词汇和句型进行对话交际。掌握一般过去时(was/were ...)的肯定句、否定句、疑问句及其回答,并能运用一般过去时谈论过去的经历。

教学策略： 通过微信，点读笔，思维导图的运用，使学生能够运用观察，发现，归纳和实践等方法学习语言知识，感悟语言功能

五.

教学设计

六.教学过程 .

活动1【导入】Stage1　Pre－task

1.激活话题背景，构建话题语境Establish situation:

教师由“我和我的外教老师Gloria的合影图片及微信谈话”导入话题，引出本课话题。

Look at the photo，the woman next to me is my foreign teacher, Gloria,she taught me how to teach English well, now she isn’t in China, but we can talk in the we-chat. Are you interested in what we talked in the  we-chat?

【设计意图】由“和我的外教老师Gloria微信谈话”这一贴近学生生活的话题导入，引起学生的兴趣，引出本课主题。通过标题、图片构建学习谈论该话题的必要词汇。

2.通过观看教师和外教Gloria的微信视频，给出本课的任务（task）即Can you tell Gloria your classmate’s past life?

T: Here is the video from Gloria, listen carefully and tell me what she says

S1: She asks some questions, such as where I was born

S2: What was the name of my first school?

S3:Who was my first teacher and my first friend?

S4 :What were my first teacher and my first friends like?

S5: Was I a good student

T: Gloria wants to learn about you  and your classmates a bit，she give you a task

Can you tell Gloria your classmate’s past life?

【设计意图】 通过观看教师和外教Gloria的微信视频，给出本课的任务（task），让学生带着任务学习，并最终达到解决问题的目的，即能够向Gloria介绍同学的过去生活

2.话题词汇的构建Elicit the vocabulary:

 教师提出问题：〔预测性问题和思考性问题〕教师在问答中帮助学生学习、构建以下话题词汇，为下一步的输出活动做铺垫。

T:First, are you interested in Gloria’s past life

S:Yes

(播放有关Gloria过去生活的音频和图片)

T: listen and answer where Gloria was born?

S: She was born in Morris Illions .Morris was a small town[X1] near Chicago in US

T: It’s a town ,it’s not a village

T:Listen and answer what her first school was like?

S:It was small

T: May be it was a primary school

T:Listen and tell me the name of her first teacher and what was the teacher like

S: Her first teacher was Mrs Jackson ,she was strict but friendly

F: Finally listen and tell me the the name of her first friend and what was Gloria like when she was young

S: Her first teacher was Nancy , Gloria was good

T: Yes, she was good and nice she wasn’t difficult

【设计意图】通过问题牵引、诱导出生词和功能句。促使学生思考、谈论本课关于“过去生活”的必要的词汇和功能句式。通过音频的使用丰富课堂，开阔视野，活跃氛围，激发兴趣。

3. 初步整体感知有关过去生活的语句，搭建框架

T: I think you have got much information about Gloria , Let’s look at it

S:

【设计意图】通过对Gloria 过去生活信息的整合，在情境当中加强语言的理解和运用

活动2【讲授】Stage2　While－task

1.听小对话Activity2 on P42〔为听长对话做背景铺垫〕and check the answer

T: we know much about  Gloria’s past life ,let’s listen Betty and Daming’s past life.

and check the true sentences True or False .open your books and turn to page 42

【设计意图】再次听一组有关人物过去生活的介绍，感知有关过去生活的语句，和框架

2. 听长对话Activity3 on P42 〔在语境中感知体会过去生活这一话题〕

Set the task. Listen for the gist and details.(听主旨大意和细节)

1）Listen and answer the questions

1. What are Lingling and Tony talking about?

2. Was Tony born in a small village?

【设计意图】通过听有关Linging和 Tony过去生活的长对话，预测本文主旨大意，获取文本信息，培养学生的听读能力，

3. 听后细节分析

T:listen and fill in blanks

4. 借助图表练习对话内容。练习本课重点关于过去生活的框架

【设计意图】

立体整合资源，搭建复述的框架，使学生进一步内化本课主题的相关词汇、语句和情境。搭建支架、层层铺垫，以此为post-task部分做足输出（即学生谈论自己和他人的过去生活）的准备。学生在学习英文的同时促进自我的成长，体现语言课的人文性。

5借助点读笔朗读课文

【设计意图】 通过朗读纠正语音语调，确保朗读准确，并能在情景的朗读中感受LingLling和Tony对各自首任老师和朋友的情感流露。

6.两人一组配音

【设计意图】在充分掌握对话内容的基础上，借助动画图片更加熟练的掌握朗读技巧。感知有关过去生活的对话。

7.Summary

T: What do we talk about today ?

S: Past life

T: When we want to learn about sb’s past life ,we usually use two important words to ask questions,what are they?

S: Where and who

T: Can you give me an example about where ?

S: Where were you born?

T: How to answer ？

S: I was born in.....[X2]

T:Can you give me another example about where?

S:What was the name of your first school?

T: How to answer ？

S: My first school was.....[X3]

T: Can you give me an example about who ?

S1:Who was your first teacher?

S2: Who was your first friend?

T:How to answer

S: My first teacher was ....

T: How do you know the personlity of the people?

S: We can ask  what was ....like

T: How to answer

S: My first friend was good[X4]

T: past life is the topic, where and who are two important of the topic, we also need some details to describe the topic

活动3【活动】Stage3　Post－task .

1.教师设置情境，铺垫任务背景，激发会话：

T : Do you still remember the task Gloria give to you, do an interview with your parterner , then tell her your parterner’s past life including the information in the table,use the sentences on the blackboard and then do a report in front of our class, let’s begin

T: I’d like you begin like this

Hello, Gloria:

       I'm the students of Echo, I'm very glad to answer your questions and introduce my classmate......to you. he/she was born in.............

2.教师给予学生任务指导：

Use the vocabulary and expressions on the board and make group work

【设计意图】学生通过完成“介绍他人的过去生活”这一任务来练习、内化、输出所学的新语言（词汇和句型）。发挥小组作用：小组对话、合作、竞赛、汇报，扩大课堂参与度， 达成能够流利介绍个人过去生活的学习目标。

3.课后作业

1.)口头：A层：熟读对话，进行口头输出

        B层：2人一组练习

2.)笔头：A层：完善表格信息 ，进行笔头输出注意书写。

         B层：完善表格信息

3.)复习： 练习掌握今天的重点词组和句型。

4.)预习： 划出M7U2生词，弄清课文含义。

5).拓展： 完成阅读

【设计意图】

课后作业是对课堂上所学内容学习的巩固和拓展。学生通过A、B分层作业可以巩固本课话题下的基础词汇，同时，通过朗读能够规范语音语调并体会对话的语流、语调、节奏，训练听的技能。另外分层次作业给学生提供不同难度的内容，有利于促进学生语言技能的提高和英语思维的培养。

[X1]在语境中导入单词

[X2]教师板书，导出本课重点句型I was born in......

[X3]教师板书，导出本课重点句型My first school was.....

[X4]教师板书，导出本课重点句型My first friend was good