M9 Life history 模板教案
Module 9 Life history Unit 1 示范教案(七下)
Module 9 Life historyUnit 1 He left school and began work atthe age of twelve.教学设计一、教学目标1. 学习本单元的重点词汇和短语：National Day，writer，find out，real，newspaper，date，become，in the 1860s2. 学习描述过去情况的句子：1) I read Tom Sawyer.2) He left school and began work at the age of twelve.3) He took the name Mark Twain and became very famous in the 1860s.4) I knew that.3. 能识别并正确朗读/ɑː/ /ɑː/ /iː/ /uː/ /ʊ/。
4. 了解一般过去时中不规则动词的过去式。
5. 能听懂谈论过去经历的简短对话。
6. 能用一般过去时描述过去的人和事。
7. 能掌握一般过去时的肯定句、否定句和一般疑问句的结构。
8. 通过了解著名作家和阅读世界名著，使学生增长知识，丰富情感，提高他们的人文素养。
二、教学重难点重点：1. 掌握并运用本课重点单词和短语；2. 能正确朗读对话并表演对话。
难点:1. 掌握一般过去时中不规则动词的过去式；2. 能够运用一般过去时进行描述和提问。
三、教学准备1. 多媒体设备和课件；2. 教学光盘。
四、教学过程Step 1 Warming-upListen to a songListen to the song The months, then answer the question.What is the song about?设计意图: 通过听歌曲，调动学生们参与的积极性，顺利引入今天的学习内容。
Step 2 Pre-listeningThink and answer1. Answer the following questions.1) How many months are there in a year?2) What are they?2. Show a picture of Months of the year and ask Ss to learn the new words about months together. Think and discussWork in groups and talk about the following questions.1. What festivals do you know?2. When is it?Look and say1. Show some pictures of the festivals and ask Ss to answer the questions.1) What festival is it?2) When is it?2. Learn expressions about festivals.设计意图：通过展示图片，增加学生的背景词汇，激发他们的学习兴趣。
Module 9 Life history Unit 3-1 示范教案(七下)
Module 9 Life historyUnit 3 Language in use (1)教学设计一、教学目标1. 能够灵活运用本模块的词汇和短语：National Day，writer，find out，real，newspaper，date，become，in the 1860s，successful，build，on，fire，die，rich，around the world等。
2. 能掌握一般过去时不规则动词的肯定句、否定句和疑问句式，并能灵活运用一般过去时。
3. 能运用一般过去时描述过去的经历。
二、教学重难点重点：1. 能总结一般过去时的结构；2. 能够结合一般过去时对事件或者人物进行描述和介绍。
难点：1. 能够结合一般过去时对事件或者人物进行描述和介绍；2. 熟练掌握一些动词过去式的不规则变化。
三、教学准备1. 多媒体设备和课件；2. 教学光盘。
四、教学过程Step 1 RevisionDo an oral practiceDo an oral practice to review what they learned last time.设计意图: 通过让学生根据图片信息和句型框架讲述名人生活经历，在复习知识的同事锻炼口语输出能力。
Step 2 PresentationLanguage practice1. Read the sentences and find out the verbs.2. Write the base form of these words.Grammar pointsExplain the grammar points.一、不规则动词的过去式在英语中，有一部分动词的过去式并不是“动词原形+-ed”的形式，而是有其独特的形式，这种动词称为不规则动词。
如：We swam in the Pacific Ocean. We had a good time. 我们在太平洋里游泳了，我们玩得很高兴。
Module9LifehistoryUnit3Languageinuse教案
3.文化意识：通过学习不同人物的生平，增强学生对多元文化的认识，培养跨文化交际意识，提高人文素养。
4.学习能力：培养学生自主、合作、探究的学习能力，激发学习兴趣，形成有效的学习策略，为终身学习奠定基础。
1.了解和描述人物的生平，包括出生地、成长经历、教育背景等。
2.运用一般过去时和现在完成时描述人物的过去事件和经历。
3.通过阅读理解，获取有关名人生平的信息，提高阅读技巧。
4.使用本单元所学的词汇和句型，进行小组讨论和人物生平的口头报告。
二、核心素养目标
1.语言能力：通过学习Unit 3 Language in use，学生能够熟练运用一般过去时和现在完成时描述人物的生平事件，掌握相关词汇和句型，提高语言表达准确性。
3.重点难点解析：在讲授过程中，我会特别强调一般过去时和现在完成时的区别，以及如何选择合适的词汇来描述人物的生平。对于难点部分，我会通过举例和对比来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与人物生平相关的实际问题，如描述一个组员的梦想人物的成长故事。
三、教学难点与重点
1.教学重点
-语法：一般过去时和现在完成时的运用，以及它们在描述人物生平事件中的区别和联系。
-词汇：掌握与人物生平相关的核心词汇，如出生地、教育背景、职业经历等。
-句型：熟练运用句型描述人物的过去经历，例如：“He was born in...”, “She studied at...”, “He has worked as...”。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解一般过去时和现在完成时在描述人物生平中的基本用法。一般过去时用于描述过去发生的具体事件，而现在完成时则强调过去事件对现在的影响或持续状态。这些时态在讲述人物故事时至关重要。
公开课教案：Module 9 Life history Unit 2
全国中小学“教学中的互联网搜索”优秀教学案例评选教案设计一、教案背景1，面向学生：□√中学□小学2，学科：英语2，课时：13，学生课前准备：1. 预习词汇be born, start school,finish school,move to,theatrecompany…（会读，了解意思）2. Class report教学课题Module 10 Life historyUnit2 He decided to be actor.一、学习目标1. 语言知识目标：正确使用下列单词与短语be born, start school,finish school,move to,theatre company…2. 语言技能目标：读：能够读懂简单的人物传记，掌握段落大意。
写：能用一般过去时描述自己或他人的经历。
3.情感目标：通过对莎士比亚的了解，培养对文学家的崇敬之情与对文学的兴趣。
二、教材分析外研版七年级英语下册Module 10 Life history unit 2 He decided to be an actor.这一模块以生活经历为话题，主要是以英国著名剧作家莎士比亚的生活经历为题材，借此让学生了解这位在英国文坛中有着重要影响的文豪，这篇阅读课文是传记文体。
本模块还通过听说读写等活动展示一般过去时的应用，给学生提供充足的体验运用的机会。
本课的教学重点是理解和掌握本课短文中出现的词汇、固定搭配和重点句型，教学难点是一般过去时的使用教学之前用百度在网上搜索《莎士比亚》的相关教学材料，找了很多教案作参考，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，利用百度搜索在网上搜索下载莎士比亚的代表剧作《罗密欧与朱丽叶》，课堂上放给同学们看，让学生感受大剧作家剧作的魅力。
用百度图片网上搜索下载相的图片，做成PPT课堂给同学们演示，给学生视觉上的直观感受。
三、教学方法本课课文的语言安排符合学生的认知规律，让学生有熟悉感。
Module 9 Life history U1 教案
Module 9 Life historyUnit 1 He left school and began work at the age of 12.课型：Listening and speaking方法Bottom-up approach, interactive approach目标：To understand conversations about someone's lifeTo be able to ask and answer questions with didTo learn some past simple irregular verbs核心内容：Key vocabulary -- National Day, writer, find out, real, newspaper, date, becomeKey structures -- I read...He left school at the age of...He took the name...I knew...教具：Tape recorder，pictures，OHP, handouts教学步骤：Step 1 Listening and vocabularyPreparation:Ask some students what month and year they were born in. Write the months and years on the board and ask the class to repeat them..Ask a student to come to the front and say a month aloud. Students who were born in that month should stand up.Students take turns to do the activity.1. Match the' festivals with the months.Ask students to give the names of some festivals they know.Write down the festivals on the board and ask students to read them aloud.Now ask students to work in pairs to match the festivals with the months in Activity 1.Tell them to check with their partners.Call back answers in pairs.Answers:a-9 b-3 c-12 d-10 e-6 f-1 g-5 h-1/2Now talk about when the festivals are.Nominate some students to tell the class when the festivals are. ( e.g. Spring Festival is in January or February.)Put students into pairs to check their answers.2. Listen and choose the correct answer.Show a picture of a grandfather to the class.Put the following questions on the board and tell students to work in pairs and ask each other:1) What was life like for your grandparents when they were young?2) Was it the same or different from yours?3) Did they watch TV?4) Where were they born?5) Where did they live when they were young?Ask the class about what they've found out about each other's grandparents.Tell students to read the three statements about Betty's grandfather and guess the answers.Play the recording twice and tell students to check in pairs.Play the recording again to check.Elicit answers in full sentences from the class.Answers:1. was2.19353.America;October3. Listen and readAsk students what they like to read. Tell them hat you read this morning and ask what they read last night.Tell them they are going to hear about an American writer. Ask them to predict what information they may get from the conversation (e.g. name, birthday, works).Play the recording through once while students check whether they can get the information they predicted.Now complete the table about Mark Twain.Ask students to look at the table and guess what happened to Mark Twain at the time mentioned in the table.Ask students to listen again while they read it in their books. Tell them to underline key information while listening.Students work in pairs to complete the table.Elicit answers from the class with students reading in full sentences.4. Find tile past form of the verbs in the conversation.Tell students not all action verbs end with "-ed" when they are changed into the past form. Some are "irregular" and don't have any rules. Students just have to memorise them like new vocabulary. Ask students to read the conversation again and find out the past form of the verbs. They can do this individually, and then check in pairs.Write the verbs on the board. Ask students to put the correct past form next to each word. Answersbe--was/were; become--became; begin--began;do--did; get--got; go--went; know--knew;leave--left; read--read; take--took; write—wroteExtensionTell students they are going to play a game called "Hot Seat" and explain the rules: You are going to place two chairs against the board and divide the class into two teams. One student from eachteam sits in a hot seat with his/her back to the board. You write a past form of a verb on the board. The others in his/her team describe it for him/her to guess. But they mustn't pronounce or spell it. The first team to guess correctly gets a point. The team with the highest points wins.Learning to learnRead through this with students. Tell them to go back to the conversation and underline all the irregular verbs they find.Tell students to take notes on their notebooks when they come across a new irregular verb in the future.5. Complete the sentences with the correct form of the words from the box.Ask students to read the words in the box aloud and check the meaning.Ask students to read the sentences and complete them with the words in the box individually. Tell them they may have to change the form of the words.Tell students to check their answers in pairs.Elicit full sentences from the class.Answers1. age2. real3. newspaper4. became5. Europe6. writerPronunciation and speaking6. Listen and repeat.Explain that this activity is to practice pronunciation.Play the recording without stopping and tell students to listen to the sounds and words.Play the recording again and stop at the end of each line. Ask the class to repeat.Do the same again and ask individual students to repeat.Do Ping-Pong practice in pairs. Student A pronounces the sound and Student B the words and then change roles.7. Work in pairs. Ask and answer the questions about Mark Twain.Have students repeat the questions paying attention to pronunciation and intonation.Tell students to answer the questions on their own first. Remind them to think about the tense: past simple. Tell them to think about whether it is "was/ wasn't" or "did/didn't".Students work in pairs to ask and answer the questions.Elicit answers from the whole class.AnswersI. No, it wasn't.2. Yes, she did.3. No, he didn't.4. Yes, he did.5. No. he didn't.。
初一七年级英语下册外研版Module 9 Life history 教案
Module 9 Life historyUnit 1 He left school and began work at the age of 12.一、教学目标：1. 语言知识目标：1) 能够正确使用下列单词和词组：① Words of 12 months. ② Some festivals.③ writer, find out, real, at the age of…, newspaper, exact, date, become, in the1860s...2) 能够听懂谈论过去经历的简单对话，并获取事情发生的准确时间。
2. 情感态度价值观目标：通过对马克. 吐温及其作品的了解，体验到珍惜现在生活的美好，增加对学习的信心和对生活的热爱。
二、教学重难点1. 教学重点：能够听懂并熟练运用不规则动词的过去式并且进行口头交际。
2. 教学难点：掌握不规则动词的过去式和能询问并回答有关过去的事情和经历。
三、教学过程Step1 Study the new words and expressionsMarch, April, June, July, August, September, October, November, December,Women’s Day, National Day, Children’s Day, writer, newspaper, date, in the1860s,find out, real, at the age of, exact, become(became)Step2 Warming-up and Lead in1. Give the students some pictures and videos of festivals. Get the students tolearn about the festivals by asking: Do you know what festival is in January? Canyou say out more festivals?2. Have students finish exercises of Activity1.Step3 Pre-task1. Listening:Now we are going to listen to something about Betty’s grandfather,please listen and finish the exercises of Activity 21) Betty’s grandfather’s life was / wasn’t different from Betty’s.2) Betty’s grandfather was born in April 1935 / 1955.3) Betty’s grandfather went to America / England in October / November 1941.2. Show students a famous novel Tom Sawyer and let them learn the new words:writer, find out, Mark Twain, real name, Samuel Clemens, be born, Missouri, at the age of…Step4 Listen and read1. Listen to the recording and let the students know more about Mark Twain,andanswer the questions1)People can find out about Tom Sawyer ______.A. on TVB. on the InternetC. on the newspaper2)Mark Twain became famous_____.A. in 1835B. in 1860C. in the 1860s2. Read the dialogue and complete the table about Mark TwainTime FactsIn 1835born in MissouriAt the age of 12left school and began workIn the 1860s took the name Mark Twain and became famous3. Read and find the past form of the verbs in the conversation.4. Complete the sentences with the correct form of the words from the box.1)He began work at the ______ of 12.2) His ______ name was Samuel Clemens.3) He wrote for a(n) ______ .4) He _________ very famous.5) He went to _________, but he didn’t come to China.6) He is a great _________ .Step5 post-readingLet the students retell the retelling:Betty and Tony are 1._________ out something about Mark Twain on the Internet. Mark Twain, the famous American 2.___________. He was 3._____________ in1835 in Missouri. He 4. _______ school and 5._________ work at the 6.__________ of twelve. He wrote for a 7.____________ and later he got work on a boat. He didn’t stay in Missouri and he 8.________ to write stories and he 9. ________ the name Mark Twain and became famous in the 10._____________.Step6 Work in pairs. Ask and answer the questions about Mark Twain.— Did Mark Twain stay in Missouri?—No, he didn’t.1. Was Mark Twain his real name?2. Did Betty read Tom Sawyer？3. Did Mark Twain leave school at 16？4. Did Mark Twain become a newspaper writer?5. Did Mark Twain come to China?Step7 Language Points1. Tom sawyer, by the famous American writer, Mark Twain.by 在此处表示“由……创作”。
外研版七年级下册英语Module 9 Life history模块表格式教案
外研版七年级下册英语Module 9 Life history模块表格式教案教材及年级名称《英语》（新标准）七年级下册模块名称Module 9 Life history 教材分析本模块的主题是生活经历，也同时介绍名家名作。
将名家名作列为学生英语学习的话题具有深远意义，可以使学生增长知识，丰富情感，启迪智慧，提高人文素养。
本模块的主要语法是一般过去时，教学重点是通过对个人或他人过去经历的描述，重点学习本模块中出现的重点词汇、短语、固定搭配和句型。
模块教学目标语言知识目标：1.词汇：March, April, June, July, August, September, October, November,December, Women’s Day, National Day, Children’s Day, writer, newspaper,date, in the 1860s, find out, real, at the age of, exact, become (became), play,poem, marry, work, on, build, fire, die, language, rich, successful, around theworld2.语法：一般过去时（不规则动词）。
3.语音：正确朗读不规则动词过去式的发音/a:/ /aɪ/ /i/ /ʊ/ /u:/。
语言技能目标：听：能听懂谈论过去经历的简短对话，并获取事情发生的准确时间。
说：能询问并问答有关过去的事情和经历。
读：能读懂简单的人物传记，掌握段落大意并理解文章细节。
写：能用一般过去时描述自己和他人的经历。
情感目标：通过对莎士比亚的了解，培养对文学家的崇敬之情以及对文学的兴趣。
学习策略：自学策略：逐步学会通过集中学习某类词汇的方式扩大词汇量。
合作学习策略：对他人的谈话表示关注并保持兴趣。
文化意识：了解英国文豪莎士比亚是英国人的骄傲，也是英国文坛的象征之一。
Module9Lifehistory教案
在今天的教学中，我发现学生们对Module 9 Life history这一章节的内容表现出了浓厚的兴趣。通过探讨历史人物的生平事迹，他们不仅学习了英语知识，还了解了不同文化背景下的历史人物。以下是我对今天教学的一些思考：
首先，导入环节提出的问题成功地激发了学生的好奇心，他们积极参与讨论，分享了自己敬佩的人物。这使得后续的教学内容更加贴近学生的实际生活，提高了他们的学习积极性。
2.教学难点
a.词汇用法区分：对于一些容易混淆的词汇，如“embark on”与“start”, “career”与“job”等，学生可能难以区分。教师需要通过举例和语境练习，帮助学生明确词汇的用法和词义差异。
b.时态混淆：一般过去时和现在完成时的区别对于学生来说是一个难点，特别是在叙述人物生平时，如何选择合适的时态。教师应设计针对性练习，让学生在实际操作中掌握时态的用法。
此外，学生小组讨论环节进行得较为顺利，大家能够围绕主题展开讨论，并提出自己的观点。但在引导与启发方面，我觉得还可以做得更好。今后，我将努力提高自己的提问技巧，引导学生深入思考，提高他们的分析问题和解决问题的能力。
在总结回顾环节，学生对今天所学内容的掌握程度较高，但仍有个别学生存在疑问。在今后的教学中，我会更加关注这部分学生，及时解答他们的疑问，确保每个人都能跟上教学进度。
举例说明：
1.教学重点示例：
-通过展示Thomas Edison的生平事迹，强调“embark on”在描述开始追求某项事业时的用法。
-分析“career”与“job”的区别，如在句子中使用“Throughout his career, he made numerous inventions that changed the world.”来说明“career”指的是整个职业生涯。
外研版七年级英语下册《Module9LifehistoryUnit2》教学设计
外研版七年级英语下册《 Module 9 Life history Unit 2》教学设计一. 教材分析外研版七年级英语下册《Module 9 Life history Unit 2》的主要内容包括两个部分：一是关于达尔文和他的进化论，二是关于人们对于达尔文的不同看法。
本课主要让学生掌握一般过去时的被动语态，并能够运用所学知识介绍某人的一生。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，对于一般过去时和被动语态也有了一定的了解。
但是，他们在语言表达上还存在一定困难，需要通过大量的练习来提高。
此外，学生对于生物学家达尔文和他的进化论可能了解不多，需要在课前进行相关知识的介绍。
三. 教学目标1.能正确运用一般过去时的被动语态介绍某人的一生。
2.了解达尔文及其进化论，提高学生对生物学的兴趣。
3.培养学生的团队协作能力和语言表达能力。
四. 教学重难点1.一般过去时的被动语态。
2.达尔文及其进化论的相关知识。
3.如何运用所学知识介绍某人的一生。
五. 教学方法采用任务型教学法，通过小组合作、讨论和展示等形式，激发学生的学习兴趣，提高他们的语言表达能力和团队协作能力。
六. 教学准备1.教师准备PPT，包括达尔文的照片、进化论的相关图片和视频资料。
2.学生准备笔记本和笔，以便记录和整理所学知识。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾一般过去时和被动语态的用法，为新课的学习做好铺垫。
2.呈现（10分钟）教师利用PPT展示达尔文的照片，简要介绍他的生平事迹，引导学生关注他的成就——进化论。
同时，教师引导学生用一般过去时的被动语态描述达尔文的一生。
3.操练（10分钟）学生分成小组，每组选择一位历史人物，用一般过去时的被动语态介绍这位人物的一生。
教师巡回指导，纠正学生的语言错误，并给予鼓励。
4.巩固（10分钟）教师学生进行小组竞赛，看哪一组能正确、流利地用一般过去时的被动语态介绍历史人物的一生。
外研版七下Module9《Lifehistory》word教案
8 课时 Module 9 Lifehistory1 短语归纳2 用法集萃1. ) be famous for + 原因 以 .... 而闻名2. ) succeed in doing sth. 成功做某事3. ) be worth doing sth. 值得做某事语法讲解 1 辨析 begin 与 start表示（机器）开始启动时，用start ,不用beg in 。
How do you start the washing machine? 洗衣机怎么启动？The man can 'tstart the car. 这个人无法发动这辆汽车。
指一段时间的开始用 beg in ,而不用start 。
The new school year will begin soon. 新学年很快就要开始了。
2 famous 形容词,意为“有名的,著名的” 。
The Great Wall of china is very famous in the world. 中国的长城在世界上是非常著名的。
be famous for ...意为 "因 ...... 而著名”，be famous as 意为 "作为•著名”。
Beijing is famous for many places of interest.北京以许多名胜古迹而著名。
3 ago 此处用作副词，意为“ ........... 以前”，用于一般过去时。
He went to visit his parents three days ago. 三天前他去看望了他的父母。
辨析 ago 与 beforeago 指从现在算起的一段时间以前用于一般过去时 before 指某一时间之前 用于多种时态4 or 连词，意为“或者” ，常用于否定并列句中。
I don 'tlike singing or dancing. 我不喜欢唱歌和跳舞。
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教学目标
3）能够读懂简单的人物传纪，掌握短文大意。 4）能用一般过去时描述别人和自己过去的经历。 3. 情感目标： 通过本模块的学习和对莎士比亚的了解，培养对文学的兴趣和对 文学家的崇敬之情。
教学重点
不规则动词的过去式的用 法
教学难点
不规则动词的过去式的 用法
教学过程
Step1：Revision Main words: 1. successful 2. marry 3. become the 1860s. 4. find out Please find out the过去式的 用法
教学过程
Step1：Study the new words and expressions. play, poem, marry, work, on, build, fire, die, language, rich, successful and around the world. Step2：Warming-up and Lead in Just look at the picture, then talk about him like that: Who is he? Was he a writer? He is William Shakespeare. Yes, he was. He was a famous
教学反思
4
课题 课时安排
Unit 3
1 课时
1. 语言知识目标：
Language in use
教学准备 Tape recorder, PPT
掌握下列单词与短语 play, poem, marry, work, on, build, fire, die, language, rich, successful 和 around the world 2. 语言技能目标： 1）能听懂谈论过去经历的简短对话，获取事情发生的准确时间。 2）能用一般过去时询问和回答过去的经历和事情。
教学过程
Step1：Study the new words and expressions. March, April, June, July, August, September, October, November, December, Women’s Day, National Day, Children’s Day, writer, newspaper, date, in the 1860s,find out, real, at the age of, exact, become(became) Step2：Warming-up and Lead in To give some pictures and videos of festivals to students. Let them watch. Make them know Chinese and national festivals. I can ask my students: What are the festivals in English? Step3：Match the festivals with the months. And then talk about when the festivals are.
Module 9
课题 课时安排 1 课时
1. 语言知识目标：
Life history 教学设计
教学准备 Tape recorder, PPT
Unit 1 He left school and began work at the age of 12.
掌握下列单词与短语 play, poem, marry, work, on, build, fire, die, language, rich, successful 和 around the world 2. 语言技能目标： 1）能听懂谈论过去经历的简短对话，获取事情发生的准确时间。
教学目标
2）能用一般过去时询问和回答过去的经历和事情。 3）能够读懂简单的人物传纪，掌握短文大意。 4）能用一般过去时描述别人和自己过去的经历。 3. 情感目标： 通过本模块的学习和对莎士比亚的了解，培养对文学的兴趣和对 文学家的崇敬之情。
教学重点
不规则动词的过去式的用 法
教学难点
不规则动词的过 去式的用法
5
二次备课修改处
She is a successful writer. Please marry me. Mark Twain became very famous writer in
question. 5. die death dead dying
Step2：Language practice Step3：Complete the sentences about Betty’s life. Step4：Complete the passage of Activity2 with the correct form of the words. Step5 ： Complete the conversation of Activity3 with the correct form of the words from the box. We can use some words twice. Step6：Complete the passage of Activity4 with the correct form of the words from the box. Step7：Around the world—— Stratford-upon-Avon This place is the birthplace of William Shakespeare. Step8：Module task——Writing about people in the past. Step9：Write a paragraph about their lives. And then show your paragraph to the whole class. Write the paragraph and do some drawings. Step10：Review the new words and expressions of Module 9. Step11： Review the important and difficult points of Module 9. Step12：Review Grammar —— Simple Past Tense. We left at nine o’clock in the morning. They swam in the swimming pool. We had a good time. He wrote some postcards and sent some emails. We didn’t leave at nine o’clock in the morning. They didn’t swim in the swimming pool. They didn’t have a good time. He didn’t write any postcards and didn’t send any emails. Did you leave at nine o’clock in the morning? Yes, we did. / No,
教学准备 Tape recorder, PPT
教学目标
2）能用一般过去时询问和回答过去的经历和事情。 3）能够读懂简单的人物传纪，掌握短文大意。 4）能用一般过去时描述别人和自己过去的经历。 3. 情感目标： 通过本模块的学习和对莎士比亚的了解，培养对文学的兴趣和对 文学家的崇敬之情。
教学重点
不规则动词的过去式的用 法
1
二次备课
Such as, Spring Festival is in January or February. Step4：Listen and choose the correct answer. Step5 ： Listen and read the dialogue of Activity 3. And then complete this table about Mark Twain. Step6：Find the past form of the verbs in the conversation. Step7：Complete the sentences with the correct form of the words from the box. Step8：Pronunciation and speaking Step9：Work in pairs. Ask and answer the questions about Mark Twain. Step10：Explain and study the important and difficult points. 1. Usage of “by” 2. Possessive of Noun 3. find ~ find out Step12：Homework Review and recite the important points of Unit 1.
教学反思
2
课题 课时安排
Unit 2 He decided to be actor.
1 课时
1. 语言知识目标： 掌握下列单词与短语 play, poem, marry, work, on, build, fire, die, language, rich, successful 和 around the world 2. 语言技能目标： 1）能听懂谈论过去经历的简短对话，获取事情发生的准确时间。
二次备课修改处
English writer of plays and poems.
3
Step3：Work in pairs. Read the passage and decide what William Shakespeare wrote. 1. Who is he? 2. Where was he from? 3. What did he do? Step4：Put the sentences in the correct order. Step5 ： Complete the timeline for Shakespeare with the correct form of the words and expressions from the box. Step6 ： Work in pairs. Ask and answer questions about Shakespeare. Use the information in Activity 3 to help you. Step7：Complete the passage with the correct form of the words the box. Step8： Writing —— writing sentences about events in your life. Look at the sentences. Shenzhen with his parents. At the age of six, he started school. Step9：Explain and study the important and difficult points. 1. successful ~ success 2. marry sb. 3. work n. (UN) 4. die ~ death 5. rich ~ poor Step10：Homework Review and recite the important points of Unit 2. ~ dead ~ dying ~ died ~ succeed At the age of three, he went to