1、一、教学目标一、教学目标 知识与技能：知识与技能：1、掌握十二个月及教师节等节日的英文表达，能够正确表达出节 日所在月份。 2、掌握部分不规则动词的过去式及其用法。 过程与方法：过程与方法：在课前预习的基础上，利用多媒体讲、练，构建知识体系，达到学 以致用的教学目的。 情感态度与价值观：情感态度与价值观：通过学习课文对话，了解马克吐温的生平，引出英文谚语 “Where there is a will, there is a way.” 有志者， 事竟成。 二、学情分析二、学情分析 在前两个模块中，已经学习了 be 动词和规则动词的过去式及其用法。本模 块继续学习一般过去时，不规则动词的过去式。
2、本模块分设三个课时进行学习， 本节课是这个模块中的第一课时， 是一节听说课型的新授课。 作为模块的第一课， 它为第二、 三单元不仅提供了话题和语境， 同时也为学生们后来的学习扫清障碍。 本课的内容通过汤姆索亚这本书对作者马克吐温的生平展开对话，学习 不规则动词的过去式。学生在已有的知识基础上，继续构建知识体系。学习用一 般过去时进行人物生平简介，体会名人成功历程。 三、教学重点、难点三、教学重点、难点 重点：重点：1、掌握十二个月及教师节等节日的英文表达，能够正确表达出节日所在 月份。 2、掌握部分不规则动词的过去式及其用法。 难点：难点：掌握教材 120 页不规则动词过去式的音、形。 四、现
3、代信息技术资源四、现代信息技术资源 电子白板 五、教学过程五、教学过程 导入导入 T: Class, begins. Hello, everyone. S: Hello, Miss Yao. T: Sit down, please. Today, we are going to learn Module 9 Life history Unit 1 He left school and began work at the age of twelve. First, lets listen to a song. “音乐”“音乐” 授课授课 Part 1 T: OK！Tell me the mont
4、hs of a year in English. “知识树”“知识树” S: T: Look at these pictures. Tell me the name of the festivals in English. S: T: Good preparation before class!（设计意图：检查课前预习情况，便于构建知识（设计意图：检查课前预习情况，便于构建知识 体系）体系） 2 minutes T: Activity（活动） Match the festival with the months. Talk about when the festivals are. For e
5、xample, Spring Festival is in January or February. Pay attention to the preposition “in”. 一段 时间前面用介词“in” 。 S: 2 minutes T: Stop here! Teachers Day, match the festival with the month. Talk about when the festival is. Who can? You, please. S: T: Good! Attention! They are proper nouns（专有名词）written with
6、 a capital letter （首字母大写）. Next! Who can? （进行小组赋分）（进行小组赋分） S: 3 minutes 过渡：过渡： T: 我们现在是几月啊？ S: 六月 T: 如果我想用英语描述春节期间的事情，应该用什么时态？ S: 过去时态 T: 今天我们继续学习一般过去时。 Part 2 T: Listen and choose the correct answer. “听力”“听力” T: Give me your answers. S: T: OK! Well done! Sit down, please.（进行小组赋分）（进行小组赋分） T: Listen
7、again carefully and check your answers. 2 minutes Part 3 Pre-listening.“作者简介”作者简介” （设计意图：辅助课文对话理解）（设计意图：辅助课文对话理解） T: You, please. Read it for us. S: T: Good! Sit down, please. Now, watch and listen carefully. “课文”“课文” 3 minutes T: Skim the conversation. Complete the table about Mark Twain. Pay atten
8、tion to the time. “ in 1835 “, “At the age of twelve “, “ in the 1860s “ that is “ from 1860 to 1869 ”. Now complete the table about Mark Twain. Lets start! S: 2 minutes T: OK! Stop here! In 1835 S:（进行小组赋分）（进行小组赋分） T: Left, began, took and became, they are past forms of irregular verbs.他们是不规则 动词的过去式
9、。These are all irregular verbs. Open your book. Turn to page 120 “irregular verbs”(不规则动词). The infinitives （原形） are on the left. Their past forms are on the right. For example, “become”, its past form is “became”. Pay attention to the pronunciation. First, find the past form of the verbs in page 120
10、. Then, circle them in the conversation. Are you clear? OK! Lets begin! 5 minutes T: Have you finished? OK! Stop here! “板书”“板书” T: Was, were and did, weve learned before. “become”, its past form is. S: T: Spell it, please. S: （教师板书）（教师板书） T: Read after me. S: T: Give me the sentence with the past fo
11、rm of the verb in the conversation. S: （进行小组赋分）（进行小组赋分） 5 minutes T: Watch carefully. You can have a try after class. “微课” （设计意图：帮助学生掌“微课” （设计意图：帮助学生掌 握教材握教材 120 页不规则动词的过去式）页不规则动词的过去式） T: Now listen to the conversation again. Pay attention to the pronunciation of verbs in past tense. “课文” （设计意图：学生再次
12、听课文对话，注意其中不规则动词过“课文” （设计意图：学生再次听课文对话，注意其中不规则动词过 去式的发音。 ）去式的发音。 ） 6 minutes 练习练习 Part 1 go-went know- knew leave-left read-read take-took write-wrote be-am, is was -are were do-did become-became begin-began get-got T: Lets read the conversation again. Complete the sentences with the correct form of t
13、he words from the box. Here we go! S: . 3 minutes T: Have you finished? Stop here! No.1, who can? You, please. S:（进行小组赋分）（进行小组赋分） 1 minute Part 2 T: Work in pairs. Ask and answer the questions about Mark Twain. For example, did Mark Twain stay in Missouri? No, he didnt. He went to New York, and othe
14、r cities. Give me the full answer. Look at these questions. Read after me. Question 1 Was Mark Twain his real name? Question 2 Did Betty read Tom Sawyer? Question 3 Did Mark Twain leave school at sixteen? Question 4 Did Mark Twain become a newspaper writer? Question 5 Did Mark Twain come to China? （
15、提示）（提示）T: You read it for us, please. S: 除了过去式的变化规则不同以外，不规则动词在肯定句、否定句、 一般疑问句等各种句型中的使用都与规则动词相同。 （设计意图：指导学生不规（设计意图：指导学生不规 则动词的用法）则动词的用法） 2 minutes T: Good! Sit down, please. Now work in pairs. Ask and answer the questions about Mark Twain. Lets go! 5 minutes T: Stop here! Which pair would like to show
16、 us? OK! You two, please. S:.（进行小组赋分）（进行小组赋分） 2 minutes 总结总结 T:（教师进行小组评价）（教师进行小组评价） T: In this lesson, weve learned the life history of Mark Twain. We can write the timeline and write some notes on it. In order to show more clearly. In 1835, he. “At 12”, it is the same with “At the age of 12”, he. I
17、n the 1860s, he. Remember “ Where there is a will, there is a way”.“有志者，事竟成” （设计意图：实现本课（设计意图：实现本课 情感态度与价值观教学目标）情感态度与价值观教学目标） 作业作业 T: Homework: 1 Retell the life history of Mark Twain. 2 Complete the exercises. T: Thank you for your attention! Class is over! Goodbye, everyone. S: Goodbye, Miss Yao. 2 minutes 六、板书设计六、板书设计 Module 9 Life history Unit 1 He left school and began work at the age of twelve. be-am, is was -are were do-did become-became begin-began get-got go-went know- knew leave-left read-read take-took write-wrote
