1、Revision Module A 一、教材分析一、教材分析：Revision A 是本册书的阶段复习模块，融合了 1 到 6 模块的语言 知识,包括：一般将来时，情态动词 can 的用法，问路的话题、名词性物主 代词。 一般将来时是初中阶段学生要学习并掌握的主要时态之一， 运用广泛。 学生在模块 3 和模块 4 中进行了学习。 本节课主要复习一般将来时， be going to 和 will 的用法。采用任务型教学法，学生通过两人活动、小组活动，谈 论计划和对未来生活的预测和想象，在真实的语境中掌握一般将来时的用 法。 二、学情分析二、学情分析：七年级学生的特点：活泼好动、善模仿，喜欢表现自
2、我。在英语 基础知识上，他们已有了几年的英语学习经验和语言积累，一些学生具有自 主学习能力和语言综合运用能力。具有强烈的好奇心和求知欲，已不满足教 师对课文的简单重复。因此在教学过程中，在注重启发引导，更要注重教学 方法的灵活性，吸引学生的注意力。本课设计了头脑风暴、猜一猜、制定计 划、读故事、写作等活动，激发学生学习的兴趣，让学生在做中学，在学中 做。 三、教学目标三、教学目标 A. Knowledge and abilities 1. To revise the vocabulary about weekend plans and future life 2. To talk about
3、weekend plans and future life by using the simple future tense be going to & will 3. To write a passage about future life B. Process and methods： 1. Students practice using the simple future tense by brainstorming, guessing, making a plan, reading & writing and so on 2. Students will finish the read
4、ing and writing tasks to develop their reading and writing skills. 3. Students work in pairs or in groups to learn to cooperate with others. C. Emotional education： 1. To help students cooperate in group work. 2. Students can understand: Work hard! Your dream will come true! 四、重点难点：四、重点难点： 1.教学重点教学重
5、点: To talk about weekend plans and future life by using the simple future tense be going to & will 2.教学难点：教学难点：To write a passage about future life 五、教学活动五、教学活动 Step 1 Warm up 1. Knowledge tree: T: Yesterday I planted a big tree .lets see how it grows up. Its a knowledge tree. Its about the future t
6、ense. When we talk about the future, We use be going to& will do. So today were going to revise the future tense 2. Brainstorming T: Speaking of plans, I have many plans for this weekend. I m going to have a party to celebrate my sons birthday. What are you going to do this weekend? The students ans
7、wer the question individually. Aim: To warm up the atmosphere and enable the ss to be ready for the class. To revise the vocabulary about weekend plans and the structure be going to Step 2 Games 1. A Chain Drill A: Are you going to have a picnic this weekend? B: Yes , I am./ No, Im not. Are you goin
8、g to go over your lessons this weekend? C: Yes , I am./ No, Im not. Are you going to this weekend? D: 2. Guessing: What is/are he/she/they going to do this weekend? Show some pictures and get the ss to guess. Step 3 Holiday plan Get the ss to talk about their plan for the National Day Holiday in pai
9、rs A: Hi, Cindy. What are you going to do during the holiday? B: Im going to have a picnic/go fishing A: Where are you . Aim: To practice using be going to by making a holiday plan and presenting a conversation. Step 4 Read a story T: Everyone is going to have a good time. Look, this is Mr. Brown. B
10、ut his neighbors call him Mr. be-going- to. Why? Get the ss to read and answer the following questions: Why do people call Mr. Brown “Mr. Going-to- do”? What is Mr. be-going- to do? Aim: To understand the main idea of the passage and improve reading skills . Step 5 The key structure: will do 1. Rewr
11、ite the sentences: will Im going to clean my house today. Im going to wash my car tomorrow. Im going to cut the trees down next week. 2. We often use will to talk about future. Lets see : What will happen in the future? What will happen to schools? What will happen to people? Get the ss to see the p
12、ictures and play their imagination to make up sentences. Aim: To revise the vocabulary about future life. Step 5 Writing 1. T: I hope my life will be like this. Get the ss to watch a video about future school. 2. T: I want to be a teacher like her. What will your life be like in the future? Lets des
13、ign it. Get the ss to complete the table with notes individually and then talk about about their ideas in groups. What will your life be like in twenty years? My life in 20 years Job Transportation Places to live Family 3. Call back ss answer according to the questions. What will you be in the futur
14、e? Where will you live? How will you go to work? Will you have a big family? How many children will you have? 4. Get the ss to write a passage : My future life In 20 years, things will change a lot. I think my life will be different from now. Body: Ending: 5 . Show time: Get the ss to read their pas
15、sages to the class. Aim: Enable the students to talk and write about their future life with the simple future tense. Step 6 Emotional education Work hard. Your dream will come true! 六、课后作业六、课后作业 Level A. Complete the composition about future life Level B. Select some exercise about the simple future
16、 tense to test themselves. 七、板书设计七、板书设计 Revision Module A What are you going to do this weekend? Im going to Is she going to? Yes , she is. Will do 教学反思：教学反思： Revision Module A 是一个综合的复习模块，涵盖了前面 6 个模块的内容。 本 节课， 我只选取了其中的重要部分一般将来时进行复习。我感觉这一节课既复习 了基础知识，有训练了学生听说读写的能力。通过学生不同形式活动，完成了预 期的教学目标，达到了预期的效果。通过对本课
17、的设计，我也悟到几个问题。 反思一：教学内容要精 复习课是对所学内容进行一个系统地复现，巩固与内化的教学活动，同时， 它又是一个有针对性地诊断教学的过程。通过复习，老师应解决一些学生混淆不 清的知识，弥补一定的知识漏洞，并帮助他们建构起自身的知识体系。所以，我 觉得在复习课前对教学内容进行筛选和重组是必要的。 我们需要总结出知识点之 间的关联性，提炼出知识点的重中之重以及罗列出学生容易犯错的知识点，然后 重组教学内容，使教学内容更有针对性，课堂教学也更为有效了。 反思二：教学方式要新 复习课既然是对所学知识的复现，那势必会存在一定的重复，而重复教学却 是教学中最忌讳的。学生生性好奇，他们热衷于
18、新鲜的事物，一旦一样东西重复 两次以上，他们就会感到索然无味，失去学习兴趣。既然学习内容上的重复是不 可避免的，那我们就应该尽量减少在教学方式上的重复。通过多种渠道丰富课堂 教学资源， 充分利用学生资源， 课本资源及多媒体资源， 采用头脑风暴， 猜一猜， 说一说，写一写、画知识树等多种方式开展活动，而且内容都是非常贴近学生生 活，很能引起他们的学习共鸣。 反思三：小组活动的有效性 小组合作学习的目的是通过小组学习这一形式，提高学生的参与度，落实学生的 主体地位，使小组的每一个成员都能获得较好的学习成效。然而本课小组活动不 够充分，气氛不活跃，没有更好的交流分享彼此的想法。在小组活动设计上还要 多下功夫。 总之，我们一定要根据学生的实际情况，以学生为本，让学生在有限的时间里得 到尽可能多的知识，学会运用更好的学习策略。
