外研版英语七年级下册：Module 9 Unit 2 He decided to be an act
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课题 Module 9 Life history Unit 2 He decided to be an actor. 课 型 reading and
writing
教材分析及课标地位 本文是本套教材第一篇人物介绍形式的文章。本篇传记体现了西方先总述后分述的特点，本片无总结性结语。学生将训练在传记中获取大意和细节信息的能力，同时引导学生关注课文的文体及写作方式，培养学生的文体意识，学会用先总述后分述的方式写文章。通过阅读，还能引导学生深入理解不规则过去式动词肯定句,否定句和疑问句。
学情分析 The topic of this module is about the character's life. Students probably have great enthusiasm in
learning this module because the topic is related to literary figures and their life stories which always
interest students a lot. This module is the ninth module in Grade Seven when students may have mastered
the basic skills of listening, speaking, reading and writing.
The main language point of this module is the past simple irregular verbs. While students have learned
the past simple regular verbs before, they are not familiar with the irregular verbs. Therefore, in the
teaching process, teachers should pay attention to guiding students to truly understand the way of the
change of irregular verbs. After that, teachers should be careful to see whether the irregular verbs
students write are correct or not, and correct them immediately to make sure students can write down the
correct forms of past simple irregular verbs.
教
学
目
标 知识
与能力 1. Students understand the formation of the past simple irregular verbs in the ways of induction,
group discussion and comparison with the past simple regular verbs which they have learned in
the previous units.
2. Students can correctly write down the past simple irregular verbs learnt in this unit through
tasks of words matching and form-filling.
3. Students have the ability to write down the affirmative, negative and interrogative sentences
with the past simple irregular verbs through answering questions about a person’s past life.
过程与方法 1. Students understand short stories about a famous person’s life in the past through using the
reading skills of skimming, scanning, and word-guessing, and order correcting.
2. By the training of finding specific information, students have the ability to find out what a
person did according to the past timeline.
3. After trained by the task-based teaching approach, students are able to write down the
affirmative, negative and interrogative sentences with the past simple irregular verbs.
情感态度 Students are willing to know more about famous Chinese and English writers and their words, so
that they may search for information about them on the internet.
教学重点 The past simple irregular verbs (affirmative, negative and interrogative)
教学难点 Students skillfully write down the affirmative, negative, and interrogative sentences with past
simple irregular verbs
教学方法 Task-based approach.
教学用具 Multi-Media (Tape recorder , video, handout) 板书设计 M9 U2 He decided to be an actor.
1. Shakespeare was born in 1564 in Stratford，England.
2. He wrote about 38 plays, 154 short poems and a few long poems in his life.
3. Shakespeare went to London and joined a theatre company in about 1592.
4. He became a successful actor and began to write plays.
5. In 1599 the company built the Globe Theatre on the River Thames in London.
教学过程(45’)
教学环节 教师活动 学生活动 设计意图
Step 1
Warming up
(4’30”) 1. Show the students the
important points of this unit. (1’)
2. Use the title of this unit,
history, to elicit the story of
Romeo and Juliet. (1’)（图片下载、剪切、加工）
3. Ask students to watch the
extract of the film Romeo and
Juliet. (1’30”) (视频下载、剪切加工) 1. Students write down the
important points of this unit.
2. Students learn the formation
of the word history.
3. Students watch the extract of
the film Romeo and Juliet. 1.向学生展现学习要点，使学生有心理准备,并对学习目标明确。
2 .根据课题自然导入。
3 .欣赏电影经典对白，使学生对故事和作者产生兴趣，从而激发学生学习兴趣
Step 2.
Pre-reading
(4’30”) 1. Ask students three questions
about the writer of the play that
they have just watched. (1’)
2. Elicit the word “poem” through
the second question about the
writer, and appreciate a poem in
both English and Chinese.
(2’30”) (视频剪切、加工)
3. Shift to the part of extensive
reading by the 3rd question. (1’) 1. Students answer three
questions about the writer of
the play that they have just
watched. (1’)
2. Students watch the video of
the poem through the second
question about the writer.
3. Students answer the 3rd
question about reading. (1’) 1.观看视频后，问学生关于作者的几个问题，自然过渡到课文相关主题。
2.通过提问讲解“诗”这个单词，并通过观看中英文诗朗诵的视频激发学生对作者的喜爱。
3.通过对作者的提问自然过渡到泛读环节。
Step 3.
While-reading
(16’) 1. Extensive reading:
1.1 Skimming: Get students
read the passage quickly and then
answer the question. (1’)
1.2 Scanning: First read the
questions and then quickly find
the answers from the passage (3’)
2. Intensive reading:
2.1 Have students work in
three groups and compete to give
