尤玉芳，中共黨員，合肥市實驗濱湖一級教師，包河區優秀班主任。2016年榮獲市級初中英語優質課比賽一等獎；2017年合肥市論文評比二等獎；2017年和2019年兩次榮獲安徽省教育學會教育實驗專業委員會論文一等獎；2016年和2018年所帶班級被評為「包河區優秀班集體」。2019年包河區首屆命題大賽一等獎，2020年包河區教學設計一等獎。
電子教材
教學設計
Module 7 My past life
Unit 2 I was born in Quincy.
【教材分析】
本課所教授的材料內容是外研版七年級下冊第七模塊第二單元，本單元的話題為「我過去的生活」，從屬於「人與自我」主題。本單元的教學分兩課時完成，這是第一課時，閱讀課。
What：本文小標題為「My life in Quincy」，貝蒂以第一人稱的口吻講述了她在美國家鄉昆西小鎮的生活，重點介紹了其居住的社會環境，家庭環境及在昆西生活的整體感受。
Why：本課內容旨在培養學生熱愛自己的家鄉，提高對英國社會文化的學習積極性，真切感受外部世界。
How：本文以貝蒂第一人稱的口吻介紹她在昆西的生活，拉近作者與讀者距離，比起直接平白的描述，更能把學生帶入語言學習的實際情境中。文章共有五個段落，根據貝蒂出生地的地理位置，出生時間，名人趣事，居住環境，朋友交往，反映出文本的內在邏輯性。作者使用be動詞的過去式was/were對過去的生活狀態進行描述，同時本文利用了介詞with來巧妙連接句子，語言精煉。
【學情分析】
總體說來，七年級學生學習熱情高，對國外生活和文化充滿好奇；經過七上的學習，他們已經能掌握一般現在時和一般將來時的記敘文寫法；通過本模塊第一單元的學習，他們對be動詞的過去式有了初步認知；在閱讀能力方面，他們具備從文中獲取信息的基本能力，但發現文本寫作的內在邏輯關係，提取文本結構的能力尚有不足。
【教學目標】
經過本節課的學習，學生將能：
1.獲取及梳理有關「貝蒂在昆西生活」的相關信息，包括出生地點，生活環境等；
2.概括並闡述「貝蒂在昆西的生活」，形成結構化知識；
3.分析描述過去生活應該包含哪些方面，發現事實與觀點的區別；
4.根據形成的結構化知識，嘗試談論自己過去的生活。
【教學重難點】
1.概括並闡述「貝蒂過去的生活」，形成結構化知識；
2.根據形成的結構化知識，嘗試介紹談論自己過去的生活。
【教學方法】
交際法
【教學用具】
多媒體
【教學步驟】
Period I Reading
Step 1 Warm-up
1. Introduce the learning objectives of this lesson.
2. Present a picture of a house and ask students to describe the house.
3. Play a guessing game and ask the students to say out the names of rooms according
to the descriptions.
[Purpose] The picture helps activate the background information, lead into the topic and present some of the new words.
Step 2 Pre-reading
1. Show two pictures about a house in the village and an apartment in the city, ask the
students: Were you born in a house or an apartment?
2. Show the picture about the White House and the first president of the USA to learn
the new word president.
3. Show a picture of Betty and the title of the passage, ask the students to predict:
Which aspects will be mentioned when you see the picture and the title?
4. Introduce the first reading skill: Prediction.
[Purpose] These pictures help students get involved in the topic of 「past life」 and get them ready for guessing the elements of describing one’s past life according to the title.
Step 3 While-reading
1. Read for main idea.
(1). Ask the students to read the passage quickly to get the main idea. Match each paragraph with its main idea.
(2). Introduce the second reading skill: Skimming.
[Purpose] This activity is designed for students to get a general idea of each paragraph.
2. Read for detail.
(1). Introduce another reading skill: Scanning.
(2). Ask the students to read para.1 and answer:
Where is Quincy?
What were there in Quincy?
How did Betty feel in Quincy?
Summarize the information about 「facts」 and 「opinions」.
(2) . Ask the students to read para.2 and answer:
How many presidents were born in Quincy? Who are they?
Why did Betty mention the two presidents?
Summarize the information about 「facts」 and 「opinions」.
(3) . Ask the students to read paras. 3&4 and fill in the chart.
Then answer the question: What does Betty think of her old house?
Summarize the information about 「facts」 and 「opinions」.
(3) . Ask the students to read para. 5 and answer:
Did Betty have any friends in Quincy?
When did Betty leave Quincy?
What does Betty want to tell us in the last paragraph?
Summarize the information about 「facts」 and 「opinions」.
[Purpose] During careful reading, students try to get detailed information about Betty’s past life and understand the differences between 「facts」 and 「opinions」.
1. Read for more.
(1). Ask the students to read the passage carefully again and think about the following question: What could Betty do in Quincy?
Check the answers and ask the students to find out the differences between American English and British English.
(2). Ask the students to read the passage again and find out all the words of the past tense of the verb be.
[Purpose] By reading the passage again, students can find out more behind lines and perceive the opinions of Betty showed in the passage. At the same time, the students will pay attention to the differences between facts and opinions and the past tense of verb be.
Step 4 Post-reading
1. Ask the students to summarize the elements and structure of this passage.
2. Ask the students to watch a video and try to retell the passage according to the elements of this passage by using the right tense.
[Purpose] Students can consolidate their knowledge of Betty’s past life and get the structure of the passage by watching the video.
Step5 Summary
Summarize what we have learned in this class.
[Purpose] Students can get a general understanding of the whole lesson by summarizing the main content.
Step 6 Homework
1. Finish the exercises on P44&45 of your textbook.
2. Try to introduce your past life in English.