Unit 5 Now and Then-Lesson 2 Remembering the Past教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 5 Now and Then-Lesson 2 Remembering the Past Lesson 2 of Unit 5 “Now and Then” focuses on the theme of “Remembering the Past”. Through various texts and activities, students will recall and describe past experiences. They will learn to use relevant vocabulary and grammar, such as “look back at”, “in those days”, and the gerund as the object (remember doing sth.). The lesson aims to guide students to express their memories and feelings about the past, and at the same time, enhance their understanding of the changes between the past and the present. 教学目标 A. Knowledge Objectives Students can master the key vocabulary and phrases related to remembering the past, such as “look back at”, “in those days”, “play with friends”, “tell stories”, “feel nostalgic”. Students can understand and correctly use the grammar point of the gerund as the object, especially “remember doing sth.”. Students can understand the texts about past memories and extract key information. B. Ability Objectives Students can use the learned vocabulary and grammar to describe their own past experiences and memories in oral and written forms. Students can improve their reading comprehension ability by reading texts about past memories. Students can enhance their listening ability by listening to materials related to past experiences. C. Emotional Objectives Stimulate students' interest in learning English and their curiosity about the past. Cultivate students' awareness of cherishing the present and looking forward to the future by comparing the past and the present. Encourage students to share their past experiences and memories with classmates, enhancing their communication and cooperation skills. 教学重难点 A. Key Points Key vocabulary and phrases related to past memories. The usage of the gerund as the object, especially “remember doing sth.”. How to guide students to describe past experiences vividly and accurately. B. Difficult Points Helping students distinguish “remember doing sth.” (remember having done something in the past) from “remember to do sth.” (remember to perform an action in the future). Encouraging students to actively participate in classroom activities and express their past experiences with confidence. Training students to use the learned knowledge to create new sentences and texts about past memories. A. Vocabulary look back at：回顾 Example: We often look back at the good old days. in those days：在那些日子里 Example: In those days, we didn't have so many electronic devices. play with friends：和朋友一起玩 Example: I used to play with friends in the park every weekend. tell stories：讲故事 Example: My grandfather likes to tell stories about his childhood. feel nostalgic：感到怀旧 Example: When I see these old photos, I feel nostalgic. B. Grammar Gerund as the Object - remember doing sth. Meaning: It indicates that one remembers having done a certain thing in the past. Example: I remember playing games with my classmates during the break. (I had the experience of playing games with classmates in the past and now I remember it.) Note: Do not confuse it with “remember to do sth.”, which means to remember to carry out an action in the future. For example, “Remember to close the door when you leave.” (You haven't closed the door yet, and you need to remember to do this action later.) 教学过程 A. Lead - in (5 minutes) Show some old photos of the school or local area on the PPT. Ask students: “Look at these photos. What can you see? Do these photos remind you of anything in the past?” Encourage students to share their initial thoughts. Then play a short video clip about a person's childhood memories. After watching, ask students: “What did the person in the video remember? How did he feel about the past?” This can arouse students' interest in the topic of “remembering the past” and lead them into the new lesson. B. Vocabulary Teaching (8 minutes) Present the new vocabulary and phrases on the PPT one by one, along with pictures or short animations to help students understand their meanings. For “look back at”, show a picture of a person looking at old photos. For “play with friends”, show a picture of children playing football in the yard. Read the words and phrases aloud, and let students follow and repeat several times. Pay attention to students' pronunciation. Divide students into pairs. Ask them to use the new words and phrases to make sentences and share with their partners. For example, one student says: “I often look back at the days when I was in primary school.” The other student responds with a sentence like: “In those days, I used to play with friends in the school playground.” Walk around the classroom to monitor and offer help if necessary. C. Text Reading (15 minutes) Pre - reading Show the title and some pictures related to the text on the PPT. Ask students to predict what the text might be about. For example, if the text is about a person's first - day - at - school memory, show pictures of a school gate, a classroom on the first day, etc. Let students discuss in groups of four and share their predictions. While - reading Let students read the text quickly for the first time to get the general idea. Then ask them some simple questions, such as “Who is the main character in the text?” “What is the main thing he/she remembers?” Ask students to read the text carefully for the second time. This time, ask them to find out sentences with the grammar point “remember doing sth.” and underline them. After that, invite several students to read out the sentences they found. Explain the difficult sentences in the text. For example, if there is a sentence like “I remember feeling nervous but excited on my first day at school.”, explain the structure and the meaning of “remember feeling”. Post - reading Divide students into groups. Each group gets a set of questions related to the text, such as “Why did the main character feel nervous on the first day at school?” “What did he/she do to make friends?”. Let them discuss in groups and then choose a representative to report the answers to the class. D. Grammar Explanation (10 minutes) Present the grammar point “Gerund as the Object - remember doing sth.” on the PPT. Explain the concept and usage in detail. Use simple and clear examples to illustrate, such as “I remember eating ice - cream on a hot summer day.” Compare “remember doing sth.” with “remember to do sth.”. Show more examples for contrast: “Remember to do your homework after school.” (You haven't done your homework yet.) “I remember doing my homework last night.” (You have already done your homework.) Let students do some grammar exercises on the PPT. The exercises can include filling in the blanks with the correct form of the verb (using “remember doing sth.” or “remember to do sth.”), choosing the correct option, etc. Check the answers together and explain the reasons for wrong answers. E. Summary and Homework (7 minutes) Summary Summarize the key vocabulary, phrases, and grammar points learned in this class with students. Ask students to recall and repeat after the teacher. For example, review the words like “look back at”, “in those days”, and the grammar usage of “remember doing sth.” Homework Ask students to write a short passage about their own past memories, using at least three new words and phrases and two sentences with “remember doing sth.” Encourage students to share their passages with their parents or family members at home. 教学反思 After teaching this lesson, I will reflect on the following aspects: Teaching Objectives Check whether the teaching objectives have been achieved. Did most students master the key vocabulary, phrases, and grammar points? Were students able to use them to describe past experiences? If not, what adjustments should be made in future teaching? Teaching Methods Evaluate the effectiveness of the teaching methods used. For example, were the lead - in activities able to arouse students' interest? Did the group work and pair work help students better understand and practice the knowledge? If some methods did not work well, think about alternative ways. Student Participation Analyze students' participation in classroom activities. Were most students actively involved in discussions, reading, and grammar exercises? If some students were passive, find out the reasons, such as whether the tasks were too difficult or too easy for them, and consider how to encourage their participation in the future. Homework Feedback After students submit their homework, carefully review their writing. Check whether they can correctly use the learned knowledge. Based on the homework situation, provide targeted guidance and supplementary exercises in the next class if necessary. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $