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Teaching Analysis學情分析：本节课是七年级下册的最后一个单元，学生对一般过去时态的用法已经学习并初步掌握。因此，在教学中教师将通过口语交际和故事讲述，进行口头和听力两方面的输出，加深理解相关词汇和一般过去时态的用法。
Textbook Analysis教材分析：本节教学内容是新课标人教版七年级下册英语Unit12 Section B第一部分，学习如何运用过去进行时进行记叙文写作。学生虽然之前接触过相关的语法和相关知识内容，但是在运用时仍然比较薄弱，对于文章结构的把握需要提升。因此，在教学中要循循善诱，运用in-put based， 逐步引导学生体验过程性写作学习，语言从零散到整合，从无序到有逻辑，从交际性到书面性的生成输出过程。
Objectives教学目标
1.Knowledge Objectives知识目标
1）Tense： simple past tense.2）Key Structures： did …， didn’t do…3）4 “W”s and a “H” in story- writing.
2.AbilityObjectives能力目标
1）Ss know how to use the simple past tense properly；2）Ss know how to write down the contents of the hearing quickly3） Ss learn how to talk about the events in the past；
3.EmotionObjectives情感目标
Ss learn from the past stories and know one must finish his own job on time
IV. Teaching Focused 教学重难点
KeyPoints：1）the structure of simple past tense；2） telling an event in the past properly
Difficult Points：The outline of an event or a story.
V. Teaching Methods：教学方法
1）“4Ps”： Four-P teaching method （preparation， presentation， practice， production）2） Communicative Approach： Ss discuss with each other by working in pairs and groups to make preparations for writing and to consolidate the simple past tense ；3）Task-based Language Teaching：Ss are given four tasks in this class so that Ss can get completely involved；
教学过程（表格略）
IX Teaching Reflection教学反思
Self-reflection on Teaching
This lesson was based on Section B， Unit 12， Book 2 for Year 7 students. Since Unit 11 has covered the teaching of simple past tense， the focus of this lesson was to develop students’ ability in using the tense in communication.
Following the TBLT （task based language teaching） approach， I designed five tasks for the lesson. These five tasks were closely associated and contained activities for students at various proficiency levels. The lesson moved from easy to more challenging activities， allowing students at different levels to participate in the activities. The teacher’s use of constructive feedback on students’ performance further motivated students to be engaged in the lesson.
Challenge encountered in teaching
The lesson aimed to develop students’ four macro language skills， i.e. listening， speaking， reading and writing. Nevertheless， due to time constraints， students only had time to practice listening， speaking and writing in the lesson. There was little time for reading. To tackle this problem， I had to assign a few reading tasks as student homework.
Textbook Analysis教材分析：本节教学内容是新课标人教版七年级下册英语Unit12 Section B第一部分，学习如何运用过去进行时进行记叙文写作。学生虽然之前接触过相关的语法和相关知识内容，但是在运用时仍然比较薄弱，对于文章结构的把握需要提升。因此，在教学中要循循善诱，运用in-put based， 逐步引导学生体验过程性写作学习，语言从零散到整合，从无序到有逻辑，从交际性到书面性的生成输出过程。
Objectives教学目标
1.Knowledge Objectives知识目标
1）Tense： simple past tense.2）Key Structures： did …， didn’t do…3）4 “W”s and a “H” in story- writing.
2.AbilityObjectives能力目标
1）Ss know how to use the simple past tense properly；2）Ss know how to write down the contents of the hearing quickly3） Ss learn how to talk about the events in the past；
3.EmotionObjectives情感目标
Ss learn from the past stories and know one must finish his own job on time
IV. Teaching Focused 教学重难点
KeyPoints：1）the structure of simple past tense；2） telling an event in the past properly
Difficult Points：The outline of an event or a story.
V. Teaching Methods：教学方法
1）“4Ps”： Four-P teaching method （preparation， presentation， practice， production）2） Communicative Approach： Ss discuss with each other by working in pairs and groups to make preparations for writing and to consolidate the simple past tense ；3）Task-based Language Teaching：Ss are given four tasks in this class so that Ss can get completely involved；
教学过程（表格略）
IX Teaching Reflection教学反思
Self-reflection on Teaching
This lesson was based on Section B， Unit 12， Book 2 for Year 7 students. Since Unit 11 has covered the teaching of simple past tense， the focus of this lesson was to develop students’ ability in using the tense in communication.
Following the TBLT （task based language teaching） approach， I designed five tasks for the lesson. These five tasks were closely associated and contained activities for students at various proficiency levels. The lesson moved from easy to more challenging activities， allowing students at different levels to participate in the activities. The teacher’s use of constructive feedback on students’ performance further motivated students to be engaged in the lesson.
Challenge encountered in teaching
The lesson aimed to develop students’ four macro language skills， i.e. listening， speaking， reading and writing. Nevertheless， due to time constraints， students only had time to practice listening， speaking and writing in the lesson. There was little time for reading. To tackle this problem， I had to assign a few reading tasks as student homework.