《Module3 Life now and then Unit2 I think life is better today》教学设计
单位 : 林甸县四季青镇中学
年级 : 九年三班
学科 : 英语
姓名 : 肖春红
教材分析 | 本课是外研版九年级英语下册Module3 Unit2,本模块的话题是“现在与过去”, 在这一主题下,对话和课文通过不同形式呈现了人们生活中现在与过去的差别和发生的变化。本单元的课文采用的是采访稿的形式，由一位七十多岁的老奶奶向大家讲述了半个多世纪以来人们生活中的种种变化，这对于很多学生来说是很新鲜的。文章从家庭生活、妇女地位、旅行交通和生活娱乐等方面对今昔生活做出比较，层次非常清楚，时态的变化也很自然。文章的内容非常质朴和真实，学生可以更深刻地感受到社会的进步和历史的变迁。希望通过本节读写课的训练,学生可以掌握并灵活运用话题下的词汇，学会运用多种阅读策略来更好的理解文本,并最终实现有效的语言输出。 | ||
学情分析 | 我任教九年三班英语，从整体情况看，学生两极分化比较严重，部分学生基础较好，自制能力较强，能按要求完成各项任务；部分学生基础较弱，基本的单词拼读有问题。通过创设各种情境夯实语言知识和技能，提高学生的记忆、观察及思维的能力。 | ||
教学目标 | 知识与能力 | To be able to learn some key words and useful expressions To be able to get specific information from the pictures and passage about life now and then To learn to express their own points about the advantages and disadvantages of life today | |
过程与方法 | Task based teaching method、team-work and communication approach | ||
情感态度 与价值观 | By comparing the present with the past,students can undestand the social change,so as to cherish the present life more. | ||
教学重点 | Grasp key vocabularies and key sentences about advantages and disadvantages of life today | ||
教学难点 | Enable students to epress their own points on | ||
教 法 | Task based teaching method、team-work and communication approach. | ||
学 法 | Inquiry learning and cooperative learning | ||
课前准备 | Preview the text | ||
课 时 | 共2课时，第1课时 | ||
课 型 | Reading and learning | ||
教学过程 | |||
教学过程 | 教师活动 | ||
Step1:Warming up and lead in | T:let’s talk about life together.And these years life has changed a great deal.In order to let you know more clear,let’s compare several pictures.Please answer me.(Show the students pictures)
(Picture 1)Ss:Families have got smaller than they were in the past. (Picture 1)Ss:The houses in the past was tinier than it is now. (Picture 1)Ss:The technology of 5G makes communication is quicker now than it did in the past.﹝Design intent﹞Look at the pictures and answer simple questions to make students interested in this lesson.At the same time,activate original knowledge. (Make the students look at the woman in the photo.Ask them to think about answers to the following questions: ) 1. Is the woman young or old? S1:She is old.2.What is she holding in her hands? S2:Old photos. 3.Does she look happy or sad? S3:It is hard to tell----probably happy. ﹝Design intent﹞Lead to the topic of this unit. | ||
Step2:Reading and finding information | （一）Fast-reading T:Well done! Let’s watch a video and then take notes on what the woman will say about family,food,work and education.(Play the animation) T:Who can say? S1: Family in the past: bigger; five children Family now: smaller; one child S2: Food in the past: simple, eat meat once or twice a year Food now: more meat S3: Work in the past:father goes to work and mother stays at home Work now:both men and women can go to work S4: Education in the past:boys can go to school and most girls have no chance to go to school Education now:both boys and girls can get good education T:Which student can add more points of your own? S5:.............? Design intent:Cultivate students ability to find relevant information quickly (二)Detailed-reading T:Well done! Please read the part---what was your life like in the past?And then answer the questions.1. What did Mrs Li’s parents do? 2. Was Mrs Li’s father’s work hard? How do you know that? 3. Why Mrs Li’s parents didn’t send her to school? T:OK,stop here.Which student? 1. What did Mrs Li’s parents do? S1:Mrs Li’s father was a postman and her mother was a housewife.2.Was Mrs Li’s father’s work hard? How do you know that? S2:Yes, it was. Her father often worked twelve hours a day outside in the winter cold or in the summer heat.3. Why Mrs Li’s parents didn’t send her to school? S3:Because her family couldn’t afford it, and what’s more, because she was a girl.T:Good job!Please read the part – How has life changed? and finish the following exercises.S1:It’s a good thing. Her daughter has a good education and she can go to work every day even after getting married.S2:It’s easy for people to go everywhere, but there’s too much traffic.S3:Life is better today. They eat better and live longer.﹝Design intent﹞Understand the details of the article through intensive reading. | ||
Step3 Learning language points | T:Now let’s deal with the language the points.(一),…looking after us was more than a full-time job. …照料我们比做一份全职工作还要辛苦.动名词短语looking after us做主语,单个v-ing形式短语在句中作主语时, 谓语动词用单数。 more than+名词 表示“不只是，多于” It is more than an advanture sory.它不仅仅是一个冒险故事。 （二），though (1) 副词 “不过；可是” 多用于句中或句末，用于句末起到补充说明并使语气减弱的作用，此时，though不能与although互换。 Our team lost. It was a good game though. 我们队输了，可这也不失为一场精彩的比赛。 He was seriously ill last year. It didn’t stop him smoking though.去年他病得厉害。可是那也没让他把烟戒掉。 连词 “虽然；尽管 ” 引导让步状语从句,此时可与although互换。 Though he’s forty, he looks very young.他尽管40岁了，但看上去很年轻。 （三），Generally speaking, I think life is better today.总的说来, 我认为今天的生活更好了。 generally speaking表示“一般而言, 总的说来”。in general也可以表达同样的意思。 Generally speaking, we enjoyed the trip. 总的说来, 我们这次旅行很愉快。 In general, women live longer than men. 总的说来, 女性比男性更长寿。 ﹝Design intent﹞Dealing with difficult sentences is conducive to a better understanding of the article and the application of transition words. | ||
Step4:Sum up the phrases | T:summarize the phrases of this lesson.1.做锻炼__________ 2.过去常常做______ 3.那是因为________ 4.…的数量________ 5.在某人业余时间…______ 6.大声说__________ 7.终生________ 8.整天____________ 9.整年____________ 10.在寒冷的冬天________________ 11.出去工作_________ 12.一份全职工作_______ 13.负担得起做_______ 14.更重要的是______ 15.在…起作用________________16.接受良好教育_______________ 17.与..结婚________ 18.忙于做__________ 19.一般而言__________ 20.对…满意___ (Consolidate key vocabulary) | ||
Step5:consolidation and practic | |||
candles | cold | tiny | satisfying |
generally speaking | postman | traffic | |
T:Complete the passage with the words and expression in the box in pairs.Mrs Li’s father was a (1) __________. He often worked outside for twelve hours a day in the summer heat or in the winter (2)____. They lived in a (3) __________ house and used (4) __________ for light.Mrs Li says that (5) __________________, life is better today. But not everything is (6)___________. There are some things that she is not happy with, for example, the (7) __________.Design intent:Consolidate the vocabulary of the article in the specific application and realize the language output.
Step6:Discuss in groups | T:Ask students to discuss the changes in groups and then show
Design intent:Cultivate students sense of cooperationthrough group discussion | ||
练习 | 一. 单项选择。 1. The Smith______ for ten years, and they are very happy now. A. have got married B. got married C. was married D. have been married 2. —Was Henry late for the concert yesterday? —No. He got there even ten minutes _______ than us two.A. earlier B. earliest C. later D. latest 3. Peter drives ____ Amy, so it will take Peter __ time to get to the hotel.A. much faster than; less B. more slowly than; less C. as fast as; more D. as slowly as; more 4.—How are you today, Bob? —I’m even ______ now. I don’t think themedicine is good for me. A. better B. worse C. happier D. unluckier 二. 完成句子。 1. 我将尽我的最大努力赶上别人。 I will _______ ____ ____ ___ catch up with others.2. 过去人们因疾病和饥饿过着困难的生活。 The people in the past ____ __ _____ ____ because of diseases and hunger.3. 他们是去年结婚的。 They ______ _________ last year.4. 爷爷一生都住在北京。 Grandpa has lived in Beijing ____ ____ ______.5. 他比起写更擅长画。 He ____ ________ ______drawing than writing.Design intent :Consolidate the vocabulary of the article inthe specific application and realize thelanguage output. | ||
小结 |
t ﹝Design intent﹞Clarity the key points of this part through mind mapping to cultivate students’ divergent thinking and summarize what has been learned in this section. | ||
作业 | 1,Talk with grandparents or parents to learn more about the life in the past and report next lesson,then make a dialogue about changes of their family.2,Complete the mind map for this lesson | ||
板书 设计 | | ||
《Unit2 My favourite season》教学设计
