北師大版英語八年級下冊Unit 5 Lesson 15 Life in 1950s 教學(xué)設(shè)計(jì)1

1、教育精選Unit 5 Lesson 15 Life in the 1950s 教學(xué)設(shè)計(jì)教材分析本課是北師大版初中英語八年級下冊教材第5單元的第15課，話題為20世紀(jì)50年代的生活。本課主要了講述了來自英國的Sheila Galloway 和來自美國的Tom Harmer兩個(gè)家庭在二十世紀(jì)五十年代的生活情況。課文內(nèi)容分兩段描述，第一段描述的是五十年代英國人Sheila Galloway 一家家庭生活狀況，包括住房、家用電器、業(yè)余生活等。第二段描述的是美國人Tom Harmer 一家在五十年代，所居住的房子的狀況，他們生活中使用的電器，娛樂活動等。學(xué)生們可以通過本課的學(xué)習(xí)了解美國和英國兩個(gè)國家的人

2、們在過去的生活狀況，并進(jìn)行對比。從而引發(fā)學(xué)生了解中國五十年代的生活狀況并表達(dá)個(gè)人觀點(diǎn)。本課的教學(xué)設(shè)計(jì)分為兩個(gè)課時(shí)。第一課時(shí)側(cè)重對閱讀內(nèi)容的理解，引導(dǎo)學(xué)生通過閱讀獲取主旨和細(xì)節(jié)的信息。在閱讀活動中，既注重整體閱讀，也引導(dǎo)學(xué)生提取細(xì)節(jié)信息，并關(guān)注那個(gè)年代的人們生活中的不易，如：睡覺穿襪子，沒有中央供暖冬天飽受寒冷之苦，最后結(jié)合表格中的細(xì)節(jié)信息和語言進(jìn)行輸出性活動。通過本課學(xué)習(xí)，引導(dǎo)學(xué)生了解以前人們的生活狀況，珍存有關(guān)過去的寶貴記憶，珍惜現(xiàn)在的美好生活。 第二課時(shí)在復(fù)習(xí)課文內(nèi)容和語言的基礎(chǔ)上，引入本課語法項(xiàng)目為used to do 和be used to doing的用法。學(xué)生在理解其語意功能的基礎(chǔ)

3、上，反復(fù)操練，最后在輸出活動中學(xué)生能夠根據(jù)具體問題，恰當(dāng)使用used to do 和be used to doing，描述自己過去常常做的事情和自己現(xiàn)在習(xí)慣做的事情。教學(xué)內(nèi)容話題：20世紀(jì)50年代的生活詞匯: available, machine, air conditioner, cooker, dishwasher, record player, tiny, central, central heating, wet, used to, mainly, round, come round, lemon, second-hand, weekday, theatre共 18 個(gè)。按義務(wù)教育英語

4、課程標(biāo)準(zhǔn)（2011年版）的要求分類：課標(biāo)內(nèi)詞匯：machine, air condition, cooker, , tiny, central, wet, used to, mainly, round, come round, lemon, second-hand, theatre， weekday.課標(biāo)外詞匯：available, dishwasher ，record player，central heating策略：讀前預(yù)測；讀中通過關(guān)鍵詞獲取主要信息；讀題目和每段首句獲取文章大意；通過圖片、上下文語境、英英互譯猜測詞義功能：表達(dá)驚喜和興奮、表達(dá)失望和悲傷。第一課時(shí)教學(xué)目標(biāo)在本課學(xué)習(xí)結(jié)束時(shí)

5、，學(xué)生能夠：1.通過閱讀獲取Sheila和Tom 兩家人在五十年代生活狀況的基本信息。2.依據(jù)獲取的信息，對比五十年代英美人生活狀態(tài)的差異，并就兩家生活狀況進(jìn)行問答。3.體會交流的重要性，珍存有關(guān)過去的寶貴記憶，珍惜現(xiàn)在的美好生活。教學(xué)過程Pre-readingStep 1T shows the title and asks Ss What do you know about life in the 1950s in China? T shows some pictures and asks: Which machines were available in the UK in the 195

6、0s? Which machines were available in the US in the 1950s?T leads students to guess what are you going to learn about today? Let them guess the main topic.1.教師通過展示本課題目，引出文章主題，激活學(xué)生已有知識儲備，調(diào)動興趣。2.通過問答，拓展孩子們的知識面，為閱讀做準(zhǔn)備。幫助學(xué)生初步了解五十年代英美人的生活狀況。3.培養(yǎng)孩子們預(yù)測的能力。While-readingStep 21st readingT shows two pictures ，

7、asks them to read the title and first sentence of each paragraph, leads them to check their prediction Whats the passage about?2nd readingT shows Ss the form and lead them read the passage carefully to get the key information to fill in the form.²Houses²Things they had²Things they did

8、nt have²Activities they used to doSs check the answers.3rd readingSs read the passage again and answer the questions.²Why did Sheilas mum stay at home?²Why did Sheilas family wear socks in bed?²Why did Toms friends come to his house?² What kind of lessons did Tom have when h

9、e was 16?Ss check the answers in class and tell the reasons.教師引導(dǎo)學(xué)生觀察圖片，第一遍快速讀閱讀題目，讀每段的第一句話，來概括文章大意，激發(fā)學(xué)生閱讀的興趣。驗(yàn)證預(yù)測通過第二遍細(xì)讀獲取人們生活狀況的細(xì)節(jié)信息。同時(shí)，處理部分詞匯，如：second-hand car，central heating為閱讀掃清障礙。由學(xué)生們核對答案。通過第三遍細(xì)讀，獲取關(guān)于那一年代的關(guān)鍵細(xì)節(jié)信息。通過教師設(shè)計(jì)的細(xì)節(jié)問題，引導(dǎo)學(xué)生內(nèi)化文章中的主要信息和語言，讓學(xué)生感受那時(shí)生活的不方便，不舒適，體會現(xiàn)在的美好生活來之不易。Step 3Ss listen and

10、read the text with the recording.模仿正確的語音語調(diào)，強(qiáng)化語言和信息。Post-readingStep 4Teacher asks Ss to ask and answer in pairs according to the passage.T asks Ss to have a deep thinking. What are the differences between Sheilas life in the UK and Toms life in the US in the 1950s? Which one do you prefer? And why?

11、Ss work in groups of four and discuss what life was like in China in the 1950s. Ss prepare to give a report.借助文章表格， 同伴之間問答，內(nèi)化文章信息。在語言和信息方面檢查和落實(shí)本課的教學(xué)目標(biāo)內(nèi)化文章信息， 培養(yǎng)學(xué)生的推理能力和辨證思維能力。（ 那時(shí)候的人們穿襪子睡覺，舒服嗎？）教師為學(xué)生創(chuàng)設(shè)真實(shí)語境,描述我們五十年代的生活，感受現(xiàn)在生活的美好。Homework1Read the passage.2Finish the survey and write a report.板書 Lesso

12、n 15 Life in the 1950sSheila Tom What kind of house did they live in? small bigWhat things did they have? radio TV second-hand carWhat things didnt they have? central heating color TVWhat activities did they use to do? went to the cinema movies第二課時(shí)教材分析第二課時(shí)是一節(jié)語言知識教學(xué)課。首先要回顧第一課時(shí)的學(xué)習(xí)內(nèi)容，尤其是關(guān)注used to在課文中的使

13、用，并且通過觀察和分析例句，引出本課的語法內(nèi)容used to，發(fā)現(xiàn)并總結(jié)出它的肯定形式，否定形式，一般疑問句形式的用法，還要將used to與be/get used to進(jìn)行意義及用法上的區(qū)分。通過本課所學(xué)的句型，談?wù)撟约何迥昵俺Ｗ龅氖虑?，以及整合利用第二單元Communication Workshop中全家人溝通交流方式的改變，將過去與現(xiàn)在的生活進(jìn)行對比，談?wù)撟约夯蛘呱磉叺娜诉^去的生活經(jīng)歷以及現(xiàn)在的生活習(xí)慣，進(jìn)一步將本課所學(xué)運(yùn)用于生活實(shí)際。教學(xué)目標(biāo)在本課學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：1.在課文中感受used to do的意義和用法，并且能夠區(qū)分 used to與 be/get used to的用法。

14、2.能夠用used to談?wù)撟约何迥昵俺３Ｗ龅氖乱约皩@件事的看法。3.運(yùn)用本課的句型談?wù)撟约夯蛏磉叺娜诉^去的生活經(jīng)歷以及現(xiàn)在的生活習(xí)慣。教學(xué)過程ReviewStep 11.Greetings. 2.Recall what Sheila and Tom often did in the 1950s.Ask “What did Sheila often do at weekends? / What did Tom often do at his friends home?”通過回顧課文內(nèi)容，引出本課的語法內(nèi)容 “used to”。Step 21.Ask the students to read

15、the text and find out the sentences which contain “used to” 2.Ask them to read the sentences, paying attention to the underlined parts (used to).學(xué)生通過閱讀任務(wù)，找到課文中含有“used to”的句型，并且通過發(fā)現(xiàn)，感知“used to”在句子中的含義。Grammar in useStep 31.Direct the students to observe and understand the meaning of “used to”. Explai

16、n that we use “used to” to talk about something we did on a regular basis in the past. Point out that “used to” is followed by the base form of the verb.2.Show students some pictures to talk about. Students use “used to do” to describe their differences. 3.Students use “used to do” to complete the s

17、entencesCheck the answers in class,學(xué)生通過感知，體驗(yàn)，學(xué)習(xí)有關(guān)“used to”的用法，并且能夠正確的運(yùn)用它表達(dá)自己或他人過去常做的事情，現(xiàn)在已經(jīng)不存在了。Step 41. Show students a picture to say “He didnt use to be thin” Ask “What helping verb do we use to make the simple past negative?” Elicit “didnt”. Give the students a few moments to think about it.Show

18、 the simple example:I didnt use to be popular in school. He didnt use to be short. Sum up didnt use to do2. Ask “How do you think we form a question with used to?” Give the students a few moments to think about it.Show the simple example:Did he use to be short? Did you use to be quiet?Sum up Did use

19、 to ?3. Ask the students to do some exercises, if they need support, have them work in pairs.Check the answers in class.4. Pair work: Ask the students to talk about your lives five years ago. Say some sentences about what you used to do five years ago. Like this:A: What did/ didnt you use to do five

20、 years ago? Why?B: I used to/ didnt use to Because Have the students show their dialogues. 學(xué)生通過感知，體驗(yàn)，學(xué)習(xí)有關(guān)“used to”的否定以及一般疑問句用法，并且能夠正確的運(yùn)用否定形式表達(dá)自己或他人過去不常做的事情，也可以運(yùn)用疑問句形式詢問別人過去常做的事情，并且能夠完成相關(guān)的練習(xí)題。通過小組問答活動的設(shè)置，學(xué)生能夠?qū)ψ约哼^去常做與不常做的事情，以及對表達(dá)的這些事情的喜惡進(jìn)行回顧。Step 51. Show a short passage about the teacher. I used to s

21、end text messages a few years ago. But now I am already used to using Wechat(微信)Ask the students to pay attention to “am used to” in this short passage. Try to understand its meaning.2. Show the meaning of “be used to” and how to use it. 3. Help them compare “used to” with “be used to”. Finish some

22、exercises, then check the answers in class.通過教師的表達(dá)，讓學(xué)生能夠初步感悟到“be used to”的含義。通過講解它的用法，以及與“used to”進(jìn)行對比區(qū)分，學(xué)生能夠正確使用它們。DevelopmentStep6 1. Introduce the contents of the writing. The changes of your /-life.2. Teacher shows a Text Review to the students. The contents of the sample are from Unit 2 Communicat