英语八年级下册Unit 5 MemoriesLesson 15 Life in the 1950s优质课第二课时教案设计

这是一份英语八年级下册Unit 5 MemoriesLesson 15 Life in the 1950s优质课第二课时教案设计，共4页。
Secnd Perid
教材分析：
第二课时是一节语言知识教学课。首先要回顾第一课时的学习内容，尤其是关注used t在课文中的使用，并且通过观察和分析例句，引出本课的语法内容used t，发现并总结出它的肯定形式，否定形式，一般疑问句形式的用法，还要将used t与be/get used t进行意义及用法上的区分。通过本课所学的句型，谈论自己五年前常做的事情，以及整合利用第二单元Cmmunicatin Wrkshp中全家人沟通交流方式的改变，将过去与现在的生活进行对比，谈论自己或者身边的人过去的生活经历以及现在的生活习惯，进一步将本课所学运用于生活实际。
教学目标：
在本课学习结束时，学生能够：
在课文中感受used t d的意义和用法，并且能够区分 used t与 be/get used t的用法。
能够用used t谈论自己五年前常常做的事以及对这件事的看法。
运用本课的句型谈论自己或身边的人过去的生活经历以及现在的生活习惯。
教学过程
教学步骤
教学活动
设计意图
时间
Review
Step 1
Greetings.
Recall what Sheila and Tm ften did in the 1950s.
Ask “What did Sheila ften d at weekends? / What did Tm ften d at his friend’s hme?”
通过回顾课文内容，引出本课的语法内容 “used t”。
3m
Step 2
Ask the students t read the text and find ut the sentences which cntain “used t”
Ask them t read the sentences, paying attentin t the underlined parts (used t).
学生通过阅读任务，找到课文中含有“used t”的句型，并且通过发现，感知“used t”在句子中的含义。
3m
Grammar in use
Step 3
Direct the students t bserve and understand the meaning f “used t”.
Explain that we use “used t” t talk abut smething we did n a regular basis in the past. Pint ut that “used t” is fllwed by the base frm f the verb.
Shw students sme pictures t talk abut.
Students use “used t d” t describe their differences.
Students use “used t d” t cmplete the sentences
Check the answers in class,
学生通过感知，体验，学习有关“used t”的用法，并且能够正确的运用它表达自己或他人过去常做的事情，现在已经不存在了。
5m
Step 4
1. Shw students a picture t say “He didn’t use t be thin” Ask “What helping verb d we use t make the simple past negative?” Elicit “didn’t”. Give the students a few mments t think abut it.
Shw the simple example:
I didn’t use t be ppular in schl.
He didn’t use t be shrt.
Sum up didn’t use t d
2. Ask “Hw d yu think we frm a questin with ‘used t’?” Give the students a few mments t think abut it.
Shw the simple example:
Did he use t be shrt?
Did yu use t be quiet?
Sum up Did… use t …?
3. Ask the students t d sme exercises, if they need supprt, have them wrk in pairs.
Check the answers in class.
4. Pair wrk: Ask the students t talk abut yur lives five years ag. Say sme sentences abut what yu used t d five years ag. Like this:
A: What did/ didn’t yu use t d five years ag? Why?
B: I used t/ didn’t use t…
Because…
Have the students shw their dialgues.
学生通过感知，体验，学习有关“used t”的否定以及一般疑问句用法，并且能够正确的运用否定形式表达自己或他人过去不常做的事情，也可以运用疑问句形式询问别人过去常做的事情，并且能够完成相关的练习题。
通过小组问答活动的设置，学生能够对自己过去常做与不常做的事情，以及对表达的这些事情的喜恶进行回顾。
13m
Step 5
1. Shw a shrt passage abut the teacher.
I used t send text messages a few years ag. But nw I am already used t using Wechat(微信)
Ask the students t pay attentin t “am used t” in this shrt passage. Try t understand its meaning.
2. Shw the meaning f “be used t” and hw t use it.
3. Help them cmpare “used t” with “be used t”.
Finish sme exercises, then check the answers in class.
通过教师的表达，让学生能够初步感悟到“be used t”的含义。通过讲解它的用法，以及与“used t”进行对比区分，学生能够正确使用它们。
5m
Develpment
Step6
1. Intrduce the cntents f the writing.
The changes f yur /---life.
2. Teacher shws a Text Review t the students. The cntents f the sample are frm Unit 2 Cmmunicatin Wrkshp.
Frty years ag, my grandparents used t write letters t their family and friends. But it tk a lng time t get the letter and it was very incnvenient. Nw, they have mbile phnes, they ften use them. They are used t using mbile phnes. It is fast and cnvenient.
3. Ask the students t finish the writing in class.
Share it with their partners. Then shw several f theirs t class.
通过对写作内容的介绍，学生明确写作的方向。
通过教师展示的例子，学生更加明确自己的写作内容以及格式。
通过小组内以及全班进行写作作品展示，可以调动学生的表达欲望，也可以激起学生多角度的回忆。
15m
Step7
Hmewrk:
D a survey. Ask yur parents sme questins abut their life f the past and the present. Use “used t” and “be used t” t finish the cmpsitin.
The changes f yur father/ mther’s life.
通过询问父母过去的生活以及现在生活的对比，更加了解父母生活，更加感恩父母。
1m