2020年精品教案和教学反思李允印

精品教案和教学反思李允印 I. Teaching material analyzing 教材分析 本模块以“life”为话题，以学习“现在和过去生活”的对比为主线，介绍了现在生活和过去生活的优与劣。通过模块学习，学生将重点掌握形容词的比较级和最高级，并能运用所学知识对周围事物和人进行比较。 Unit 1 通过听、读、说训练，要求学生了解五十年后生活的变化，初步学习两者之间进行比较的方法。 Vocabulary and listening Activity 1要求学生看图，然后两人一组谈论现在和过去的生活。Activity 2要求学生听录音，利用所给词汇回答问题，并通过再次听录音检查答案，从而对Activity 3 的对话有一个准备。Activity 3听读一段Betty and his mum 关于对现在和过去生活进行对比的对话，在让学生了解50年生活变化的同时，学习一些关于比较的句式。Activity 4根据对话内容选择最佳答案。Activity5要求学生学习对话，学会分类提取重要信息来完成表格。Activity6根据对话内容完成句子。 Pronunciation and speaking Activity 7 要求学生听录音，注意重读的单词。Activity 8 要求学生自己朗读句子，标出认为需要重读的单词，并听录音检查自己是否读得正确。Activity 9两人一组活动，就所列举的方面谈论50年前后的生活变化，加强对形容词比较级的理解和运用。 Unit 2. 通过读、写训练，学习谈论过去的生活状况，学会用事实来支持论点。 Reading 该单元共设计了7个活动。Activity 1看图，运用所给词说说图中woman生活的变化。Activity 2通过阅读关于Mrs.Li 的过去生活的文章，来让学生了解他们奶奶爷爷辈的生活。Activity 3要求学生两人一组讨论Mrs.Li那辈人生活的优缺点。Activity 4通过深入理解课文找出所给事实需要表明的观点。 Writing Activity 5要求学生继续阅读相关文章和对话，对五十年生活变化的优劣进行讨论写作，要有正反观点并要有支持各自观点的依据。Activity 6要求学生能把Activity 5中的论点和例证连起来，同时运用合适的连词，使文章紧凑又有逻辑。Activity 7要求学生以“Is life today better or worse than it was 50 years ago?”为题，运用讨论的观点和例证，采取正确合理的句式，下笔成文。 Unit 3 对形容词的比较级和最高级这一语法项目以及今昔生活的对比的话题进行综合训练。 Activity1根据所给形容词，选用其正确形式进行填空。Activity 2运用所给词汇对两幅图进行对比，进一步练习功能句型。Activity 3把所给的单词进行归类。Activity 4通过看图和课文阅读来了解过去生活的艰辛，并找出三个使过去生活艰辛的例子。Activity 5 再读Activity4的文章，找出所提问题的原因。Activity 6. 听录音完成表格。 Activity 7. 根据听力材料中所听到的信息，写一篇短文比较他们的生活。 Around the world 介绍了Dr. Barnardo资助贫困儿童上学的事迹。 Module Task就孩子是否应该工作这一话题组织小组进行辩论。 Activity 8 小组活动，以“小孩不应该干活”为主题,进行辩论。Activity 9 学生分出正方和反方准备辩论。Activity 10 进行辩论。Activity 11 写出你作为正方或反方的陈述。 Teaching goals 教学目标 1. Languagegoals 语言目标 a. Keyvocabulary 重点词汇和短语 diet, lead a life, disease b. Grammar point: 语法点 Theusage of the positive degree, the parative degree and the superlative degree of adjectives and adverbs. 2. Ability goals 能力目标 Enable students to master the usage of the positive degree, the parative degree and the superlative degree of adjectives and adverbs. 3. Learning ability goals 学能目标 Help the students learn how to use the positive degree, the parative degree and the superlative degree of adjectives and adverbs correctly. Teaching methods 教学方法 Explanationand giving examples. Asking and answering. Practicing Teaching important/difficult points教学重难点 Help the students master thepositive degree, the parative degree and the superlative degree of adjectives and adverbs. Teaching aids 教具准备 a tape recorder, a projector and a puter Teachingprocedures and ways 教学过程与方式 Step I. Warming up and lead-in In this procedure, let the students master the usage of the positive degree, the parative degree and the superlativedegree of adjectives. (Somepicturesand real objects should be used here) T: Please look at the two rulers. (Oneis red and the other is blue.) Which is longer, the red one or the blue one? Ss: The red one is, I think. T: Yes, we can also say like this: The red one is longer than the blue one. Isay three big cities: Chongqing, Baoding and Shanghai. Please tell me which is the biggest city in China? Ss: Of course, Shanghai is the biggest. T: Which subject do you think is more difficult, English or maths? S1: I think English is more difficult. S2: Ithink mathis more difficult. T: Is today warmer than it was yesterday? Ss: No, its cooler than it was yesterday. T: Is football more popular than volleyball in China? Ss: No, we dont think so. Get the students practice like this in pairs or in groups or the whole class T: I can see you are very active. Are you interested in it? Ss: Yes, we think it is very interesting, especially we can do it with some real facts. T: OK! But there are some items for you to pay attentionto. Lets learn together. StepII. Grammar. a. Learn the parativeand the superlativedegrees of adjectives and adverbials. 比较级的句型： 比较常见的句型有： 1）比较级+than 例如： Health is more important than wealth. He got up earlier than I did this morning. 2）比较级+and+比较级，表示“越来越 例如： He is growing more and more impatient. Our life is getting better and better. 3) The+比较级，the+比较级，表示“越，越 例如： The more time you spend on it, the greater progress you will make. The more he talked, the more excited he grew. 同极比较 同级比较一般采用asas句型，否定句可以用not so/asas表示。例如： He is as tall as his brother. He runs as fast as Liu Xiang. I cant get up so early as you. 最高级句型 常见的最高级句型有： 1）the+最高级+of / in例如： He is the most diligent student in his class. Of all his novels I like this one best. 2) 选择疑问句 例如： Who is the tallest, Tom, Jack or Bill? 3) 被定语从句所修饰的先行词 He is the most diligent student I have ever seen. 比较级和最高级的修饰语 比较级和最高级的修饰语应置于其所修饰的形容词或词前。常见的比较级修饰语有much, still, a lot, even, three years, five times, far等。例如： People worked much harder then. b. Doing Exercises T: You have got more details about the grammar. Now, please do Activity 1 and Activity 2. The answers to Activity 1 are omitted. The sample answers to Activity 2: There are more cars in the street today than it was 50 years ago. The buildings are much taller, much more beautiful and much newer. The streets are much wider. The environment is much better. I can see people are much busier than before. The life is much better than before. There are more shops than before. StepIII. Reading In this procedure, let the students have some reading training. a.The passage in Activity 4 T: Read the passage in Activity 4 on Page 23 and find three examples of things that made life harder in the past than it is today. Give the students some minutes to prepare for the task. T: Is it easy to find the three examples? Ss: No, its a little difficult. But, we will have a try. S1: The life in the past was harder in Victorian Britain. For example, people lived in very small houses, very close to each other, with no space for children to play. Families in those days were quite big. A whole street had to share one outside toilet. S2: It was harder in the past. The pollutionfrom factories covered the streets. People put their rubbish outside in the streets. As a result, there were many diseases. S3: In those times, life was harder for children. They didntalways go to school, because they had to work. They did dangerous and unhealthy jobs for little money. Many were hurt in aidents from the machines. T: I am very happy you have used your heads. Next task: Read the passage again and find the reasons for the sentences in Activity 5. You can discuss in groups. Give the studentssome minutes to discuss, and thencheck the answers with the whole class. T: Now begin: How do youknow that families were big in Victorian times? S4: Often, there were five children in one family. T: How do you know that many houses were small? S5: They lived very close to each other, with no space for children to play and they had to sleep in houses of just two rooms. T: How do you know that there was no indoor toilet for each house? S6: A whole street had to share one outside toilet. T: How do you know that people werent healthy? S7: Most of the big cities were dirty and unhealthy and there were many diseases. T: How do you know children didnt go to school? S8: Because they had to work hard. Many children started work in factories when they were only 12 hours old. T: How do you know factory work was dangerous? S9: Because many children were hurt in aidents from the machines. Some difficult points: (show them on the screen) be interested to do something thousands of people hundreds of millions of instead of something/instead of doing something close to: near The sound of gun was much closer to us. as a result as students as you know as everybody is here etc very little only a little very few only a few be pleased/ glad to do somethingbe pleased/ glad that clause b. Around the world T: Now another passage about Dr Barnardo whose homes for poor children are very famous. Please read it and then do some exercises. Show the exercises on the screen: 1. Write down the things which happened in the following years: 1) in 1870: Thomas Barnardo opened his first homes for children without parents. 2) in 1905: Thomas Barnardo died. 2. Fill in the blanks aording to the passage. In 1870, Thomas Barnardo studied medicineand he lived near the hospital. While he was studying, he taught at a school for poorchildren. He foundout that many children at the school had no parentsand no homes, so he raisedmoney and boughta house for them as a school and home. 3.Judge true or false. Now, there are no Barnardos homes, so no one help children and families. (F) Now, although there are no Barnardos homes, the charity continues to help children and families. StepListening and writing Listening T: Listen to thetape and plete the table in Activity 6. Listen to the first time only to get the main idea, the second time listen to write down the required information about Grandmother and Mother and the third time listen to check the answers. After the listening, ask some students read out their answers. The teacher must make sure that all the students can understand the material in the listening and writedown the notes because they will be usedin Activity 7. Writing T: Now, you have had the required information about Grandmother and Mother, which is enough for you to write a passage paring theirlives. The grandmother had 8 brothers and sisters so she had a bigger family. She started school when she was older, but she left school earlier StepModule task 1. Work in groups. Read the subject of the debate. Children should never work 2. Decide who is for the subject of the debate and who is against it. You can use some of the following ideas : For: Extra money for the family Stop children from being bored Teach children the value of work Help children to bee independent Against: Work is for adults, not children Children need to concentrate on learning. Conditions of work not suitable for young people Families and employers not treat children fairly. The students can be divided into two halves and several groups. Aording to their willingness. 3. Prepare your opinions for or against the subject of the debate. 4. Have a debate. Those for the subject give their opinions. Those against the subject give their opinions. Take turns to say what you think. Write down a summary of the opinions for and against. Have a vote. Are most people for or against the subject? At last ask each team to give the conclusionto the whole class. 5. Write down the argumentfor or against the statement. Sample argument 1: Children Should Work In my group, we think Childrenshould work. The reasons are as follows. First, they can earn extramoney. Because some families are very poor, if children work, the life will be better. Second, it can stop children from being bored. By working, children can get much fun. Third, it can teach children the value of work. By working, they can know its not important to make money and they can feel the sense of achievement. Fourth, it can help children to bee independent. Because they can learn to solve the problems in work and make money by themselves. Sample argument 2: Children Should Never Work The people in my group think children should never work. There are also four reasons. First, work is for adults, not children. Children should study hard. Second, Children should concentrate on learning. If children worked, theirlearning would be influenced. Third, the conditions of work are not suitable for young people. Maybe the work is too hard and the relationshipsamong people are too plicated. Fourth, families and employers may not treat children fairly. Children are so young, so they can be looked down upon and deceived. StepHomework 1