2023年Unit5Lesson15第二课时精品教案.pdf

1 Unit 5 Lesson15 Life in the 1950s 教学设计第二课时Second Period 教学目标：在本课学习结束时，学生能够：1.在课文中感受 used to do 的意义和用法，并且能够区分used to 与 be/get used to 的用法。2.能够用 used to 谈论自己五年前常常做的事以及对这件事的看法。3.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 1.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 friend s home?”通过回顾课文内容，引出本课的语法 内 容“used to”。3m Step 2 Step 3 1.Ask the students to read 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).1.Direct the students to observe and understand the meaning of“used to”.Explain 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 sentences Check the answers in class,学生通过阅读任务，找到课文中含有“used to”的句型，并且通过发现，感知“used to”在句子中的含义。学生通过感知，体验，学 习 有 关“used to”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。3m 2 Step 4 1.Show students a picture to say“He didn t use to be thin”Ask“What helping verb do we use to make the simple past negative?”Elicit“didn t”.Give the students a few moments to think about it.Show the simple example:I didn t use to be popular in school.He didn t use to be short.Sum up didn t use t o do 2.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 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/didn t you use to do five years ago?Why?B:I used to/didn t use toBecauseHave the students show their dialogues.学生通过感知，体验，学 习 有 关“used to”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。13mStep 5 1.Show a short passage about the teacher.I used to send 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 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 to”的含义。通过讲解它的用法，以及 与“used to”进行对比区分，学生能够正确使用它们。5m3 Development Step6 Step7 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 Communication Workshop.Forty years ago,my grandparents used to write letters to their family and friends.But it took a long time to get the letter and it was very inconvenient.Now,they have mobile phones,they often use them.They are used to using mobile phones.It is fast and convenient.3.Ask the students to finish the writing in class.Share it with their partners.Then show several of theirs to class.Homework:Do a survey.Ask your parents some questions about their life of the past and the present.Use“usedto”and“be used to”to finish the composition.The changes of your father/mother s life.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。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。15m1m