精品教案和教學反思 李允印

I. Teaching material analyzing 教材分析

本模塊以“l(fā)ife”為話題，以學習“現(xiàn)在和過去生活”的對比為主線，介紹了現(xiàn)在生活和過去生活的優(yōu)與劣。通過模塊學習，學生將重點掌握形容詞的比較級和最高級，并能運用所學知識對周圍事物和人進行比較。

Unit 1 通過聽、讀、說訓練，要求學生了解五十年后生活的變化，初步學習兩者之間進行比較的方法。

Vocabulary and listening

Activity 1要求學生看圖，然后兩人一組談論現(xiàn)在和過去的生活。Activity 2要求學生聽錄音，利用所給詞匯回答問題，并通過再次聽錄音檢查答案，從而對Activity 3 的對話有一個準備。Activity 3聽讀一段Betty and his mum 關于對現(xiàn)在和過去生活進行對比的對話，在讓學生了解50年生活變化的同時，學習一些關于比較的句式。Activity 4根據(jù)對話內(nèi)容選擇最佳答案。Activity5要求學生學習對話，學會分類提取重要信息來完成表格。Activity6根據(jù)對話內(nèi)容完成句子。

Pronunciation and speaking

Activity 7 要求學生聽錄音，注意重讀的單詞。Activity 8 要求學生自己朗讀句子，標出認為需要重讀的單詞，并聽錄音檢查自己是否讀得正確。Activity 9兩人一組活動，就所列舉的方面談論50年前后的生活變化，加強對形容詞比較級的理解和運用。

Unit 2. 通過讀、寫訓練，學習談論過去的生活狀況，學會用事實來支持論點。

Reading

該單元共設計了7個活動。Activity 1看圖，運用所給詞說說圖中woman生活的變化。Activity 2通過閱讀關于Mrs.Li 的過去生活的文章，來讓學生了解他們奶奶爺爺輩的生活。Activity 3要求學生兩人一組討論Mrs.Li那輩人生活的優(yōu)缺點。Activity 4通過深入理解課文找出所給事實需要表明的觀點。

Writing

Activity 5要求學生繼續(xù)閱讀相關文章和對話，對五十年生活變化的優(yōu)劣進行討論寫作，要有正反觀點并要有支持各自觀點的依據(jù)。Activity 6要求學生能把Activity 5中的論點和例證連起來，同時運用合適的連詞，使文章緊湊又有邏輯。Activity 7要求學生以“Is life today better or worse than it was 50 years ago?”為題，運用討論的觀點和例證，采取正確合理的句式，下筆成文。

Unit 3 對形容詞的比較級和最高級這一語法項目以及今昔生活的對比的話題進行綜合訓練。

Activity1根據(jù)所給形容詞，選用其正確形式進行填空。Activity 2運用所給詞匯對兩幅圖進行對比，進一步練習功能句型。Activity 3把所給的單詞進行歸類。Activity 4通過看圖和課文閱讀來了解過去生活的艱辛，并找出三個使過去生活艱辛的例子。Activity 5 再讀Activity4的文章，找出所提問題的原因。Activity 6. 聽錄音完成表格。 Activity 7. 根據(jù)聽力材料中所聽到的信息，寫一篇短文比較他們的生活。

Around the world 介紹了Dr. Barnardo資助貧困兒童上學的事跡。

Module Task就孩子是否應該工作這一話題組織小組進行辯論。

Activity 8 小組活動，以“小孩不應該干活”為主題,進行辯論。Activity 9 學生分出正方和反方準備辯論。Activity 10 進行辯論。Activity 11 寫出你作為正方或反方的陳述。

Unit 3 Language in use

Teaching goals 教學目標

1. Languagegoals 語言目標

a. Keyvocabulary 重點詞匯和短語

diet, lead a …life, disease

b. Grammar point: 語法點

Theusage of the positive degree, the comparative degree and the superlative degree of adjectives and adverbs.

2. Ability goals 能力目標

Enable students to master the usage of the positive degree, the comparative degree and the superlative degree of adjectives and adverbs.

3. Learning ability goals 學能目標

Help the students learn how to use the positive degree, the comparative degree and the superlative degree of adjectives and adverbs correctly.

Teaching methods 教學方法

Explanationand giving examples. Asking and answering. Practicing

Teaching important/difficult points教學重難點

Help the students master thepositive degree, the comparative degree and the superlative degree of adjectives and adverbs.

Teaching aids 教具準備

a tape recorder, a projector and a computer

Teachingprocedures and ways 教學過程與方式

Step I. Warming up and lead-in

In this procedure, let the students master the usage of the positive degree, the comparative 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, it’s cooler than it was yesterday.

T: Is football more popular than volleyball in China?

Ss: No, we don’t 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. Let’s learn together.

StepII. Grammar.

a. Learn the comparativeand the superlativedegrees of adjectives and adverbials.

比較級的句型：

比較常見的句型有：

1）比較級+than 例如：

Health is more important than wealth.

He got up earlier than I did this morning.

2）比較級+and+比較級，表示“越來越…… 例如：

He is growing more and more impatient.

Our life is getting better and better.

3) The+比較級，the+比較級，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.

同極比較

同級比較一般采用as…as…句型，否定句可以用not so/as…as…表示。例如：

He is as tall as his brother.

He runs as fast as Liu Xiang.

I can’t get up so early as you.

最高級句型

常見的最高級句型有：

1）the+最高級+of / in…例如：

He is the most diligent student in his class.

Of all his novels I like this one best.

2) 選擇疑問句 例如：

Who is the tallest, Tom, Jack or Bill?

3) 被定語從句所修飾的先行詞

He is the most diligent student I have ever seen.

比較級和最高級的修飾語

比較級和最高級的修飾語應置于其所修飾的形容詞或詞前。常見的比較級修飾語有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, it’s 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 didn’talways go to school, because they had to work. They did dangerous and unhealthy jobs for little money. Many were hurt in accidents 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 weren’t healthy?

S7: Most of the big cities were dirty and unhealthy and there were many diseases.

T: How do you know children didn’t 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 accidents 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 according 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 Barnardo’s homes, so no one help children and families. (F)

Now, although there are no Barnardo’s homes, the charity continues to help children and families.

StepⅣListening and writing

Listening

T: Listen to thetape and complete 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 comparing 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…

StepⅤModule 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 become 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. According 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 it’s not important to make money and they can feel the sense of achievement. Fourth, it can help children to become 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 complicated. Fourth, families and employers may not treat children fairly. Children are so young, so they can be looked down upon and deceived.

StepⅥHomework

1. Write a short passage comparing the life in the past and today.

2. Revise the usage of usage of the positive degree, the comparative degree and the superlative degree of adjectives and adverbs.

教學反思:

在復習課的教學中，由于內(nèi)容不是很有新鮮感，很難達到人人如你意認真聽講的理想境界，為了教育學生同時為了更好地保護學生的自尊心，讓教師能自然地開展教學，這時候就需要老師快速做出反應，采取有效的教育措施，也就是我們平時所說的“教學機智”。

所謂教學機智就是指教師敏銳地觀察學生身上的細微變化，面對課堂上出現(xiàn)的意外情況做出快速反應，果斷決策，采取靈活而有效的教育措施的能力。我們的課堂是一個“活”的課堂，教學有預設的一面，也有生成的一面。在生成過程中，教師和學生都可能產(chǎn)生靈感，發(fā)揮出創(chuàng)造性，課堂中的精彩往往緣于生成。這種“動態(tài)生成”要求我們老師要有良好的教育機智，這種靈活應變的教育藝術也是厚積薄發(fā)的結(jié)果。

或許老師已經(jīng)習慣了某些使用了多年的教學模式，一味地讓學生被動接受，老師也很自然不會為這些意外的事情做任何預想。因此，一旦出現(xiàn)這些問題，老師往往會不知所措。部分有經(jīng)驗并有威嚴的老師則習慣用自己的威嚴強迫學生根據(jù)自己的意志、根據(jù)自己原先設計好的步驟去學習，這樣的課堂是有序的，預先設計好的教學任務也是能夠很好地完成的，但是這樣的課堂往往是沒有生成力的課堂，沒有創(chuàng)新的課堂，也是沒有靈性的課堂。在新課標所倡導的英語課堂教學中，這種課堂模式是不成功的，甚至可以說是不合理的。人不僅是課程資源的生命載體，也是課程資源的開發(fā)主體。學生是學習的主體，也是課堂生成的主要力量。有時，學生之間的辯論也可生長出教學資源。

布盧姆說過：“沒有預料不到的成果，教學也就不成為一種藝術了”。課堂教學是人的教學，人是活潑的、開放的、差異的，師生的一個閃念、一個舉動、一個誤會、一個忘形，都可能增加教學中的非預期因素。因此，在我們的教學中，一旦碰到我們意想不到的情況，作為老師的我們要有較好的心理素質(zhì)和應急調(diào)控能力，在不影響教學活動的前提之下盡量將突發(fā)事件巧妙地轉(zhuǎn)化為有益的教育因素，使全體學生從中受到啟發(fā)和教育。如果處理得當了，這些意外則會彌補或推進教學，“麻煩”不再“麻煩”，反而能成為有價值的教學資源。

我想，每一個老師都有可能會遇到類似的學生，這些在上課能給老師帶來意外的學生往往是思維比較活躍學生，就是因為他們的思維活躍，在課堂上經(jīng)常表現(xiàn)出“不安分”的一面，而我們這些為師者就應該抓住這些機會因勢利導，給學生創(chuàng)設一個施展的平臺，讓他們有機會把自己的“另類思維”表現(xiàn)出來。往往也正是他們的這些“另類思維”給我們的課堂帶來意外的精彩。

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