最新2019期八年级英语下册 Unit 5 Memories Lesson 15 Life in the 1950s学案

Unit 5 Memories Lesson 15 Life in the 1950s
本课是北师大版《初中英语》八年级下册教材第5单元的第15
课，话题为20世纪50年
代的生活。

本课主要了讲述了来自英国的Sheila Galloway和来自美国的
Tom Harmer两个
家庭在二十世纪五十年代的生活情况。

课文内容分两段描述，第一段描述的是五十年代英国人Sheila Galloway 一家家庭生活状况，包括住房、家用电器、业余生活等。

第二段描述的是美国人Tom Harmer 一家在五十年代，所居住的房子的状况，他们生活中使用的电器，娱乐活动等。

学生们可以通过本课的学习了解美国和英国两个国家的人们在过去的生活状况，并进行对比。

从而引发学生了解中国五十年代的生活状况并表达个人观点。

【知识与能力目标】
1. Key vocabulary
2. Key structures:
【过程与方法目标】
1.通过阅读获取Sheila和Tom 两家人在五十年代生活状况的基本信息。

2.依据获取的信息，对比五十年代英美人生活状态的差异，并就两家生活状况进行问答。

【情感态度价值观目标】
体会交流的重要性，珍存有关过去的宝贵记忆，珍惜现在的美好生活。

【教学重点】
熟练运用观察预测、验证预测等听力技能。

【教学难点】
表达惊喜和兴奋、表达失望和悲伤。

Tape recorder, Multimedia
Step 1: Warm up
1. T shows the title and asks Ss： What do you know about life in the 1950s in China?
2. T shows some pictures and asks:
Which machines were available in the UK in the 1950s?
Which machines were available in the US in the 1950s?
3. T leads students to guess： What are you going to learn about today? Let them guess the main topic.
Step 2: Reading
1.1st reading
◆课前准备
◆教学过程
T shows two pictures ，asks them to read the title and first sentence of each paragraph, leads them to check their prediction What’s the passage about?
2.2nd reading
T shows Ss the form and lead them read the passage carefully to get the key information to fill in the form.
Houses
Things they had
Things they didn’t have
Activities they used to do
Ss check the answers.
3.3rd reading
Ss read the passage again and answer the questions.
Why did Sheila’s mum stay at home?
Why did Sheila’s family wear sock s in bed?
Why did Tom’s friends come to his house?
What kind of lessons did Tom have when he was 16?
Ss check the answers in class and tell the reasons.
Step 3. Work in pairs:
1. Teacher 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 Sheila’s life in the UK and Tom’s life in the US in the 1950s? Which one do you prefer? And why?
2. Ss work in groups of four and discuss what life was like in China in the 1950s.
3. Ss prepare to give a report.
Step 4: Report:
1.Make a survey and give a report
Choose a teacher or a classmate you want to know the Life when he was at the age of five.
Ask him several questions.
Then finish your report.
2. Do the survey on what life was like in China when he was at the age of five.
3. Rules for speech
Make it funny or interesting, please.
Use the target languages, please.
Step 5: Homework
1. Read the passage.
2. Finish the survey and write a report.
略。

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北师大版八年级英语下册Unit 5 Memories Lesson 15 Life in the 1

Because…
I used to send text messages a few
years ago. But now I am already used to using wechat(微信)
知识链接
比较：be (get) used to sth. / doing sth. be used to + doing： “对……已感到习惯”，或“习惯于”，to是介词，后需加名词或动名词。 I found the job tiring at first but soon I was / got used to it. He is used to a vegetarian diet. Sheila is used to taking a walk after dinner.
2. She used to hang out with friends on weekends. （改为一般疑问句并作肯定或否定回答） --- __D_i_d___ she ___u_s_e__ ____t_o__ hang out with friends on weekends? --- Yes，she ___d_id___. / --- No, she __d_id_n_’_t_.
②进行肯定/否定回答: _Y__es_,_s_he__d_id_._/ _N_o_, _sh_e_d_i_d_n_’t_._______. ③变为否定句: __L_il_y_d_i_d_n_’t_u_s_e_t_o_h_a_v_e_s_h_o_rt_h_a_i_r___ .
句型转换
1. He used to take a walk in the park here. (改为否定句) He __d_i_d_n_’t_ ___u_se___ to take a walk in the park here.

北师大版英语八年级下册 Unit 5 Memories Lesson 15 Life in the

Ask the students to pay attention to“am used to”in this short passage. Try to understand its meaning.
2. Show the meaning of“beused to”and how to use it.
5m
Development
Step6
1. Introdung.
The changes of your /---life.
2.Teacher shows aText Reviewto the students.Thecontents of the sample arefromUnit 2 Communication Workshop.
A: What did/ didn’t you use to do five years ago? Why?
B: I used to/ didn’t use to…Because…
Have 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。
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。
5m
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.

2019期八年级英语下册 Unit 5 Memories Lesson 15 Life in the 1950s教案

Unit 5 Memories Lesson 15 Life in the 1950s本课是北师大版《初中英语》八年级下册教材第5单元的第15课，话题为20世纪50年代的生活。

本课主要了讲述了来自英国的Sheila Galloway和来自美国的Tom Harmer两个家庭在二十世纪五十年代的生活情况。

课文内容分两段描述，第一段描述的是五十年代英国人Sheila Galloway 一家家庭生活状况，包括住房、家用电器、业余生活等。

第二段描述的是美国人Tom Harmer 一家在五十年代，所居住的房子的状况，他们生活中使用的电器，娱乐活动等。

学生们可以通过本课的学习了解美国和英国两个国家的人们在过去的生活状况，并进行对比。

从而引发学生了解中国五十年代的生活状况并表达个人观点。

【知识与能力目标】1. Key vocabulary2. Key structures:【过程与方法目标】1.通过阅读获取Sheila和Tom 两家人在五十年代生活状况的基本信息。

2.依据获取的信息，对比五十年代英美人生活状态的差异，并就两家生活状况进行问答。

【情感态度价值观目标】体会交流的重要性，珍存有关过去的宝贵记忆，珍惜现在的美好生活。

【教学重点】熟练运用观察预测、验证预测等听力技能。

【教学难点】表达惊喜和兴奋、表达失望和悲伤。

Tape recorder, MultimediaStep 1: Warm up1. T shows the title and asks Ss： What do you know about life in the 1950s in China?2. T shows some pictures and asks:Which machines were available in the UK in the 1950s?Which machines were available in the US in the 1950s?3. T leads students to guess： What are you going to learn about today? Let them guess the main topic.Step 2: Reading1.1st readingT shows two pictures ，asks them to read the title and first sentence of each paragraph, leads them to check their prediction What’s the passage about?2.2nd readingT shows Ss the form and lead them read the passage carefully to get the key information to fill in the form.HousesThings they hadThings they didn’t haveActivities they used to doSs check the answers.3.3rd readingSs read the passage again and answer the questions.Why did Sheila’s mum stay at home?Why did Sheila’s family wear sock s in bed?Why did Tom’s friends come to his house?What kind of lessons did Tom have when he was 16?Ss check the answers in class and tell the reasons.Step 3. Work in pairs:1. Teacher 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 Sheila’s life in the UK and Tom’s life in the US in the 1950s? Which one do you prefer? And why?2. Ss work in groups of four and discuss what life was like in China in the 1950s.3. Ss prepare to give a report.Step 4: Report:1.Make a survey and give a reportChoose a teacher or a classmate you want to know the Life when he was at the age of five.Ask him several questions.Then finish your report.2. Do the survey on what life was like in China when he was at the age of five.3. Rules for speechMake it funny or interesting, please.Use the target languages, please.Step 5: Homework1. Read the passage.2. Finish the survey and write a report.略。

2019期八年级英语下册 Unit 5 Memories Lesson 14 Grandpa’s Memories教案

Unit 5 MemoriesLesson 14 Grandpa ’s Memories本课是北师大版《初中英语》八年级下册教材第五单元第14课时。

本单元话题为记忆及回忆，所涉及的文章都是回忆类的文章。

第14课主要是关于琳达和爷爷谈论曾祖父年轻时的经历，以及那时候战争频繁，生活艰辛，让琳达意识到现在生活的安逸与美好。

通过引导学生听力训练，获取琳达和爷爷由谈论一张照片上的人物而引出曾祖父在战争期间的生活的主要信息及细节信息，最后结合听力原文的信息和语言进行输出性活动。

在第一课时，学生还要学习词汇，并初步感知语言功能句，辨认并运用有关感叹与失望的主要词汇和短语的意义。

学生通过听力活动，进行了语言学习和初步应用，能够运用14课所学内容对自己的童年记忆进行简单描述。

【知识与能力目标】1. Key vocabulary2. Key structures:【过程与方法目标】1. 运用观察预测、验证预测等听力技能，说出琳达和爷爷谈论的主要内容。

2. 利用关键词和分层等听力认知策略，听对话获取有关great-grandpa 的相关信息，并能对一些细节信息作出判断。

【情感态度价值观目标】根据所听到的对话，具体写出表达惊讶、兴奋、失望和伤心等情绪的句子。

【教学重点】熟练运用观察预测、验证预测等听力技能【教学难点】熟练运用观察预测、验证预测等听力技能Tape recorder, MultimediaStep 1: Warm upT shows some pictures to the students and ask some questions:1. Do you like to stay with your parents / grandparents?2. What do they often talk about?3. Do they like to talk about their memories?4. Do you like to listen to their memories?Have students have a free talk. They can discuss in pairs. Let students share their thoughts openly. shows the picture in the text book and get the students to predict what Linda and her grandpa are talkingabout and have students think about how old the grandpa is and what sorts of memories he may have. Step 2: ReadingHave students have a free talk. They can discuss in pairs. Let students share their thoughts openly. shows the picture in the text book and get the students to predict what Linda and her grandpa are talking about and have students think about how old the grandpa is and what sorts of memories he may have.Step 3. Listening1. First-listening:Get the students to listen to the dialogue and check their guess.2. Get the students to listen the dialogue again and answer the following questions:Q: 1.Who grew up in Britain during the war?2. Which countries were at war?3. Did her great-grandpa hope to have the war then?4. Why were there no any lights at night then?Ss check the answers in pairs.3. Third-listening:Get the students to listen to the third time and write T for True or F for False.1. Linda’s grandpa is in the photo. The other person in the photo is her great-grandpa.2. Her great-grandpa remembered the day the war started.3. There were only a few street lights on at night during the war.4. Her great-grandpa was hurt during the war.5. Linda’s grandpa moved from Britain to the US.6. Her great-grandpa met his wife in Britain.Step 4: Talking:Ask Ss to talk about emotions and explain how one feels in pairs.Eg: A: You look excited today. What happened?B: My mum told me that I could take a trip alone during my vacation. Now I am thinking where I should go.Then ask them to practice according to theExample and the tables.You seem to be very happy.You look nervous.You look sad.You are excited.You seem very angry.You look puzzled.You look surprised.You look frightened.You seem to be disappointed.Step 5: Exercise:Put the following sentences in order to make a conversation.a: Yes, I was thin, but I was good at basketball. We wonthe national championship (锦标赛冠军)that year.b: That’s too bad.c: Here’s a photo of me with my school basketball team when I was 16.d: Wow! You look so thin in that picture.e: That’s great! So did you play in the final（决赛）?f: No, I didn’t. I fell over and broke my leg the day before the match.Step 6: Grammar:1. You won a prize or competition.2. You had an exciting trip or holiday.3. You were sad or unhappy.4. You’ve failed your math exam.5. Your little brother broke your computer.Step 7: Homework1. Make a short dialogue about your childhood memories in pairs.2. Workbook P108 Ex B&C略。

北师大版八年级英语下册课件：Unit 5 Memories Lesson 14 Grandpa’s Memories(1)

① 根据课堂提问抓住老师的思路。老师在讲课过程中往往会提出一些问题，有的要求回答，有的则是自问自答。一般来说，老师在课堂上提出的问题都是学习中的关键，若能抓住老师提出的问题深入思考，就可以抓住老师的思路。
② 根据自己预习时理解过的逻辑结构抓住老师的思路。老师讲课在多数情况下是根据教材本身的知识结构展开的，若把自己预习时所理解过的知识逻辑结构与老师的讲解过程进行比较，便可以抓住老师的思路。
2019/7/11
最新中小学教学课件
14
T person in the photo is her great-grandpa.
2. Her great-grandpa remembered the day the
T war started.
3. There were only a few street lights on at
F night during the war.
Britain and Germany.
3. Did her great-grandpa hope to have the war then?
Yes, he said they were expecting it.
4. Why were there no any lights at night then?
③ 根据老师的提示抓住老师的思路。老师在教学中经常有一些提示用语，如“请注意”、“我再重复一遍”、“这个问题的关键是····”等等，这些用语往往体现了老师的思路。来自：学习方法网
④ 紧跟老师的推导过程抓住老师的思路。老师在课堂上讲解某一结论时，一般有一个推导过程，如数学问题的来龙去脉、物理概念的抽象归纳、语文课的分析等。感悟和理解推导过程是一个投入思维、感悟方法的过程，这有助于理解记忆结论，也有助于提高分析问题和运用知识的能力。

北师大版八年级英语下册课件：Unit 5 Memories Lesson 14 Grandpa’s Memories(2)

3.
when Many
he was people
a kid. died when
the
bombed
enemy _____ the
city.
4. That film is really __s_c_a_r_y___.
5. L__u_c_k_i_l_y, we arrived home before it started to rain.
Talk about emotions and explain how one
feels in pairs.
You seem to be very happy. You look nervous. You look sad. You are excited. You seem very angry. You look puzzled. You look surprised. You look frightened. You seem to be disappointed.
Situations 1. You lost something and found it later. 2. You won a prize or competition. 3. You had an exciting trip or holiday. 4. You were sad or unhappy. 5. You’ve failed your maths exam. 6. Your little brother broke your computer.
编后语
老师上课都有一定的思路，抓住老师的思路就能取得良好的学习效果。在上一小节中已经提及听课中要跟随老师的思路，这里再进一步论述听课时如何抓住老师的思路。

初中八年级英语下册Unit 5 Memories Lesson 14 Grandpa’s Memories(1)

They are talking about Linda’s great-grandpa.
2nd-Listening
Listen again and answer questions.
1. Who grew up in Britain during the war?
Linda’s great-grandpa.
5. Did her great-grandpa hurt? No, he didn’t get hurt.
6. Where did her great-grandpa get InmUarnrtiieedd?States.
3rd-Listening Listen again and write T for True or
2. WBrhiitcahincoaunndtGriersmwaenrey.at war?
3. Did her great-grandpa hope to have the war then?
Yes, he said they were expecting it.
4. Why were there no any lights at night Betchaeuns?e the Germany planes often bombed the cities at night. It’s hard to see a city at night from a plane if there are no lights.
Is it? / He did? That’s good! That was lucky!
pair work: students use
the key expressions to make up a short dialogue.

【优课】最新北师大版八年级英语下册课件：Unit 5 Memories Lesson 14 Grandpa’s Memories(2)

That’s great!
Oh no! / That’s great!
I lost my wallet but someone found it on the bus and brought it to the school.
That was lucky!
That was lucky! / That’s great!
Oh no!
Oh no! / Oh good!
Talk about emotions and explain how one feels in pairs.
Eg: A: You look excited today. What happened? B: My mum told me that I could take a trip alone during my vacation. Now I am thinking where I should go.
2. “That’s great!” I (think/don’t think) it’s great.
3. “That’s too bad.” I (think/don’t think) that’s too bad. 4. “That’s too bad.” I (think/don’t think) that’s too bad.
My teacher told me that…. I don’t know…. I can’t understand…. I think…. I don’t remember…. I forgot…. I hope….
Choose one of the cards and role-paly it in pairs.
4. Oh no! That would be scary. 6. That’s so sad!

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