Unit5NowandThenReadingClub1&2ReadingClub1ReadingClub1inUnit5NowandThenisadialoguebetweenLindaandhergrandpa.Theyaretalkingaboutthechangesinhermother'shometown.Throughtheirconversation,studentscanlearnaboutthedifferencesinthetown'sappearance,suchasthenumberoftallbuildings,thetypesoftransportation,andthepresenceofshoppingcenters,betweenthepastandthepresent.Forexample,thetownusedtobesmallwithfewtallbuildings,butnowithaschangedalotwithmanynewhighrises.Thisreadingmaterialnotonlyprovideslanguageinputbutalsohelpsstudentsunderstandtheconceptofchangeovertime.ReadingClub2ReadingClub2maypresentadifferenttext,perhapsapersonalnarrativeaboutsomeone'smemoriesofthepast.Itcouldinvolvedetailslikewhatlifewaslikeinthepast,suchasthegamespeopleplayed,thewaytheyspenttheirfreetime,andtherelationshipswithinthemunity.Thisreadingaimstofurtherimmersestudentsinthethemeofnowandthen,andalsoallowsthemtoexploretheemotionalaspectoflookingbackonthepast.教學(xué)目標(biāo)Studentswillbeabletomasterthekeyvocabularyrelatedtodescribingchanges,suchas"change","development","modern","traditional","building","transportation","crowded","spacious","peaceful","shoppingmall",etc.be...are...ncorrectlyusethesentencepatternsforparingthepastandthepresent,like"Ourtownhaschangedalotovertheyears.","Thereusedtobe...butnowthereare...","Transportationhasimproved,makingtravelfasterandeasier."Studentswillunderstandandbeabletousethegrammarofthesimplepasttenseandthepresentperfecttensetodescribepastandpresentsituations.教學(xué)重難點KeyPointsThekeyvocabularyandsentencepatternsfordescribingchanges.Thecorrectusageofthesimplepasttenseandthepresentperfecttenseinthecontextofdiscussingpastandpresentdifferences.Trainingstudents'readingskillstoeffectivelyunderstandandextractinformationfromthereadingmaterials.DifficultPointsDistinguishingbetweenthesimplepasttenseandthepresentperfecttenseandusingthemaccurately.Forexample,knowingwhentouse"Iplayedfootballyesterday."(simplepast)and"Ihaveplayedfootballfor5years."(presentperfect).Helpingstudentsorganizetheirthoughtsandusethelearnedlanguagetoexpressplexideasaboutchangesinalogicalandcoherentway,bothinspeakingandwriting.VocabularyNouns:change,development,building,transportation,shoppingmall,neighbor,traffic,candyshopAdjectives:modern,traditional,crowded,spacious,peacefulPhrases:usedto,inthepast,atpresent,overtheyears,alotof,many,fewSentencePatternsOurtownhaschangedalotovertheyears.be...are...tobe...butnowthereare...Transportationhasimproved,makingtravelfasterandeasier.Whatwasthetrafficlikebefore?WhatwereGrandpa'sneighborslike?GrammarSimplePastTense:Usedtodescribeactionsorstatesthathappenedinthepastandarenowpleted.Theverbformusuallyhasedaddedforregularverbs(e.g.,playplayed),andthereareirregularverbforms(e.g.,gowent).Forexample,"IwatchedTVlastnight."PresentPerfectTense:Usedtodescribeanactionthatstartedinthepastandcontinuestothepresentoranactionthathasjustbeenpletedwithaconnectiontothepresent.Thestructureishave/has+pastparticiple.Forexample,"Ihavelivedinthiscityfor10years."教學(xué)過程Step1:Leadin(5minutes)Showsomepicturesoftheschoolorthelocalareainthepastandnow.Forexample,anoldpictureoftheschoolwithasmallplaygroundandanewpicturewithalarge,modernplayground.Askstudents:"Whatcanyouseeinthesepictures?Howhasourschool/areachanged?"Letstudentsdiscussinpairsandsharetheirideas.Purpose:Thisactivitycanquicklyarousestudents'interestandmakethemthinkaboutthethemeofchanges,whichpavesthewayforthefollowingreading.Step2:Prereading(10minutes)ForReadingClub1:Writesomekeywordsontheblackboard,suchas"town","change","buildings","transportation","shoppingcenters".LetstudentspredictwhatthedialoguebetweenLindaandhergrandpamightbeaboutbasedonthesewords.ForReadingClub2:Ifit'sapersonalnarrative,showsomepicturesrelatedtochildhoodgamesorpasttimeactivities.Askstudentstoguesswhatkindofmemoriesthetextmightcontain.Purpose:Predictingcanhelpstudentsactivatetheirpriorknowledgeandgetthemmoreengagedinthereadingprocess.Step3:Whilereading(15minutes)Skimming:ForReadingClub1,letstudentsquicklyreadthedialoguetofindoutthemainidea.Thenaskthemtosummarizewhatthetownwaslikeinthepastandwhatitislikenowinoneortwosentences.ForReadingClub2,askstudentstoskimthetexttogetageneralunderstandingofwhosememoriesarebeingdescribedandwhattheoverallfeelingofthememoriesis.Scanning:InReadingClub1,askstudentstoreadthedialogueagainandfindspecificinformation,suchasthenumberoftallbuildingsinthepastandnow,thetypesoftransportationinthepast,andthechangesinshoppingfacilities.Letthemfillinatableontheblackboardorintheirnotebooks.InReadingClub2,studentsscanthetexttofinddetailsaboutthepastactivities,thepeopleinvolved,andtheemotionsassociatedwiththosememories.Theycanunderlinetherelevantsentences.Purpose:Skimmingandscanningcantrainstudents'readingskillsandhelpthemeffectivelyextractinformationfromthetext.Step4:LanguagePointsExplanation(10minutes)Writesomeimportantsentencesfromthereadingmaterialsontheblackboard,suchas"Thereusedtobeasmallmarkethere,butnowit'sashoppingmall."Explainthesentencepattern"Thereusedtobe..."andhowitisusedtodescribepastexistence.Forthegrammarpoints,takeexamplesfromthetextstoexplainthesimplepasttenseandthepresentperfecttense.Forexample,"Ourtownwasverysmallthen."(simplepast)and"Ourtownhaschangedalotovertheyears."(presentperfect).Usemoresimpleexamplestohelpstudentsunderstandthedifferences.Drillthenewvocabularyandsentencepatternswithstudents.Forexample,givestudentssomesituationsandletthemmakesentencesusingthelearnedwordsandpatterns.Purpose:Thisstephelpsstudentsunderstandthelanguageknowledgeinthereadingmaterialsandbeabletousethemcorrectly.Step5:Postreading(5minutes)ForReadingClub1,organizeagroupdiscussion.Dividestudentsintogroupsoffourandaskthemtodiscusstheadvantagesanddisadvantagesofthechangesinthetown.Eachgroupchoosesarepresentativetoreporttheirdiscussionresults.ForReadingClub2,askstudentstosharetheirownsimilarmemorieswiththeclass.Theycantalkaboutapastexperiencethattheyremembervividly.Purpose:Thepostreadingactivitiescanhelpstudentsfurtherunderstandthetheme,practicetheirspeakingskills,andconnectthereadingcontentwiththeirownlives.教學(xué)反思Afterthis45minuteclass,overall,thestudentsseemedtobequiteengagedinthelearningprocess.Theleadinactivityusingpictureswaseffectiveinattractingtheirattentionandgettingthemthinkingaboutthetopicofchanges.However,duringtheprereadingprediction,somestudentshaddifficultymakingreasonablepredictions,whichmightindicatethattheyneedmoreguidanceinusingkeywordstoinfertextcontent.Inthewhilereadingstage,moststudentswereabletoskimandscanthetextstogetthemainideaandspecificdetails.Butafewstudentsstillhadtroubleunderstandinglongsentences,especiallythosewithplexgrammarstructures.Thisshowsthatmorepracticeinanalyzingsentencestructuresisneeded.Whenexplaininglanguagepoints,thestudentsseemedtounderstandthenewvocab