Unit 5 Now and Then Reading Club1&2 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 5 Now and Then-Reading Club1&2 Reading Club 1 Reading Club 1 in Unit 5 Now and Then is a dialogue between Linda and her grandpa. They are talking about the changes in her mother's hometown. Through their conversation, students can learn about the differences in the town's appearance, such as the number of tall buildings, the types of transportation, and the presence of shopping centers, between the past and the present. For example, the town used to be small with few tall buildings, but now it has changed a lot with many new high - rises. This reading material not only provides language input but also helps students understand the concept of change over time. Reading Club 2 Reading Club 2 may present a different text, perhaps a personal narrative about someone's memories of the past. It could involve details like what life was like in the past, such as the games people played, the way they spent their free time, and the relationships within the community. This reading aims to further immerse students in the theme of now and then, and also allows them to explore the emotional aspect of looking back on the past. 教学目标 Students will be able to master the key vocabulary related to describing changes, such as "change", "development", "modern", "traditional", "building", "transportation", "crowded", "spacious", "peaceful", "shopping mall", etc. Students can correctly use the sentence patterns for comparing the past and the present, like "Our town has changed a lot over the years.", "There used to be... but now there are...", "Transportation has improved, making travel faster and easier." Students will understand and be able to use the grammar of the simple past tense and the present perfect tense to describe past and present situations. 教学重难点 Key Points The key vocabulary and sentence patterns for describing changes. The correct usage of the simple past tense and the present perfect tense in the context of discussing past and present differences. Training students' reading skills to effectively understand and extract information from the reading materials. Difficult Points Distinguishing between the simple past tense and the present perfect tense and using them accurately. For example, knowing when to use "I played football yesterday." (simple past) and "I have played football for 5 years." (present perfect). Helping students organize their thoughts and use the learned language to express complex ideas about changes in a logical and coherent way, both in speaking and writing. Vocabulary Nouns: change, development, building, transportation, shopping mall, neighbor, traffic, candy shop Adjectives: modern, traditional, crowded, spacious, peaceful Phrases: used to, in the past, at present, over the years, a lot of, many, few Sentence Patterns Our town has changed a lot over the years. There used to be... but now there are... Transportation has improved, making travel faster and easier. What was the traffic like before? What were Grandpa's neighbors like? Grammar Simple Past Tense: Used to describe actions or states that happened in the past and are now completed. The verb form usually has - ed added for regular verbs (e.g., play - played), and there are irregular verb forms (e.g., go - went). For example, "I watched TV last night." Present Perfect Tense: Used to describe an action that started in the past and continues to the present or an action that has just been completed with a connection to the present. The structure is have/has + past participle. For example, "I have lived in this city for 10 years." 教学过程 Step 1: Lead - in (5 minutes) Show some pictures of the school or the local area in the past and now. For example, an old picture of the school with a small playground and a new picture with a large, modern playground. Ask students: "What can you see in these pictures? How has our school/area changed?" Let students discuss in pairs and share their ideas. Purpose: This activity can quickly arouse students' interest and make them think about the theme of changes, which paves the way for the following reading. Step 2: Pre - reading (10 minutes) For Reading Club 1: Write some key words on the blackboard, such as "town", "change", "buildings", "transportation", "shopping centers". Let students predict what the dialogue between Linda and her grandpa might be about based on these words. For Reading Club 2: If it's a personal narrative, show some pictures related to childhood games or past - time activities. Ask students to guess what kind of memories the text might contain. Purpose: Predicting can help students activate their prior knowledge and get them more engaged in the reading process. Step 3: While - reading (15 minutes) Skimming: For Reading Club 1, let students quickly read the dialogue to find out the main idea. Then ask them to summarize what the town was like in the past and what it is like now in one or two sentences. For Reading Club 2, ask students to skim the text to get a general understanding of whose memories are being described and what the overall feeling of the memories is. Scanning: In Reading Club 1, ask students to read the dialogue again and find specific information, such as the number of tall buildings in the past and now, the types of transportation in the past, and the changes in shopping facilities. Let them fill in a table on the blackboard or in their notebooks. In Reading Club 2, students scan the text to find details about the past activities, the people involved, and the emotions associated with those memories. They can underline the relevant sentences. Purpose: Skimming and scanning can train students' reading skills and help them effectively extract information from the text. Step 4: Language Points Explanation (10 minutes) Write some important sentences from the reading materials on the blackboard, such as "There used to be a small market here, but now it's a shopping mall." Explain the sentence pattern "There used to be..." and how it is used to describe past existence. For the grammar points, take examples from the texts to explain the simple past tense and the present perfect tense. For example, "Our town was very small then." (simple past) and "Our town has changed a lot over the years." (present perfect). Use more simple examples to help students understand the differences. Drill the new vocabulary and sentence patterns with students. For example, give students some situations and let them make sentences using the learned words and patterns. Purpose: This step helps students understand the language knowledge in the reading materials and be able to use them correctly. Step 5: Post - reading (5 minutes) For Reading Club 1, organize a group discussion. Divide students into groups of four and ask them to discuss the advantages and disadvantages of the changes in the town. Each group chooses a representative to report their discussion results. For Reading Club 2, ask students to share their own similar memories with the class. They can talk about a past experience that they remember vividly. Purpose: The post - reading activities can help students further understand the theme, practice their speaking skills, and connect the reading content with their own lives. 教学反思 After this 45 - minute class, overall, the students seemed to be quite engaged in the learning process. The lead - in activity using pictures was effective in attracting their attention and getting them thinking about the topic of changes. However, during the pre - reading prediction, some students had difficulty making reasonable predictions, which might indicate that they need more guidance in using key words to infer text content. In the while - reading stage, most students were able to skim and scan the texts to get the main idea and specific details. But a few students still had trouble understanding long sentences, especially those with complex grammar structures. This shows that more practice in analyzing sentence structures is needed. When explaining language points, the students seemed to understand the new vocabulary and sentence patterns well through drills. But the distinction between the simple past tense and the present perfect tense still confused some students. Maybe more real - life examples and practice exercises should be provided in the future. The post - reading group discussion and sharing were quite successful. Students actively participated and were able to express their opinions and memories. However, some students' oral expressions were not very fluent, suggesting that more opportunities for speaking practice are required. In conclusion, for future lessons, I will adjust my teaching methods according to the students' performance. I will provide more detailed guidance in pre - reading, strengthen sentence - structure analysis in while - reading, design more targeted grammar exercises, and create more speaking opportunities to improve students' overall language proficiency. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $