第三课时Section A (3a-3d)
一、Teaching Objectives
In this class, students will:
- understand and summarize the key differences between past and present village life by reading an interview and completing a comparison chart.
- learn to use "used to" and present tense structures, along with related vocabulary, to describe changes in their own hometown.
- discuss hometown changes with a partner in conversation, and briefly express their opinions and feelings about these changes.
二、Teaching Advice
Lead-in
- Show students a photo of a place in your city five or ten years ago and ask: Look at this photo. What do you see? Where is it?
- Show students another photo of the same place at present and ask: This is the same place today. What’s the difference now?
- Write two key sentence frames on the blackboard to help students make a summarize:
In the past, there used to be a small road / ... But now, there is a big highway / ... |
Pre-reading
3a - Ask students to read the interview quickly and answer the question: In what ways have the villager’s lives changed?
- Have them read again more carefully and underline the sentences or phrases that describe how things were in the past and how things are now.
- Ask questions to focus on key changes:
How did the new highway help the villagers? What new building are mentioned? Why did young people come back to work and live in village? - Ask students to look at the photo in 3a and describe what is happening in it. Show them photos of high-tech greenhouses and traditional farms, and ask them to compare the differences. If time allows, the teacher can also show photos of villages in the past alongside images of new socialist villages, so students can see the improvement in villagers’ lives.
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While-reading
3b - Ask students to use the information from 3a to complete the table.
- Walk around to check progress and offer help.
- Go over the answer as a class, using the text to confirm each point. Write key phrases on the blackboard.
3c - Play the recording. Let students listen and repeat.
- Divide students into pairs to role-play the conversation. Encourage them to add their own
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