Module5Unit1教案.doc

Module 5 Lao She TeahouseUnit 1 I wanted to see the Beijing Opera. 讲课教师： 毕 杰 工作单位：静海二中 时间：2015年6月1日Module 5 Lao She TeahouseUnit 1 I wanted to see the Beijing Opera. 一、教学内容分析本模块第一单元的对话以玲玲带贝蒂前往老舍茶馆观看京剧为主题，讲述了贝蒂在茶馆内的所见所闻，并简单介绍了京剧、作家老舍及其代表作茶馆。这段对话以谈论中国国粹京剧为主线，穿插使用动词不定式作宾语的句子，教学情景自然生动，有利于激发学生对祖国传统文化的热爱。通过听、说、读、写等一系列活动，引导学生学习动词不定式作宾语的用法，并为他们运用目标语言创设了真实而多样的环境。二、学情分析本模块以老舍以及老舍茶馆为主题，介绍了作家老舍、老舍茶馆以及话剧茶馆等相关内容，借此让学生了解像老舍这样的在中国文坛中有着重要影响的作家及京剧、话剧等中国传统文化。由于话题贴近现实，人文性很强，学生应该会对本模块的话题产生强烈浓厚的兴趣。也许一部分学生曾经读过茶馆这本书，或者看过同名电影，所以学生对于本模块的内容可能拥有一定的背景知识。教师可以利用这部分学生的信息资源，带动全班学生的学习热情和兴趣。 二、教学目标（一）语言知识目标：1. Vocabulary: teahouse, offer, end, in the end, on idea2. Structures：You know, I wanted to see the Beijing Opera, so Lingling offered to take me there. We only planned to watch for an hour. I hope to understand more next time.3. 语法：能够掌握动词不定式作宾语的用法，熟记常接动词不定式的动词。4. 功能：能够表达自己的意图和计划。5. 话题：围绕参观老舍茶馆展开，要求学生能够运用动词不定式表述经历。（二）语言技能目标：听：能够听懂有关京剧的对话，了解老舍茶馆，并感知动词不定式做宾语。说：能够简单描述自己的意图和计划。读：能够运用阅读策略获取信息，了解文章大意。写：能够仿照范文，写一篇介绍自己最喜欢的喜剧或电影的短文。(三) 情感态度目标：1.培养学生对京剧、话剧等中国传统文化的兴趣和热爱，增强其民族自豪感。 (四)学习策略：1、 自学策略：能够利用语篇标题、段落标题和图片来获取文章主旨。 2、合作学习策略：能够积极与他人合作，共同完成短剧表演。(五)文化意识：初步了解戏剧的基本要素、伟大的作家以及世界著名剧院等。三、教学重点、难点掌握动词不定式做宾语的用法。1）能够简单描述自己的意图和计划。2）能够了解京剧以及一些著名的作家。四、教学与学法指导为了实现教学目标，在教学中采用“学讲练思”教学模式，运用任务型教学途径和兴趣激发、竞赛的方法，提高课堂效率，实现高效轻负。五、教学过程Step 1 Warming upThe teacher shows a short piece video of Lao She Teahouse to the students. And ask them to pay attention to what they have seen in Lao She Teahouse. T: Last weekend my friend telephoned me and invited me to have tea in a teahouse. Do you know a teahouse? One teahouse is much more famous around the world. Thats Lao She Teahouse. Ill show you a short piece video of it.设计意图：通过播放视频激起学生浓厚的求知欲和兴趣，带着好奇进入老舍茶馆。本环节激发学生的学习兴趣，吸引同学们的注意力，同时自然地渗透本课的重点。Step 2 Learning new wordsThrough the piece of video of Lao She teahouse, the teacher explains the new words.T: Do you see a beautiful lady performing Beijing Opera? Shes an actress. You can enjoy the Beijing Opera and drink tea at the same time, because the waiters will offer you some tea. If you are lucky, you can watch the amazing magic shows in the end. 设计意图：在语境中授新单词，有利于学生理解和加强记忆，培养学生用英语来解释英语的思维，拓展思维。Step 3 Listening Listen and underline the correct words or expressions.T: Now the two friends, Betty and Lingling are going to visit Lao She Teahouse. Listen and underline the correct words or expressions.设计意图：本活动是本单元的热身活动，通过简短的听力让学生了解贝蒂想去茶馆的原因以及玲玲如何向贝蒂介绍老舍茶馆，很自然地为进入正文做好铺垫。Step 4 Listening The teacher plays the record of the whole text and makes the students answer the questions. The passage is a bit longer, so the teacher divides it into two parts. And then call back the answers from the whole class. T: It seems a good place to enjoy traditional activities. For Betty and Lingling, they enjoyed themselves at Lao She Teahouse. Listen to the conversation and answer the questions. 设计意图：首先整体感知课文，训练同学们听懂大意，培养学生抓住主旨大义和关键词的能力。由于篇幅有点长，对于没有任何背景知识的学生来说，听懂全文有一定难度，所以采用分层教学。将全文分成两个层次，降低难度。 Step 5 ReadingThe teacher plays the recording of the text, and makes the students grasp the key information. During the process of reading, the teacher trains the skills of making key notes according to the passage. Try to remember the key events and details of the text.设计意图：跟读课文，理解全文内涵并提取细节信息。在听读过程中培养学生记下关键信息的能力，锻炼学生的思维能力和记忆能力。Step 6 Reading and learning1. The teacher makes the students work in pairs and find phrases.2. The teacher gives the students a summary.3. Do some exercises.设计意图：发展学生探究式学习，学生合作学习并找出本课重点语法，然后互帮互助加以识记、理解。在全文的基础上，练习动词不定式。Step 7 Free talk The teacher make the students work in pairs and make dialogues. A: Where would you like to go? B: Id like to go? C: Why? D: Because I want/ decide / plan / hope to-.设计意图：本课的动词不定式为知识难点，教师需引导学生根据句子理解掌握，紧跟的练习起到了巩固知识的作用，运用对话的形式在语境中进行检测，加深印象。Step 8 Finishish the blog. The teacher asks the students to complete the blog. T: If I have chance, I really want to go to Beijing and visit Lao She Teahouse. Now children, I want to write something about Lao She Teahouse on my blog. Could you help me finish this passage?设计意图：本活动是语言输出阶段的练习，进而培养学生的表达能力，通过写博客的形式调动同学们说英语的欲望，在练习中加强语言的运用。Step 9 Retelling the storyThe teacher lets the students try to retell the main idea of the text.T: After learning the passage, can you use the key phrases to retell the text?设计意图：运用复述的形式检验学生对于知识的掌握，以文本为衬托，在语境中去运用动词过去式，培养学生的口语表达能力。Step 10 Homework1. Written work (书面作业）：Retell the pass