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教学设计 | 外研社八年级上册 Module5 Lao She Teahouse

Original 2017-01-11 和龙飞 明师俱乐部

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作者：

鄂尔多斯市第一中学伊旗分校——和龙飞

教学内容（市级展示课）：

外研社英语八年级上册

Module 5 Lao She Teahouse

Unit 2 It describes the changes in Chinese society

一、学生分析

1. 本次所授课的对象为八年级学生，他们大多是16、17岁。他们活泼、开朗、好奇心强，对英语持有较浓厚的兴趣，但他们也具有抽象思维能力较低，形象思维能力强，注意力容易分散，比较不稳定性的生理特点。在本课教学过程中，在注重启发引导，培养学生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法，情景交际法等，激发学生学习的兴趣，并且结合及时的评价机制进行鼓励，让学生易于接受，乐于接受。

2. 学生在学习本课之前，学生已在本模块Unit 1中已经学习了一些关于老舍茶馆的背景知识和词汇，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，为本课的学习打下了基础。

3. 学生能充分利用教材和教师的多媒体教学所提供的学习资源，实现自由参与和创新，能主动与他人交流，学习经验，及时反思。

二、教材分析

本课内容是外研社(新标准)八年级英语上册第五模块的第二单元的第一课时，课型为阅读课。课文以老舍及老舍茶馆为主题，介绍了话剧《茶馆》、作者老舍以及老舍茶馆，借此让学生了解像老舍这样的在中国文坛有着重要影响的作家及京剧、话剧等中国传统文化，试图以此作为导引，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。

本课时教学删除原来的Activity 4，增加相应的阅读理解练习和写作练习，分段设计不同的任务，主要形式有选择题、综合信息题和问题答题，活动形式有个人活动、同伴活动和小组活动。本课时阅读技巧方面主要指导学生运用阅读策略获取信息，以时间轴的形式记录事件发生的先后顺序。

三、教学策略

本节课型以阅读为主，通过阅读训练，对话剧《老舍》、作者老舍及老舍茶馆等中国传统文化有更深的了解。为了让阅读课也能充满趣味和意义，对教材的内容进行适当的补充、删减。以话题为核心,设计多种任务活动，把知识点化难为易，将知识不断外延拓展。利用多媒体, 让学生在轻松愉快的视频中体验中国传统文化，通过图片和句子结合的方式输入词汇语言，在合作学习、游戏、竞赛等活动中巩固语言，并且注重评价方式和鼓励措施。

教学设计

一、教学目标

知识与技能：

Words & phrases生词和短语act, common, describe, society, if, magic

Key sentences重点句子

Teahouse is one of Lao She’s most famous plays.

It tells us the story of Wang Lifa and his customers of his teahouse in Beijing..

His mother sent him to the Teacher’s School in 1913.

… and was named “the People’s Artist”.

Lao She’s teahouse gives a warm welcome to everyone from all over the world.

Write a passage about their favorite films or plays.

过程与方法：Reading and writing.

情感价值观：Learning the Teahouse to know and use the verbs which followed by infinitives

二、重难点

How to find out the heading of each paragraph in the passage.

verbs followed by infinitives.

三、教学方法

Button-up approach

四、需用器材

A projector or some pictures, a tape recorder ,OHP

五、教学设计

教学环节设计

教师活动设计

学生活动设计

设计意图

Step1 Revision and lead-in.

Activity 1

Step 2

New words

Step 3

Activity2 & 3

In this procedure, revise something that was studied in unit 1 by doing pair works. After that, lead in Activity One of this unit.

T: Yesterday we have known something about Lao She’s Teahouse. I have some small pieces of paper with some questions on them. I’ll give them to some students and they will read the questions. You will answer the questions as quickly as you can.

Give the paper to some students.

Ask some students questions about Lao She and Teahouse and lead in this unit.

T: What is Lao She most famous for?

T: Right. Do you want to know something more about Lao She and his Teahouse? Now please turn to page at 36 and look at activity 1

Write the questions on the board and show them some pictures about Lao She.

1. What do you know about Lao She?

2. What are his most famous books and plays?

3. What’s special about Lao She’s Teahouse?

Show pictures to students, and tell what they are.

T: (Show one by one, and help them answer.) What’s this in English? … (Teahouse, customers, act, show, Chinese society, magic ,the Beijing Opera ,college, novel )

①Ask and answer.

In this procedure, make students familiar with some new words of some instruments by making use of pictures. Give a brief introduction of Lao She and Teahouse.

T: Teahouse is the most famous play written by Lao She. When and where did it take place?

Help students answer.

T: This play tells us a story of Wang Lifa and his customers in old Beijing. There are many different types of people with different ends. Wang loses the teahouse and dies in the end. Lao She is considered as a Great Master of Language in the twentieth century.

Use the pictures of the Teahouse to help students understand.

②Listening and matching

In this procedure, ask the students to listen and read the passage and find out the heading of each paragraph. Match the correct headings with the paragraphs.

T: Now that you have known something about Lao She and Teahouse. Let’s read the passage to get some further information. First, listen to the tape with your books closed. After listening, read the passage and then you’ll match the headings with the paragraphs.

Play the recording.

Point out that finding out the heading of each paragraph is important. The title of a passage, theparagraph headings and the photos will help them understand the main ideas.

Elicit answer from the whole class.

After that, ask students to read the passage again and underline the new words and expressions and then finish activity 3.

Dealing with words and expressions:

1. describe

describe v. 描写；描述；形容

The police asked me to describe exactly how it happened. 警察让我描述一下这事是怎样发生的。

Words cannot describe the beauty of the scene. 语言难以描述那景色之美丽。

It is very difficult to describe my joy in words.我的快乐难以用语言来形容。

describe sb. to sth. 向……描述

Can you describe the thief to me?

你能向我描述那个盗贼的特征吗?

Could you describe the accident to us? 你能把出事的经过向我们叙述一下吗?

describable adj.可记述的；可描写的

2. … and was named “ the People’s Artist”.

be named 被誉为, 被命名为

The kid was named after his grandfather.

这孩子是以他祖父的名字命名的。

The strait was named after its discoverer.

这个海峡是以它的发现者命名的。

3. If you like the Beijing Opera, traditional music, or magic shows, you can enjoy them at the teahouse.

注意里面的if从句: 如果…… 如：

If you come here earlier, you can see the pop star.

如果你来早一点你就能看到歌星了。

4. Lao She Teahouse gives a warm welcome to everyone from all over the world.

give a warm / wonderful welcome to sb.= give sb a warm / wonderful welcome

热情欢迎

give a cold welcome to sb. = give sb a cold welcome欢迎不热烈，比较冷淡。We gave the pop star a warm welcome yesterday.昨天明星受到了我们的热情欢迎。

He didn’t know why his fans give him a cold welcome 他不知道他的粉丝为什么对他比较冷淡。

In this procedure, ask students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples. Then do some exercises.

T: Let’s read the passage again and complete the sentences in Activity 4. Read slowly and carefully this time.

Check the answers and go through answers with the students.

In this procedure, ask students to ask and answer questions of the passage in pairs. Be prepared to write a short passage.

T: Now we’ll complete the table of activity 5.

Where does the story take place?

When does the story take place?

What is the story’s main idea？

Why is it good?

T: And everyone may have favorite film and play. Now talk with your friends about your favorite film and play. Ask and answer questions in pairs like activity 5.

And complete the table.

Intensive reading- Read paragraph 3, then answer the questions.

Step One: Show student the questions and have students to work in groups to answer the questions and tell where they can find the answers.

1. What kind of show can customers see in the Lao She Teahouse?

2. What can customers do in the Lao She Teahouse?

Step Two: Get 4 students to answer each quetsions and check the answers(give some comment).

Step Four: Team 3 reads Paragraph 3 all together

Post-reading: Writing

【操作过程】

Task1: Translation the information with the tips.

Step One: Show the information card and have students to work in pairs to translate the five sentences into English according to the table and the tips.

Step Two: Get 5 students to write down their translation on the black board.

Step Three: Get 5 groups to check the translation or give better translations.

Task 2:Hold a competition——the best writing! Have students to write a passage using the sentences translated, then have students to choose the best writing.

Step One: Have students to write a passage using the sentences translated.

Step Two: Check the passage in groups.

Step Three: Have each group to recommend the best writing of the group, show the writings, and have other group to check the writing.

Step Four: Choose the best writing of the whole class by voting.

Step Five: Give a writing sample and some writing advise.

The students who get the paper begin to ask and answer like this:

S1: Why did Betty want to go to Lao She’s teahouse？

S2: Because she wanted to see some Beijing Opera.

…

S: He’s especially famous for his play, Teahouse.

Turn to page at 36 and look at activity 1.

S: He is one of the most famous writers in China.

S: He is famous for his plays and novels such as Teahouse,four generations under one roof and so on.

S: In it, we can drink tea and watch the traditional Chinese Beijing Opera.

All of the students repeat.

S: It took place from the end of the nineteenth century to the middle of the middle of the twentieth century in a teahouse in old Beijing.

Listen, read and match.

1 .b) 2. c) 3. a)

They begin to read again and the same time to finish activity 3.

1957wrote Teahouse

1924 left home and went to England

1918 finished the teacher’s school and became a head teacher of a primary school

1913 went to a teacher’s school

1899 born in Beijing

【设计意图】：本活动设计成回答问题的形式，让学生阅读文段后回答问题，并且说出文章根据，小组活动的形式培养学生合作学习的意识，解决文章中存在的疑难问题，同时在小

组之间进行竞争，激发学生的学习兴趣，也有利于学生养成自查自纠的习惯。通过朗读句子来检查答案，扫除学生的语音障碍。并适时地给予肯定。

【设计意图】：通过个人翻译、小组讨论、检查语句表达等方式训练学生的语言表达能力，并且引导学生使用提示短语进行句子翻译，帮助学生更好地理解和运用本课重点表达。

【设计意图】：通过短文写作，强化学生的语言模仿能力和语言表达能力，使学生正确地运用动词不定式。促进小组推选组内文章、小组合作修改文章、小组投票推选出班内最佳文章的形式，促进合作精神，同时小组间的竞赛能够活跃课堂气氛，激发学生学习兴趣。

一、Lead-in

【操作过程】

Task 1:

Show a picture of Lao She，ask students”

Do you know him?"

Task 2:Have Ss to work in pairs. Ask and answer the questions about Lao she.

1. What do you know about Lao She?

2. What is Lao She's most famous play?

Task 3:

Play a video of Lao She Teahouse, have students to play a guessing game: What is it?

【设计意图】：用老舍图片及老舍茶馆视频导入，让学生边猜测边讨论边学习，能够吸引学生的注意力，活跃了课堂气氛。让学生做好课前的准备，进入新课。

复习，让学生自然过度到新知的学习。

图片使单词更形象，易于接受。

问题和图片，引起学生的求知欲。

合上书听，再读，加深学生对课文的掌握。

让学生掌握些阅读技能。

六、板书设计

七、课后反思

教学特色和教学最成功的方面

本节课依据新课标进行设计，思路清晰，过程流畅，较好地完成预期目标，体现了任务型教学的理念：

采用了阅读任务型教学三步教学法，即：Pre-reading—While-reading— Post-reading。在阅读问题设计时分三大类（由最简单的直接能从课文中找到答案的match the heading with the paragraph 到比较容易回答的choose the best answers延伸到有一定难度的complete the timeline with the information和answer the questions,最后延伸到模仿写作writing），能够兼顾到班级不同层次的学生层面，让每位学生都有积极发言的机会。

课堂上，用轻松愉快的图片和视频的形式来导入，利用多媒体教学，充分运用图片、视频等辅助教学，体现“词不离句”的词汇教学，并有效突出重点和突破难点。

课堂教学过程中，通过竞赛、抢答等各种形式展开教学，充分体现以学生为主体，以任务为主线的阅读任务型教学。

评价手段主要是采取激励性评价的方法，对学生评价机会很多，对每一位（组）学生的发言，都给予积极的评价，评价中注意理解、尊重学生。教师对学生的评价，学生对学生的认可，往往能使学生获得自信和成就感，满足他们的心理需要，让学生从评价中体验学习英语的快乐，受人赞赏的自豪和奋发向上的冲动。

存在问题和改进措施

1 ) 本课时写作部分给出的信息，与学生认知水平有差距，学生较为陌生，以致写作花时较多，高潮及升华部分的调查没能按时完成，在今后的教学过程中多从学生已有认知水平和知识背景出发，选取材料贴近学生实际，让他们在使用语言中巩固知识，感受用英语交流、写作的成就感，从而培养了学生的运用语言、进行合作学习的精神。

2) 互动评价不够多元化，应进一步改进、完善。

附：教学步骤及设计意图

Steps	Activities	Intentions
Lead-in	Guessing the topic according to the photos.	通过图片猜测本课内容，
Pre-reading	1.Watch a video and answer the question: What can we do at Lao She Teahouse? 2.Check the answers. 3.Read the third paragraph.	通过视频热身,活跃课堂气氛，带着问题看视频，处理生词：magic，customer，traditional，Beijing Opera.渗透阅读策略。
While-reading	1. Pair work: What do you know about Lao She? 2. Complete the timeline with information about Lao She. 3.Check the answers. 4.Think: What’s special about Lao She’s Teahouse? 5.Read it quickly and complete the table.	通过两个pair work活动过渡让学生熟悉文章的第一段和第二段，渗透寻读的策略，在处理第一段的table时候渗透写作策略，通过group work讨论总结如何从When，Where，What，Why描述最喜欢的电影、电视或者动画片。
Post-reading	1.Retell the life of Lao She according to the clues. 2.Discuss in groups and write a passage about your favorite play, film or cartoon. 3.Show their writings.	学生学会利用时间轴描述一个名人的一生。学生可以写自己最喜欢的戏剧，也可以写自己喜欢的动画片或者电影，给出参考句型降低写作难度，向中考书面表达靠拢。
Summary	I have learned…	思维导图从整体把握课本内容的联系，引入竞争，让学生说说自己这节课的收获。
Homework	1. Write an email about your favorite play, film or cartoon to Emily and then talk it with your partner.. 2. Surf the internet to find more information about Lao She, Teahouse and Lao She Teahouse.	巩固写作能力，扩大学生知识面，培养学生学会通过网络自学自己找资料的能力。