【英语】外研八年级上册Module 5 Lao She TeahouseUnit 3 教案
新外研版八年级英语mdoule5Lao She Teahouse知识详解
初二第四讲Module5 Lao She Teahouse一.wordls单词见单词表Unit1基础知识归纳1.You know, I wanted to see the Beijing Opera, so Lingling offered to take me there.你知道，我想看京剧，所以玲玲提议带我去那里。
offer的用法：（1）offer用作名词，意为提议；提供；出价。
如：Thank you for your offer of help.感谢你主动帮忙。
（2）offer作动词，表示主动提出做某事，后接不定式，至于对方接受或采纳与否不予说明。
如：He offered to lend me his dictionary.他主动要把他的词典借给我。
（3）offer作动词，表示主动提出给与某人某物时，后面可接双宾语。
如：The headmaster offered me her raincoat.校长要把她的雨衣借给我。
（4）offer作动词，还可以表示出价。
They offered him 3,000 yuan for the motorbike.他们提出以3000元的价格买他那辆摩托车。
2.Well, it was interesting-that’s the main thing.嗯，它很有趣--那是主要的事情。
interesting意为令人感兴趣的，有趣的，可用作表语，也可以用作定语。
如：Here is an interesting family photo.这儿有一张有趣的家庭照片。
拓展：interested意为对.......感兴趣，常用于be/become interested in这一结构，其主语是人，而不是物。
它还可以用作定语，常修饰人。
如：I feel quite interested in the interesting story.我对这个有趣的故事感兴趣。
类似的形容词有：exciting（令人兴奋的），excited（感到兴奋的）；surprising（令人吃惊的）；surprised（感到吃惊的）3.My parents agree to on Saturday.我父母同意在周六。
外研新版八上Module_5_Lao_She_Teahouse
Module 5 Lao She Teahouse一、教学目标：1. Function: Talking about intentions and plans.2. Structure: Infinitive structures (1): infinitives as objects; verbs followed by infinitives.3. Skills:1) Listening and understanding familiar topics (Beijing Opera) finding specific information.2) Describing intentions and plans in simple language.3) Reading and understanding the sequence of events.4) Writing a short passage about favourite play or film.4. Around the world: Theatres5. Task: Acting out a scene from a play.二、重点及难点：Infinitive structures (1): infinitives as objects; verbs followed by infinitives.三、教材分析：本单元以Lao She Teahouse为话题，设计了三个部分的内容。
旨在通过单元教学使学生学会谈论自己生活中的事情；了解老舍和他的著作《茶馆》；学会表述计划、希望与建议；能找出文章的小标题；能用所学的知识写一段话，描述一部电影或戏剧，并出演其某些场景。
本课时为Unit 1，谈论日常行为，复习表示“邀请”的日常用语，引入关于老舍茶馆的对话；学习带不定式做宾语的动词的用法。
教学过程：Step 1 Warming-up1. Enjoy a play: Lao She Teahouse2. Show some pictures.3. Look at the pictures, and talk something about the pictures.4. Introduce the new words.5. Learn the new words.6. Read the new words.Step 2 Work in pairs.1. Ask the students to read the words in the box in Activity 1.actress dance music play sing teahouse theatre traditional2. Look at the pictures in Activity 1, and talk about them.3. Work in pairs. Use the words from the box to help you.Step 3 Listening practice.1. Ask the students to read through the sentences in Activity2.1) Betty often sees / wants to see some traditional Beijing opera.2) Betty knows / doesn’t know Lao She Teahouse.3) Lingling says that the opera is easy / difficult to understand.2. Play the recording once without stopping.3. Listen and underline the correct words or expressions.Step 4 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation and find useful expressions.4. Learn “Everyday English”1) How was it?2) You know, …3) That’s the main thing.4) No idea.Step 5 Check the true sentences.1. Ask the students to read the conversation again.2. Now check the true sentences.1) Tony went to Lao She Teahouse with Betty and Lingling.2) Betty understood the opera.3) Lingling and Betty stayed longer than they planned.4) Betty enjoyed the opera.5) Betty would like to go to the opera again.6) Betty knew about Lao She before she went to the teahouse.3. Ask the students to check with a partner.4. Check the answers:Keys: 1. ×2. ×3. √4. √5. √6.×Step 6 Complete the passage.1. Ask the students to read the words in the box in Activity 4.actress difficult end main offer2. Read through the passage.Betty wanted to see the Beijing opera, so Lingling (1) ________ to take Betty to Lao She Teahouse. The words of the opera were (2) ________ to understand, but the actors and (3)__________ were excellent. They only planned to watch for an hour, but in the (4) ________, they stayed for three hours. Betty thought it was interesting — that was the (5) ________ thing!3. Complete the passage with the correct form of the words from the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. offered 2. difficult 3. actresses 4. end 5. mainStep 7 Listen and repeat. （pronunciation and speaking ）1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) — Do you want to see the Beijing opera?—Yes, I’d love to.2) — Do you want to come to Lao She Teahouse with me?—Yes, please. I’d like to go with you.3. Ask the students to listen and mark the intonation.4. Now listen again and repeat.Step 8 Important and difficult points （write on a small Bb. ）1. — Who is Lao She? 老舍是谁？— No idea. 不知道。
外研社八年级英语上册Module5知识点
Module 5 Lao She Teahouse一、重点词组1、want to do 想做某事2、offer to do 主动提出做某事3、plan to do 计划做某事4、hope to do 希望做5、the traditional Beijing Opera 传统京剧6、easy/difficult/hard to understand 容易/难理解7、take sb. to sp. 带某人去某处8、in the end 最后，终于9、be famous for 因为…而闻名10、would like to do 想要做某事11、understand the main ideas 理解主旨12、one of the most famous plays 最有名的戏剧之一13、the end of the nineteenth century 十九世纪末14、the middle of the twentieth century二十世纪中期15、People ’s Artist 人民艺术家16、all over the world/around the world 全世界17、take place 发生18、at the same time 同时19、from…to 从...到二、重点句型1、I want to see Beijing Opera.want to do something. 想做某事2、So Lingling offered to take me there.offer to do something 主动提出做某事【拓展】offer 可以做名词，“提议、出价、提供”3、We only planned to watch for an hour.plan to do something 计划做某事4、I hope to under more next time.hope to do something希望做某事5、It was difficult to understand the words.It’s +adj+(for/of sb.)+ to do sth. 对某人来说做某事是怎么样的。
外研版英语八年级上册Module 5《Lao She’s Teahouse》(Unit 1)教学设计
外研版英语八年级上册Module 5《Lao She’s Teahouse》（Unit 1）教学设计一. 教材分析《Lao She’s Teahouse》是人教版初中英语八年级上册Module 5的教学内容。
本节课主要介绍老舍的著作《茶馆》，通过学习这篇课文，学生可以了解到中国近代史上不同阶层的人物的生活状态，以及他们对待生活的态度。
教材内容丰富，涉及词汇、语法、阅读理解等多个方面，有利于提高学生的综合语言运用能力。
二. 学情分析初中八年级的学生已经具备了一定的英语基础，能够运用英语进行简单的交流。
但他们在阅读理解、词汇积累以及语法运用方面还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，合理安排教学内容，调动学生的学习积极性，提高他们的阅读理解能力和语言运用能力。
三. 教学目标1.知识目标：学生能够掌握本节课的重点词汇和短语，如“drama, character, actor, actress, modern”等；学生能够理解课文内容，了解《茶馆》的故事背景和人物关系；学生能够运用所学的词汇和语法知识，进行简单的阅读理解和口语表达。
2.能力目标：学生能够提高阅读理解能力，通过阅读课文，获取和处理信息；学生能够在日常生活中运用所学的英语知识进行交流。
3.情感目标：学生能够培养对英语学习的兴趣，增强自信心；学生能够理解课文中所反映的社会现象，培养正确的人生观和价值观。
四. 教学重难点课文内容的理解；重点词汇和短语的掌握；运用所学的词汇和语法知识进行阅读理解和口语表达。
课文中长难句的理解；词汇的灵活运用；语法知识的运用。
五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中，运用所学知识，提高语言运用能力；2.情境教学法：创设各种情境，让学生在真实的语境中学习英语，提高学习兴趣；3.小组合作学习：鼓励学生相互合作，共同完成学习任务，培养团队精神；4.反馈与评价：及时给予学生反馈，鼓励他们积极参与学习，提高自信心。
初二英语上册(外研版)module5laosheteahouse知识点总结
初二英语上册（外研版）Module 5 Lao She Teahouse知识点总结一、重点词汇actress·基本用法actress n. 女演员He fell in love with an actress.他爱上了一位女演员。
·知识拓展--相关单词1. act v. 行动，表演She acted in her first film when she was 13 years old.13岁时她出演了她的电影处女作。
2. actor n. 演员，男演员His wish to be an actor has come true.他想当演员的愿望实现了。
teahouse·基本用法teahouse n. 茶楼，茶馆"The Teahouse" is playing at the Capital Theater.《茶馆》正在首都剧场上演。
offer·原文再现You know, I wanted to see the Beijing Opera, so Lingling offered to take me there.你知道，我想看京剧，因此玲玲提议带我去那儿。
·基本用法offer v. 提议；提出（过去式：offered 过去分词：offered 现在分词：offering 第三人称单数：offers）offer to do sth.意为“主动提出做某事”。
如：My brother offered to drive us to the park.我弟弟主动提出开车送我们去邮局。
·知识拓展--相关句型/结构1. offer sth. 提出某事。
如：Our teacher offered a good plan for the weekend.我们的老师给我们的周末提出了一个好计划。
2. offer sb. sth.=offer sth. to sb. 给某人提供某物。
外研版八年级上module_5_lao_she_teahouse_unit_1
Find out more information about theatres. Choose a scene and practise
it, then act out the scene in front of the
class next lesson.
actress the Beijing Opera
Teahouse
Lao She Teahouse
话剧《茶馆》 Lao She Teahouse
Lao She Teahouse ቤተ መጻሕፍቲ ባይዱowadays
Inside of Lao She Teahouse
Inside of the teahouse
Listen to the conversation and answer the questions.
Find these phrase in the dialogue
1.How was it? 2.You know… 3.Lingling offered to take me there. 4.It was difficult to understand the words. 5.Plan to do sth. 6. in the end 7.That’s the main thing.
你知道的 看京剧 计划干某事 主动提出带 我们去那儿 5. 以……著名 6. 希望做某事 7. 怎么样？ 8. 不知道. 1. 2. 3. 4.
you know see some Beijing Opera plan to do sth. offer to take us there
be famous for=be known for hope to do sth. How was it? No idea. =I’ve no idea
外研版英语八年级上册Module5《LaoShe’sTeahouse》(Unit2)说课稿
外研版英语八年级上册Module 5《Lao She’s Teahouse》（Unit 2）说课稿一. 教材分析《Lao She’s Teahouse》是人教版英语八年级上册Module 5的教学内容，本节课主要通过老舍的《茶馆》这篇经典文学作品，让学生了解中国传统文化，提高学生的英语阅读能力。
本节课主要围绕着茶馆里的三个角色——王利发、刘麻子和崔久峰的故事展开，通过他们的故事，让学生了解中国近代历史和社会变迁。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语阅读和听说活动。
但同时，他们对于中国的传统文化和社会历史了解还不够深入，因此，在教学过程中，需要帮助学生建立起文化背景知识，提高他们的阅读理解能力。
三. 说教学目标1.知识目标：学生能够掌握课文中的关键词汇和句型，理解课文的大意。
2.能力目标：学生能够运用所学的词汇和句型进行口语表达和写作。
3.情感目标：通过学习课文，学生能够了解中国传统文化，增强民族自豪感。
四. 说教学重难点1.教学重点：课文中的关键词汇和句型，以及对中国传统文化的理解。
2.教学难点：课文中的一些历史背景和文化细节，以及如何运用所学进行口语表达和写作。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，掌握课文内容，提高口语表达能力。
2.教学手段：利用多媒体课件，图片，视频等辅助教学，帮助学生更好地理解课文内容。
六. 说教学过程1.导入：通过展示茶馆的图片，引导学生谈论茶馆文化，激发学生的学习兴趣。
2.阅读理解：学生自主阅读课文，回答相关问题，教师进行讲解和指导。
3.口语表达：学生分组进行角色扮演，模仿课文中的对话，进行口语练习。
4.写作练习：学生根据课文内容，写一篇关于茶馆的小短文。
5.总结：教师对本节课的内容进行总结，强调重点和难点。
七. 说板书设计板书设计主要包括课文标题《Lao She’s Teahouse》，主要角色和他们的故事概要，以及一些关键词汇和句型。
2013_新版外研__八上课文__M5_Lao_She_Teahouse
Module 5 Lao She Teahouse Unit 1 I wanted to see the Beijing OperaBetty: Lingling and I went to Lao She Teahouse last night. Tony: How was it?Betty: It was great! You know, I wanted to see the Beijing Opera, so Lingling offered to take me there. We drank tea and watched an opera.Tony: Dia you understand the opera?Betty: No, it was difficult to understand the words. But the actors and actresses were excellent.Tony: How long did you stay?Betty: We only planned to watch for an hour, but in the end, we stayed for three hours.Tony: Did you enjoy it?Sally: Well, it was interesting —that’s the main thing. I hope to understand more next time.Tony: Do you often go to see the Beijing Opera, Lingling?Lingling:No, I don’t. I wanted to take Betty to the teahouse because it’s famous.Tony: Who is Lao She? Betty: No idea. Ask Lingling.Lingling: Lao She is a great writer. He’s especially famous for his play Teahouse.Unit 2 It describes the changes in Chinese society.1._______________Teahouse is one of Lao She’s most famous plays. He wrote it in 1957. The play has three acts and shows the lives of common people in China from the end of the nineteenth century to the middle of the twentieth century. It tells us the story of Wang Lifa and the customers of his teahouse in Beijing. It describes the changes in Chinese society over fifty years around the beginning of the twentieth century.2.________________Lao She was born in Beijing in 1899. His parents sent him to a t eacher’s school in 1913. After finishing school in 1918, he became a head teacher of a primary school. In 1924 Lao She left home and went to England. He taught Chinese at a college in London and returned to China five years later. He wroter many plays, novels and short stories about people’s lives, and was named “ the People Artist”. Lao She is one of the greatest Chinese writers of the twentieth century..3._________________At Lao She Teahouse today, customers can drink tea and eat delicious Beijing food. If you like the Beijing Opera, traditional music or magic shows, you can enjoy them at the teahouse. Lao She Teahouse gives a warm welcome to everyone from all over the world.Lao She Teahouse The story of Teahouse Lao She2．双宾语当我们表达“给某人某物”时就出现了两个动作的承受者，一是物，二是人，那么在英语中该如何排列呢?首先请看下面的例句：The play shows the audience life in China between 1898 and 1945.该话剧向观众展示了1898年至1945年期间中国的状况。
Module+5+Lao+She+Teahouse 外研版八年级英语上册
【总结】if 引导的从句 e.g. If it rains tomorrow, we will stay at home.
如果
引导条件状语从句
主句一般将来时，从句一般现在时
是否
引导宾语从句=whether
★主句一般现在时，从句根据情况使用时态； ★主句一般过去时，从句用一般过去时；
7. 课文原句：Where does the story take place?
1.最后；终于 in the end 2.不知道 no idea 3.校长 head master 4.京剧 the Beijing Opera 5.多长；多久 how long 6.同意做某事 agree to do sth. 7.回到中国 return to China
8. 出生在……地方 be born in… 9. 发生 take place 10. 魔术表演 magic shows 11. 被叫做 be called/named 12. 给某人一个热烈的欢迎 give sb. a warm welcome 13. 普通人 common people 14. 全世界 all over the world
1. 课文原句：Lingling offered to take me there.
【总结】★offer 主动提出。
【常用短语】★offer sb. sth. = offer sth. to sb. “提供某物给某人” ★offer to do sth. “主动提出做某事”
e.g. The teacher offered to help me with my English. The little girl offered her seat to the old man.
外研版八上英语Module 5 Lao She Teahouse Unit 2
name的过去分词为named，其同义词为called，常用作后置定语，修饰前面的名词。
About 750 years ago, a man named（=called） Marco Polo went to China. 大约750年前，一个名叫马可·波罗的人去了中国。（选自青岛中考）
describe /dɪˈskraɪb/ v.描写；描述（名词形式为description"描写，说明"）
常用结构：
A group of volunteers there describe movies to blind people.那里有一群志愿者向盲人描述电影内容。（选自云南中考）He described the Summer Palace as the greatest palace that he had ever seen. 他形容颐和园是他见过的最伟大的宫殿。（选自通辽中考）
形容词形式为social"社会的;社交的"
society还可意为"社团，协会"。
She joined the university art society. 她加入了大学艺术协会。
教材语境 His mother sent him to a teacher's school in 1913. 1913年，他的母亲把他送到一所师范院校读书。（教材P36）
show/ʃəʊ/ v. 展示；显示 n. 演出；表演
（1）作动词时常用于双宾语结构：show sth. to sb.=show sb. sth.向某人展示某物。
They show us confidence, creativity and positivity. （=They show confidence, creativity and positivity to us）.他们向我们展示了自信、创造力和积极性。（选自永州中考）
外研版英语八年级上册Module 5《Lao She’s Teahouse》(Unit 3)教学设计
外研版英语八年级上册Module 5《Lao She’s Teahouse》（Unit 3）教学设计一. 教材分析外研版英语八年级上册Module 5《Lao She’s Teahouse》（Unit 3）的主要内容是关于老舍的《茶馆》。
本节课通过讲述茶馆中的人物和故事，让学生了解中国传统文化，提高他们的语言运用能力和跨文化交际能力。
教材包括阅读理解、词汇学习、语法讲解和综合练习等部分。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的阅读和交流。
但他们在阅读长篇阅读材料时，可能会遇到生词和语法难点，影响理解。
因此，在教学过程中，需要帮助学生克服这些困难，提高他们的阅读能力。
三. 教学目标1.知识目标：学生能够掌握本课的生词和短语，理解文章大意，掌握一般过去时的用法。
2.能力目标：学生能够运用所学知识进行简单的交流，提高阅读和写作能力。
3.情感目标：学生能够了解中国传统文化，增强民族自豪感。
四. 教学重难点1.重点：生词和短语的学习，文章大意的理解。
2.难点：一般过去时的用法，以及与文章相关的中国传统文化知识。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的参与度。
2.情境教学法：创设真实的情境，让学生在实际环境中运用所学知识。
3.小组合作学习：鼓励学生互相交流，共同解决问题，提高合作能力。
六. 教学准备1.准备相关课件和教学素材。
2.准备教材和作业本。
3.准备录音机和录音带（如有需要）。
七. 教学过程1.导入（5分钟）利用课件展示茶馆的图片，引导学生谈论茶馆文化和《茶馆》这部作品。
2.呈现（10分钟）呈现文章标题《Lao She’s Teahouse》，并简要介绍老舍和他的《茶馆》。
然后，让学生阅读文章，注意生词和短语。
3.操练（15分钟）学生分角色朗读文章，注意模仿语音语调。
教师适时停顿，解释生词和短语，讲解一般过去时的用法。
4.巩固（10分钟）学生分组讨论，总结文章大意，并用自己的话复述故事情节。
Module+5+Lao+She+Teahouse 讲义 外研版八年级英语上册
Module 5 Lao She TeahouseUnit 1 I wanted to see the Beijing Opera.①..., so Lingling offered to take me there.考点1offer/ ɒfə/ v. 提议；提出①offer sth. 提供某物②offer to do sth. （主动）提出做某事③offer sb. sth.= offer sth. to sb.（主动）给某人提供某物e.g. She offered a book. 她提供了一本书。
Lingling offered to drive me home.玲玲主动提出开车送我回家。
He offered me an apple.= He offered an apple to me.他主动给了我一个苹果。
②But the actors and actresses were excellent.考点2actress/ æktrəs/ n. 女演员e.g. She says, “As an actress, you must be hard-working.”她说：“作为一名女演员，你必须工作努力。
”男actor男演员waiter男服务员host男主人salesman男销售conductor男售票员spokes-man男发言人女actress女演员waitress女服务员hostess女主人saleswoman女销售conductress 女售票员spokes-woman女发言人③We only planned to watch for an hour, but in the end, we stayed for three hours.考点3end/end/ n.（时间的）最后一段，末尾v. 结束end 的相关短语：in the end 同义词组为at last, 意为“最后”at the end of 意为“在……的末端/ 结尾”by the end of 意为“到……末为止”，常与完成时连用e.g. He tried several times to pass the exam, and in the end he succeeded. 为了通过考试，他努力了几次，最后他成功了。
外研版八年级英语上册《《Module 5 Lao She TeahouseUnit 2》教学设计
外研版八年级英语上册《《Module 5 Lao She TeahouseUnit 2》教学设计一. 教材分析《Module 5 Lao She Teahouse Unit 2》主要讲述了老舍的《茶馆》一剧中的部分情节，通过对话和短文，展示了茶馆中的人物形象和故事情节。
本课的主要语言点是动词过去式和一般过去时态的运用，以及与过去时态相关的词汇。
本课内容与文化背景紧密相连，需要学生对中国的历史文化有一定的了解。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，对于中国传统文化和历史的了解有限，可能对《茶馆》一剧的理解存在一定的困难。
因此，在教学过程中，需要引导学生了解相关的历史文化背景，激发学生的学习兴趣。
三. 教学目标1.能理解《茶馆》一剧中的情节和人物形象。
2.能运用动词过去式和一般过去时态描述过去的事件。
3.能拓展自己的思维，从不同的角度分析剧本中的情节和人物。
四. 教学重难点1.动词过去式和一般过去时态的运用。
2.中国传统文化和历史的理解。
3.从不同的角度分析剧本中的情节和人物。
五. 教学方法1.情境教学法：通过创设情境，让学生在实际的语言环境中学习和运用英语。
2.任务型教学法：通过完成具体的任务，让学生在实践中学习和运用英语。
3.小组合作学习：通过小组讨论和合作，让学生互相学习，提高语言运用能力。
六. 教学准备1.准备相关的教学材料，如剧本文本、图片、视频等。
2.准备教学多媒体设备，如投影仪、电脑等。
3.准备教学辅助工具，如黑板、粉笔等。
七. 教学过程1.导入（5分钟）通过展示《茶馆》一剧的图片和视频，引导学生对剧本产生兴趣，激发学生的学习动机。
2.呈现（10分钟）教师逐段呈现剧本文本，引导学生跟读并模仿语音语调。
同时，解释剧本中的文化背景和词汇。
3.操练（15分钟）学生分角色扮演剧本中的角色，进行对话练习。
教师巡回指导，纠正学生的语言错误。
4.巩固（10分钟）学生分组讨论，从不同的角度分析剧本中的情节和人物。
外研版英语八年级上册module5单词速记法
外研版英语八年级上册【模块5】重点单词记忆方法【Module 5 Lao She Teahouse】【模块5 老舍茶馆】【1】actress[æktrəs] n.女演员①音标：[æktrəs]②词性：名词③意思：女演员；女表演者④拼写: act-ress【act-re-ss】【ac-tre-ss】⑤用法: 作主语，宾语，表语【2】teahouse ['ti:haʊs]n. （尤指亚洲的）茶馆①音标：['ti:haʊs]②词性：名词【茶室；茶馆；卖茶和点心的地方；茶楼】③意思：茶馆④拼写:tea-house【tea-ho-use】【tea-hou-se】⑤用法: 作主语，宾语，表语备注：记忆方法：tea+house（tea茶+house房子=茶馆）【3】offer ['ɒfə(r)]v..提议，提出①音标：['ɒfə(r)] 【提供，给予；提出，提议；出价，开价；表示愿意】②词性：动词/名词【提议；出价，开价；试图；求婚】③意思：提供；给予【offer sb sth=offer sth to sb】④拼写: off-er【of-fer 】【off-e-r】⑤用法: 作谓语，主语，宾语，表语【4】end [end]n.（时间的）最后一段，末尾v.结束①音标：[end] 【结果；端；终止；最后部分】②词性：名词/动词【最后部分;末尾】③意思：结束，终止④拼写: en-d【e-n-d】【en-d】⑤用法: 作主语，宾语，表语/ 谓语【5】in the end [in ðə end] n.最后，终于①音标：[ɪn ði ɛnd]②词性：介词短语③意思：最后，结果；竟；卒；终④拼写: in the end【in the en-d】⑤用法: 作状语【6】no idea [nəʊ] [aɪ'dɪə]不知道①音标：[nəʊ] [aɪ'dɪə]②词性：名词短语③意思：不知道④拼写: no idea⑤用法: 作主语，宾语，表语【7】act[ækt] n. (戏剧，歌剧或芭蕾舞的) 一幕①音标：[ækt]【行为；行动；法案，法令；短节目】②词性：名词【行动；表现；表演；起作用】③意思：（戏剧、歌剧、芭蕾舞剧等的）幕④拼写:a-c-t【ac-t】【a-ct】⑤用法: 作主语，宾语，表语/ 谓语【8】show [ʃəʊ]v.展示，显示n.演出，表演①音标：[ʃəʊ]【给…看；表现出；显露出；上演】②词性：动词【说明；指示；表明；演示】③意思：展览；显示；外观；表演④拼写：s-how【sh-ow】【s是how怎样展示的】⑤用法：作谓语,宾语，表语①现在分词：showing（用于进行时态）②一般过去式：showed(用于一般过去时态)③过去分词：shown /showed（用于完成时态）④动词三人称单数：shows（一般现在时态）⑤动名词：showing(作主语，作动词和介词宾语）记忆方法：s+how（s+how 记忆口诀s 是怎样展示的）【9】common ['kɒmən] adj.普通的，一般的①音标：['kɒmən] 【（对土地、水域的）共有权；公共用地；普通；平民】②词性：形容词③意思：普通的；通俗的；[数学]公共的；共有的④拼写: co-mm-on【com-mon】【c-o-mm-on】⑤用法: 作定语，作表语【10】twentieth['twentɪəθ]num. 第二十①音标：['twentɪəθ]【adj. 第二十的；二十分之一的】②词性：数词【二十分之一；（某月的）二十日】③意思：num. 第二十【二十分之一】④拼写：t-ry【t-r-y】【tr-y】⑤用法：作定语【11】describe [dɪ'skraɪb] v. 描写，描述①音标：[dɪ'skraɪb]②词性：动词【描述;描写;形容;叙述】③意思：vt. 描写，形容；叙述；描绘，作图；（行星等）周转④拼写: des-cri-be【de-scribe】【des-cribe】【de-sc-ri-be】⑤用法: 作谓语①现在分词：describing（用于进行时态）②一般过去式：described(用于一般过去时态)③过去分词：described（用于完成时态）④动词三人称单数：describes（一般现在时态）⑤动名词：describing(作主语，作动词和介词宾语）【12】society 英[sə'saɪətɪ] 美[səsaɪɪti] n..社会①音标：[sə'saɪətɪ] 【adj. 上流社会的，社交界】②词性：名词③意思：社会；上流社会；社团；社群④拼写:soc-iety【s-oc-ie-ty】【soc-ie-ty】⑤用法: 主语，宾语，表语【13】head teacher [hed mɑ:stə]校长①音标：[hed mɑ:stə]②词性：名词短语③意思：校长④拼写: head-teacher⑤用法: 主语，宾语，表语【14】college ['kɒlɪdʒ] 美['kɑːlɪdʒ] n.大学，学院①音标：['kɒlɪdʒ]【大学；（英国）学院；学会；（尤指必须交费的）中学】②词性：名词③意思：大学;学院;专科学校④拼写: coll-ege【co-ll-ege】【co-ll-e-ge】⑤用法: 作主语，宾语，表语【15】novel 英['nɒvl] 美[nɑvəl] n.长篇小说①音标：['nɒvl] 【adj. 新奇的；异常的】②词性：名词【新的;新奇的;新颖的】③意思：（长篇）小说；[法]新法，附律④拼写: no-vel【n-ov-el】【no-ve-l】⑤用法: 作主语，宾语，表语，定语【16】name 英[neɪm] 美[nem] v.给..取名；给..命名①音标：[neɪm] 【名字；名声；有…名称的；著名的人物】②词性：动词【著名的；据以取名】③意思：确定；决定；给…取名；说出…的名字④拼写：na-me【n-am-e】【n-a-m-e】⑤用法：作谓语①现在分词：naming（用于进行时态）②一般过去式：named(用于一般过去时态)③过去分词：named（用于完成时态）④动词三人称单数：names（一般现在时态）⑤动名词：naming(作主语，作动词和介词宾语）记忆方法:n-am-e （n- am是- e 名字）【17】if英[ɪf] 美[ɪf] conj.连词①音标：[ɪf] 【如果，倘若；即使；〈口〉是否；假设】②词性：连词词【n. 条件，设想】③意思：(表示条件或假设)假如，如果，要是④拼写: i-f⑤用法: 引导宾语从句【18】magic['mædʒɪk] 美[mædʒɪk]n.魔术的，戏法的①音标：['mædʒɪk]②词性：名词【魔法；巫术；戏法；不可思议的魔力】③意思：魔术的；幻术的；不可思议的；有奇异魔力④拼写:【mag-ic】【ma-g-ic】【m-ag-ic】⑤用法: 作定语，表语，主语，宾语，。
外研版八上英语Module 5 Lao She Teahouse Unit 1
由"act（v.扮演）+-（r）ess（名词后缀）"构成，复数形式为actresses。其对应词为actor"男演员"。
Of all the actresses，I admire Audrey Hepburn most.在所有女演员中，我最钦佩奥黛丽· 赫本。（选自镇江中考）
典例 (宜昌中考)—In the past five years, China has played an important role in the Belt and Road.—It has ___ many nations a great chance to communicate.
A
A.offered B.supported C.included D.directed
（2）还可意为"提供,给予"。offer sb. sth.=offer sth. to sb.给某人提供某物。The young should offer the seats to the old（=offer the old the seats）on the bus. 在公共汽车上，年轻人应该主动给老年人让座。
语境串记He asked the kids to find several keys in the house at the end of the road by the end of 11:00. In the end, only one kid finished the task.他要求孩子们在11点之前找到放在路尽头的那所房子里的几把钥匙。最后，只有一个孩子完成了任务。
类似的词还有：
waiter男服务员—waitress 女服务员emperor皇帝—empress女皇；皇后host男主人—hostess女主人
8英外研版上册Module 5 Lao She Teahouse老舍茶馆
茶馆
老舍茶馆是以人民艺术家老舍先生及其名剧命名的茶馆，始建于1988年，现有营业面积2600多平方米，集书茶馆、餐茶馆、茶艺馆与一体的多功能综合性大茶馆。
在这古香古色、京味十足的环境里，每天都可以欣赏到一台汇聚京剧、曲艺、杂技、魔术、变脸等优秀民族艺术的精彩演出，同时可以品用各类名茶、宫廷细点、北京传统风味小吃和京味佳肴茶宴。
自开业以来，老舍茶馆接待了近47位外国元首、众多社会名流和200多万中外游客，成为展示民族文化精品的特色“窗口”和连接国内外友谊的“桥梁”。
前门四合茶院是老舍茶馆弘扬京味文化和茶文化的又一崭新手笔。
它以古老经典的北京传统建筑四合院为形，以博大精深的茶艺之道为神，融合雍容贵气的京城之韵，创造了一个您梦想中的茶艺馆。
在这里，只有悠闲与宁静，只有轻松与自在，听悠扬的古筝，看精湛的茶艺表演，品馨香的好茶，享茶中偷来的半日悠闲。
老舍茶馆地处前门，是寸土寸金之地。
内部的装饰格调以传统的中式装饰为主，颜色较深，宫灯、红木桌椅及舞台古色古香，营业面积及茶桌数都有相当规模，在这里，可以饮茶也可以点菜，还有烤鸭供应，提供的服务品种较齐。
老舍茶馆另外一个特色就是佛教的色彩较浓，进门及各层平台均有佛像供奉。
上老舍茶馆饮茶要到三楼，茶叶的品种以花茶、绿茶为多，茶水服务以杯茶（盖碗为主，兼有乌龙，大约有二十余种茶品），配茶的小点心是自制的，品种较多，有一定的特色。
老舍茶馆的客人以外国游客和旅游者为多，在每周的一、三、五下午有戏迷乐活动及京剧演唱，晚上的戏曲及杂技表演17：40开始，票价40元人—130元人，内容有双簧、单弦、京剧彩唱等，精彩热闹，家里要是来了外国朋友或是外地亲戚，老舍茶馆不失为一个招待的好去处。
外研版八上英语Module 5 Lao She Teahouse Unit 3
①通常放在名词的后面；②作后置定语时,所修饰的名词与动词-ing短语中的动词之间是主谓关系；③翻译时通常将动词-ing短语放在名词前面。
A foreign girl living in China tells us what she has heard and seen in China.一个在中国生活的外国女孩向我们讲述她在中国的所见所闻。（选自毕节中考）（A foreign girl和live之间是主谓关系）
教材语境 He brought Wang Lifa to life，from a young man to an old man. 他把从年轻到年迈的王利发演得栩栩如生。（教材P40）
bring...to life 使……更有趣/更生动
固定搭配，在此可引申为"把……演活了"。
The second act of the play came to lito...将……译成……
教材语境 In the 1920s，people began to translate his works into English. 20世纪20年代，人们开始把他的作品翻译成英文。（教材P39）
Xu Yuanchong began to translate Chinese poetry into both English and French when he was still a teenager.许渊冲还是个少年的时候就开始将中文诗歌译成英语和法语了。（改编自深圳中考）
translate的相关词语：
教材语境 Li Nan，the student playing Wang Lifa，the owner of the teahouse，was the best. 扮演茶馆老板王利发的那名学生李楠演得最好。（教材P40）
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 3 Language in useⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢTeaching aims1. Function: Talking about intentions and plans.2. Structure: Infinitive structures (1): infinitives as objects; verbs followed by infinitives.3. Around the world: Theatres4. Task: Acting out a scene from a play.ⅣTeaching aidsTape recorder, OHP, handoutsⅤTeaching StepsStep 1 Revision1. Talk about Lao She’s Teahouse.2. Work in pairs to review the text of Unit 1 and Unit 2Step 2 Language practice1. Read through the example sentences in the box with the whole class.1) I wanted to see the Beijing Opera.2) Lingling offered to take me there.3) We only planned to watch for an hour.4) We decided to stay for three hours.5) I hope to understand more next time.2. Work in pairs.3. 动词不定式词组want to do sth.offer to do sth.decide to do sth.remember to do sth.forget to do sth.stop to do sth.agree to do sth.hope to do sth.like to do sth.Step 3 Grammar动词不定式的用法(1)动词不定式是由“to+动词原形”构成(有时可以不带to)。
其否定形式是“not+动词不定式”(not不与助动词连用)。
它属于一种非谓语动词的形式，在句子中不能充当谓语，没有人称和数的变化，但它可以保留动词的性质，其本身可以带宾语或状语等附加成分（不定式和其附加成分称为不定式短语）。
动词不定式（短语）的句法功能非常广泛，在句中可作主语、宾语、补足语、表语、定语及状语等成分。
一、作宾语常见的后面接动词不定式作宾语的动词有：hope, decide, want, try, offer, learn, agree, plan等。
如：The teacher asks to finish the work in three hours.My family plan to go to America this summer holiday.They decided not to visit the zoo.二、双宾语双宾语由直接宾语和间接宾语组成。
直接宾语是谓语动词的承受者，间接宾语表示谓语动作的方向（对谁做）或动作的目标（为谁做），间接宾语紧接在谓语动词后，但它不能单独存在。
它和直接宾语组成双宾语。
Please show me your passport.请把护照给我看一下。
（your passport是直接宾语，me是间接宾语）间接宾语可以用一个由to 表示动作方向或for 表示动作目标引起的短语来表示。
这时，间接宾语置于直接宾语之后。
我们可以把上面例句改写为：Please show your passport to me.常见的可以接双宾语的动词有：give, bring, lend, pass, send, show, leave, buy, tell, teach, sell 等。
Step 4 Complete the sentences.1. Ask the students to read through the words in the box in Activity 1.2. Ask the students to read through the sentences in Activity 1.Do you want to go to the teahouse?1) We decided ____________ at home because it was raining.2) Lao She started ____________ Chinese in London in 1924.3) I tried ____________ poems.4) They plan _________ the film tomorrow.5) I want __________ my holiday in Beijing.3. Complete the sentences with the correct form of the words in the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. to stay 2. to teach 3. to write 4. to see 5. to spendStep 5 Complete the note.1. Ask the students to read the conversation in Activity2.Betty: I’d love to see the Beijing Opera again.Lingling: Would you like me to take you? Where can we go this time? Daming: I know! You can go to Mei Lanfang Theatre.Lingling: Good idea! Let’s go next Saturday, Betty.2. Complete the note with the correct form of the words in the box.Betty (1) __________ to see the Beijing Opera again. Lingling (2) __________ to take her. Daming (3) ___________ them to go to Mei Lanfang Theatre. Lingling (4) __________ to go next Saturday.3. Ask the students to check with a partner.4. Check the answers:Keys: 1. wanted 2. offered 3. advised 4. decided5. Read the conversation together.Step 6 Complete the passage.1. Ask the students to read through the passage in Activity 3.Lu Xun is one of the greatest writers of modern China. He was born in Shaoxing, Zhejiang Province, in 1881. At first, Lu Xun hoped (1) __________ (help) the Chinese people become healthy and strong, so he decided (2) _______ (be) a doctor. After a few years, he started (3) _________ (write) short stories because he wanted (4) ________ (teach) people about society. One of his most famous stories is The True Story of Ah Q. It describes the hard life of Ah Q and makes people (5) ______ (think) about society. In the 1920s, people began to translate his works into English.2. Complete the passage with the correct form of the words in brackets.3. Ask the students to check with a partner.4. Check the answers:Keys: 1.to help 2. to be 3. to write 4. to teach 5. thinkStep 7 Complete the passage.1. Ask the students to read through the words in the box in Activity 4.2. Ask the students to read through the passage in Activity 4.We went to the (1) ________ last night to see a play. I had a (2) __________ evening. The play was very good and all the actors were excellent. The story (3) __________ in a small village in China. It was all about an old box of gold! Thebox was a (4) _______ box and was difficult to open. The play was very interesting, and everyone (5) _________ at the end of the play!3. Complete the passage with the correct form of the words and expression in the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. theatre 2. wonderful 3. took place 4. magic 5. cheeredStep 8 Listening practice.1. Ask the students to read through the questions in Activity 5 individually.1) Who is visiting London?a) Vicky. b)Steve. c) Romeo.2) What are they talking about?a) Romeo and Juliet. b) London. c) Vicky’s parents.2. Play the tape.3. Listen and choose the correct answer.4. Ask the students to check with a partner.5. Check the answers:Step 9 Listening practice.1. Ask the students to read through the sentences in Activity 6 individually.1) Steve went to Shake speare’s Globe Theatre last night.2) Vicky offered to take Steve to the theatre.3) Steve didn’t try to understand the words.4) Vicky hopes to see her favourite play.5) Vicky thinks her parents will take her to the theatre.2. Play the tape.3. Listen a gain and check (√) the true sentences.4. Ask the students to check with a partner.5. Check the answers:Step 10 Work in pairs.1. Talk about your weekend plan. Use the words and expressions in the box to help you.— I want to see the Beijing Opera.—Why don’t we …?2. Now act out your conversation for the class.Step 11 Reading1. Ask the students to read the passage in Activity 8.2. Read through the questions in Activity 8.1) You would find the passage in ___________.a) a book b) a school newspaper c) a magazine2) The writer ____________.a) liked the play b) didn’t like the play c) didn’t say he liked it or not3) The actors and actresses in the play wore ____________.a) the same clothes as todayb) their best clothesc) clothes of the first half of the twentieth century4) Li Nan is ____________.a) a famous actor b) a student c) an actress3. Choose the correct answer.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. b 2. a 3. c 4. bStep 12 Around the world: Theatres1. Ask the students to look at the picture and discuss what they can see.2. Read through the information with the whole class.Western theatre started in Greece, around 600 BC. The theatres were very big. About 15,000 people could watch a play at the same time. The audience sat on stone seats to watch the performances. Some of the theatres survive, as do same of the plays by ancient Greek writers. People still watch these plays today.3. Talk something about “Theatres”.Step 13 Module task: Acting out a scene from a play.1. Work in groups. Find a play. Think about these questions.1) Where does it take place?2) Who is in it?3) What is the story?4) What are the special moments in it?2. Choose a scene and practice it.3. Act out the scene in front of the class.Step 14 Do exercises中考链接：1. You look too tired. Why not _______ a rest?A. stop to haveB. to stop havingC. stop having2. Ev en Tony’s granddaughter, a five-year-old girl, asked him __________ smoking.A. give upB. gave upC. to give upD. giving up3. He promised ________ his old friend during his stay in Tianjin.A. seeB. seeingC. sawD. to see4. The children decide _____ their school yard this Friday afternoon.A. cleanB. to cleanC. cleaningD. cleaned5. — What are you going to do when you grow up?— A singer, but my parents wish me _______ a teacher.A. amB. to beC. will beD. be6. —Can you finish ______ these books before 10 o’clock?— Yes, I can. (2013四川雅安)A. to readB. readC. readsD. reading7. Mr. Wang often encourages us _______ close to nature and enjoy its beauties.A. getB. gettingC. to getKeys: ACDBBDCStep 15 HomeworkFind out more information about theatres. Choose a scene and practise it, then act out the scene in front of the class next lesson.。