Module5LaoSheTeahouse教案

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外研版英语八年级上册《Module 5 Lao She Teahouse,Unit 3》教学设计3

外研版英语八年级上册《Module 5 Lao She Teahouse,Unit 3》教学设计3一. 教材分析《Module 5 Lao She Teahouse, Unit 3》主要讲述了老舍茶馆里的故事。

本节课的主要内容是关于茶馆里的各种人物和他们的对话。

通过学习本节课，学生可以掌握茶馆相关词汇，提高听力技能，并能够运用所学知识进行口语交流。

教材内容丰富，插图生动，有利于激发学生的学习兴趣。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。

但在口语表达和听力方面仍有待提高。

此外，学生对于老舍茶馆这一文化背景可能较为陌生，需要老师在教学中进行适当的导入和解释。

三. 教学目标1.知识目标：学生能够掌握与茶馆相关的词汇和短语，如“tea house”、“table for four”等；理解并能够运用本节课所学的句子进行口语交流。

2.能力目标：学生能够提高听力技能，能够听懂并理解茶馆里的对话；通过模仿和角色扮演，提高口语表达能力。

3.情感目标：学生能够了解茶馆文化，感受中国传统文化的魅力，增强对国家文化的自豪感。

四. 教学重难点1.重点：茶馆相关词汇的掌握和运用；茶馆对话的理解和听力训练。

2.难点：茶馆对话中一些特殊表达的理解和运用，如“How about someChinese tea?”等。

五. 教学方法1.情境教学法：通过模拟茶馆场景，让学生身临其境，提高学习兴趣和积极性。

2.交际教学法：鼓励学生进行角色扮演，进行实际的语言交流，提高口语表达能力。

3.任务型教学法：通过完成各种任务，如听力练习、小组讨论等，提高学生的学习效果。

六. 教学准备1.准备茶馆相关的图片、视频等教学素材。

2.准备茶馆场景的道具，如茶壶、茶杯等。

3.准备听力练习材料，如茶馆对话的音频等。

七. 教学过程1.导入（5分钟）利用图片和视频介绍老舍茶馆，引导学生对茶馆产生兴趣，并自然引入本节课的主题。

外研版英语八年级上册《Module 5 Lao She Teahouse,Unit 3》教学设计

外研版英语八年级上册《Module 5 Lao She 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 Teahouse, Unit 3》主要讲述了老舍茶馆的故事。

本节课主要让学生掌握一般过去时的用法，学会描述过去发生的事情。

通过本节课的学习，学生能够运用一般过去时描述自己的经历和感受。

教材内容丰富，插图生动有趣，激发了学生学习的兴趣。

二. 学情分析八年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的听说读写能力。

但部分学生对一般过去时的用法还不够熟练，需要在本节课进一步巩固。

此外，学生对于描述过去发生的事情还有一定的困难，需要通过实例和练习来提高。

三. 教学目标1.知识目标：–掌握一般过去时的构成和用法。

–学会用一般过去时描述过去发生的事情。

2.能力目标：–能够听懂、会说、会读本节课的重点词汇和句子。

–能够运用一般过去时描述自己的经历和感受。

3.情感目标：–培养学生对英语学习的兴趣和热情。

–培养学生团结合作、积极进取的精神风貌。

四. 教学重难点•一般过去时的构成和用法。

•描述过去发生的事情的句子结构。

•一般过去时在具体语境中的运用。

•描述过去发生的事情时的时间状语。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中运用所学知识。

2.任务型教学法：通过完成任务，培养学生运用英语进行交际的能力。

3.小组合作学习：鼓励学生相互讨论、合作，提高学习效果。

六. 教学准备1.教材和教辅资料。

2.多媒体教学设备。

3.图片、卡片等教学辅助工具。

七. 教学过程1.导入（5分钟）利用多媒体展示老舍茶馆的图片，引导学生谈论茶馆的情景。

然后询问学生：“你们有没有去过茶馆？”，让学生用英语表达自己的经历。

2.呈现（10分钟）教师通过展示教材图片，引导学生说出本节课的主要内容。

然后板书一般过去时的构成，并解释其用法。

3.操练（15分钟）学生分组进行角色扮演，模拟去茶馆的场景，运用一般过去时描述自己的经历。

外研版八年级英语上册《Module 5 Lao She TeahouseUnit 3》教学设计

外研版八年级英语上册《Module 5 Lao She TeahouseUnit 3》教学设计一. 教材分析《Module 5 Lao She Teahouse Unit 3》主要讲述了老舍茶馆里的故事。

本节课的主要内容包括茶馆的布局、茶馆里的各种人物以及他们之间的关系。

教材通过生动的描述，使学生了解中国传统文化，同时也能够提高学生的英语阅读能力。

在本节课中，学生需要掌握一些关键词汇和短语，如“茶馆”、“布局”、“人物”、“关系”等。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写。

但他们在阅读理解方面还存在一定的困难，因此需要教师的引导和帮助。

此外，学生对本国的传统文化有一定的了解，但还需要深入挖掘和拓展。

三. 教学目标1.知识目标：学生能够掌握本节课的主要词汇和短语，了解茶馆的布局和人物关系。

2.能力目标：学生能够通过阅读理解，提高自己的英语阅读能力。

3.情感目标：学生能够了解和热爱本国传统文化，增强民族自豪感。

四. 教学重难点1.重点：学生能够掌握本节课的主要词汇和短语，理解茶馆的布局和人物关系。

2.难点：学生能够通过阅读理解，提高自己的英语阅读能力。

五. 教学方法1.情境教学法：通过设定茶馆的情境，让学生身临其境地学习英语。

2.互动教学法：教师与学生互动，引导学生主动参与课堂。

3.小组合作学习：学生分组讨论，共同完成任务。

六. 教学准备1.教师准备：教师需要提前准备好教材、PPT等教学资源。

2.学生准备：学生需要提前预习教材，了解基本内容。

七. 教学过程1.导入（5分钟）教师通过展示茶馆的图片，引导学生谈论茶馆的相关话题，激发学生的兴趣。

2.呈现（10分钟）教师通过PPT展示本节课的主要词汇和短语，如“茶馆”、“布局”、“人物”、“关系”等，同时进行解释和翻译。

3.操练（10分钟）教师设置情境，让学生模拟在茶馆里的对话，运用所学词汇和短语。

学生分组进行练习，教师巡回指导。

Module_5_Lao_She_Teahouse_教案

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、教学设计:Unit 1 I wanted to see the Beijing Opera.ⅠTeaching modelListening and speakingⅡTeaching methodPWP approachⅢ Teaching aims1. Key vocabulary: actress, teahouse, offer, end, in the end, no idea2. Key structures:Infinitive structures (1): infinitives as objects; verbs followed by infinitives.3. Key sentences:1) How was it?2) You know, …3) That’s the main thing.4) No idea.5) — Do you want to see the Beijing opera?—Yes, I’d love to.6) — Do you want to come to Lao She Teahouse with me? —Yes, please. I’d like to go with you.7) I wanted to see the Beijing Opera.8) Lingling offered to take me there.ⅣTeaching aidsTape recorder, OHP, videoⅤTeaching StepsStep 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 1.2. 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.4. Play the recording again and ask the whole class to check with a partner.5. Check the answers:Keys: 1. wants 2. doesn’t know 3. difficultStep 4 Listen and read.1. Show some pictures, and ask the students to talk about them.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation.5. Act it out.6. 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 4.2. 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. mainStep7 Work in pairs.1. Ask the students to read the conversations in Activity 5 aloud.2. Make true sentences.1) I want to ___________ next week.2) They offered to ___________.3) I hope to ___________ one day.4) My parents agree to ____________ on Saturday.3. Talk about something you’d like to do or see.— I want to go to Xinjiang and ride horses.—…Step 8 Important and difficult points1. — Who is Lao She? 老舍是谁？— No idea. 不知道。

八年级上册Module5LaoSheTeahouse 教案

2019年秋季课程外研版初二英语八年级上册Module 5 Lao She Teahouse 一、课程介绍知识点1. 重点词汇用法：offer,end,happen 的用法2. 重点词组用法：happen to, in the end, hundreds of 的用法3. 重点语法: ①不定式作宾语②双宾语教学重点1. 各重点词汇及短语用法2. 动词不定时的用法3. 双宾语教学难点1. 可以跟动词不定时的动词2. 双宾语动词用法的变化二、要点回顾I ■词汇短语1. ___________ n•路；（尤指）公路2. ___________ n.交通事故；意外事件3. ___________ prep. 除.......... 之外4. ___________ n.选择5. ___________ n.同班同学6. ___________ adj.（距离上）近的，接近的adj.（距离上）接近地7. ___________ adj. 拥挤的；人数过多的8. ___________ n.旅行；旅程9. ___________ v.预定n.书10. __________ v停放（车）；泊（车）n.公园11. __________ prep.在 ..... 之外adv.在外面；朝外的12. __________ adv.然而；但是13. __________ v.(cost)价钱为；花费n.价钱；成本；代价14. ____________________ 远离15. ____________________ 一直；不断地【答案】 1. road 2.accide nt 3.except 4.choice 5.classmate 6.close 7.crowded 8. journey 9. book 10.park 11.outside 12.however 13.cost 14.far from 15. all the timen ■活用句型翻译下列句子1. 托尼每天坐公共汽车去上学。

Module_5_Lao_She_Teahouse_教案

Unit2 It describes the changes in Chinese society.2004年10月13日第七周第一课时主备教师：wangxianhua 个备教师：1. Words & phrases生词和短语act, common, describe, society, if, magic2. 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.Ability goals 能力目标Enable students to read and write a passage about the film and the play they saw.Teaching important/difficult points 教学重难点How to find out the heading of each paragraph in the passageV erbs followed by infinitivesTeaching aids教具准备A projector or some pictures and some small pieces of paper, a tape recorderTeaching procedures and ways教学过程与方式Step I Revision and lead-inIn this procedure, revise something that was studied in unit 1 by doing pair work. 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.Sample conversation:S1: Why did Betty want to go to Lao She’s teahouse？S2: Because she wanted to see some Beijing Opera.Ask some students questions about Lao She and Teahouse and lead in this unit.T: What is Lao She most famous for?S: He’s especially famous for his play, Teahouse.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.Step II Listening and matchingAsk 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.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.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 picture of the Teahouse to help students understand.Ask students to ask and answer the questions about Lao She.Who is Lao She?What do you know about Lao She?What is his famous play? What is it about?What other works of Lao She’s do you know?What is Lao She’s Teahouse? Where is it?What can people do in Lao She’s Teahouse?What’s special about Lao She’s Teahouse?Listening and matchingIn 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 Teahous e. 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.Point out that finding out the heading of each paragraph is important. The title of a passage, the paragraph headings and the photos will help them understand the main ideas.After that, ask students to read the passage again and underline the new words and expressions and then finish activity 3.课后反思：Unit2 It describes the changes in Chinese society.2004年10月14日第七周第二课时主备教师：wangxianhua 个备教师：1. Words & phrases生词和短语act, common, describe, society, if, magic2. 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.Teaching important/difficult points 教学重难点How to find out the heading of each paragraph in the passageV erbs followed by infinitivesStep I ReadingIn 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. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary.Ask the students to read the sentences carefully and loudly.ReportingIn this procedure, help students report the passage, using some questions.T: We have learnt the passage about Lao She’s play, Teahouse. If you are a reporter, can you tell us this story? You can do a report after answering some questions.Provide some questions, ask the students to do pair work.Sample conversation:S1: When and where does the play take place?S2: It takes place from the end of the nineteenth century to the middle of the middle of the twentieth century in a teahouse in old Beijing.S1: Who is in it?S2: It tells us the story of Wang Lifa and his customers.S1: What’s the story?S2: The play shows the audience the life in old China by asking us to see the teahouse as thecentre of the neighbourhood. In the end, Wang loses the teahouse and he dies.Write down some key words and ask students to make a report.One possible version:Lao She’s play Teahouse takes place from the end of the nineteenth century to the middle of the middle of the twentieth century in a teahouse in old Beijing. It tells us the story of Wang Lifa and his customers. The play shows the audience life in old China by asking us to see the teahouse as the centre of the neighbourhood. In the end, Wang loses the teahouse and he dies.Part II Dealing with words and expressions:1. describedescribe 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。

初中英语外研八年级上册Module 5 Lao She Teahouse教案

Module 5 Lao She TeahouseUnit 1 I wanted to see the Beijing Opera. Teaching type:Listening and speakingTeaching methodsCommunicative approach, task-based approachTeaching goals:To understand a conversation with infinitivesTo describe one’s plans or intentions with infinitives.To develop the love of traditional Chinese culture.key points:V ocabulary: teahouse, no idea, actressStructures: I wanted to see the Beijing Opera.We only planned to watch for an hour.I hope to understand more next time.Teaching tools:Tape recorder, video, multimediaTeaching procedures:一、Greetings and lead-in1、Do you like drinking tea?-------Tea is our traditional Chinese culture. Where can we drink tea?What’s the most famous teahouse in China?Lao She Teahouse.2、Enjoy a video and know more about Lao She Teahouse.3、Enjoy a video and know more about the Beijing Opera.二、ListeningListen and underline the correct words or expressions.(Activity 2)三、listening. Activity 3.1、Predict what Betty and Lingling want to do at Lao She Teahouse.2、Listen to a conversation and choose the correct answer.3、Read the conversation aloud and choose the true sentences.4、Do a role play with Beijing Opera masks.四、Pronunciation and speaking.1、Work in groups and discuss what other traditional cultures we know.2、Talk about your plan: what do you want/plan/hope/ to learn/ do ?五. Summary and homework.。

Module 5 Lao She Teahouse 教案

Module 5 Lao She TeahouseI. Teaching objectives 教学目标Ⅱ. Teaching materials analyzing 教材分析本单元以Lao S he’s 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。

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。

Listening and vocabulary中共设计了4个活动。

1要求学生根据所供图片谈论图片。

2听录音选词。

3是一段关于Teahouse (《茶馆》) 及其Lao She的对话。

4要求学生阅读对话完成短文。

Pronunciation and speaking中，5听录音注意句子的重音。

6重复朗读句子。

7结合实际，练习动词用法。

8描述日常生活行为中你喜欢的或看到的。

Unit 2 学习老舍、老舍的《茶馆》以及老舍茶馆的简介，学习一些生词和短语；通过阅读文章，学会概括段落大意；利用所学知识，就一部戏剧或电影进行写作。

Reading and vocabulary中活动1要求学生回答有关老舍的问题。

活动2阅读关于Lao She 及其Teahouse (《茶馆》)介绍的短文，概括各段落大意。

活动3要求阅读短文根据给出的时间填写有关老舍的信息。

活动4要求学生完成短文。

Writing中活动5要求学生阅读文章和就自己喜欢的戏剧或电影展开填写表格。

活动6，7要求学生利用5中提示写短文介绍电影或戏剧。

Unit 3 在练习中复现本单元重点词汇、句型和语法。

Around the world简单介绍了西方剧场。

Module task写出一个戏剧场景并在班内表演。

III．Class types and periods 课型设计与课时分配Period 1 Listening and speaking (Unit 1)Period 2 Reading and writing （Unit 2)Period 3 Language in use (Unit 3)Ⅳ. Teaching plans for each period分课时教案Period 1 Listening and speakingTarget language 目标语言1. Words & phrases生词和短语offer, end, in the end, act, teahouse, actress2. Key sentences重点句子How was it?You know, …Lingling offered to take me there.It was difficult to understand …How long did you stay?We only planned to … but in the end, we stayed for …I hope to understand more next time.Ability goals 能力目标Enable students to listen to and talk about events in daily life.Teaching important/difficult points 教学重难点Introduce some verbs that must followed by infinitives.Teaching method教学方法Task-based activities.Teaching aids教具准备A projector or some pictures, a tape recorderTeaching procedures and ways教学过程与方式Step I Lead-inIn this procedure, give students a brief introduction of Teahouse and Beijing Opera. Ask students look at the pictures and talk about them.Write the word teahouse on the blackboard and explain it to the students.What does teahouse mean? It is formed by tea and house.Help students guess the meaning of teahouse and Lao She’s Teahouse.Step II Listening and pair workIn this procedure, students will listen to events. Ask them to listen to the conversation and underline the correct words.T: Two children want to go to Lao She’s Teahouse. Let’s listen to the tape and number the sentences. Pay attention to Would you like…and I’d like…? Then do pair work to practice this pattern.Play the tape and ask the students to listen carefully.T: Now, let’s exchange your answers with your deskmates and check the answers.Play the tape again and go through answers with the students. Then ask some pairs to make up a conversation with Would you like…and I’d like…? They can use any words.Sample conversation:S1: Would you like to go skating with me?S2: All right. I’d like to.Step III Listening and readingIn this procedure, students will listen to and read a dialogue, then they will answer some questions and do some exercises to further understand the dialogue. At the same time, they will learn some new words and expressions, especially some verbs followed by infinitives.1. Present the new words main, plan, offer, agree, almost, impossible. Stress these words when talking to the students.T: OK. Lingling and Betty went to Lao She’s Teahouse last night. Let me tell you something about my friend Betty. She wanted to see the Beijing Opera, so Lingling offered to take her to the teahouse. They can drink tea and see opera there. Betty found it almost impossible to understand Beijing Opera.Read slowly to make sure the students understand the meaning of each word and write the new words and expressions on the blackboard. Ask the students to repeat.2. Ask students to listen to the tape recorder and answer the questions.T: Some students are talking about Teahouse, Beijing opera and Lao She. Let’s listen to the tape recorder and find out what they are talking about. Books closed.After listening one or two times, ask students to do activities. Work in pairs, ask and answers questions in pairs.Sample conversation:S1: Why did Betty want to go to Lao She’s teahouse？S2: Because she wanted to see some Beijing Opera.…Ask students to listen again and check answers with each other.Step IV DiscussionIn this procedure, practice some words and expressions in activity 4 by having a discussion.T: We have known that Betty wanted to see some Beijing Opera. You must want to know something more about their visi t to Lao She’s Teahouse. Imagine you are a reporter, you’ll ask your friend some questions. You must use the new words in the box. Work in pairs!Sample conversation:S1: Did they plan to stay for two hours?S2: They only planned to have some tea, but they decided to stay for two hours.S1: What is Lao She most famous for?S2: He is especially famous for his play, Teahouse.…Ask some pairs to act out the dialogues in front of the class.Part V Dealing with words and expressions:1. offeroffer v. 提供；提出offer to do sth. (愿意或主动)提供/帮助做某事He offered to help me with my French.他愿意帮我学法语。

Module5LaoSheTeahouse同步教案

3.重点难点解析：在讲授过程中，我会特别强调词汇、短语和语法结构的运用，如“teahouse, regular, it is no wonder that…”等。对于难点部分，我会通过举例和比较来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与老舍茶馆相关的实际问题，如人物性格分析、文化背景探讨等。
（4）文化背景的融入：学生对中国传统戏剧文化了解有限，难以将其与英语学习相结合。
举例：通过讲解、图片、视频等多媒体手段，让学生更直观地了解老舍茶馆的文化背景，提高跨文化交际能力。
在教学过程中，教师需针对以上重点和难点内容，运用多种教学方法和策略，确保学生能够理解透彻并掌握所学知识。
四、教学流程
（一）导入新课（用时5分钟）
五、教学反思
在今天的教学过程中，我发现学生们对老舍茶馆这一章节的学习表现出浓厚的兴趣。他们在讨论和角色扮演活动中积极参与，这让我深感欣慰。然而，我也注意到一些需要改进的地方。
首先，关于词汇和短语的教学，虽然大部分学生能够掌握并在语境中运用，但仍有一部分学生对某些词汇的用法感到困惑。在今后的教学中，我应更加关注这部分学生的需求，通过设计更多有针对性的练习，帮助他们巩固记忆。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了老舍茶馆的历史背景、文化内涵以及戏剧艺术价值。通过实践活动和小组讨论，我们加深了对戏剧类文本的理解。我希望大家能够掌握这些知识点，并在日常生活中欣赏和传播中国传统戏剧文化。最后，如果有任何疑问或不明白的地方，请随时向我提问。

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。

外研版英语八年级上册Module 5《Lao She’s Teahouse》(Unit 2)教学设计

外研版英语八年级上册Module 5《Lao She’s Teahouse》（Unit 2）教学设计1一. 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，本节课主要介绍老舍的《茶馆》。

本模块以中国的文化为背景，通过阅读理解的方式，让学生了解中国传统文化，提高他们的阅读理解能力。

Unit 2主要描述了茶馆中的各种人物和他们的生活状态，通过学习这篇课文，学生可以了解老北京茶馆的文化以及当时社会的历史背景。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和运用简单的英语进行交流。

但他们在阅读理解方面还存在一定的困难，尤其是对于文化背景知识的理解。

因此，在教学过程中，需要帮助学生理解课文中的文化元素，提高他们的阅读理解能力。

三. 教学目标1.知识目标：让学生掌握课文中的关键词汇和短语，理解课文的主要内容。

2.能力目标：通过阅读理解，提高学生的阅读能力，使他们能够独立理解英语文章。

3.情感目标：让学生了解中国传统文化，增强他们的民族自豪感。

四. 教学重难点1.重点：课文中的关键词汇和短语，课文的主要内容。

2.难点：对课文中的文化背景知识的理解，阅读理解能力的提高。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际的语言环境中学习英语。

2.交际教学法：通过小组讨论，角色扮演等方式，让学生在实际的语言交流中提高英语能力。

3.任务型教学法：通过完成各种任务，让学生在实践中学习英语。

六. 教学准备1.教师准备：备好课文教学所需的PPT，准备相关的教学材料。

2.学生准备：预习课文，了解课文的基本内容。

七. 教学过程1.导入（5分钟）通过展示老北京的茶馆图片，引导学生谈论他们对茶馆的了解，激发他们的学习兴趣。

2.呈现（10分钟）教师通过PPT呈现课文的主要内容，让学生初步理解课文。

3.操练（15分钟）学生分角色朗读课文，模仿课文中的人物说话，提高他们的语言表达能力。

外研版八年级上册：Module 5 Lao She Teahouse单元精美教案

T:Two children want to go to Lao She’s Teahouse. Let’s listen to the tape and underline the sentences. Pay attention to Would you like…and I’d like…? Then do pair work to practice this pattern.
Read slowly to make sure the students understand the meaning of each word and write the new words and expressions on the blackboard. Ask the students to repeat.
Write the wordteahouseon the blackboard and explain it to the students.
What doesteahousemean? It is formed byteaandhouse.
Help students guess the meaning ofteahouseandLao She’s Teahouse.
In this procedure, practice some words and expressions in activity 4 by having a discussion.
T:We have known that Betty wanted to see someBeijingOpera. You must want to know something more about their visit to Lao She’s Teahouse. Imagine you are a reporter, you’ll ask your friend some questions. You must use the new words in the box. Work in pairs!

外研版八年级上册英语Module5LaoSheTeahouse教案

Module 5 Lao She TeahouseUnit 1 I wanted to see the Beijing Opera.授课时间：ⅠTeaching modelListening and speakingⅡTeaching methodPWP approachⅢ Teaching aims1. Key vocabulary: actress, teahouse, offer, end, in the end, no idea2. Key structures:Infinitive structures (1): infinitives as objects; verbs followed by infinitives.3. Key sentences:1) How was it? 2) You know, …3) That’s the main thing.4) No idea.5) — Do you want to see the Beijing opera?— Ye s, I’d love to.6) — Do you want to come to Lao She Teahouse with me?—Yes, please. I’d like to go with you.7) I wanted to see the Beijing Opera.8) Lingling offered to take me there.ⅣTeaching aidsVideo multimediaⅤTeaching StepsStep 1 Warming-up1. oral English2. Show some pictures.3. Learn the new words.4.Enjoy a play: Beijing Opera and say something about the pictures. Step 2 Work in pairs.1. Ask the students to read the words in the box in Activity 1.2. 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 Activity2.2. Play the recording once without stopping.3. Listen and underline the correct words.4. Play the recording again and ask the whole class to check with a partner.5. Check the answers:Step 4 Listen and read.1. Ask the students to read the conversation silently.2.find the phrases on paper。

Module 5 Lao She Teahouse 单元整体教学设计2023-2024学年外研版八年

主题大观念
输出：能够根据小剧本参与表演
小观念 1：了解京剧、老舍和老舍茶馆
小观念 2：初步了解戏剧的基本要素、伟大的作家及世界著名剧院
小观念 3：培养学生对京剧、话剧等中国传统文化的兴趣和热爱，增强其名族自豪感
输出：能够掌握动词不定式作宾语的用法
输出：能够利用语篇标题、段落标题和图片来获取文章主旨
核心素养的综合表现：
学生学习本单元后能够运用目标语句 I want to .../I hope to ... /It’s difficult to .../... one of .../It tells .../It describes .../... gives a warm welcome to ...等介绍自己喜欢的名人和名著；能够用动词不定式表达自己的计划；能够根据小剧本参与表演。
拓展题：
在情境中更加深入的消化将本单元的主题观念和语言观念
通过小组合作，把一部戏剧中的一幕改编和吸收本单元的主题观念进行迁移创新
成短句并在班上表演。
和语言观念
学科网（北京）股份有限公司
学科网（北京）股份有限公司
输出：能够积极与他人合作，共同完成短句表演
介绍京剧、老舍和老舍茶馆：Listening 部分是关于玲玲邀请 Betty 去看京剧和 Betty 介绍讲述自己看京剧的观后感；Speaking 部分需要两人一组合作对话询问彼此想要去做的事情
进一步介绍老舍，其作品《老舍》和老舍茶馆： Reading: 介绍作品《茶馆》剧作的内容、老舍的生平和去老舍茶馆可以做的事情
单元内容分析：
本单元的主题是“老舍以及老舍茶馆”，涉及“中外影视、戏剧、音乐、舞蹈、绘画、建筑等艺术形式中的文化价值和作品的赏析，优秀的艺术家及其艺术成就”，通过多形式的语篇，如日常对话、说明文、表格、记叙文，核心语言主要围绕介绍作家老舍、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戏剧、话剧等中国传统文化。

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。

Module5LaoSheTeahouse辅导教案

1.理论介绍：首先，我们要了解老舍茶馆的历史背景和文化意义。老舍茶馆是……（详细解释概念）。它反映了……（解释其重要性或应用）。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了老舍茶馆在文学中的地位，以及它如何帮助我们理解那个时代的社会现象。
3.重点难点解析：在讲授过程中，我会特别强调课文中的重点词汇和句型，以及人物分析这个难点。对于难点部分，我会通过举例和角色扮演来帮助大家理解。
Module 5 Lao She Teahouse辅导教案
一、教学内容
Module 5 Lao She Teahouse
1.知识目标：
-了解老舍茶馆的历史背景和文化内涵；
-学习并掌握本章节出现的重点词汇和句型；
-阅读并理解课文内容，分析茶馆里的人物特点。
2.内容列举：
- Chapter 1：Introduction to Lao She Teahouse，主要介绍老舍茶馆的历史、背景及文化意义；
-文学鉴赏：通过对老舍茶馆的描述，引导学生学习文学作品的鉴赏方法，关注作者的语言运用和情感表达。
-人物分析：课文中茶馆里的人物形象具有代表性，教师应重点指导学生分析人物特点，理解人物之间的关系和作用。
举例：
-词汇教学：通过例句、图片、情景剧等形式，让学生掌握词汇的用法。
-句型教学：设计角色扮演活动，让学生在实际对话中运用所学句型。
-通过分析课文，提升学生的阅读理解水平，培养他们的文学鉴赏能力。
2.思维品质：
-培养学生批判性思维，使他们能够对茶馆中的人物和事件进行深入分析和评价；
-引导学生从多元文化角度思考问题，增强他们的跨文化交对民族文化的自豪感和尊重；
-通过学习老舍茶馆的历史背景，激发学生对本土文化传承和发展的关注。