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Module 5 Unit1 I wanted to see the Beijing Opera教學(xué)設(shè)計(jì)
課型 聽(tīng)說(shuō)課 時(shí)長(zhǎng) 40分鐘
文本解讀
本篇文章是一篇對(duì)話，主要關(guān)于Betty,Lingling以及Tony討論關(guān)于去老舍茶館欣賞京劇的經(jīng)歷。
學(xué)情分析
該班級(jí)學(xué)生對(duì)于中國(guó)文化例如京劇、茶道等興趣濃厚，課堂表現(xiàn)良好，積極活躍，善于回答問(wèn)題以及和教師互動(dòng)。但是英語(yǔ)基礎(chǔ)比較薄弱，對(duì)于主題的反思和知識(shí)的吸收程度方面有所欠缺。
教學(xué)目標(biāo)
掌握以下重點(diǎn)詞匯及短語(yǔ)：actress, teahouse, offer to, in the end, no idea, Beijing Opera, show, common, special, traditional. 掌握重點(diǎn)句型并熟練運(yùn)用:“What do you want to do in Lao She Teahouse ”“I want to......” 能夠熟讀文章并理解文章大意。 培養(yǎng)深化對(duì)于中國(guó)文化的熱愛(ài)，能夠在日常生活中樂(lè)于傳播中華優(yōu)秀傳統(tǒng)文化。
教學(xué)重難點(diǎn)
重點(diǎn)：掌握主要單詞、句型，理解文章大意內(nèi)容。 難點(diǎn)：熟練利用主要句型進(jìn)行操練對(duì)話。
教學(xué)資源
PPT,課本，板書(shū)，網(wǎng)絡(luò)視頻
教學(xué)環(huán)節(jié) 教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 時(shí)間
Stage1 Pre-listening
Step1 Create context and lead-in T shows the picture of Lao She Teahouse and ask Ss some questions. Q1:What is it Q2:Where is Lao She Teahouse T introduces the topic context ans ask a question Q3: Now we are going to travel together, and the destination is Lao She Teahouse in Beijing. What do you think we can do at the Lao She Teahouse T shows the pictures, guide Ss to answer the questions and read the words. See the picture of Lao She Teahouse and answer T’s questions. Answer T’s question about activities they can do in Lao She Teahouse and read the reads by the guidance of T. Help Ss to know more about the topic. Warming up and attracts Ss’ interest. 3 minutes
Step2 video show T introduce Beijing Opera by showing a video and asking Ss some questions. Q1: Is it traditional or famous in China Q2:Are the clothes common or special Q3:Is it difficult to understand the words Q4:Where do we usually see Beijing Opera Ss watch the video and learn more about Beijing Opera. Ss get more familiar with the topic of Beijing Opera by answering questions. Guide Ss to relate to relevant life experiences and improve their understanding about the topic. 2 minutes
Step3 Learn some new words T guides Ss to understand the meaning of new words through context.(Q:What is it /What is the meaning of traditional ....) T guides Ss to read new words. Ss understand and read new words under the guidance of T. Help Ss learn new words and clear listening barriers. 2 minutes
Stage2 While-listening
Step1 Extensive listening(1) T guides Ss to understand the meaning of the sentences of activity 2 and finish the task. T helps Ss correct answers by inviting Ss to answer their answers and check the answer. T helps Ss to get more familiar with main characters by guiding them to read the sentences. Ss listen to the tape and underline the correct words or expressions. Ss check their answers under the guidance of T. Ss read sentences after T. Help Ss learn more about new words and understand the main characters and contents. 5 minutes
Step2 Extensive listening(2) T guides Ss to understand the main idea of the passage by showing the tape of activity 3 and asking a question. Q:What is the conversation mainly about Ss understand the main idea of the passage by listening to the tape and finishing the choice question. Help Ss understand the main idea of the conversation and prepare for intensive listening. 3 minutes
Step3 Intensive listening T shows the tape again and requires them to finish the table. T help Ss to deeply understand the conversation by inviting them to answer the questions and check the answers. T guides Ss to read the sentences in the answers. Ss listening to the tape and finish the table. Ss deeply understand the conversation by answering the questions and correct the answers. Ss read the sentences under the guidance of T. Help Ss understand the content deeply. 8 minutes
Stage3 Post-listening
Step1 practice the conversation T guides Ss to get more familiar with the infinitive “to do” and sentence patterns of “I want to...” by requiring Ss to underline the phrases. T guides Ss to read the sentences and practice the conversation with their classmates. T invite Ss to show their performance in class. Ss get more familiar with the infinitive “to do” and sentence patterns of “I want to...” by underline the phrases and check the answers. Ss practice the conversation with their classmates and show the performance to T. Help Ss apply knowledge and improve their practical and interpersonal ability. 8 minutes
Step2 Quick answer game T guides Ss to consolidate their learning by requiring them to complete the passage with the correct form of the words in the box. T invite Ss to answer their answers by playing a quick answer game. T help Ss to correct their answers. Ss complete the passage with the correct form of the words in the box. Ss playing the quick answer game and answer their answers. Ss check and correct answers. Help Ss consolidate their learning and deepen the impression toward words, sentences and text contents. 5 minutes
Step3 Summary T guides Ss to consolidate their learning of words and phrases by requiring them to finish gap filling. T help Ss correct the answers and read the words and phrases. Ss finish the gap filling. Ss correct the answers and read the words and phrases under the guidance of T. Help Ss review new words and consolidate their learning. 2 minutes
Step4 Homework T assign the optional homework to Ss. Task1: Tell your friends what do you want to do in Lao She Teahouse. (You should bring your reasons.) Task2: Make a scenic spot introduction card of Lao She Teahouse. Ss understand the requirements of homework. Help Ss to practice their knowledge after class. 2 minutes
板書(shū)設(shè)計(jì) Module 5 Unit1 I wanted to see the Beijing Opera. traditional famous “ TO DO ” want to Beijing Opera offer to plan to special difficult hope to
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