初中英语外研版 (新标准)八年级上册Module 5 Lao She's Teahouse.综合与测试教案设计

这是一份初中英语外研版 (新标准)八年级上册Module 5 Lao She's Teahouse.综合与测试教案设计，共29页。教案主要包含了模块学习主题等内容，欢迎下载使用。


【模块学习主题】
Mdule 5
La She Teahuse
课标话题
观看戏剧和电影
单元学习主题
La She Teahuse
Unit2:主题
It describes the changes in Chinese sciety
Unit3:主题
Language in use
Unit1:主题
I wanted t see the Beijing Opera
第一课时主题
The cnversatin abut peras and plays
课时内容
文本听力材料
读懂京剧和话剧的对话
第五课时主题
The usage f infinitive verbs
课时内容
文本材料
掌握动词不定式的用法
第三课时主题
La She and his play Teahuse
课时内容
文本材料
介绍老舍及他的话剧《茶馆》
第二课时主题
Talk abut smething yu’d like t d r see
课时内容
运用所学知识谈论自己想要做的事情
第四课时主题
Writing
课时内容
文本材料及写作技巧
围绕“Yur favrite play r film”展开写作
模块学习规划
课时教学流程设计
学 科
英 语
年 级
八年级
设计者
教材版本
外研版
册、章
上册第五模块
模块总课时
5
模块主题
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。
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，教学情境自然生动，有利于激发学生对祖国传统文化的热爱。
第二单元主课文则以介绍著名作家老舍、其作品《茶馆》和北京老舍茶馆为主要内容。这篇短文先介绍《茶馆》这部话剧、再介绍作者老舍、最后介绍老舍茶馆这个地方，其顺序说明，文章主要不是为了介绍老舍，也不是为了介绍话剧，而是如模块标题所示，是为了介绍老舍茶馆(其实也是旅游景点)。前两部分都是铺垫，最后出现的才是重要信息，这是因为老舍和他的话剧《茶馆》更为英文读者(文章显然是写给来中国的外国读者看的)所熟悉，会引起读者继续阅读的兴趣。
第三单元主要是语法学习，让学生们掌握t d形式的使用，重点掌握动词不定式作宾语的情况，以及双宾语的结构。
课标要求
让学生们掌握t d不定式形式的使用，重点掌握动词不定式作宾语的情况，以及双宾语的结构。熟练掌握本单元出现的词汇，短语，句型。对于动词不定式作宾语的语言现象，教师应重视信息量的输入、而不要急于总结语法现象。对于It was difficult t...这类的句子， 教师可以将其与模块1中的已学语句(It's a gd idea t spell and prnunce new wrds everyday) 对照学习。
教材分析
本模块以老含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。本模块还通过听、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情境。
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、穿插使用了动词不定式作宾语的句子，教学情境自然生动，有利于激发学生对祖国传统文化的热爱。对于动词不定式作宾语的语言现象，教师应重视信息量的输入、而不要急于总结语法现象。对于It was difficult t...这类的句子， 教师可以将其与模块1中的已学语句(It's a gd idea t spell and prnunce new wrds everyday) 对照学习。教师还可以通过还原不定式短语的主语位置来加深学生对句子的理解。
第二单元主课文则以介绍著名作家老舍、其作品《茶馆》和北京老舍茶馆为主要内容。这篇短文先介绍《茶馆》这部话剧、再介绍作者老舍、最后介绍老舍茶馆这个地方，其顺序说明，文章主要不是为了介绍老舍，也不是为了介绍话剧，而是如模块标题所示，是为了介绍老舍茶馆(其实也是旅游景点)。前两部分都是铺垫，最后出现的才是重要信息，这是因为老舍和他的话剧《茶馆》更为英文读者(文章显然是写给来中国的外国读者看的)所熟悉，会引起读者继续阅读的兴趣。教师还可以引导学生通过建立时间轴来表现人物的生平，借此把握文章脉络，充分提取细节信息。本单元最后的读写活动引导学生通过回答表格中的问题，梳理出一部戏剧或电影的主要脉络，为后面的写作活动作了语言上的铺垫、这充分体现了读写教学的特征。
本模块的任务是让学生通过小组合作，把一部戏剧中的一幕改编成短剧并加以表演。在开展该活动的过程中，教师应培养学生的合作精神，让他们积极与同学配合，共同完成麦演任务。
学情分析
词汇量适中。本模块的任务是让学生通过小组合作，学会欣赏戏剧加以表演。在开展该活动的过程中，教师应培养学生的合作精神，让他们积极与同学配合，共同完成麦演任务。激发学生兴趣。
模块目标
知识目标：本模块的单词、短语以及句型熟练掌握；It was difficult t...这类的句子， 教师还可以通过还原不定式短语的主语位置来加深学生对句子的理解。
目标：提升学生的听,说,读,写技能,以及思辨能力.
情感目标：有利于激发学生对祖国传统文化的热爱。
课时
学习目标
学习重点
学习难点
学习活动
学习评价
第一
课时
知识技能
目标:
Wrds and phrases
能力目标: 1.能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的表达。2.能通过相关词汇和图片描述自己和他人的意图和计划
情感态度
目标 :
培养学生对京剧，话剧的兴趣，学会介绍自己喜欢的话剧或京剧。
掌握本单元的重点词汇，短语，句型。
掌握动词不定式做宾语的用法。
Ask and answer.
Pair wrk
Finish the tasks in grups.
词汇及动词不定式的基本形式是否掌握
第二
课时
第三
课时
知识技能
目标:
Wrds and phrases
能力目标: 能够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。
情感目标：
培养对京剧的兴趣。
掌握本单元的重点词汇，短语，句型和语法。
训练学生的阅读分析能力和解决问题的能力
1.Ask and answer.
2.Pair wrk
3.Finish the tasks in grups.
课文的主要内容和语法是否掌握
第四
课时
第五
课时
知识技能目标：1.动词不定式做宾语
2.双宾语结构
对动词不定式的认识，掌握哪些动词后都可跟t d
双宾语结构
1.学生举例
2.老师总结
3.学生当堂训练
1.ffer t d等短语的掌握情况
2.双宾语结构的转换
第一课时“ Unit 1 I wanted t see the Beijing Opera.”教学流程
步骤
过程
学习活动
评价要点
设计意图
Warm ing-
up
Step1
Lead-in
T:Ask the students t enjy a sng and answer the questin.
T:what kind f sng is it?
S: The Beijing Opera.
T:Ask the students t talk abut the Beijing Opera freely.
S1:It’s a traditinal music.
S2:…
学生通过预习，是否了解京剧，会读单词。
先用一首京剧来引出本课主题，既活跃了课堂气氛，又调动了学习兴趣。同时让学生在Free talk的过程中，感受新的语言项目，提高了学生的认知能力。
Step2
Vcabulary
1.T:Ask the students t lk at the pictures and say ut the new wrds.
2. Read the new wrds after the teacher.
3.Students:Talk abut the pictures using the new wrds.
He is a famus actr.
She is a ppular actress.
I want t g t La She Teahuse.
This is a happy end.
4.T:Ask the students t d the exercises (Ⅰ1,2,3)in the wrkbk.
Ss：Check the answers in pairs.
T： Check the answers with the Ss.
学生是否能够正确发音
是否了解上节课所学
利用小组谈论图片，检查学生对词汇的掌握程度，训练学生的表达能力。
通过图片，情景学单词，做到词不离句。
通过做绩优第一大题的前三个小题，检测学生是否会应用新单词。
DELC5
获取新的知
DELC6
深度加工知识识
Step3
Step4
Step5
Step6
Pre-listening
T：If yu have a chance t g t La She Teahuse, what d yu want t d?
S1:I want t drink tea.
S2:I want t…
While-listening
(1). T: Please clse yur bks and listen carefully and answer sme questins.
1. Where did Lingling and Betty g last night?
A. Beijing B. La She
C. La She Teahuse
2.Did Betty understand the pera?
A. Yes, she did. B. N, she didn’t. C. We dn’t knw.
3. Hw lng did they stay in La She huse?
A. An hur B. Tw hurs
C. Three hurs
4.Wh is La She?
A. A writer B. An actr
C. A player
Ss: Check the answers in grups.
T： Check the answers with the Ss.
.Ask the students t listen t the cnversatin t check the true sentences, then check the answers. (Activity 3)
Ss listen t the tape fr the third time, and finish the fllwing sentences.
Betty wanted t see the Beijing Opera,s Lingling____ t take her there.
They planned t watch fr an hur,but______ _____ _____, they stayed fr three hurs.
La She is especially_______ fr his play Teahuse.
Ss：Check the answers in pairs.
T： Check the answers with the Ss.
(1). T: Organize the students t read the cnversatin with the vide.
(2).Ask the Ss t practice the cnversatin with their partners.
(3) Have a cmpetitin: Ask the students t act ut the cnversatin, and see which grup is the best.
Pst-listening.
Task4: Retell the dialgue
Ask the students t retell the dialgue.
T: Chinese culture is brad and prfund. The culture is flwing in ur bld. The culture is rted in ur minds. All f us can be disseminatrs （传播者）f culture.
Ss: Talk abut hw t inherit the traditinal Chinese culture.
Summary
1.T： What have we learned tday?
Ss: ...
2T:Let the students t chse the best team in this class .
SS:Chse the best grups.
学生是否进一步了解课文所学
学生是否能够通过听获取主要信息
看学生是否能转述对话内容
怎样传承传统文化

利用听读,练习的方式加强学生对课文的理解，培养学生细节听力的技巧,能够听取信息，训练和培养学生细节听力技巧。
。

利用短文挖空形式复述对话巩固所学知识点再次训练学生对知识点的掌握。
通过看视频听读对话，帮助学生进一步理解课文内容。
小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并培养团结合作精神
帮助学生进一步巩固课文内容
锻炼学生的深度思维
作业设计

根据提示写出单词
1. They _________ (提供) him a very gd jb last week.
2. The __________(结局) is very sad.
3. The actrs and__________ (女演员) were excellent.
4. The by enjys _________(传统的）
Western music.
My grandpa smetimes ges t the
________（茶馆）
选择
I think Zhu Dngyu is ne f the best ____ .I like her very much.
dctrs B. teachers
actress D.actresses
Our teachers is very kind and always___ his help t us.
A.ffer B.ffers C.allw D.allws
课后作业有助于学生巩固已学的知识，补充其他方面的锻炼
板书设计
Mdule5 La She Teahuse
Unit1 I wanted t see the Beijing Opera.
actress teahuse ffer end
教学反思
第二课时“ Unit 1 I wanted t see the Beijing Opera.”教学流程
步骤
过程
学习活动
评价要点
设计意图
Warm ing-
up
Step1
Revisin
T: Shw sme pictures t review the wrds learned in last class.
Ss: Talk abut the pictures using the wrds learned in last class.
通过谈论图片，考查学生是否还记得上节课词汇。
加深学生对上节课词汇学习的印象。
Step2
Reading
1.T: Read the cnversatin and check the true sentences.
1) Tny went t La She Teahuse with Betty and Lingling.
2) Betty understd the pera.
3) Lingling and Betty stayed lnger than they planned.
4) Betty enjyed the pera.
5) Betty wuld like t g t the pera again.
6) Betty knew abut La She befre she went t the teahuse.
2.Ss; Read the cnversatin by themselves and check the true sentences.
3.T: Ask the students t check with a partner.
4. Ss;Check the answers with their partners.
5. T: Check the answers with the class.
:
Keys: 1. × 2. × 3. √ 4. √ 5. √ 6. ×
学生是否能够看懂，并且理解课文内容。
通过看读对话，帮助学生进一步理解课文内容。
小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并培养团结合作精神。
DELC5
获取新的知识
Step3
Step4
Step5
Activity4
1. T:Ask the students t read the wrds in the bx in Activity 4.
2.Ss;Read thrugh the passage, and cmplete the passage with the crrect frm f the wrds frm the bx.
3. T:Ask the students t check with a partner.
5. T;Check the answers with the class:
Keys: 1. ffered 2. difficult 3. actresses 4. end 5. main
Slve the language pints
1.T:Organize students t cme t the blackbard and shw ut sme difficult language pints that they fund.
2.T:Help the students t slve the difficult pints.
3.Ss: Cme t the blackbard t shw ut sme language pints, the ther students listen t them carefully and nte .
4.Ss: Slve the difficult pints with the teacher’s help.
5.T:Ask students t write the sentences
with Infinitive structures.
Practice
T:Get the students t d the exercises in the wrkbk at page
43.
Ⅱ.2,3 Ⅳ 3
中考练 2
看学生是否进一步运用课文中的词汇和短语
看学生是否能通过阅读找出语言点
看学生是否会运用动词不定式作宾语

通过让学生上台展示他们所找的语言点，既培养了学生的胆量，又培养了他们自主学习的能力。
教师点拨、补充语言点，让学生进一步理解知识点。
通过练习，看学生是否会运用动词不定式作宾语
DELC6
深度加工知识
Step6
1.Ss; Write the sentences with Infinitive structures n the blackbard.
2.T: Explain hw t use the infinitive structures,
3.T: Get the students t make sentences using the infinitive structures,
4.Ss: Share their sentences with the thers.
作业设计
根据汉语完成句子，每空一词。
1、北京因北京烤鸭而著名。
Beijing ______ _______ _______ Beijing duck.
2、 我们同意早点动身。
We _______ ________ start early.
3、你将呆在这儿多长时间？
_______ ________ will yu stay here?
4、我对读书感兴趣。
I ______ ________ ________ reading bks.
5、昨天他主动提出借些书给我。
He ffered ______ _______ sme bks ______ me.
课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。
根据练习，巩固本节课所学的语言点。
板书设计
Mdule5 La She Teahuse
Unit1 I wanted t see the Beijing Opera.
I wanted/ planned/ t…..
It +adj +t+d sth.
教学反思
第三课时教学流程
语篇主题：It describes the changes in Chinese sciety.
步骤
学习活动
评价要点
信息技术应用
Step 1进入情境 了解主题
Lead in the theme
Teacher asks sme Questins:
T: D yu knw teahuse? What can yu d in a teahuse?
T: Tday we will learn a teahuse is differenet frm ur traditinal ne. It’s La She Teahuse.
Students answer the questuins:
1.What is La She’s real name?
A.舒春庆 B. 舒庆春
2.What is nt La She’s wrk?
A.《龙须沟》 B. 《四世同堂》 C. 《骆驼祥子》 D. 《朝花夕拾》
T: La She’s Teahuse is a play. Thrugh this class, I hpe yu can tell me hw t intrduce a play r film.
通过对学生提问，引出课文主题——《茶馆》。
回答问题，看学生是否了解作者及作者相关作品，同时检测学生的预习情况。
Step 2.明确目标 激活已知
Pre-reading
1.Present pictures and sentences and then lead the Ss t knw the traditinaj Chinese culture:
pera; painting; tea;play
Enjy a shrt vide and guess its name.
T:It shws(展示) the lives f cmmn(普通的) peple frm the 19th century t the twentieth (第二十) century.
学生是否能准确发音
是否能看图说单词和句子。
学生了解一些中国的传统文化，提升民族自豪感。
学生是否说出有关《茶馆》的信息，
学生是否能归纳主要内容
观看图片
观看视频
Step3.学习理解 梳理文本
While-reading
Fast reading.
Read the passage and match the headings with the paragraphs.
a) La She Teahuse
b) The stry f Teahuse
c) La She
Para1: _b_ Para2: _c_ Para3: _a_
Careful reading(Para 1)
T: Hw t read: lk at its headings(标题),pictures，timeline(时间线) r key sentences(关键句).
The play shws the _lives___ f ___cmmn____ peple in China .
It tells us the __stry__ f ___Wang Lifa_____ and the custmers.
It describes(描述) the ___changes____ in Chinese sciety (社会).
Careful reading(Para 2).
Read Paragraph 2 and match the timeline.
a) He became a head teacher(校长).
b) His mther sent him t a teacher’s schl .
c).La She was brn in Beijing.
d).He wrte the play Teahuse.
e).He taught Chinese in Lndn.
1957
1924
1918
1913
1899
d,e,a,b,c
Careful reading(Para 3).
Read Paragraph 3 and answer :
At La She Teahuse tday, what can we d ?
S:We can drink tea and eat delicius Beijing fd . We can enjy Beijing Opera，traditinal music r magic shws.(魔术表演).
学生是否能够归纳段落主旨并匹配出对应的小标题。
学生是否能提取文章关键性信息完成填空，并复述此段主要内容。
学生是否能准确回答此问题,
并学习利用时间顺序来描述事件。
让学生带着问题去阅读，寻找关键词、关键句，快速提取问题答案。锻炼学生的信息提取能力，概括能力。

PPT
PPT
Step5.巩固语言 提高能力
Pst- reading
1. Grup Wrk ：Talk abut the play
The lists will help yu:
Name
Teanuse
Where des the stry take place (发生)?
It takes place in Beijing
When des the stry take place?
It starts frm the 19th century t the 20th century
Wh is in the stry
Wang Lifa and his custmers
What is it abut ?
It shws the lives f …
It describes the changes in…
2.Teacher asks students retell the stry.
3.Teacher invites sme grups t perfrm a shrt play.
小组讨论如何复述这个故事；
学生是否合理地、有逻辑地根据表格信息完成故事复述。
选取话剧《茶馆》片段之一，让学生进行表演，锻炼学生语言运用能力，表达能力，并巩固所学知识。
拓展纸质材料
作业布置
Make a cnclusin
Hw t describe yur favurite play r film.(PPT vide)
Name
Where Are We Ging, Dad?
Where
tk place(发生) …a z,… Guangzhu
When
…December 9th , 2013
Wh
five fathers and their children
What
made fd, helped animals
当堂检测
T: Write dwn the stry in the yur paper.
Grup A
Cmplete tw reading exercises.
A piece f practising paper.
Grup B
Cmplete a reading exercise.
A piece f practising paper.
Grup C
A piece f practising paper.
让学生总结应该从哪些方面介绍一篇话剧或电影并写在本子上。教师检查书写是否正确。
对所学知识进行综合运用训练
基础+提高
纸质测试卷
板书设计
教学反思
第四课时教学流程
Teaching Prcedures
Time allcatin
Teacher’ s activities
Students’ activities
Teaching instruments
(5 minutes)
Step1. Leading-in
The teacher shws students sme pictures f La She and his famus wrks.
The students are ready t cncentrate n the class.
PPT
(30 minutes)
Step2. Presentatin
Pre-reading
The student review the phrases and structures they have learned in Unit1 and Unit2 by enjying sme pictures f La She and his famus wrks.
At the same time , they can write dwn the phrases, structures and their wn ideas.
While-writing
The students finish the whle writing by themselves, they shuld pay attentin t their spelling, grammar and lgic during the writing.
Pst-writing
After finishing, the students wrk in pairs t exchange their writings. And invite sme students make a presentatin in the frnt f the whle class.
The students wrk in grups t have a discussin. At the same time , they can write dwn the phrases, structures and their wn ideas during the discussin. And then finish the whle writing by themselves.
.
PPT
ntebk
(3minutes)
At the ending f the class, the students try t summarize they have learned in this lessn.
The teacher will give sme helps t the students if they need.
PPT
(2minutes)
Give hmewrk t the students at different levels.
A: Recite the whle passage.
B: Recite the key sentences utlined by the teacher.
C: Recite sme phrases and structures.
The students listen t the teacher carefully and need t finish their hmewrk n time.
PPT
Blackbard design
A famus writer: La She
Outline：
Para1: A brief intrductin abut La She.
Para2: His famus wrk : Teahuse.
Para3: The influence f La She.
Teaching reflectin
During the curse f class, I will encurage students t take part in different kinds f activities and help them build up their cnfidence, especially the pr nes. I will give my students encuragement as much as pssible. Hwever sme students have difficulties in their writing and they are afraid t perfrm in the frnt f the whle class. Therefre, it is significant t help students t enhance their cnfident in learning English and it is vital t imprve the efficiency f in-class activities.
第五课时“ Language in use ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
（5min）
进入情境 了解主题（Lead-in）
T: Greeting
T:After greeting each ther ,teacher asks students t review the sentences we have learned abut the infinitive
S: Greeting
S: I want t see Beijing pera.
We nly plan t wrk an hur.
I hpe t understand mre next time
……
Whether student can speak ut these sentences as much as quickly.
Enable students t recall the sentences abut infinite s that students will have a deeper understanding abut it ,and it als lays a fundatin fr the next step.
Step2
(10min）
明确目标 探究新知一（New cncepts）
Task 1
T: asks students t fcus n the cmmn pints and cnclude the grammatical rules
Task 2
T: asks students t finish the activity 1in the text bk in page 38,after finishing ,students are required they check each ther.
D yu want t g t the teahuse?
1) We decided ____________ at hme because it was raining.
2) La She started ____________ Chinese in Lndn in 1924.
3) I tried ____________ pems.
4) They plan _________ the film tmrrw.
5) I want __________ my hliday in Beijing.
Task3
T: asks students t finish the activity3in the text bk at page 39.
S:Sum up the sentences as fllws
want t d sth
ffer t d sth
hpe t d sth
decide t d sth
plan t d sth
S:Students need finish these tasks as much as quickly and then they check each ther
Whether students are able find ut the cmmn pints and whether they can use them in the paragraph as much as pssible and their awareness f cperatin
T check students’
ability f cnclusin and t enhance their sense f learning respnsibility thrugh check each ther
DELC5
获取新的知识
Step3
(5min)
探究新知二（New cncepts）
Task3
T: teacher shws students sme sentences and induces students t find ut the grammatical rules.
My brther bught me sme stry bks=My brther bught sme stry bks fr
My uncle gave me a pretty birthday present = My uncle gave a pretty birthday present t me.
S: Students need t find the verbs in the sentences and sum up the phrases with the teacher
Buy sth fr sb.=buy sb. sth
Give sth t sb.= give sb. sth
Students whether culd catch up the key pints and fllw the teacher
In rder t pay attentin t the structure rules f the sentence
Step4
(10min)
Task 4
T: Teacher gives students sme wrds and tell them they are same in the using, and then let student try t write dwn the new phrases,
T:After finishing, students need t talk abut them with each ther while teacher needs t walk arund the classrm in case f helping.
T:Teacher needs t cnclude the structures f duble bjects
S:
shw sb. sth=shw sth. t sb
tell sb. sth =tell sth. t sb
Teach sb. sth= teach sth. t sb
bring sb. sth= Bring sth.t sb.
ck sb. sth =ck sth. fr sb.
lend sb. sth = lend sth.t sb.
Students need t write dwn the new phrases and talk with each ther
T develp students’ verall ability and t recgnize the differences between them with the infinitive
DELC6
深度加工知识
Step5
迁移应用 解决问题
（applicatin and cnslidatin）
Task5
T: ask students t finishing activity 1 and activity2 in exercise bk(学案 page 48)
S:students need t finish the activities quickly and write dwn the verbs’ cllcatin
Then they are required t check each ther
At this step， the accuracy is the criteria fr the assessment.
Students are able t perceive infinitive in the sentences. and are able t make sentences with the learned structure
作业设计
1.A类，B类完成《绩优学案》P47精华复现；语法练
C类完成《绩优学案》P47精华复现
2.A类，B类，C类
Recite the wrds in this unit.
板书设计
Unit 3 Language in use
I want t g t La She Teahuse.
My mther hpes t see her favrite play.
We planned t watch the play.
My brther bught me sme stry bks.
She ffered t take me t the cncert.
want t d sth
hpe t d sth
ffer sb. sth.= ffer sth t sb
buy sb. sth .= buy sth. fr sb

教学反思
学生能够很容易掌握动词不定式的训练，在专项训练中也能很快选出答案，但是当和其他的语言点放在一起的时候容易混乱，所以课后要继续练习和背诵相关的知识点，在后期的教学过程中老师要不断的提醒学生，直至学生掌握这部分知识的应用。