英语八年级上册Unit 1 I wanted to see the Beijing Opera.优质教学设计及反思

Module 5

Lao She Teahouse

Unit 1 I wanted to see the

Beijing Opera.

一、教学目标

1. 能够掌握下列词汇和短语：actress, teahouse, offer, end, in the end, no idea

2. 能掌握以下重点句型：

You know, I wanted to see the Beijing Opera, so Lingling offered to take me there.

We only planned to watch for an hour, but in the end, we stayed for three hours.

I hope to understand more next time.

3. 能够掌握语句中的重读规则，对所强调的信息进行重读。

4. 能够听懂有关京剧的对话，了解老舍茶馆。

5. 能够使用动词不定式作宾语的句子，简单描述自己的意图和计划。

6. 培养学生对京剧等传统文化的兴趣和热爱，增强其民族自豪感。

二、教学重点及难点

重点：1. 掌握本课重点单词和短语。

2. 不定式作宾语的运用。

难点：使用动词不定式作宾语的句子，简单描述自己的意图和计划。

三、教学准备

1. 多媒体设备和课件；

2. 设计课后巩固练习；

3. 教学图片。

四、教学过程

Step 1. Warming-up

Look at the pictures and talk about them.

【设计意图】通过向学生展示京剧和关于老舍茶馆的图片，激发学生的学习热情，顺利导入本单元话题。

Step 2 Pre-listening

1. Look at some pictures to learn some new words.

【设计意图】通过图片结合单词，帮助学生快速记住新词汇。

2. T asks Ss to look at the pictures and elicit what they can see.

3. Tell them to repeat the words in the box and make sure they understand them well.

4. Ask them to describe the pictures in pairs.

【设计意图】通过看图与阅读词汇导入相关话题，为后面的听力和对话作语言上的准备。

5. T lets Ss read through the three statements and know what information they’re supposed to listen for.

6. Listen and underline the correct words or expressions.

【设计意图】此活动旨在训练学生通过听的方式，获取细节信息的能力。

Step 3 While-listening

1. Listen to the dialogue and finish the tasks.

2. Listen again and check (√) the true sentences.

【设计意图】阅读活动旨在训练学生的阅读理解能力。在阅读过程中，既训练了学生获取文章主旨的技能，又引导学生关注细节信息的获取、理解及判断。

Step 4 Post-listening

1. Role-play the conversation.

【设计意图】通过角色扮演，帮助学生在情境中加深对话题语言的口语模仿。

2. Learn some Language points.

(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，因此玲玲提议带我去那里。

(2) We only planned to watch for an hour, but in the end, we stayed for three hours.

我们只打算看一个小时，但最后我们呆了三个小时。

(3) I hope to understand more next time.

我希望下次能懂得多一些。

(4) No idea.

不知道。        

【设计意图】语言点的总结有助于帮助学生充分理解课文对话，并在此基础上可以更好的为后面的活动奠定基础。

3. Ss read through the words and the passage, then complete the passage on their own. T calls back the answers from the whole class.

【设计意图】词汇理解应用题帮助学生掌握并灵活运用本单元的重点词汇。

4. Ask the Ss to predict what the stress in the answers is. Remind them that the stress is on the vowel sounds. Elicit their ideas as a class.

5. T plays the recording for Ss to listen and underline the stressed words.

6. Ask Ss to practice the conversations in pairs and then change roles.

【设计意图】启发和引导学生掌握句子中的重音规则并跟读模仿。

7. Tell Ss to finish the sentences on their own, then let them work in groups and read their sentences for others to pick up any errors.

8. Encourage them to make as many sentences as possible.

【设计意图】学生进行小组活动，有助于激发学习兴趣，同时引导学生找出错误可以培养学生的倾听能力，鼓励分享有助于培养学生的自信心。

9. Read the example sentence with the class, and ask if anyone wants to ride a horse.

10. Ss practice their conversations in groups freely.

11. T chooses some pairs to act out their conversations.

【设计意图】通过让学生小组对话的形式让学生表达个人意愿，培养学生运用动词不定式进行语言输出的能力。

Step 5 Summary

Key words and phrases: actress, teahouse, offer, end, in the end, no idea

Key sentences:

You know, I wanted to see the Beijing Opera, so Lingling offered to take me there.

We only planned to watch for an hour, but in the end, we stayed for three hours.

I hope to understand more next time.

Step 6 Homework

1. Review the dialogue in Activity 3.

2. Preview the new words and expressions in Unit 2.

五、板书设计

Unit1 I wanted to see the Beijing Opera.

Key words and phrases: actress, teahouse, offer, end, in the end, no idea

Key sentences:

You know, I wanted to see the Beijing Opera, so Lingling offered to take me there.

We only planned to watch for an hour, but in the end, we stayed for three hours.

I hope to understand more next time.