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初中部英语组教案设计
课型： Listening and speaking 教案编号：No. _________
年级 八年级 主备人 执教人 备课日期
课题 M5U 1 I wanted to see the Beijing Opera 审核人 使用日期
教学目标 知识与技能 目 标 1.掌握重点单词actress,teahouse,offer,end,no idea等. 能理解对话，并能对对话进行简单的复述。 能够听懂有关京剧的对话，了解老舍茶馆，并感知动词不定式作宾语的表达方式。
过程与方法 目 标 通过PPT形式，给学生一种直观的视觉效果，激发学生学习兴趣。也采用自主学习，小组合作操练及课堂展示等方法来达到学习目标。
情感、态度与价值观 目 标 培养学生对京剧,话剧等中国传统文化的兴趣和热爱，增强其民族自豪感。
教学 重 点 掌握重点单词actress,teahouse,offer,end,no idea等. 能理解对话，并能对对话进行简单的复述
教学 难 点 能够听懂有关京剧的对话，了解老舍茶馆，并感知动词不定式作宾语的表达方式。
所用 课 时 一课时。
教学过程 设计意图
Step 1:New words. Read the new words together.(Each word three times) Step 2: Warming-up. Enjoy some pictures, and introduce Lao She and Lao She Teahouse Step 3: Show the learning aims. 1.掌握重点单词actress,teahouse,offer,end,no idea等. 2.能理解对话，并能对对话进行简单的复述。 3.能够听懂有关京剧的对话，了解老舍茶馆，并感知动词不定式作宾语的表达方式。。 Step 4:Work in pairs. 1. Ask the students to read the words in the box in Activity 1. actress dance music play sing teahouse theatre traditional
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. 意图：检测学生对重点词汇或重难知识点、易错点的掌握情况 操作方法：通过课件或学案进行检测 操作流程：学生在限定时间内完成，交给1. 2号学生，由他们批阅并写出得分，最后由记录员记录每个组员的得分情况 意图：
Step 5 :Listening practice. 1. Ask the students to read through the sentences in Activity 2. 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. 4. Play the recording again and ask the whole class to check with a partner. Step 6: Listen and answer. 1.When did Betty and Lingling go to Lao She’s Teahouse 2. How long did they stay 3.Who is Lao She Step7: Read and choose the right answers. 1.Betty and Lingling went to a ____ last night. A. cinema B. teahouse C. hotel 2. Who took Betty there _____ A. Lingling B. Betty’s parents 3. Does Betty know Lao She ______ A. No, she doesn’t B. Yes, she does. 4. What was Lao She _____ A. A singer. B. A teacher. C. A writer.Step 5.Read and answer. ① Ask the students to read the conversation silently, do true and false. 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. 让学生明确本节课的主要任务，带着任务去学习。并通过相关话题的表述导入新课。 操作方法：通过课件展示。导入可通过师生、生生对话及其他活动导入。 操作流程：师课件出示，生自读目标。学生回答老师问题。 意图：训练学生听力，培养听的习惯。 意图：学生在听前对所听话题有提前的了解和准备，也就是给学生一个自学、交流的机会；如果听力相对较简单，老师可对学生进行听力方法或听力技巧的点拨 意图：听后根据听内容进行讨论，即对听力材料的输出 意图：培养学生的读译能力 意图：
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. ② Ask the students to check with a partner. Step8:Role play 1.Read the conversation with your partner loudly. 2.Act out. Step9:Complete the passage with the correct form of the words in the box. 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 three hours. Betty thought it was interesting — that was the (5) ________ thing! Step10:Read again and find the sentence “… to do”. Step11:中考链接（见PPT） 通过自读及小组合作练习，为下一步的表演打下基础 意图：让学生通过情景的创设进行对话的表演，进行情景再现，培养学生的对话、表演能力 意图：通过达标检测对学生当堂知识掌握情况进行反馈，便于老师讲解及下节课的巩固
教学 反思

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