八年级英语上册《Module 5 Unit 2 It descibes the changes in Chinese society》教案 （新版）外研版-（新版）外研版初中八年级上册英语教案.doc

Module 5 Lao She Teahouse
I. Teaching objectives 教学目标

技
能
目
标
听
Listen for the events in your life
说
Talk about plans, hopes, offers, etc.
Talk about events in your life
读
Read about Lao She and his Teahouse
写
Write a passage describing a film or play
Write and act out a scene from a play
语
言
目
标
功
能
句
式

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.
Teahouse is one of Lao She’s most famous plays.
Lao She teahouse gives a warm welcome to …
词汇
actress, teahouse, offer, act, common, describe, society, if, magic
语法
Verbs followed by infinitives

Ⅱ. Teaching materials analyzing 教材分析
本单元以Lao She’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 speaking
Target language 目标语言
1. Words & phrases生词和短语
offer, end, in the end, act, teahouse, actress
2. 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 recorder
Teaching procedures and ways教学过程与方式

Step I Lead-in
In 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 work
In 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 reading
In 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 Discussion
In 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 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!
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. offer
offer 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。
offer help 给予帮助
offer hope 给予希望
offer ideas 提供意见
offer sb. sth.
= offer sth. to sb.
He offers me the milk.
他提供给我牛奶。
= He offers the milk to me.
[辨析] offer, give
offer, give 这两个词均可表示“给”。其区别是：
give所指的“给”, 对方一般是接受; offer所指的“给”, 对方可能接受, 也可能拒绝。试比较:
He gave me some tickets.
他给了我几张票。
He offered me some tickets, which I refused politely.
他要给我几张票, 但我婉言谢绝了。
They ______ him a job in the company, but he refused(拒绝).
A. offered B. took
C. showed D. gave
The hotel ______ excellent service _____ all the visitors.
A. offer, / B. offers, with
C. offers, to D. offers, /
2. impossible
impossible adj. 不可能的；做不到的
It's impossible for us to finish the work in one day.
我们在一天之内完成这份工作是不可能的。
He find it impossible to make her change her mind.
他发现使她改变主意是不可能的。
possible adj. 可能的；合理的
3. in the end
in the end 最后；终于
They gave up the plan in the end.
最终他们放弃了那项计划。
In the end, things will mend.
[谚]车到山前必有路。
After many years of hard work, he won the award in the end.
经过许多年的努力，他最后终于获得了大奖。
[链接]
end n. 结束、终止; 终点、尽头
We walked to the end of the road.
我们走到了大路的尽头。
Winter is coming to an end.
冬季快要结束了。
以end为中心词的介词短语：
at the end of在……的尽头；在……的末稍
by the end of到……末为止；在……结束时
before the end of在……结束之前
4. No idea.
No idea. “不知道”，相当于I don’t know.
He has no idea how to manage people.
他根本不知道如何做人事工作。
I have no idea (as to) what you mean.
我一点儿也不明白你的意思。
We have no idea how the birds find their way.
我们不知道这些鸟如何找到它们的路。

Step Ⅵ A Game
In this procedure, do a game to help students find pairs of sentences which have the same meaning. Help them understand the meaning of each sentence and what the direct speech sentence stands for.
Hand some cards with the sentences of activity 2 to some students.
T: Now let’s play a game called Find Your Friend. A student will read one sentence. Those six students who got my cards must check your sentences. If your sentence has the same meaning with it, you must stand up and read it. If you can’t find it, you may lose the game.
Sample conversation:
S1: She offered to take us there.
S2: Would you like us to take you to Lao She’s Teahouse?
S3: They planned to stay for some tea.
S4: We are only going to stay for some tea.
S5: They decided to stay longer.
S6: Let’s stay longer. OK.
…
In the end, help students find the rule: each verb in these sentences is followed by infinitive. Ask the students to remember this rule and these verbs.

StepⅦ Pronunciation and speaking
In this procedure, revise the pattern in this unit and make sure students pronounce the sentences properly. Encourage them to use “verbs + to do”.
T: Today, we have learned something about Lao She’s Teahouse and some special verbs that are followed by infinitives. You’ll listen to some sentences, please repeat after the recording.
Play the tape recorder twice. Give students a few minutes to read the sentences by themselves. Then ask them to work in groups of four. Every student must make up a sentence according to activity 7.
Sample sentences:
S1: I have decided to go fishing next week.
S2: They offered to buy a present for me.
S3: My hope is to be a scientist one day.
S4: My parents agreed to take me to the park on Saturday.
Check some groups. Then ask the students to complete activity 9, using their answers. Ask one student to report his events.
Sample version:
I wanted to watch TV tonight. My parents offered to buy me a computer. They agree to take me to listen to a concert. I hoped to be an artist one day.

StepⅧ Homework:

1. Ask the students to learn the new words and expressions in this unit.
2. Ask the students to finish exercises.

Period 2 Reading and writing
Target language 目标语言
1. Words & phrases生词和短语
act, common, describe, society, if, magic
2. 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 passage
Verbs followed by infinitives
Teaching methods教学方法
Task-based learning.
Teaching aids教具准备
A projector or some pictures and some small pieces of paper, a tape recorder
Teaching procedures and ways教学过程与方式

Step I Revision and lead-in
In 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 matching
Ask 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 matching
In 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 Teahouse. 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.

Step III Reading
In 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.
Reporting
In 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 the centre 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 t