課題Module5Unit2ItdescribesthechangesinChinesesociety執教者授課班級8授課時間第七周，星期三，第二節教學目標Attheendofthisperiod,studentswillbeableto:1.understandthesequenceofeventswiththehelpofthetimeline.2.knowhowtogetthemainideaofapassagewiththehelpoftheparagraphheadings.3.understandthekeywords,phrases,sentencesandstructuresofthisunit.4.cultivatestudents’lovetowardsChinesetraditionalculture.重點1.Togetthemainideaofthepassageandthesequenceofeventswiththehelpofthetimeline.難點1.Towritesomesimplesentencestodescribetheirfavoriteplaysorfilms.主要教學過程備注Step1：Warming-up:1.AskSswhatmoviedotheywatchrecently(showSspicturesaboutthemovieMypeople,mycountry),tointroducenewwordsofthislesson,askSstrytousethosenewwordstomakesentences.2.Freetalk1).WhatelsedoyouknowaboutLaoShe?ShowSssomemorefactsaboutLaoShealongwithsomepictures..Whatarehismostfamousplaysandworks?.What’sspecialaboutLaoShe’sTeahouse?ThenshowSssomemorepicturesaboutLaoShe’sfamousbooksandplays.ThenaskSstoreadthetitleofthisunit,topredictthecontentofthispassage.設計意圖：在第一單元的學習中，學生已經掌握了老舍先生的基本信息，這一環節繼續激發學生對老舍先生的好奇心，并能用簡單的句子表達出相關的信息，鍛煉學生的處理已知信息的能力；其次，借用新電影我和我的祖國吸引學生的興趣，要求學生使用新詞造句進一步提升學生使用新詞的意識，最后，培養學生閱讀文章標題的習慣去預測文章內容。Step2：Pre－readingMoreinformationofLaoSheandhisTeahouse,andthemajorcharactersinTeahouse.設計意圖：進一步拓寬學生的文學知識，激起對中國優秀文學作品的好奇心。Step3：ReadingSkimmingLingling’sintroductioncanbedividedintothreeparts.Readthepassageandmatchtheheadingswiththeparagraphs.Andplaytherecordingofthepassageatthesametime.(Pausefor2-3secondswhenkeyinformationshowsup,thenaskSshowcantheymatchtheheadingswiththeparagraphswhentheyfinishmatching.設計意圖：引導學生運用速讀的技巧，找出相應段落的關鍵句或關鍵詞，學生獨立閱讀文本完成匹配來，培養學生通過skimming的方法去閱讀文章中的關鍵句來獲取信息的技能。2.Scanning1.ReadPara.1,findthequestionsingroups.1)What’sthenameoftheplayandwhoisitswriter?Thenameoftheplayis_____andthewriteris____.2)Whenandwheredothestorytakeplace?From________to_______in_______.3)Whoisinit?______________and__________________.4)Whatisthestory’smainidea?Itdescribes______________________________________overfiftyyears.5)Whyistheplaysofamous?Becauseitshowsthe__________________________inChina.設計意圖:此環節是本單元的學習難點，培養學生在限定時間內獲取文本重要信息的定位篩選能力；訓練學生使用“5W”信息描述故事梗概，并在作答的環節，培養學生處理信息，組織語句的能力。2.Readparagraph2carefully,fillintheblanksandchoosetherightanswers.①.In18□□,LaoShewas_______in_______.Hismothersenthim_____________________in1□1□.Hebecamea_______of_______in□□□□after______________.②.WhatdidLaoShedo6yearslater?Hebecameaheadteacherandbecamesuccessful.HelefthomeandwenttoAmerica.HelefthomeandwenttoEngland.Afterfinishingthisquestion,showSssomepicturesaboutLaoSheinEngland.③.ThenLaoShereturntoChinain_______.④.completethetimelinewiththeinformationaboutLaoShe.TimeEvents18991913191819241957設計意圖:以時間發展的順序，清晰展現人物的生平，讓學生能夠迅速理清段落所表述的主要意思。通過設定問題的討論，引發學生對人物的思考。3.Readparagraph3carefully,andchoosetherightanswer.WhatcanpeopledoinLaoSheTeahousetoday?()A.drinkteaB.haveChinesefoodC.listentofolkmusicD.watchmagicshowE.watchcrosstalkF.watchacrobaticsG.enjoyBeijingOperaH.watchgameshows設計意圖：通過學生匯總茶館內的活動信息，了解茶館所起到的文化溝通作用，體味中國文化，升華情感，鼓勵學生積極參與中國文化的傳播。Step4：Readandlearn1).AskSstowatchthevideoofthepassage,andreadafterthevideoatthesametime.AskSstosaythestructurethispassageafterreading.2）.Tofinishactivity4.設計意圖：在學生能夠理解本文是以結構圖的形式的方式介紹電影或戲劇的文章，并講出本文是以時間軸的形式總結介紹人物生平，為本課的寫作做好鋪墊。Step5：Exercise:AftervisitingLaoSheTeahouse,Bettywantstointroduceafamousnovel---HarryPotter.Let’sdiscusstogether.NameHarryPorterWriterJ.K.RowlingWhen(timeofwriting)1997WhereMagicSchoolWhoHarryandhisfriendsWhatHarryPorterandhisfriendsfightwiththebadpeopleWhyinterestingandexciting設計意圖：本環節的設置，重在訓練學生使用“5W”信息描述名著梗概，引導學生積極參與文化交流活動。Step6：SummaryAskstudenttosayhowtogetthemainideaofthepassageandgettheinformationofeventswiththehelpofthetimelineandguideSstobeproudourgreattraditionalculture.三、作業布置1.背誦本節課的主要句型和新詞。2.完成《學考精練》Unit2的相關練習。3.用5個句子簡單介紹伙伴喜歡的戲劇或者電影。四、板書設計Module5Unit2ItdescribesthechangesinChinesesociety.Keysentences/structures:1.IttellsusthestoryofWangLifaandhiscustomersofhisteahouseinBeijing.2.HismothersenthimtotheTeacher’sSchoolin1913.3.Hewasnamed“thePeople’sArtist”.4.LaoShe’steahousegivesawarmwelcometoeveryonefromallovertheworld.Keywords:actshowcommondescribesociety五、教學反思本節課的成功