Module 5 Lao She Teahouse unit 3 Language in use.教案（表格式）

课
题
Module
5
Lao
She
Teahouse
Unit
3
Language
in
use
课时
1
备课人
授课时间
教
学
目
标
知识目标：
1.
复习并掌握本模块的重点单词和短语。
2.
能掌握本模块的重点句型。
3.
掌握动词不定式作定语和双宾语的用法。
能力目标：
1.
熟练掌握动词不定式作定语和双宾语的用法。
2.
会使用动词不定式和双宾语来表达意图和计划。
情感目标：
1.
通过学习，让学生了解一些伟大的作家和世界著名剧院等。
2.
培养学生对京剧、话剧等中国传统文化的热爱，增强民族自豪感。
教学重点
1.
本模块的单词和短语。2.
动词不定式作定语和双宾语的用法。
教学难点
动词不定式作定语和双宾语的用法。
教学过程
【教学过程】
Step
1
Lead-in
(Whole
class
/
Individual)
Look
and
guess.
Have
Ss
look
at
some
pictures
and
guess
who
the
people
are.
T:
We’ve
known
about
Lao
She
and
his
Teahouse.
But
do
you
know
other
great
writers
in
China?
Ss:
…
T:
Look
at
the
pictures
and
guess
who
they
are.
（从上到下，从左到右依次是：鲁迅、朱自清、郭沫若、巴金、茅盾和冰心）
【设计意图】通过询问中国最伟大的作家导入本节课，激发学生获取信息的兴趣。
Step
2
Presentation
(Whole
class
/
Individual)
1.
T
reads
through
the
example
sentences
from
the
textbook
with
the
whole
class,
then
asks
Ss
to
repeat
the
sentences.
Draw
Ss’
attention
to
the
colored
words
and
let
them
observe
to
find
the
grammar
point.
2.
T
explains
two
grammar
points
to
Ss
—
the
use
of
infinitive
as
objects
and
the
use
of
double
objects,
and
lets
Ss
do
an
exercise
to
practice.
【设计意图】充分调动学生学习的积极性和主动性，让学生自己观察、总结归纳和运用语法规则，培养学生的学习能力。
Step
3
Practice
(Whole
class
/
Individual
/
Pair
work)
1.
Deal
with
Activity
1.
(1)
Get
Ss
to
read
the
words
in
the
box
and
the
sentences
below.
(2)
Ss
complete
the
sentences
on
their
own.
Have
Ss
work
with
their
partners
to
compare
their
answers.
(3)
Check
answers
as
a
class.
2.
Deal
with
Activity
2.
(1)
Have
Ss
read
the
words
in
the
box
and
the
conversation
quickly
and
tell
you
what
it’s
about.
(2)
Elicit
what
form
the
words
should
be
in,
i.e.
past
tense.
Instruct
Ss
to
work
individually
to
complete
the
notes.
(3)
Check
answers
as
a
class.
【设计意图】旨在使学生通过充分的练习熟悉并掌握常接不定式作宾语的动词。
3.
Deal
with
Activity
3.
(1)
Tell
Ss
to
look
at
the
photo
of
the
statue
and
ask
who
it
is.
Then
T
shows
Lu
Xun’s
famous
works.
(2)Tell
Ss
to
read
through
the
passage
and
complete
it.
Remind
them
to
check
they
have
used
the
correct
form
of
the
words
and
then
tell
them
to
compare
answers
with
their
partners.
(3)
Check
answers
with
the
whole
class.
(4)
Ask
a
few
questions
to
check
comprehension.
(5)
Nominate
a
few
pairs
to
ask
and
answer.
【设计意图】在语境中考查学生对动词不定式作宾语的掌握情况，同时引入不带to的动词不定式现象。
4.
Deal
with
Activity
4.
(1)
Have
Ss
read
the
words
and
expressions
in
the
box.
Check
and
teach
those
the
Ss
don’t
know.
(2)
Ask
Ss
to
complete
the
passage
on
their
own
and
then
check
answers
in
pairs.
(3)
Check
answers
with
the
whole
class.
【设计意图】考查学生在真实的语境中对词汇、短语的理解和运用。
5.
Deal
with
Activity
5.
(1)
Ask
Ss
to
read
the
questions
and
the
answers
and
be
ready
to
listen
for
the
answers.
(2)
Play
the
recording
for
Ss
to
listen
to
and
choose
the
correct
answer.
Play
the
recording
twice
if
necessary.
(3)
Check
answers
as
a
class.
(T
can
show
Ss
the
tapescript.)
6.
Deal
with
Activity
6.
(1)
Ask
Ss
to
read
the
four
statements
and
check
their
understanding.
(2)
Tell
Ss
to
listen
again
and
check
the
true
sentences.
(3)
Elicit
answers
from
the
whole
class
and
ask
them
to
give
reasons
if
the
statement
is
false.
【设计意图】听力活动考查学生听并提取主要信息的能力。
Step
4
Consolidation
(Whole
class
/
Individual)
Let
Ss
do
some
exercises
to
consolidate.
【设计意图】通过练习巩固本课所学知识。
Step
5
Homework
1.
Master
the
new
words
and
useful
expressions
in
this
Module.
2.
Review
the
grammar
in
this
Module.
【设计意图】及时复习巩固本模块所学知识，温故而知新。
教学反思：
本课在设计上从整体入手，再到细节；从简单地朗读理解到实际地灵活运用；从词汇的归纳选择到语法的表格体现，教师给学生提供了各种渠道来掌握这篇文章。在课堂教学的实际中发现学生在有辅助的情况下表达较好，但是离开拐棍，头脑中还没有完全形成自己的框架。