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視頻標(biāo)簽：describes
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：外研版八年級上冊Module5 Unit 2 It describes the changes in Chinese society.遼寧省 - 大連
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外研版八年級上冊Module5 Unit 2 It describes the changes in Chinese society.遼寧省 - 大連
教學(xué)目標(biāo)
1.正確使用novel, act, common, magic，show 等重點詞匯
2.能運用predicting,skimming,scanning 等閱讀策略獲取文本信息，構(gòu)建語義結(jié)構(gòu)圖。
3.能根據(jù)語義結(jié)構(gòu)圖介紹老舍及老舍茶館，并借助語義結(jié)構(gòu)圖了解文本寫作框架，為同話題的寫作做好結(jié)構(gòu)上的準(zhǔn)備。
4.通過對“the people’s artist”的深刻理解，激發(fā)對藝術(shù)家的尊敬，達(dá)到弘揚民族文化精神的目的。
2學(xué)情分析
本節(jié)課的授課對象是八年級上學(xué)期的學(xué)生。學(xué)生已經(jīng)在7年級下冊Module 8 Story Time中學(xué)習(xí)過對故事的講述，并在Module9 Life History中學(xué)習(xí)過用時間軸梳理人物生平的方法，這些對于本課靈活使用不同閱讀策略完成閱讀任務(wù)打下很好的基礎(chǔ)。 八年級學(xué)生有一定文學(xué)功底，但對老舍及老舍的作品了解不多，所以知識和技能需要同時提高。
3重點難點
1.重點：運用閱讀策略，獲取信息，搭建文本語義結(jié)構(gòu)圖。
2.難點：借助語義結(jié)構(gòu)圖介紹老舍及老舍茶館。
4教學(xué)過程
4.1第一學(xué)時
4.1.1教學(xué)活動
活動1【導(dǎo)入】Ⅰ. Pre－reading（激活背景知識，引入本課話題）
T: Show a picture of Lao She on the screen, and ask “Do you know who he is?” Try to elicit the student’s background knowledge.
S1: He is Lao She, but his real name is Shu Qingchun. He was born in Beijing.
S2:He wrote many stories such as “Luotuo Xiangzi” ,“Long Xuguo” ,“Four generations under one roof”.
T: Yes, he wrote many novels. He was named “the People` s Artist” and he is one of the greatest Chinese writers of the twentieth century. (教師教授生詞 novel, twentieth，用點讀筆領(lǐng)讀并理解其含義)
S3: He also wrote Teahouse.
T: What do you know about Teahouse?
S4: The story is about the things that happened in a teahouse.
S5: It is about Old Beijing.
T: In fact, the play has three acts and shows the lives of common people. (教師教授生詞act, common, 點讀筆領(lǐng)讀并理解其含義)
T: Have you visited Lao She Teahouse?
S6: No, I haven`t.
T: Last year, I went to Lao She Teahouse. I had a good time in it. Can you guess “What can we do in Lao She Teahouse?”（教師邊說邊出示照片）
S7: Maybe we can drink and talk there.
S8: Maybe we can play cards and computer there.(同學(xué)大笑)
S9：Maybe we can watch plays, magic show and eat food there.(教師立刻提取magic show，點讀筆領(lǐng)讀并理解其含義)
T: Oh, you are so great. You’ve known so much about Lao She and his Teahouse. Would you like to know more about him and his Teahouse?
Ss: Yes.
【設(shè)計意圖】借助老舍圖片順利導(dǎo)入本課話題，通過師生對話，了解what they have known and what they want to know.通過教師展示的圖片，引導(dǎo)學(xué)生有效猜測，學(xué)會利用圖片進(jìn)行猜測。對答中自然引入生詞，為本課學(xué)習(xí)做好部分詞匯上的準(zhǔn)備和情感上的準(zhǔn)備。
活動2【講授】Ⅱ. While－reading (運用策略，獲取信息，構(gòu)建語意結(jié)構(gòu)圖)
Step 1：
1、Skimming and check their guesses.
T: OK, open your books and read the picture first. What things do you know from the picture?
Ss:Theyare in Qing Dynasty. The waiter is talking with one costumer amd other customers are talking and drinking tea.
T: So many guesses. Skim the passage quickly, and find out whether your guesses are right.
Ss Skim.
T: Who is right? Please put up your hand. Who are they?
Ss: Wang Lifa and his customers.
T: Fantastic.
2、Scanning and match the headings with the paragraphs.
T: You know there are 3 paragraphs and three headings. Would you like to match them? So if we want to match them quickly, which sentences should we read first?
Ss: The first sentence and the last sentence.
T:Wonderful. Now scan the text quickly, finish matching:
a)Lao She Teahouse
b)The story of Teahouse
c) Lao She
Ss:Scan the text by themselves
T: Checks the answer and gives the comments
【設(shè)計意圖】快速瀏覽全文，了解文本大意。通過核對預(yù)測和匹配標(biāo)題的活動，培養(yǎng)學(xué)生運用不同的閱讀策略解決不同的閱讀問題，教會學(xué)生掌握一定的閱讀策略是閱讀課的重要任務(wù)之一。
Step 2:
3.第一段細(xì)讀： (Read in detail and create the diagram of Column One)
(教師邊說邊在PPT上建構(gòu)語義結(jié)構(gòu)圖，如：下圖)
The story of Teahouse
Lao She
Lao She Teahouse
T：Well，we know the first paragraph tells us the story of Teahouse. When you read a story, what would you like to know?
S4: I’d like to know “when did the story happen, who is the character of the story, what’s the story about and how the story goes on..”
T: Good, "wh”questions are important for us to understand the story. Now read the 1st para in detail and try to find out “when, where, who, what,why”.
Ss: Read the 1st para in detail, and try to underline the “Five Wh” questions on their pages.
T lets the student give his answer, and shows the main word in the diagram. (如下圖)
Lao She Teahouse
The story of Teahouse
Lao She
Lao She Teahouse
When: 1957
Where: in Beijing
Who:Writer: Lao She
Characters:Wang Lifa and his customers
What:
tells the story of…
shows the lives of common people from…to
Why:
describes the changes…
T: 1.From the end of the 19th century to the middle of the 20th century， people in China lived a hard life. Our country was facing many problems. The play shows the lives of common people. From the lives of common people, the writer wanted to show something about the society. The big teahouse is like a small society.
4、第二段細(xì)讀： (Read in detail and create the diagram of Column Two)
T: P2 is about Lao She. Writers often introduce a person according to the time line. Let`s find out the time first.(Underline the times on the screen.)
Now let’s read and find what happened to Lao She at some special times.
Ss: Read in detail and underline some important events happened at some special times.
T asks one of the students to give answer and shows the events in Column 2 of the diagram(如下圖)
Lao She Teahouse
The story of Teahouse
Lao She
Lao She Teahouse
When: 1957
Where: in Beijing
Who:Writer: Lao She
Characters:Wang Lifa and his customers
What:
tells the story of…
Shows the lives of common people from…to
Why:
describes the changes…
1899: be born
1913: be sent to…
1918: became…
1924: went to teach…
Five years later: returned
Comments:
“the People’s Artist,
one of the greatest Chinese writers…
5、第三段細(xì)讀：(Read in detail and create the diagram of Column Three)
T: All right, the last para is about what we can do in the Teahouse. We have known the answers during the guessing. Read again and pay attention to the verbs. (學(xué)生齊說，生成第三欄)（如下圖）
Lao She Teahouse
The story of Teahouse
Lao She
Lao She Teahouse
“Wh” questions
Time clue
verbs
When: 1957
Where: in Beijing
Who:Writer: Lao She
Characters:Wang Lifa and his customers
What:
tells the story of…
shows the lives of common people from…to
Why:
describes the changes…
1899: be born
1913: be sent to…
1918: became…
1924: went to teach…
Five years later: returned
Comments:
“the People’s Artist,
one of the greatest Chinese writers…
We can:
drink…
eat…
enjoy…
It gives...
6. 細(xì)節(jié)分析
T: Lao She Teahouse is named after Lao She. We know he is called “the People`s Artist.” Why do people call Lao She “the People’s Artist”?(教師提出思考性問題,學(xué)生思考討論后分享)
S1: He has written many plays, novels and short stories about people’s lives.
S2: He described the story about common people.
S3: His words are not difficult for us to understand. People can understand his novels very well.
S4: He told us what the real society was and what the people’s life was like. It’s real story…
S5: His stories are real to life, and people like to read them…
T: Good, Lao She has done a great deal in Chinese Literature history, so people give him the great honor “the People’s Artist.” I want to know more about Lao She Teahouse. So I search online, but I only found Chinese introduction.Would you like to help Lao She Teahouse to introduce in English?
Ss: Yes.
T: Now try to introduce Lao She Teahouse according to the diagram. First, practice by yourselves.(老師給做夠練習(xí)時間，充分內(nèi)化)
【設(shè)計意圖】以問題為牽引，理解課文，并提取有效信息，構(gòu)建語意結(jié)構(gòu)圖。語意結(jié)構(gòu)圖的構(gòu)建既可幫助學(xué)生完成課文內(nèi)容的轉(zhuǎn)述，又可促使學(xué)生掌握寫作方法和文章的脈絡(luò)，為下一課同話題寫作任務(wù)做好結(jié)構(gòu)上的鋪墊。通過“why do people call him “the People’s Artist”這一問題分析，進(jìn)一步了解老舍的生平事跡，激發(fā)學(xué)生尊重、熱愛自己的藝術(shù)家，喜歡并愿意傳播祖國文化。
活動3【活動】Ⅲ. Post－reading (重組信息，語言實踐)
1. 借助語義結(jié)構(gòu)圖，轉(zhuǎn)述課文內(nèi)容
T: Try to retell the text according to the diagram.
After retellings, teacher gives comments.（ Thank you. You really help Lao She Teahouse.）Remeber this is also the way to introduce a book /film/play. The story, the writer and others.
2. 讀后拓展,破解疑慮
T: Now we have solved “I know…, I learn…”，but we haven’t solved “I wonder…”，so what do you wonder?(學(xué)生思考討論)
S: I wonder what we can do to let more people know Lao She and his Teahouse.
T; That’s a good question. Now let`s discuss it and try to solve it.
Ss: Discuss in groups.
T: Let’s share your answers.
Ss: We can learn English well and know more about Chinese culture, then show China to the world. We can build more Teahouses around China and the world. We can introduce Lao She to them. We can translate Lao She’s Teahouse, the book into English.
S:…
S:…
T: Great. So wonderful. “Lao She Teahouse is the window from which the world can know China.” But, you are the hope of China and Chinese cultures. Everyone, I believe in you.
Today`s homework, Finish group A and choose One in B.
3.Homework:
You have to:
Read the text after E-pen
You may choose:
1. Try to retell the text according to the diagram
2. Try to introduce Lao She and his Teahouse to your friends in English.
【設(shè)計意圖】學(xué)會用英語做事情是我們學(xué)習(xí)的目的，本課學(xué)完課文之后，借助語意結(jié)構(gòu)圖，學(xué)生嘗試完成轉(zhuǎn)述或復(fù)述，再次地鞏固了所學(xué)內(nèi)容。同時， 也為課后作業(yè)2的完成做好了鋪墊 。讀后拓展解決了學(xué)生們的疑慮，也拓展了學(xué)生們的思維和解決問題的能力。
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