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1、这是我学校一名教师的教学设计课例课 题Unit 1 I wanted to see the Beijing Opera.教材分析1. 课型分析：听、说课2. 教材分析：本课是本模块的第一课时，侧重训练学生的听说能力。对话中，通过玲玲带贝蒂前往老舍茶馆观看京剧为主题，讲述了贝蒂在茶馆内的所见所闻，并简单介绍了京剧、作家老舍及其代表作茶馆。这段对话中以谈论中国国粹京剧为主线，穿插使用了动词不定式作宾语的句子，教学情境自然生动，有利于激发学生对祖国传统文化的热爱。3. 学情分析：本模块的语言点是动词不定式作宾语，教师应为学生创设语言情境，注重信息量的输入，不要急于总结语法现象。而是让学生在合作中学习
2、，学习中总结对于It was difficult to这类的句子，教师可以将其与模块一中已学过的语句（Its a good idea to spell and pronounce new words every day）对照学习。也可以通过还原不定式短语的主语位置来加深学生对句子的理解。 教 学 目 标语言知识目标功能能够表达自己的意图和计划。语法能够掌握动词不定式作宾语的用法，熟记常接不定式作宾语的动词。词汇基准目标teahouse , offer, end , in the end , no idea 选择目标：actress 语音正确朗读一般疑问句和回答，并重读关键信息。语言技能目标听能
3、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。说能够简单描述自己的意图和计划。读能够理解对话中动词不定式作宾语的句子。写能够熟练运用常接动词不定式作宾语的动词造句。学习策略自学策略能够利用语篇标题和图片来获取对话中的主要信息。合作学习策略能够积极与他人合作，能够有礼貌的表达自己的意图和计划。文化意识通过学习，了解中国的国粹京剧，激发学生对我国传统文化的热爱。情感态度培养学生对京剧、话剧等中国传统文化的兴趣和热爱，增强民族自豪感。教学重点1. 学习并能够准确运用teahouse , offer to take , end , in the end , no idea等本课
4、相关词汇及短语。2. 能够听懂以谈论京剧为主线的对话，学会用动词不定式表达自己的意图和计划。3. 能够正确熟记动词不定式作宾语的常用动词。教学难点 1. 能够熟记动词不定式作宾语的动词，并利用它们表达自己的意图和计划。教学媒体多媒体课件教学方法本单元以任务型教学为主，重点培养学生听说能力。在课堂教学中注重分层次教学，想方设法为学生创设自主学习的情境，让学生学会与他人合作，合作的同时主动探究问题，积极加入到课堂活动中来。教学思路根据教材分析、教学目标和学情分析，本节课的教学采用pwp教学模式。首先通过介绍西方歌剧（法国和意大利为主），引出京剧，然后播放一段京剧名段视频，引出本课课题。再通过比赛猜
5、词的形式学习新生词，同时对作家老舍和他的话剧茶馆进行初步介绍。这之后教师设置问题，让学生带着问题去听对话，听的同时整理出有用信息。接下来学生分角色朗读课文，加深对话的理解，完成活动三的同时，挑拣出能够接动词不定式作宾语的动词，稍加讲解后，小组讨论给出更多类似用法，并利用他们表达自己的意图和想法，从而突破本课重点和难点。教 学 过 程 方 法设计意图Step Pre-listening1 . Free talk T: As we know , Opera is very popular in western countries , such as Romeo and Julia from Fra
6、nce , The Ladies of the Camellias from Italy and so on . But do you know what is called Oriental Opera ?S : The Beijing opera . T : Yes , it is also our Chinas traditional opera . I like it very much . Ask students to enjoy some pictures and watch a video （点击第一张幻灯片最后一幅图中超链接播放视频）. Then lead the title
7、 . 2 . Learn the new words by guessing words . 3 . Practice the new words and check Activity 4 . 4 . Work in pairs . Talk about the pictures with the words in the box . ( Activity 1 ) For example : a : Do you like watching the traditional Beijing Opera ? b : . a : Where can we watch it ? b : We can
8、watch it . a : Do you know what other things we can do there ?Step II While-listening1 . Betty would like to see the traditional Beijing Opera . And Lingling wants to take her to Lao She Teahouse . Now listen and underline the correct words or expressions ( Activity 2 ) . Then check their answers .2
9、 . listen and read ( Activity3 )Last night Lingling took Betty to Lao She Teahouse . Betty felt very happy . Now she is telling Tony something about Lao She Teahouse . Listen to the tape and answer the questions . Qs : a :Why did Lingling take Betty to the Teahouse ? b : What did Betty and Lingling
10、do at the teahouse ?c : Does Betty know about Lao She ?3 . Skim the dialogue and find the sentences with to do in the dialogue . Then tell students what they should pay attention to . 4. Read it again and check the true sentences . 5. Ask students to work in groups and role-play the conversation.Ste
11、p III Post-listening 1. Pronunciation and speaking . 1). Ask students to read the sentences and predict which words in the answers the speaker is likely to stress . 2). Play the recording for students and ask them to check their answers . 3). Ask students to report their answers and read the convers
12、ations loudly in pairs . 2. Give students some examples and ask them to talk about something theyd like to do or see . Then work in pairs . For example : Where do you plan to do this summer holiday ? I plan to go to . What would you like to do there ? I would like to there . . 3. Summarize what we h
13、ave learned in this class .1). Encourage students to summarize the use of the verb Infinitive and ask them to use the words to describe some events in their life . 2) . Lead them to learn more knowledge points.4. Ask students to do some exercises and then check the answers . Give some help if necess
14、ary . Homework : 1) . Recite the new words and phrases. 2) . Read the conversations . 3). Summarize all the infinitive phrases that you have learned . 本活动是课文学习前的热身活动，让学生通过他们感兴趣的话题引出京剧，然后简介并播放一段京剧，意在引出新课题和提高学生学习兴趣。通过猜词游戏比赛，帮助扫清本单元学习的词汇障碍。然后让学生完成活动四，使新词汇得到巩固。为学生创设语境，让学生在真实的语境中自然地描述图片完成活动一，既给无从下手的学生提供了
15、暗示，又为下面的听力教学奠定了基础。用语言创设简单情境，让学生了解对话大致内容，更好的检索信息。创设情境，导入对话，让学生带着问题去听对话内容，使学生听的目的性更强，旨在培养学生听力中获取细节信息的能力。浏览对话让他们对本课新的语法内容有大概了解，降低教学难度，。 让学生分角色朗读对话，体会语言的发生和运用，增加学生对对话内容的理解。本活动使学生根据表达需要能够预测到句子中的关键词语，告诉学生需要重读的多为实词，不需要重读的一般是虚词。为学生创设情境，继续巩固动词不定式的用法，并培养他们用动词不定式表达自己的意图和计划的能力。让学生在小组合作中，尽可能多的总结出学过的后接动词不定式作宾语的动词，并能够对预习中的难点大胆质疑，了解更多语法内容。本模块以老舍及老舍茶馆为主题，介绍了作家老舍、老舍茶馆以及话剧茶馆等相关内容，借此让学生了解中国的传统文化。本模块第一单元是以玲玲带贝蒂前往老舍茶馆
