Module 5 Unit 3 教案1-公开课-优质课(外研版八上精品)
外研版英语八年级上册《Module 5 Lao She Teahouse,Unit 3》教学设计3
外研版英语八年级上册《Module 5 Lao She Teahouse,Unit 3》教学设计3一. 教材分析《Module 5 Lao She Teahouse, Unit 3》主要讲述了老舍茶馆里的故事。
本节课的主要内容是关于茶馆里的各种人物和他们的对话。
通过学习本节课，学生可以掌握茶馆相关词汇，提高听力技能，并能够运用所学知识进行口语交流。
教材内容丰富，插图生动，有利于激发学生的学习兴趣。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。
但在口语表达和听力方面仍有待提高。
此外，学生对于老舍茶馆这一文化背景可能较为陌生，需要老师在教学中进行适当的导入和解释。
三. 教学目标1.知识目标：学生能够掌握与茶馆相关的词汇和短语，如“tea house”、“table for four”等；理解并能够运用本节课所学的句子进行口语交流。
2.能力目标：学生能够提高听力技能，能够听懂并理解茶馆里的对话；通过模仿和角色扮演，提高口语表达能力。
3.情感目标：学生能够了解茶馆文化，感受中国传统文化的魅力，增强对国家文化的自豪感。
四. 教学重难点1.重点：茶馆相关词汇的掌握和运用；茶馆对话的理解和听力训练。
2.难点：茶馆对话中一些特殊表达的理解和运用，如“How about someChinese tea?”等。
五. 教学方法1.情境教学法：通过模拟茶馆场景，让学生身临其境，提高学习兴趣和积极性。
2.交际教学法：鼓励学生进行角色扮演，进行实际的语言交流，提高口语表达能力。
3.任务型教学法：通过完成各种任务，如听力练习、小组讨论等，提高学生的学习效果。
六. 教学准备1.准备茶馆相关的图片、视频等教学素材。
2.准备茶馆场景的道具，如茶壶、茶杯等。
3.准备听力练习材料，如茶馆对话的音频等。
七. 教学过程1.导入（5分钟）利用图片和视频介绍老舍茶馆，引导学生对茶馆产生兴趣，并自然引入本节课的主题。
外研版英语八年级上册《Module 5 Lao She Teahouse,Unit 3》教学设计
外研版英语八年级上册《Module 5 Lao She Teahouse,Unit 3》教学设计一. 教材分析外研版英语八年级上册《Module 5 Lao She Teahouse, Unit 3》主要讲述了老舍茶馆的故事。
本节课主要让学生掌握一般过去时的用法，学会描述过去发生的事情。
通过本节课的学习，学生能够运用一般过去时描述自己的经历和感受。
教材内容丰富，插图生动有趣，激发了学生学习的兴趣。
二. 学情分析八年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的听说读写能力。
但部分学生对一般过去时的用法还不够熟练，需要在本节课进一步巩固。
此外，学生对于描述过去发生的事情还有一定的困难，需要通过实例和练习来提高。
三. 教学目标1.知识目标：–掌握一般过去时的构成和用法。
–学会用一般过去时描述过去发生的事情。
2.能力目标：–能够听懂、会说、会读本节课的重点词汇和句子。
–能够运用一般过去时描述自己的经历和感受。
3.情感目标：–培养学生对英语学习的兴趣和热情。
–培养学生团结合作、积极进取的精神风貌。
四. 教学重难点•一般过去时的构成和用法。
•描述过去发生的事情的句子结构。
•一般过去时在具体语境中的运用。
•描述过去发生的事情时的时间状语。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中运用所学知识。
2.任务型教学法：通过完成任务，培养学生运用英语进行交际的能力。
3.小组合作学习：鼓励学生相互讨论、合作，提高学习效果。
六. 教学准备1.教材和教辅资料。
2.多媒体教学设备。
3.图片、卡片等教学辅助工具。
七. 教学过程1.导入（5分钟）利用多媒体展示老舍茶馆的图片，引导学生谈论茶馆的情景。
然后询问学生：“你们有没有去过茶馆？”，让学生用英语表达自己的经历。
2.呈现（10分钟）教师通过展示教材图片，引导学生说出本节课的主要内容。
然后板书一般过去时的构成，并解释其用法。
3.操练（15分钟）学生分组进行角色扮演，模拟去茶馆的场景，运用一般过去时描述自己的经历。
外研版八年级上Module5Unit3教学案
2011-2012学年上学期八年级英语新课改教学案Module 5 Western musicUnit 3 Language in use编写人：张建军审核：英语学科编写组【学习目标】1.掌握下列词汇的基本含义及用法：maybe, phone, instrument, of course,record, own, century.2.通过复习和练习，进一步掌握反意疑问句。
3.能够根据上下文的意思正确朗读反意疑问句，能够辨别不同反意疑问句的意思。
搜集有关音乐以及音乐家的信息，采用适当的方式向大家介绍。
【重点难点】重点：正确朗读反意疑问句，能够辨别不同反意疑问句的意思。
难点：采用适当的方式向大家介绍有关音乐以及音乐家的信息。
【课前预习导学】1.学生预习本单元新单词。
2.说一说反意疑问句的结构、用法及意义。
试着归纳一下：_________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________3.试着给本模块的词汇进行分类：音乐类别（types of music）有：____________________________________________ __________________________________________________________________ 音乐器材（instruments of music）有：______________________________________ __________________________________________________________________ 关于人的（people）有：____________________________________________________________________________________________________________________关于国家的（nations）有：_________________________________________________________________________________________________________________4.预习过程中我发现的困难有：____________________________________________________________________________________________________________________________________________________________________________________________【课堂学习研讨】Ⅰ.导入：_______________________________________________________________________________________________________________________________________ Ⅱ.完成Part1和Part2有关反意疑问句的题目。
外研版八年级英语上册《Module 5 Lao She TeahouseUnit 3》教学设计
外研版八年级英语上册《Module 5 Lao She TeahouseUnit 3》教学设计一. 教材分析《Module 5 Lao She Teahouse Unit 3》主要讲述了老舍茶馆里的故事。
本节课的主要内容包括茶馆的布局、茶馆里的各种人物以及他们之间的关系。
教材通过生动的描述，使学生了解中国传统文化，同时也能够提高学生的英语阅读能力。
在本节课中，学生需要掌握一些关键词汇和短语，如“茶馆”、“布局”、“人物”、“关系”等。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写。
但他们在阅读理解方面还存在一定的困难，因此需要教师的引导和帮助。
此外，学生对本国的传统文化有一定的了解，但还需要深入挖掘和拓展。
三. 教学目标1.知识目标：学生能够掌握本节课的主要词汇和短语，了解茶馆的布局和人物关系。
2.能力目标：学生能够通过阅读理解，提高自己的英语阅读能力。
3.情感目标：学生能够了解和热爱本国传统文化，增强民族自豪感。
四. 教学重难点1.重点：学生能够掌握本节课的主要词汇和短语，理解茶馆的布局和人物关系。
2.难点：学生能够通过阅读理解，提高自己的英语阅读能力。
五. 教学方法1.情境教学法：通过设定茶馆的情境，让学生身临其境地学习英语。
2.互动教学法：教师与学生互动，引导学生主动参与课堂。
3.小组合作学习：学生分组讨论，共同完成任务。
六. 教学准备1.教师准备：教师需要提前准备好教材、PPT等教学资源。
2.学生准备：学生需要提前预习教材，了解基本内容。
七. 教学过程1.导入（5分钟）教师通过展示茶馆的图片，引导学生谈论茶馆的相关话题，激发学生的兴趣。
2.呈现（10分钟）教师通过PPT展示本节课的主要词汇和短语，如“茶馆”、“布局”、“人物”、“关系”等，同时进行解释和翻译。
3.操练（10分钟）教师设置情境，让学生模拟在茶馆里的对话，运用所学词汇和短语。
学生分组进行练习，教师巡回指导。
Module5Unit3Languageinuse教案-2020年秋外研版八年级英语上册
然而，在课堂中也暴露出了一些问题，值得我们关注和反思：
1.部分学生对词汇掌握不够牢固：在实践活动和小组讨论中，我发现部分学生对家庭成员和职业的词汇掌握不够熟练，影响了他们的表达效果。
2.语法运用不够准确：在课堂练习中，一些学生在使用一般现在时时，疑问句和否定句的构成出现错误，需要加强练习和指导。
2.教学难点
-难点词汇：部分职业词汇和描述人物特征的形容词对于学生来说可能较为生疏，需要通过实例和语境来加深理解。
-语法难点：一般现在时的疑问句构成和回答，特别是含有助动词和be动词的疑问句，如“Do/Does +主语+动词原形”和“Is/Are +主语+形容词？”。
-口语实践：在实际对话中，如何自然地使用一般现在时描述动作和状态，以及如何组织语言进行连贯的叙述。
举例：
-学生可能难以区分不同职业的词汇用法，如“engineer”和“driver”的区分，需要通过具体工作内容的描述来帮助学生理解。
-在构成否定句时，学生可能会忘记在助动词后加not，例如：“He doesn't go to work at 8:00 a.m.”
-在口语表达时，学生可能不知道如何将学到的词汇和语法结合起来，形成流畅的句子，如“Her brother is a teacher. He is very helpful. He teaches mathematics at a middle school. He doesn't go to work on days.”
五、教学反思
在今天的课堂中，我们共同学习了《Module 5 Unit 3 Language in use》这一章节。通过本节课的教学，我发现学生们在以下几个方面的表现值得肯定：
2024-2025学年外研版初中英语八年级(上)教案Module5Unit3
Module 5Lao She TeahouseUnit 3Language in use教学反思设计说明本单元是复习单元，集中总结和巩固动词不定式作宾语的用法和双宾语的用法，复习巩固本模块的重点单词、短语和句型。
本课从指导学生朗读Language practice中的句子入手，引入语法的集中讲解，紧跟单元所设习题进行针对性训练。
除语法的针对性训练外，还设置了词汇、阅读和听力的训练。
另外，在本课的末尾还安排了戏剧片断表演的实践性环节。
所有这些环节的设置，旨在提升学生的语言运用能力。
教学目标通过本单元的教学，让学生达成以下目标：1.知识目标(1)复习巩固本模块所学的生词和短语。
(2)练习巩固动词不定式作宾语的用法和双宾语的用法。
2.能力目标(1)能熟练运用动词不定式作宾语和双宾语。
(2)表演戏剧片断。
3.情感目标培养学生对京剧、戏剧等中国传统文化的兴趣和热爱，增强其民族自豪感和文化自信心。
重点难点重点：本模块的重点词汇、句型，动词不定式作宾语的用法和双宾语的用法难点：动词不定式和双宾语在具体语境中的运用教学准备PPT课件授课时数1课时教学过程Step 1Language practice1. Present the key sentences to the class. Read them with the whole class.Step 2Grammar summarySum up the grammar together with the whole class.动词不定式作宾语一、动词不定式的构成动词不定式由“to +动词原形”构成(在句中有时要省略to)，其否定形式是“not to+动词原形”。
二、动词不定式的功能动词不定式属于一种非谓语动词的形式，在句子中不能充当谓语，它没有人称和数的变化，但它可以保留动词的性质，比如它的后面可以接宾语构成动词不定式短语，也可以被副词等修饰。
动词不定式（短语）可以在句中充当主语、宾语、表语、定语和宾语补足语等句子成分。
英语Module5Unit3《Languageinuse》教案(外研版八年级上)
Module 5 Western musicPart 1: Te aching design第一部分教学设计Function Talking about likes and dislikesStructure Question tags;Present simple and past simple questionsListening/Speaking Describing types of musicDescribing opinions about musicReading/Writing Checking information and finding specific informationMaking and using notes to write about a composer Around the world Famous musiciansTask Talking about the music you like bestUnit 3 Language in use■Warming upListen, class! What music am I playing? It's westernclassical music, isn't it? Yes, it is. I like western classicalmusic. This one is by Johann Strauss. You've heard ofhim, haven't you? You like classical music, don't you?Now let’s go to page 38 to put language in use.■Language practiceIt's western classical music, isn't it?You like classical music, don't you?You've heard of him, haven't you?He has never liked classical, has he?1 Match the sentences in Box A with the question tags in Box B.On page 38, on the left, you see twelve sentences. Now read them and match them with the question tags on the right.2 Write the missing question tags.Sally and John are talking about something. But the question tags are missing. Now read themaloud and write the missing question tags.3 Work in pairs．Practise the conversation in Activity 2. Make sure you put the stress in the right places.4 Complete the questions. Use Who or What.On page 39, you see five incomplete questions. Read them and complete them. Use Who or What.5 Ask and answer the questions in Activity 4.In pairs you are going to ask and answer the questions in Activity 4.6 Match the words with the pictures.On page 39 you see five pictures and five words. Now match the words with the pictures.7 Put the words in Activity 6 into the correct column.8 Complete the passage with words from Activities 6 and 7On page 40 you read a passage about Mozart. Now read it and complete it with words from Activities 6 and 79 Complete the conversation with the correct question tags.10 Complete the sentences with the phrases in the box．11 Say what you think about each type of music. Use the words in the box.12 Work in pairs. Ask and answer questions about music.■Around the worldNow let’s go on to read the Around the world to know about famous musicians. While reading try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline （划线）the expressions.Now write all the expressions in your Expression Book.■Module task →Talking about the music you like best13 Work in pairs．Describe the music and say what you think about it. If you can, bring some ofyour favourite music into class so everyone can listen to it. Discuss in English your feelings about your music.14 Make a poster about your favourite music and musicians.A woman plays the pipa in the New York City Subway's Times Square Station, 2004. Chinese musicians at a restaurant in ShanghaiRe-enactment of a traditional music performance学я优☆中≦考$，网。
外研版八年级英语上Module5 Unit3教案与反思精品
Module 5 Lao She Teahouse人非圣贤，孰能无过？过而能改，善莫大焉。
《左传》江缘学校陈思梅一、教学内容：Unit 3 Language in use二、课型：Revision and application三、教学目标：1. 正确运用本模块的词汇及短语2、掌握动词不定式作宾语的用法。
并能通过小组合作，把一部戏剧中的一幕改编成短剧并在班上表演。
四、教学重难点：掌握动词不定式作宾语的用法。
并能通过小组合作，把一部戏剧中的一幕改编成短剧并在班上表演。
五、教学准备：本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。
本节课所需教具及资料：幻灯、图片、调查表等。
六、教学过程：达标训练题一、单项选择。
（）1. Let’s _________ for a walk, shall we?- ____________,A. to goB. goingC. goD. gone( ) 2. The boss made the workers ________ the job on time.A. finish finished C. finishes D. to finish( ) 3. It’s necessary for us __________ Mont Yuntai.A. go climbingB. go to climbC. to go climbingD. goes climbing( ) 4. - Mary, What’s that? - A card. Linda ______ it _______me yesterday.A. sent ; forB. sent ; toC. gives ; forD. gives; to ( ) 5. I decide ________ a translator in the future.A. beB. to beC. beingD. am二、阅读理解Most people make their living（谋生）with their hands, but Bob makes his living with his feet.Bob’s story began in a small city in England. His parents were poor. Seven people lived in a small house. Bob had no place to play but on the street.Bob’s father often played football. Little Bob wanted to play football, too. So his father made a soft （柔软的）ball for him to kick. It was a sock full of old cloth. He kicked it every day.At last , Bob learned to kick a real football. And after a few years he could play football very well.根据短文内容，选择最佳答案。
外研版英语八年级上册Module 5 Unit 3《Language in use》教学设计
外研版英语八年级上册Module 5 Unit 3《Language in use》教学设计一. 教材分析外研版英语八年级上册Module 5 Unit 3《Language in use》主要讲述了电子邮件的写作以及如何通过电子邮件与他人进行沟通。
本节课的主要内容包括如何撰写一封电子邮件的各个部分，如问候语、正文、结束语等，以及如何使用电子邮件进行日常沟通。
通过本节课的学习，学生能够掌握电子邮件的基本格式和写作技巧，并能够运用所学知识进行实际沟通。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于电子邮件这一主题，他们可能在生活中有所接触，但对于如何系统地撰写电子邮件，他们可能还不够熟悉。
因此，在教学过程中，需要注重培养学生的实际操作能力和语言运用能力。
同时，学生可能对电子邮件的写作格式和技巧存在一些疑惑，需要老师在教学中进行耐心解答和指导。
三. 教学目标1.知识目标：学生能够掌握电子邮件的基本格式和写作技巧，了解如何通过电子邮件与他人进行沟通。
2.能力目标：学生能够独立撰写一封电子邮件，并在实际生活中运用所学知识进行沟通。
3.情感目标：通过本节课的学习，学生能够增强对英语学习的兴趣，提高自信心。
四. 教学重难点1.重点：电子邮件的基本格式和写作技巧。
2.难点：如何运用所学知识进行实际沟通，以及电子邮件的语言表达。
五. 教学方法1.任务驱动法：通过设定具体任务，引导学生主动参与学习，提高他们的实际操作能力。
2.情景教学法：创设真实的电子邮件沟通情景，使学生在实际情境中学习并运用所学知识。
3.互动式教学法：引导学生相互交流、讨论，提高他们的合作能力和语言表达能力。
六. 教学准备1.准备电子邮件相关的图片、资料等教学素材。
2.准备电子邮件写作的示例文本来供学生参考。
3.准备电子邮件沟通的实践任务，如与外国朋友交流等。
七. 教学过程1.导入（5分钟）通过展示一些电子邮件的图片，引导学生思考日常生活中与电子邮件相关的场景，激发他们的学习兴趣。
外研版八上英语Module 5Unit 3教案
外研版八上英语Unit 3 Language in useⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢTeaching aims1. Function: Talking about intentions and plans.2. Structure: Infinitive structures (1): infinitives as objects; verbs followed byinfinitives.3. Around the world: Theatres4. Task: Acting out a scene from a play.ⅣTeaching aidsTape recorder, OHP, handoutsⅤTeaching StepsStep 1 RevisionTalk about Lao She and Lao She’s Teahouse.Step 2 Language practice1. I ____________ the Beijing Opera.我想去看京剧。
2. Lingling _____________ me there.玲玲主动提出来带我去。
3. We only ________________ for an hour.我们原计划只看1小时。
4. I ___________________ more next time.我希望下次去能听懂得多一些。
Step 3 Grammar动词不定式的用法(1)【例句】1. Peter wants to see a film this Sunday.2. They try not to play computer games on weekdays.3. Tony hopes to finish the work in three hours.4. Mary plans to travel to Yunnan next May Day.5. Alice decided not to buy that dress.【结论】观察上述例句可发现这样一类结构“to +_________”, 我们称之为动词不定式。
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Module 5 Unit 3教案1ⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢ Teaching aims1. Function: Talking about intentions and plans.2. Structure: Infinitive structures (1): infinitives as objects; verbs followed by infinitives.3. Around the world: Theatres4. Task: Acting out a scene from a play.Ⅳ Teaching aidsTape recorder, OHP, handoutsⅤTeaching StepsStep 1 Revision1. Talk about Lao She’s Teahouse.2. Work in pairs to review the text of Unit 1 and Unit 2Step 2 Language practice1. Read through the example sentences in the box with the whole class.1) I wanted to see the Beijing Opera.2) Lingling offered to take me there.3) We only planned to watch for an hour.4) We decided to stay for three hours.5) I hope to understand more next time.2. Work in pairs.3. 动词不定式词组want to do sth.offer to do sth.decide to do sth.remember to do sth.forget to do sth.stop to do sth.agree to do sth.hope to do sth.like to do sth.Step 3 Complete the sentences.1. Ask the students to read through the words in the box in Activity 1.go see spend stay teach write2. Ask the students to read through the sentences in Activity 1.Do you want to go to the teahouse?1) We decided ____________ at home because it was raining.2) Lao She started ____________ Chinese in London in 1924.3) I tried ____________ poems.4) They plan _________ the film tomorrow.5) I want __________ my holiday in Beijing.3. Complete the sentences with the correct form of the words in the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. to stay 2. to teach 3. to write 4. to see 5. to spendStep 4 Complete the note.1. Ask the students to read the conversation in Activity2.Betty: I’d love to see the Beijing Opera again.Lingling: Would you like me to take you? Where can we go this time?Daming: I know! You can go to Mei Lanfang Theatre.Lingling: Good idea! Let’s go next Saturday, Betty.2. Complete the note with the correct form of the words in the box.advise decide offer wantBetty (1)__________ to see the Beijing Opera again. Lingling (2)__________ to take her. Daming (3)___________ them to go to Mei Lanfang Theatre. Lingling (4)__________ to go next Saturday.3. Ask the students to check with a partner.4. Check the answers:Keys: 1. wanted 2. offered 3. advised 4. decided5. Read the conversation together.Step 5 Complete the passage.1. Ask the students to read through the passage in Activity 3.Lu Xun is one of the greatest writers of modern China. He was born in Shaoxing, Zhejiang Province, in 1881. At first, Lu Xun hoped (1) __________ (help) the Chinese people become healthy and strong, so he decided (2) _______ (be) a doctor. After a few years, he started (3) _________ (write) short stories because he wanted (4) ________ (teach) people about society. One of his most famous stories is The True Story of Ah Q. It describes the hard life of Ah Q and makes people (5) ______ (think) about society. In the 1920s, people began to translate his works into English.2. Complete the passage with the correct form of the words in brackets.3. Ask the students to check with a partner.4. Check the answers:Keys: 1.to help 2. to be 3. to write 4. to teach 5. thinkStep 6 Complete the passage.1. Ask the students to read through the words in the box in Activity 4.cheer magic take place theatre wonderful2. Ask the students to read through the passage in Activity 4.We went to the (1) ________ last night to see a play. I had a (2) __________ evening. The play was very good and all the actors were excellent. The story (3) __________ in a small village in China. It was all about an old box of gold! The box was a (4) _______ box and was difficult to open. The play was very interesting, and everyone (5) _________ at the end of the play!3. Complete the passage with the correct form of the words and expression in the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. theatre 2. wonderful 3. took place 4. magic 5. cheeredStep 7 Listening practice.1. Ask the students to read through the questions in Activity 5 individually.1) Who is visiting London?a) Vicky. b)Steve. c) Romeo.2) What are they talking about?a) Romeo and Juliet. b) London. c) Vicky’s parents.2. Play the tape.3. Listen and choose the correct answer.4. Ask the students to check with a partner.5. Check the answers:Step 8 Listening practice.1. Ask the students to read through the sentences in Activity 6 individually.1) Steve went to Shakespeare’s Globe Theatre last night.2) Vicky offered to take Steve to the theatre.3) Steve didn’t try to understand the words.4) Vicky hopes to see her favourite play.5) Vicky thinks her parents will take her to the theatre.2. Play the tape.3. Listen again and check (√) the true sentences.4. Ask the students to check with a partner.5. Check the answers:Step 9 Work in pairs.1. Talk about your weekend plan. Use the words and expressions in the box to help you.hope how about let’s want why don’t we why not would like — I want to see the Beijing Opera.—Why don’t we …?2. Now act out your conversation for the class.Step 10 Reading1. Ask the students to read the passage in Activity 8.2. Read through the questions in Activity 8.1) You would find the passage in ___________.a) a book b) a school newspaper c) a magazine2) The writer ____________.a) liked the play b) didn’t like the play c) didn’t say he liked it or not3) The actors and actresses in the play wore ____________.a) the same clothes as todayb) their best clothesc) clothes of the first half of the twentieth century4) Li Nan is ____________.a) a famous actor b) a student c) an actress3. Choose the correct answer.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. b 2. a 3. c 4. b。