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视频标签：describes
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视频课题：外研版八年级上册Module5 Unit 2 It describes the changes in Chinese society.辽宁省 - 大连
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外研版八年级上册Module5 Unit 2 It describes the changes in Chinese society.辽宁省 - 大连
教学目标
1.正确使用novel, act, common, magic，show 等重点词汇
2.能运用predicting,skimming,scanning 等阅读策略获取文本信息，构建语义结构图。
3.能根据语义结构图介绍老舍及老舍茶馆，并借助语义结构图了解文本写作框架，为同话题的写作做好结构上的准备。
4.通过对“the people’s artist”的深刻理解，激发对艺术家的尊敬，达到弘扬民族文化精神的目的。
2学情分析
本节课的授课对象是八年级上学期的学生。学生已经在7年级下册Module 8 Story Time中学习过对故事的讲述，并在Module9 Life History中学习过用时间轴梳理人物生平的方法，这些对于本课灵活使用不同阅读策略完成阅读任务打下很好的基础。 八年级学生有一定文学功底，但对老舍及老舍的作品了解不多，所以知识和技能需要同时提高。
3重点难点
1.重点：运用阅读策略，获取信息，搭建文本语义结构图。
2.难点：借助语义结构图介绍老舍及老舍茶馆。
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Ⅰ. Pre－reading（激活背景知识，引入本课话题）
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. (教师教授生词 novel, twentieth，用点读笔领读并理解其含义)
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. (教师教授生词act, common, 点读笔领读并理解其含义)
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?”（教师边说边出示照片）
S7: Maybe we can drink and talk there.
S8: Maybe we can play cards and computer there.(同学大笑)
S9：Maybe we can watch plays, magic show and eat food there.(教师立刻提取magic show，点读笔领读并理解其含义)
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.
【设计意图】借助老舍图片顺利导入本课话题，通过师生对话，了解what they have known and what they want to know.通过教师展示的图片，引导学生有效猜测，学会利用图片进行猜测。对答中自然引入生词，为本课学习做好部分词汇上的准备和情感上的准备。
活动2【讲授】Ⅱ. While－reading (运用策略，获取信息，构建语意结构图)
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
【设计意图】快速浏览全文，了解文本大意。通过核对预测和匹配标题的活动，培养学生运用不同的阅读策略解决不同的阅读问题，教会学生掌握一定的阅读策略是阅读课的重要任务之一。
Step 2:
3.第一段细读： (Read in detail and create the diagram of Column One)
(教师边说边在PPT上建构语义结构图，如：下图)
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. (如下图)
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、第二段细读： (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(如下图)
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、第三段细读：(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. (学生齐说，生成第三栏)（如下图）
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. 细节分析
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”?(教师提出思考性问题,学生思考讨论后分享)
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.(老师给做够练习时间，充分内化)
【设计意图】以问题为牵引，理解课文，并提取有效信息，构建语意结构图。语意结构图的构建既可帮助学生完成课文内容的转述，又可促使学生掌握写作方法和文章的脉络，为下一课同话题写作任务做好结构上的铺垫。通过“why do people call him “the People’s Artist”这一问题分析，进一步了解老舍的生平事迹，激发学生尊重、热爱自己的艺术家，喜欢并愿意传播祖国文化。
活动3【活动】Ⅲ. Post－reading (重组信息，语言实践)
1. 借助语义结构图，转述课文内容
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. 读后拓展,破解疑虑
T: Now we have solved “I know…, I learn…”，but we haven’t solved “I wonder…”，so what do you wonder?(学生思考讨论)
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.
【设计意图】学会用英语做事情是我们学习的目的，本课学完课文之后，借助语意结构图，学生尝试完成转述或复述，再次地巩固了所学内容。同时， 也为课后作业2的完成做好了铺垫 。读后拓展解决了学生们的疑虑，也拓展了学生们的思维和解决问题的能力。
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