初中英语优秀教学案例She wanted to see some Beijing Opera

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一、教材内容分析
               
           This lesson is a unit about Lao She Teahouse. Ss have learnt some information about Lao She in their Chinese lesson. They are supposed to be interested in this topic in English.
         
        二、教学目标
            
          Listening: Get the main idea of the passage and number the sentences by listening.            Speaking: Describe some events in life with the help of “ V.+to do ”.
            Reading: Understand the conversation about Lao She Teahouse .
            Writing: Make some sentences using the structure: V.+ to do

        三、 学习者特征分析

          a. As to the Teahouse or Beijing Opera culture, Ss were told a bit before but not very familiar.
          b. As to the topic of this unit, Ss are supposed to be interested in it.
         
        四、 教学策略与设计
           
           Task-based teaching.

        五、 教学过程

          Step One: Lead in the new topic and the new vocabulary.
            a. T plays a piece of pop music and design questions like: Do you like music ? Are you interested in music ?
               Ss listen to questions carefully and try to answer them in different ways , such as: I like ...; I am interested in or my interest is...
            b. T Plays Beijing Opera for Ss and introduce Lao She Teahouse by presenting a video and some pictures.
               Ss preview the text and  do some internet research about Lao She Teahouse .Ss share their own information about Lao She Teahouse from the internet.
            c. T asks: What does Lao She Teahouse offer ? Is there anything special in Lao She Teahouse? Is it (im)possible for foreigners to understand Beijing Opera in Lao She Teahouse? Can they talk loudly or just whisper when the show is on ?
               Ss try to answer the questions about Lao She Teahouse, like: Lao She Teahouse  offer...; It is impossible for foreigners to...; They can't talk loudly and just whisper...
            d. T highlight the new words and lead them to read aloud .
               Ss focus on the highlighted words read them after the teacher.
            e. T set a blank-filling game for Ss to further rememer the new words.
               Ss look at the blanks and try to say the answers immediately.

         Step Two: Elicit the main idea of the passage.
            a. T plays the tape of Activity 2.
               Ss go through the questions before the listening.
            b. T asks Ss to answer where the characters went after listening.
               Ss listen and number the sentences in Activity 2 and answer where they went.              c. T asks Ss to read the passage to get the main idea and finish handout 2: choose the right answer.
               Ss listen to the passage and choose the right answer about the main idea.
            d. T asks Ss to read aloud the whole passage.
               Ss read aloud the passage .
            e. T call back and check the answers of Activity 4.
               Ss preview the new passage and finish Activity 4 before class.
            f. T asks Ss to focus on the key character “Sally” and finish the information about Sally ( handout 3)
               Ss finish handout 3 individually.

         Step Three: Input the structure of infinitive as the object: V.+ to do
            a. T highlight the structure: V.+ to do
               Ss think about similar part of all the answers.
            b. T encourage Ss summarize the structure of infinitive.
               Ss try to write down the same structure of the highlighted phrases.
            c. T present the sentence structure, function and verbs about infinitive.
            
         Step Four: Output the infinitive as object.
            a. T give the simple example sentences for reference and asks Ss to talk something about their hope, plans and life.
               Ss finish handout 4 and try to use sentences like: I hope to ,I decided to, I offer to, I agree to,to talk freely.
            b. T asks Ss to do some translation work and call back the answers.
               Ss dicuss with partners about translation.
            c. T needs to devide Ss into 6 groups and evaluate them.
               Ss run to the blackboard to write down the answers as quickly as possible to get more points for the group.

         Step Five: Homework.
            Work book P148,1,2,3

       六、教学评价设计

                                           Handout
      
          1. Let's play a blank-filling game:
            1) Can you tell me the --------(主要的）idea of this text?
            2) Sally's -----------(兴趣） is dancing.
            3) Tom has -----------(提供 ） us some help.
            4) John -----------(同意 ）stay at home for supper.
            5) But it was almost -----------(不可能) for me.
            6) It's ----------(几乎) ten o'clock .  It's ten to ten to be exact.
         
          2. Choose the right answers.
            1) Sally and Lingling went to ---------- last night.
                 A. cinema         B. teahouse        C. hotel
            2) Who took them there?
                 A. Lingling's parents        B.  Sally's parents
            3) Have Betty and Tony ever heard of Lao She?
                 A. No, they haven't.         B. Yes, they have.
            4) What was Lao She?
                 A. A singer       B. A teacher       C. A writer
   
          3. Information about Sally.
            Sally likes----------to music. So she wanted to the teahouse. And Lingling's parent offered ---------- them to Lao She Teahouse. In the teahouse, she tried ---------Beijing Opera. But it's impossible. It was interesting. They planned --------- some tea. But  they decided --------- for two hours. Sally hopes ----------more next time.

          4. Sentences for reference.
            1) I have decided to------------- next week.
            2) They offered to-------------for me.
            3) My hope is to-----------one day.
            4) My parents agree to-------------on Saturday.