Module 5 Lao She TeahouseUnit 1 I wanted to see the Beijing Opera.一、教学目标1. Function: Talking about intentions and plans.2. Structure: Infinitive struc tures : infinitives as objects; verbs followedby infinitives.3. Skills:1) Listening and understanding familiar topics (Beijing Opera) findingspecific information.2) Describing intentions and plans in simple language.二、教学重点及难点:Infinitive structures : infinitives as objects; verbs followed by infinitives.三、教学设计:Unit 1 I wanted to see the Beijing Opera.Ⅰ.Teaching type：Listening and spe akingⅡ.Teaching method:Communicative approachⅢ.Teaching aims:1. Key vocabulary: actress, teahouse, offer, end, in the end,no idea2. Key structures: Infinitive structures (1): infinitives as objects; verbsfollowed by infinitives.3. Key sentences:1) How was it?2) Yo u know, …3) That’s the main thing.4) No idea.5) — Do you want to see the Beijing opera?— Yes, I’d love to.6) — D o you want to come to Lao She T eahouse with me?— Yes, pleas e. I’d like to go with you.7) I w anted to see the Beijing Opera.8) Lingling offered to take me there.Ⅳ. Teaching aids:Tape recorder, PPTⅤ.Teaching StepsStep 1. Warming-up1). Show some pictures.2). Look at the pictures, and say something about the pictures.3). Introduce the new words.4). Talk about Lao She Teahouse and Lao She.Step 2. Work in pairs.Ask and answer about what you can do at Lao She Teahouse in pairs.Step 3. Listening practice.1. Ask the students to listen to the tape and then fill in the blanks. （L:Lingling B: Betty）L: Hi, Betty.B: Hi, Lingling. I’d _____ to see the traditional Beijing Opera.L: Do you want to come to Lao She ______ with me?B: What’s Lao She Teahouse?L: You can ______ ______ the Beijing Opera there and _____ ______at the same time.B: Yes, please. I’d like to go with you. You can tell me what’s happening. L: Yes, it’s quite __________ to understand the story. Just watch the actors and actresses, listen to the music and try to _______ it.2. Check the answers:Step 4. Listening practice.1.Listen and finish the ex ercises.1). Why did Lingling take Betty to the teahouse?Because she ______ ______ see the Beijing Opera.2). What did Betty and Lingling do at the teahouse?They drank ______ and ______ an opera .3). How long did Lingling and Betty plan to watch the traditional BeijingOpera?A. For an hourB. for two hoursC. For three hours2. Check the answers:Step 5. Reading time:1. Read the conversation and choose the correct answers.1). Betty and ____ went to Lao She Teahouse last night.A. TonyB. LinglingC. Be tty2). Betty ho pe to _______ ne xt time.A. understand moreB. understanding moreC. understand less3). — How long did they stay in the end? — They stayed for ___. A. 3 hours B. 2 hours C. 1 hour4). Lao She is a(n) ________A. great actorB. great waiterC. great writer2. Read the conversation again and find out infinitives.3. Ask the students to read the conversation again and then complete thepassage.Betty’s BlogThe visit to the Lao She TeahouseLingling and I went to Lao She Teahouse last night. I wanted ________ the Beijing opera, so Lingling __________________ me there,we drank tea and _______ an opera . I t is hard for me __________________ , but the actors and actresses are ____________. At first, we planned _____________ for an hour, but in the end, we stayed ____________________. The main thing is that it was ______________, I hope_________________________ next time. Because the tea house is very famous, I asked Lingling ___________ me there. Lingling told me that Lao She is a famous ________, and he ___________________ his play Teahouse. We really had ______________________.4. Check the answers.5. Read the passage by themselves.Step 6.Summary:Step 7 H omework：Writing:假如你昨天参加了你的朋友Bill的生日聚会，而且是你的另一个朋友Jerry主动提出带你去的，设定一个过生日的情景，自编一段对话，尽可能多的用动词不定式。
Objectives:➢Learn about Beijing Opera and its cultural significance.➢Develop listening, speaking, reading, and writing skills.➢Improve vocabulary related to theater and performance.➢Enhance understanding of different art forms and cultural traditions. Materials:✓Textbook: New Standard English, Grade 8, Unit 1.✓Audiovisual aids (optional): Pictures or videos of Beijing Opera performances.✓Handout materials: Worksheets, vocabulary lists, and role-play scenarios.Procedure:Warm-up1.Greet the students and elicit any prior knowledge of Beijing Opera.2.Show a picture or video clip of Beijing Opera and ask students whatthey notice about the performance.Introduction to Beijing Opera1)Provide a brief introduction to Beijing Opera, explaining its historyand cultural significance in China.2)Highlight the key characteristics of Beijing Opera, such as elaboratecostumes, specific movements, and unique singing style.3)Engage students in a discussion about the importance of preservingcultural traditions like Beijing Opera.Vocabulary Building1.Introduce vocabulary related to Beijing Opera and theaterperformances, such as repertoire, stage, props, dialogue, etc.e visual aids, context, and real-life examples to help studentsunderstand and remember the vocabulary.3.Practice pronunciation and usage through drills and simple exercises. Listening Comprehension✧Play an audio recording or video clip of a Beijing Opera performance.✧Provide students with a set of questions related to the performancefor comprehension assessment.✧Allow students to discuss their answers in pairs or small groups. Reading and Discussion1.Assign a reading passage from the textbook about a personalexperience related to Beijing Opera.2.Have students read the passage individually or in pairs.3.Engage the class in a discussion about the author’s thoughts andfeelings towards Beijing Opera.Writing Activity1)Ask students to write a short paragraph expressing their ownperspective on Beijing Opera.2)Encourage students to use the vocabulary and expressions learnedearlier in the lesson.3)Collect and review their written work, providing constructivefeedback as needed.Role Play◆Divide students into pairs or small groups.◆Provide each group with a role-play scenario related to Beijing Opera(e.g., buying tickets, rehearsing a scene).◆Allow time for students to prepare and perform their role-plays infront of the class.Wrap-up and Reflection1)Recap the main points discussed during the lesson.2)Ask students to reflect on what they have learned about BeijingOpera and its importance.3)Provide an opportunity for students to ask questions or share theirthoughts.Extension Activities⏹Cultural Research: Assign students to research and present on othertraditional Chinese art forms, such as Peking Opera, Chinese calligraphy, or traditional Chinese painting.⏹Performance Experience: Organize a field trip or invite a guestspeaker to provide a live demonstration or performance of Beijing Opera.⏹Artistic Expression: Encourage students to create their own miniBeijing Opera masks or costumes using craft materials and hold a mini performance in class.Assessment (optional)1.Conduct a short quiz or written assignment to assess students’understanding of Beijing Opera and related vocabulary.2.Evaluate students’participation in discussions, role-plays, andwritten activities.3.Provide feedback and constructive criticism to help students improvetheir language skills and understanding of the topic.Homework❖Assign additional reading or writing tasks related to Beijing Opera or Chinese culture.❖Ask students to write a reflection or journal entry about their experience learning about Beijing Opera.。
Module 5Lao She TeahouseUnit 1I wanted to see the Beijing Opera.设计说明教学反思从谈论对京剧的了解和喜欢程度引入新课。
通过对话的学习和演练，提升学生的朗读能力。
通过听力训练，提升学生在交谈中捕捉细节信息的能力。
学习新单词、短语和句型，学习新语言点，增加学生的语言积累。
初步学习动词不定式作宾语和双宾语的用法。
练习重音，提升学生在英语表达中的规范性和美感度。
通过对应练习，巩固学生对单词、短语、句型和语法的掌握，提升运用能力。
教学目标通过本单元的教学，让学生达成以下目标：1.知识目标掌握本单元新单词及短语：actress，teahouse，offer，end，in the end，no idea。
2.能力目标(1)能听懂关于谈论京剧的对话。
(2)学习使用动词不定式作宾语和双宾语的用法。
3.情感目标通过听说训练，更多地了解中国的京剧艺术，增强文化自信。
重点难点重点：对话朗读，动词不定式作宾语的用法和双宾语的用法难点：动词不定式作宾语的用法和双宾语的用法，句子中单词的重读教学准备PPT课件，有关京剧的图片，活动2、3、5的录音授课时数2课时教学过程Step 1Warming up1. Play the recording of the Beijing Opera to the class.2. Ask the students how much they know about the Beijing Opera and if theylike it.T: Do you know the Beijing Opera?Ss: …T: Do you like it?Ss: …T: Can you sing the Beijing Opera?Ss: …Step 2PresentationWork in pairs. Look at the pictures and talk about them. Use the words in the box to help you. (Activity 1 on Page 34)1. Ask the students to look at the pictures.2. Tell them to read through the words and make sure they know the meaningactress dance music play sing teahouse theatre traditional3. Ask them to describe the pictures in pairs.4. Encourage some pairs to present their conversations.Step 3Listening1. Let the students listen and underline the correct words or expressions. (Activity 2 on Page 34)(1) Ask the students to read the three sentences.(2) Play the recording and ask the students to choose the correct answers.(3) Have the students check answers with their partners.(4) Check answers and read full sentences with the students.Answers: 1 wants to see 2 doesn’t know 3 difficult(5) Play the recording again. Show the tapescript if necessary.Step 4Listening and reading1. Introduce the playwright Lao She and his play Teahouse to the class.2. Play the recording and ask the students to check the true sentences. (Activity3 on P35)(1) Read through the sentences and try to understand them.(2) Listen to the recording. Then check the true sentences.(3) Elicit the answers from the class.Answers: 3√4√5√3. Listen again and try to get answers to the question.1. Who went to Lao She Teahouse last night?2. Did Betty like the Beijing Opera?3. How long did they stay there in the end?4. Does Lingling often go to see the Beijing Opera?5. What is Lao She famous for?(1) Ask the students to read through the sentences and try to understand them.(2) Listen to the recording and try to get the answers. Allow some students toread the conversation if they still can’t get the answers after listening.(3) Elicit answers in full sentences for the class.Answers:1 Lingling and Betty.2 Yes, she did.3 They stayed there for three hours.4 No, she doesn’t.5 He is famous for his play Teahouse.4. Read the conversation again and find out the following phrases. Try to5. Listen to the conversation and read it.(1) Ask the students to listen to the recording and then try to read the conversation on their own.(2) Ask or encourage some students to read the conversation. Correct their mistakes.(3) Ask some students to practice the conversation in different roles.Step 5PracticeComplete the passage with the correct form of the words in the box. (Activity 4 on Page 35)(1) Read through the words in the box.complete it with the correct form of the words in the box on their own.(3) Check answers in groups.(4) Elicit answers from the class.Answers:(1) offered (2) difficult(3) actresses (4) end (5) mainStep 6Language points1. You know，I wanted to see the Beijing Opera，so Lingling offered to take me there. 你知道，我想看京剧，因此玲玲主动提出带我去那儿。
