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初中英语仁爱科普版八年级下册Unit 5 Feeling excitedTopic 1 You look excited教学设计
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这是一份初中英语仁爱科普版八年级下册Unit 5 Feeling excitedTopic 1 You look excited教学设计，共15页。教案主要包含了教学目标，教学准备，教学过程，作业布置等内容，欢迎下载使用。
【教学目标】
1．Learn sme new wrds and phrases:
seem, film, be prud f, smell, set the table
2．G n learning sme sentences shwing feelings:
He feels disappinted because he culdn’t get a ticket t The Sund f Music．
He seems a little unhappy.
Did she sund upset?
I’m sure Mr. Lee will be surprised!
3．G n learning the structure f “linking verb+adj.”
It’s s funny and interesting.
It’s s mving.
It smells terrible.
The leaves turn green.
The fd smelt nice and tasted delicius.
4．Talk abut mvies and peras.
【教学准备】
录音机/幻灯片/京剧磁带
【教学过程】
Step 1 Review 第一步 复习(时间: 5分钟)
复习并处理新词句，然后导入新课。
1．(教师检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生理解生词upset，掌握短语be prud f。)
T: Nw let’s check the hmewrk. S1: when yu are late fr class, hw d yu feel?
S1: I always feel wrried and afraid．
T: S2, if yur pet dg is dead, are yu sad?
S2: Yes, I must be very sad．
T: Oh, yu mean yu must be very upset.
T: When yu heard Zhang Yining wn the first in the Olympic Games, hw did yu feel?
S3: I felt excited．
S4: I felt very pleased．
T: We are all prud f her, right?
Ss: Yes.
(板书画线部分。)
Step 2 Presentatin 第二步 呈现(时间:12分钟)
呈现并处理本课活动1和3a。
1．(通过谈论京剧，引入本课重点活动1。要求学生掌握film，理解Beijing Opera，了解mving。)
T: What music are yu listening t?
S5: Jing Ju.
T: Yes, It’s Beijing Opera．What d yu think f it?
S5: It’s wnderful. I like it.
S6: I dn’t like it at all. It’s bring.
T: OK, S7, which d yu like better, Beijing Opera r mvies?
S7: I like mvies better.
T: Oh, yu mean yu like films. I like films, t. Lve Me Once Mre, Mm is my favrite. It’s very mving.
(板书画线部分。)
T: What abut Kangkang? What is his favrite? Let’s listen t 1 and find ut which film Kangkang likes best.
(让学生听1的录音，回答教师问题。听完录音后，教师提问。)
T:Which film des Kangkang like best?
Ss:He likes Lve Me Once Mre, Mm.
T: Why?
Ss: …
2．(呈现3a。学习并掌握短语set the table和be able t。)
T: Lk at the picture in 3a．What’s Kangkang ding? Is he setting the table?
Ss:Yes, he is.
T: What’s he setting the table fr?
Ss: His friends are cming fr supper.
T: Yes, but Michael can’t cme because he is ill. That’s t say he isn’t able t cme and Michael’s mther has t lk after him at hme. Is Michael’s mther able t g t the mvie?
Ss:N, she isn’t.
T: Right. I’m sure she will be very disappinted．Then, is Mr. Lee able t g t the mvie? What’s Mr. Lee’s feeling? Nw let’s listen t 3a and find ut the answers.
(老师在放录音前先板书。)
T: Can yu catch the dialg? Wh can answer my questins?
S1:Mr. Lee is able t g t the mvie and he will be surprised．(可帮助学生回答。板书并理解画线生词。)
Step 3 Cnslidatin 第三步 巩固(时间: 11分钟)
巩固本课1和3a。
1．(让学生读1，完成下面表格。)
T: Read 1 and cmplete the table.
2．(让学生分角色朗读3a，然后讨论并完成3b。)
T: Read 3a in rles, and then discuss and finish 3b．
3．(利用3b中的关键词句复述3a内容。)
T: Retell 3a accrding t the key wrds and sentences in 3b．
Step 4 Practice 第四步 练习(时间: 10分钟)
继续学习并练习系表结构。
1．(以幻灯片或所提供词造句的形式描述图片, 并完成2, 由此引出并掌握生词seem和smell。)
T: Nw lk at 2 and describe the pictures.
(教师核对并板书答案。)
2．(让学生听录音，并完成4的填空练习，并核对答案。)
T: Listen t the tape, and then finish the blanks in 4．
3．(让学生归纳学过的系动词和表示情感的形容词。)
T: Please sum up the linking verbs and feeling wrds in Sectin A and B．
【作业布置】
（1）(假设你是康康的妈妈，你正在给迈克尔的妈妈打电话。你们会谈些什么呢？请设置一个打电话的对话。)
T: Suppse yu were Kangkang’s mther, yu are talking with Michael’s mther n the phne. What are yu talking abut? Please make a dialg abut this.
（2）预习。
(查询资料，了解Sectin C中的影片内容。)
T: Cllect sme infrmatin abut the films The Sund f Music, Titanic and Lve Me Once Mre, Mm.
Sectin C
【教学目标】
1．Learn sme new wrds and phrases:
cry, lnely, lively, cheer up, mad, at first, fall int, in the end
2．Master sentences expressing feelings:
Mrs. Vn Trapp died, and the family were very sad and tired．
The children cried and shuted every day.
The father was lnely and ften became angry because f the nisy children.
The father was almst mad at first, but the smiling faces f his children pleased him and made him happy again.
They were very frightened because they were afraid f lsing each ther.
3．Learn t describe the main idea f the mvies.
4．Talk abut yur favrite mvies.
【教学准备】
录音机/海报(或照片)/图片/小黑板(或幻灯片)/
【教学过程】
Step 1 Review 第一步 复习(时间: 5分钟)
复习Sectin B，
T: Let’s review what we learned yesterday. Answer my questins, OK?
Ss: OK.
T: Hw des Mr. Lee feel?
Ss: He feels disappinted．
T: Why is he disappinted?
Ss: Because he culdn’t get a ticket t The Sund f Music．
T: What happened t Michael?
Ss: Michael had a temperature.
T: Hw abut their tickets?
Ss: Mr. Lee culd use their tickets since they were nt able t g.
T: Yes, yu’re right. Nw, Mr. Lee is in the theater. That is the sng he is listening t. Let’s share it tgether.
T: What d yu think f the sng? D yu think it is lively?
Ss: Yeah, it’s gd．
T: Why d yu think it’s gd?
Ss: Because it makes me happy and relaxed．
T: I think s. It can cheer us up. I like t listen t this sng when I am sad．It’s the theme sng f The Sund f Music．D yu knw this mvie?
Ss: Yeah. It’s very ppular.
T: Wuld yu like t learn the sng?
Ss:Great!
T: Nw let’s sing the sng after the tape.
(板书)
Step 2 Presentatin 第二步 呈现(时间: 8分钟)
呈现1a。
1．(教师导入新课。)
T: Well dne! It’s a lively sng. It’s the theme sng f The Sund f Music．D yu knw anything mre abut this mvie? Nw let’s lk at the pster, and discuss the questins in 1a．
(教师拿出The Sund f Music的海报, 展示给学生，讨论1a中的问题并核对答案。讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)
T: Please find ut wh are the starring and the directr.
Ss:Julie Andrews and Rbert Wise.
T: Right. This stry happened in Austria．Can yu tell me smething abut this stry?
S1:It’s a stry abut Maria．
S2:Maria went t care fr a family with seven children.
S3: The children cried and shuted every day. The father was lnely.
S4:Their father was almst mad at their behavirs at first, but their father became happy in the end．
(通过交流，检查学生的预习情况。以上内容如果学生表述不清楚，教师可帮助学生一起回答。
引出生词和短语：Austria, cry, lnely, mad, at first, in the end并解释。)
(板书)
2．(让学生自读1a，根据上下文猜测生词意思并画出表达情感的词。)
T: Nw we’ve knwn smething abut this mvie. Please read 1a by yurselves, and guess the meanings f the new wrds and phrases accrding t the cntext. Then underline the wrds expressing feelings.
3．(让学生说出表示情感的单词。)
T: Say ut the wrds expressing feelings, please.
Step 3 Cnslidatin 第三步 巩固(时间: 13分钟)
复习巩固1a，并完成1b。
1．(让学生阅读1a，并画出关键词句。教师把学生总结的关键词句写在黑板上。)
T: Please read 1a carefully and underline the key wrds and sentences.
(板书)
2．(现在再读1a, 然后回答1b问题。)
T: Nw, let’s read 1a again and then find the answers t the questins f 1b．
(呈现小黑板或幻灯片。)
3．(教师核对答案，检查学生的理解情况。)
(核对完答案后。)
T: Excellent. Nw, let’s listen t 1a and find ut the main idea f each paragraph. Please wrk in pairs and discuss them.
(听完录音，给学生两分钟的讨论时间，然后检查讨论结果。如果学生表达不够简练，教师指正。)
T: Grup 1, what des Paragraph 1 talk abut?
G1: The Sund f Music is a stry abut Maria．
T: Grup 2, what abut the secnd paragraph?
G2: It talks abut the family. The family lked sad and tired．
T: Grup 3, what’s yur idea abut Paragraph 3?
G3: Maria cheered up the family in the end．
4．(把学生分成三人一组，给学生三到四分钟的时间，然后看着黑板上的关键词语，让几组学生读出他们所概括的文章大意，看哪一组表现得好。)
T: Very gd, every grup did a gd jb．Nw, wrk in grups f three. Each member sums up ne paragraph, and cmbines them tgether. Understand?
G1: The Sund f Music is a very ppular mvie. It’s a stry abut Maria．She went t care fr a family with seven children. The family lked sad and tired．The mther died, s the father was ften unhappy. Maria cheered up the family. At last, Mr. Vn Trapp became happy again.
(如果学生有困难，教师可给出示范。)
G2: …
G3: …
…
Step 4 Practice 第四步 练习(时间: 10分钟)
完成2，进一步练习关于系表结构及表示情感的词语。掌握生词: fall int,了解Titanic和frightened。
1．(播放歌曲My Heart Will G n。)
T: D yu knw this sng?
Ss: Yeah.
T: S yu must knw the mvie Titanic．
Ss:Yes.
(教师出示Titanic的海报。)
T: What’s it abut?
S1:It’s a lve stry abut Jack and Rse.
S2:They fell in lve with each ther in the ship Titanic．
S3:The Titanic had a serius accident.
S4:Jack died, but Rse was saved．
…
(必要时教师可做适当介绍，并导入下一步。)
(教师播放歌曲“世上只有妈妈好”并出示Lve Me Once Mre, Mm的海报。)
T: Yu knw this ne clearly, right?
Ss: Yeah. It’s a stry abut a mther and her sn. One day, her sn was lst and she culdn’t find him. She was very sad and almst went mad．
T: Yeah, very gd．Nw let’s learn abut these tw mvies, Titanic and Lve Me Once Mre, Mm.
2．(让学生独立完成2。给学生3分钟的时间通读短文，理解大意之后，让学生选择正确的形容词填空。然后圈出系表结构。)
T: Finish 2 by yurselves. We’ve just mentined Titanic and Lve Me Once Mre, Mm. Nw, please read thrugh the tw passages and fill in the blanks. Then circle the structure f “linking verb + adj.”
3．(教师在黑板上写下答案及含有系表结构的句子，并提示学生选择正确的形容词。)
(以上斜体用红字来表示。)
4．(学生做完之后，核对答案。)
T: Nw, let’s check the answers tgether
【作业布置】
（1）(每人都要把D Re Mi这首歌学会唱好，可以跟着录音机，MP4等，也可同学互相教唱。)
（2）(预习Sectin D。了解京剧的信息，可以网上查询或者向喜欢京剧的爷爷、奶奶等人了解。)
Sectin D
【教学目标】
1．Learn sme new wrds and phrases:
cme int being, rle, gesture, culture, freigner, make peace with sb．, grateful
2．Learn sme knwledge abut Beijing Opera:
Beijing Opera’s histry
fur main rles f Beijing Opera
3．Review and sum up the structure f “linking verb + adj.”
Yu lk excited．
I feel disappinted．
It tastes s delicius.
The man seems wrried．
It smells terrible.
Did she sund upset?
She was very sad and went mad．
The father was lnely and ften became angry because f the nisy children.
4．Review and sum up the useful expressins in this tpic．
5．Learn abut Chinese culture and lve ur natinal pera．
【教学准备】
脸谱或图片(“生”、“旦”、“净”、“丑”)/卡片/幻灯片/录音机/京剧磁带
【教学过程】
Step 1 Review 第一步 复习(时间: 5分钟)
复习并处理Sectin A到Sectin C的内容。
1．(教师引导学生用描绘情感的词问答。)
T: Ask and answer the questins using the adjectives t express feelings.
when yur pet dies?
when yu have a temperature?
when yu see smene walking in the rain with a clsed umbrella in the hand?
when yu listen t wnderful music?
…
Hw will yu feel
2．(教师放京剧磁带。)
T: What d yu call this music?
Ss: We call it Beijing Opera．
T: Yeah. Beijing Opera is an imprtant part f Chinese culture. S we think it’s ur natinal pera．
(板书生词culture, 并要求学生掌握。)
T: D yu want t knw anything mre abut Beijing Opera? Let’s learn abut it frm 1a．
Step 2 Presentatin第二步 呈现(时间：13分钟)
呈现1a。
1．(教师依次拿出“生”、“旦”、“净”、“丑”的脸谱或图片，呈现并理解生词facial, 掌握gesture。对京剧中“生”、“旦”、“净”、“丑”的角色做解释。通过这个环节检查学生的预习情况。)
(教师拿出三张“生”的脸谱或图片。)
T: Lk at this facial painting. Its name is“Sheng”.
(板书facial并要求学生理解。)
T: What des“Sheng”usually stand fr? Just Guess!
Ss: It stands fr Xiucai(秀才).
T: Yeah, very gd．There are three kinds f “Sheng” (分别呈现“生”的图片). They are Wenxiasheng, Wenlasheng and Wusheng. Wenxiasheng usually stands fr Xiucai. Wenlasheng stands fr peple in high psitins. Wusheng stands fr ancient sldiers. They all make wnderful gestures, and Wusheng als makes wnderful fighting.
(板书gesture并用手势让学生猜词义。)
(教师拿出“旦”的脸谱或图片。)
T: D yu knw this ne?
Ss: Yeah, it’s “Dan”.
(如果回答有困难，就用下列问题提示。)
T: Are they all wmen?
S1:Yes, they are.
T: D they wear beautiful clthes?
S2:Yes, they d.
T: “Dan” has Huadan and Ladan. They are all wmen. They usually wear beautiful clthes.
(教师拿出“净”的脸谱或图片。)
T: Hw abut this ne? In Beijing Opera, there are “Sheng”,“Dan”,“Jing” and“Chu”. Can yu guess this ne?
S1:It’s “Jing”.
T: What’re their faces like?
S2: They usually have black and red faces.
S3: They als have black and white faces.
T: Yes. Peple with black and red faces are gd, but peple with black and white faces are bad．
(教师拿出“丑”的脸谱或图片。)
T: What is this ne called?
Ss: “Chu”.
T: What’re their faces like?
Ss: They usually paint their nses white.
T: D yu like them?
Ss: Yeah. They are s funny.
T: I like them, t. They ften bring us happiness and laughter.
(老师同时展示“Sheng”，“Dan”，“Jing”，“Chu”四幅图。)
T: Hw many main rles are there in Beijing Opera?
Ss:Fur.
(教师板书生词，适当解释并要求学生掌握。)
(导入下一步。)
2．(放1a录音，给学生布置听力任务。)
T: OK, yu have knwn much abut Beijing Opera．But d yu knw hw many years f histry it has? Let’s listen t the tape and find ut the answer t this questin.
(学生听完录音后，回答问题。)
T: Hw many years f histry des it have?
Ss: It has ver 200 years f histry.
3．(让学生读1a的短文，在重点词、短语下画线，鼓励学生在语境中猜词义，然后适当讲解。学习并掌握cme int being，理解nwadays。)
T: Bys and girls, please read this passage and underline the key wrds and phrases. Try yur best t catch the meanings in the cntext.
(板书)
Step 3 Cnslidatin 第三步 巩固(时间: 7分钟)
巩固1a，完成1b和1c。
1．(让学生再读1a，独立完成1b。)
T: Read 1a again and mark True r False in 1b accrding t the passage.
(做完1b后，核对答案。)
T: Let’s check the answers tgether.
2．(通过听力训练完成1c。)
T: Beijing Opera is full f famus stries. D yu knw the stries in it? Let’s learn abut them. First, please read thrugh the passage and then underline the new wrds and phrases in it.
(板书并要求学生掌握。)
(让学生听1c的录音, 完成1c。)
T: Listen carefully and cmplete 1c．
(核对答案。)
T: Let’s check the answers tgether.
Step 4 Practice 第四步 练习(时间: 12分钟)
总结本话题的语法及目标语言。
1．(复习巩固3a，本话题的重要知识点并以双簧的形式表演出来。)
(方案一) (全班分为四个小组，每组选出两名学生，到前面表演双簧。此活动主要目的是巩固系表结构。)
T: Nw I’ll divide the class int fur grups, and then ask tw students frm each grup t cme t the blackbard and act.
A (表演) B (说句子)
1．I lk s excited．
2．I feel disappinted．
3．The fd tastes s delicius.
4．It smells terrible.
5．The by seems wrried．
6．He becmes angry.
(方案二) (教师提供表演线索。)
T: Accrding t the clue, act ut the stry.
(板书)
(场景设计)
(找两名同学和老师一块表演，老师说英语句子，B(盲人)，C(行人)来表演动作。)
T: He seems s wrried．
(B表演担心过马路的表情，此时C进来帮助B。)
T: He is s grateful and says thanks t the by.
(板书并要求学生理解生词grateful。)
(B表演紧握C的手连说Thanks a lt。C领盲人过马路找到饭店。)
T: He feels s happy and excited．
(B表演找到饭店后很高兴很激动的表情，并与C说再见。)
T: The fd tastes s delicius.
(B表演吃饭时因可口而高兴的表情，并连说Hw nice! Hw delicius! )
(然后找另外三名学生表演游戏。)
2．(让学生找表达感情的系表结构，找到最多者获得脸谱作为奖励。)
T: Nw, bys and girls, please find ut the sentences shwing feelings with the pattern f “linking verb + adjective” as many as yu can. The winner will get a wnderful facial painting as a prize. G!
(在此活动中，有的学生找出的句子可能不合要求，教师要给以讲解。)
Example:
Yu lk s excited．
I feel disappinted．
Did she sund wrried?
(将3a中的句子写在卡片上，或用幻灯片向学生展示，播放录音朗读，让学生总结分析该部分重点语法。)
3．(要求学生掌握3b的习惯用语。)
(引导学生自己归纳总结本话题的目标语言，然后与3b中的内容核对，让学生分组操练并掌握这些目标语言。)
T: Please sum up the target languages in this tpic by yurselves. Check them with 3b．
Then practice and master them in grups.
(2-3分钟后，要求学生操练。)
T: Nw, fur students in ne grup. Each grup makes a dialg with the useful expressins. And then act it ut. The best grup can get a facial painting as a prize.
(说明要慢，让每名学生都能够明白意图。)
G1: …
G2: …
G3: …
T: I think Grup 3 is the best. D yu think s?
(教师对每组都要点评，但都要着重体现各组的闪光点，体现激励机制，尊重学生个体差异性。)
Step 5 Prject 第五步 综合探究活动(时间: 8分钟)
探究合作完成2和4。
(完成4, 让学生收集他们喜爱的电影、戏曲、故事或歌曲，然后讨论并向全班汇报结果。教师给出评价。)
T: Please cllect yur favrite mvie, pera, stry r sng, and discuss it with yur partners. Then reprt t the class. The fllwing questins may help yu: What’s yur favrite mvie/play/stry? Are the peple in it happy r sad? Why? What happens in the end?
【作业布置】
（1） (让学生课后根据2中的图片和单词，写一篇短文，提示学生注意系表结构的用法。完成2。)
T: Write a passage accrding t the pictures and the wrds given in 2．Pay attentin t the structure “linking verb+adjective”.
（2） Review and cnslidate the cntent f this tpic．upset, be prud f
Beijing Opera, film, mving
set the table
be able t
Is Mr. Lee able t g t the mvie?
What’s Mr. Lee’s feeling?
surprised
1．He is pleased with his new bike.
2．The man seems wrried．
3．It becmes cludy.
4．It smells terrible.
5．The leaves turn green.
lively, cheer up
Austria, cry, lnely, mad,
at first, in the end=at last
sad and tired—lnely—angry—mad—happy
ppular, mvie, stry abut a yung wman, Austria, the Vn Trapp family, care fr, died, sad and tired, father, angry, lively, perfrm, play, cheer up, mad, pleased
1．What did Maria g t the Vn Trapp family fr?
2．Why were the family sad and tired?
3．Hw did Maria cheer up the children?
4．What d yu think f Maria?
They were happy t be…
…the Titanic had a serius accident…
were afraid f lsing each ther.
Rse was very sad．
She felt s lnely!
Her sn was very cute.
The mther was s wrried that…
She was sad and went mad．
culture 文化
facial 面部的
Gesture手势
rle
natinal pera, cme int being, main rles, music and singing, facial paintings, gestures and fighting, an imprtant part f Chinese culture, be ppular with, nwadays
peace, make peace with sb．
盲人 过马路 寻找饭店 吃饭
grateful
【教学目标】
1．Learn sme new wrds and phrases:
seem, film, be prud f, smell, set the table
2．G n learning sme sentences shwing feelings:
He feels disappinted because he culdn’t get a ticket t The Sund f Music．
He seems a little unhappy.
Did she sund upset?
I’m sure Mr. Lee will be surprised!
3．G n learning the structure f “linking verb+adj.”
It’s s funny and interesting.
It’s s mving.
It smells terrible.
The leaves turn green.
The fd smelt nice and tasted delicius.
4．Talk abut mvies and peras.
【教学准备】
录音机/幻灯片/京剧磁带
【教学过程】
Step 1 Review 第一步 复习(时间: 5分钟)
复习并处理新词句，然后导入新课。
1．(教师检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生理解生词upset，掌握短语be prud f。)
T: Nw let’s check the hmewrk. S1: when yu are late fr class, hw d yu feel?
S1: I always feel wrried and afraid．
T: S2, if yur pet dg is dead, are yu sad?
S2: Yes, I must be very sad．
T: Oh, yu mean yu must be very upset.
T: When yu heard Zhang Yining wn the first in the Olympic Games, hw did yu feel?
S3: I felt excited．
S4: I felt very pleased．
T: We are all prud f her, right?
Ss: Yes.
(板书画线部分。)
Step 2 Presentatin 第二步 呈现(时间:12分钟)
呈现并处理本课活动1和3a。
1．(通过谈论京剧，引入本课重点活动1。要求学生掌握film，理解Beijing Opera，了解mving。)
T: What music are yu listening t?
S5: Jing Ju.
T: Yes, It’s Beijing Opera．What d yu think f it?
S5: It’s wnderful. I like it.
S6: I dn’t like it at all. It’s bring.
T: OK, S7, which d yu like better, Beijing Opera r mvies?
S7: I like mvies better.
T: Oh, yu mean yu like films. I like films, t. Lve Me Once Mre, Mm is my favrite. It’s very mving.
(板书画线部分。)
T: What abut Kangkang? What is his favrite? Let’s listen t 1 and find ut which film Kangkang likes best.
(让学生听1的录音，回答教师问题。听完录音后，教师提问。)
T:Which film des Kangkang like best?
Ss:He likes Lve Me Once Mre, Mm.
T: Why?
Ss: …
2．(呈现3a。学习并掌握短语set the table和be able t。)
T: Lk at the picture in 3a．What’s Kangkang ding? Is he setting the table?
Ss:Yes, he is.
T: What’s he setting the table fr?
Ss: His friends are cming fr supper.
T: Yes, but Michael can’t cme because he is ill. That’s t say he isn’t able t cme and Michael’s mther has t lk after him at hme. Is Michael’s mther able t g t the mvie?
Ss:N, she isn’t.
T: Right. I’m sure she will be very disappinted．Then, is Mr. Lee able t g t the mvie? What’s Mr. Lee’s feeling? Nw let’s listen t 3a and find ut the answers.
(老师在放录音前先板书。)
T: Can yu catch the dialg? Wh can answer my questins?
S1:Mr. Lee is able t g t the mvie and he will be surprised．(可帮助学生回答。板书并理解画线生词。)
Step 3 Cnslidatin 第三步 巩固(时间: 11分钟)
巩固本课1和3a。
1．(让学生读1，完成下面表格。)
T: Read 1 and cmplete the table.
2．(让学生分角色朗读3a，然后讨论并完成3b。)
T: Read 3a in rles, and then discuss and finish 3b．
3．(利用3b中的关键词句复述3a内容。)
T: Retell 3a accrding t the key wrds and sentences in 3b．
Step 4 Practice 第四步 练习(时间: 10分钟)
继续学习并练习系表结构。
1．(以幻灯片或所提供词造句的形式描述图片, 并完成2, 由此引出并掌握生词seem和smell。)
T: Nw lk at 2 and describe the pictures.
(教师核对并板书答案。)
2．(让学生听录音，并完成4的填空练习，并核对答案。)
T: Listen t the tape, and then finish the blanks in 4．
3．(让学生归纳学过的系动词和表示情感的形容词。)
T: Please sum up the linking verbs and feeling wrds in Sectin A and B．
【作业布置】
（1）(假设你是康康的妈妈，你正在给迈克尔的妈妈打电话。你们会谈些什么呢？请设置一个打电话的对话。)
T: Suppse yu were Kangkang’s mther, yu are talking with Michael’s mther n the phne. What are yu talking abut? Please make a dialg abut this.
（2）预习。
(查询资料，了解Sectin C中的影片内容。)
T: Cllect sme infrmatin abut the films The Sund f Music, Titanic and Lve Me Once Mre, Mm.
Sectin C
【教学目标】
1．Learn sme new wrds and phrases:
cry, lnely, lively, cheer up, mad, at first, fall int, in the end
2．Master sentences expressing feelings:
Mrs. Vn Trapp died, and the family were very sad and tired．
The children cried and shuted every day.
The father was lnely and ften became angry because f the nisy children.
The father was almst mad at first, but the smiling faces f his children pleased him and made him happy again.
They were very frightened because they were afraid f lsing each ther.
3．Learn t describe the main idea f the mvies.
4．Talk abut yur favrite mvies.
【教学准备】
录音机/海报(或照片)/图片/小黑板(或幻灯片)/
【教学过程】
Step 1 Review 第一步 复习(时间: 5分钟)
复习Sectin B，
T: Let’s review what we learned yesterday. Answer my questins, OK?
Ss: OK.
T: Hw des Mr. Lee feel?
Ss: He feels disappinted．
T: Why is he disappinted?
Ss: Because he culdn’t get a ticket t The Sund f Music．
T: What happened t Michael?
Ss: Michael had a temperature.
T: Hw abut their tickets?
Ss: Mr. Lee culd use their tickets since they were nt able t g.
T: Yes, yu’re right. Nw, Mr. Lee is in the theater. That is the sng he is listening t. Let’s share it tgether.
T: What d yu think f the sng? D yu think it is lively?
Ss: Yeah, it’s gd．
T: Why d yu think it’s gd?
Ss: Because it makes me happy and relaxed．
T: I think s. It can cheer us up. I like t listen t this sng when I am sad．It’s the theme sng f The Sund f Music．D yu knw this mvie?
Ss: Yeah. It’s very ppular.
T: Wuld yu like t learn the sng?
Ss:Great!
T: Nw let’s sing the sng after the tape.
(板书)
Step 2 Presentatin 第二步 呈现(时间: 8分钟)
呈现1a。
1．(教师导入新课。)
T: Well dne! It’s a lively sng. It’s the theme sng f The Sund f Music．D yu knw anything mre abut this mvie? Nw let’s lk at the pster, and discuss the questins in 1a．
(教师拿出The Sund f Music的海报, 展示给学生，讨论1a中的问题并核对答案。讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)
T: Please find ut wh are the starring and the directr.
Ss:Julie Andrews and Rbert Wise.
T: Right. This stry happened in Austria．Can yu tell me smething abut this stry?
S1:It’s a stry abut Maria．
S2:Maria went t care fr a family with seven children.
S3: The children cried and shuted every day. The father was lnely.
S4:Their father was almst mad at their behavirs at first, but their father became happy in the end．
(通过交流，检查学生的预习情况。以上内容如果学生表述不清楚，教师可帮助学生一起回答。
引出生词和短语：Austria, cry, lnely, mad, at first, in the end并解释。)
(板书)
2．(让学生自读1a，根据上下文猜测生词意思并画出表达情感的词。)
T: Nw we’ve knwn smething abut this mvie. Please read 1a by yurselves, and guess the meanings f the new wrds and phrases accrding t the cntext. Then underline the wrds expressing feelings.
3．(让学生说出表示情感的单词。)
T: Say ut the wrds expressing feelings, please.
Step 3 Cnslidatin 第三步 巩固(时间: 13分钟)
复习巩固1a，并完成1b。
1．(让学生阅读1a，并画出关键词句。教师把学生总结的关键词句写在黑板上。)
T: Please read 1a carefully and underline the key wrds and sentences.
(板书)
2．(现在再读1a, 然后回答1b问题。)
T: Nw, let’s read 1a again and then find the answers t the questins f 1b．
(呈现小黑板或幻灯片。)
3．(教师核对答案，检查学生的理解情况。)
(核对完答案后。)
T: Excellent. Nw, let’s listen t 1a and find ut the main idea f each paragraph. Please wrk in pairs and discuss them.
(听完录音，给学生两分钟的讨论时间，然后检查讨论结果。如果学生表达不够简练，教师指正。)
T: Grup 1, what des Paragraph 1 talk abut?
G1: The Sund f Music is a stry abut Maria．
T: Grup 2, what abut the secnd paragraph?
G2: It talks abut the family. The family lked sad and tired．
T: Grup 3, what’s yur idea abut Paragraph 3?
G3: Maria cheered up the family in the end．
4．(把学生分成三人一组，给学生三到四分钟的时间，然后看着黑板上的关键词语，让几组学生读出他们所概括的文章大意，看哪一组表现得好。)
T: Very gd, every grup did a gd jb．Nw, wrk in grups f three. Each member sums up ne paragraph, and cmbines them tgether. Understand?
G1: The Sund f Music is a very ppular mvie. It’s a stry abut Maria．She went t care fr a family with seven children. The family lked sad and tired．The mther died, s the father was ften unhappy. Maria cheered up the family. At last, Mr. Vn Trapp became happy again.
(如果学生有困难，教师可给出示范。)
G2: …
G3: …
…
Step 4 Practice 第四步 练习(时间: 10分钟)
完成2，进一步练习关于系表结构及表示情感的词语。掌握生词: fall int,了解Titanic和frightened。
1．(播放歌曲My Heart Will G n。)
T: D yu knw this sng?
Ss: Yeah.
T: S yu must knw the mvie Titanic．
Ss:Yes.
(教师出示Titanic的海报。)
T: What’s it abut?
S1:It’s a lve stry abut Jack and Rse.
S2:They fell in lve with each ther in the ship Titanic．
S3:The Titanic had a serius accident.
S4:Jack died, but Rse was saved．
…
(必要时教师可做适当介绍，并导入下一步。)
(教师播放歌曲“世上只有妈妈好”并出示Lve Me Once Mre, Mm的海报。)
T: Yu knw this ne clearly, right?
Ss: Yeah. It’s a stry abut a mther and her sn. One day, her sn was lst and she culdn’t find him. She was very sad and almst went mad．
T: Yeah, very gd．Nw let’s learn abut these tw mvies, Titanic and Lve Me Once Mre, Mm.
2．(让学生独立完成2。给学生3分钟的时间通读短文，理解大意之后，让学生选择正确的形容词填空。然后圈出系表结构。)
T: Finish 2 by yurselves. We’ve just mentined Titanic and Lve Me Once Mre, Mm. Nw, please read thrugh the tw passages and fill in the blanks. Then circle the structure f “linking verb + adj.”
3．(教师在黑板上写下答案及含有系表结构的句子，并提示学生选择正确的形容词。)
(以上斜体用红字来表示。)
4．(学生做完之后，核对答案。)
T: Nw, let’s check the answers tgether
【作业布置】
（1）(每人都要把D Re Mi这首歌学会唱好，可以跟着录音机，MP4等，也可同学互相教唱。)
（2）(预习Sectin D。了解京剧的信息，可以网上查询或者向喜欢京剧的爷爷、奶奶等人了解。)
Sectin D
【教学目标】
1．Learn sme new wrds and phrases:
cme int being, rle, gesture, culture, freigner, make peace with sb．, grateful
2．Learn sme knwledge abut Beijing Opera:
Beijing Opera’s histry
fur main rles f Beijing Opera
3．Review and sum up the structure f “linking verb + adj.”
Yu lk excited．
I feel disappinted．
It tastes s delicius.
The man seems wrried．
It smells terrible.
Did she sund upset?
She was very sad and went mad．
The father was lnely and ften became angry because f the nisy children.
4．Review and sum up the useful expressins in this tpic．
5．Learn abut Chinese culture and lve ur natinal pera．
【教学准备】
脸谱或图片(“生”、“旦”、“净”、“丑”)/卡片/幻灯片/录音机/京剧磁带
【教学过程】
Step 1 Review 第一步 复习(时间: 5分钟)
复习并处理Sectin A到Sectin C的内容。
1．(教师引导学生用描绘情感的词问答。)
T: Ask and answer the questins using the adjectives t express feelings.
when yur pet dies?
when yu have a temperature?
when yu see smene walking in the rain with a clsed umbrella in the hand?
when yu listen t wnderful music?
…
Hw will yu feel
2．(教师放京剧磁带。)
T: What d yu call this music?
Ss: We call it Beijing Opera．
T: Yeah. Beijing Opera is an imprtant part f Chinese culture. S we think it’s ur natinal pera．
(板书生词culture, 并要求学生掌握。)
T: D yu want t knw anything mre abut Beijing Opera? Let’s learn abut it frm 1a．
Step 2 Presentatin第二步 呈现(时间：13分钟)
呈现1a。
1．(教师依次拿出“生”、“旦”、“净”、“丑”的脸谱或图片，呈现并理解生词facial, 掌握gesture。对京剧中“生”、“旦”、“净”、“丑”的角色做解释。通过这个环节检查学生的预习情况。)
(教师拿出三张“生”的脸谱或图片。)
T: Lk at this facial painting. Its name is“Sheng”.
(板书facial并要求学生理解。)
T: What des“Sheng”usually stand fr? Just Guess!
Ss: It stands fr Xiucai(秀才).
T: Yeah, very gd．There are three kinds f “Sheng” (分别呈现“生”的图片). They are Wenxiasheng, Wenlasheng and Wusheng. Wenxiasheng usually stands fr Xiucai. Wenlasheng stands fr peple in high psitins. Wusheng stands fr ancient sldiers. They all make wnderful gestures, and Wusheng als makes wnderful fighting.
(板书gesture并用手势让学生猜词义。)
(教师拿出“旦”的脸谱或图片。)
T: D yu knw this ne?
Ss: Yeah, it’s “Dan”.
(如果回答有困难，就用下列问题提示。)
T: Are they all wmen?
S1:Yes, they are.
T: D they wear beautiful clthes?
S2:Yes, they d.
T: “Dan” has Huadan and Ladan. They are all wmen. They usually wear beautiful clthes.
(教师拿出“净”的脸谱或图片。)
T: Hw abut this ne? In Beijing Opera, there are “Sheng”,“Dan”,“Jing” and“Chu”. Can yu guess this ne?
S1:It’s “Jing”.
T: What’re their faces like?
S2: They usually have black and red faces.
S3: They als have black and white faces.
T: Yes. Peple with black and red faces are gd, but peple with black and white faces are bad．
(教师拿出“丑”的脸谱或图片。)
T: What is this ne called?
Ss: “Chu”.
T: What’re their faces like?
Ss: They usually paint their nses white.
T: D yu like them?
Ss: Yeah. They are s funny.
T: I like them, t. They ften bring us happiness and laughter.
(老师同时展示“Sheng”，“Dan”，“Jing”，“Chu”四幅图。)
T: Hw many main rles are there in Beijing Opera?
Ss:Fur.
(教师板书生词，适当解释并要求学生掌握。)
(导入下一步。)
2．(放1a录音，给学生布置听力任务。)
T: OK, yu have knwn much abut Beijing Opera．But d yu knw hw many years f histry it has? Let’s listen t the tape and find ut the answer t this questin.
(学生听完录音后，回答问题。)
T: Hw many years f histry des it have?
Ss: It has ver 200 years f histry.
3．(让学生读1a的短文，在重点词、短语下画线，鼓励学生在语境中猜词义，然后适当讲解。学习并掌握cme int being，理解nwadays。)
T: Bys and girls, please read this passage and underline the key wrds and phrases. Try yur best t catch the meanings in the cntext.
(板书)
Step 3 Cnslidatin 第三步 巩固(时间: 7分钟)
巩固1a，完成1b和1c。
1．(让学生再读1a，独立完成1b。)
T: Read 1a again and mark True r False in 1b accrding t the passage.
(做完1b后，核对答案。)
T: Let’s check the answers tgether.
2．(通过听力训练完成1c。)
T: Beijing Opera is full f famus stries. D yu knw the stries in it? Let’s learn abut them. First, please read thrugh the passage and then underline the new wrds and phrases in it.
(板书并要求学生掌握。)
(让学生听1c的录音, 完成1c。)
T: Listen carefully and cmplete 1c．
(核对答案。)
T: Let’s check the answers tgether.
Step 4 Practice 第四步 练习(时间: 12分钟)
总结本话题的语法及目标语言。
1．(复习巩固3a，本话题的重要知识点并以双簧的形式表演出来。)
(方案一) (全班分为四个小组，每组选出两名学生，到前面表演双簧。此活动主要目的是巩固系表结构。)
T: Nw I’ll divide the class int fur grups, and then ask tw students frm each grup t cme t the blackbard and act.
A (表演) B (说句子)
1．I lk s excited．
2．I feel disappinted．
3．The fd tastes s delicius.
4．It smells terrible.
5．The by seems wrried．
6．He becmes angry.
(方案二) (教师提供表演线索。)
T: Accrding t the clue, act ut the stry.
(板书)
(场景设计)
(找两名同学和老师一块表演，老师说英语句子，B(盲人)，C(行人)来表演动作。)
T: He seems s wrried．
(B表演担心过马路的表情，此时C进来帮助B。)
T: He is s grateful and says thanks t the by.
(板书并要求学生理解生词grateful。)
(B表演紧握C的手连说Thanks a lt。C领盲人过马路找到饭店。)
T: He feels s happy and excited．
(B表演找到饭店后很高兴很激动的表情，并与C说再见。)
T: The fd tastes s delicius.
(B表演吃饭时因可口而高兴的表情，并连说Hw nice! Hw delicius! )
(然后找另外三名学生表演游戏。)
2．(让学生找表达感情的系表结构，找到最多者获得脸谱作为奖励。)
T: Nw, bys and girls, please find ut the sentences shwing feelings with the pattern f “linking verb + adjective” as many as yu can. The winner will get a wnderful facial painting as a prize. G!
(在此活动中，有的学生找出的句子可能不合要求，教师要给以讲解。)
Example:
Yu lk s excited．
I feel disappinted．
Did she sund wrried?
(将3a中的句子写在卡片上，或用幻灯片向学生展示，播放录音朗读，让学生总结分析该部分重点语法。)
3．(要求学生掌握3b的习惯用语。)
(引导学生自己归纳总结本话题的目标语言，然后与3b中的内容核对，让学生分组操练并掌握这些目标语言。)
T: Please sum up the target languages in this tpic by yurselves. Check them with 3b．
Then practice and master them in grups.
(2-3分钟后，要求学生操练。)
T: Nw, fur students in ne grup. Each grup makes a dialg with the useful expressins. And then act it ut. The best grup can get a facial painting as a prize.
(说明要慢，让每名学生都能够明白意图。)
G1: …
G2: …
G3: …
T: I think Grup 3 is the best. D yu think s?
(教师对每组都要点评，但都要着重体现各组的闪光点，体现激励机制，尊重学生个体差异性。)
Step 5 Prject 第五步 综合探究活动(时间: 8分钟)
探究合作完成2和4。
(完成4, 让学生收集他们喜爱的电影、戏曲、故事或歌曲，然后讨论并向全班汇报结果。教师给出评价。)
T: Please cllect yur favrite mvie, pera, stry r sng, and discuss it with yur partners. Then reprt t the class. The fllwing questins may help yu: What’s yur favrite mvie/play/stry? Are the peple in it happy r sad? Why? What happens in the end?
【作业布置】
（1） (让学生课后根据2中的图片和单词，写一篇短文，提示学生注意系表结构的用法。完成2。)
T: Write a passage accrding t the pictures and the wrds given in 2．Pay attentin t the structure “linking verb+adjective”.
（2） Review and cnslidate the cntent f this tpic．upset, be prud f
Beijing Opera, film, mving
set the table
be able t
Is Mr. Lee able t g t the mvie?
What’s Mr. Lee’s feeling?
surprised
1．He is pleased with his new bike.
2．The man seems wrried．
3．It becmes cludy.
4．It smells terrible.
5．The leaves turn green.
lively, cheer up
Austria, cry, lnely, mad,
at first, in the end=at last
sad and tired—lnely—angry—mad—happy
ppular, mvie, stry abut a yung wman, Austria, the Vn Trapp family, care fr, died, sad and tired, father, angry, lively, perfrm, play, cheer up, mad, pleased
1．What did Maria g t the Vn Trapp family fr?
2．Why were the family sad and tired?
3．Hw did Maria cheer up the children?
4．What d yu think f Maria?
They were happy t be…
…the Titanic had a serius accident…
were afraid f lsing each ther.
Rse was very sad．
She felt s lnely!
Her sn was very cute.
The mther was s wrried that…
She was sad and went mad．
culture 文化
facial 面部的
Gesture手势
rle
natinal pera, cme int being, main rles, music and singing, facial paintings, gestures and fighting, an imprtant part f Chinese culture, be ppular with, nwadays
peace, make peace with sb．
盲人 过马路 寻找饭店 吃饭
grateful
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