Section D教学设计方案

Ⅰ. Material analysis 本节课为本话题的最后一课时，主要活动为1和2a。

Section D是一节复习课，在综合复习Section A-C的词汇、语法和功能句的基础上，巩固学生本话题的学习内容。学生将通过1的阅读了解我们的国粹——Beijing Opera的历史起源，主要角色，素材来源及艺术特点，进而让学生在感觉京剧的旋律美的同时，体会我们祖国文化的博大精深，更加愿意关心热爱京剧艺术，进而更加热爱我们伟大的祖国，培养民族自豪感。同时通过2a 的写作拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。

Ⅱ. Teaching aims Knowledge aims：

1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词；

2. 能熟练运用linking verb + adjective 结构；

3. 能准确运用本单元重点短语进行写作练习：

invite sb. to do sth., prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb. a ticket to …, because of, cheer sb. up, come into being, be full of, agree with sb. make peace with sb., in the end , be popular with sb., be/become interested in …

等短语。

4. 能正确做出教师设计的补充词汇对比的练习：

｛boring ; bored｝

｛exciting; excited｝

｛alone ; lonely｝

｛because; because of ｝

｛interesting; interested｝

5. 学生能综合运用本课短语、句型写出描述不同情绪的短文。

Skill aims：

1. 能听懂与课本内容难度相当的，有关Beijing Opera的历史，角色，意义的听力材料。

2. 能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故事。

3. 能阅读有关自己最喜欢的艺术形式的文章，理解文章，并能做出相关的阅读练习。

4. 能综合运用本话题的语法，词汇，句型写出自己最喜欢的某一艺术形式或故事的意

义以及人物在某一特定活动或事件中的情绪变化。

Emotional aims：

本话题通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。

1. 综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情绪变化。

2. 正确做出教师设计的补充词汇对比的练习。

Ⅳ. Learning strategies: 1. 通过整体复习Sections A-C，让复习也是一种学习的想法根植在学生心中。

2. 小组学习可以让学生对短文的写作步骤有更深刻的理解。

Ⅴ. Teaching aids

Computer multimedia projector, the flash of the song, Rap Face; the pictures of the roles in Beijing Opera Ⅵ. Teaching procedures Step Interaction pattern 1. The whole

class work.

2. Pair work.

in pairs. Student activity 1. Focus their attention

on the teacher. Teacher activity 1. Greet the students and make them ready for learning. Enjoy the song, Rap face. to report their homework in pairs: A1-A2; B1-B2; C1-C2; D1-D2. Make up 2. Make up the conversations

2. The teacher asks the students

the conversations between

Michael and Mr. Brown. 3. Two students’

3. The two students write

3. The teacher asks two

Introduction （7minutes）. work + the

whole class

work.

4. The whole

class work.

their conversations on students to write their the blackboard. conversations on the

blackboard. The teacher

corrects as an example for 4. Observe the pictures

others to check. and report the

4. The teacher shows the

information they

pictures of the roles in collected. Beijing Opera to the

students and leads to the new lesson. Ask the students to report some information they searched on the internet.

1. The whole

class work and

individual

work. 2. The whole

class work.

3. The whole

class work

1. Students read 1 and

1. The teacher asks the students

mark T or F to skim the passage and

mark T or F.

2. Check the answers and

2. The teacher checks the

correct the wrong ones. answers.

3. Students scan Paragraph

3. The teacher asks the

1 and answer the questions. students to read

Paragraph 1 and answer

the questions: (1) When did Beijing Opera come into being? (2) Where did its music and

singing come from? (3) How many main roles are

there in Beijing Opera? 4. The teacher helps the students

check the answers.

and individual

work.

Presentation (8 minutes)

4. The whole

class work

and individual work.

4. Students check the

answers.

5. The whole

5. Students scan Paragraph

5. The teacher asks the students class work

2 and answer the question. to read Paragraph 2 and and individual

answer the question : work. .

6. The whole

work and

individual work.

6. Students check the

answer.

Are the young people interested in Beijing Opera nowadays? 6. The teacher helps the students check the answer.

1. Group work.

2. The whole

class work.

3. Group work.

4. Individual work.

5. Some students’ work.

6. The whole

class work.

1. Students read the

1. The teacher asks the

passage by students to read the whole themselves and

passage carefully to find discuss in groups to out the difficult points and find out the difficult sum up the main points of the points and sum up the passage. main points.

2. Students underline in

2. The teacher makes a their books and make summary to explain the key some notes.

3. Students discuss in

groups.

points and difficult points to the students. (1) come into being (2) agree with sb.

(3) be full of

(4) make peace with... (5) in the end

(6) be popular with sb. (7)be/become interested in ... 3. The teacher asks the

students to look at the pictures in 2a and think about the words and phrases they may use when they talk about the Consolidation (10 minutes) 4. Students each make up pictures. sentences. 4. The teacher asks the

students to make up

sentences according to

pictures and the words or

5. Member A of each phrases.

group gives the report.

5. The teacher asks Member

A of every group to report

the passage according to 6. The students write the the sentences above. short passages. 6. The teacher asks the students

to write the short passages based on the report of 2a to describe the different feelings.

2 Practice (10 minutes) 1. The whole

class work

and individual

work.

2. The whole

class work.

3. The whole

class work

and individual

work.

4. The whole

class work

and individual

work.

1. Students read through

Section A-C and

complete the sentences in the Grammar and Functions tables. 2. Students read the grammar

table and pay attention to

the underlined parts of the

sentences. And then

complete the sentences of

the function table. 3. Students finish the exercises on the screen.

4. Students finish the

exercises on the screen.

1. The teacher asks the students to read through Section A-C to review the notes of this topic.

2. The teacher leads the students to sum up the Grammar and Functions.

3. The teacher designs some exercises to practice the vocabulary. (1) I want to i____you to my house this Sunday. (2) The flowers s____ nice. (3) Mr. Wang s___ to be unhappy today. What’s

wrong with him? (4) He was a____ mad when

he heard of the bad news. (5) Tom plays an important

r____ in the new movie. 4. The teacher designs some exercises to differentiate the usages of

the main words in this topic：

(1) The movie is too ____. ( boring, bored) (2) We are very ____ to know the _____ news. ( exciting, excited) (3) He is new here, so he often feels _____. (alone, lonely) (4) We can’t go for a

walk ____ the rain. (because, because of ) (5) We are all ___ in the

____ book. (interesting,interested)

1.The whole

class work.

2.Group work.

3. Individual work.

4. The whole class work.

5. The whole class work.

6. The whole class work.

7. The whole

class work.

1. Students make sure the 1. The teacher asks the names of their favorite students to make sure of movie, play or story. the names of their favorite

movie, play or story. 2. Students discuss the 2. The teacher asks the given questions in groups.

3. Students write down their own answers.

4. Students check in groups.

5. Students join their own sentences into a passage. 6. Students check each

other’s passages.

7. Students finish the homework. students to discuss the given questions in groups. 3. The teacher asks the students to write down their own answers. 4. The teacher asks the students to check in groups and correct the wrong ones.

5. The teacher asks the students to join their own sentences into a passage.

6. The teacher asks two students to write down their passages on the blackboard. The teacher checks them with the students. Then the students change their papers and check others’

papers. 7. The teacher assigns homework: (1) The teacher lets students finish the essay “My favorite movie”

after class. (2) The teacher asks the students to prepare the word cards to preview

the vocabulary in Topic 2. Production (10 minutes) Teaching Reflection Students are weak in writing practice. The teacher should pay more attention to the writing teaching. Design the writing steps carefully. The teacher may let students enjoy a real Beijing Opera after class.

Ⅶ. Blackboard design

Unit 5 Feeling Excited Topic 1 I’m so happy. Section D