Section A第二课时教学实录

Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间: 5分钟) 复习表达情感的形容词并处理新词句。

(方案一)(寒假过后，师生见面，相互问候，然后教师以简笔画的形式表达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。)

T: Did you have a good time in your winter holiday? Ss: Yes, we did. T: S1, did you ask your friends to your home for dinner? S1: Certainly. T: Oh, I know you invited your friends to your home. Were you

?

S1: Yes, we were very happy. T: Great. I know all of you had a good winter holiday. Now let’s use stick figures to express your feelings in the holiday.

sad

excited

angry

worried (板书并要求学生掌握invite和none；理解worried；了解disappointed。) invite, none, disappointed, worried

(方案二)(同学们寒假过得愉快吗？在新年里你最喜欢做什么？) T: Did you enjoy yourselves in your winter holiday? What do you like doing best during the Spring Festival? (老师引导学生回答，找一名男同学用哑剧的形式表达出放鞭炮时的情境，但注意运用不

同表情，由此引出形容词进行系表结构的教学。) T: Let’s ask a boy to make some actions without making any sound, and then we watch how he fires firecracker and find some adjectives to express his feelings. (方案三)(放一段卓别林的影片, 其中含有不同表情。由此引出表达情感的一系列形容词，进行系表结构的学习。) T: Let’s see a movie, and then find some adjectives to express feelings. Step 2

Presentation 第二步

呈现(时间: 7分钟) 呈现并处理1和3a的对话。

1. (教师总结并导入1。) T: We had a good time in the winter holiday. So we are all happy today. What about Kangkang? Let’s listen to 1 and find it. (板书) How does he feel?

(核对答案。) 2. (让学生跟读1并画出文中重点词、句，然后教师板书。学生掌握say thanks to。) How are you doing?—excited—invite—say thanks to

3. (导入3a。掌握生词smile。) T: Kangkang, Michael, Maria and Jane are happy. What about their teacher, Mr. Lee? Now listen to 3a and answer my questions.

(用小黑板呈现听力问题。) a. Why all the smiling faces? b. How does Mr. Lee feel?

(核对答案。) 4. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。) T: Listen again, underline the new words and difficulties. (板书) movie theater, exciting, The Sound of Music, lucky,

none, disappointed, How nice! What a shame! Step 3

Consolidation 第三步

巩固(时间: 10分钟) 巩固1和3a的知识点。

1. (让学生再读1，然后进行角色扮演。) T: Read 1 again, and then act it out in roles. 2. (让学生朗读3a，并根据黑板上的关键词复述3a。)

T: Read 3a again and retell it in your own words according to the key words on the blackboard. 3. (让学生在1和3a中圈出系表结构的句型，核对并朗读。) T: Circle the sentences with “linking verb + adj” and read these sentences.

Step 4

Practice 第四步

练习(时间: 15分钟) 引出并练习系表结构。

1. (通过师生问答，呈现并讲解系表结构。)

Kangkang/excited

Mr. Lee/disappointed

T: Kangkang looks excited. What about Mr. Lee? S1: He

feels

disappointed. 主

系

表

(让学生总结学过的系动词，教师板书，学习生词taste。) be, look, feel, sound, taste 2. (给学生3~5分钟时间，完成2与3b的练习。) T: You have 3~5 minutes to finish 2 and 3b. (教师板书答案。) 2. (1) The woman is/looks/feels very worried and the boy is/looks/feels sad. (2) Michael is/looks so active/happy. (3) The teacher is/looks/feels angry and the student is/looks/feels afraid. (4) The girl is/looks/feels sad.

(5) The man is/looks funny.

3b. How do the children look? They look happy. How does the music sound? It sounds wonderful. How do the people feel? They feel excited. Step 5

Project 第五步

综合探究活动(时间: 8分钟) 合作探究本课重点词句。

1. (让学生自我测试，通过反义词学习生词。)

T: We have learned many adjectives. Let’s have a test. Say out the opposite words as quickly as you can.

T: happy

Ss: …

T: …

(板书) popular—unpopular smart—silly kind—cruel T: Read the words in the box and learn the new words according to their opposite words. (给学生4分钟时间, 让学生根据4中的图片和单词分组合作，一组讨论济公，另一组讨论财主，注意系表结构。要求学生了解生词landlord。) T: Now, You have 4 minutes to work in two groups. Group One discuss Ji Gong, and Group Two discuss the rich landlord according to the pictures and words given in 4. Pay attention to“linking verb+adj.”

(板书) landlord (四分钟之后各小组派代表汇报。教师点评。) T: Now, please tell your stories to the class. G1: ... G2: ... T: Great / Wonderful! 2. Homework: T: Make a survey about how your friend feels when she/he is in the following situations. Situation Pass the exam. Be late for class. Your pet dog is dead. Listen to wonderful music. Your mother is ill. Make faces. Your bike is lost. Do sports. …

Feeling

Ⅳ. 疑点探究

Why all the smiling faces? (此句为省略句。全句应为Why do all of you have the smiling faces?)