Section D教案教学设计导入整理

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Unit5 Feeling Excited Topic1 You look excited 教学设计思路：

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，巩固本话题所学的内容。首先，学生将通过1的阅读了解我们的国粹——京剧的历史起源，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，关心热爱京剧艺术。第二，通过三个竞赛活动复习感官动词和形容词及系表结构的用法。第三，通过2a 的写作拓展练习，再一次巩固系表结构的用法。在project环节，通过讨论学生最喜爱的艺术形式，延伸学生的学习内容，检测学生综合运用语言的能力。将知识转化成能力，达到学以致用的目的。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

role, frightened, worried, interested, upset, in the end 2.

Skill aims:

（1）能熟练运用linking verb + adjective 结构

（2）能综合运用本课短语、句型写出描述不同情绪的短文

3.

Emotional aims: 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。

4.

Culture awareness: 了解有关京剧的知识。

Ⅱ. The key points and difficult points 1. Key points: 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy 等形容词描述故事中人物的不同情绪, 并熟练运用linking verb + adjective 结构。

2. Difficult points：

综合运用本话题的语法，词汇，句型描述故事中人物的不同情绪。

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Ⅲ. Learning strategies 1.

利用小组间良性的竞争与合作促进学习。

Ⅳ. Teaching aids 多媒体课件/图片/京剧音频或视频/歌曲《说唱脸谱》音频或视频

V Teaching procedures

Stage 1(2mins)：Getting students ready for learning

Designing Step Teacher activity Student activity purpose Play the tape recording of the Enjoy the song《说唱脸谱》. 欣赏歌曲《说唱脸song《说唱脸谱》. T: Good morning, class!

Ss: Good morning, Miss…

谱》，导入对京剧的谈论。

T: I would like you to enjoy a

beautiful song named 《说唱脸

谱》in Chinese. It’s about Beijing

Opera. Do you like Beijing

1(Class activity) Opera?

Ss:…

T: Maybe some of you don’t like

it. It doesn’t matter. I think you

don’t like it just because you

don’t know about it. After

learning this lesson, maybe you

will love Beijing Opera. OK, Let’s

enjoy the song 《说唱脸谱》first.

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Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage 2（15mins)：Task1

Step Teacher activity Student activity Designing purpose

Play the tape or video of Beijing Enjoy the tape or video of 欣赏京剧。利用Opera 《贵妃醉酒——海岛冰轮Beijing Opera 《贵妃醉酒—初转腾》.

Functions的句子—海岛冰轮初转腾》. And 编对话，谈论对京then make a conversation 剧看法。

using the functions. T: What do you think of this song?

S1: It sounds like Beijing Opera. T: Yeah, I agree with you. It

sounds a little different from pop

music. You can learn something

1(Class activity about Beijing Opera through the

& Pair work) song lyric. What do you know

through the song lyric?

S2:The people in Beijing Opera often have faces in different colors. T: Yes. The roles in Beijing Opera

have beautiful facial paintings. I

think you’d better enjoy a piece of

Beijing Opera. I like this piece of

《贵妃醉酒》very much. Let’s

enjoy it together.

T: What do you think of it? Now

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you can talk in pairs about it The

Functions on Page 7 may useful.

Ss: T: How do you like Beijing

Opera? Who would like to act out

your conversation?

P1: SA: What beautiful music! It seems very different from pop music. What do you think of it? SB: I don’t like it at all. I feel bored when I listen to Beijing Opera. P2:…

1(Class activity)

Show some pictures of the roles Try to understand the 介绍京剧，学习新in Beijing Opera. Introduce teacher’s introduction of 词汇。为阅读降低Beijing Opera and solve the Beijing Opera. Learn the 难度。

possible problems in reading. new words and phrases, Write down the new words and preparing for reading. phrases.

T: Do you know when Beijing

Opera come into being?

Ss: What do you mean? What does come into being mean? T: I mean when Beijing Opera

appeared? Come into being

means 形成，产生

in Chinese.

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S1: I know it came into being

at the end of the eighteenth century. T: What a a knowledgeable boy!

That is to say, it has a history of

over 200 years. Am I right?

Ss: Yes. T: We often hear of

Sheng, Dan,

Jing, Chou in our life. They are

the roles of Beijing Opera. How

many main roles are there in

Beijing Opera?

Ss: Four. T: Look at this facial painting.

Its name is “Sheng”.

What does

“Sheng”

usually stand for? Just

Guess!

Ss: It stands for Xiucai(秀才). T: Yeah, very good. “Sheng”

stands for man. There are

wensheng and wusheng.

Wensheng stands of the educated

people or the

people in high

positions. Wusheng stands for

ancient soldiers. They all make

wonderful gestures, and Wusheng

also makes wonderful fighting.

T: Do you know this one?

Ss: Yeah, it’s “Dan”.

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T: Are they all women?

T: Do they wear beautiful clothes?

S2: Yes, they are.

S3: Yes, they do. T: “Dan” has Huadan and

Laodan. They are all women.

They usually wear beautiful

clothes.

T: How about this one? In

Beijing Opera, there are

“Sheng”,

“Dan”,

“Jing”

and

“Chou”. Can you guess this one?

T: What’re their faces like?

S4: It’s “Jing”.

S5 They usually have black and red faces. S6: They also have black and white faces. T: Yes. People with black and red

faces are good, but people with

black and white faces are bad. T: What is this one called?

T: What’re their faces like?

T: Do you like them?

Ss: “Chou”.

S7: They usually paint their noses white.

Ss: Yeah. They are so funny. 6 / 14

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T: I like them, too. They often

bring us happiness and laughter.

T: As you know, Beijing opera is

full of famous stories. Can you

say some of them?

S8: Yes. Such as the stories in 《三国演义》. S9: The stories about Baogong. …

T: Good. The people in the stories

usually can’t agree with each other. They may frightened or worried, even fight with each other. But most of the time, they find a way to make peace with each other. Almost every story has a happy ending in the end. T: Beijing Opera is an important part of Chinese culture. It is popular with old people in the past. But now more and more young people become interested in it . Ask the students to skim the Skim the passage in 1a and 速读文章，掌握大passage and get the main idea.

2(Individual T: I think you have known

work) something about Beijing Opera.

Let read the passage to go

get the main idea of it . 意。

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further. Now skim the passage

and get the main idea of it . T: What’s the passage about?

T: Very good! You made a wonderful summary. Read 1a carefully and mark T or Read 1a carefully and mark 精读文章，判断正F. T or F. 误。

S1: It tells us something about Beijing Opera including the history, the roles and the stories.

T: Let’s

read the passage for the

second time. You should read it

carefully and mark T or F For the

sentences.

T: Is the first sentence true or

false? 3(Individual

work)

came into being after 1970, not in 1970. S1: It’s false. Beijing Opera

T: Yeah. You are very careful.

How about the second?

T: And what about the third one?

…

Help the students learn the key Find out the key points of 解决语言点。复述4(class activity) points of this passage and then this passage and then try to 文章。

ask them to retell the passage . retell the passage with the

S2: It’s true.

S3:…

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Show the keys words on the help of the key words. screen:

come into being, has a history of,

come from, main roles, is full of,

agree with, frightened and

worried, make peace with, in the

end, an important part of, used to

be popular with, become

interested in. T: Do you have any questions

about this passage?

S1: Miss…, What’s the different from in the end and at the end of? T: “In the end”

means “at last”

or “finally”. It means 最后，终于

in Chinese. It can be used as a

adverbial phrase. But “at the end

of…” means 在……的末尾。You

must add an object after it .

S1: I see. Thank you. T: You’re welcome. Any other

questions? …

…

T: OK. Now I think you can tell

something about Beijing Opera.

Let’s try to retell the passage with

the help of the key words.

Ss:... 9 / 14

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Remark：在pre-reading环节里，若文章的内容比较生僻难懂，教师解释的语言一定要清晰、简练，务必使学生听得清楚，听得懂，这样才能有助于学生理解文章。

Stage 3（9mins)：Task 2 Designing Step Teacher activity Student activity purpose Have a contest to review linking Have a contest to review 利用组间竞赛和verbs and adjectives. linking verbs and adjectives. 小组合作的方式复习连系动词和形容词。

T: You did quite well in Task 1.

Now let’s have a contest. Work in

groups of 6 to 8. I'll ask one

students from each group to write

the linking verbs we have learned

on the Bb. Other group members

can come to add more. The group

which write the most will be the

winner.

1(Group work) T: You did a good job. But I think

Group one did better.

Ss:…

Congratulations!

T: You have another chance to be

the winner. Now Please write the

adjectives

about feelings we

have learned on the Bb as we did

just now. Let’s begin!

T:Well. Let’s see which group write the most. Oh, Group2 did

Ss:…

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the best. They are the winners!

2(Group work) Have a contest to review the Make sentences according to 利用组间竞赛和linking verb + adjective. Ask the the linking verbs and 小组合作的方式复习系表结构。

students to make sentences adjectives on the Bb.

according to the linking verbs and

adjectives on the Bb in a limited

time.

T: I’ll give you the third chance to

be Number1. Let’s make

sentences with the linking verbs

and adjectives on the Bb. Each

group member make a sentence.

The group which makes the most

sentences in a limited time will be

the winner. How about two

minutes? Let’s start from Group1.

G1:…

…

Remark：复习系表结构也可以选择其他的方式，如习题，情景造句，表演（一人做表情动作，其他人根据他的表情动作利用系表结构造句）等。

Stage 4（7mins)：Task 3 Designing Step Teacher activity Student activity purpose Ask the students to talk about the Talk about the pictures in 2b 谈论2a中的图片，pictures in 2b and then write a and then write a short 巩固系表结构的1(Group work) short passage. passage. 用法。

T: You did better than I believe.

I’m sure you can use “linking

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verb + adjective”

correctly and

freely. Now work in groups and

talk about the pictures with the

help of the key works.

Ss:…

T: Can you describe the pictures?

Each student describes one

picture with at least two

P1:…

sentences, please.

T: Now you can write down what

you said just now. It’s a short

passage, isn’t it? Let’s begin.

Remark：小组合作，共同完成一篇短文。

Stage 5（8mins)：

Project Designing Step Teacher activity Student activity purpose Ask the students to introduce their Discuss favorite movie, play or story. their favorite 谈论学生最喜欢

Ss:…

movie, play or story. Write 的艺术形式。

T: In this topic we mainly talk them down and give a about movie and Beijing Opera. I report. think everybody has his favorite

1(Pair work)

movie, play or story. What’s your

favorite? Work in pairs and share

with your partner. The questions

in the form may help you.

Ss:.. T:Now you can change your

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conversation into a short passage

and then you can give a report to

the class.

Ss:.. T: Have you finished your report?

Who would like to share your

favorite with us?

Remark：

S1: Let me try.... Stage 6（4mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose Encourage the Ss to summarize the Summarize what they have 培养学生归纳总key points

learned today. 结的能力，再次复习巩固本节课的重点知识。

learned about T: Class will be over soon. We

should summarize what we have

learned in this lesson. Let’s begin!

S1:we Beijing Opera. S2: We learned some new 1（Class activity)

words and useful phrases. come into being agree with sb. be full of

make peace with... in the end

be popular with sb. be/become interested in ... 13 / 14

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S3:we reviewed “linking verb + adjective”.

Finish the homework after 适当的家庭作业class. T: For today’s HMK, I’d like you to 有助于巩固课堂

remember the new words and 所学的知识。

Assign HMK. phrases. Please tell something 2 (Class activity)

about Beijing Opera to your parents and preview Section A-1a, 1b, 1c &2 of Topic2.

Remark：

VI. Blackboard design

第五课时 (Section D-Grammar and Functions, 1, 2a, 2b, Project) (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 ...

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