Section A教学设计案例

Topic 1 You look excited. Section A Ⅰ. Material analysis 本节课为话题的第一节课，建议用1课时上完。主要活动为1a和3。

本课通过Jane 询问Kangkang兴致勃勃的原因，引出对话的主题：描述情绪与表达情感。对话呈现了本课所要学的语法重点：linking verb + adjective, 并呈现了新出现的短语：invite sb. to do sth., 复习了已学过的重点短语prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb. 和a ticket to …

的用法，同时在对话中呈现了交际功能用语：How are you doing? Very well, thank you. Guess what! 和What a pity! 帮助学生学会如何表达和描述情绪。

通过Kangkang的父母邀请Jane, Maria 和

Michael的父母去看电影The Sound of Music, 把小伙伴们留在家里小聚，以及Ｍr. Brown没有买到The Sound of Music的票引出描述情绪的相关词汇和表达。要求学生在学会课本语言知识的同时，培养他们的互助互爱的精神，在能够正确处理个人情绪的同时帮助他人排解不良的情绪。

Ⅱ. Teaching aims Knowledge aims：

1. 学生能正确拼读并运用以下词汇：

(1)单词表中的黑体单词invite (2)连系动词：be,look, feel, taste, smell和sound (3)描述情绪的形容词：excited, happy和disappointed

2. 学生能正确运用以下短语造句：

invite sb. to do sth.

prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to …

3. 学生能自如地运用以下功能句进行交流：

How are you doing? Very well, thank you.

Guess what!

What a pity! Skill aims：

1. 能听懂有关情绪的询问与表达的简单对话和陈述。

2. 能正确地运用本课的交际功能用语问候或表达情绪。

3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。

4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。

Emotional aims：

通过对Section A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。

Ⅲ. The key points and difficult points Key points：

学生在交流中能自如地运用系表结构和以下短语：

invite sb. to do sth.

prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to …

Difficult points：

1. 学生对功能用语How are you doing? 的理解。

2. 描述他人情绪时连系动词正确形式的运用。

Ⅳ. Learning strategies 通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要完成的题目进行初步的判断。

Ⅴ. Teaching aids

Computer multimedia projector, the flash of the song, Do Re Mi.

Ⅵ. Teaching procedures

Step Interaction pattern 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. Pair work.

Student activity 1. Focus their attention

on the teacher.

2. Students describe their

own feelings: Yes, we are very happy.

3. Students observe the

picture and answer the question: Yes, they do. 4. Students ask and answer

according to the given pictures, words and the example on the screen.

Picture 2: -How does the food taste? -It tastes delicious. Picture 3: -How do they look? -They look happy. Picture 4: -How does the song sound? -It sounds wonderful. Picture 5:

-How do they feel? -They feel excited. Teacher activity 1. Greet the students and get them ready for learning. The teacher plays the flash of the song, Do Re Mi. 2. The teacher asks the students if they are happy to see each other after the winter holiday. 3. The teacher shows the third picture of 2 on the screen: Do they look happy? 4. Show all the pictures, words and the example of 2 on the screen one by one. Let the students ask and answer in pairs according to the example. Let the students pay more attention to the form of the verbs. Finish 2.

(The teacher can divide the students into four groups. Then tell the students that they can get one point or two points or three points…

when they answer the questions or make conversations correctly. The best students can get 1 point once, and the normal students can get more points when they answer the same question or make up similar conversations. ) Introduction （8 minutes）

Presentation (10minutes) 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work.

1. Observe the picture of

1a and answer the

question.

2. Students make sure they understand what the statements mean. 3. Students try to find out the words expressing feelings and have their own answers without watching the flash.

4. Students catch the general idea of the dialogue and match the three parts to make correct sentences.

5. Students watch the flash for the second time, paying attention to the pauses. 6. Volunteers read the

answers. Check the answers and correct the wrong parts. 7. Think about the reason: Because Kangkang’s

parents want to invite his friends’ parents to go to the movies, and they can spend the evening at Kangkang’s house and enjoy some delicious food there.

1. Ask the students to

observe the picture of 1a and answer the question: Do Kangkang, Jane, Maria and Michael look excited? Lead to the learning of the conversation.

2. The teacher asks the

students to read the

statements in 1b.

3. The teacher asks the

students to read the parts firstly and then give a judgment.

4. The teacher plays the

flash of 1a for the first time without stopping.

Let the students listen

to and match the three parts of 1b.

5. The teacher plays 1a for

the second time, stopping when necessary.

6. Ask two students to tell

answers to 1b.

7. Let the students think about why Kangkang, Jane, Maria and Michael look so excited. Explain the new word invite by showing a picture of having dinner.

Consolidation (10 minutes) 1.Pair work.

2.The whole

class work.

3. The whole

class work. 4.The whole

class work.

5. The whole

class work.

6. Group work.

7. The whole

class work. 1. Students ask and answer

questions in pairs based

on 1b.

2. Read 1a and complete

the passage in 1d.

3. Volunteers write the

answers on the blackboard.

4. Students read the

conversation after the

recording sentence by

sentence. 5. Students try to follow the speed, paying

attention to the

pronunciation and

intonation. 6. Students read the

conversation by

themselves and

discuss in groups to

find out the difficult

points and sum up the

main points. 7. Students underline the language points in

their books and make

some notes. 1. The teacher lets the students ask and answer

questions in pairs based

on 1b. Finish 1c. 2. The teacher asks the students

to read 1a and complete the passage. The teacher gives two or three minutes

to the students to finish 1d.

3. The teacher lets the students correct the wrong words. 4. The teacher plays the

recording sentence by

sentence.

5. The teacher plays the

recording without stopping.

6. The teacher lets the students

read 1a, and then asks them to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation.

7. The teacher makes a summary

to explain the key points and difficult points to the students: (1) -How are you doing?

-Very well, thank you. (2) linking verb + adjective (3) Guess what! (4) invite sb. to do sth. (5) one of +最高级+ 名词复数

(6) prepare sth. for sb. ⑺

say thanks/ hello/ sorry / goodbye to sb. (8)a ticket to…

Practice (10 minutes) 1. The whole

class work.

2. The whole

class work. 3. The whole

class work. 4. The whole

class work.

5. Group work

and individual

work. 6. The whole

class work.

7. Pair work. 1. Students look at the

pictures and guess the feelings of the people in pictures 3.

2. Students listen to and finish A in 3 first. 3. Students check the

answers. 4. Students write down

their answers in their

books. 5. Students check their

answers to B in 3. They

may discuss in groups. 6. Four students from each group show their answers on the blackboard.

7. Ask and answer questions

in pairs based on 3. Example: -How does the teacher

feel? -She feels angry. 1. The teacher encourages the students to look at the pictures in 3 and guess the feelings of the people. Give a forecast to the adjectives of describing feelings they will fill in the blanks. 2. The teacher plays the

recording. 3. Let two or three students

tell their answers. 4. The teacher plays the

recording and pauses after each conversation. 5. The teacher plays the

recording the third time without stopping. 6. The teacher checks the

students’

answers, asking four students from each group to show their answers on the blackboard. The teacher corrects the wrong parts. Pay attention to the form of the linking verbs. 7. Let the students ask and answer questions in pairs based on 3. Give suitable

points to each group.

Production (7minutes) 1. The whole

class work and

pair work.

2. The whole

class work

and pair work.

3. The whole

class work.

4. The whole

class work.

5. Individual

work. 1. Students make up the

conversations, using the linking verbs and the adjectives.

-How are you doing,

Mike?

-Very well, thank you.

You look happy. Why?

-Because we will go

to the movies this

afternoon. 2. The students act out

their own conversations in pairs.

3. Learn to care for

others’ feelings.

4. Students summarize

Section A with the teacher. 5. Students finish after

class. (1)Memorize the summary after class. (2) Students write a

passage according to the conversation in 1a and prepare for the reporting tomorrow. (3) Preview Section B

after class. 1. The teacher organizes the

students to make up the conversations, using the linking verbs and the adjectives in 4 in pairs. Help students to review

the ways of greetings. Encourage them to use more expressions.

2. Let the students show

their own productions by

acting out their conversations. The teacher gives suitable points to their productions. 3. The teacher sums up the

students’ conversations.

Teach them to care for others’ feelings.

4. The teacher shows the

summary to the students.

5. The teacher assigns

homework: (1) Review the summary

after class. (2) Ask students to write a

passage according to the conversation in 1a and read it to the whole class tomorrow.

(3) Preview Section B after class. Teaching Reflection It’s easy for the students to understand the structure of “linking verb +

adjective”. But it’s a little hard for the students to use the correct form of

the linking verbs in their own conversations. Teacher should design more

oral practice for the students.

Ⅶ. Blackboard design

Unit 5 Feeling Excited

Topic1 You look excited. Section A 1. -How are you doing?

-Very well, thank you.

G1

G2

G3

G4 2. linking verb + adjective

2

4

1

2 3. Guess what!

3

2

2

2 4. invite sb. to do sth.

1

2

2

2 5. one of +最高级+ 名词复数

6. prepare sth. for sb. 7.say thanks/ hello/ sorry / goodbye to sb. 8.a ticket to…

Topic 1 You look excited. Section B Ⅰ. Material analysis 本节课建议用两课时上完。主要活动为1a和2a。

本课通过Steve询问Kangkang Mr. Brown不高兴的原因，继续谈论本话题的主题：描述情绪与表达情感。重点呈现本话题所要学的语法重点：linking verb + adjective,并呈现了新出现的连系动词seem, 复习了用love, favorite 和like…best 表示喜好，同时在对话中复习了交际功能用语：What’s the matter with…?在2a中让学生观察学会分组记忆单词，并正确掌握以-ed结尾的形容词和以-ing结尾的形容词的用法上的区别。要求学生在学会课本语言知识的同时，在闲暇时间有健康向上的个人爱好，陶冶情操，提高个人的自身修养，并培养他们的互助互爱的精神，在能够正确处理个人情绪的同时帮助他人排解不良的情绪。

Ⅱ. Teaching aims Knowledge aims：

1. 学生能掌握-ing和-ed在词尾的读音，及此类单词的重音位置；能在朗读中正确读出连读和句子的语调，并能区分出和读准需要重读的实词。

2. 学生能正确拼读并运用单词表中的黑体单词seem,

并正确运用以-ed结尾的形容词和以-ing结尾的形容词。

3. 学生能正确运用“linking verb+ adjective”结构造句。

4. 学生能自如地运用系表结构的句子进行交流来谈论情绪。

Skill aims：

1. 能听懂有关情绪的询问与表达的简单对话和陈述。

2. 能正确地运用带有系表结构的句子表达情绪，能自如地就个人喜好的话题进行交流。

3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。

4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。

Emotional aims：

通过对Section B的学习，鼓励学生在闲暇时间多参加积极健康的文体活动，开阔视野，陶冶情操，提高个人的自身修养，并能培养他们乐观向上的精神，有助于排解不良的情绪。

Ⅲ. The key points and difficult points Key points：

1. linking verb+ adjective 2. 正确运用以-ed结尾的形容词和以-ing结尾的形容词。

Difficult points：

1.对以-ed结尾的形容词和以-ing结尾的形容词的理解。

2.对句子中需重读的词的正确把握。

Ⅳ. Learning strategies 1. 对同一词根的词的成组理解记忆有助单词记忆速度的提高和对词义的理解。

2. 通过模仿录音重读，连读和语调，让学生知道模仿读音是修正自己读音的很好的学

习途径。

Ⅴ. Teaching aids

Computer multimedia projector, phonetic syllable cards, word cards.

Ⅵ. Teaching procedures

Step Interaction pattern Student activity 1. Focus their attention

on the teacher.

2. Read the passage.

3. Students discuss in

groups, trying to answer the teacher’s question: Maybe he didn’t have a ticket to The Sound of Music. 4. Students listen carefully, guessing the meanings of “seem”

with the help of the picture.

Teacher activity 1. Greet the students and

get them ready for learning. Play the flash, Do Re Mi.

2. Ask four students from

different groups to read the passage they have written according to 1a of Section A. Give suitable points to each group.

3. Let the students observe

the picture of 1a and guess: Why does Mr. Brown look unhappy?

4. Learn the new word “seem”.

The teacher points at the picture, indicating “Mr. Brown looks unhappy. He seems unhappy.”

1. The whole

class work.

2. Group work.

Introduction 3.Group work. （8 minutes）

4. The whole

class work.

Presentation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. Individual

work.

6. The whole

class work.

7. The whole

class work.

8. The whole

class work.

9. The whole

class work.

1. Students make sure

they understand what the statements mean. 2. Students try to catch

the general idea of the conversation. 3. Students mark “T”

or “F”.

4. Students correct their

answers while reading.

5. Volunteers write their

answers on the blackboard.

6. Students answer the

question: Because he couldn’t get a ticket to The Sound of Music. 7. Read 1a carefully and find out all the “linking verb + adjective” structures.

8. Find out all the structures. Underline the structures.

9. Know about something about Cats and Avatar. 1. Finish1b. The teacher

asks the students to read the statements in 1b. 2. The teacher plays the

recording for the first time without stopping. 3. The teacher plays the

recording for the second time. 4. The teacher lets students

read 1a carefully and check1b. 5. Check 1b. The teacher

asks two students to tell their answers, then corrects the wrong ones. 6. The teacher lets the students check their

guessing: Why does Mr. Brown seem unhappy? 7. The teacher lets the students read 1a and find out all the “linking verb+

adjective” structures.

8. Write down all the phrases on the blackboard according to the students’ telling:

seem unhappy feel disappointed be interesting/ fun be boring be exciting 9. Show some pictures of

Cats and Avatar. Introduce them simply.

Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work. 3. Group work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work. 1. Students read the

dialogue after the

recording sentence by sentence. 2. Students try to follow

the speed. 3. Students finish1c in

groups of six. Each

of the five students retells a sentence of 1a according to the key points. Then the sixth student links them together to form a passage.

4. Students read the

words in 2a.

5. Students listen to 2a

and check their

pronunciations. 6. Students observe the

words and sum up

their different forms

and usages. 7. Make the note: “-ed” 形容词表示“感到……的”，其主语是人，在句中作表语或定语；

“-ing”形容词表示“令人……的”，其主语多为事物一类的名词，在句中作表语或定语。

1. The teacher plays the

recording of 1a sentence by sentence.

2. The teacher plays the

recording without stopping. 3. The teacher asks the

students to finish1c.

Give suitable points to

each group.

4. The teacher asks the

students to read the words in 2a. Remind them to pay attention to the stress and the underlined parts. 5. The teacher plays the

recording of 2a.

6. The teacher asks the

students to observe the words and sum up their usages. 7. The teacher sums up the

usages of the adjectives ended with –ed and –ing.

Practice (10 minutes) 1. Individual

work.

2. The whole

class work. 3. The whole

class work.

4. The whole

class work. 5. The whole

class work.

6. Some students’

work. 7. The whole

class work.

8. The whole

class work.

9. Group work. 10. The whole

class work.

11. Group work.

12. Pair work. 1. Students finish 2b

according to the note in 2a.

2. Check the answers and

correct the wrong ones. 3. Students try to catch

the general idea of the passage. 4. Students complete the

sentences. 5. Volunteers write their

answers on the blackboard.

6. Volunteers read the

phonetics. 7. Students correct their

pronunciation while

the teacher is reading. 8. Students read the

phonetics and the

given words in 4a and

say the rules for spelling. 9. Students read the

words on the cards. 10. Read the sentences in

the box in 4b.

11. Students read after

the teacher.

12. Students finish 4b in

pairs and practice it with their partners.

1. The teacher asks the students to

fill in the blanks with the correct forms of the words in the brackets. Finish 2b. 2. Organize the students to

check the answers. 3. The teacher plays the

recording of 3 for the first time without stopping. 4. The teacher plays the

recording for the second time. 5. Check 3. The teacher asks two students to tell their answers, then corrects the wrong ones. 6. The teacher shows phonetic cards /t/, /d/ and /Id/. 7. The teacher pronounces

/ t /, /d/ and / Id/. 8. The teacher lets the students read the phonetics and the given words, and then asks them to find out the rules for spelling. 9. The teacher shows the

cards with more similar words. 10. The teacher lets the

students read the sentences in the box in 4b. Ask them to pay attention to the stress, liaison and intonation. Tell them to stress the content words such as nouns, verbs, adjectives and interrogative words. 11. The teacher reads the

sentences of 4b. 12. The teacher lets students

choose the correct sentences to complete the conversation. Finish 4b.

Production (7 minutes) 1. Group work.

2. The whole

class work.

3. The whole

class work.

4. Individual

work. 1. Students act out the

conversation of 1a in

groups of four.

2. Think about and say

out linking verbs and adjectives as many as possible.

3. Students sum up the

main points.

4. Students finish their

homework after class. (1) Make up sentences.

(2) Memorize the

summary after class. (3) Search the information about the movie,

The Sound of Music.

(4)Preview Section C 1. The teacher asks the

students to prepare the conversation of 1a in groups of four. Give suitable points after acting. Encourage them to have good hobbies in their free time and care for others.

2. The teacher organizes the game: Brain Storms. Let the students say out more linking verbs and adjectives in one minute. Give suitable points after that. 3. The teacher asks the students

to sum up the main points of today’s lesson. Then the teacher gives summary. 4. The teacher assigns

homework: (1) Make up sentences

with the linking verbs and adjectives the

students have mentioned.

(2) Review the summary

after class. (3) Search the Internet for

some information about the movie,

The Sound of Music. (4)Preview Section C Teaching Reflection

Students understand the structure of “linking verb + adjective” well and they can make up right sentences with it. But they need more exercises about the usages of adjectives ended with –ed and –ing. They are very interested in the movie The Sound of Music after learning Section A and B. It’s helpful for them to learn Section C.

Ⅶ. Blackboard design

Unit 5 Feeling Excited Topic 1 You look excited. Section B 1. seem unhappy

G1

G2

G3

G4 feel disappointed

2

4

1

2 be interesting/ fun

3

2

2

2 be boring

1

2

2

3 be exciting 2. Great! He must be excited to get it. OK. I will tell him the exciting news right now!

Topic 1 You look excited. Section C Ⅰ. Material analysis 本节课建议用一课时完成，主要活动为1a和2a。

1a呈现了在前两课中多次提到的音乐剧The Sound of Music的故事梗概，让学生了解了这部经典的影片的大致故事情节，学习年轻活泼的女主人公Maria积极乐观的生活态度，和通过音乐表达出来的对孩子的爱心，对生活的热爱和面对困难时对理想的锲而不舍的精神。学生在阅读引人入胜的电影故事的同时自然地丰富他们的语言积累，在运用中继续学习linking verb+adjective这一结构的表达。

课后要求学生写一篇有关采访Mr. Brown关于The Sound of Music的对话，旨在培养学生乐于接受优秀的异域文化，学会对优秀影视作品的欣赏，拥有积极乐观的生活态度。

Ⅱ. Teaching

Knowledge aims：

1. 学生能根据音标，正确朗读出单词表中单词及短语。

2. 能正确拼读并运用黑体单词。

3. 学生能正确运用“linking verb+ adjective”结构造句。

4. 学生能正确使用以下短语，复述本课课文，简单地介绍影片大意。

one of …, care for, become angry, because of , teach sb. to do sth, cheer sb. up,

Skill aims：

1. 能听懂本课文本材料以及与电影内容相关的课堂用语。

2. 能熟练地口头谈论有关The Sound of Music的故事大意及经典音乐的话题。

3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。

4. 能规范地写出有关采访Mr. Brown关于The Sound of Music的对话。

Emotional aims：

教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态度。

Ⅲ. The key points and difficult points Key points：

1. 正确运用单词表中单词及短语。

2. 正确运用“linking verb+ adjective”结构造句。

Difficult points：

1. lonely 和alone 的区别运用。

2. 采访对话的写作。

Ⅳ. Learning strategies: 1. 观看英文电影对练习英语发音，语调和听力训练都有很大的帮助。

2. 分工明确的小组学习可以让学生对英语对话及短文的写作步骤有更深刻的理解。

Ⅴ. Teaching aids

Computer multimedia projector, the flashes of the songs, The Lonely Goatherd and Edelweiss. Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity

Introduction (8 minutes) 1. The whole

class work.

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

1. Focus their attention

on the teacher.

2. Make up sentences.

3. Four students from

different groups report some information about The Sound of Music.

4. Students enjoy the

song, Edelweiss. Then

look at the picture and

guess what the text is

about.

5. Students read the words

in the box and guess the

main idea of the text.

6. The students skim 1a

and check the guessing.

1. Greet the students and

get them ready for learning. Enjoy the song,

The Lonely Goatherd.

2. The teacher asks the students

to make up sentences with the linking verbs and adjectives they have mentioned to report their homework. 3. The teacher asks the students

to go on reporting their homework: Report some information they searched about The Sound of Music.

4. The teacher plays the

flash of the classic song The Sound of Music, Edelweiss to lead to the passage of 1a. The teacher lets the students finish pre-reading task:

Ask the students to look at the picture and guess what the text is about. 5. The teacher lets the

students read the words in the box of 1a and guess the main idea of the text. 6. The teacher asks the

students to skim 1a and

check the pre-reading

task.

Presentation (10minutes) 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work.

8. The whole

class work.

9. The whole

class work. 1. Students make sure

they understand what

the statements mean. 2. Students read the first paragraph and complete the first table. 3. Students read the second paragraph and complete the second table.

4. Students read Paragraph

3 and finish the third

table. 5. The students read the

whole passage silently, checking their answers.

6. Students scan Paragraph 1 and answer the first question.

7. Students scan Paragraph 2 and answer the second question.

8. Students scan Paragraph

3 and answer the third

question.

9. Students scan the whole

passage and answer

the last question. Then

check all the answers.

1. Finish1b. The teacher

asks the students to read

the statements in 1b. 2. The teacher asks the students

to read the first paragraph and complete the first table.

3. The teacher asks the students

to read the second paragraph

and complete the second

table.

4. The teacher asks the students

to read Paragraph 3 and

finish the third table. 5. The teacher asks the students to read the whole passage carefully, check the answer, finish 1b. 6. The teacher asks the students

to scan Paragraph 1 and answer the first question in 1c: Why did Maria go to the Von Trapp family?

7. The teacher asks the students to scan Paragraph 2 and answer the second question in 1c: Why were the Von Trapp family sad? 8. The teacher asks the students

to scan Paragraph 3 and

answer the third question in

1c: How did Maria cheer

up the children? 9. The teacher asks the students to scan the whole passage and answer the last question in 1c: What do you think of Maria? Then check all the answers.

Consolidation (10minutes) 1. The whole

class work.

2. The whole

class work.

3. The whole

class work and group work.

4. The whole

classwork.

5. The whole

class work and group work.

1. Students read through the passage and find out the linking verb+ adjective structure.

2. Students try to follow

the speed, paying

attention to the

pronunciation. 3. Students read the

passage by themselves and discuss in groups to find out the difficult points and sum up the main points. 4. The students underline the language points in their books and make some notes.

5. Everyone can read

through the passage

fluently 1. The teacher asks the

students to read through the passage and find out the linking verb+ adjective

structure. 2. The teacher plays the recording

without stopping.

3. The teacher asks the students

to find out the difficult points

and sum up the main points

of the passage.

4. The teacher makes a summary

to explain key points and

difficult points to the students. （1）lonely孤独的，寂寞的，侧重人的心理。

alone 独自的，单独的，说明客观存在。

（2）because 后接状语从句，because of 因为，由于，介词短语，后接名词或相当于名词的词或短语。

（3）cheer sb. up 使某人振奋起来，使某人高兴起来。

5. The teacher asks the students to read the whole passage

in groups, making sure

everyone can read through the passage.

Practice (10 minutes) 1. The whole

class work and group work.

2. The whole

class work and four students’

work.

3. The whole

class work. 1. Students retell the story in groups of four based on 1b and 1c.

2. Students finish the exercises: Complete the sentences with the words in the box. lonely

alone

because of because

cheer...up lively ⑴

Mr. Wang lives___, but he never feels ___. ⑵

Ben doesn’t like Beijing Opera ___he thinks it’s too boring.

⑶

He couldn’t go for a

picnic tomorrow ____ the weather. ⑷

The teacher is taking Jane out to ___ her __. ⑸

Maria is a ___ girl, and all of us like her very much. 3. Two students correct

the answers. 1. Play the game: A round

robin story.

The teacher asks the students

to retell the story based on

1b and 1c. Member B retells

the first paragraph according

to the first table and the

first question.

Member C

retells the second paragraph

according to the second

table and the second question.

Member D retells the third paragraph according to the

third table and the third

question. At last, Member A

retells the whole story.

2. The teacher shows some

exercises on the screen to

the students. Then asks four

students from different

groups to write down their

answers on the blackboard.

3. The teacher asks two

students to check the

answers.

1. Group work.

2. The whole

class work.

3. Individual

work.

Production (7minutes) 1. Students make an

1. Finish 2a. The teacher

interview in groups of

asks the students to make

six. an interview in groups.

Member B acts Michael.

Member C, D, E and F

answer Member B’s

questions of 2a. Then

Member A reports the 2. All the students interview. should know the 2. The teacher summarizes

meanings of the what the students summary.

learned today. Important

language points are

shown on the computer 3. Students finish their

screen. homework after class. 3. The teacher assigns

(1)

Students connect

homework: the topic (1) The teacher asks the

sentences students to finish together to finish writing the

writing the

conversation between conversation.

Steve and Mr. Brown

in their exercise books.

Remind them to

connect the topic

sentences, then add

something necessary. (2) Students search the

(2) The teacher asks the

Internet after class. students to search

the Internet for some

information about

Beijing Opera to

prepare for Section

D after class.

(3) The teacher assigns

(3) Students review Section A, B, and C to the students to review

prepare for Section D. Section A-C to prepare

for Section D.

(4) Students may enjoy (4) The teacher asks the

the movie if possible students to watch the

by themselves. classic movie, The

Sound of Music.

Teaching Reflection

The students like the two beautiful songs from The Sound of Music very much. The atmosphere of this lesson is active. It’s helpful to English teaching and learning. We should show more information that the students are interested in when we give the English class.

Ⅶ. Blackboard design

Unit 5 Feeling Excited Topic 1 You look excited. Section C Topic 1 1. lonely alone 2. because because of 3. cheer sb. up

You look excited. Section D 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，进而让学生在感受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。

Ⅲ. The key points and difficult points Key points：

1. 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. 掌握

interesting 和interested 的用法区别。

Difficult points:

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 Student activity Teacher activity

1. The whole

class work.

2. Pair work.

3. Two students’

work and the

Introduction whole class

（7minutes）. work.

4. The whole

class work.

1. Focus their attention

on the teacher.

2.

Make up the conversations

in pairs.

3. The two students write

their conversations on the blackboard.

4. Observe the pictures

and report the

information they

collected.

1. Greet the students and get

them ready for learning. Enjoy the song, Rap face. 2. The teacher asks the students to report their homework in pairs: A1-A2; B1-B2; C1-C2; D1-D2. Make up the conversations between Steve and Mr. Brown. 3. The teacher asks two

students to write their conversations on the blackboard. The teacher corrects as an example for others to check. 4. The teacher shows the

pictures of the roles in Beijing Opera to the students and leads to the new lesson. Ask the students to report some information they searched on the internet.

Presentation (8 minutes) 1. The whole

class work

2. The whole

class work.

3. The whole

class work

4. The whole

class work

5. The whole

class work

.

6. The whole

class work

1. Students read 1 and

mark T or F

2. Check the answers and

correct the wrong ones.

3. Students scan Paragraph

1 and answer the questions.

4. Students check the

answers.

5. Students scan Paragraph

2 and answer the question.

6. Students check the

answer.

1. The teacher asks the students

to skim the passage and mark T or F.

2. The teacher checks the

answers.

3. The teacher asks the

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 to check the answers.

5. The teacher asks the students to read Paragraph 2 and answer the question : Are the young people interested in Beijing Opera nowadays? 6. The teacher helps the students to check the answer.

Consolidation (10 minutes) 1. Group work.

2. The whole

class work.

3. Group work.

4. Individual work.

5. Group work.

6. The whole

class work.

1. Students read the

passage by themselves and

discuss in groups to find out the difficult points and sum up the main points. 2. Students underline the language points in their books and make some notes.

3. Students discuss in

groups.

4. Students each make up sentences.

5. Member A of each

group gives the report.

6. The students write the short passages. 1. The teacher asks the

students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage.

2. The teacher makes a summary to explain the key 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 pictures. 4. The teacher asks the

students to make up

sentences according to

pictures and the words or

phrases.

5. The teacher asks Member A of every group to report the passage according to the sentences above. 6. The teacher asks the students

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

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 Functions 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 main points 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)

Production (10 minutes)

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. Individual work.

1. Students make sure the names of their favorite movie, play or story.

2. Students discuss 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.

1. The teacher asks the students to make sure of the names of their favorite movie, play or story. 2. The teacher asks the 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 exchange their papers and check. 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. 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 You look excited. Section D 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 …