Unit
5
Feeling
excited
Topic1
You
look
excited.
教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法，如：You
look
excited.和How
does
the
music
sound 同时，还学习有关情绪和感受的形容词。如：lonely,
frightened,
worried,
interested,
upset,
surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，
对本话题所学内容进行真实的应用。
本话题建议用5个课时来完成。
第一课时：Section
A-1a,
1b,
1c,
1d,
2
第二课时：Section
A-4,3
Section
B-1a,1b,1c
第三课时：Section
B-2a,2b,3,4a,4b
第四课时：Section
C-1a,1b,1c,2a,2b,3
第五课时：Section
D-Grammar
and
Functions,
1,
2a,
2b,
Project
第二课时（Section
A-4,3
Section
B-1a,1b,1c）
教学设计思路：
本节课主要活动为Section
B
-1a,1b,1c。本节课在上节课学习系表结构的基础上谈论个人喜好及对事物的看法。所使用的句型仍然是感官动词+形容词。所以在复习导入环节对感官动词和形容词做充分的复习巩固。首先用竞赛的方式让学生快速写出上节课所学的形容词，接下来利用Section
A-4的活动运用这些形容词编对话，练习系表结构表达情绪的用法。再利用Section
A-3的听力活动进一步巩固感官的用法。Pre-listening
环节与学生讨论与对话相关的内容，并培养学生听之前预测答案的习惯和能力。While-listening环节设置不同难度的听力问题进行听力训练。Post-listening环节重点在于语言的输出和运用。让学生在真实交际中运用所学语言，实现学以致用。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇
seem,
opera
（2）句型
He
seems
a
little
unhappy.
It’s
so
funny
and
interesting.
2.
Skill
aims:
（1）通过听对话判断正误，训练学生抓住关键词和细节信息的能力。
（2）听懂本课表示个人喜好的表达法。
3.
Emotional
aims:
能够乐于表达自己的观点、看法和情感并能主动关心他人的感受。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
学生能正确运用“linking
verb+
adjective”结构造句。
2.
Difficult
points：
学生能自如地运用系表结构的句子进行交流来谈论情绪。
Ⅲ.
Learning
strategies
1.通过听之前对听力题的阅读和对答案的推测，猜测和了解听力文段的大致内容，降低听力的难度。
2.通过听之前对听力题的阅读和对答案的推测，抓住关键词和细节信息。
Ⅳ.
Teaching
aids
多媒体课件/图片
V
Teaching
procedures
Stage
1(2mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
and
warm
up.T:
Good
morning,
everybody!
Nice
to
see
you
again!T:
How
are
you
doing T:You
seem
very
happy.
Why T:
Really
…
Greet
and
warm
up.Ss:Good
morning,
Miss…
Nice
to
see
you,too.Ss:Very
well,
thank
you.Ss:Because
…
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（12mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Have
a
contest.
Show
some
pictures
of
facial
expressions
on
the
screen
quickly.T:
Before
the
new
lesson,
let’s
have
a
contest.
I’ll
show
you
some
facial
expressions
on
the
screen
quickly.
You
should
write
down
the
corresponding
adjectives
as
quickly
as
possible.
The
student
who
writes
the
most
will
be
the
winner.
Are
you
ready
Go!T:How
many
adjectives
have
you
written
down
Let’s
count.
Oh,
S1
got
the
most.
Congratulations!
Can
you
write
them
on
the
Bb
Write
down
adjectives
about
feelings
as
many
as
possible.Ss:…S1:
Sure.
用竞赛的方式复习表示情绪的形容词。
2(Group
work)
Let
the
students
make
sentences
with
the
adjectives
on
the
Bb
in
group.Finish
SectionA-4.T:You
can
use
these
adjectives
to
express
your
feelings.
Now
let’s
work
in
groups
and
make
sentences
with
them.
Maybe
the
conversation
in
4
can
help
you.
Make
sentences
with
the
adjectives
on
the
Bb
in
group.G1:…G2:…
利用黑板上的形容词造句。小组内对话，完成SectionA-4的练习。复习上节课的内容。
3(Individual
work)
Play
the
tape
recording
of
3.T:You
did
quite
well.
Just
now
you
use
linking
verbs
and
adjectives
to
express
your
feelings.
Let’s
learn
more.
Look
at
the
pictures
in
3
on
page
2.
First,
listen
to
some
conversations
and
number
the
pictures.
T:
Can
you
tell
me
the
right
order T:
You
got
it.
Now
listen
again
and
write
down
the
linking
verbs
and
adjectives.T:Have
you
got
the
answers
Who
can
tell
us
the
answers
and
make
a
sentence
with
the
two
words
Listen
to
3
and
finish
the
tasks.Ss:…S1:
The
right
order
is
…Ss:…S2:……
利用Section
A-3的听力练习复习系表结构。
Remark:以多种方式对上节课的重点内容进行复习巩固。
Stage
3（5mins)：Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(
Individual
work
)
Predict
the
answers
to
1b
and
the
main
idea
of
1a.
Lead
in
1a.T:As
we
know,
Kangkang
and
his
friends
can
spend
the
evening
together.
So
they
feel
very
happy.
Why T:
Yes,
you
are
right.
But
Mr.
Brown
seems
disappointed.
Why T:Did
you
see
the
film
The
sound
of
Music T:
Maybe
some
of
you
like
watching
films,
while
the
others
don’t.
I
prefer
Peking
operas
to
films.
What
about
you T:Well.
Next
we
will
listen
to
a
conversation.
Before
listening,
let’s
read
the
sentences
in
1b.
Maybe
you
can
predict
the
answers.
At
least,
you
can
tell
me
what
the
main
idea
of
the
conversation
is.T:Your
inference
is
reasonable.
How
about
the
others T:
It
doesn’t
matter.
The
three
sentences
are
about
details.
We
cannot
predict
the
answers.
So
you
must
pay
attention
to
the
details
when
you
listen.
But
maybe
you
can
tell
me
what
they
are
mainly
talking
about
Predict
the
answers
to
1b
and
the
main
idea
of
1a.S1:
Because
Kangkang’s
parents
will
invite
Jane’s
parents
to
see
the
film
The
Sound
of
Music.S2:
Because
he
wasn’t
able
to
get
he
ticket
to
the
film.
Ss:
Yes./No.S3:...S4:...S5:
I
think
the
first
sentence
is
false.
Because
Mr.
Brown
couldn’t
get
a
ticket
to
The
Sound
of
Music,
not
Avatar
according
to
1a.Ss:
Sorry,
we
can’t
predict
the
answers
to
them.S6:
They
are
mainly
talking
about
their
and
their
parents’
likes
and
dislikes.
听之前的讨论和预测是为了解决对话中可能出现的难点并帮助学生了解文意，降低听力的难度。
Remark：通过听之前对听力题的阅读和对答案的推测，提醒学生注重对话的关键词和细节信息。猜测和了解听力文段的大致内容，降低听力的难度。
Stage4（7mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
1a.T:
You
did
quite
well.
Let’s
listen
to
the
conversation.
You
can
mark
T
or
F
for
the
sentences
of
1b.T:
Who
would
like
to
tell
me
your
answers
T:
How
can
you
correct T:
Good
job!
Listen
to
1a
and
mark
T
or
F.
Finish
1b.Ss:...S1:
The
first
one
is
false.
Because
Mr.
Brown
couldn’t
get
a
ticket
to
The
Sound
of
Music,
not
Avatar.S2:
The
second
one
is
true.S3:
The
third
one
is
true.S4:The
fourth
one
is
false.S4:Kangkang’s
parents
like
Beijing
Opera,
but
Kangkang
doesn’t
like
it
at
all.
He
thinks
it’s
boring.
完成1b，核对答案。
2(Individual
work)
Show
some
questions
about
1a
on
the
screen.
Play
the
tape
recording
of
1a
again.
How
does
Mr.
Brown
seem
Why Which
opera
is
Maria’s
favorite What
do
Kangkang’s
parents
like
best What
does
Kangkang
think
of
Beijing
opera T:
Read
these
questions
first.
And
then
listen
to
1a
again.
Answer
the
questions.
T:
Who
can
tell
us
the
answers
Listen
to
1a
again
and
answer
the
questions.Ss:...S1:......
设置更深层次的听力问题。由易到难，由浅入深地训练学生的听力技能。
Remark：
Stage
5（14mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Ask
the
students
to
read
1a
in
roles
in
groups.T:
Now
let’s
work
in
groups
and
read
the
dialog
in
roles.
Pay
attention
to
the
pronunciation
and
intonation.
And
I’ll
ask
some
groups
to
read
and
act
it
out
later.
Read
and
practice
the
conversation
in
groups.G1:…
2(Group
work)
Ask
the
students
to
retell
the
conversation
and
then
change
the
conversation
into
a
passage
in
groups.T:Nice
job!
Now
work
in
groups.
Let’s
change
your
conversation
into
a
short
passage.
First,
each
student
says
a
sentence
to
retell
the
conversation.
And
then
one
of
you
write
them
down
to
form
a
short
passage.
The
key
words
in
1c
may
help
you.
Let’s
begin!T:Who
would
like
to
show
your
passage
to
us T:
Your
group’s
work
is
wonderful
today.
Anyone
else
Retell
the
conversation
with
the
help
of
the
key
words
in
1c
and
then
change
the
conversation
into
a
passage
in
groups.Ss:...S1:
Let
me
have
a
try....S2:...
3(Pair
work)
Encourage
the
students
to
make
their
own
conversations
to
express
their
likes
and
dislikes
according
to
1a.T:Do
you
want
to
know
more
about
your
partner
Let’s
work
in
pairs.
You
can
make
your
own
conversations
and
ask
your
partner
about
his/her
likes
and
dislikes
and
the
reasons.
And
I’ll
ask
some
groups
to
act
it
out
later.T:I
want
some
pairs
to
act
out
your
dialog.
Who
would
like
to
have
a
try
Make
their
own
conversations
according
to
1a
in
pairs.Ss:…P1:
在真实交际中运用所学语言，实现学以致用。
Remark：
Stage
6（5mins)：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Ask
the
Ss
to
summarize
and
consolidate
what
we
have
learnt
in
this
lesson.T:
OK.
Class
will
be
over
soon,
Now
let’s
summarize
what
we
have
learnt
in
this
lesson.
What
do
we
learned
and
what
can
you
do
after
this
lesson
T:
Can
you
make
a
sentence
with
it T:
A
good
example.
Anything
else
Ss
Summarize
this
lesson.S1:
We
learned
another
linking
verb:seem.
S1:
Yes.
For
example,
he
seems
excited
because
he
did
well
in
the
English
exam.S2:
We
can
express
our
likes
and
dislikes
and
the
opinions
about
them.
1.总结本课所学，帮助学生使知识条理化。2.了解学生的掌握情况。3.帮助学生再一次巩固本课的知识点。
2
(Class
activity)
Assign
HMK.T:
Good.
For
today’s
homework,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
practice
1a
with
your
partner.
And
then
you
should
preview
Section
B-2a,
2b,
3,
4a
,4b.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
第二课时
(Section
A-4,3
Section
B-1a,1b,1c)
seem
unhappy
feel
disappointed
be
interesting/
fun
be
boringUnit
5
Feeling
excited
Topic
1
You
look
excited.教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法，如：You
look
excited.和How
does
the
music
sound 同时，还学习有关情绪和感受的形容词。如：lonely,
frightened,
worried,
interested,
upset,
surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，
对本话题所学内容进行真实的应用。
本话题建议用5个课时来完成。
第一课时：Section
A-1a,
1b,
1c,
1d,
2
第二课时：Section
A-4,3
Section
B-1a,1b,1c
第三课时：Section
B-2a,2b,3,4a,4b
第四课时：Section
C-1a,1b,1c,2a,2b,3
第五课时：Section
D-Grammar
and
Functions,
1,
2a,
2b,
Project
第三课时（Section
B-2a,2b,3,4a,4b）
教学设计思路：
本节课主要活动为Section
B-2a，2b，3。以词汇和语音语调的学习为主。复习导入仍以系动词的基本用法为主，以师生讨论的方式复习情绪形容词的用法，引出形容词的概念。学生总结情绪形容词，教师板书并分类。接下来进入Section
B-2a的学习。学生观察2a的词汇，归纳构词法。教师鼓励学生说出更多类似的词汇，补充板书。在巩固环节利用刚刚总结的形容词的分类及用法知识完成2b和3的练习。在语音和语调环节完成4a和4b的教学活动，鼓励学生总结ed的发音。注意语音，语调和连读。
Ⅰ.
Teaching
aims
Knowledge
aims：
正确运用以-ed结尾的形容词和以-ing结尾的形容词。
Skill
aims:
（1）学会观察，分组记忆单词，并正确掌握-ed结尾的形容词和-ing结尾的形容词在用法上的区别。
（2）掌握-ing和-ed在词尾的读音，及此类单词的重音位置。
（3）能在朗读中正确读出连读和句子的语调，并能区分并读准需要重读的实词。
3.
Emotional
aims:
4.
Culture
awareness
Ⅱ.
The
key
points
and
difficult
points
1.
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。
2.
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）对句子中重读词的正确把握。
Ⅲ.
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.
通过跟读录音，让学生知道模仿读音是修正自己读音的很好的学习途径。
Ⅳ.
Teaching
aids
多媒体课件/图片
V
Teaching
procedures
Stage
1(5mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
as
usual
and
then
show
some
proverbs.T:Good
morning,
boys
and
girls.T:
How
are
you
doing T:
I’m
fine,
thank
you.
I’ll
show
some
proverbs
to
you.
And
I
hope
you
can
learn
them
by
your
heart.Let’s
read
them
first.1.To make your dream come true, you have to stay awake. 2.Appearances are deceitful.(以貌取人常有错。)3.Extremes are dangerous. （凡事走向极端总是危险的。）4.Imagination is more important than knowledge. 5.The truth is always green. T:
Can
you
understand
these
proverbs
Try
to
guess
their
meaning,
please.
T:
You
got
the
right
meanings.
You
know,
proverbs
are
the
daughters
of
daily
experience
and
wisdom
of
people.
I
hope
you
can
collect
more
proverbs,
remember
them
and
try
to
use
them
in
our
daily
life
and
in
your
compositions.
Now
watch
the
proverbs
carefully.
You
may
find
all
these
proverbs
have
a
useful
structure.
What
is
it T:
Yes,
you
got
it.
Greet
as
usual
and
then
read
and
learn
some
proverbs.Ss:
Good
morning,
Miss…Ss:Very
well,
thank
you.
And
you Ss:…S1:
Yes.
The
first
one
means要使梦想成为现实，你就得醒着。 S2:…S3:
It
is
“linking
verb
+
adjective”.
以学习谚语导入不仅是为了增加学生的词汇量和丰富学生的英语知识，同时要求学生观察这几个谚语，总结他们的共同点——系表结构，从而导入本节课的内容。所选谚语如果学生不能确切理解，教师要进行解释。
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（3mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
some
situations.T:
Let’s
review
the
structure
“linking
verb
+
adjective”.
How
do
you
feel
when
your
pet
dies T:
How
do
you
feel
when
you
havea
temperature T:
How
will
she
look
when
a
girl
is
listening
to
wonderful
music T:
How
does
he
seem
when
a
man
lost
his
phone.T:
How
does
the
food
smell
when
it
goes
bad T:…
Make
sentences
according
to
the
situations.S1:I
feel
sad.S2:
I
feel
terrible.S3:
She
looks
happy.S4:
He
seems
very
worried.S5:
It
smells
terrible.Ss:…
引导学生用描述情感的词汇回答，复习感官动词的基本用法。
Remark：可以选择其他的方式复习系表结构。如：把习题呈现在白板上，让学生英汉互译或者用系动词及形容词填空；利用图片和提示词造句等。
Stage
3（15mins)：
Presentation
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Encourage
the
students
to
summarize
the
emotional
adjectives
and
write
them
on
the
Bb.T:You
did
quite
well.
Now
let’s
work
in
groups
and
have
a
contest.
Write
down
the
emotional
adjectives
as
many
as
possible.
The
group
which
writes
the
most
will
be
the
winner.
Let’s
begin!T:
How
many
words
have
you
written
down
You
can
read
them
and
I’ll
write
them
on
the
Bb.T:
Well,
It
seems
that
Group
1
got
the
most
adjectives.
Congratulations!
summarize
the
emotional
adjectives.Ss:...S1:
happy,
excited,
sad...
学生总结学过的表达情绪的形容词，
为下一个任务做准备。
2(Individual
work)
Encourage
the
students
to
observe
the
words
and
sum
up
their
different
forms
and
usages.T:
Maybe
you
have
found
that
I
had
sorted
the
adjectives
in
groups
on
the
Bb.
Now
let’s
add
more
adjectives.
Please
read
the
words
in
2a
and
pay
attention
to
the
underlined
parts.
Can
you
sum
up
their
different
forms
and
usages T:
Good.
You
observed
very
carefully.
But
what’s
the
difference
in
usages
between
them T:
You
did
a
good
job.
You
have
almost
got
it.
I’ll
explain
it
in
Chinese.
Please
take
a
note.以
“-ed”
结尾的形容词表示“感到……的”，其主语是人，在句中作表语或定语；以“-ing”结尾的形容词表示“令人……的”，其主语多为事物一类的名词，在句中作表语或定语。T:Can
you
think
of
more
adjectives
like
this T:
I’ll
give
you
more
verbs.
Can
you
say
out
the
corresponding
adjectives T：satisfy（使……满意）T:
amaze（使……惊讶）T:
puzzle
（迷惑）T:
Good!
Can
you
make
sentences
with
these
adjectives
on
the
Bb T:
Good
sentences!
Students
observe
the
words
and
sum
up
their
different
forms
and
usages.S1:
The
first
word
in
each
group
is
verb.
And
the
others
are
adjectives.
The
second
word
in
each
group
ends
with
-ing.
And
the
last
one
ends
with
-ed.
S2:Maybe
the
adjectives
ends
with
-ing
is
used
to
describe
a
thing.
But
the
adjectives
ends
with
-ed
is
used
to
describe
people’s
feelings.
I
cannot
explain
it
exactly.S3：surprisesurprisingsurprisedS4:
tire
tiring
tiredS5:
move
moving
movedS6:
frighten
frighteding
frightenedS7:...S8:
satisfying（令人满意的）
satisfied（感到满意的）S9:
amazing（令人惊讶的）
amazed（感到惊讶的）S10:
puzzling（令人迷惑的）
Puzzled（感到迷惑的）S11:I’m
tired
because
this
work
is
tiring.
S12:
This
story
is
moving.
I’m
moved.S13:...
总结以-ing结尾和以-ed结尾的形容词的构成及用法。教会学生分类记忆单词的策略。为2b和3的听力活动做准备。
3(Class
activity)
Play
the
tape
recording
of
2a.T:
Now
let’s
read
the
words
in
2a,
paying
attention
to
the
stress
and
the
underlined
parts.
Then
listen
and
check.
Read
the
words
in
2a,
paying
attention
to
the
stress
and
the
underlined
parts.
Then
listen
and
check.
Remark：教师在板书形容词时要注意分类。教会学生分类记忆单词。
Stage4（10mins)：
Practice
and
consolidation
Step
Teacher
activity
Student
activity
Designing
purpose:
1(Individual
work)
Finish
2b
and
check
the
answers.T:
I
think
you
have
learned
the
usages
of
the
adjectives
very
well.
Please
fill
in
the
blanks
with
the
correct
forms
of
the
given
words
in
2b.
T:
Have
you
got
the
answers
T:
Let’s
check
your
answers.
Who
can
read
the
conversation
for
us
Work
alone
and
fill
in
the
blanks
in
1b.Ss:...Ss:
Yes.P1:...
完成2b习题，巩固以-ing结尾和以-ed结尾的形容词的用法。
1(Individual
work)
Read
3
and
predict
the
answers
before
listening.
T:
What
happened
to
Michael
according
to
the
conversation
in
2b T:
Will
Mr.
Brown
be
excited
T:
Yes,
I
agree
with
you.
Next,
you
will
listen
to
a
passage
about
how
everything
goes.
But
before
listening,
let’s
read
the
sentences
in
3.
Please
predict
the
answers.
Can
you
guess
the
part
of
speech
of
the
answers T:
You
are
rgtht.
Now
guess
the
answers,please.T:
You
are
so
smart.
Your
guessing
are
reasonable.
Read
3
and
predict
the
answers
before
listening.
S1:
He
has
got
a
bad
cold
so
his
mother
will
stay
at
home
with
him
and
can’t
go
to
see
the
film
The
Sound
of
Music.
Michael
will
give
the
ticket
to
Mr.
Brown.S2:
Yes,
I
think
so.
But
I
think
he
must
be
sorry
for
Michael.Ss:
They
are
adjectives.S3:
The
first
one
may
be
happy
or
excited.S4:
The
second
one
may
be
beautiful.S5:
The
third
one
may
be
happy
or
excited.S6:
The
fourth
one
maybe
happy
and
sorry.S7:
The
fifth
one
may
be
nice
and
delicious.
听力练习之前预测答案。
2(Individual
work)
Play
the
tape
recording
of
3.T:
Let’s
listen
to
the
passage
and
complete
the
sentences.
And
then
you
can
check
your
answer
with
your
partners.T:
Have
you
got
the
answers
Who
would
like
to
read
these
sentences
for
us
Listen
to
3
and
check
the
answers.Ss:...S1:...
Remark：预测听力答案时可提醒学生从文意，词性等方面进行预测。
Stage
5（9mins)：
Pronunciation
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity
)
Play
the
recording
of
4a.
T:
Your
spoken
English
is
almost
good.
But
just
as
you
know,
a
good
English
learner
should
always
pay
attention
to
his
pronunciation.
So
let’s
learn
more
about
it.
First,
listen
to
the
tape
and
find
how
the
combined
letters
“ed”pronounces.T:
Can
you
sum
up
the
pronuncing
rules
You
can
discuss
with
your
partners.T:
Great!
You
did
better
than
I
believe.
Can
you
think
more
words
like
this T:
Good
job!
Now
read
the
words
loudly
after
the
tape.
Please
try
to
imitate.
Listen
and
read
the
words
aloud,
paying
attention
to
the
sounds
of
the
underlined
letters.
Try
to
find
the
rules
and
add
more
words.
And
then
listen
and
try
to
imitate.S1:
The
combined
letters
“ed”pronounces
/t/,
/d/
and
/ d/.S1:
“ed”
pronounces
/t/
after
an
unvoiced
consonant.
But
it
pronounces
/d/
after
an
voiced
consonant.
And
it
pronounces
/ d/
after
“t”
and
“d”.S2:
inveted,
frighteded,
worried,
interested,…
认真听录音，大单开口，反复模仿。
2(Class
activity)
The
teacher
lets
the
students
readthe
sentences
in
the
box
in
4b.
Askthem
to
pay
attention
to
the
stress,liaison
and
intonation.
Tell
themto
stress
the
content
words
such
asnouns,
verbs,
adjectives
andinterrogative
words.T:You
know,
the
stress
and
liaison
are
also
important
in
your
pronunciation.
Look
at
the
sentences
in
the
box
in
4b.
The
semicolon
“’”is
the
sign
of
stress
and“﹀”is
the
sign
of
liaison.
First
you
can
read
by
yourselves
and
pay
attention
to
the
stress
and
liaison
and
intonation.T:
OK,
now
let’s
listen
to
the
tapeand
try
to
imitate.
You
shouldstress
the
content
words
such
asnouns,
verbs,
adjectives
andinterrogative
words.T:
Good!
Now
let’s
choose
thecorrect
sentences
in
the
box
tocomplete
the
conversation.T:I
think
you
can
read
it
correctlyand
fluently.
Which
pair
would
liketo
read
the
conversation
for
us T:
Good
job!
Read
the
sentences
in
the
boxin
4b,
paying
attention
to
thestress,
liaison
andintonation.Ss:…Ss:…P1:
Let
us
have
a
try…
Remark：
Stage
6（3mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
the
key
points
now.
Let’s
begin!T:
Sounds
great!
I
hope
you
will
remember
them.
Summarize
the
key
points.S1:
The
usages
of
adjectives
ending
with
–ing
and
-ed.S2:We
learned
how
“ed”
pronounces.
归纳总结本课知识点。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
adjectives
and
the
usages
of
them.
Please
preview
Section
C-1a,1b,1c,2a,2b,3.
Finish
the
Hmk
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
第三课时
(Section
B-2a,2b,3,4a,4b)interest
disappoint
worry
bore
excite
puzzleinteresting
disappointing
worrying
boring
exciting
puzzlinginterested
disappointed
worried
bored
excited
puzzledsurprise
tire
move
frighten
satisfy
amaze
surprising
tiring
moving
frightening
satisfying
amazing
surprised
tired
moved
frightened
satisfied
amazedUnit
5
Feeling
excited
Topic
1
You
look
excited.
教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感动词的基本用法，如：You
look
excited.和How
does
the
music
sound 同时，还学习有关情绪和感受的形容词。如：longly,
frightened,
worried,
interested,
upset,
surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，
对本话题所学内容进行真实的应用。
本话题建议用5个课时来完成。
第一课时：SectionA-1a,
1b,
1c,
1d,
2
第二课时：SectionA-3,4
SectionB-1a,1b,1c
第三课时：SectionB-2a,2b,3,4a,4b
第四课时：SectionC-1a,1b,1c,2a,2b,3
第五课时：SectionD-Grammar
and
Functions,
1,
2a,
2b,
Project
第一课时（SectionA-1a,
1b,
1c,
1d,
2）
教学设计思路：
本节课主要活动为Section
A
-1a和2。
本节课的课型为听说课。教学目标的重点是系表结构的用法。在导入部分利用师生交谈的方式让学生充分感知系表结构。在Pre-listening环节中，通过预测1b的答案尝试使用系表结构的同时了解对话大意，降低听力的难度。While-listening环节，重点在于听力的训练。在多次反复听的过程中，完成由易到难的任务，同时兼顾说的训练。Post-listening环节以语言的运用为主，同时总结系表结构的用法。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇
invite，
film，
smell，
disappointed
（2）掌握感官动词，如：look，smell，feel，sound，taste等的基本用法。
（3）能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
①问候
—How
are
you
doing
—Very
well,
thank
you.
②转达感谢
Please
say
thanks
to
your
room.
③惋惜
What
a
pity!
④询问和表达个人观点和看法
How
do
the
flowers
smell
⑤引出话题
Guess
what!
⑥描述感受
You
look
excited.
2.
Skill
aims:
能使用表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
3.
Emotional
aims:
能够乐于表达自己的观点、看法和情感并能主动关心他人的感受。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
学生在交流中能自如地运用感官动词
2.
Difficult
points：
感官动词的用法。
Ⅲ.
Learning
strategies
1.
通过听力训练，鼓励学生通过图片和形容词的感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。
2.
鼓励学生学会将词汇按词性分类，并总结归纳语法项目。
Ⅳ.
Teaching
aids
多媒体课件/图片
V
Teaching
procedures
Stage
1(1mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
and
warm
up.T:
Good
morning,
everybody!
Nice
to
see
you
again!T:
How
are
you
doing
Greet
and
warm
up.Ss:Good
morning,
Miss…
Nice
to
see
you,too.Ss:Very
well,
thank
you.
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（10mins)：
Lead-in
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Collect
some
pictures
of
the
teachers
and
the
students’
holiday
life
before
class.
Then
show
them
on
the
screen.
Talk
about
the
pictures
using
the
target
language
and
lead
in
the
topic.T:How
was
your
holiday T:Did
you
go
traveling
Where
did
you
go
and
what
did
you
do T:What
a
wonderful
experience!
I
believe
that
everybody
has
a
unforgettable
winter
holiday.
Anyway,
holiday
is
always
relaxing
and
pleasant.
I
collected
some
pictures
of
our
teachers
and
our
classmates
who
were
on
holidays.
Let’s
enjoy
them.T:
Look
at
this
picture.
Who
is
he
What
is
he
doing
Look
at
his
smiling
face,
he
feels
very
happy,
doesn’t
he T:And
how
about
the
second
one What
happened
to
her
How
does
she
look T:…T:By
the
way,did
you
see
any
movies
in
your
winter
holiday T:What
movies
did
you
see
T:Really
I
heard
that
it’s
a
wonderful
movie.
What
a
pity!
I
wasn’t
able
to
buy
a
ticket
to
it.
I
think
I’ll
see
it
next
time.
T:How
did
you
feel
when
you
see
the
movie… T:Even
though
I
feel
a
little
disappointed
because
I
missed
the
movie…,
I
saw
another
wonderful
movie
named
the
sound
of
music.
Have
you
seen
it T:
I
believe
this
movie
will
make
you
feel
pleased
and
relaxed.
So
I
advise
you
to
see
it
if
you
have
time.
Talk
about
the
pictures.Ss:
Fine.
...S1:…S2:…Ss:
Yes.S3:
She
looks
excited.S4:…Ss:Yes.Ss:I
see
the
movie…S5:I
feel…Ss:
Yes/No.
利用目标语言谈论假期生活，让学生充分感知感官动词。导入1a。
Remark：将功能句自然地运用在师生交流中。
Stage
3（5mins)：Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(
Class
activity
)
Ask
the
students
to
predict
the
answers
to
1b.T:
Well,
Kangkang’s
parents
will
invite
other
children’s
parents
to
see
this
movie.
On
hearing
this
news,
how
do
they
feel Read
1b
first
and
you
can
guess
the
answers.T:Why T:
How
about
their
parents
How
do
they
feel
T:
Mr.
Brown
feels
disappointed
because
he
couldn’t
get
a
ticket
to
the
movie.
When
some
desired
event
has
not
happened,
we
may
feel
disappointed.
What
things
can
make
you
feel
disappointed
Predict
the
answers
to
1b.S1:
I
think
they
feel
happy.S2:
I
think
they
feel
excited.S3:
Because
they
can
spend
the
evening
together.S4:
They
feel
happy
because
they
will
go
to
see
the
movie.S5:
My
good
friend
didn’t
come
to
see
me,
I
feel
disappointed.S6:I
feel
disappointed
because
we
failed
this
football
game.
通过预测1b的答案，帮助了解对话的内容，降低听力的难度。同时练习系表结构。
Remark：通过听力训练，鼓励学生通过图片和形容词的感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。
Stage4（12mins)：While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
recording
of
1a,
and
ask
the
Ss
to
match
the
three
parts
in
1b.
T:Good！
Now
let’s
listen
to
the
conversation
in
1a
and
match
the
three
parts
in
1b.
And
then
you
can
check
your
guessing
with
your
partners.
Listen
to
1a
and
match
the
three
parts
in
1b.
Check
the
answers.Ss:…
由易到难设置听力任务，进行听力训练。
2(Pair
work)
Play
the
tape
recorder
again.T:Let’s
listen
to
the
conversation
again.
Pay
attention
to
their
feelings.
And
then
you
can
ask
and
answer
in
pairs
according
to
the
example
of
1c.
Listen
to
1a
again
and
pay
attention
to
the
people’s
feelings.
Ask
and
answer
in
pairs
according
to
the
example
of
1c.P1:…
3(Individual
work)
Play
the
tape
recorder
again.T:Well
done!
Now
let’s
listen
again
and
you
can
complete
the
passage
in
1d.
T:
Let’s
check
your
answers.
Who
would
like
to
read
this
passage
for
us
Listen
to
1a
again
and
complete
the
passage
in
1d.S1:…
Remark：
Stage
5（12mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1(Group
work)
Ask
the
students
to
read
1a.T:
Now
let’s
work
in
groups
and
read
the
dialog
in
roles.
Pay
attention
to
the
pronunciation
and
intonation.
And
I’ll
ask
some
groups
to
read
and
act
it
later.
Read
and
practise
the
conversation
in
groups.G1:…
2(group
work)
Draw
some
pictures
of
facial
expressions
(sad,
excited,
angry,
disappointed,
happy
etc.)
on
the
Bb
quickly
or
show
them
on
the
screen.
Encourage
the
students
to
say
out
the
corresponding
adjectives.
Write
down
the
adjectives
on
the
Bb.T:Look
at
this
picture.
How
does
he
feel
T:
How
about
this
one How
does
he
look T:
And
this
one Show
the
third
and
the
fifth
pictures
of
2.T:
Look
at
the
pictures
(the
third
one).
How
do
they
look T:
How
do
they
feel
(the
fifth
one)Show
the
rest
pictures
in
2
and
some
other
pictures
the
teacher
collected
before
class.
Write
down
the
link
verbs
and
adjectives.T:
Look
at
these
picture
and
the
example.
How
do
the
flowers
smell T:Can
you
ask
and
answer
according
to
these
pictures
and
the
words
Say
out
the
adjectivesS1:
He
feels
sad.S2:
He
looks
disappointed.S3:
…S4:
They
look
happy.S5:
They
feel
excited.Talk
about
the
pictures.S6:They
smell
nice.P1:…
巩固感官动词的用法，完成2。为语法的总结做铺垫。
3(Group
work)
Summarize
the
basic
use
of
linking
verb.T:In
this
lesson
we
have
learned
some
linking
verbs
and
some
adjectives.
Can
you
summarize
them
You
can
discuss
in
groups.T:
“Linking
verb
+
adjective”
is
a
very
useful
structure.
We
can
use
it
to
express
our
feelings
and
opinions.
I
hope
you
can
use
it
freely
in
your
daily
life.
Summarize
the
basic
use
of
linking
verb
in
groups.S1:
Linking
verbs:
look,
feel,
sound,
smell,
taste…S2:Adjectives:
happy,
excited…
Remark：鼓励学生学会将词汇按词性分类，并总结归纳语法项目。
Stage
6（5mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Ask
the
Ss
to
summarize
and
consolidate
what
we
have
learnt
in
this
lesson.T:
OK.
Class
will
be
over
soon.
Now
let’s
summarize
what
we
have
learnt
in
this
lesson.
What
do
we
learned
and
what
can
you
do
after
this
lesson
T:
What
important
structure
did
we
learned T:
Yes,
we
can
use
it
to
express
our
feelings
and
opinions.
What
useful
functions
did
we
learned T:
Good
job!
And
we
also
learned
some
key
phrases.
Ss
Summarize
this
lesson.S1:
Linking
verb
+
adjective.S2:—How
are
you
doing
—Very
well,
thank
you.S3:Guess
what!S4:Really S5:Sounds
great!S6:What
a
pity!S7:
invite
sb.
to
do
sth.S8:
one
of
+最高级+
名词复数S9:say
thanks
toS10:
a
ticket
to
1.总结本课所学，帮助学生使知识条理化。2.了解学生的掌握情况。3.帮助学生再一次巩固本课的知识点。
2
(Class
activity)
Assign
HMK.T:
For
today’s
homework,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
practice
1a
and
2
with
your
partner.
And
then
you
should
preview
Section
A-3,4
&
Section
B-1a,1b,1c.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：帮助学生分类做课堂小结,可使知识脉络清晰,有条理.
VI
.
Blackboard
design
第一课时
(SectionA-1a,
1b,
1c,
1d,
2)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.7.say
thanks/
hello/
sorry
/
goodbye
to
sb.8.a
ticket
to…Unit5
Feeling
Excited
Topic1
You
look
excited.
教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法，如：You
look
excited.和How
does
the
music
sound 同时，还学习有关情绪和感受的形容词。如：lonely,
frightened,
worried,
interested,
upset,
surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，
对本话题所学内容进行真实的应用。
本话题建议用5个课时来完成。
第一课时：Section
A-1a,
1b,
1c,
1d,
2
第二课时：Section
A-4,3
Section
B-1a,1b,1c
第三课时：Section
B-2a,2b,3,4a,4b
第四课时：Section
C-3,1a,
1c,1b,
2a,2b
第五课时：Section
D-Grammar
and
Functions,
1,
2a,
2b,
Project
第四课时（Section
C-3,1a,
1c,1b,
2a,2b）
教学设计思路：
本节课主要活动为Section
C
-1a，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。
在Pre-reading环节利用师生讨论电影片段的方式让学生了解电影的故事情节。并在这个过程中教师有意运用本课出现的新词汇和新短语，并加以解释，为理解课文扫清语言障碍。While-reading环节由浅入深进行阅读。第一遍了解课文大意。第二遍疏通文意，完成1c的问答。第三遍细读文章，完成表格并提醒学生注意系表结构在文章中的多次运用。Post-reading环节旨在进行语言的输出训练。在复述课文的基础上将课文改写成对话加以巩固。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇
lonely,
lively,
almost,
care
for,
cheer
up,
mainly
（2）学生能正确运用“linking
verb+
adjective”结构造句。
（3）学生能在表格的帮助下复述本课课文，简单地介绍影片大意。
2.
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。
3.
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。
4.
Culture
awareness:
了解优秀的英文电影和音乐，乐于接受优秀的异域文化。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）正确运用新词汇和短语
（2）理解并用英语简单介绍影片《音乐之声》的故事情节
2.
Difficult
points：
（1）采访对话的写作。
Ⅲ.
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。
Ⅳ.
Teaching
aids
多媒体课件/图片/Do
Re
Mi歌曲音频或视频/电影《音乐之声》片段
V
Teaching
procedures
Stage
1(4mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
as
usual
and
then
play
the
video
of
the
song
T:Good
morning,
boys
and
girls.T:
How
are
you
doing T:
I’m
fine,
thank
you.
Have
you
seen
the
film
The
Sound
of
the
Music T:
What
do
you
think
of
the
film T:
Yes,
I
agree
with
you.
I
love
the
music
of
the
film
as
well.
Let’s
enjoy
the
theme
song
Do
Re
Mi.T:
How
do
you
feel
when
you
listen
to
beautiful
music T:
Good!
I’m
very
happy
that
you
can
descibe
your
feelings
with
the
structure
“linking
verb
+adjective.
Greet
as
usual
and
then
enjoy
the
song
Do
Re
Mi.Ss:
Good
morning,
Miss…Ss:
Very
well,
thank
you.
And
you Ss:
Yes,
we
have.S1:
It’s
wonderful,
especially
the
music.S1:
I
feel
relaxed
and
pleased.
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（4mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
some
pictures
and
the
key
words.T:We’ll
talk
more
about
the
film
The
Sound
of
Music
later.
First,
let’s
review
the
structure
“linking
verb
+
adjective”.
Look
at
these
pictures,
can
you
make
sentences
to
describe
them
with
the
help
of
the
key
words
Make
sentences
to
describe
the
pictures
to
review
“linking
verb
+
adjective”.S1：He
is
pleased
with
his
new
bike.S2:
The
man
seems
worried.S3:It
becomes
cloudy.S4:
It
smells
terrible.S5:
The
leaves
turn
green.
复习系表结构的用法。
Remark：可以选择其他的方式复习系表结构。如：把习题利用PPT呈现在白板上，让学生英汉互译或者用提示词造句。
Stage
3（10mins)：
Pre
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Talk
about
the
film
The
Sound
of
Music
with
the
students.
Lead
in
1a.T:
I
know
some
of
you
have
seen
the
film
The
Sound
of
Music.
It’s
about
a
lovely
tutor
named
Maria.
Who
can
tell
the
story
about
her T:
Yes,
she
is
talented.
Go
on,
please.
Talk
about
the
film
The
Sound
of
Music.
S1:
Maria
is
a
beautiful
woman
teacher.
She
can
play
the
piano
and
sing
songs.S2:
She
went
to
Mr.
Von
Trapp’s
family
to
teach
his
seven
children.
Because
Mrs.
Von
Trapp
died,
the
family
were
sad.
Maria
made
them
happy
again.
At
last,
they
lived
happily
together.
谈论电影《音乐之声》，导入1a。
2(Class
activity
)
Play
the
video
of
The
Sound
of
Music.
Talk
about
the
important
part
of
the
film.
Solve
the
key
points.T:
Let’s
enjoy
some
parts
of
the
film
The
Sound
of
Music.
(For
the
first
part)
Why
did
Maria
go
to
the
Von
Trapp
family T:
That
is
to
say,
he
went
to
care
for
the
children.
Care
for
means
look
after
or
take
care
of.
Let’s
see
the
second
part.
(For
the
sencond
part)
What
happened
to
Von
Trapp
family T:
How
do
the
family
feel T:
How
about
the
father T:
Also
he
felt
very
lonely.
If
you
have
no
friends
or
people
to
talk
to,
you
will
feel
lonely.Let’s
go
on.
(For
the
third
part)
How
did
Maria
do
to
make
a
change T:
What
do
you
think
of
the
songs
Do
Re
Mi T:
Yeah,
I
think
it’s
very
lively.
When
something
is
full
of
life
and
energy,
or
it
is
active,
we
say
it’s
lively.
Lively
songs
can
make
you
active
and
hopeful,
right T:
Good.
What
does
cheer
sb.
up
mean
in
Chinese T:
Good
job!
It
means
to
make
sb.
cheerful.
Can
you
make
a
sentence T:
A
good
example!
Talk
about
the
important
part
of
the
film.
Solve
the
key
points.S1:
She
went
to
look
after
the
children.S2:
Mrs.
Von
Trapp
died.S3:
They
were
sad.
The
children
cried
and
shouted
every
day.S4:
He
was
sad
and
angry.S5:
She
taught
the
children
to
sing
songs
and
perform
funny
plays.S6:
It’s
lovely
and
beautiful.S7:
Yes.
So
Maria
taught
the
children
to
sing
lively
songs
to
cheer
them
up.
S8:
It
means
“使某人振作”.S9:
She
is
very
upset
because
she
did
badly
in
this
exam.
Let’s
do
something
to
cheer
her
up.
利用师生讨论的方式了解电影的故事情节。学习课文中出现的新词汇和短语，扫清阅读障碍。为更好地理解课文做准备。
Remark：如果播放视频时间不够，可以选取一些能够推动故事情节的截图展示给学生并讨论。
Stage4（12mins)：
While
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Help
the
students
to
find
out
the
main
idea
of
the
passage.
And
then
finish
1c.T:
Now
let’s
read
a
short
passage
about
the
film
The
Sound
of
Music.
Please
read
it
quickly
and
get
the
main
idea
of
it
.T:
What’s
the
passage
about T:
Well
done.
Now
read
the
passage
again
and
discuss
the
questions
in
pairs.
T:
I’ll
ask
some
pairs
to
ask
and
answer.
Any
volunteers
Skim
the
passage
and
get
the
main
idea.
And
then
discuss
the
questions
in
1c
in
pairs.S1:
It’s
about
the
film
The
Sound
of
Music.Ss:…P1:
SA:
Why
did
Maria
go
to
the
Von
Trapp
family SB:
Because…P2:…P3:…P4:…
疏通文意。由浅入深理解课文。
2(Individual
work)
Read
and
complete
the
table
in
1b.T:
You
have
known
about
the
story
of
The
Sound
of
Music
very
well.
Now
let’s
read
the
passage
carefully.
And
then
you
should
complete
the
table
in
1b.
T:Have
you
got
the
answers
You
can
check
your
answers
with
your
partners.
T:
You
may
find
that
most
of
the
answers
are
adjectives,
right T:
In
fact,
adjectives
are
uesd
to
describe
something.
We
often
use
the
structure
“linking
verb+adjective”.
I
hope
you
can
use
it
correctly
and
freely.
Read
the
passage
carefully
and
complete
the
table
in
1b.Ss:…Ss:…Ss:
Yes,
they
are.
精读课文，完成1b表格。理解文章的细节，注意句子的结构。
Remark：让学生注意系表结构在短文中的运用。
Stage
5（12mins)：
Post-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Ask
the
students
to
retell
the
passage.T:
You
did
very
well
in
learning
the
passage.
Now
let’s
try
to
retell
the
passage.
The
table
in
1b
and
the
questions
in
1c
may
help
you.
First,
retell
it
to
your
group
members
and
then
I’ll
ask
some
of
you
to
retell
it
in
class.T:
Who
would
like
to
retell
the
story
Retell
the
passage.Ss:..S1:
Let
me
have
a
try.
…
2(Pair
work)
Finish
2a.T:
As
you
know,
Mr.
Brown
got
the
ticket
and
went
to
see
the
film
The
Sound
of
Music.
Now
steve
wanted
to
know
about
the
film.
So
he
asked
Mr.
Brown
about
it.
Suppose
you
are
Steve
and
your
partner
is
Mr.
Brown.
Make
a
conversation
about
the
film
with
the
help
of
the
questions
in
2a.T:
Show
your
conversations,
OK
Any
volunteers
Make
a
conversation
between
Michael
and
Mr.
Brown.
Ss:…P1:……
3(Pair
work)
Ask
the
students
to
write
down
the
conversations
in
their
exercise
book.T:
You
have
made
such
good
conversations
that
you
should
write
them
down
in
your
exercise
book.
This
time,
please
pay
attention
to
your
handwriting.
Write
down
the
conversations
in
their
exercise
book.Ss:…
Remark：语言输出训练从复述到改写，从口头落实到笔头。
Stage
6（3mins)：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.S1:
New
words:
lonely,
lively,
S2:
New
phrases:care
for,
cheer
up,
S3:
We
learned
more
about
the
film
The
Sound
of
Music.S4:
We
can
retell
the
story
about
the
film
The
Sound
of
Music.
归纳总结本课重点。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Retell
the
story
about
the
film
The
Sound
of
Music
to
your
parents.
Please
preview
Section
D-Grammar
and
Functions,
1,
2a,
2b,
Project
Finish
the
Hmk
after
class
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
第四课时
(Section
C-3,1a,
1c,1b,
2a,2b)New
words:
lonely
e.g.
He
feels
lonely
because
he
is
new
here.lively
e.g.
Do
Re
Mi
is
a
very
lively
song.New
phrases:care
for
=take
care
of
/
look
aftere.g.
She
cared
for
her
mother
at
home.cheer
up
e.g.
She
is
very
upset
because
she
did
badly
in
this
exam.
Let’s
do
something
to
cheer
her
up.
be
pleased
seem
worried
become
cloudy
smells
terrible
turn
greenUnit
5
Feeling
Excited
Topic
1
You
look
excited
教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.
Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法，如：You
look
excited.和How
does
the
music
sound 同时，还学习有关情绪和感受的形容词。如：lonely,
frightened,
worried,
interested,
upset,
surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，
对本话题所学内容进行真实的应用。
本话题建议用5个课时来完成。
第一课时：Section
A-1a,
1b,
1c,
1d,
2
第二课时：Section
A-4,3
Section
B-1a,1b,1c
第三课时：Section
B-2a,2b,3,4a,4b
第四课时：Section
C-3,1a,
1c,1b,
2a,2b
第五课时：Section
D-Grammar
and
Functions,
1,
2a,
2b,
Project
第五课时（Section
D-Grammar
and
Functions,
1,
2a,
2b,
Project）
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
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。
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
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Play
the
tape
recording
of
the
song《说唱脸谱》.T:
Good
morning,
class!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
Opera 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.
Enjoy
the
song《说唱脸谱》.Ss:
Good
morning,
Miss…Ss:…
欣赏歌曲《说唱脸谱》，导入对京剧的谈论。
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
1(Class
activity
&
Pair
work)
Play
the
tape
or
video
of
Beijing
Opera
《贵妃醉酒——海岛冰轮初转腾》.T:
What
do
you
think
of
this
song T:
Yeah,
I
agree
with
you.
It
sounds
a
little
different
from
pop
music.
You
can
learn
something
about
Beijing
Opera
through
the
song
lyric.
What
do
you
know
through
the
song
lyric 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
you
can
talk
in
pairs
about
it
The
Functions
on
Page
7
may
useful.
T:
How
do
you
like
Beijing
Opera
Who
would
like
to
act
out
your
conversation
Enjoy
the
tape
or
video
of
Beijing
Opera
《贵妃醉酒——海岛冰轮初转腾》.
And
then
make
a
conversation
using
the
functions.S1:
It
sounds
like
Beijing
Opera.S2:The
people
in
Beijing
Opera
often
have
faces
in
different
colors.Ss: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:…
欣赏京剧。利用Functions的句子编对话，谈论对京剧看法。
1(Class
activity)
Show
some
pictures
of
the
roles
in
Beijing
Opera.
Introduce
Beijing
Opera
and
solve
the
possible
problems
in
reading.
Write
down
the
new
words
and
phrases.
T:
Do
you
know
when
Beijing
Opera
come
into
being T:
I
mean
when
Beijing
Opera
appeared
Come
into
being
means
形成，产生
in
Chinese.T:
What
a
a
knowledgeable
boy!
That
is
to
say,
it
has
a
history
of
over
200
years.
Am
I
right 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 T:
Look
at
this
facial
painting.
Its
name
is
“Sheng”.
What
does
“Sheng”
usually
stand
for
Just
Guess!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 T:
Are
they
all
women T:
Do
they
wear
beautiful
clothes 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 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 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 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
.
Try
to
understand
the
teacher’s
introduction
of
Beijing
Opera.
Learn
the
new
words
and
phrases,
preparing
for
reading.Ss:
What
do
you
mean
What
does
come
into
being
mean S1:
I
know
it
came
into
being
at
the
end
of
the
eighteenth
century.Ss:
Yes.Ss:
Four.Ss:
It
stands
for
Xiucai(秀才).Ss:
Yeah,
it’s
“Dan”.S2:
Yes,
they
are.S3:
Yes,
they
do.S4:
It’s
“Jing”.S5
They
usually
have
black
and
red
faces.S6:
They
also
have
black
and
white
faces.Ss:
“Chou”.S7:
They
usually
paint
their
noses
white.Ss:
Yeah.
They
are
so
funny.S8:
Yes.
Such
as
the
stories
in
《三国演义》.S9:
The
stories
about
Baogong.…
介绍京剧，学习新词汇。为阅读降低难度。
2(Individual
work)
Ask
the
students
to
skim
the
passage
and
get
the
main
idea.
T:
I
think
you
have
known
something
about
Beijing
Opera.
Let
read
the
passage
to
go
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.
Skim
the
passage
in
1a
and
get
the
main
idea
of
it
.S1:
It
tells
us
something
about
Beijing
Opera
including
the
history,
the
roles
and
the
stories.
速读文章，掌握大意。
3(Individual
work)
Read
1a
carefully
and
mark
T
or
F.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 T:
Yeah.
You
are
very
careful.
How
about
the
second T:
And
what
about
the
third
one …
Read
1a
carefully
and
mark
T
or
F.S1:
It’s
false.
Beijing
Opera
came
into
being
after
1970,
not
in
1970.S2:
It’s
true.S3:…
精读文章，判断正误。
4(class
activity)
Help
the
students
learn
the
key
points
of
this
passage
and
then
ask
them
to
retell
the
passage
.
Show
the
keys
words
on
the
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 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
.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.
Find
out
the
key
points
of
this
passage
and
then
try
to
retell
the
passage
with
the
help
of
the
key
words.S1:
Miss…,
What’s
the
different
from
in
the
end
and
at
the
end
of S1:
I
see.
Thank
you.…Ss:...
解决语言点。复述文章。
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
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Have
a
contest
to
review
linking
verbs
and
adjectives.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.T:
You
did
a
good
job.
But
I
think
Group
one
did
better.
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
the
best.
The
are
the
winners!
Have
a
contest
to
review
linking
verbs
and
adjectives.Ss:…Ss:…
利用组间竞赛和小组合作的方式复习连系动词和形容词。
2(Group
work)
Have
a
contest
to
review
the
linking
verb
+
adjective.
Ask
the
students
to
make
sentences
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.
Make
sentences
according
to
the
linking
verbs
and
adjectives
on
the
Bb.
G1:……
利用组间竞赛和小组合作的方式复习系表结构。
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
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Ask
the
students
to
talk
about
the
pictures
in
2b
and
then
write
a
short
passage.T:
You
did
better
than
I
believe.
I’m
sure
you
can
use
“linking
verb
+
adjective”
correctly
and
freely.
Now
work
in
groups
and
talk
about
the
pictures
with
the
help
of
the
key
works.T:
Can
you
describe
the
pictures
Each
student
describes
one
picture
with
at
least
two
sentences,
please.T:
Now
you
can
write
down
what
you
said
just
now.
It’s
a
short
passage,
isn’t
it
Let’s
begin.
Talk
about
the
pictures
in
2b
and
then
write
a
short
passage.Ss:…P1:…Ss:…
谈论2a中的图片，巩固系表结构的用法。
Remark：小组合作，共同完成一篇短文。
Stage
5（8mins)：
Project
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Ask
the
students
to
introduce
their
favorite
movie,
play
or
story.T:
In
this
topic
we
mainly
talk
about
movie
and
Beijing
Opera.
I
think
everybody
has
his
favorite
movie,
play
or
story.
What’s
your
favorite
Work
in
pairs
and
share
with
your
partner.
The
questions
in
the
form
may
help
you.T:Now
you
can
change
your
conversation
into
a
short
passage
and
then
you
can
give
a
report
to
the
class.T:
Have
you
finished
your
report
Who
would
like
to
share
your
favorite
with
us
Discuss
their
favorite
movie,
play
or
story.
Write
them
down
and
give
a
report.Ss:..Ss:..S1:
Let
me
try....
谈论学生最喜欢的艺术形式。
Remark：
Stage
6（4mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:we
learned
about
Beijing
Opera.S2:
We
learned
some
new
words
and
useful
e
into
beingagree
with
sb.be
full
of
make
peace
with...in
the
end
be
popular
with
sb.be/become
interested
in
...S3:we
reviewed
“linking
verb
+
adjective”.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
tell
something
about
Beijing
Opera
to
your
parents
and
preview
Section
A-1a,
1b,
1c
&2
of
Topic2.
Finish
the
homework
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
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
...
