Topic2.I´mbecomingmoreandmoreinterestedinChina´shistory..doc

U5T1P5

Unit5 Feeling Excited
Topic1 You look excited
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
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。
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 phrases.
come into being
agree 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 ...

15 / 15