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新湘教8年级下 Unit5 Topic1 Section D 教案

新湘教8年级下 Unit5 Topic1 Section D 教案
Section D needs 1 period. Section D需用1课时。
The main activities are 1a, 3 and 4. 本课重点活动是1a, 3和4。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
come into being, main, role, express, culture, gesture, make peace with sb.
2. Learn some knowledge about Beijing Opera.
Beijing Opera’s history
four main roles of Beijing Opera
3. Review and sum up the structure of“linking verb + adj.”.
You look excited.
I feel disappointed.
The boy seems worried.
The food tastes so delicious.
The litter smells terrible.
Did she sound worried?
The father was lonely and often became angry because of the noisy children.
She was very sad and went mad.
Ⅱ. Teaching aids 教具
脸谱/图片/磁带/多媒体课件(生旦净丑)卡片/幻灯片/录音机/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
复习并处理Section A到Section C的内容。
1. (教师引导学生复习学过的课文中的句子,学生判断正误。)
T: Now let’s mark True or False to finish the exercises.
(1) The Sound of Music is a story about Maria and the Von Trapp family.
(2) The family were sad and tired because Mrs. Von Trapp died.
(3) The father was often angry because of Maria’s work.
(4) At last, the Von Trapp family lived a happy life.
2. (教师引导学生用描绘情感的词问答。)
T: Ask and answer the questions using the adjectives expressing feelings.


How will you feel


3. (教师复习上节课的内容,引出本课目标语言。)
T: Last class we talked about some famous movies. They are The Sound of Music, Titanic and Love Me Once More, Mom. (教师故意放慢腔调,让学生回答。)In America, there is a movie named The Sound of Music. But do you know something about Chinese own music?
(让学生猜,引出主题Beijing Opera, 如果猜不出,放一段京剧来引出。)
S1: Pop music.
S2: Folk music.
S3: …

4. (教师放京剧磁带。)
T: What do you call this music?
(学生不会用英语,可用汉语代替。)
Ss: We call it “京剧”.
T: Yeah. We can call it Beijing Opera in English. Beijing Opera highly expresses Chinese culture. So we think it’s our national opera.
(教师写出生词: express, culture, 并注明汉语意思。)
express 表达,表示
culture 文化
5. (教师依次拿出“生”、“旦”、“净”、“丑”的脸谱,呈现新单词: facial, gesture。对京剧中“生”、“旦”、“净”、“丑”的角色做解释。)





(教师拿出脸谱“生”或展示多谋体课件。)
T: Look at this facial painting. Its name is“Sheng”.
(黑板上写出facial并注明汉语意思。)
facial 面部的
T: What do these people usually stand for? Just Guess!
S1: They stand for Xiucai(秀才).
S2: They also stand for soldiers(士兵).
S3: I think they stand for some people in high positions, for example, the emperors. They often read many books.
(以上内容如果学生猜不出或者猜不对,教师要在此做解释。如果可能,找些图片给学生以直观的认识。)
T: Yeah, very good. “Sheng” has three parts. They are Wenxiaosheng, Wenlaosheng, Wusheng. Wenxiaosheng usually stands for Xiucai. Wenlaosheng stands for people in high positions. Wusheng stands for ancient soldiers. They all do wonderful gestures. But Wusheng also does wonderful fighting.
(教师拿出脸谱“旦”或展示多媒体课件。)
T: Do you know this one?
Ss: Yeah, it’s“Dan”.
(如果学生答不出,就向学生展示几幅“旦”的图片,并配以下列问题。)
T: Are they all women?
S1: Yes, they are.
T: Are they young women or old women?
S2: They are young women, but sometimes old women.
T: Do they wear beautiful clothes?
S3: Yes, they do.
T: “Dan” has Huadan and Laodan. They are all women. They usually wear beautiful clothes.
(教师拿出脸谱“净”或展示多媒体课件。)
T: How about this one? In Beijing Opera, there are “Sheng”,“Dan”,“Jing”,“Chou”. Can you guess this one?
S1: It’s“Jing”.
T: What’re their faces like?
S2: They usually have black and red faces.
S3: They also have black and white faces.
T: Yes. People with black and red faces are good, but people with white faces are bad.
(教师拿出脸谱“丑”或展示多媒体课件。)
T: What is this one called?
Ss: “Chou”.
T: What do they usually perform on stage?
Ss: They do funny things.
T: What’re their faces like?
Ss: They usually paint their noses white.
T: Do you like them?
Ss: Yeah.
T: I like them, too. They often bring us happiness and laughter.
(老师同时展示“Sheng”,“Dan”,“Jing”,“Chou”四幅图。)
T: How many main roles are there in Beijing Opera?
Ss: Four.
(教师板书生词,并适当解释。)
main, role
(导入下一步。)
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现1a并完成1b。
1. (放1a录音,给学生布置听力任务。)
T: OK, you have known much about Beijing Opera. But do you know how many years of history it has? Let’s listen to the tape and find out the answer to this question.
(学生听完录音后,回答问题。)
T: How many years of history does it have?
Ss: It has 200 years of history.
2. (让学生读1a的短文,在重点词句下画线。)
T: Boys and girls, please read this passage and underline the key words and sentences.
(板书)
national opera, come into being, facial painting, gesture and fighting, be popular with
It expresses Chinese culture.
(教师可根据学生实际情况,解释关键词句。)
3. (让学生独立完成1b。)
T: Stop here. Let’s mark True or False in 1b according to the passage.
(做完1b后,核对答案。)
T: Let’s check the answers together.
Step 3 Consolidation 第三步 巩固(时间: 7分钟)
复习巩固2a和2b,本话题的重要知识点以双簧的形式表演出来。
1. (全班分为四个小组,每组选出两名学生,到前面表演双簧,此活动主要目的是巩固系表结构,从而完成2a和2b的复习巩固。)
T: Now I’ll divide the class into four groups, then ask two students from each group to come to the blackboard and act.
A (表演) B (说句子)
1. I look so excited.
2. I feel disappointed.
3. The food tastes so delicious.
4. Please say thanks to your mom.
5. I’ll ring you up later.
6. That’s too bad.
2. (教师提供双簧的表演线索。)
T: According to the clue, act out the story.
(板书)
盲人 过马路 寻找饭店 吃饭

(场景设计)
(找三名同学进行表演,A说英语句子,B(盲人),C(行人)来表演动作。)
A: He seems so worried.
(B表演担心过马路的表情,此时C进来帮助B。)
A: He says thanks to the boy.
(B表演紧握C的手连说Thanks a lot。C领盲人过马路找到饭店。)
A: He feels so happy and excited.
(B表演找到饭店后很高兴很激动的表情,并与C说再见。)
A: The food tastes so delicious.
(B表演吃饭时因可口而高兴的表情,并连说How nice! How delicious!)
Step 4 Practice 第四步 练习(时间: 12分钟)
通过听力训练完成1c。
1. (让学生独立完成1c。)
T: First, please read through the passage and then underline the new words in it.
(板书)
peace, make peace with sb.
(让学生听1c的录音, 完成1c的练习。)
T: Listen carefully and complete 1c about Beijing Opera.
(核对答案。)
T: Let’s check the answers together.
2. T: Now, boys and girls, please find as many sentences showing feelings with the pattern of “linking verb + adjective”as you can. The winner will get a wonderful facial painting as a prize. Go!
(在此活动中,有的学生可能找不准,也有的会找出不合要求的句子。这时教师就要给学生认真地讲解。)
Example:
You look so excited.
I feel disappointed.
Did she sound worried?

(将2a中的句子写在卡片上,或用幻灯片向学生展示,并让学生分析一下有什么异同,此活动的目的在于给学生总结分析该部分重点语法。下面活动只是范例,教师可根据实际情况调整教学。)
Example:
T: Can you find the similarities among the sentences?
Ss: They all have subjects. They all have adjectives. The verbs of the sentences are “be”, “look”,
“feel”, “sound”.
T: Yes, very good. They have subjects, adjectives and verbs. Look at the verbs here. Do you know the similarities among them?
Ss: I think…
(学生如果不知道,就需要教师做如下处理。)
T: What kind of verbs are they? They are all linking verbs.
(教师写下linking verb的汉语意思。)
T: Can you say more linking verbs?
Ss: Taste, seem…
T: There are more, such as grow and stay. Here are some sentences to help you understand.
Example:
You are growing tall.
The weather grows cold.
The weather will stay cold for the next two days, but I hope it stays warm.
You seem so sad and lonely. Why?
The food tastes good.
3. (要求学生掌握2b的习惯用语。)
T: Master useful expressions in 2b.
(板书)
Please say thanks to your mom.
How nice!
I hope everything goes well.
Why all the smiling faces?
Michael isn’t able to come.
I’ll ring up Michael later.
(以上句子可呈现在小黑板上。)
T: Now, four students in one group. Each group finds another two useful expressions. Make a new dialog. And then act out your dialog. The best group can get a facial painting as a prize.
(说明要慢,让每名学生都能够明白意图。)
G1: …
G2: …
G3: …

T: I think Group 3 is the best. Do you think so?
(教师对每组都要点评,但都要着重体现各组的闪光点,体现激励机制与尊重学生个体差异性。)
Step 5 Project 第五步 综合探究活动(时间: 8分钟)
探究合作完成3和4。
1. (方案一)(小组活动。让学生们讨论他们所了解的京剧知识。)
T: Beijing Opera is our national opera. So today’s project is about Beijing Opera. Now discuss with your partner about the operas you know, the famous stories of operas and famous actors/actresses you know.
(小组讨论后,向全班同学汇报。)
T: Let’s welcome Group 1 to report their result to us.
G1: Henan Yu Opera, Huangmeixi Opera…
G2: …

T: Very good. You are great.
(方案二)(完成4, 让学生收集他们喜爱的电影、戏曲、故事或歌曲,然后进行讨论并向全
班汇报结果。)
T: Please collect your favorite movies, operas, stories and songs, and discuss with your partner, then report to the class.
2. Homework:
(1) (分组合作。让学生准备关于河南豫剧,黄梅戏或其他种类中国戏剧的磁带,下节课与全班分享,学生可以在网上、杂志中搜索相关资料。)
You can search the Internet, magazine…
(2) (写一篇关于3中图片的短文。)

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