unit 5 feeling happy topic 1 why all the smilling faces教学设计

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Unit5FeelingHappyTopic1Whyallthesmillingfaces教学设计　　Unit5FeelingHappy　　Topic1Whyallthesmillingfaces　　SectionDneeds1period.SectionD需用1课时。　　Themainactivitiesare1a,3and4.本课重点活动是1a,3和4。　　Ⅰ.Aimsanddemands目标要求　　1.Learnsomenewwordsandphrases:　　comeintobeing,main,role,express,culture,gesture,makepeacewithsb.　　2.LearnsomeknowledgeaboutBeijingOpera.　　BeijingOpera’shistory　　fourmainrolesofBeijingOpera　　3.Reviewandsumupthestructureof“linkingverb+adj.”.　　Youlookexcited.　　Ifeeldisappointed.　　Theboyseemsworried.　　Thefoodtastesso delicious.　　Thelittersmellsterrible.　　Didshesoundworried?　　Thefatherwaslonelyandoftenbecameangrybecauseofthenoisychildren.　　Shewasverysadandwentmad.　　Ⅱ.Teachingaids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-fingerTeachingPlan五指教学方案　　Step1Review第一步复习(时间:10分钟)　　复习并处理SectionA到SectionC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:Nowlet’smarkTrueorFalsetofinishtheexercises.　　(1)TheSoundofMusicisastoryaboutMariaandtheVonTrappfamily.　　(2)ThefamilyweresadandtiredbecauseMrs.VonTrappdied.　　(3)ThefatherwasoftenangrybecauseofMaria’swork.　　(4)Atlast,theVonTrappfamilylivedahappylife.　　2.(教师引导学生用描绘情感的词问答。)　　T:Askandanswerthequestionsusingtheadjectives expressingfeelings.　　Howwillyoufeel　　3.(教师复习上节课的内容，引出本课目标语言。)　　T:Lastclasswetalkedaboutsomefamousmovies.TheyareTheSoundofMusic,TitanicandLoveMeOnceMore,Mom.(教师故意放慢腔调，让学生回答。)InAmerica,thereisamovienamedTheSoundofMusic.ButdoyouknowsomethingaboutChineseownmusic?　　(让学生猜，引出主题BeijingOpera,如果猜不出，放一段京剧来引出。)　　S1:Popmusic.　　S2:Folkmusic.　　S3:…　　…　　4.(教师放京剧磁带。)　　T:Whatdoyoucallthismusic?　　(学生不会用英语，可用汉语代替。)　　Ss:Wecallit“京剧”.　　T:Yeah.WecancallitBeijingOperainEnglish.BeijingOperahighlyexpressesChineseculture.Sowethinkit’sournationalopera.　　(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:Lookatthisfacialpainting.Itsnameis“Sheng”.　　(黑板上写出facial并注明汉语意思。)　　facial面部的　　T:Whatdothesepeopleusuallystandfor?JustGuess!　　S1:TheystandforXiucai(秀才).　　S2:Theyalsostandforsoldiers(士兵).　　S3:Ithinktheystandforsomepeopleinhighpositions,forexample,theemperors.Theyoftenreadmanybooks.　　(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,verygood.“Sheng”hasthreeparts.TheyareWenxiaosheng,Wenlaosheng,Wusheng.WenxiaoshengusuallystandsforXiucai.Wenlaoshengstandsforpeopleinhighpositions.Wushengstandsforancientsoldiers.Theyalldowonderfulgestures.ButWushengalsodoeswonderfulfighting. 　　(教师拿出脸谱“旦”或展示多媒体课件。)　　T:Doyouknowthisone?　　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:Aretheyallwomen?　　S1:Yes,theyare.　　T:Aretheyyoungwomenoroldwomen?　　S2:Theyareyoungwomen,butsometimesoldwomen.　　T:Dotheywearbeautifulclothes?　　S3:Yes,theydo.　　T:“Dan”hasHuadanandLaodan.Theyareallwomen.Theyusuallywearbeautifulclothes.　　(教师拿出脸谱“净”或展示多媒体课件。)　　T:Howaboutthisone?InBeijingOpera,thereare“Sheng”,“Dan”,“Jing”,“Chou”.Canyouguessthisone?　　S1:It’s“Jing”.　　T:What’retheirfaceslike?　　S2:Theyusuallyhaveblack