Topic 1 Why all the smiling faces?
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1 and 3a. 本课重点活动是1和3a。 Ⅰ. Aims and demands 目标要求
1. (1)Review and learn some adjectives expressing feelings:
upset, worried, disappointed, unhappy (2)Learn other new words and phrase:
invite, say thanks to, silly, smile, none, rich 2. Master the structure of“linking verb+adj.”. You look excited. That is very exciting. I feel disappointed.
The music sounds wonderful. 3. Greetings
How are you doing? Very well, thank you.
Please say thanks to your mom. 4. Happiness How nice! 5. Regret
What a shame! Ⅱ. Teaching aids 教具
录音机/简笔画/幻灯片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 7分钟)
复习表达情感的形容词并处理新词句。
1. (方案一)(寒假过后，师生见面，相互问候，学习生词invite，然后教师以简笔画的形式表 达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。)
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T: Did you have a good time in your winter holiday? Ss: Yes. I did.
T: S1, did you ask your friends to your home for dinner? S1: Certainly.
T: Oh, I know you invited your friends to your home. Were you happy? S1: Yes, we were very happy.
T: Great. I know all of you had a good winter holiday.
Now use stick figures to express your feelings in the holiday.
happy disappointed excited
worried upset angry
(方案二)(同学们寒假过得愉快吗？在新年里你最喜欢做什么？)
T: Did you enjoy yourselves in your winter holiday? What do you like doing best during Spring Festival?
(老师引导学生回答，找一名男同学用哑剧的形式表达出放鞭炮时的情境，但注意运用不 同表情，由此引出形容词进行系表结构的教学。)
T: Let’s ask a boy to act dumbly, then we watch how he fires firecracker …
(方案三)(放一段有关卓别林的影片,其中含有不同表情。由此引出表达情感的一系列形容 词，进行系表结构的学习。)
T: Let’s see the movie, then give some adjectives to express feelings. 2. (通过复习形容词，引出系表结构。) I am happy in winter holiday. What about you? 主 系 表 系动词：be/feel/look/sound ... 3. (出示幻灯片，展示2和3b中的图片，口头练习系表结构，在出示图片时，给出相关的形容词。)
T: Now, look at these pictures in 2 and 3b. Practice the linking verb + adj. in oral.
Step 2 Presentation 第二步 呈现(时间: 5分钟)
呈现并处理1和3a的对话。 1. (教师板书，呈现课题。) Unit 5 Topic 1 Why all the smiling faces? 2
2. (教师总结并导入1。)
T: We had a good time in the winter holiday. So we are all happy today. What about Kangkang and Michael? Why all the smiling faces? Do you want to know? Let’s listen to 1 and find it. (板书) Why all the smiling faces? 3. (让学生跟读1，教师在黑板上写出关键词句。) How are you doing?—excited—invite—The Sound of Music—spend—happy—say thanks to 4. T: Kangkang, Michael, Maria and Jane are happy. What about his teacher, Mr.Lee? Now listen to 3a and answer my questions. (用小黑板呈现听力问题。) a. Why all the smiling faces? b. How does Mr. Lee feel?
5. 在听的过程中，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。 (板书) smile, disappointed, Beijing Opera, none, what a shame! Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固1和3a的知识点。
1. (让学生再次朗读1和3a，小组之间展开竞赛，用他们自己的话分角色复述并表演1和 3a。)
T: Read 1 and 3a again, then act them out and retell 1 and 3a in your own words. 2. (让学生在1和3a中圈出含有系表结构的句子。) T: Circle the sentences with linking verb + adj.
Step 4 Practice 第四步 练习(时间: 15分钟)
练习完成2与3b。
(给学生3~5分钟时间，完成2与3b的练习。) T: Give you 3~5 minutes to finish 2 and 3b. (教师板书答案。) 2. (1) Kangkang looks happy. (2) The man looks silly. (3) Michael looks so active/happy. (4) The teacher is angry and the students feel afraid. (5) The girl feels sad. (6) The woman feels very upset/worried and the boy looks sad.
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3b. (1) happy (2) excited (3) disappointed (4) wonderful Step 5 Project 第五步 综合探究活动(时间: 8分钟)
合作探究本课重点词句。
1. (让学生自我测试，阅读4中的正反义词，遇到不会的词可参阅生词表，同时教师在黑板上写出生词，并注明汉语意思。) (板书) rich silly unpopular 富有的 愚蠢的 不受欢迎的 T: Read the words in the box and find out their opposite words. (学生分组合作，一组讨论和描述济公，另一组讨论和描述财主，根据图片和单词，用上 系表结构。)
T: Now, work in two groups. Group One discusses and describes Ji Gong, and Group Two discusses and describes the rich landlord using “linking verb+adj.” according to the pictures and words given.
(四分钟之后各小组派代表汇报。)
T: Now, please tell your stories to the class. G1: ... G2: ...
T: Great / Wonderful! 2. Homework:
(让学生用所给单词写下济公和有钱的财主的故事，在下节课与全班分享。)
T: According to the words on the blackboard, write down the story about Ji Gong and the rich landlord. Tell the story to your classmates in the next class. Ⅳ. 疑点探究
Why all the smiling faces?
(此句为省略句。全句应为Why do all of you have smiling faces?)
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1, 2 and 3a. 本课重点活动是1, 2和3a。 Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
be proud of, seem, taste, smell, set the table, be able to
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2. Go on learning some sentences showing feelings.
He feels disappointed because he can’t get a ticket to The Sound of Music. It’s so funny and interesting. It’s so moving.
Did she sound worried?
I’m sure Mr. Lee will be surprised!
3. Go on learning the structure of “linking verb+adj.”. He looks a little disappointed.
He feels disappointed because he can’t get a ticket to The Sound of Music. The food tastes delicious. The litter smells terrible. Ⅱ. Teaching aids 教具 录音机/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
复习并处理新词句。
1. (师生互相问候。用做游戏的方式复习上节课内容，并导出本课的目标语言。)
(在黑板上呈现表达情感的形容词，然后把全班学生分为两组，每组派出四名同学，这八名同学背对黑板，下面在座的其他同学用表情表达黑板上的词，让这8名同学竞猜抢答，看哪一组猜得又快又准确。)
T: The class will be divided into two groups. Each group sends four students to stand here, and they face all of you. I’ll point at any adjective on the blackboard, and you act it out with facial expressions, and the 8 students will guess it quickly. Let’s see which group will win.
happy, sad, disappointed, upset, angry, afraid, worried ... 2. (以幻灯片或提供词造句的形式描述图片,并完成2,由此引出新单词。) T: Now look at 2, and describe the pictures with the words in the box. (板书) be proud of, seem, taste, smell (教师核对并板书答案。) 2. They seem worried. 3. He is pleased with his new bike. 4. The food tastes delicious. 5. It smells terrible. 6. The boy looks tired.
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Step 2 Presentation 第二步 呈现(时间:12分钟)
呈现并处理本课活动1和3a。
(方案一)(设置听力任务，让学生听1的录音，回答问题。)
1. T: Boys and girls. You look happy now. However, Mr. Lee, Kangkang’s teacher looks disappointed.
Let’s listen to 1 and find out the reason. (板书问题。) Why is he disappointed? (听完录音后，教师提问。) T: Why is he disappointed?
Ss: Because he can’t get a ticket to The Sound of Music. (学生再听一遍录音，回答教师问题。)
T: Let’s listen to 1 again to find out which film Kangkang likes. (听完录音后，教师提问。)
T: Which film does Kangkang like best? Ss: He likes Love Me Once More, Mom.
(方案二) (让学生听1的录音，并完成下面表格。) 1. T: Boys and girls, listen to 1 and complete the table. Name Kangkang Jane Maria Mr. Lee Favorite film Reason
2. (呈现3a。)
T: Look at the picture in 3a on page 4. What’s Kangkang doing? Ss: He is setting the table for his friends. (可帮助学生回答)
T: Can Michael come for supper? I tell you, he can’t. That’s to say he isn’t able to come. Is Michael able to come? Ss: No, he isn’t.
T: Right, then, is Mr. Lee able to go to the movie? What’s his feeling? Now let’s listen to 3a and find it.
(老师在放录音前先板书。) set the table be able to What’s Mr. Lee’s feeling? T: Can you catch the dialog? Who can answer my question? S1: Mr. Lee will be surprised.(可帮助学生回答。板书生词并领读。)
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surprise 3. (再听3a，完成3b。)
T: Please listen to 3a again and finish 3b.
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固本课1和3a。
1. (让学生对1和3a进行角色朗读。) T: Now, read 1 and 3a in roles.
2. (教师提供关键词，在黑板上板书，让学生复述1和3a的内容。) T: Look at the words and phrases, then retell 1 and 3a. disappointed The Sound of Music Cats funny interesting boring moving Love Me Once More, Mom worried have a temperature surprised Step 4 Practice 第四步 练习(时间: 7分钟)
练习完成4。
1. (让学生听录音，并完成4的填空练习。) T: Listen to the tape, then finish the blanks in 4. 2. (再听3a，回答下列问题。)
T: OK. Let’s listen to 3a again and find out the answers. (1) How many places should Kangkang set? (2) What’s wrong with Michael? (3) Why will Mr. Lee be surprised?
Step 5 Project 第五步 综合探究活动(时间: 6分钟)
探究整合1与3a的内容。
1. (教师布置小组竞赛表演的任务，把3a提到前面，设想Kangkang邀请同学来到家里，谈 论喜欢的电影或剧本，并谈及Mr. Lee，给其一个惊喜。)
T: Work in groups. Kangkang invites some friends to his home. They are talking about their favorite movies, and they give Mr. Lee a surprise. Now make a dialog and act it out. Example: (Today, Kangkang invites some friends to come to his home.) S1: My favorite is Cats. It’s funny and interesting. What about you? S2: I like Beijing Opera, and you? S3: I don’t like it at all. It’s boring.
S4: Do you know what movie Mr. Lee likes best?
S3: He likes The Sound of Music, but he was so disappointed because he didn’t get a ticket. S1: ...
2. Homework:
(假设你是康康的妈妈，迈克尔的妈妈正在给你打电话。你们会谈些什么呢？请设置一个
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打电话的对话。) Ⅳ.疑点探究
ring up sb.(英式用语)相当于phone sb.，意思为“打电话给某人”。
Section C
Section C needs 1 period. Section C 需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
lively, cheer up, mad, at first, please, in the end, America, fall into, everywhere 2. Master sentences expressing feelings.
Mrs. Von Trapp died, and the family were very sad and tired. The children cried and shouted every day.
The father was lonely and often became angry because of the noisy children.
The father was almost mad at first, but the smiling faces of his children pleased him and made him happy again.
They were very frightened because they were afraid of losing each other. Ⅱ. Teaching aids 教具
录音机/海报(或照片)/图片/小黑板(或幻灯片)/唱盘(或磁带) 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Section B并了解本课1a和2。 (方案一)
1. (让学生表演Section B中1和3a的对话，复习表达情感的词句。)
T: Act out the dialogs in 1 and 3a, then review the words and sentences expressing emotions. 2. (根据表演，回答下列问题。) (1) How does Mr. Lee feel? (2) Why is he disappointed? (3) What happened to Michael?
(4) Do you want to see The Sound of Music?
(方案二)(教师用多媒体打出Do Re Mi的歌词，准备用歌曲导入新课。) T: Let’s review what we learned yesterday. Answer my questions, OK? Ss: OK.
T: How does Mr. Lee feel? Ss: He feels disappointed. T: Why is he disappointed?
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Ss: Because he couldn’t get a ticket to The Sound of Music. T: What happened to Michael? Ss: Michael had a temperature. T: How about their tickets?
Ss: Mr. Lee could use their tickets since they were not able to go.
T: Yes, you’re right. Now, Mr. Lee is in the theater. That’s the song he is listening to. Let’s listen to it together. (教师放歌曲Do Re Mi。) …
T: How do you think of the song? Do you think it is lively? Ss: Yeah, it’s good.
(教师在黑板上逐步呈现生词: lively, cheer up, please，并解释。) (板书) lively, cheer up, please T: Why do you think it’s good? Ss: I think it makes me happy and relaxed.
T: I think so. It can please us and cheer us up. I like to hear this song when I am sad. It’s the theme song of The Sound of Music. Do you know this movie? Ss: Yeah. It’s very popular.
T: Do you know the starring roles? Ss: No.
(教师拿出The Sound of Music的海报, 展示给学生并讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)
T: Please find out who are the stars and the director. Ss: Julie Andrews and Robert Wise.
T: Right. This story happened in Austria. (引出生词: Austria, mad, at first, 并解释。) (板书) Austria, mad, at first T: Do you know more about this story? S1: It’s a story about Maria.
S2: Maria went to care for a family with seven children.
S3: Their father was mad at their actions at first, but their father became happy at last. (以上内容如果学生不知道，就直接导入下一步。)
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Step 2 Presentation 第二步 呈现(时间: 5分钟)
呈现1a。 (方案一)
1. (让学生学唱歌：Do Re Mi。) T: Let’s sing the song. 2. (教师导入新课。)
T: What do you think of the song? It’s the theme song of The Sound of Music. Do you know anything about this movie? Let’s learn 1a.
3. (让学生自读1a，根据上下文猜测生词意思并找出表达情感的词。)
T: Read 1a by yourselves, and guess the meanings of the new words and phrases, then find out the words expressing feelings.
4. (让学生说出表示情感的单词，教师同时板书关键词。) T: Say out the words expressing feelings, please. popular—sad and tired—lonely—angry—mad—pleased—happy (方案二)(教师将问题读给学生作为听力任务并播放1a的录音，听完回答问题。) T: Now. Let’s listen to 1a and answer the following question. What did Maria go to the Von Trapp family for?
Ss: She went to care for the Von Trapp family with seven children.
(如果不能回答上面的问题，让学生听第二遍。教师可以把所有的生词列在黑板上并与导入中的生词放在一处。)
Step 3 Consolidation 第三步 巩固(时间: 15分钟)
复习巩固1a，并完成1b。
1. (教师把学生总结的关键词写在黑板上。)
T: Please read 1a carefully and underline the key words and sentences. (板书) popular, movie, story about a young woman, Austria, the Von Trapp family, care for, died, sad and tired, father, angry, lively, perform, play, cheer up, mad, pleased 2. (让学生独立完成1b, 找出下列问题的答案。)
T: Now, let’s read 1a and then find the answers to the questions of 1b. (呈现小黑板或幻灯片。) What did Maria go to the Von Trapp family for? Why were the family sad and tired? Was the father happy or sad in the end? Why? How did Maria cheer up the children? When and where will the movie be on? How much does a ticket cost? 10
3. (教师核对答案，检查学生的理解情况。) (核对完答案后。)
T: Excellent. Now, let’s read 1a again and find out the main idea of each paragraph. Please work in pairs and discuss it. (给学生两分钟的讨论时间。)
T: Group 1, what does Paragraph 1 talk about? G1: The Sound of Music is a story about Maria. T: Group 2, what about the second paragraph?
G2: It talks about the family. The family looked sad and tired. T: Group 3, what’s your idea about Paragraph 3? G3: Maria cheered up the family at last.
4. (把学生分成三人一组，给学生三到四分钟的时间，然后看着黑板上的关键词语，让几组学生读出他们所概括文章的大意，看哪一组表现得好。)
T: Very good, every group did a good job. Now, work in groups of three, each member sums up one paragraph, and combine them together into the main idea of the passage. Understand?
G1: The Sound of Music is a very popular movie. It’s a story about Maria. She went to care for
a family with seven children. The family looked sad and tired. The mother died, so the father was often unhappy. Maria cheered up the family. At last, Mr. Von Trapp became happy again.
(如果学生有困难，教师可给出示范。) G2: … G3: … …
Step 4 Practice 第四步 练习(时间: 5分钟)
完成2，进一步练习关于系表结构及表示情感的词语。
1. (播放歌曲My Heart Will Go On或播放Titanic电影片断。) T: Do you know this song?/Do you know this movie? Ss: Yeah.
T: So you must know the movie Titanic. Ss: Yes.
T: What’s it about?
S1: It’s a love story about Jack and Rose.
S2: They fell in love with each other in the ship Titanic. S3: The Titanic had a serious accident. S4: Jack died, but Rose was saved. …
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(必要时教师可做适当介绍，并导入下一步。) (教师播放歌曲“世上只有妈妈好”。) T: You know this one clearly, right? Ss: Yeah, it’s a story about a mother and her son. One day, her son was lost and she couldn’t find him. She was very sad and almost went mad.
T: Yeah, very good. Today we’ll learn about these three movies. The Sound of Music,Titanic and Love Me Once More, Mom.
2. (让学生独立完成2。给学生3分钟的时间通读短文，并画出系动词结构。)
T: Do 2 by yourselves. We’ve just mentioned Titanic and Love Me Once More, Mom. Now, please read through the two passages and underline sentences with the structure of“linking verb + adj.”.
3. (理解大意之后，让学生选择正确的形容词填空。) T: Please fill in the blanks.
4. (教师在黑板上写下答案及系动词的句子，并提示学生选择正确的形容词，同时展示事先准备好的Titanic和Love Me Once More, Mom的海报，配合教学。)
They were happy to be… …the Titanic had a serious accident… They were very frightened ... ...they were afraid of losing each other. Rose felt very sad. She was so lonely! The mother was so worried that… …sad and went mad. (以上斜体用红字来表示。) 5. (学生做完之后，核对答案。)
T: Now, let’s check the answers together.
Step 5 Project 第五步 综合探究活动(时间: 10分钟)
进一步练习喜欢的事物的表达方法。
(小组活动。三人一组，讨论最喜欢的电影。)
T: Three students in one group and discuss your favorite film. You can use the following questions. (板书问题。) What’s your favorite film? What’s the film about? Are the actors and actresses happy or sad? Why? What happened at last? How do you feel about the film? 12
(教师可以出示一些明星的海报或照片给予提示。)
T: After your discussion, please fill in the card below and report to your group.
My Favorite Film Favorite film: Actor(男主角): Actress(女主角): Director: Theme song(主题曲): Time you watch: (教师找几名做得好的学生做汇报。)
T: Now I choose some students to report their cards. S1: … S2: …
Section D
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.
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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. when your pet dies? when you’ve a temperature? How will you feel when you see someone walking in the rain? with a closed umbrella in the hand?
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。)
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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?
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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.
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(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。)
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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)
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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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