Consolidation (10minutes) 1. The whole class work. 2. The whole class work. 3. The whole class work and group work. 4. The whole classwork. 5. The whole class work and group work. 1. Students read through the passage and find out the linking verb+ adjective structure. 2. Students try to follow the speed, paying attention to the pronunciation. 3. Students read the passage by themselves and discuss in groups to find out the difficult points and sum up the main points. 4. The students underline the language points in their books and make some notes. 5. Everyone can read through the passage fluently 1. The teacher asks the students to read through the passage and find out the linking verb+ adjective structure. 2. The teacher plays the recording without stopping. 3. The teacher asks the students to find out the difficult points and sum up the main points of the passage. 4. The teacher makes a summary to explain key points and difficult points to the students. （1）lonely孤独的，寂寞的，侧重人的心理。 alone 独自的，单独的，说明客观存在。 （2）because 后接状语从句，because of 因为，由于，介词短语，后接名词或相当于名词的词或短语。 （3）cheer sb. up 使某人振奋起来，使某人高兴起来。 5. The teacher asks the students to read the whole passage in groups, making sure everyone can read through the passage. 21
Practice (10 minutes) 1. The whole class work and group work. 2. The whole class work and four students’ work. 3. The whole class work. 1. Students retell the story in 1. Play the game: A round groups of four based on robin story. 1b and 1c. The teacher asks the students to retell the story based on 1b and 1c. Member B retells the first paragraph according to the first table and the first question. Member C retells the second paragraph according to the second table and the second question. Member D retells the third paragraph according to the third table and the third question. At last, Member A retells the whole story. 2. Students finish the 2. The teacher shows some exercises: exercises on the screen to Complete the sentences the students. Then asks four with the words in the box. students from different groups to write down their lonely alone because of answers on the blackboard. because cheer...up lively ⑴ Mr. Wang lives___, but he never feels ___. ⑵ Ben doesn’t like Beijing Opera ___he thinks it’s too boring. ⑶ He couldn’t go for a picnic tomorrow ____ the weather. ⑷ The teacher is taking Jane out to ___ her __. ⑸ Maria is a ___ girl, and all of us like her very much. 3. Two students correct 3. The teacher asks two students to check the the answers. answers. 22
1. Group work. 2. The whole class work. 3. Individual work. Production (7minutes) 1. Students make an 1. Finish 2a. The teacher interview in groups of asks the students to make six. an interview in groups. Member B acts Michael. Member C, D, E and F answer Member B’s questions of 2a. Then Member A reports the interview. 2. All the students should 2. The teacher summarizes know the meanings of what the students learned the summary. today. Important language points are shown on the computer screen. 3. Students finish their 3. The teacher assigns homework after class. homework: (1) Students connect (1) The teacher asks the the topic sentences students to finish together to finish writing the writing the conversation between conversation. Steve and Mr. Brown in their exercise books. Remind them to connect the topic sentences, then add something necessary. (2) Students search the (2) The teacher asks the Internet after class. students to search the Internet for some information about Beijing Opera to prepare for Section D after class. (3) The teacher assigns (3) Students review Section A, B, and C to prepare the students to review for Section D. Section A-C to prepare for Section D. (4) Students may enjoy (4) The teacher asks the the movie if possible students to watch the by themselves. classic movie, The Sound of Music. 23
Teaching Reflection The students like the two beautiful songs from The Sound of Music very much. The atmosphere of this lesson is active. It’s helpful to English teaching and learning. We should show more information that the students are interested in when we give the English class.
Ⅶ. Blackboard design
Unit 5 Feeling Excited Topic 1 You look excited. Section C 1. lonely alone 2. because because of 3. cheer sb. up
Unit 5 Feeling Excited Topic 1 You look excited.
Section D
Ⅰ. Material analysis
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，巩固学生本话题的学习内容。学生将通过1的阅读了解我们的国粹——Beijing Opera的历史起源，主要角色，素材来源及艺术特点，进而让学生在感受京剧的旋律美的同时，体会我们祖国文化的博大精深，更加愿意关心热爱京剧艺术，进而更加热爱我们伟大的祖国，培养民族自豪感。同时通过2a 的写作拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。 Ⅱ. Teaching aims Knowledge aims：
1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词； 2. 能熟练运用linking verb + adjective 结构； 3. 能准确运用本单元重点短语进行写作练习：
invite sb. to do sth., prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb.
a ticket to …, because of, cheer sb. up, come into being, be full of, agree with sb., make peace with sb., in the end , be popular with sb., be/become interested in…等短语。 4. 能正确做出教师设计的补充词汇对比的练习： ｛boring ; bored｝
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｛exciting; excited｝ ｛alone ; lonely｝
｛because; because of ｝ ｛interesting; interested｝
5. 学生能综合运用本课短语、句型写出描述不同情绪的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关Beijing Opera的历史，角色，意义的听力材料。 2. 能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故事。 3. 能阅读有关自己最喜欢的艺术形式的文章，理解文章，并能做出相关的阅读练习。 4. 能综合运用本话题的语法，词汇，句型写出自己最喜欢的某一艺术形式或故事的意 义以及人物在某一特定活动或事件中的情绪变化。 Emotional aims：
本话题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。 Ⅲ. The key points and difficult points Key points：
1. 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. 掌握 interesting 和interested 的用法区别。 Difficult points:
1. 综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情绪变化。 2. 正确做出教师设计的补充词汇对比的练习。 Ⅳ. Learning strategies:
1. 通过整体复习Sections A-C，让复习也是一种学习的想法根植在学生心中。 2. 小组学习可以让学生对短文的写作步骤有更深刻的理解。 Ⅴ. Teaching aids
Computer multimedia projector, the flash of the song, Rap Face, the pictures of the roles in Beijing Opera
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity 25