Section   D

Section D需用1课时。
重点活动是1a、1b和1c。
教学目标：
1.能从所读文章中找出有关信息，理解大意。
2.能从所听语言材料中获取所需信息补充短文。
3.能初步建立起学生对中国京剧的认识。
4.归纳总结Topic 1所学句型及交际用语。
教学过程：
第一步：复习
1.让学生读一读上节课完成的电影简介。
2.教师点评，用上How moving! How exciting! How interesting!等感叹句。
3.教师问：
Which do you like better, movies or Peking Opera?
Do you like Peking Opera?
Do you know anything about Peking Opera?
第二步：呈现
1.教师导入：Peking Opera has a history of 200 years. There are four main roles in it.They are Sheng, Dan, Jing, Chou. Would you like to know them? Let’s look at 1a.
2.阅读1a，根据上下文猜测出生词，判断正误。
（  ）1.Peking Opera has a history of  100 years.
（  ）2.Its music and singing come from Xipi and Erhuang.
（  ）3.It expresses Chinese culture.
（  ）4.Few people like Peking Opera.
3.讲解生词，重难点：
① express
② culture
③ facial
④ gesture
⑤ fighting
⑥ be full of
第三步：巩固
1.学生根据短文完成1b。
2.师生共同检查答案。
第四步：练习
1.教师说：As we know, good people will eventually be rewarded. So do the roles in Peking Opera. Let’s read 1c.
让学生打开课文1c，浏览1c，掌握大意。
2.让学生听录音1c，完成短文。
3.师生共同检查答案。
4.教学生词：disagreement, peace, laughter
第五步：综合探究活动
1.四人一组，进行自主学习，每人负责归纳整理一个section的重点句型与词组，最后四人将总结的结果合并在一起，向全班同学汇报，与全班共享Topic 1的重点句型与词组，并与2a、2b进行对照。
2.学唱Do Re Mi.
3.如有条件让学生欣赏或穿上各种角色的戏服，来一段各种角色都有的京剧，比一比看谁演得好。
教学评估：
听写
The popular books are not the same. Some books describe the life of the rich; some describe the life of the poor; some people in the books are stupid or silly; some people are clever; some people are surprised at their one-night success; some people are proud of their hard work. In order to express more information with the people’s gestures, some directors put the books on TV. Of course both books and TV shows can bring people more happiness.

Topic 2 
Section   A

Section A 需用1课时。
重点活动是1、2和3。
教学目标：
1.进一步学习并掌握个人情感及个性的词汇。
2.能用有关情感的形容词准确表达个人情感。
3.在be+adj.结构基础上掌握linking verb+adj.+prep.结构。
教学过程：
第一步：复习
利用单词接龙比赛复习表情感的词汇。比赛规则：分四大组进行竞赛，每人只有一次机会在黑板上写一个单词，在规定的时间内看哪组写得多、写得对、准确率高。单词写得多的组获胜。
第二步：呈现
1.教师说：Today we are going to learn more words about feelings.
2.教学生词：
shy, strict, patient, explain, over and over again, understand, be pleased with, result, bored, anxious, line, fall behind, satisfaction, surprise
3.教师导入：指着生词shy，拿着图1说：
Beth is a quiet and shy girl. She is crying in the washroom. Why? Let’s listen to the tape and find the answer.
4.放录音1，请同学们听录音并从所听对话中找到答案：
She has no friends here. She may feel lonely.
5.打开课本，请同学们跟读课本1的对话，查对答案。
6.讲解重难点并板书：
① Anything wrong?
② What seems to be the problem?
③ I don’t know what to do.
④ She should be more active.
第三步：巩固
1.教师指着一名学生说：
×××is helpful. He/She always helps his/her classmates with their English. And he/she feels very happy. The girl in the picture is helpful, too. Let’s look at the pictures and read the example.
2.教师解释第一图，然后让学生两人一小组读2中的对话。
3.让学生两人一小组参照课本2中的第一幅图的对话，试着说出后三幅图的对话，然后把它们写下来并练习，而后进行汇报。
第四步：练习
让学生看3的图，仿照例句进行造句练习，注意adj.后搭配的prep.。
第五步：综合探究活动
1.教师把事先预备好的纸条（上面写着不同的情感词汇）分给各个小组。让一个学生看并表演，让其他同学猜他所要表达的是何种情感。
2.各组选派代表汇报。
4.听录音选出各组内表达不同类情感的句子，并分组归纳情感表达法；最后汇报，全班一起分享成果。

Feelings

Problems    Anxious    Tired    Bored    Angry    Worried    Pleased    Nervous
A dull class                            T
Using my things                            
Falling behind others                            
Poor results at school                            
The exam                            
Other’s mistakes                           

Section  B

Section B 需用1 课时。
重点活动是1，2和3a。
教学目标：
1.能用简单的语言描述自己或他人的情感。
2.能根据具体的情景给出恰当的建议。
3.能在教师的指导下参与角色扮演活动。
教学过程：
第一步：复习
以竞赛形式让学生复习总结不同的情感表达法。
第二步：呈现
1.教师导入：
We know Beth is a quiet and shy girl. Is everything all right now? Let’s listen to the tape.
2.放录音1，请同学们听录音并回答下列写在黑板上的问题：
① Does Beth live in a new place?
② Whom does Beth want to be her friend?
③ Who reassures(安慰)Beth?
④ How does Beth feel now?
3.打开课本，请同学们跟读课本1的对话，师生共同查对答案，同时教师在黑板上写上关键词句。
Is everything all right?—especially—talk to —like...to—how—Don’t worry—stay with—makes—I am sure...—There, there!—feel better
4.讲解生词及重难点。
5.让学生看着课本两人一组自由对话，然后看着黑板上的关键词句进行人机对话，即学生与录音机对话，试着背出对话。
第三步：巩固
1.教师说：
When some problems happen to someone, we can give some advice to him.Listen to the problems and number the advice given.
2.放录音2，让学生完成2，然后检查答案。
3.教学生词：calm down
第四步：练习
1.调查学生年龄，然后说：
Some of you are in your early teens. You are teenagers. Many people in their teens often feel unhappy and sad. It is normal to feel sad when unhappy things happen to us. Let’s listen to the doctor’s valuable suggestions.
2.教学生词：teenager, suggestion, experience, normal, soft
3.放录音3a,让学生看书跟读并找出医生的建议。
4.四人一小组熟读3a。
5.三人一小组进行对话：一记者，一医生，一青少年。
6.完成3b。
第五步：综合探究活动
1.设计一个情景：你的朋友很伤心，你很担心她/他。与你的同桌一同探讨问题所在并找出最好的解决办法。写下你们的建议。
2.串演对话Section A,1与Section B,1。

Section  C

Section C 需用1~2课时。
重点活动是1a和2a。
教学目标：
1.掌握形容词比较等级用法规则，特别是同级比较。
2.能就信的内容，表达自己的观点和意见，参与讨论。
教学过程：
第一步：复习
复习形容词的比较级、最高级，写出下列形容词的比较级、最高级形式：
lovely—            patient—            funny—
active—            helpful—            humorous—
quiet—            shy—            smart—
brave—            fat—            little—
第二步：呈现
1.教师导入：
Do you remember Beth? She is a quiet and shy girl. She lives in a new city. She has some problems. So she is unhappy. She writes a letter to her friend Celia to get some advice.
Let’s find the answers in 1a.
2.放录音1a，请同学们听录音并从所听短文中找到答案。
3.自读1a的内容，根据上下文猜测生词意思，回答下列问题：
① Is Beth a stranger here?
② Are the roads here as clean as those in her hometown?
③ What’s the trouble with her?
4.教学生词，讲解重难点：
① stranger, advice, get used to, accept, join in, partner, fit in, humorous
② How time flies!
③ How I wish to stay with you!
④ I have to get used to everything new.
⑤ The roads here are not as clean as those in our hometown.
⑥ The food is not as delicious as our Sichuan food, either.
⑦ I try to join in activities of many kinds.
⑧ But no one wants to be my partner.
第三步：巩固
让学生再次通读1a，四人一小组讨论，给出一些建议完成1b，选举报告员向全班汇报，然后把好的建议一条一条写下来。
第四步：练习
1.学生看课本2a的表格，按要求尽量多地造句。
教师可先举例，然后让学生分组竞赛完成。
Celia is lovely.
Helen is more lovely than Celia.
Sue is the most lovely one of the three.
Celia is not as active as Helen.
Sue is as humorous as Celia.
2.引导学生写一篇介绍Helen, Celia和Sue的文章。
第五步：综合探究活动
1.根据2a的表格完成2b。可先口头练习，然后再写成书面汇报。
2.假如你是Celia,请根据课本1a中Celia的来信和你们小组讨论出的建议，给Beth写一封回信。（如时间不够，可留作课外作业。）

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