Section B教学设计一等奖

Unit 5 Topic 1 You look excited.教学设计

Section B

Ⅰ. Material analysis 本节课建议用两课时上完。主要活动为1a和2a。

本课通过Steve询问Kangkang Mr. Brown不高兴的原因，继续谈论本话题的主题：描述情绪与表达情感。重点呈现本话题所要学的语法重点：linking verb + adjective,并呈现了新出现的连系动词seem, 复习了用love, favorite 和like…best 表示喜好，同时在对话中复习了交际功能用语：What’s the matter with…?在2a中让学生观察学会分组记忆单词，并正确掌握以-ed结尾的形容词和以-ing结尾的形容词的用法上的区别。要求学生在学会课本语言知识的同时，在闲暇时间有健康向上的个人爱好，陶冶情操，提高个人的自身修养，并培养他们的互助互爱的精神，在能够正确处理个人情绪的同时帮助他人排解不良的情绪。

Ⅱ. Teaching aims 

Knowledge aims：

1. 学生能掌握-ing和-ed在词尾的读音，及此类单词的重音位置；能在朗读中正确读出连读和句子的语调，并能区分出和读准需要重读的实词。

2. 学生能正确拼读并运用单词表中的黑体单词seem,

并正确运用以-ed结尾的形容词和以-ing结尾的形容词。

3. 学生能正确运用“linking verb+ adjective”结构造句。

4. 学生能自如地运用系表结构的句子进行交流来谈论情绪。

Skill aims：

1. 能听懂有关情绪的询问与表达的简单对话和陈述。

2. 能正确地运用带有系表结构的句子表达情绪，能自如地就个人喜好的话题进行交流。3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。

4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。



Emotional aims：

通过对Section B的学习，鼓励学生在闲暇时间多参加积极健康的文体活动，开阔视野，陶冶情操，提高个人的自身修养，并能培养他们乐观向上的精神，有助于排解不良的情绪。

Ⅲ. The key points and difficult points Key points：

1. linking verb+ adjective 2. 正确运用以-ed结尾的形容词和以-ing结尾的形容词。

Difficult points：

1.对以-ed结尾的形容词和以-ing结尾的形容词的理解。

2.对句子中需重读的词的正确把握。

Ⅳ. Learning strategies 1. 对同一词根的词的成组理解记忆有助单词记忆速度的提高和对词义的理解。

2. 通过模仿录音重读，连读和语调，让学生知道模仿读音是修正自己读音的很好的学习途径。

Ⅴ. Teaching aids

Computer multimedia projector, phonetic syllable cards, word cards.

Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity

1. The whole

class work.

2. Group work.

3. Group work.

Introduction

1. Focus their attention

on the teacher.

2. Read the passage.

3. Students discuss in groups, trying to answer the teacher’s question: Maybe he didn’t 1. Greet the students and

get them ready for learning. Play the flash, Do Re Mi.

2. Ask four students from different groups to read the passage they have written according to 1a of Section A. Give suitable points to each group. 3. Let the students observe the picture of 1a and guess: Why does Mr. Brown look unhappy? 4. Learn the new word “seem”. The teacher points at the picture, indicating “Mr. Brown looks unhappy. He seems unhappy.”

（8 minutes）

4. The whole

have a ticket to The class work. Sound of Music. 4. Students listen carefully, guessing the meanings of “seem” with the help of the picture.

Presentation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. Individual

work.

6. The whole

class work.

7. The whole

class work.

8. The whole

class work.

1. Students make 1. Finish1b. The sure they teacher asks the understand what students to read the statements the statements in mean. 1b. 2. Students try to 2. The teacher plays catch the general the recording for idea of the the first time conversation. without stopping. 3. Students mark “T” 3. The teacher plays or “F”.

the recording for 4. Students correct the second time. their answers 4. The teacher lets while reading. students read 1a

carefully and 5. Volunteers write check1b. their answers on the 5. Check 1b. The blackboard. teacher asks two 6. Students answer students to tell the question: their answers, then Because he corrects the wrong couldn’t get a ones. ticket to The 6. The teacher lets Sound of Music.

the students check 7. Read 1a carefully their guessing: and find out all Why does Mr. the “linking verb + Brown seem adjective” structures. unhappy?

7. The teacher lets the 8. Find out all the students read 1a

Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work. 3. Group work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work.

1. Students read the

1. The teacher plays dialogue after the

the recording of 1a recording sentence sentence by by sentence. sentence. 2. Students try to 2. The teacher plays follow the speed. the recording 3. Students finish1c without stopping. in groups of six. 3. The teacher asks Each of the five the students to students retells a finish1c. Give sentence of 1a suitable points to

according to the each group.

key points. Then 4. The teacher asks the sixth student the students to links them read the words in together to form a 2a. Remind them passage.

to pay attention to 4. Students read the

the stress and the

words in 2a. underlined parts. 5. Students listen to 5. The teacher plays 2a and check their

the recording of pronunciations. 2a. 6. Students observe

the words and sum 6. The teacher asks up their different the students to forms and usages. observe the words 7. Make the note: and sum up their “-ed”

形容词表示usages. “感到……的”，其7. The teacher sums 主语是人，在句中up the

1. Individual

1. Students finish 2b

1. The teacher asks the work. according to the note students to fill in the

in 2a. blanks with the correct

forms of the words in 2. The whole

the brackets. Finish class work. 2. Check the answers 2b. 3. The whole

and correct the 2. Organize the class work. wrong ones. students to check the

3. Students try to answers. 4. The whole

catch the general 3. The teacher plays class work. idea of the the recording of 3 5. The whole

passage. for the first time class work. 4. Students complete without stopping.

the sentences. 4. The teacher plays 6. Some students’

5. Volunteers write the recording for the work. their answers on the second time. 7. The whole

blackboard. 5. Check 3. The class work.

teacher asks two

6. Volunteers read students to tell their 8. The whole

the phonetics. answers, then class work. 7. Students correct corrects the wrong

their ones.

pronunciation 6. The teacher shows 9. Group work. while the teacher phonetic cards /t/, 10. The whole

is reading. /d/ and /Id/. class work. 8. Students read the

7. The teacher

phonetics and the

pronounces

given words in 4a / t /, /d/ and / Id/.

and

8. The teacher lets the

say the rules for students read the

Production (7 minutes) 1. Group work.

2. The whole

class work.

3. The whole

class work.

4. Individual

work.

1. Students act out 1. The teacher asks the conversation of the students to 1a in

prepare the groups of four. conversation of 1a 2. Think about and in groups of four. say out linking verbs Give suitable points and adjectives as after acting. many as possible. Encourage them to 3. Students sum up have good hobbies the main points. in their free time

and care for

others. 4. Students finish 2. The teacher their homework organizes the after class. game: Brain (1) Make up Storms. Let the sentences. students say out (2) Memorize the

more linking verbs summary after class. and adjectives in (3) Search the one minute. Give information about the suitable points movie,

after that. The Sound of Music.

3. The teacher asks the

(4)Preview Section students to sum up C the main points of today’s lesson. Then the teacher gives summary. 4. The teacher assigns

Students understand the structure of “linking verb + adjective” well and they can make up right sentences with it. But they need Teaching Reflection more exercises about the usages of adjectives ended with –ed and –ing. They are very interested in the movie The Sound of Music after learning Section A and B. It’s helpful for them to learn Section C.

Ⅶ. Blackboard design

Unit 5 Feeling Excited Topic 1 You look excited. Section B 1. seem unhappy

G1

G2

G3

G4 feel disappointed

2

4

1

2 be interesting/ fun

3

2

2

2 be boring

1

2

2

3 be exciting 2. Great! He must be excited to get it. OK. I will tell him the exciting news right now!