Section A教学设计内容推荐

Unit 5 Feeling Excited Topic 1 You look excited. Section A 教学设计

Ⅰ. Material analysis 本节课为话题的第一节课，建议用1课时上完。

本课通过Jane 询问Kangkang兴致勃勃的原因，引出对话的主题：描述情绪与表达情感。对话呈现了本课所要学的语法重点：linking verb + adjective, 并呈现了新出现的短语：invite sb. to do sth., 复习了已学过的重点短语prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb. 和a ticket to …

的用法，同时在对话中呈现了交际功能用语：How are you doing? Very well, thank you. Guess what! 和What a pity! 帮助学生学会如何表达和描述情绪。

通过Kangkang的父母邀请Jane, Maria 和

Michael的父母去看电影The Sound of Music, 把小伙伴们留在家里小聚，以及Ｍr. Brown没有买到The Sound of Music的票引出描述情绪的相关词汇和表达。要求学生在学会课本语言知识的同时，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. 学生能正确拼读并运用以下词汇：

(1)单词表中的黑体单词invite (2)连系动词：be,look, feel, taste, smell和sound (3)描述情绪的形容词：excited, happy和disappointed

2. 学生能正确运用以下短语造句：

invite sb. to do sth.

prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to …

3. 学生能自如地运用以下功能句进行交流：

How are you doing? Very well, thank you.

Guess what!

What a pity!

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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. 能正确地运用本课的交际功能用语问候或表达情绪。

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 A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。

Ⅲ. The key points and difficult points Key points：

学生在交流中能自如地运用系表结构和以下短语：

invite sb. to do sth.

prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to …

Difficult points：

1. 学生对功能用语How are you doing? 的理解。

2. 描述他人情绪时连系动词正确形式的运用。

Ⅳ. Learning strategies 通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要完成的题目进行初步的判断。

Ⅴ. Teaching aids

Computer multimedia projector, the flash of the song, Do Re Mi.

Ⅵ. Teaching procedures Interaction Step pattern Student activity Teacher activity

2

Introduction （8 minutes）

1. The whole

1. Focus their attention

1. Greet the students and class work. on the teacher. get them ready for learning.

The teacher plays the

flash of the song, Do Re

Mi. 2. The whole

2. Students describe their

2. The teacher asks the students class work. own feelings: Yes, we if they are happy to see

are very happy.

each other after the winter

holiday. 3. The whole

3. Students observe the

3. The teacher shows the third class work. picture and answer the picture of 2 on the screen:

question: Yes, they do. Do they look happy? 4. Pair work. 4. Students ask and answer

4. Show all the pictures, words

according to the given and the example of 2 on

pictures, words and the screen one by one. Let

the example on the the students ask and screen.

answer in pairs according to Picture 2: the example. Let the -How does the food taste? students pay more attention -It tastes delicious. to the form of the verbs. Picture 3: Finish 2.

-How do they look?

(The teacher can divide -They look happy. the students into four Picture 4: groups. Then tell the -How does the song students that they can get sound? one point or two points or -It sounds wonderful. three points…

when they Picture 5:

answer the questions or -How do they feel? make conversations correctly. -They feel excited. The best students can get 1 point once, and the normal 3 students can get more points when they answer the

Presentation (10minutes)

1. The whole

1. Observe the picture of

1. Ask the students to

class work. 1a and answer the

observe the picture of 1a

question. and answer the question: Do

Kangkang, Jane, Maria and

Michael look excited?

Lead to the learning of the

conversation.

2. The whole

2. Students make sure they 2. The teacher asks the

class work. understand what the

students to read the

statements mean. statements in 1b.

3. The whole

3. Students try to find out 3. The teacher asks the

class work. the words expressing students to read the parts

feelings and have their firstly and then give a

own answers without judgment.

watching the flash.

4. Students catch the general

4. The whole

idea of the dialogue

class work. and match the three 4. The teacher plays the

parts to make correct flash of 1a for the first

sentences. time without stopping.

Let the students listen

5. Students watch the flash to and match the three 5. The whole

for the second time, parts of 1b.

class work. paying attention to the 5. The teacher plays 1a for

pauses. the second time, stopping

6. Volunteers read the

when necessary.

6. The whole

answers. Check the

class work. answers and correct 6. Ask two students to tell

the wrong parts. answers to 1b.

7. Think about the reason:

7. The whole

Because Kangkang’s

4 class work. parents want to invite 7. Let the students think about

his friends’ parents to why Kangkang, Jane, Maria

Consolidation (10 minutes)

1.Pair work. 1. Students ask and answer

1. The teacher lets the

questions in pairs based

students ask and answer

on 1b. questions in pairs based

on 1b. Finish 1c. 2.The whole

2. Read 1a and complete

2. The teacher asks the students

class work.

the passage in 1d.

to read 1a and complete

the passage. The teacher

gives two or three minutes

to the students to finish 1d.

3. The whole

3. Volunteers write the

3. The teacher lets the students class work. answers on the blackboard.

correct the wrong words. 4.The whole

4. Students read the

4. The teacher plays the

class work. conversation after the

recording sentence by

recording sentence by

sentence.

sentence.

5. The whole

5. Students try to follow 5. The teacher plays the

class work. the speed, paying

recording without stopping.

attention to the

pronunciation and

intonation.

6. Group 6. Students read the

6. The teacher lets the students

work. conversation by

read 1a, and then asks them to

themselves and

learn in groups to find out the

discuss in groups to

difficult points. At last let

find out the difficult

them sum up the main points

points and sum up the

of the conversation.

main points.

7. Students underline the 7. The teacher makes a summary

7. The whole

language points in

to explain the key points and class work. their books and make

difficult points to the students: some notes. (1) -How are you doing? 5

-Very well, thank you. (2) linking verb + adjective

1. The whole

1. Students look at the

class work.

pictures and guess the feelings of the people in pictures 3. 1. The teacher encourages the students to look at the pictures in 3 and guess the feelings of the people. Give a forecast to the adjectives of describing feelings they will fill in the blanks. 2. The teacher plays the

recording. 3. Let two or three students

tell their answers. 4. The teacher plays the

recording and pauses after each conversation. 5. The teacher plays the

recording the third time without stopping. 2. The whole

2. Students listen to and class work. finish A in 3 first. 3. The whole

3. Students check the

class work. answers. 4. The whole

4. Students write down

class work.

5. Practice (10 minutes) work

and individual

work. 6. The whole

class work.

7. Pair work.

their answers in their

books. Group 5. Students check their

answers to B in 3. They

may discuss in groups. 6. Four students from each 6. The teacher checks the

group show their answers on the blackboard. students’

answers, asking four students from each group to show their answers on the blackboard. The teacher corrects the wrong parts. Pay attention to the form of the linking verbs. 7. Ask and answer questions

7. Let the students ask and in pairs based on 3. Example: -How does the teacher

answer questions in pairs based on 3. Give suitable

points to each group. 6

feel? -She feels angry.

Production (7minutes)

1. The whole

1. Students make up the

1. The teacher organizes the

class work conversations, using students to make up the and

the linking verbs and conversations, using the pair work. the adjectives.

linking verbs and the

-How are you doing, adjectives in 4 in pairs.

Mike? Help students to review

-Very well, thank you. the ways of greetings.

You look happy. Why? Encourage them to use

-Because we will go

more expressions.

to the movies this

afternoon.

2. The students act out

2. Let the students show

2. The whole

their own conversations their own productions by

class work

in pairs. acting out their conversations. and pair

The teacher gives suitable work.

points to their productions.

3. Learn to care for

3. The teacher sums up the

others’ feelings.

students’ conversations. 3. The whole

Teach them to care for class work.

others’ feelings.

4. Students summarize

4. The teacher shows the

Section A with the summary to the students. 4. The whole

teacher.

class work. 5. Students finish after

5. The teacher assigns

class. homework: 5. Individual

(1)Memorize the summary (1) Review the summary

work. after class. after class. (2) Students write a

(2) Ask students to write a

passage according passage according to to the conversation in the conversation in 1a 1a and prepare for the and read it to the 7 reporting tomorrow. whole class tomorrow.

(3) Preview Section B

(3) Preview Section B after

It’s easy for the students to understand the structure of “linking verb +

Teaching Reflection adjective”. But it’s a little hard for the students to use the correct form of

the linking verbs in their own conversations. Teacher should design more

oral practice for the students. VII. Homework

1. Remember the new words and expressions in this period. 2. Role-play the conversation after class.

VIII. Blackboard design Unit 5 Feeling Excited

Topic1 You look excited. Section A 1. -How are you doing?

-Very well, thank you.

G1

G2

G3

G4 2. linking verb + adjective

2

4

1

2 3. Guess what!

3

2

2

2 4. invite sb. to do sth.

1

2

2

2 5. one of +最高级+ 名词复数

6. prepare sth. for sb. 7.say thanks/ hello/ sorry / goodbye to sb. 8.a ticket to…

8