Section Bppt配套教案板书设计

Ⅰ. Material analysis 本节课建议用两课时上完。主要活动为Section B 的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。

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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 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 have a ticket to The Sound of Music. 4. Students listen carefully, catching the meanings of “seem”

with the help of the picture.

Teacher activity 1. Greet the students and

make 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 out the 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.”

1. The whole

class work.

2. Four students’

work.

Introduction

（8 minutes）

3.Group work.

4. The whole

class work. 2

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.

9. The whole

class work.

1. Students make sure

they understand what the statements mean. 2. Students try to catch

the general idea of the conversation. 3. Students mark “T”

or “F”.

4. Students correct their

answers while reading.

5. Volunteers write their

answers on the blackboard.

6. Students answer the

question: Because he couldn’t get a ticket to The Sound of Music. 7. Read 1a carefully and find out all the “linking verb + adjective” structures.

8. Tell all

the structures. Underline the structures.

9. Know about something about Cats and Avatar. 1. Finish1b. The teacher

asks the students to read the statements in 1b. 2. The teacher plays the

recording for the first time without stopping. 3. The teacher plays the

recording for the second time. 4. The teacher lets students

read 1a carefully and check1b. 5. Check 1b. The teacher

calls two students to tell their answers, then corrects the wrong ones. 6. The teacher lets the students check their

guessing: Why does Mr. Brown seem unhappy? 7. The teacher lets the students read 1a and find out all the “linking verb+

adjective” structures. 8. Write all the phrases on

the blackboard according to the students’ telling:

seem unhappy feel disappointed be interesting/ fun be boring be exciting 9. Show some pictures of

Cats and Avatar. Introduce them simply.

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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

dialogue after the

recording sentence by sentence. 2. Students try to follow

the speed. 3. Students finish1c in

groups of six. Each

of the five students retells a sentence of 1a according to the key points. Then the sixth student links them together to form a passage.

4. Students read the

words in 2a.

5. Students listen to 2a

and check their

pronunciations. 6. Students observe the

words and sum up

their different forms

and usages. 7. Make the note: “-ed” 形容词表示“感到……的”，其主语是人，在句中作表语或定语；

“-ing”形容词表示“令人……的”，其主语多为事物一类的名词，在句中作表语或定语。

1. The teacher plays the

recording of 1a sentence by sentence.

2. The teacher plays the

recording without stopping. 3. The teacher asks the

students to finish1c.

Give out the suitable

points to each group.

4. The teacher asks the

students to read the words in 2a. Remind them to pay attention to the stress and the underlined parts. 5. The teacher plays the

recording of 2a.

6. The teacher asks the

students to observe the words and sum up their usages. 7. The teacher sums up the

usages of the adjectives ended with –ed and –ing.

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Practice (10 minutes) 1. Individual

1. Students finish 2b

work. according to the note in 2a.

2. The whole

2. Check the answers and

class work. correct the wrong ones. 3. The whole

3. Students try to catch

class work. the general idea of the

passage. 4. The whole

4. Students complete the

class work. sentences. 5. Two students’

5. Volunteers write their

work +the whole answers on the blackboard. class work.

6. Some students’

6. Volunteers read the

work. phonetics. 7. The whole

7. Students correct their

class work. pronunciation as the

teacher reads. 8. The whole

8. Students read the

class work. phonetics and the

given words in 4a and

say the rules for spelling. 9. Some students’

9. Students read the

work. words on the cards. 10. The whole

10. Read the sentences in

class work. the box in 4b.

11. Some

students’

11. Students read after

work. the teacher.

12. Pair work. 12. Students finish 4b in

pairs and practice it with their partners.

1. The teacher asks the students to

fill in the blanks with the correct forms of the words in the brackets. Finish 2b. 2. Organize the students to

check the answers. 3. The teacher plays the

recording of 3 for the first time without stopping. 4. The teacher plays the

recording for the second time. 5. Check 3. The teacher calls two students to tell their answers, then corrects the wrong ones. 6. The teacher shows phonetic cards /t/, /d/ and /id/. 7. The teacher pronounces /

t /, /d/ and / id/. 8. The teacher lets the students read the phonetics and the given words, and then asks them to find out the rules for spelling. 9. The teacher shows the

cards with more similar words. 10. The teacher lets the

students read the sentences in the box in 4b. Ask them to pay attention to the stress, liaison and intonation. Tell them to stress the content words such as nouns, verbs, adjectives and interrogative words. 11. The teacher reads the

sentences of 4b. 12. The teacher lets students

choose the correct sentences to complete the conversation. Finish 4b. 5

Production (7 minutes) 1. Group work.

2. The whole

class work.

3. The whole

class work.

4. Individual

work. 1. Students act out the

conversation of 1a in

groups of four.

2. Think about and say

out linking verbs and adjectives as many as possible.

3. Students sum up the

main points.

4. Students finish their

homework after class. (1) Make up sentences.

(2) Memorize the

summary after class. (3) Search the information about the movie, The Sound of Music. And preview

the new words and text to prepare for Section C after class.

1. The teacher asks the

students to prepare the action of the conversation of 1a in groups of four. Give out the suitable points after acting. Encourage them to have the good hobbies in their free time and care for others. 2. The teacher organizes the game: Brain Storms. Let the students say out more linking verbs and adjectives in one minute. Give out the suitable points after that. 3. The teacher asks the students

to sum up the main points of today’s lesson. Then the teacher makes a complement. 4. The teacher assigns

homework: (1) Make up sentences

with the linking verbs and adjectives the

students have mentioned.

(2) Review the summary

after class. (3) Search the Internet for

some information about the movie,

The Sound of Music,

to prepare for Section C after class.

Teaching Reflection

Students understand the structure of “linking verb + adjective” well and they can make up right sentences with it. But they need 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

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Unit 5 Feeling Excited Topic 1 I’m so happy. 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!

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