Section B优秀完整教案

U5T1P3 Unit5 Feeling Excited Topic1 You look excited. Section B Ⅰ. Teaching aims 1.

Knowledge aims：

正确运用以-ed结尾的形容词和以-ing结尾的形容词。

2.

Skill aims:

（1）学会观察，分组记忆单词，并正确掌握-ed结尾的形容词和-ing结尾的形容词在用法上的区别。

（2）掌握-ing和-ed在词尾的读音，及此类单词的重音位置。

（3）能在朗读中正确读出连读和句子的语调，并能区分并读准需要重读的实词。

3.

Emotional aims: 4.

Culture awareness Ⅱ. The key points and difficult points 1. 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。

2. 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）对句子中重读词的正确把握。

Ⅲ. 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. 通过跟读录音，让学生知道模仿读音是修正自己读音的很好的学习途径。

Ⅳ. Teaching aids 多媒体课件/图片

V Teaching procedures Stage 1(5mins)：Getting students ready for learning

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U5T1P3 Designing Step Teacher activity Student activity purpose Greet as usual and then show Greet as usual and then read 以学习谚语导入some proverbs. T:Good morning, boys and girls.

T: How are you doing?

and learn some proverbs. Ss: Good morning, Miss…

不仅是为了增加学生的词汇量和Ss:Very well, thank you. And 丰富学生的英语you? Ss:…

S1: Yes. The first one means知识，同时要求学生观察这几个谚语，总结他们的共同点——系表结构，从而导入本节课的内容。所选谚T: I’m fine, thank you. I’ll show 要使梦想成为现实，你就得some proverbs to you. And I hope 醒着。 you can learn them by your S2:…

heart.Let’s read them first. 1.To make your dream come true, you have to stay awake. 1(Class activity) 2.Appearances are deceitful.(以貌取人常有错。) 3.Extremes are dangerous. （凡事走向极端总是危险的。）

4.Imagination is more important than knowledge. 5.The truth is always green. T: Can you understand these proverbs? Try to guess their meaning, please.

S3: It is “linking verb + 语如果学生不能adjective”. 确切理解，教师要进行解释。

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U5T1P3 T: You got the right meanings. You know, proverbs are the daughters of daily experience and wisdom of people.

I hope you can collect more proverbs, remember them and try to use them in our daily life and in your compositions. Now watch the proverbs carefully. You may find all these proverbs have a useful structure. What is it? T: Yes, you got it. Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage 2（3mins)：

Revision

Step Teacher activity Student activity Designing purpose

Show some situations.

T:Let’s review the structure “linking verb + adjective”.How do you feel when your pet dies?

T: How do you feel when you have a temperature? 1(Class activity) T: How will she look when a girl

is listening to wonderful music? T: How does he seem when a man

lost his phone.

T: How does the food smell when it goes bad?

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Make sentences according to 引导学生用描述the situations.

S1:I feel sad. S2: I feel terrible. S3: She looks happy. S4: He seems very worried. S5: It smells terrible.

情感的词汇回答，复习感官动词的基本用法。

U5T1P3 T:…

Remark：可以选择其他的方式复习系表结构。如：把习题呈现在白板上，让学生英汉互译或者用系动词及形容词填空；利用图片和提示词造句等。

Stage 3（15mins)：

Presentation Designing Step Teacher activity Encourage summarize the the students Student activity purpose to summarize the emotional 学生总结学过的表达情绪的形容词，

为下一个任务做准备。

emotional adjectives. adjectives and write them on the Ss:... Bb. T:You did quite well. Now let’s work in groups and have a contest. Write down the emotional adjectives as many as possible. 1(Group work) The group which writes the most will be the winner. Let’s begin! T: How many words have you written down? You can read them and I’ll write them on the Bb. T: Well, It seems that Group 1 got the most adjectives. S1: happy, excited, sad...

Congratulations!

Encourage the students to observe Students observe the words 总结以-ing结尾和the words and sum up their and sum up their different 以-ed结尾的形容different forms and usages. forms and usages. 词的构成及用法。T: Maybe you have found that I S1: The first word in each 教会学生分类记had sorted the adjectives in group is verb. And the others 忆单词的策略。为groups on the Bb. Now let’s add are adjectives. The second 2b和3的听力活4 / 11

U5T1P3

2(Individual work) more adjectives. Please read the word in each group ends 动做准备。

words in 2a and pay attention to with -ing. And the last one the underlined parts. Can you ends with -ed.

sum up their different forms and S2:Maybe the adjectives usages? ends with -ing is used to T: Good. You observed very describe a thing. But the carefully. But what’s the adjectives ends with -ed is difference

in usages between used to describe people’s them? feelings. I cannot explain it T: You did a good job. You have exactly. almost got it. I’ll explain it in S3：surprise Chinese. Please take a note.以

“-ed” 结尾的形容词表示“感到……的”，其主语是人，在句中作表语或定语；以“-ing”结尾的形容词表示“令人……的”，其主语多为事物一类的名词，在句中作表语或定语。

T:Can you think of surprising surprised S4: tire

tiring

tired S5: move

moving

more

moved S6: frighten

frighteding

frightened S7:... S8: satisfying（令人满意的）

satisfied（感到满意的）

S9: amazing（令人惊讶的）

amazed（感到惊讶的）

S10: puzzling（令人迷惑的）

Puzzled（感到迷惑的）

adjectives like this?

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U5T1P3

S11:I’m tired because this work is tiring.

S12: This story is moving. I’m moved. T: I’ll give you more verbs. Can S13:... you say out the corresponding

adjectives? T：satisfy（使……满意）

T: amaze（使……惊讶）

T: puzzle （迷惑）

T: Good! Can you make sentences with these adjectives on the Bb?

T: Good sentences!

3(Class activity) Play the tape recording of 2a. Read the words in 2a, paying

T: Now let’s read the words in 2a, attention to the stress and the paying attention to the stress and underlined parts. Then listen the underlined parts. Then listen and check. and check.

Remark：教师在板书形容词时要注意分类。教会学生分类记忆单词。

Stage4（10mins)：

Practice and consolidation Designing Step Teacher activity Finish 2b and check the answers. Student activity purpose: Work alone and fill in the 完成2b习题，巩固以-ing结尾和以-ed结尾的形容词的用法。

T: I think you have learned the blanks in 1b. 1(Individual work) usages of the adjectives very well.

Please fill in the blanks with the

correct forms of the given words

in 2b.

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U5T1P3 T: Have you got the answers?

Ss:... T: Let’s check your answers. Who Ss: Yes. can read the conversation for us?

Read 3 and predict the answers Read 3 and predict the 听力练习之前预before listening.

answers before listening.

测答案。

P1:... T: What happened to Michael S1: He has got a bad cold so according to the conversation in his mother will stay at home 2b? T: Will Mr. Brown be excited?

T: Yes, I agree with you. Next, you will listen to a passage about how everything goes. But before listening, let’s read the sentences in 3. Please predict the answers. Can you guess the part of speech 1(Individual work) of the answers? T: You are rgtht. Now guess the answers,please.

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with him and can’t go to see the film The Sound of Music. Michael will give the ticket to Mr. Brown. S2: Yes, I think so. But I think he must be sorry for Michael. Ss: They are adjectives. S3: The first one may be happy or excited. S4: The second one may be beautiful. S5: The third one may be happy or excited. S6: The fourth one maybe happy and sorry. S7: The fifth one may be nice and delicious.

U5T1P3 T: You are so smart. Your guessing are reasonable. Listen to 3 and check the

answers. T: Let’s listen to the passage and Ss:... Play the tape recording of 3. complete the sentences. And then S1:...

2(Individual work) you can check your answer with your partners. T: Have you got the answers? Who would like to read these sentences for us? Remark：预测听力答案时可提醒学生从文意，词性等方面进行预测。

Stage 5（9mins)：

Pronunciation

Designing

Step Teacher activity Student activity

purpose Play the recording of 4a.

Listen and read the words 认真听录音，大单

T: Your spoken English is almost aloud, paying attention to 开口，反复模仿。

good. But just as you know, a the sounds of the

good English learner should underlined letters. Try to

always pay attention to

his find the rules and add more

pronunciation. So let’s learn more words. And then listen and

about it. First, listen to the tape try to imitate. 1(Class activity )

and find how the combined letters S1: The combined letters “ed”pronounces. “ed”pronounces /t/, /d/

T: Can you sum up the and

/ɪd/.

pronuncing rules? You can S1: “ed” pronounces /t/ after an unvoiced consonant. But it

pronounces /d/ after an voiced consonant. And it discuss with your partners.

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U5T1P3 T: Great! You did better than I pronounces /ɪd/ after “t” believe. Can you think more words like this? T: Good job! Now read the words loudly after the tape. Please try to imitate.

and “d”.

S2: inveted, frighteded, worried, interested,…

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 Read the sentences in the box in 4b, paying attention to the stress, liaison and intonation.

to stress the content words such as

nouns, verbs, adjectives and interrogative words.

T:You know, the stress and liaison

2(Class activity)

are also important in your

pronunciation. Look at the

sentences in the box in 4b. The

semicolon

“’”is the sign of stress

and“﹀”is the sign of liaison.

First you can read by yourselves

and pay attention to the stress and

liaison and intonation. T: OK, now let’s listen to the tape

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U5T1P3 and try to imitate. You should stress the content words such as nouns, verbs, adjectives and interrogative words. T: Good! Now let’s choose the correct sentences in the box to complete the conversation. T:I think you can read it correctly and fluently. Which pair would like to read the conversation for us? T: Good job!

Remark：

Ss:…

Ss:…

P1: Let us have a try…

Stage 6（3mins)：

Summarizing and assigning HMK Designing

Step Teacher activity Student activity purpose 归纳总结本课

知识点。

Summarize the key points.

Encourage the Ss to summarize the S1:

key points

adjectives ending with –ing T: Class will be over soon. We and -ed. 1（Class activity)

should summarize the key points S2:We learned how “ed”

now. Let’s begin! pronounces. T: Sounds great! I hope you will

remember them.

The usages of

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U5T1P3 Assign the HMK. T: For today’s HMK, I’d like you to 2 (Class activity)

remember the adjectives and the usages of them. Please preview Section C-1a,1b,1c,2a,2b,3.

Remark：

VI .

Blackboard design

Finish the Hmk after class. 适当的家庭作业有助于巩固课堂所学的知识。

Section B

interest

disappoint

worry

bore

excite

puzzle

interesting

disappointing

worrying

boring

exciting

puzzling interested

disappointed

worried

bored

excited

puzzled

surprise

tire

move

frighten

satisfy

amaze

surprising

tiring

moving

frightening

satisfying

amazing

surprised

tired

moved

frightened

satisfied

amazed

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