Section A优秀教学设计范文

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Unit5 Feeling Excited Topic1 You look excited. 教学内容分析及课时分配建议：

本单元以Feeling Excited 为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr. Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感动词的基本用法，如：You look excited.和How does the music sound?同时，还学习有关情绪和感受的形容词。如：excited, frightened, worried, interested, upset, surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，

对本话题所学内容进行真实的应用。

本话题建议用5个课时来完成。

第一课时：SectionA-1a, 1b, 1c, 1d, 2,3 第二课时：SectionA-3,4

SectionB-1a,1b,1c 第三课时：SectionB-2a,2b,3,4a,4b 第四课时：SectionC-1a,1b,1c,2a,2b,3 第五课时：Section D-Grammar and Functions, 1, 2a, 2b, Project

第一课时（SectionA-1a, 1b, 1c, 1d, 2,3）

教学设计思路：

本节课主要活动为Section A -1a和2。

本节课的课型为听说课。教学目标的重点是系表结构的用法。在导入部分利用师生交谈的方式让学生充分感知系表结构。在Pre-listening环节中，通过预测1b的答案尝试使用系表结构的同时了解对话大意，降低听力的难度。While-listening环节，重点在于听力的训练。在多次反复听的过程中，完成由易到难的任务，同时兼顾说的训练。Post-listening环节以语言的运用为主，同时总结系表结构的用法。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

invite，

film，

smell，

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（2）掌握感官动词，如：look，smell，feel，sound，taste等的基本用法。

（3）能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。

①问候

—How are you doing? —Very well, thank you. ②转达感谢

Please say thanks to your room. ③惋惜

What a pity! ④询问和表达个人观点和看法

How do the flowers smell?

⑤引出话题

Guess what! ⑥描述感受

You look excited. 2.

Skill aims:

能使用表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。

3.

Emotional aims: 能够乐于表达自己的观点、看法和情感并能主动关心他人的感受。

4.

Culture awareness: Ⅱ. The key points and difficult points 1. Key points: 学生在交流中能自如地运用感官动词

2. Difficult points：

感官动词的用法。

Ⅲ. Learning strategies 1. 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。

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2. 鼓励学生学会将词汇按词性分类，并总结归纳语法项目。

Ⅳ. Teaching aids 多媒体课件/图片

V Teaching procedures

Stage 1(1mins)：Getting students ready for learning

Step Teacher activity Greet and warm up. Student activity Greet and warm up. Designing purpose

T: Good morning, everybody!

Nice to see you again!

1(Class activity)

T: How are you doing?

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（10mins)：

Lead-in

Step Teacher activity Collect some pictures of the teachers and the students’

holiday life before class. Then show them on the screen. Talk 1(Class activity) about the pictures using the target language and lead in the topic. T:How was your holiday?

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Ss: Good morning, Miss…

Nice to see you ,too.

Ss: Very well, thank you. Student activity Talk about the pictures.

Ss: Fine. ...

Designing purpose

利用目标语言谈论假期生活，让学生充分感知感官动词。导入1a。

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T:Did you go traveling? Where did

you go and what did you do?

T:What a wonderful experience! I believe that everybody has a unforgettable winter holiday. Anyway, holiday is always relaxing and pleasant. I collected some pictures of our teachers

and our classmates who were on holidays. Let’s enjoy them. S1:…

S2:…

T: Look at this picture. Who is he?

What is he doing? Look at his smiling face, he feels very happy, doesn’t he?

Ss: Yes.

T:And how about the second one?

What happened to her? How does

she look?

T:…

T:By the way ,did you see any movies in your winter holiday?

T:What movies did you see?

T:Really? I heard that it’s a S3: She looks excited.

S4:…

Ss: Yes.

Ss: I see the movie…

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wonderful movie. What a pity! I wasn’t able to buy a ticket to it. I think I’ll see it next time.

T:How did you feel when you see the movie…?

T:Even though I feel a little disappointed because I missed the movie…, I saw another wonderful movie named the

S5:I feel…

sound of music. Have you seen it? Ss: Yes/No.

T: I believe this movie will make you feel pleased and relaxed. So I advise you to see it if you have time.

Remark：将功能句自然地运用在师生交流中。

Stage 3（5mins)：Pre - listening

Step Teacher activity Student activity Designing purpose 通过预测1b的答案，帮助了解对话的内容，降低听力的难度。同时练习系表结构。

Ask the students to predict the Predict the answers to 1b. answers to 1b. T: Well,

Kangkang’s

parents

will invite other children’s parents

to see this movie. On hearing this 1( Class activity ) news, how do they feel? Read 1b first and you can guess the answers.

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S1: I think they feel happy. S2: I think they feel excited.

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T:Why?

T: How about their parents? How do they feel?

T: Mr. Brown feels disappointed because he couldn’t get a ticket to the movie. When some desired event has not happened, we may feel disappointed. What things S3: Because they can spend the evening together.

S4: They feel happy because they will go to see the movie.

can make you feel disappointed?

S5: My good friend didn’t

Remark：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。

Stage4（12mins)：While - listening

Step Teacher activity Student activity Designing purpose come to see me, I feel disappointed. S6:I feel disappointed because we failed this football game. Play the recording of 1a, and ask Listen to 1a and match the 由易到难设置听the Ss to match the three parts in three parts in 1b. Check the 力任务，进行听力1(Individual work) 1b.

answers.

训练。

T:Good！

Now let’s listen to the

conversation in 1a and match the

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three parts in 1b. And then you

can check your guessing with your

partners.

Play the tape recorder again.

2(Pair work)

Ss:…

Listen to 1a again and pay

attention to the

people’s

feelings. Ask and answer in pairs according to the example of 1c. T:Let’s listen to the conversation

again. Pay attention to their

feelings. And then you can ask

and answer in pairs according to

the example of 1c.

P1:…

Play the tape recorder again.

Listen to 1a again and

complete the passage in 1d. T:Well done! Now let’s listen

again and you can complete the

passage in 1d.

3(Individual work)

T: Let’s check your answers. Who

would like to read this passage

for us?

S1:…

Remark：

Stage 5（12mins)：

Post- listening 7 / 13

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Designing Step Teacher activity Ask the students to read 1a. Student activity Read and practice the

purpose: T: Now let’s work in groups and conversation in groups. read the dialog in roles. Pay

1(Group work)

attention to the pronunciation

and intonation. And I’ll ask some

groups to read and act it later.

G1:…

Draw some pictures of facial Say out the adjectives expressions (sad, excited, angry,

disappointed, happy etc.) on the

Bb quickly or show them on the

screen. Encourage the students to

say out the corresponding

巩固感官动词的用法，完成2。为语法的总结做铺垫。

adjectives. Write down the

adjectives on the Bb.

T:Look at this picture. How does

he feel?

2(group work)

S1: He feels sad. T: How about this one? How does

he look?

T: And this one?

S2: He looks disappointed.

S3: …

Show the third and the fifth

pictures of 2.

T: Look at the pictures (the third

one). How do they look?

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S4: They look happy.

T: How do they feel? (the fifth

one)

S5: They feel excited. Show the rest pictures in 2 and Talk about the pictures. some other pictures the teacher

collected before class. Write

down the link verbs and

adjectives. T: Look at these pictures and the

example. How do the flowers

smell?

S6:They smell nice.

T:Can you ask and answer

according to these pictures and

the words? P1:…

Summarize the basic use of Summarize the basic use

linking verb. of linking verb in groups.

T:In this lesson we have learned

some linking verbs and some

adjectives. Can you summarize

them? You can discuss in groups. 3(Group work)

T: “Linking verb + adjective”

is a very useful structure. We can use it to express our feelings and

S1: Linking verbs: look,

feel, sound, smell, taste…

S2:Adjectives: excited…

happy,

利用Section

A 9 / 13

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opinions. I hope you can use it freely in your daily life.

Play the recording of 3. Check the answers. Remark：鼓励学生学会将词汇按词性分类，并总结归纳语法项目。

Stage 6（5mins)：

Summarizing and assigning HMK Step Teacher activity Student activity 的3的听力练习复习系表结构。

Designing purpose 1.总结本课所学，帮助学生使知识条理化。

2.了解学生的掌握情况。

3.帮助学生再一次巩固本课的知识点。

Ask the Ss to summarize and Ss Summarize this lesson. consolidate what we have learnt in

this lesson.

T: OK. Class will be over soon. Now

let’s summarize what we have

learnt in this lesson. What do we

learned and what can you do after

this lesson?

T: What important structure did we

learned? 1（Class activity)

S1: Linking verb + adjective. T: Yes, we can use it to express our

feelings and opinions. What useful

functions did we learned?

S2:—How are you doing?

—Very well, thank you. S3:Guess what! S4:Really? S5:Sounds great! S6:What a pity! 10 / 13

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T: Good job! And we also learned

some key phrases.

S7: invite sb. to do sth. S8: one of +最高级+ 名词复数

S9:say thanks to S10: a ticket to

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

and phrases. Please practice 1a and 2 with your partner. And then you should preview Section A-3,4 & Section B-1a,1b,1c. Remark：帮助学生分类做课堂小结,可使知识脉络清晰,有条理.

VI .

Blackboard design(板书设计)

第一课时 (SectionA-1a, 1b, 1c, 1d, 2)

1. -How are you doing?

-Very well, thank you.

2. linking verb + adjective

3. Guess what!

4. invite …to do

…

5. one of +最高级+ 名词复数

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

教学反思：本课主要采取对话策略来进行教学，通过新年这一话题引起学生兴趣，让学生运用已学过的相关语言知识进行师生对话，引入课文内容。在课堂上通过师生问答，角色扮演，11 / 13

适当的家庭作业有助于巩固课堂所学的知识。

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讨论对话等手段来进行对话教学策略，师生对话，生生对话贯穿整一节课。本课课文内容较简单，大部分学生能够理解1a,并且通过读1a和各样的对话练习，加深学生对课文理解的同时也锻炼了学生的听说能力。通过1b 1c 2 3来巩固学生对系表结构的理解和运用，许多学生能够运用系表结构来表达自己的感觉和情绪。但因为是新学期的第一节课，少部分同学不够专心，有些同学回答问题不够积极大胆。在今后的教学中应提高学生自信心，鼓励他们开口说英语，注意因材施教，多关注不同层次的学生，让他们共同进步。

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Unit

5

Feeling

Excited

Topic

1

You

look

excited .

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Section A

贾慧鑫

周口市第二初级中学

2019年5月31日