Section Bppt配套教案和课堂实录

Unit5 Feeling Excited Topic1 You look excited. 第二课时（

Section B-1a,1b,1c）

教学设计思路：

本节课主要活动为Section B -1a,1b,1c。本节课在上节课学习系表结构的基础上谈论个人喜好及对事物的看法。所使用的句型仍然是感官动词+形容词。所以在复习导入环节对感官动词和形容词做充分的复习巩固。首先用竞赛的方式让学生快速写出上节课所学的形容词，接下来利用Section A-4的活动运用这些形容词编对话，练习系表结构表达情绪的用法。再利用Section A-3的听力活动进一步巩固感官的用法。Pre-listening 环节与学生讨论与对话相关的内容，并培养学生听之前预测答案的习惯和能力。While-listening环节设置不同难度的听力问题进行听力训练。Post-listening环节重点在于语言的输出和运用。让学生在真实交际中运用所学语言，实现学以致用。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇seem, opera （2）句型He seems a little unhappy.

It’s so funny and interesting. 2.

Skill aims:

（1）通过听对话判断正误，训练学生抓住关键词和细节信息的能力。

（2）听懂本课表示个人喜好的表达法。

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:

学生能正确运用“linking verb+ adjective”结构造句。

2. Difficult points：

学生能自如地运用系表结构的句子进行交流来谈论情绪。

Ⅲ. Learning strategies

1.通过听之前对听力题的阅读和对答案的推测，猜测和了解听力文段的大致内容，降低听力的难度。

2.通过听之前对听力题的阅读和对答案的推测，抓住关键词和细节信息。

Ⅳ. Teaching aids 多媒体课件/图片

V Teaching procedures

Stage 1(2mins)：Getting students ready for learning

Step Teacher activity Student activity Greet and warm up.

Ss:Good morning, Miss…

Nice to see you,too.

Ss:Very well, thank you.

Ss:Because …

Designing purpose Greet and warm up. T: Good morning, everybody! Nice to see you again!

1(Class activity) T: How are you doing?

T:You seem very happy. Why?

T: Really? …

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。

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Stage 2（12mins)：

Revision

Designing purpose

Have a contest. Show some Write down adjectives about 用竞赛的方式复pictures of facial expressions on feelings as many as possible. 习表示情绪的形the screen quickly.

容词。

T: Before the new lesson, let’s

have a contest. I’ll show you some

facial expressions on the screen

quickly. You should write down

1(Class activity) the corresponding adjectives as

quickly as possible. The student

who writes the most will be the

winner. Are you ready? Go!

T:How many adjectives have you Ss:…

written down? Let’s count. Oh, S1

got the most. Congratulations!

Can you write them on the Bb? S1: Sure.

Let the students make sentences Make sentences with the 利用黑板上的形with the adjectives on the Bb in adjectives on the Bb in 容词造句。小组内group.Finish SectionA-4. group. 对话，完成T:You can use these adjectives to

SectionA-4的练2(Group work) express your feelings. Now let’s

习。复习上节课的work in groups and make

内容。

sentences with them. Maybe the G1:…

conversation in 4 can help you. G2:…

Play the tape recording of 3. Listen to 3 and finish the 利用Section A-3T:You did quite well. Just now tasks. 的听力练习复习you use linking verbs and

系表结构。

adjectives to express your

feelings. Let’s learn more. Look at

the pictures in 3 on page 2. First,

listen to some conversations and

3(Individual number the pictures.

Ss:…

work)

T: Can you tell me the right

order?

T: You got it. Now listen again S1: The right order is …

and write down the linking verbs

and adjectives. Ss:…

T:Have you got the answers?Who

can tell us the answers and make S2:…

a sentence with the two words? …

Remark:以多种方式对上节课的重点内容进行复习巩固。

Stage 3（5mins)：Pre - listening

Step Teacher activity Predict the answers to 1b and the main idea of 1a. Lead in 1a. T:As we know, Kangkang and his friends can spend the evening together. So they feel very happy. Why? T: Yes, you are right. But Mr. Brown seems disappointed. Why? Student activity Predict the answers to 1b and the main idea of 1a. S1: Because Kangkang’s parents will invite Jane’s parents to see the film The Sound of Music. S2: Because he wasn’t able to get he ticket to the film.

Designing purpose 听之前的讨论和预测是为了解决对话中可能出现的难点并帮助学生了解文意，降低听力的难度。

Step Teacher activity Student activity 1( Individual work )

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T:Did you see the film The sound of Music?

T: Maybe some of you like watching films, while the others don’t. I prefer Peking operas to films. What about you? T:Well. Next we will listen to a conversation. Before listening, let’s read the sentences in 1b. Maybe you can predict the answers. At least, you can tell me what’s the main idea of the conversation. T:Your inference is reasonable. How about the others? T: It doesn’t matter. The three sentences are about details. We cannot predict the answers. So you must pay attention to the details when you listen. But maybe you can tell me what they are mainly talking about? Ss: Yes./No.

S3:... S4:...

S5: I think the first sentence is false. Because Mr. Brown couldn’t get a ticket to The Sound of Music, not Avatar according to 1a.

Ss: Sorry, we can’t predict the answers to them. S6: They are mainly talking about their and their parents’ likes and dislikes.

Remark：通过听之前对听力题的阅读和对答案的推测，提醒学生注重对话的关键词和细节信息。猜测和了解听力文段的大致内容，降低听力的难度。

Stage4（7mins)：

While - listening

Designing purpose Step Teacher activity Play the tape recording of 1a. T: You did quite well. Let’s listen to the conversation. You can mark T or F for the sentences of 1b.

T: Who would like to tell me your answers?

T: How can you correct?

T: Good job! Show some questions about 1a on the screen. Play the tape recording of 1a again.

(1)

How does Mr. Brown seem? Student activity 1(Individual work) Listen to 1a and mark T or F. 完成1b，核对答Finish 1b. 案。

Ss:...

S1: The first one is false. Because Mr. Brown couldn’t get a ticket to The Sound of Music, not Avatar. S2: The second one is true. S3: The third one is true. S4:The fourth one is false.

S4:Kangkang’s parents like Beijing Opera, but Kangkang doesn’t like it at all. He thinks it’s boring. Listen to 1a again and 设置更深层次的answer the questions. 听力问题。由易到

难，由浅入深地训

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Why? (2)

Which opera is Maria’s favorite? (3)

What do Kangkang’s parents like best? (4)

What does Kangkang think of Beijing opera? T: Read these questions first. And then listen to 1a again. Answer the questions.

T: Who can tell us the answers?

Ss:...

S1:... ... 练学生的听力技能。

Remark：

Stage 5（14mins)：

Post- listening Step Teacher activity Ask the students to read 1a in roles in groups. T: Now let’s work in groups and read the dialog in roles. Pay attention to the pronunciation and intonation. And I’ll ask some groups to read and act it out later. Ask the students to retell the conversation and then change the conversation into a passage in groups.

T:Nice job! Now work in groups. Let’s change your conversation into a short passage. First, each student says a sentence to retell the conversation. And then one of you write them down to form a short passage. The key words in 1c may help you. Let’s begin!

T:Who would like to show your passage to us?

T: Your group’s work is wonderful today. Anyone else?

Encourage the students to make their own conversations to express their likes and dislikes according to 1a. T:Do you want to know more about your partner? Let’s work in pairs. You can make your own conversations and ask your partner about his/her likes and Student activity Read and practice the conversation in groups.

G1:…

Retell the conversation with the help of the key words in 1c and then change the conversation into a passage in groups.

Ss:...

S1: Let me have a try....

S2:... Make their own conversations according to 1a in pairs.

Designing purpose 1(Group work)

2(Group work) 在真实交际中运用所学语言，实现学以致用。

3(Pair work)

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dislikes and the reasons. And I’ll ask some groups to act it out later.

T:I want some pairs to act out your dialog. Who would like to have a try? Remark：

Stage 6（5mins)：Summarizing and assigning HMK Step Teacher activity

Ss:…

P1: Student activity Ss Summarize this lesson.

S1: We learned another linking verb:seem.

S1: Yes. For example, he seems excited because he did well in the English exam.

S2:We can express our likes and dislikes and the opinions about them.

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 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?

1（Class activity)

T:Can you make a sentence with it?

T:A good example. Anything else?

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

and phrases. Please practice 1a with your partner. And then you should preview Section B-2a, 2b, 3, 4a ,4b.

Remark：

VI .

Blackboard design

适当的家庭作业有助于巩固课堂所学的知识。

第二课时

(Section B-1a,1b,1c)

seem unhappy

feel disappointed

be interesting/ fun

be boring

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