Section B优秀教案内容

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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官动词的基本用法，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：lonely, 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。

第一课时（Section A-4,3

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。

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（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

Designing Step Teacher activity Greet and warm up. Student activity 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? Nice to see you,too.

Ss:Very well, thank you.

Ss:Good morning, Miss…

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T: Really? …

Ss:Because …

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（12mins)：

Revision

Step Teacher activity Student activity Designing purpose

Have a contest. Show some pictures of facial expressions on the screen quickly. T: Before the new lesson, let’s Write down adjectives about 用竞赛的方式复feelings as many as possible. 习表示情绪的形

容词。

have a contest. I’ll show you some

facial expressions on the screen quickly. You should write down the corresponding adjectives as 1(Class activity) 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 with the adjectives on the Bb in 2(Group work) group.Finish SectionA-4. T:You can use these adjectives to express your feelings. Now let’s Make sentences with the adjectives on the Bb in group.

利用黑板上的形容词造句。小组内对话，完成SectionA-4的练习。复习上节课的3 / 11

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work in groups and make sentences with them. Maybe the conversation in 4 can help you.

G1:…

G2:…

内容。

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

adjectives to express your

feelings. Let’s learn more. Look at

the pictures in 3 on page 2. First,

listen to some conversations and

number the pictures.

Ss:…

T: Can you tell me the right

3(Individual work)

order?

S1: The right order is …

T: You got it. Now listen again

and write down the linking verbs

and adjectives.

Ss:…

T:Have you got the answers?Who

can tell us the answers and make

a sentence with the two words? S2:…

…

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 Student activity Designing

系表结构。

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purpose Predict the answers to 1b and the Predict the answers to 1b and 听之前的讨论和main idea of 1a. Lead in 1a. the main idea of 1a. 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。

T:As we know, Kangkang and his

friends can spend the evening

together. So they feel very happy.

Why?

S1: Because Kangkang’s parents will invite Jane’s parents to see the film The Sound of Music. T: Yes, you are right. But Mr.

Brown seems disappointed. Why? 1( Individual work )

S2: Because he wasn’t able

to get he ticket to the film.

T:Did you see the film The sound

of Music?

Ss: Yes./No. T: Maybe some of you like

watching films, while the others

don’t. I prefer Peking operas to

films. What about you?

S3:... S4:... T:Well. Next we will listen to a

conversation. Before listening,

let’s read the sentences in 1b.

Maybe you can predict the

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answers. At least, you can tell me

what’s the main idea of the

conversation.

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. T:Your inference is reasonable.

How about the others?

Ss: Sorry, we can’t predict the answers to them. 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?

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 Step 1(Individual work) Teacher activity Play the tape recording of 1a. Student activity purpose Listen to 1a and mark T or F. 完成1b，核对答案。

T: You did quite well. Let’s listen Finish 1b. 6 / 11

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to the conversation. You can mark

T or F for the sentences of 1b.

Ss:... T: Who would like to tell me your

answers?

T: How can you correct?

T: Good job! Show some questions about 1a on Listen to 1a again and 设置更深层次的the screen. Play the tape recording answer the questions. of 1a again.

听力问题。由易到难，由浅入深地训练学生的听力技能。

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. (1)

How does Mr. Brown seem?

Why? 2(Individual (2)

Which opera is Maria’s

work) favorite?

(3)

What do Kangkang’s parents

like best?

(4)

What does Kangkang think of

Beijing opera?

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T: Read these questions first. And

then listen to 1a again. Answer

the questions.

T: Who can tell us the answers?

Ss:...

S1:... ... Remark：

Stage 5（14mins)：

Post- listening Designing Step Teacher activity Student activity purpose Ask the students to read 1a in Read and practice the

roles in groups. conversation in groups. T: Now let’s work in groups and

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 out later.

G1:…

Ask the students to retell the Retell the conversation

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

2(Group work) 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

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you write them down to form a

short passage. The key words in

1c may help you. Let’s begin!

Ss:... T:Who would like to show your

passage to us?

T: Your group’s work

S1: Let me have a try.... is

S2:... their own 在真实交际中运wonderful today. Anyone else?

Encourage the students to make Make their own conversations to express conversations according to 用所学语言，实现their likes and dislikes according 1a in pairs. to 1a.

学以致用。

T:Do you want to know more

about your partner? Let’s work in

pairs. You can make your own

conversations and ask your

3(Pair work)

partner about his/her likes and

dislikes and the reasons. And I’ll

ask some groups to act it out later.

Ss:…

T:I want some pairs to act out

your dialog. Who would like to

have a try?

P1: Remark：

Stage 6（5mins)：Summarizing and assigning HMK 9 / 11

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Designing Step Teacher activity Student activity purpose Ask the Ss to summarize and Ss Summarize this lesson. consolidate what we have learnt in

this lesson.

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。

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?

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.

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：

适当的家庭作业有助于巩固课堂所学的知识。

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VI .

Blackboard design

第二课时

(Section A-4,3

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

seem unhappy

feel disappointed

be interesting/ fun

be boring

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