Section B教学设计及教案分析

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。

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。

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 1. The whole

class work.

Student activity 1. Focus their attention

on the teacher.

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

2. Four students’

2. Read the passage. work.

Introduction

（8 minutes）

3.Group work.

4. The whole

class work.

3. Students discuss in

groups, trying to answer the picture of 1a and the teacher’s question: guess: Why does Mr. Maybe he didn’t have Brown look unhappy? a ticket to The Sound

of Music.

4. Students listen carefully, 4. Learn the new word “seem”. catching the meanings The teacher points at the of “seem”

with the picture, indicating “Mr. help of the picture. Brown looks unhappy. He

seems unhappy.”

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

1. Finish1b. The teacher

they understand what asks the students to read the statements mean. the statements in 1b. 2. Students try to catch

2. The teacher plays the

the general idea of the recording for the first conversation. time without stopping. 3. Students mark “T”

or 3. The teacher plays the

“F”.

recording for the second time. 4. Students correct their

4. The teacher lets students

answers while reading. read 1a carefully and

check1b. 5. Volunteers write their

5. Check 1b. The teacher

answers on the blackboard.

calls two students to tell their answers, then corrects Presentation (10 minutes)

the wrong ones. 6. Students answer the

6. The teacher lets the question: Because he students check their

couldn’t get a ticket to guessing: Why does Mr. The Sound of Music. Brown seem unhappy? 7. Read 1a carefully and 7. The teacher lets the students find out all the “linking

verb + adjective” structures.

8. Tell all the structures. Underline the structures.

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. Know about something 9. Show some pictures of

about Cats and Avatar. Cats and Avatar. Introduce them simply.

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

1. The teacher plays the

dialogue after the

recording of 1a sentence recording sentence by by sentence. sentence.

2. Students try to follow

2. The teacher plays the

the speed. recording without stopping. 3. Students finish1c in

groups of six. Each

of the five students 3. The teacher asks the

students to finish1c.

Give out the suitable

retells a sentence of 1a points to each group.

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。

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.

Consolidation (10 minutes)

1. Individual

work.

2. The whole

class work. 3. The whole

class work.

1. Students finish 2b

according to the note in 2a.

2. Check the answers and

correct the wrong ones. 3. Students try to catch

the general idea of the passage. 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 whole

4. Students complete the

4. The teacher plays the

class work. sentences. recording for the second time. 5. Two students’

5. Volunteers write their

5. Check 3. The teacher calls work +the whole answers on the blackboard. two students to tell their answers, then corrects the wrong ones. 6. The teacher shows phonetic cards /t/, /d/ and /id/. class work.

6. Some students’

6. Volunteers read the

work. 7. The whole

class work.

8. The whole

class work. Practice (10 minutes) phonetics. 7. Students correct their

7. The teacher pronounces /

t /, /d/ and / id/. pronunciation as the

teacher reads. 8. The teacher lets the students 8. Students read the

read the phonetics and the phonetics and the

given words, and then

given words in 4a and

asks them to find out the

say the rules for spelling. rules for spelling. 9. Some students’

9. Students read the

9. The teacher shows the

work. 10. The whole

class work.

11. Some

students’

work. 12. Pair work. words on the cards. cards with more similar words. 10. Read the sentences in

10. The teacher lets the

the box in 4b. students read the sentences

in the box in 4b. Ask them

to pay attention to the stress,

liaison and intonation.

11. Students read after

the teacher.

Tell them to stress the content words such as nouns, verbs, adjectives and interrogative words. 11. The teacher reads the

sentences of 4b. 12. Students finish 4b in

12. The teacher lets students

pairs and practice it choose the correct sentences with their partners. to complete the conversation.

Finish 4b.

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.

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. Think about and say

2. The teacher organizes the out linking verbs and game: Brain Storms. Let adjectives as many as the students say out more 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.

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.

Production (7 minutes) 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