Section A教案设计（一等奖）

Unit5 Feeling Excited Topic1 You look excited. 第一课时（SectionA-1a, 1b, 1c, 1d, 2）

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，

disappointed （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:

1

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。

Teaching procedures Step1 Greet and warm up. T: Good morning, everybody! Nice to see you again!

T: How are you doing? How are you feeling today?I’m feeling…

How is …

feeling today?He/She is feeling…

Step2 Pre - listening

1.Predict the answers to 1b. Step3While - listening 1.Listen to 1a and match the three parts in 1b. Check the answers.

2.Ask and answer in pairs according to the example of 1c. Example: A: How do the parents feel? B: They feel happy.

A: Why do they feel happy? B: Because they will go to see the movie. 3.Listen to 1a again and complete the passage in 1d. Step4. Post- listening Read and practise the conversation in groups. Step5 Summarizing and assigning HMK -你好吗？

- 很好，谢谢。

你看上去很兴奋。

我爸妈想邀请你们的父母去看电影。

2

为我们准备一些美食

在我来这儿的路上

向你妈妈道谢

一张《音乐之声》的电影票

Step6. Complete the following sentences 1. 这个主意听起来很不错。

2. 学生们看起来非常兴奋。

3. Mr. Brown觉得很失望。

4. 这鱼很好吃。

(sound) (look)

(feel) (taste) 5. 那些食物闻起来很香。(smell) 1- How is your father doing?

- He is very _____ (good/well). Thank you. 2.English is _____ _____ my favorite _______(最喜欢的学科之一) . 3.David wants to _______(邀请) some friends to his birthday party this Friday evening. 4.- Helen, you ______ _______(看起来不高兴) . What’s the matter?

- I can’t find _____ _____ _____(……的票) Han Hong’s concert(音乐会). 5.You must ______ _____ _____(道谢) him or her if getting one’s help.

6.The _______ (气味) of roses is very nice.

教学反思：

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Unit5 Topic1 You look excited.

第二课时（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。

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。

Teaching procedures Stage 1：Getting students ready for learning

Stage 2（12mins)：

Revision

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1.Write down adjectives about feelings as many as possible.

2.Make sentences with the adjectives on the Bb in group. 3.Listen to 3 and finish the tasks Stage 3（5mins)：Pre - listening 1.Predict the answers to 1b and the main idea of 1a. Stage4（7mins)：

While - listening

Listen to 1a and mark T or F. Finish 1b. Stage 5（14mins)：

Post- listening

1.Read and practice the conversation in groups. 2.Retell the conversation with the help of the key words in 1c and then change the conversation into a passage in groups. Stage 6（5mins)：Summarizing and assigning HMK Homework

Unit1 Topic1 Topic1 You look excited.

第三课时（Section B-2a,2b,3,4a,4b）

教学设计思路：

本节课主要活动为Section B-2a，2b，3。以词汇和语音语调的学习为主。复习导入仍以系动词的基本用法为主，以师生讨论的方式复习情绪形容词的用法，引出形容词的概念。学生总结情绪形容词，教师板书并分类。接下来进入Section B-2a的学习。学生观察2a的词汇，归纳构词法。教师鼓励学生说出更多类似的词汇，补充板书。在巩固环节利用刚刚总结的形容词的分类及用法知识完成2b和3的练习。在语音和语调环节完成4a和4b的教学活动，鼓励学生总结ed的发音。注意语音，语调和连读。

Ⅰ. Teaching aims

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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：Getting students ready for learning

Make sentences according to the situations. Stage 3：

Presentation Stage4：

Practice and consolidation 1.Work alone and fill in the blanks in 1b.

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2.Read 3 and predict the answers before listening.

Stage 5：

Pronunciation Listen and read the words aloud, paying attention to the sounds of the underlined letters. Try to find the rules and add more words. And then listen and try to imitate. Stage 6：

Summarizing and assigning HMK 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。

Exercise: 1. The book is very __________. I am very _________ in it.

I know a lot about many places of _______ from it. (interest) 2. - What ________ news! Wang Yaping taught in the

Shenzhou 10 Spacecraft(飞船). We all

felt _________

about it. (excite)

3. - Jamie, you _______

a little sad. Why?

- I am ________ about my brother. He’s ill in bed.

- Oh, I’m sorry to hear that. But don’t ________.

The doctor says he will be all right soon. (seem, worry)

教学反思：

Unit5 Feeling Excited Topic1 You look excited. 第四课时（Section C-3,1a, 1c,1b, 2a,2b）

教学设计思路：

本节课主要活动为Section C -1a，2a。

1a呈现了在前两课中多次提到的音乐剧The Sound of Music的故事梗概。

在Pre-reading环节利用师生讨论电影片段的方式让学生了解电影的故事情节。并在这个过程中教师有意

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运用本课出现的新词汇和新短语，并加以解释，为理解课文扫清语言障碍。While-reading环节由浅入深进行阅读。第一遍了解课文大意。第二遍疏通文意，完成1c的问答。第三遍细读文章，完成表格并提醒学生注意系表结构在文章中的多次运用。Post-reading环节旨在进行语言的输出训练。在复述课文的基础上将课文改写成对话加以巩固。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇lonely, lively, almost, care for, cheer up, mainly （2）学生能正确运用“linking verb+ adjective”结构造句。

（3）学生能在表格的帮助下复述本课课文，简单地介绍影片大意。

2.

Skill aims:

（1）能听懂本课文本材料以及与电影内容相关的课堂用语。

（2）能熟练地口头谈论有关The Sound of Music的故事大意及经典音乐的话题。

（3）能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。

（4）能规范地写出有关采访Mr. Brown关于The Sound of Music的对话。

3.

Emotional aims:

教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态度。

4.

Culture awareness: 了解优秀的英文电影和音乐，乐于接受优秀的异域文化。

Ⅱ. The key points and difficult points 1. Key points: （1）正确运用新词汇和短语

（2）理解并用英语简单介绍影片《音乐之声》的故事情节

2. Difficult points：（1）采访对话的写作。

V Teaching procedures Stage 1(4mins)：Getting students ready for learning

Greet as usual and then enjoy the song Do Re Mi.

Stage 2（4mins)：

Revision

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Make sentences to describe the pictures to review “linking verb + adjective”. 感到失望

似乎不快乐

看上去很兴奋

味道可口

闻着香

听起来很棒

Stage 3（10mins)：Pre - reading 1.Talk about the film The Sound of Music.

2.Talk about the important part of the film. Solve the key points. 教学反思：

Unit5 Feeling Excited Topic1 You look excited 第五课时（Section D-Grammar and Functions, 1, 2a, 2b, Project）

教学设计思路：

本节课为本话题的最后一课时，主要活动为1和2a。

Section D是一节复习课，在综合复习Section A-C的词汇、语法和功能句的基础上，巩固本话题所学的内容。首先，学生将通过1的阅读了解我们的国粹——京剧的历史起源，主要角色，素材来源及艺术特点，进而让学生在感觉京剧的旋律美的同时，体会我们祖国文化的博大精深，关心热爱京剧艺术。第二，通过三个竞赛活动复习感官动词和形容词及系表结构的用法。第三，通过2a 的写作拓展练习，再一次巩固系表结构的用法。在project环节，通过讨论学生最喜爱的艺术形式，延伸学生的学习内容，检测学生综合运用语言的能力。将知识转化成能力，达到学以致用的目的。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇role, frightened, worried, interested, upset, in the end 2.

Skill aims:

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（1）能熟练运用linking verb + adjective 结构

（2）能综合运用本课短语、句型写出描述不同情绪的短文

3.

Emotional aims: 通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。

4.

Culture awareness: 了解有关京剧的知识。

Ⅱ. The key points and difficult points 1. Key points: 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy 等形容词描述故事中人物的不同情绪, 并熟练运用linking verb + adjective 结构。

2. Difficult points：

综合运用本话题的语法，词汇，句型描述故事中人物的不同情绪。

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

Enjoy the song《说唱脸谱》. Stage 2（15mins)：Task1

1.Skim the passage in 1a and get the main idea of it . 2.Read 1a carefully and mark T or F. 3.Find out the key points of this passage and then try to retell the passage with the help of the key words. Stage 3（9mins)：Task 2 Make sentences according to the linking verbs and adjectives on the Bb.

连系动词本身大多都有一定的意义，但意义不完整，须与它后面的表语一起构成系表结构来充当复合谓语。

连系动词的分类：

表示“感官”的连系动词：look, sound, feel, smell, taste等。

表示“变化”的连系动词：get, turn, go, become等。

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表示“保持某种状态”的词：keep, stay, seem等。

Stage 4（7mins)：Task 3 Talk about the pictures in 2b and then write a short passage. One day, Mr. Wang went to Beijing for a visit. He took a taxi to the hotel when he came out of the airport. He was very excited to see scenery in the city. But when he got to the hotel, he found his ID card lost. He was very upset. He looked for it everywhere, but he couldn’t find it. Mr. Wang was so worried. What should he do? Just then, the taxi driver walked to him and asked, “Is this your ID card?” He was so surprised because he thought he would never find his ID card again. He was very happy and grateful.

Stage 5（8mins)：

Project Discuss their favorite movie, play or story. Write them down and give a report. Stage 6（4mins)：

Summarizing and assigning HMK Some useful expressions. main roles, facial paintings, be full of,

make peace with, become interested in, in the end, come into being Some knowledge about Beijing Opera. Complete the following sentences.

1.Sometimes ________(手势) can help to

express ourselves better.

2.Jackie Chan played an important ______ (角色)in the movie, Around the World in 80 Days.

3.The two boys decided

to _____ _____ ______(和解) each other and not to fight again.

4.After a long walk, we got to the top of the mountain _____ ______ ______(终于). 5.- I’m sorry I can’t go to your party this evening.

- ______ ______ ______ (太遗憾了)!

6. The garden ____ ____ ____ (满是)different kinds of flowers when spring comes.

教学反思：

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