Section A第二课时教案

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Unit5 Feeling Excited Topic1 You look excited. 第一课时

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

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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。

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

Designing Step Teacher activity Greet and warm up. 1(Class activity) Nice to see you again!

Ss:Good morning, Miss…

Nice to see you,too. Student activity purpose Greet and warm up.

T: Good morning, everybody!

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T: How are you doing?

Ss:Very well, thank you. 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 Student activity Designing purpose

T: Look at this picture. Who is Talk about the pictures.

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。

he? What is he doing? Look at his

smiling face, he feels very happy, doesn’t he?

T:And how about the second one?What happened to her? How does she look?

T:…

1(Class activity) 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 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…? S2:…

Ss: Fine. ...

S1:…

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T:Even though I feel a little

disappointed because I missed the Ss: Yes. movie…, I saw another wonderful movie named the sound of music. Have you seen it?

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

S3: She looks excited.

S4:…

Ss:Yes.

Ss:I see the movie…

S5:I feel…

Ss: Yes/No. Remark：将功能句自然地运用在师生交流中。

Stage 3（5mins)：Pre - listening

Designing Step Teacher activity Student activity purpose 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 1( Class see this movie. On hearing this activity ) news, how do they feel?Read 1b first and you can guess the answers. T:Why? 4 / 10

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。

S1: I think they feel happy. S2: I think they feel excited. S3: Because they can spend

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

T: Mr. Brown feels disappointed the evening together.

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

because he couldn’t get a ticket to

the movie. When some desired event has not happened, we may feel disappointed. What things

can make you feel disappointed?

S5: My good friend didn’t

come to see me, I feel disappointed. S6:I feel disappointed because we failed this football game. 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

Designing Step Teacher activity Student activity purpose 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1b.

1(Individual conversation in 1a and match the

work) three parts in 1b. And then you

can check your guessing with

your partners.

Ss:…

answers.

训练。

T:Good！

Now let’s listen to the

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Play the tape recorder again.

2(Pair work) 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

3(Individual work) again and you can complete the

passage in 1d.

T: Let’s check your answers. Who

would like to read this passage

for us? S1:…

Remark：

Stage 5（12mins)：

Post- listening Designing Step Teacher activity Ask the students to read 1a. Student activity purpose: Read and practise the

T: Now let’s work in groups and conversation in groups. 1(Group work)

read the dialog in roles. Pay

attention to the pronunciation and

intonation. And I’ll ask some

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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 Write corresponding

down the

巩固感官动词的用法，完成2。为语法的总结做铺垫。

adjectives. adjectives on the Bb. T:Look at this picture. How does

he feel?

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

he look? 2(group work)

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?

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

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the link verbs and adjectives.

T: Look at these picture 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 of

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

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 Designing Step Teacher activity Student activity purpose

S1: Linking verbs: look, feel, sound, smell, taste…

S2:Adjectives: excited…

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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?

T: What important structure did we

learned?

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

1（Class activity)

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! 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. 2 (Class activity)

T: For today’s homework, I’d like 有助于巩固课堂

适当的家庭作业9 / 10

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you to remember the new words 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

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 sb. to do sth.

5. one of +最高级+ 名词复数

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

所学的知识。

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