Section A第二课时教案

unit5 topic1

sectionA Ⅰ. Material analysis 本节课为话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和3。

本课通过Jane 询问Kangkang兴致勃勃的原因，引出对话的主题：描述情绪与表达情感。对话呈现了本课所要学的语法重点：Linking verb + adjective, 并呈现了新出现的短语：invite sb. to do sth., 复习了已学过的重点短语prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb. 和a ticket to …

的用法，同时在对话中呈现了交际功能用语：-How are you doing? –Very well, thank you. Guess what! 和What a pity! 帮助学生学会如何表达和描述情绪。

通过Kangkang的父母邀请Jane, Maria 和

Michael的父母去看电影The Sound of Music, 把小伙伴们留在家里小聚，以及Ｍr. Brown没有买到The Sound of Music的票引出描述情绪的相关词汇和表达。要求学生在学会课本语言知识的同时，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. 学生能正确拼读并运用以下词汇：

(1)单词表中的黑体单词invite (2)连系动词：be,look, feel, taste, smell和sound (3)描述情绪的形容词：excited, happy和disappointed

2. 学生能正确运用以下短语造句：

invite sb. to do sth.

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

3. 学生能自如地运用以下功能句进行交流。

-How are you doing? -Very well, thank you.

Guess what!

What a pity! Ⅲ. The key points and difficult points Key points：

学生在交流中能自如地运用系表结构和以下短语：

invite sb. to do sth.

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

Difficult points：

1. 学生对功能用语How are you doing? 的理解。

2. 描述他人情绪时连系动词正确形式的运用。

Ⅳ. Learning strategies 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。

Ⅴ. Teaching aids

Computer multimedia projector, the flash of the song, Do Re Mi.

Ⅵ. Teaching procedures

Step Interaction pattern 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. Pair work.

Student activity 1. Focus their attention

on the teacher.

2. Students describe their

own feelings: Yes, we are very happy.

3. Students observe the

picture and answer the question: Yes, they do. 4. Students ask and answer

according to the given pictures, words and the example on the screen.

Picture 2: -How does the food taste? -It tastes delicious. Picture 3: -How do they look? -They look happy. Picture 4: -How does the song sound? -It sounds wonderful. Picture 5:

-How do they feel? -They feel excited. Teacher activity 1. Greet the students and make them ready for learning. The teacher plays the flash of the song, Do Re Mi. 2. The teacher asks the students if they are happy to see each other after the winter holiday. 3. The teacher shows the third picture of 2 on the screen: Do they look happy? 4. Show all the pictures, words and the example

of 2 on the screen one by one. Let the students ask and answer in pairs according to the example. Let the students pay more attention to the form of the verbs. Finish 2.

(The teacher can divide the students into four groups. Then tell the students that they can get one point or two points or three points…

when they answer the questions or make conversations correctly. The most excellent students can get 1 point once, and the normal students can get more points when they answer the same question or make up similar conversations. ) Introduction （8 minutes）

1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work.

1. Observe the picture of

1. Ask the students to

1a and answer the

observe the picture of 1a question. and answer the question: Do

Kangkang, Jane, Maria and

Michael look excited?

Lead to the learning of the

conversation.

2. Students make sure they 2. The teacher asks the

understand what the

students to read the

statements mean. statements in 1b.

3. Students try to find out 3. The teacher asks the

the words expressing students to read the parts the feelings and have their own answers

without watching the firstly and form a judgment.

Presentation (10minutes) flash.

4. Students catch the general 4. The teacher plays the

idea of the dialogue flash of 1a for the first and match the three time without stopping.

parts to make correct Let the students listen

sentences. to and match the three

parts of 1b.

5. Students watch the flash 5. The teacher plays 1a for

for the second time, the second time, stopping paying attention to the when necessary.

pauses.

6. Volunteers read the

6. Then ask two students to

answers. Check the tell answers to 1b. answers and correct

the wrong parts.

7. Think about the reason: 7. Let the students think about Because Kangkang’s

why Kangkang, Jane, Maria parents want to invite and Michael look so his friends’ parents to excited. Explain the new go to the movies, and word invite by showing a they can spend the picture of having dinner. evening at Kangkang’s

house and enjoy some

delicious food there.

1.Pair work.

2.The whole

class work.

3. The whole

class work.

4.The whole

class work.

5. The whole

class work.

6. Group work.

7. The whole

class work. 1. Students ask and answer

1. The teacher lets the questions in pairs based

students ask and answer

on 1b. questions in pairs based

on 1b. Finish 1c. 2. Read 1a and complete

2. The teacher asks the students

the passage in 1d.

to read 1a and complete

the passage. The teacher offers two or three minutes

to the students to finish 1d.

3. Volunteers write the

3. The teacher lets the students answers on the blackboard.

correct the wrong words. 4. Students read the 4. The teacher plays the

conversation after the

recording sentence by

recording sentence by

sentence. sentence.

5. Students try to follow the speed, paying

attention to the

pronunciation and

intonation. 6. Students read the

conversation by

themselves and

discuss in groups to

find out the difficult

5. The teacher plays the

recording without stopping.

6. The teacher lets the students

read 1a, and then asks them to learn in groups to find out the difficult points. At last let them sum up the main points Consolidation (10 minutes) points and sum up the

of the conversation. main points.

7. Students underline in

7. The teacher makes a summary

their books and make to explain the key points and some notes. difficult points to the students: (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. ⑺

say thanks/ hello/ sorry / goodbye to sb. (8)a ticket to

1. The whole

class work.

2. The whole

class work. 3. The whole

class work. 4. The whole

class work. 1. Students look at the

1. The teacher encourages the pictures and guess the students to look at the feelings of the people pictures in 3 and guess the in the pictures of 3. feelings of the people. Give a

forecast to the adjectives of

describing feelings they will

2. Students listen to and finish A in 3 first. 3. Students check the

answers. 4. Students write down

their answers in their

fill in the blanks. 2. The teacher plays the

recording. 3. Let two or three students

tell their answers. 4. The teacher plays the

recording and pauses after each conversation. 5. The teacher plays the

books. 5. Group work

5. Students check their

Practice (10 minutes) and individual

answers to B in 3. They

recording the third time work. may discuss in groups. without stopping. 6. The whole

6. Four students from each 6. The teacher checks the

class work. group show their answers students’

answers, calling

on the blackboard. four students from each

group to show their

7. Pair work.

answers on the blackboard. The teacher corrects the wrong parts. Pay attention to the form of the linking

verbs. 7. Ask and answer questions

7. Let the students ask and in pairs based on 3. answer questions in pairs Example: based on 3. Give out the -How does the teacher

suitable points to each feel? -She feels angry. group.

1. The whole

1. Students make up the

1. The teacher organizes the

class work and

conversations, using students to make up the pair work. the linking verbs and conversations, using the

the adjectives.

linking verbs and the

-How are you doing, adjectives in 4 in pairs.

Mike? Help students to review

2. The whole

class work

+pair work.

3. The whole

class work.

4. The whole

class work.

5. Individual

work.

3. Learn to care for

others’ feelings.

4. Students summarize

Section A with the teacher. 5. Students finish after

class. (1)Memorize the summary after class. (2) Students write a

passage according to the conversation in 1a and prepare for the reporting tomorrow. (3) Students learn Section B after class.

-Very well, thank you. You look happy. Why?

-Because we will go

to the movies this

afternoon. 2. The students act out

their own conversations in pairs. the ways to express greetings. Encourage them to use more expressions.

2. Let the students show

their own productions by

acting out their conversations. The teacher gives out the suitable points to their productions. 3. The teacher sums up the

students’ conversations.

Teach them to care for others’ feelings.

4. The teacher shows the

summary to the students.

5. The teacher assigns

homework: (1) Review the summary

after class. (2) Ask students to write a

passage according to the conversation in 1a and read it to the whole class tomorrow.

(3) Prepare Section B after class.

Production (7minutes)

Teaching Reflection It’s easy for the students to understand the structure of “linking verb +

adjective”. But it’s a little hard for the students to use the correct form of

the linking verbs in their own conversations. Teacher should design more

oral practice for the students.

Ⅶ. Blackboard design