Section B优秀教学实录

U5T1P3 Unit5 Feeling Excited Topic1 You look excited. 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 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 1 / 13

U5T1P3 多媒体课件/图片

V Teaching procedures

Stage 1(5mins)：Getting students ready for learning

Designing Step Teacher activity Student activity purpose Greet as usual and then show Greet as usual and then read 以学习谚语导入some proverbs. T:Good morning, boys and girls.

T: How are you doing?

and learn some proverbs.

Ss: Good morning, Miss…

不仅是为了增加学生的词汇量和丰富学生的英语知识，同时要求学Ss:Very well, thank you. And 生观察这几个谚you? 语，总结他们的共同点——系表结构，从而导入本节课的内容。所选谚语如果学生不能确切理解，教师要进行解释。

T: I’m fine, thank you. I’ll show

some proverbs to you. And I hope

you can learn them by your

1(Class activity) heart.Let’s read them first. 1.To make your dream come true, you have to stay awake. 2.Appearances are deceitful.(以貌取人常有错。) 3.Extremes are dangerous. （凡事走向极端总是危险的。）

4.Imagination is more important than knowledge. 5.The truth is always green.

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Ss:…

T: Can you understand these

proverbs? Try to guess their

meaning, please.

S1: Yes. The first one means要使梦想成为现实，你就得醒着。 S2:…

T: You got the right meanings.

You know, proverbs are the

daughters of daily experience and

wisdom of people.

I hope you can

collect more proverbs, remember

them and try to use them in our

daily life and in your

compositions. Now watch the

proverbs carefully. You may find

all these proverbs have a useful

structure. What is it?

T: Yes, you got it. 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（3mins)：

Revision

Step Teacher activity Student activity Designing purpose

1(Class activity) Show some situations.

Make sentences according to 引导学生用描述the situations. 情感的词汇回答，

S3: It is “linking verb + adjective”. 3 / 13

U5T1P3 T:Let’s review the structure

“linking verb + adjective”.How

do you feel when your pet dies?

S1:I feel sad.

复习感官动词的基本用法。

T: How do you feel when you have

a temperature?

T: How will she look when a girl

is listening to wonderful music?

S2: I feel terrible.

S3: She looks happy.

T: How does he seem when a man

lost his phone.

S4: He seems very worried. T: How does the food smell when

it goes bad?

T:…

S5: It smells terrible.

Ss:…

Remark：可以选择其他的方式复习系表结构。如：把习题呈现在白板上，让学生英汉互译或者用系动词及形容词填空；利用图片和提示词造句等。

Stage 3（15mins)：

Presentation Designing Step Teacher activity Encourage summarize 1(Group work) adjectives and write them on the

Bb.

词，

为下一个任务做准备。

the the students Student activity purpose to summarize the emotional 学生总结学过的表达情绪的形容

emotional adjectives. 4 / 13

U5T1P3 T:You did quite well. Now let’s

work in groups and have a

contest. Write down the emotional

adjectives as many as possible.

The group which writes the most

will be the winner. Let’s begin!

Ss:... T: How many words have you

written down? You can read them

and I’ll write them on the Bb.

T: Well, It seems that Group 1 got the most adjectives.

S1: happy, excited, sad...

Congratulations!

2(Individual work) Encourage the students to observe Students observe the words 总结以-ing结尾和the words and sum up their and sum up their different 以-ed结尾的形容different forms and usages. forms and usages. 词的构成及用法。教会学生分类记忆单词的策略。为2b和3的听力活动做准备。

T: Maybe you have found that I

had sorted the adjectives in

groups on the Bb. Now let’s add

more adjectives. Please read the

words in 2a and pay attention to

the underlined parts. Can you

sum up their different forms and

usages?

S1: The first word in each group is verb. And the others are adjectives. The second word in each group ends 5 / 13

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with -ing. And the last one ends with -ed.

T: Good. You observed very

carefully. But what’s the

difference

in usages between

them?

S2:Maybe the adjectives ends with -ing is used to describe a thing. But the adjectives ends with -ed is used to describe people’s feelings. I cannot explain it exactly. T: You did a good job. You have

almost got it. I’ll explain it in

Chinese. Please take a note.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。

T:Can you think of

more

S3：surprise surprising surprised S4: tire

tiring adjectives like this?

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tired S5: move

moving

moved S6: frighten

frighteding

frightened S7:... T: I’ll give you more verbs. Can

you say out the corresponding

adjectives? T：satisfy（使……满意）

T: amaze（使……惊讶）

T: puzzle （迷惑）

T: Good! Can you make sentences with these adjectives on the Bb?

T: Good sentences!

S11:I’m tired because this work is tiring.

S12: This story is moving. I’m moved. S13:...

S8: satisfying（令人满意的）

satisfied（感到满意的）

S9: amazing（令人惊讶的）

amazed（感到惊讶的）

S10: puzzling（令人迷惑的）

Puzzled（感到迷惑的）

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3(Class activity) Play the tape recording of 2a.

T: Now let’s read the words in 2a, paying attention to the stress and the underlined parts. Then listen and check.

Read the words in 2a, paying

attention to the stress and the underlined parts. Then listen and check. Remark：教师在板书形容词时要注意分类。教会学生分类记忆单词。

Stage4（10mins)：

Practice and consolidation Designing Step Teacher activity Finish 2b and check the answers. Student activity purpose: Work alone and fill in the 完成2b习题，巩固以-ing结尾和以-ed结尾的形容词的用法。

T: I think you have learned the blanks in 1b. usages of the adjectives very well.

Please fill in the blanks with the

correct forms of the given words

1(Individual work) in 2b.

T: Have you got the answers?

Ss:...

Ss: Yes. T: Let’s check your answers. Who

can read the conversation for us?

P1:... Read 3 and predict the answers Read 3 and predict the 听力练习之前预before listening.

1(Individual T: What happened to Michael

work) according to the conversation in

2b? 8 / 13

answers before listening.

测答案。

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T: Will Mr. Brown be excited?

S1: He has got a bad cold so his mother will stay at home with him and can’t go to see the film The Sound of Music. Michael will give the ticket to Mr. Brown.

S2: Yes, I think so. But I think he must be sorry for Michael. T: Yes, I agree with you. Next, you

will listen to a passage about how

everything goes. But before

listening, let’s read the sentences

in 3. Please predict the answers.

Can you guess the part of speech

of the answers?

Ss: They are adjectives. T: You are rgtht. Now guess the

answers,please.

S3: The first one may be happy or excited. S4: The second one may be beautiful. S5: The third one may be happy or excited. S6: The fourth one maybe happy and sorry. S7: The fifth one may be nice 9 / 13

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T: You are so smart. Your guessing are reasonable. and delicious.

2(Individual work) Listen to 3 and check the

answers. T: Let’s listen to the passage and

complete the sentences. And then

you can check your answer with

your partners. Ss:...

T: Have you got the answers?

Who would like to read these

sentences for us? S1:...

Play the tape recording of 3. Remark：预测听力答案时可提醒学生从文意，词性等方面进行预测。

Stage 5（9mins)：

Pronunciation

Designing

Step Teacher activity Play the recording of 4a.

Listen and read the words T: Your spoken English is almost aloud, paying attention to good. But just as you know, a the good English learner should underlined letters. Try to always pay attention to

his find the rules and add more pronunciation. So let’s learn more 1(Class activity )

about it. First, listen to the tape try to imitate. and find how the combined letters

“ed”pronounces.

S1: The combined letters

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Student activity

purpose 认真听录音，大单开口，反复模仿。

sounds of the

words. And then listen and

“ed”pronounces /t/, /d/

U5T1P3 T: Can you sum up the and

/ɪd/.

pronuncing rules? You can

S1: “ed” pronounces /t/ after an unvoiced consonant. But it

pronounces /d/ after an voiced consonant. And it pronounces /ɪd/ after “t” and “d”.

S2: inveted, frighteded, worried, interested,…

Read the sentences in the box in 4b, paying attention to the stress, liaison and intonation.

discuss with your partners.

T: Great! You did better than I believe. Can you think more words like this?

T: Good job! Now read the words loudly after the tape. Please try to imitate.

The teacher lets the students read the sentences in the box in 4b. Ask them to pay attention to the stress, liaison and intonation. Tell them

to stress the content words such as

nouns, verbs, adjectives and 2(Class activity)

interrogative words.

T:You know, the stress and liaison

are also important in your

pronunciation. Look at the

sentences in the box in 4b. The

semicolon

“’”is the sign of stress

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U5T1P3 and“﹀”is the sign of liaison.

First you can read by yourselves

and pay attention to the stress and

liaison and intonation. T: OK, now let’s listen to the tape and try to imitate. You should stress the content words such as nouns, verbs, adjectives and interrogative words.

T: Good! Now let’s choose the correct sentences in the box to complete the conversation.

T:I think you can read it correctly and fluently. Which pair would like to read the conversation for us?

T: Good job!

Remark：

Ss:…

Ss:…

P1: Let us have a try…

Stage 6（3mins)：

Summarizing and assigning HMK Designing

Step Teacher activity Student activity purpose Encourage the Ss to summarize the Summarize the key points. key points

1（Class activity)

T: Class will be over soon. We

should summarize the key points

归纳总结本课

知识点。

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U5T1P3 now. Let’s begin!

S1:

The usages of

适当的家庭作业有助于巩固课堂所学的知识。

adjectives ending with –ing and -ed. S2:We learned how “ed”

pronounces. T: Sounds great! I hope you will

remember them.

Assign the HMK. T: For today’s HMK, I’d like you to 2 (Class activity)

remember the adjectives and the usages of them. Please preview Section C-1a,1b,1c,2a,2b,3.

Remark：

VI .

Blackboard design

第三课时 (Section B-2a,2b,3,4a,4b) interest

disappoint

worry

bore

excite

puzzle

interesting

disappointing

worrying

boring

exciting

puzzling interested

disappointed

worried

bored

excited

puzzled

surprise

tire

move

frighten

satisfy

amaze

surprising

tiring

moving

frightening

satisfying

amazing

surprised

tired

moved

frightened

satisfied

amazed

Finish the Hmk after class. 13 / 13