Topic1 SectionB 参考教案
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。
Ⅲ. The key points and difficult points
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。
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.对句子中需重读的词的正确把握。
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
Introduction（8 minutes）
1. Finish1b. The teacher asks the students to read the statements in 1b.
2. The teacher plays the recording for the first time without stopping.
3. The teacher plays the recording again.
4. The teacher lets students read 1a carefully and check1b.
5. Check 1b. The teacher calls two students to tell their answers, then corrects the wrong ones.
6. The teacher lets the students check their guessing: Why does Mr. Brown seem unhappy?
7. The teacher lets the students read 1a and find out all the “linking verb+adjective” structures.
8. Write all the phrases on the blackboard:
seem unhappy
feel disappointed
be interesting/ fun
be boring
be exciting
9. Show some pictures of Cats and Avatar. Introduce them simply.
Consolidation (10 minutes)
1. The teacher plays the recording of 1a sentence by sentence.
2. The teacher plays the recording without stopping.
3. The teacher asks the students to finish1c. Give out the suitable points to each group.
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.
Practice (10 minutes)
1. The teacher asks the students to finish 2b.
2. Check the answers.
3. The teacher plays the recording of 3 for the first time.
4. The teacher plays the recording for the second time.
5. Check 3. The teacher calls two students to tell their answers.
6. The teacher shows phonetic cards /t/, /d/ and /id/.
7. The teacher pronounces / t /, /d/ and / id/.
8. The teacher lets the students read the phonetics and the given words, and then asks them to find out the rules for spelling.
9. The teacher shows the cards with more similar words.
10. 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 interrogative words.
11. The teacher reads the sentences of 4b.
12. The teacher lets students choose the correct sentences to complete the conversation. Finish 4b.
Production (7 minutes)
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.
2. The teacher organizes the game: Brain Storms. Let the students say out more 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.
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
Unit 5 Feeling Excited
Topic 1 I’m so happy.
Section B
1. seem unhappy G1 G2 G3 G4
feel disappointed 2 4 1 2
be interesting/ fun 3 2 2 2
be boring 1 2 2 3
be exciting
2. Great! He must be excited to get it.
OK. I will tell him the exciting news right now!
