Topic1 SectionA 参考教案
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!
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. 能正确地运用本课的交际功能用语问候或表达情绪。
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 A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。
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
Introduction（8 minutes）
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.)
Presentation (10minutes)
1. Ask the students to observe the picture of 1a and answer the question: Do Kangkang, Jane, Maria and Michael look excited? Lead to the learning of the conversation.
2. The teacher asks the students to read the statements in 1b.
3. The teacher asks the students to read the parts firstly and form a judgment.
4. The teacher plays the flash of 1a for the first time without stopping.
Let the students listen to and match the three parts of 1b.
5. The teacher plays 1a for the second time, stopping when necessary.
6. Then ask two students to tell answers to 1b.
7. Let the students think about why Kangkang, Jane, Maria and Michael look so excited. Explain the new word invite.
Consolidation (10 minutes)
1. The teacher lets the students ask and answer questions in pairs based on 1b. Finish 1c.
2. The teacher asks the students to read 1a and offers 2 or 3 minutes to the students to finish 1d.
3. The teacher lets the students correct the wrong words.
4. The teacher plays the recording sentence by sentence.
5. The teacher plays the recording without stopping.
6. The teacher lets the students read 1a, and then asks them to find out the difficult points.
7. The teacher makes a summary to explain the key points and difficult points:
(1) -How are you doing?
(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
Practice (10 minutes)
1. The teacher encourages the students to look at the pictures in 3 and guess the feelings of the people. Give a forecast to the adjectives of describing feelings they will 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 recording the third time.
6. The teacher checks the students’ answers, calling four students from each group to show their answers on the blackboard. The teacher corrects the wrong parts. Pay attention to the form of the linking verbs.
7. Let the students ask and answer questions in pairs based on 3. Give out the suitable points to each group.
Production (7minutes)
1. The teacher organizes the students to make up the conversations, using the linking verbs and the adjectives in 4 in pairs. Help students to review 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.
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
Unit 5 Feeling Excited
Topic1 I’m so happy.
Section A
1. -How are you doing?
-Very well, thank you. G1 G2 G3 G4
2. linking verb + adjective 2 4 1 2
3. Guess what! 3 2 2 2
4. invite sb. to do sth. 1 2 2 2
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…
