Presentation (10minutes) 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 1a and answer the question. 2. Students make sure they understand what the statements mean. 3. Students try to find out the words expressing feelings and have their own answers without watching the flash. 4. Students catch the general idea of the dialogue and match the three parts to make correct sentences. 5. Students watch the flash for the second time, paying attention to the pauses. 6. Volunteers read the answers. Check the answers and correct the wrong parts. 7. Think about the reason: Because Kangkang’s parents want to invite his friends’ parents to go to the movies, and they can spend the evening at Kangkang’s house and enjoy some delicious food there. 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 then give 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. 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 by showing a picture of having dinner. 6
Consolidation (10 minutes) 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 questions in pairs based on 1b. 2. Read 1a and complete the passage in 1d. 3. Volunteers write the answers on the blackboard. 4. Students read the conversation after the recording sentence by 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 points and sum up the main points. 7. Students underline the language points in their books and make some notes. 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 complete the passage. The teacher gives two or three 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 learn in groups to find out the difficult points. At last let them sum up the main points of the conversation. 7. The teacher makes a summary to explain the key points and 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… 7
Practice (10 minutes) 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Group work and individual work. 6. The whole class work. 7. Pair work. 1. Students look at the pictures and guess the feelings of the people in pictures 3. 2. Students listen to and finish A in 3 first. 3. Students check the answers. 4. Students write down their answers in their books. 5. Students check their answers to B in 3. They may discuss in groups. 6. Four students from each group show their answers on the blackboard. 7. Ask and answer questions in pairs based on 3. Example: -How does the teacher feel? -She feels angry. 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 without stopping. 6. The teacher checks the students’ answers, asking 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 suitable points to each group. 8
Production (7minutes) 1. The whole class work and pair work. 2. The whole class work and pair work. 3. The whole class work. 4. The whole class work. 5. Individual work. 1. Students make up the conversations, using the linking verbs and the adjectives. -How are you doing, Mike? -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. 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) Preview Section B after class. 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 of greetings. Encourage them to use more expressions. 2. Let the students show their own productions by acting out their conversations. The teacher gives 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) Preview Section B after class. 9
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 You look excited. 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…
Unit 5 Feeling Excited Topic 1 You look excited.
Section B
Ⅰ. Material analysis
本节课建议用两课时上完。主要活动为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
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