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
Step Interaction pattern Student activity Teacher activity 11
1. The whole class work. 2. Group work. Introduction 3.Group work. （8 minutes） 4. The whole class work. 1. Focus their attention on the teacher. 2. Read the passage. 3. Students discuss in groups, trying to answer the teacher’s question: Maybe he didn’t have a ticket to The Sound of Music. 4. Students listen carefully, guessing the meanings of ―seem‖ with the help of the picture. 1. Greet the students and get them ready for learning. Play the flash, Do Re Mi. 2. Ask four students from different groups to read the passage they have written according to 1a of Section A. Give suitable points to each group. 3. Let the students observe the picture of 1a and guess: Why does Mr. Brown look unhappy? 4. Learn the new word ―seem‖. The teacher points at the picture, indicating ―Mr. Brown looks unhappy. He seems unhappy.‖ 12
Presentation (10 minutes) 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Individual work. 6. The whole class work. 7. The whole class work. 8. The whole class work. 9. The whole class work. 1. Students make sure they understand what the statements mean. 2. Students try to catch the general idea of the conversation. 3. Students mark ―T‖ or ―F‖. 4. Students correct their answers while reading. 5. Volunteers write their answers on the blackboard. 6. Students answer the question: Because he couldn’t get a ticket to The Sound of Music. 7. Read 1a carefully and find out all the ―linking verb + adjective‖ structures. 8. Find out all the structures. Underline the structures. 9. Know about something about Cats and Avatar. 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 for the second time. 4. The teacher lets students read 1a carefully and check1b. 5. Check 1b. The teacher asks 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 down all the phrases on the blackboard according to the students’ telling: seem unhappy feel disappointed be interesting/ fun be boring be exciting 9. Show some pictures of Cats and Avatar. Introduce them simply. 13
Consolidation (10 minutes) 1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. The whole class work. 1. Students read the dialogue after the recording sentence by sentence. 2. Students try to follow the speed. 3. Students finish1c in groups of six. Each of the five students retells a sentence of 1a according to the key points. Then the sixth student links them together to form a passage. 4. Students read the words in 2a. 5. Students listen to 2a and check their pronunciations. 6. Students observe the words and sum up their different forms and usages. 7. Make the note: ―-ed‖ 形容词表示“感到??的”，其主语是人，在句中作表语或定语； ―-ing‖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。 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 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. 14
Practice (10 minutes) 1. Individual work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. The whole class work. 6. Some students’ work. 7. The whole class work. 8. The whole class work. 9. Group work. 10. The whole class work. 11. Group work. 12. Pair work. 1. Students finish 2b according to the note in 2a. 2. Check the answers and correct the wrong ones. 3. Students try to catch the general idea of the passage. 4. Students complete the sentences. 5. Volunteers write their answers on the blackboard. 6. Volunteers read the phonetics. 7. Students correct their pronunciation while the teacher is reading. 8. Students read the phonetics and the given words in 4a and say the rules for spelling. 9. Students read the words on the cards. 10. Read the sentences in the box in 4b. 11. Students read after the teacher. 12. Students finish 4b in pairs and practice it with their partners. 1. The teacher asks the students to fill in the blanks with the correct forms of the words in the brackets. Finish 2b. 2. Organize the students to check the answers. 3. The teacher plays the recording of 3 for the first time without stopping. 4. The teacher plays the recording for the second time. 5. Check 3. The teacher asks two students to tell their answers, then corrects the wrong ones. 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 such as nouns, verbs, adjectives and 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. 15