Unit 5 Feeling Excited
Topic 1 You look excited.
Section A
一、教材分析
本单元以Feeling Excited 为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr. Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法，如：You look excited.和How does the music sound?同时，还学习有关情绪和感受的形容词。如：lonely, frightened, worried, interested, upset, surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，对本话题所学内容进行真实的应用。
二、教学目标
1. 学习并掌握新词汇和短语：invite, film, smell, disappointed, say thanks/ hello/ sorry / goodbye
to sb, a ticket to…
2. 掌握感官动词：感官动词+形容词（look beautiful，smell good，feel excited，sounds good，taste delicious等）的基本用法。
3. 掌握相关语法结构表达：
invite sb. to do sth.
one of +最高级+名词复数
prepare sth. for sb.
4. 能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
(1) 问候：—How are you doing? —Very well, thank you.
(2) 转达感谢：Please say thanks to your mom.
(3) 惋惜：What a pity!
(4) 询问和表达个人观点和看法：How do the flowers smell?
(5) 引出话题：Guess what!
(6) 描述感受：You look excited.
5. 能够乐于表达自己的观点、看法和情感并能主动关心他人的感受。
三、教学重点和难点
1. 掌握感官动词的基本用法。
2. 掌握相关语法结构表达：
invite sb. to do sth.
one of +最高级+名词复数
prepare sth. for sb.
3. 能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
四、 教学准备
多媒体
五、教学过程
Task 1
Step 1 Warming-up
Teacher leads to the new topic.
T: How are you feeling today?
S: …
T: Look at the pictures and fill in the blanks.
【设计意图】通过询问心情，复习巩固心情的表达，以及引入文章话题。
Step 2 Pre-listening
Learn some new words about feelings and make sentences with them.
【设计意图】通过新单词的学习，帮助学生扫清课本听力活动的障碍。
Step 3 While-listening
1. Ask the students to predict the answers to 1b. Match the three parts.
T: Well, Kangkang’s parents will invite other children’s parents to see this movie. On hearing this news, how do they feel? Read 1b first and you can guess the answers.
【设计意图】通过预测1b的答案，帮助了解对话的内容，降低听力的难度。同时通过连线练习系表结构。
Step 4 Post-listening
1. Finish 1c. Ask and answer questions in pairs based on 1b.
【设计意图】深入练习询问心情的表达，巩固系表语法结构。
2. Ask students to finish 1d. Read 1a and complete the passage.
【设计意图】训练学生提取关键词的能力，并且进一步熟悉新单词的用法。
3. Learn the key points of 1a.
—How are you (doing)? ——你好吗？
—Very well, thank you. ——很好，谢谢。
You look excited. 你看上去很兴奋。
My father and mother want to invite your parents to go to the movies. 我爸妈想邀请你们的父母去看电影。
prepare some delicious food for us 为我们准备一些美食
on my way here 在我来这儿的路上
say thanks to your mom 向你妈妈道谢
a ticket to The Sound of Music 一张《音乐之声》的电影票
【设计意图】学习文中重点结构的表达，帮助学生更好地理解文章内容，灵活运用所学表达。
Task 2
Step 1 Pre-listening
Show the pictures in 2. Then ask and answer in pairs.
【设计思路】通过看图对话的形式，巩固学生对感官动词的用法，帮助学生在表达中正确运用感官动词的表达。
Step 2 While-listening
Finish 3.
T: You did quite well. Just now you use linking verbs and adjectives to express your feelings. Let’s learn more. Look at the pictures in 3 on page 2. First, listen to some conversations. Number the pictures and write down the linking verbs and adjectives.
S: …
【设计意图】利用听力练习复习系表结构，锻炼学生听取表达心情的关键词的能力。
Step 3 Post-listening
1. Finish 4. Work in groups and make conversations with the linking verbs and the adjectives.
2. Let students make sentences with the given words.
(1) 这个主意听起来很不错。 (sound)
(2) 学生们看起来非常兴奋。 (look)
(3) Mr. Brown觉得很失望。 (feel)
(4) 这鱼很好吃。 (taste)
(5) 那些食物闻起来很香。 (smell)
【设计意图】通过练习，锻炼学生运用系表结构进行表达的能力。
3. Let students fill in the blanks to see whether they have mastered the main points in this class.
【设计意图】通过练习，检测学生对本课重点词汇短语掌握情况。
Step 4 Summary
We learn
New words: invite, smell, film, disappointed
Linking verbs: be, look, feel, smell, taste, sound
Adjectives about feelings: happy, angry, excited, disappointed, upset, frightened
Sentence pattern: How are you doing? Very well, thanks.
We can
Use the structure: linking verbs + adjectives
Talk about our feelings.
Use “because” to talk about the reasons.
【设计意图】总结回顾本节课的重点单词和用法。
Step 5 Homework
Survey at least three of your friends using the following questions and write them down:
—How are you feeling today?
—I’m feeling…
—Why?
—Because…
六、板书设计
Unit 5 Feeling Excited
Topic 1 You look excited.
Section A
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.
7. say thanks/ hello/ sorry / goodbye to sb.
8. a ticket to…
Unit 5 Feeling Excited
Topic 1 You look excited.
Section B
一、教材分析
本节课主要活动为Section B 1a-4b。本节课在上节课学习系表结构的基础上谈论个人喜好及对事物的看法，所使用的句型仍然是感官动词+形容词。所以在复习导入环节对感官动词和形容词做充分的巩固，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。
二、教学目标
1. 学习并掌握新词汇：seem, opera
2. 学习并掌握句型：He seems a little unhappy. It’s so funny and interesting.
3. 正确运用以-ed结尾的形容词和以-ing结尾的形容词。掌握-ing和-ed在词尾的读音，及此类单词的重音位置。
4. 能在朗读中正确读出连读和句子的语调，能区分并读准需要重读的实词。
5. 通过听对话判断正误，训练学生抓住关键词和细节信息的能力。
6. 听懂本课表示个人喜好的表达法。
7. 学生能正确运用“linking verb+ adjective”结构造句。
8. 学生能自如地运用系表结构的句子进行交流来谈论情绪。
9. 能够乐于表达自己的观点、看法和情感并能主动关心他人的感受。
三、教学重难点
1. 掌握本课新词汇和重要句型。
2. 能正确运用“linking verb+ adjective”结构造句，并进行交流来谈论情绪。
四、教学过程
Task 1
Step 1. Warming-up
Fill in the blanks according to the pictures.
T: How are you feeling today?
S: I’m feeling….
T: And how about them on the screen?
【设计意图】让学生看图并描述人物的情感，回忆表达感彩的表语形容词，引入话题。
Step 2 Pre-listening
Look at the pictures and guess:
How does Kangkang feel? Why?
What are the parents going to do?
Who did Kangkang see on the way? What happened?
What’s Mr. Brown’s favorite movie?
【设计意图】通过观察文中的图片和给出的问题，锻炼学生预测能力。
Step 3 While-listening
1. Show some questions about 1a on the screen. Play the tape recording of 1a again.
2. Finish 1b. Check the answers.
【设计意图】设置更深层次的听力问题，由易到难、由浅入深地训练学生的听力技能。
Step 4 Post-listening
1. Ask the students to retell the conversation and then change the conversation into a passage in groups.
【设计意图】在真实交际中运用所学语言，实现学以致用。
Task 2
Step 1 Pre-listening
1. Finish 2a.
T: Now let’s read the words in 2a, paying attention to the stress and the underlined parts. Then listen and check.
2. Explains the difference between -ed and -ing and finish 2b.
【设计意图】通过呈现以ing和ed结尾的形容词，强调应关注单词重音和单词形式。
Step 2 While-listening
Listen to the passage in 3 and complete the sentences.
【设计意图】通过听录音补全句子，巩固学生对形容词的正确使用。
Step 3 Post-listening
1. Finish 4a. Let students read the following words, paying attention to the sounds of the underlined letters. Try to find the rules and add more words.
2. Explain the rules of pronunciation of -ed.
3. 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.
4. Finish 4b and practice these sentences with the partner.
【设计意图】通过解释发音并且自读训练要求学生关注句子的重音、连读和语调。
5. Make conversations.
Mike is a big fan of Kungfu Panda. But he can’t go to see the movie on Tuesday evening and he feels a little unhappy. Make similar conversations to 1a.
【设计意图】通过编造对话的形式，熟悉本课重点语法，锻炼学生实际运用能力。
Step 4 Summary
1. Linking verbs+ adj. (连系动词+形容词 构成系表结构): seem (a little) unhappy/disappointed
2. Usage of the adjectives ending with “-ed” and “-ing”.
3. Pronounce “-ed”.
4. Read the sentences with the correct stress, liaison and intonation.
【设计意图】总结本节课重点单词和用法。
Step 5 Homework
Try to find more information about the movie, The Sound of Music, on the Internet.
五、板书设计
Unit 5 Feeling Excited
Topic 1 You look excited.
Section B
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
Unit 5 Feeling Excited
Topic 1 You look excited.
Section C
一、教材分析
本节课主要活动为Section C。1a呈现了在前两课中多次提到的音乐剧The Sound of Music的故事梗概。在Pre-reading环节利用师生讨论电影片段的方式让学生了解电影的故事情节。并在这个过程中教师有意运用本课出现的新词汇和新短语，并加以解释，为理解课文扫清语言障碍。While-reading环节由浅入深进行阅读。第一遍了解课文大意。第二遍疏通文意，完成1c的问答。第三遍细读文章，完成表格并提醒学生注意系表结构在文章中的多次运用。Post-reading环节旨在进行语言的输出训练。在复述课文的基础上将课文改写成对话加以巩固。
二、教学目标
1. 学习并掌握新词汇：lonely, lively, almost, care for, cheer up, mainly
2. 学生能正确运用“linking verb+ adjective”结构造句，掌握because和because of 的区别以及cheer sb up, cheer sb on, care for, lonely等相关短语。
3. 学生能在表格的帮助下复述本课课文，简单地介绍影片大意。
4. 能听懂本课文本材料以及与电影内容相关的课堂用语。
5. 能熟练地口头谈论有关The Sound of Music的故事大意及经典音乐的话题。
6. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。
7. 能规范地写出有关采访Mr. Brown关于The Sound of Music的对话。
8. 教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态度。
9. 了解优秀的英文电影和音乐，乐于接受优秀的异域文化。
三、教学重点和难点
1. 学生能正确运用“linking verb+ adjective”结构造句，掌握because和because of 的区别以及cheer sb up, cheer sb on, care for, lonely 等相关短语。
2. 能听懂本课文本材料以及与电影内容相关的课堂用语。
四、教学准备
多媒体
五、教学过程
Step 1 Warming-up
Greet as usual and then sing the song Do Re Mi.
T: Let’s enjoy the theme song Do Re Mi.
T: How do you feel when you listen to beautiful music?
T: Good! I’m very happy that you can describe your feelings with the structure “linking verb +adjective”.
【设计意图】通过欣赏歌曲的方式，让学生表达心情，来巩固系表结构引入本课话题。
Step 2 Pre-reading
1. Lead in 1a. Let students look at the picture and guess what the text is about.
2. Then talk about the film The Sound of Music with the students according to the given questions.
Who are the important roles(角色) in the movie?
Why did Maria go to the Von Trapp family?
What happened to the family?
Why did the father often become angry?
How did Maria cheer up the family?
What do you know about The Sound of Music?
What do you think of Maria?
【设计意图】利用师生讨论的方式了解电影的故事情节，为学生更好地理解课文做准备。
Step 3 While-reading
1. Read the passage and complete the table in 1b.
T: You have known about the story of The Sound of Music very well. Now let’s read the passage carefully. And then you should complete the table in 1b.
【设计意图】通过精读课文，完成1b表格，帮助学生理解文章细节、注意句子的结构的同时，并训练学生寻读的能力。
2. Fill in the blanks according to the passage.
【设计意图】通过对文章框架的梳理，以细节填空的方式，帮助学生整体把握文章结构，进一步理解文章细节内容。
Step 4 Post-reading
1. Explain the main languages points for students.
care for= take care of / look after
e.g. She cared for her mother at home.
cheer sb. up 使某人振作起来
e.g. She is very upset because she did badly in this exam.
Let’s do something to cheer her up.
cheer sb. on 为某人加油
…because of the noisy children =…because the children were noisy
almost 几乎，差不多
lonely 孤独的，寂寞的
e.g. He feels lonely because he is new here.
【设计意图】帮助学生掌握文中重点语法结构和重点词组。
2. Ask the students to retell the passage.
T: You did very well in learning the passage. Now let’s try to retell the passage. The table in 1b and the questions in 1c may help you. First, retell it to your group members and then I’ll ask some of you to retell it in class.
【设计意图】通过对课文的复述，训练学生的口头表达能力以及语言知识的运用能力。
3. Finish 2a.
T: As you know, Mr. Brown got the ticket and went to see the film The Sound of Music. Now steve wanted to know about the film. So he asked Mr. Brown about it. Suppose you are Steve and your partner is Mr. Brown. Make a conversation about the film with the help of the questions in 2a.
【设计意图】通过采访了解Mr. Brown 对音乐之声的看法，复习有关个人观点看法的表达。
4. Finish 2b. Ask the students to write down the conversations in their exercise book.
T: You have made such good conversations that you should write them down in your exercise book. This time, please pay attention to your handwriting.
【设计意图】通过写对话的形式，以文字的方式表达，训练学生信息转换能力。
5. Talk about your favorite movies according to the given questions:
What’s the name of the movie?
What is it mainly about?
Who are the main roles in it?
How do you like it?
【设计意图】通过谈论最喜欢的电影，训练学生对于本课知识的实际运用能力。
6. Do the exercises.
【设计意图】通过单词填空补全句子，让学生巩固掌握重要知识点。
Step 5 Summary
We learn:
1. Words and phrases: lively, lonely, almost, cheer up
2. The sentences of expressing feelings:
The family were very sad.
The father was lonely and often became angry because of the noisy children.
The father was almost mad at first.
We can:
1. Talk about our favorite movies.
2. Use linking verbs + adjectives to express our feelings.
3. Learn English by singing English songs.
【设计意图】帮助学生归纳总结本节课重点单词和用法。
Step 6 Homework
Collect more information about your favorite movies and learn to sing some English songs.
六、板书设计
Unit 5 Feeling Excited
Topic 1 You look excited.
Section C
New words:
lonely e.g. He feels lonely because he is new here.
lively e.g. Do Re Mi is a very lively song.
New phrases:
care for =take care of / look after e.g. She cared for her mother at home.
cheer up e.g. She is very upset because she did badly in this exam. Let’s do something to cheer her up.
Unit 5 Feeling Excited
Topic 1 You look excited.
Section D
一、教材设计
本节课为本话题的最后一课时，主要活动为1和2a。Section D是一节复习课，在综合复习Section A-C的词汇、语法和功能句的基础上，巩固本话题所学的内容。首先，学生将通过1的阅读了解我们的国粹——京剧的历史起源、主要角色、素材来源及艺术特点，进而让学生在感受京剧的旋律美的同时，体会我们祖国文化的博大精深，关心热爱京剧艺术。其次，通过三个竞赛活动复习感官动词和形容词及系表结构的用法。第三，通过2a的写作拓展练习，再一次巩固系表结构的用法。在project环节，通过讨论学生最喜爱的艺术形式，延伸学生的学习内容，检测学生综合运用语言的能力，将知识转化成能力，达到学以致用的目的。
二、教学目标
1．学习并掌握新词汇：
role, frightened, worried, interested, upset, in the end
2. 掌握相关词组：
come into being agree with sb. be full of make peace with... in the end
be popular with sb. be/become interested in ...
3. 能熟练运用linking verb + adjective 结构。
4. 能综合运用本课短语、句型写出描述不同情绪的短文。
5. 通过对京剧的历史起源、主要角色、素材来源的学习，让学生了解有关京剧的知识，体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。
三、教学重点和难点
1. 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy等形容词描述故事中人物的不同情绪，并熟练运用linking verb + adjective 结构。
2. 综合运用本话题的语法、词汇、句型描述故事中人物的不同情绪。
四、教学准备
多媒体课件
五、教学过程
Step 1 Warming-up
Show some pictures of the roles in Beijing Opera. Introduce Beijing Opera and solve the possible problems in reading.
T: Do you know when Beijing Opera come into being?
【设计意图】介绍京剧相关知识，吸引学生注意力，为本课学习做好铺垫。
Step 2 Pre-reading
Learn the new words and phrases.
【设计意图】学习有关京剧的新词汇，为下一步的阅读降低难度。
Step 3 While-reading
1. Read 1 carefully and mark T or F.
T: Let’s read the passage for the second time. You should read it carefully and mark T or F For the sentences.
T: Is the first sentence true or false?
2. Read the passage and fill in the blanks.
Beijing Opera is very popular _____ a history of more than 200 years. It’s the ______ opera of China. It came into being after 1790. Its ______ and ______ came from Xipi and Erhuang in Anhui and Hubei.
Sheng, Dan, Jing and Chou are the four _____ _____ in Beijing Opera.
It is ______ ______ famous stories. It is also famous for its stories, beautiful _______ _______, wonderful gestures and _______.
Beijing Opera stands for Chinese _______. Now more and more people _______ _______ _____ it.
【设计意图】通过判断正误和给短文填空的形式，引导学生精读文章，训练学生对短文信息的理解，提高学生的阅读能力。
Step 4 Post-reading
1. Learn the key points of this passage.
has a history of 有一个……的历史
e.g. China has a history of 5000 years.
is full of 充满……
e.g. The bottle is full of water.
make peace with... 和……和平相处
e.g. The two countries used to make peace with each other.
【设计意图】帮助学生掌握文中重要知识点。
2. Learn the grammar and the functions.
Grammar:
连系动词本身大多都有一定的意义，但意义不完整，须与它后面的表语一起构成系表结构来充当复合谓语。
连系动词的分类：
表示“感官”的连系动词：look, sound, feel, smell, taste等。
表示“变化”的连系动词：get, turn, go, become等。
表示“保持某种状态”的词：keep, stay, seem等。如：
You look excited.
It tastes delicious.
He felt disappointed because he was not able to buy a ticket.
He seems a little unhappy. It is so funny and interesting / boring / exciting.
We feel excited to hear it. It sounds wonderful.
The father was lonely and often became angry.
Functions:
What a pity!
He seems a little unhappy.
The parents felt happy to see the movie together.
I don’t like them at all.
How did the music sound?
【设计意图】帮助学生巩固复习系表结构和本课的常用功能句表达。
3. Work in pairs and talk about the pictures with the help of the key words.
【设计意图】通过使用关键词看图谈论的形式，帮助学生训练语言运用能力。
4. Ask the students to talk about the pictures in 2a and then write a short passage.
T: You did better than I believe. I’m sure you can use “linking verb + adjective” correctly and freely. Now work in groups and talk about the pictures with the help of the key works.
【设计意图】通过谈论2a中的图片，帮助学生巩固系表结构的用法。
5. Do the exercises.
【设计意图】通过单词填空补全句子，让学生巩固掌握重要知识点。
Step 5 Summary
We learn:
1. Some useful expressions: main roles, facial paintings, be full of, make peace with, become interested in, in the end, come into being
2. Some knowledge about Beijing Opera.
We can:
1. Describe different feelings using the structure “linking verb + adjective”.
2. Make sentences with the useful expressions.
【设计意图】帮助学生巩固总结本节课重点词汇和用法。
Step 6 Homework
1. Review the key words and phrases in this topic, try to make sentences with them.
2. Make conversations with your partners to talk about your favorite movies / books / novels / music, and so on.
六、板书设计
Unit 5 Feeling Excited
Topic 1 You look excited.
Section D
come into being agree with sb. be full of make peace with...
in the end be popular with sb. be/become interested in ...
