Module
1
Feelings
and
impressions
Unit
1
It
smells
delicious.
教学目标
【知识与技能】
1.
能够正确朗读系表结构的句子，能掌握表达感受的语音语调。
2.
熟悉感官动词（look、sound、smell、feel、taste）的基本用法，并能运用感官动词描述对事物的感受和印象。
3.
能够通过听、说、读、写的练习，运用词汇：soft、sour、lovely、smell、try、sound、cookie、pizza、pie、jam等。
【情感、态度与价值观】
正确表达感受，了解他人。
教学重难点
【教学重点】
通过谈论感觉与印象，训练学生的听、说、读、写能力，掌握感官动词的用法。
【教学难点】
掌握“感官动词后面加形容词”这一系表结构。
教学准备
图片、视频、多媒体等
教学过程
Step
1
Warming
up
1.
Show
some
pictures
to
introduce
the
sense
verbs.
2.
Show
some
pictures
to
introduce
the
new
words.
3.
Learn
the
new
words.
Step
2
The
students
can
learn
by
themselves,
and
ask
some
questions
about
the
study.
A2.
Listen
and
number
the
pictures.
1.
Ask
the
students
to
read
the
word
and
expressions
in
Activity
1.
feel
look
smell
soft
sour
strong
sweet
taste
2.
Ask
the
students
to
look
at
the
pictures
in
Activity
1
carefully.
3.
Listen
and
number
the
pictures.
4.
Ask
the
students
to
check
their
answer
with
a
partner.
5.
Call
back
the
answer
from
the
whole
class
and
check
the
answer.
A3
Listen
again
and
complete
the
sentences.
1.
Ask
the
students
to
read
the
word
and
expressions
in
Activity
2.
1)
The
cookie
tastes
sweet.
2)
The
milk
_____________.
3)
This
bed
_____________.
4)
Tom
______________.
2
Listen
again
and
complete
the
sentences.
3.
Ask
the
students
to
check
their
answer
with
a
partner.
4.
Call
back
the
answer
from
the
whole
class
and
check
the
answer.
Keys:
1.
tastes
sweet
2.
smells
sour
3.
feel
a
bit
soft
4.
looks
very
strong
Step
3
The
students
can
learn
the
main
point
with
the
help
of
the
teacher,
and
solve
the
problems.
A4
Listen
and
read.
1.
Show
some
pictures,
and
ask
the
students
to
talk
about
them.
2.
Ask
the
students
to
read
the
conversation
silently.
3.
Play
the
recording
and
ask
the
students
to
listen
and
read
the
conversation.
4.
Read
the
conversation.
5.
Act
it
out.
6.
Learn
“Everyday
English”
I’m
afraid…
Have
a
try!
It’s
my
lucky
day!
7.
Now
check
(√)
what
Betty
is
making
in
Activity
3.
8.
Ask
the
students
to
check
their
answer
with
a
partner.
9.
Call
back
the
answer
from
the
whole
class
and
check
the
answer.
A5
Complete
the
sentences
with
the
words
in
the
box.
1.
Ask
the
students
to
read
the
words
in
the
box
in
Activity
4.
lovely
soft
sour
strong
sugar
sweet
2.
Ask
the
students
to
read
through
the
sentences
in
Activity
4.
1)
I
bought
a
large
chocolate
cake,
because
I
love
_____________
food.
2)
Dried
fish
has
a
_____________
taste.
You
don’t
need
much
of
it
in
the
dish.
3)
She
does
not
put
______________
in
tea
because
she
does
not
like
sweet
tea
4)
The
milk
has
gone
______________
overnight,
so
we
cannot
drink
it.
5)
The
bed
feels
________________
and
comfortable.
6)
Apple
pie
sounds
_____________.
It
is
my
favourite.
3.
Complete
the
sentences
with
the
words
in
the
box.
4.
Check
with
a
partner.
5.
Call
back
the
answers
from
the
whole
class.
Keys:
1.
sweet
2.
strong
3.
sugar
4.
sour
5.
soft
6.
lovely
6.
Read
the
sentences
together.
Notes:
Language
points
1.
Well,
my
chocolate
cookies
are
done
now.
嗯，我的巧克力饼干做好了。
句中的be
done表示“做好了，完成了”。例如：
I
am
nearly
done.我差不多做完了。
Are
you
done
with
that
pen?
那支笔你用完了吗？
The
beds
are
done.床铺都整理好了。
2.
Shall
I
get
the
sugar?
我来拿糖吧？
当说话人主动提出要做某事，尤其是主动提出帮助时，我们常用Shall
I
…?如：
Shall
I
get
some
water
for
you?
我去给你弄点儿水喝吧？
我们还可以用Shall
we…?来提出建议。例如：
Shall
we
buy
Betty
a
cake?
我们给贝蒂买个蛋糕吧？
3...are
you
sure
that’s
sugar?
……你确信那是糖吗？
be
sure后面接句子，表示“确信，相信”。如：
I’m
sure
tomorrow
is
Betty’s
birthday.
我确定明天是贝蒂的生日。
I’m
sure
we
will
find
each
other.我相信我们能找到那地方。
Step
4
Effective
practice,
consolidate
the
knowledge
A
6
Complete
the
table
in
Activity
5.
1.
Ask
the
students
to
read
the
words
in
Activities1-4.
2.
Complete
the
table
with
the
words
in
the
boxes
in
Activities
1
and
4.
3.
Check
with
a
partner.
4.
Call
back
the
answers
from
the
whole
class.
Ear
sound
quiet…nice
Eye
look
soft,
lovely,
strong
Hand
feel
soft,
lovely,
strong
Mouth
taste
strong,
lovely,
sour,
sweet
Nose
smell
sour,
strong,
sweet,
lovely
A7
Pronunciation
and
speaking
1.
Play
the
recording
once
without
stopping.
2.
Play
the
recording
again
and
ask
the
whole
class
to
repeat.
1)
It
smells
too
strong
and
it
tastes
a
bit
sour.
2)
They
taste
really
sweet
and
they
feel
soft
in
the
middle.
3.
Ask
the
students
to
listen
and
underline
the
words
the
speaker
stresses.
4.
Now
listen
again
and
repeat.
A8
Work
in
pairs.
1.
Ask
and
answer
about
the
things
in
the
box.
2.
Say
why
you
like
or
do
not
like
them.
bananas
flowers
ice
cream
pop
music
silk
T-
shirts
—Do
you
like
bananas?
—Yes,
I
do.
They
taste
delicious.
Do
you
like
flowers?
A9
Exercises
A.
用
feel;
look;
smell;
sound;
taste
填空：
1.
The
milk
________
strong.
2.
My
sweater
________
soft.
3.
The
room
________
quiet.
4.
These
flowers
________
beautiful!
5.
This
pizza
_______
delicious.
Keys:
1.
smells
2.
feels
3.
sound
4.
look
5.
tastes
B.
首字母填空：
1.
The
food
will
taste
too
salty
if
there
is
too
much
s_______
in
it.
2.
When
we
talk,
we
should
think
of
other’s
f_________.
3.
Many
people
spend
their
holiday
in
the
countryside.
The
enjoy
the
f
______
air
there.
4.
I
want
some
more
cookie.
It
t________
really
good.
Keys:
1.
salt
2.
feelings
3.
fresh
4.
tastes
C.
完成句子:
1.
丝绸摸起来很柔软。
Silk
______________________.
2.
洋葱不好吃,
气味太浓了。
The
onion
doesn’t
taste
good,
it
_________________.
3.
Tom看起来不开心。
Tom_____________________.
4.
别不好意思，试一试。
Don’t
be
shy,
just
_______________.
Keys:
1.
feels
very
soft
2.
smells
too
strong
3.
looks
very
unhappy
4.
have
a
try
Step
5
Summary
evaluation,
leak
turnover
Grammar
感官系动词：英语动词中，有的后面要接名词或代词等作宾语，有的单独作谓语，而有的后面要接形容词或名词等做主语的补充成分。我们把后面接主语补充成分的动词称为系动词。
最常用的系动词是be，另外还有很多感官动词，如：look，taste，feel，smell，sound等。例如：
The
film
is
interesting.
The
cookies
smell
delicious.
The
soup
tastes
too
salty.
The
bed
feels
hard.
The
idea
sounds
quite
good.
All
the
children
look
happy.
上面用到的系动词smell，taste，feel，sound，look相当于汉语中的闻起来，尝起来，摸上去，听上去，看起来的概念。
要注意这类系动词和系动词be不同，其否定形式和疑问形式的构成要借助动词do。例如：
The
dishes
do
not
smell
very
nice.
Does
he
look
worried?
The
cake
does
not
taste
very
good.
课堂作业
1.
Copy
the
new
words
and
expressions.
2.
Recite
the
text
of
the
unit
1.
3.
Finish
the
workbook
4.
Recite
the
notes
and
exercise
points.
教学反思Module
1
Feelings
and
impressions
Unit
3
Language
in
use
教学目标
【知识与技能】
1.
完成模块任务：能够描写对自己朋友的感觉和印象。
2.
能够运用本模块所学语言知识，口头或书面上来表达对事物和对人自己的感觉和印象。
【情感、态度与价值观】
1.
加深在不同的文化背景下对于礼貌的表达方式的国际理解。
2.
了解在表达感受的交际中常使用的体态语，如：手势、表情。
教学重难点
【教学重点】
能掌握句子的系表结构。
【教学难点】
能理解be
like
和look
like的差别，并能正确选择与之相对应的形容词。
教学准备
图片、视频、多媒体等
教学过程
Step
1
Warming
up
1.
Free
talk.
(Activity1)
Today
we
are
going
to
have
a
party.
Please
share
your
food
with
your
friends.
At
the
party,
please
introduce
yourself
to
your
classmates.
Tell
them
what
you
like
and
don’t
like,
tell
us
why.
2.
Students
share
their
food
in
groups,
and
then
introduce
themselves.
e.g.
I
love
pizza.
It
tastes
good.
Step
2
While-task
1.
Play
a
guessing
game.
(Activity8)
We
hold
the
party
for
Kate
today.
It’s
her
birthday.
She
receives
many
presents.
Please
describe
her
presents
to
your
partner.
Don’t
say
the
word.
See
if
your
partners
know
what
your
present
is?
Play
the
game
and
guess
what
presents
Kate
gets.
A:
It
looks
beautiful.
B:
Is
it
a
flower?
A:
No,
it
isn’t.
It
smells
good.
B:
Is
it
a
cake?
A:No,
it’s
smaller
but
it
also
tastes
sweet.
B:
Is
it
chocalate?
A:
Yes,
you’re
right.
2.
Speaking.
(Activity
2
and
7)
Kate
has
got
lots
of
presents.
If
you
are
Kate,
do
you
like
them?
Tell
us
your
ideas.
Pretend
to
be
Kate
and
tell
her
feelings.
I
like
the
dress
because
it
feels
comfortable.
I
like
flowers
because
they
look
beautiful
and
smell
nice.
3.
Pair-work.
(Activity
4)
Ask
the
students
to
discuss
Kate’s
family
members
after
the
party.
Discuss
Kate’s
family
members.
A:
What
does
Kate’s
mother
look
like?
B:
She
is
tall
and
wears
glasses.
A:
What
is
she
like?
B:
I
think
she
is
kind.
4.
Exercises.
(1)
Ask
the
students
to
complete
the
conversation
and
check
the
answers.
(Activity5)
(2)
Ask
the
students
to
complete
the
passage
with
the
words
in
the
box
and
check
the
answers..
(Activity6)
(3)
Play
the
tape
for
the
students
to
listen
and
complete
the
note,
then
check
the
answers
with
a
partner.
(Activity9)
5.
Around
the
world.
Organize
the
whole
class
to
read
it
once
and
explain
the
culture
gap.
Step
3
Post-task.
Module
task.
1.
Ask
the
students
to
think
about
one
of
their
classmates.(
hair,
height…)
Then
get
them
to
writ
e
a
composition.
(Activity
10
,11)
2.
Let
the
students
share
their
compositions
in
groups.
3.
Choose
some
good
compositions
and
share
them
in
class.
Step
4
Summary.
1.
The
usage
of
the
link
verbs.
2.
Ways
of
asking
and
describing
people’s
appearance.
课堂作业
1.
Think
about
one
of
your
classmates:
age,
hair,
hobbies,
face,
height,
size
2.
Write
a
description
of
him/her.
Share
your
description
with
your
classmates.
My
friend
is
fourteen
years
old.
He
is
tall
and
looks
strong.
He
plays
football
well…
教学反思Module
1
Feelings
and
impressions
Unit
2
I
feel
nervous
when
I
speak
Chinese.
教学目标
【知识与技能】
1.
能够读懂有关个人介绍的文章，运用适当的阅读策略获取文章的信息。
2.
能够理解掌握人物外貌，爱好，感觉等不同内容的写作顺序，能进行仿写和表述。
【情感、态度与价值观】
学会与人交流，关心人。
教学重难点
【教学重点】
能够借助主题句，关键词，列纲要，填充语义图等方式建构新的语言学习内容。
【教学难点】
能够运用感官动词介绍个人感受。
教学准备
图片、视频、多媒体等
教学过程
Step
1
Revision
1.
Talk
about
feelings
and
impressions
with
students.
2.
Ask
students
who
wear
jeans
come
to
the
front
of
the
students.
3.
Ask
one
of
the
students
who
come
to
the
front
the
students
to
answer
following
questions.
4.
Help
them
to
recall
all
the
sense
verbs
and
write
the
sentence
structure
on
the
board.
Let
students
read
and
consolidate
these
words
and
structures.
Step
2
Vocabulary
1.
Introduce
some
new
words
and
talk
about
the
pictures
to
prepare
for
the
reading.
2.
Ask
students
to
read
and
makes
sentences
with
them.
dark,
fair,
glasses,
long,
old,
pretty,
short,
tall,
young
Step
3
Reading
1.
Ask
them
to
read
the
letter
individually
and
find
out
the
right
photo.
2.
After
a
while,
ask
students
to
read
out
loud
the
sentences,
and
then
find
out
the
right
photo.
3.
Ask
some
students
to
point
out
the
picture
and
describe
the
picture.
Then
ask
students
to
read
again
and
find
the
sentences
showing
her
likes
and
dislikes
and
those
describe
her
feelings.
4.
Ask
students
to
read
the
above
sentences
repeatedly.
Then
ask
them
to
work
in
pairs
and
ask
and
answer
the
questions
in
activity
5.
5.
After
this,
ask
them
to
read
the
letter
again
and
then
match
the
questions
in
activity
3
with
the
paragraphs.
6.
Check
the
answers
and
ask
them
to
state
their
reasons.
Step
4
Speaking
1.
Ask
students
to
do
activity
4
Then
ask
students
to
work
in
groups
of
five
or
six.
Each
group
describes
a
person
in
the
class,
and
let
other
groups
to
guess
who
she
or
he
is.
2.
Encourage
students
to
talk
about
their
hobbies
using
the
following
sentence
structures
and
phrases:
I
spend
a
lot
of
time
with…
I
love…I
enjoy…
Step
5
Pairwork
1.
Ask
students
to
read
the
letter
and
underline
the
sentences
with
“when”.
Call
someone
to
read
the
sentences
they
underlined
with
“when”.
Ask
someone
to
put
the
sentences
down.
2.
Point
out
“when”
means
time
here,
not
a
quest
ion
word
and
then
ask
them
to
work
in
pairs
and
ask
and
answer
the
question
in
activity
5.
3.
Then
ask
students
to
work
in
pairs
and
ask
and
say
about
their
feelings
as
instructed
in
activity6.
Step
6
Writing
Ask
students
to
write
a
reply
to
Lingling
and
describe
themselves
in
the
letter.
课堂作业
1.
Read
the
letter
repeatedly.
2.
Write
a
description
of
a
friend
or
a
family
member.
教学反思
