1、优质文档优质文档Teaching Plan of Module1 Feelings and impressions主备人：陈静芳 合备人：Unit1 It smells delicious.Teaching Content: Listening and Vocabulary and Pronunciation and Speaking Teaching Aims and Demands:1. Language KnowledgeKey vocabulary and phrases: feeling, impression, smell, feel, quiet, salty, sour, ch
2、eese, fresh, cookie, try, lovely, done, pie, forKey structure: link verbs + adj. 2. Listening skill: To listen to the conversation and understand sentences with sense verbs. 3. Speaking skill: To describe things and persons with sense verbs.4. Attitudes: We should help and care for each other.Teachi
3、ng key and difficult points: link verbs + adj.，i.e.: look, sound, smell, feel, taste+ adj.Learning strategies:Bottom up approach and listening to the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Step 1: Warming up1. Listen to a song He
4、ads and shoulders2. Listen and do: Listen to the teachers order and do the action, Eg: Touch your nose. Put up your hands. Step2: Presentation1. Show some fruit and cookie, etc to the students and ask them to do look, sound, smell, taste, feel, then ask: Do you like? How does it/ do they ? Make the
5、students use some adjectives to describe the things like this: They are delicious. It is lovely. The teacher will say: “Yes. They taste delicious. It looks lovely. ”Learn the new words and key structures in this way.2. Pair work1) Work in pairs like this: A: Do you like flowers? B: Yes, I do. They l
6、ook nice. Do you like cheese?Practise the key structures.2) Ask some group to make a dialogue in the class. Other students write down the key sentences they make and conclude the rule of sense verbs, like this:They look nice. It smells delicious. The pizza looks lovely. It tastes good.It smells too
7、strong and it tastes a bit sour. They taste really sweet and they feel soft in the middle.Conclude the rule: sense verbs+/adj./ , i.e.: look, sound, smell, feel, taste+ adj.优质文档优质文档3. Pronunciation and speaking1) Listen and underline the words the speaker stresses.2) Read the sentences with correct
8、stresses.Step3: Practice1. Listen to the tape and finish Activity1 in the text book.2. Ask some students to read the sentences in Activity2 and check the answers.3. Listening to the tape of Activity3 and try to answer:a. What does the pizza look like?b. How does the pizza taste?c. What smells delici
9、ous?d. What doesnt smell fresh?e. How does the chocolate cookies taste and feel?4. Listen to the tape and repeat.5. Read the dialogue in roles.6. Game: Catch the thief.Show some pictures alike and listen to the description from the policemen. Try to find out the thief and choose the best policeman.7
10、. Fill in the blanks with different sense verbs.1) The pizza _ sour. 2) The sugar _ sweet.3) The boy _ strong. 4) The silk _ soft.5) The song _ good.Step4: Consolidation1. Finish Activity 4 and 5.2. Finish some exercises.3. Ask some students to conclude the key point in this lesson.Step5: Homework1.
11、 Act out the dialogue in group of 4.2. Copy the new words for 5 times each.3. Preview Unit2Reflections:1. 重点词句在教学过程中的体现不够；2. 系表结构句子的归纳欠缺；3. 课外练习筛选应补上；4. 多做点五个感官动词+adj. 的句型练习。5. 多做 be 动词的练习，由此引入 be 动词作为系动词和其他动词的区别，以便加深印象。6. 复习感叹句及加强对系表结构这一新语法点的学习。优质文档优质文档Unit2 I feel nervous when I speak Chinese.Teac
12、hing Content: Reading and Vocabulary Teaching Aims and Demands:1. Language knowledge:1. New words: favourite, nervous, proud, stranger, message, markNew phrases: hear from, each other, get bad/ good marks, feel nervous, be afraid of2. Key structures: sense verbs + adj. 3. To understand the passage.
13、4. Attitudes: We should help and care for each other.Teaching key and difficult points:Key points: sense verbs + adj.Difficult points: To understand the passage. Learning strategies: Communicative approach.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Step1: Revi
14、ew1. Help students to revise what was learnt in Unit1 of this module. Show them some pictures about the words that we learned in last lesson. 2. Ask the students to list some sentences with sense verbs. Revise the sense verbs + adj.3. Act out the dialogue in Unit1 and choose the best team.Step2: Pre
15、parationTask 1: Learn the new words and phrases: hear from, each other, get bad/ good marks, feel nervous, be afraid ofDirections: Label the pictures with the words.(1) Read through the words on the screen. Have the Ss. Repeat them after you.(2) Read the words separately and have them remember them.
16、 (3) Make some sentences with the words. (4) Call back the answers from the whole class.Task 2: Talk about the two photos.Directions: (1) Read through the table on the screen. Have the Ss. talk about how they look with another pair.(2) Call back some comments from the whole class.Step3: Scanning and
17、 SkimmingTask1: 1. Read the passage and find out which is Sallys photo.2.Find out the sentences about Sallys appearance.Directions:1. The teacher asks the Ss to read Sallys letter and find out which is her photo.2. Ss read the passage and find out the answer, giving reasons for the choice given.优质文档
18、优质文档Task2: Match the questions with the paragraphsDirections:1. Ask the Ss to do activity 3 individually. Then check with a partner.2. Call back the answers from the whole class.Task3: Find out the sentences to describe Sally.Directions:1. Read through the passage and find out the sentences that des
19、cribe Sally.2. Review the adjectives words to describe peoples appearance, like this: tall, short, medium tall, pretty, young, lovelyTask4: Underline the sentences to describe Sallys feelings in paragraph3.Eg: She often feels a bit sad at first when she leaves her mum and dad for a few days.Step4: C
20、onsolidation1. Finish Activity6 in text book.2. Imitate the passage to write a short passage to describe your familiar person.Reflections:1. 重点、难点要把握好；2. 重点句子、词组在练习中应反复重现以便学生牢固掌握；3. 补上练习；4. 突出几个本单元的几个重点词组并运用它们。5. 本文章作为快速阅读材料，让学生学会抓住文中重点词，提高阅读速度和质量。6. 要求学生灵活运用系表结构的第三人称单数形式、否定句及疑问句。优质文档优质文档Unit3 Langu
21、age in useTeaching Content: Language in use Key structures: sense verbs + adj.Teaching Aims and Demands:1. To summarise and consolidate the usage of sense verbs: sense verbs+adj.Negative structure: dont/ doesnt/ didnt + sense verbs+adj.General question structure: Do/ Does/ Did + sense verbs+adj.2. T
22、o practise the new vocabulary and expressions. 3.Affection and attitudes: We should help and care for each other.Learning strategies: Formal instruction and task-based approach and interactive practice.Teaching Aids: Multi-Media (video, OHP, handout)Teaching Procedures:Step1: RevisionHelp students t
23、o revise what is learnt in 3 periods of this module.Step2: Language practiceTask1: To summarize and consolidate the usage of the sense verbs.Directions(1) Run through the examples with the Ss. and make sure that they are familiar with the use of sense verbs (2) Ask the Ss. to repeat the sentences in
24、 the box.(3) Ask the Ss to do Activity 1.(4) Focus the Ss attention on the ways in which they are used: sense verbs+ adj.Task2: Complete the sentences with the correct form of the words.Directions:(1) Do activity 2 individually. (2) Ask the Ss. to check with a partner.(3) Ask the Ss. to read the 8 s
25、entences. (4) Summarize: sense verbs+ adj.Task 3: Complete the sentences with two suitable words.Directions:(1) Ask the Ss. to do Activity 3 individually. Pair the Ss to check with each other. We can also do Activity 4 and Activity 5 at this time.(2) Circulate and monitor their production.(3) Call t
26、he answers back from some pairs.Task 4: Complete the conversation in Activity 6 and make a dialogue in Activity 8.Directions:(1) Ask the Ss to complete the conversation in activity 6. (2) Ask the Ss to make a dialogue with the link pattern in Activity 8.Task 5: Listen and complete the table in Activ
27、ity 9.优质文档优质文档Directions:(1). Ask the Ss. to listen and do Activity 9 individually. (2).Listen again and have the Ss check.(3) Call the answers back from some pairs.Task 5: Around the worldTo know the polite expressions in the western countries.Step 4: Consolidation1. Review the usage of sense verbs
28、 and ask the students to make sentences.2. Finish some exercises.Step 5: Homework1. Finish exercises.2. Write a composition about your friend or classmates.Reflections:1. 语法归纳应系统化；2. 练习量、练习难度要适合学生；3. 单元归纳复习要及时跟上；4. Unit3 的题要针对性地选做。5. 多做课外阅读和有关系动词的另外一些练习，重点解决易错题。6. 加强对系表结构的练习。优质文档优质文档Module 1 Feeling
29、s and impressions学习目标 1. 了解动词的分类；2.掌握主要的系动词；3.能够运用所学系动词描述某个人或事物重要词汇2. 表示感知觉的系动词: look, sound, smell, taste, feel;3. 描述事物的形容词：salty, sour, sweet, soft, lovely, fresh4. 其它：feeling, impression, cheese, try, cookie, done, pie, for, favourite, nervous, proud, stranger, message, mark重要短语1. on top 在顶上 2. a
30、 bit 一点 3.have a try 试一试4.sweet tooth 喜欢吃甜食 5.in the middle of 在的中间 6.make an apple pie 做苹果派 7.make a cake 做蛋糕 8.chocolate cookies 巧克力曲奇饼 9. hear from 收到的来信 10. short fair hair 金色的短发 11. play classical music 演奏古典音乐 12.dance music 舞曲 13.enjoy sports 喜欢运动 14.be proud of 为骄傲 15.be good at 擅长 16.get bad
31、/ good marks 得分低/ 得分高（取得好成绩）17.at school 在学校 18.feel a bit sad 感到有点伤感 19.feel nervous 感觉紧张 20.in the right way 用正确的方式 21.be with sb. 和某人一起 22. be afraid to do 害怕做某事23.be afraid of 害怕某物 24. arrive at/ in 到达(小地点/ 大地点) 25. feelings and impressions 感觉和印象 语 法 1. 能正确使用表感觉和知觉的系动词：look, sound, smell, taste,
32、 feel；2. 掌握句子的系表结构：系动词+/adj./知识归纳Unit 1 It smells delicious.1. 系表结构：系动词+/adj./2. A 已学过的系动词 be：be+/adj./否定句：be not+/adj./B 表感官的系动词 look, sound, smell, taste, feel+/adj./Eg: The food tastes delicious. The music sounds good.这食物吃起来很好吃。 这音乐很好听/ 动听 / 悦耳。C 否定句： dont/ doesnt/ didnt+系动词+/adj./Eg: The food do
33、esnt taste delicious. 这食物吃起来不好吃。3. What a delicious smell! 闻起来真香呀！本句为感叹句，感叹句的结构为：（句末一定用！）What+ a/ an+adj.+可数名词单数（+主语+ 谓语）！What+adj.+不可数名词/可数名词复数（ +主语+谓语）！How+adj./adv. +主语+谓语！优质文档优质文档Eg: What a big fish (it is)!= How big the fish is!What fine weather it is! = How fine the weather is!What good childr
34、en they are! How fast he runs!P.S.: smell v. 闻起来 n. 香味4. so: adv. 这么，如此；so+ adj./ adv.Eg: She is so beautiful. Dont speak so fast.5. Would you like to try some?A try: v. 尝试 n. 尝试，努力 have a try 试试看try to do: 努力/ 尽力做某事； try doing: 尝试做某事try (not) to do: 尽力不去做某事 try ones best to do 尽某人最大的努力做某事B Would yo
35、u like to？是一个表示请求的句型，语气较为委婉，some/ something 意为希望得到对方肯定的回答，而不用any/ anything。还可以用于句型：Would you like something to？Eg: Would you like something to drink? 你想要点喝的吗？6. Im afraid I dont like cheese. 恐怕我不喜欢奶酪。 be afraid+(that)从句：恐怕，表示遗憾、惋惜或表示因不愿意做某事有意让口气显得缓和，其否定形式为 Im afraid notbe afraid to do: 害怕做某事 (主观原因不去
36、做) Eg: He is afraid to stand on top. 他很害怕站在高处。be afraid of sth./ doing sth: 害怕某物/某事 （指担心出现 doing 的状况或结果）Eg: She is afraid of mouse. 她害怕老鼠。I am afraid of waking up late. 我害怕起床晚了。7. a bit+ adj./ adv.= a little+ adj./ adv.; 稍微，有点儿a bit of+不可数名词 = a little +不可数名词 一点儿not a bit= not at all 一点也不；not a litt
37、le=very 很，非常Eg: I feel a bit/ a little tired today. 今天我感到有点累。There is a little/ a bit of coffee in your cup. 你杯里有点儿咖啡。Im not a bit excited, but my brother is a bit excited. 我一点也不兴奋，但我的弟弟却非常兴奋。 8. Shall I get the sugar? 我能拿糖吗？Shall I/ we do ？常表示说话人主动提出做某事，表示征求他人意见，请求他人或向他人提出建议。Eg：Shall we go shopping
38、 together? 我们能一起去逛街吗？9. Oh, are you sure thats sugar? 哦，你确定那是糖吗？优质文档优质文档be sure+ that 从句：确定 Eg: Were sure that you are right. 我们确定你是对的。be sure of/ about doing: 对有把握Eg: Im not sure of/ about the plan.我对这个计划不是很有把握。be sure to do: 一定做Eg: Be sure to come tomorrow. 明天一定要来。 （祈使句）Unit 2: I feel nervous when
39、 I speak Chinese.1. hear from sb. = receive a letter from sb. 收到某人的来信2. wear: v. 穿（戴）常见搭配：wear glasses 戴眼镜； wear jeans/ a T-shirt/ a dress 穿牛仔裤/一件 T 恤衫/ 一条裙子3. play 的用法：play+乐器：Eg: play the piano; play the erhu/ gitar 拉二胡/ 吉他play+球类：Eg: play football; play basketball; play badmintonplay+棋类：Eg: play
40、chess固定搭配：play classical/ pop/dance music 演奏古典/流行音乐 表演舞曲4. as well= too= also 也，但用法不同too 只用于句末，too 前一般用（， ）隔开also 一般用于句中，也可用于句首as well 只用句末，但不用（， ）隔开Eg: I enjoy sports, too.= I also enjoy sports.= I enjoy sports as well.5. in the school tennis/ basketball team 在校网球/篮球队6. How do you feel ？ 你感觉怎样？How do you feel about coming to China? （对于）来到中国你感觉怎样？7. feel +表感觉的/adj./Eg: feel sad/ happy/ unhappy/ excited/ angry/ tired/ bored/ shy/ nervous8. quite: adv. 相当，很，非常 =very区别：quiet: adj. 安静的
