Module 1 Feelings and impressions.doc

Module 1 Feelings and impressions 一、学习目标:‎ A. 单词和短语：‎ smell-smelled-smelled (smelt-smelt), soft, sour, mm, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, salt, jam, for, favorite, ear, glasses, jeans, nervous, fair, pretty, proud, be proud of , stranger, message, sb. can’t wait, hobby, at school, in, mark, love B. 交际用语：‎ ‎1. I’m afraid…‎ ‎2. Have a try!‎ ‎3. It’s my lucky day!‎ ‎4. It smells too strong and it tastes a bit sour.‎ ‎5. They taste really sweet and they feel soft in the middle.‎ ‎6. —Do you like bananas? ‎ ‎—Yes, I do. They taste delicious. Do you like flowers?‎ ‎7. It tastes good.‎ ‎8. It doesn’t smell fresh.‎ ‎9. You look very pretty. ‎ ‎10. I get bad marks at school, and I feel sad.‎ ‎11. I often feel a bit sad at first when I leave my mum and dad for a few days.‎ ‎12. I’m quite shy when I’m with stranger.‎ ‎13. I feel nervous when I speak Chinese.‎ ‎14. I’m always sorry when I don’t know how to do things in the right way.‎ ‎15. I’m afraid of flying.‎ 二. 教学目标 ‎1. Function: Describing feelings and impressions.‎ ‎2. Structure: Sense verbs: feel, look, sound, smell, taste, adjectives ‎3. Skills: ‎ ‎1) Listening for specific information; matching sentences with pictures.‎ ‎2) Talking about likes and dislike.‎ ‎3) Reading and understanding behavior of characters; finding specific information ‎4) Writing a description of a classmate.‎ ‎4. Around the world: Polite expressions ‎5. Task: Writing a description of a classmate.‎ 三、重点及难点: ‎ Sense verbs: feel, look, sound, smell, taste, adjectives 四、教学设计:‎ Unit 1 It smells delicious.‎ ⅠTeaching model Listening and speaking ‎ ⅡTeaching method ‎ PWP approach ‎ ⅢTeaching aims ‎1. To listen and understand sentences with sense verbs.‎ ‎2. To understand the conversation.‎ ‎3. To learn to use sense verbs.‎ ⅣTeaching Objectives ‎ ‎1. Key vocabulary: smell-smelled-smelled (smelt-smelt), soft, sour, mm, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, salt, jam, for, favorite, ear ‎2. Key structures: Sense verbs: feel, look, sound, smell, taste, adjectives ⅤTeaching aids Tape recorder, OHP, video ⅥTeaching Steps 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 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.‎ Step 3 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 4 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.‎ Step 5 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.‎ Step 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 Step 7 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.‎ Step 8 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?‎ Step 9 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.‎ Dose he look worried?‎ The cake dose not taste very good.‎ Step 10 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 …?例如：‎ 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”。例如：‎ 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 11 Do 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 Unit 2 I feel nervous when I speak Chinese.‎ ⅠTeaching model Reading‎ and writing. ‎ ⅡTeaching method ‎ Top-down approach ‎ ⅢTeaching aims ‎1. Listening for specific information; matching sentences with pictures.‎ ‎2. Talking about likes and dislike.‎ ‎3. Reading and understanding behaviour of characters; finding specific information ‎4. Writing a description of a classmate.‎ ⅣTeaching Objectives ‎ Key vocabulary: glasses, jeans, nervous, fair, pretty, proud, be proud of , stranger, message, sb. can’t wait, hobby, at school, in, mark, love ⅤTeaching aids Recorder, OHP, video ⅥTeaching Steps Step 1 Warming-up ‎1. Show some pictures to review the text of Unit 1.‎ ‎2. Show some pictures.‎ ‎3. Talk something about the pictures.‎ ‎4. Introduce the new words.‎ ‎5. Read the words after the teacher.‎ Step 2 Work in pairs. ‎ ‎1. Ask the students to look at the pictures in Activity 1.‎ ‎2. Ask the students to read the words in the box in Activity 1.‎ glasses jeans long nervous fair pretty proud short stranger tall young ‎3. Work in pairs and describe the girls. ‎ Step 3 Language practice. ‎ ‎1. Show some pictures.‎ ‎2. Talk something about the pictures.‎ ‎1) She feels sad when she gets bad marks at school.‎ ‎2) She feels a bit sad at first when she leaves her mum and dad.‎ ‎3) She feels quite shy when she is with strangers.‎ ‎4) She feels nervous when she speaks Chinese.‎ ‎5) She feels sorry when she does not know how to do things in the right way ‎6) She feels afraid when she travels by plane ‎ ‎3. Read the sentences after the teacher.‎ Step 4 Reading.‎ ‎1. Play the recording and listen to the tape carefully.‎ ‎2. Ask the students to read through the passage.‎ ‎3. Match the questions with the paragraphs.‎ a) What are your hobbies?‎ b) How do you feel about coming to China?‎ c) What do you look like?‎ ‎4. Check with a partner.‎ ‎5. Call back the answers from the whole class.‎ Keys: a) 3 b) ‎4 c) 2‎ ‎6. Read the text together.‎ Step 5 Read the sentences.‎ ‎1. Ask the students to read the sentences in Activity 4.‎ She’s quite tall, with short fair hair, and she’s wearing glasses. She’s wearing a T- shirt and carrying a warm coat.‎ ‎2. Now describe the people. Use the sentences above to help you.‎ ‎1) the girl in picture B in Activities 1‎ ‎2) your classmates Step 6 Answer the questions.‎ ‎1. Ask the students to read the text again.‎ ‎2. Ask them to read through the questions in Activity 5.‎ How does Sally feel when she …‎ ‎1) gets bad marks at school ?‎ ‎2) leaves her mum and dad?‎ ‎3) is with strangers?‎ ‎4) speaks Chinese?‎ ‎5) does not know how to do things in the right way?‎ ‎6) travels by plane?‎ ‎3. Work in pairs and answer the questions.‎ ‎4. Check with a partner.‎ ‎5. Call back the answers from the whole class.‎ Keys: 1. She feels sad when she gets bad marks at school.‎ ‎2. She often feels a bit sad at first when she leaves her mum and dad.‎ ‎3. She is quite shy when she is with strangers.‎ ‎4. She feels nervous when she speaks Chinese.‎ ‎5. She feels sorry when she does not know how to do things in the right way.‎ ‎6. She is afraid of flying. ‎ Step 7 Complete the passage.‎ ‎1. Ask the students to the words in the box in Activity 6.‎ fair hobby mark message proud ‎2. Ask the students to read through the passage in Activity 6.‎ Jenny is my classmate. She is pretty and has ( 1) ___________ hair. She always gets good (2) __________ at school. She has lots of (3) _______________ like playing the piano and swimming. She is also in the school tennis team. She is good at everything. One day she sent me a (4) _________. She asked me to help her with her English homework because I am good at English. She wanted my help ! I was (5) _______ of myself.‎ ‎3. Complete the passage with the correct form of the words from the box.‎ ‎4. Check with a partner.‎ ‎5. Call back the answers from the whole class.‎ Keys: 1. fair 2. marks 3. hobbies 4. message 5. proud ‎6. Read the passage together.‎ Step 8 Important and difficult points ‎1.My brother is in the school tennis team—I’m very proud of him! ‎ 我哥哥(或弟弟)是校网球队队员——我为他感到非常骄傲！‎ be proud of表示“以……为骄傲”。例如：‎ We are so proud of her for telling the truth.我们为她说了真话而感到骄傲。‎ ‎2. But I can’t tell you how excited I am about going to China!但是我没法表达对去中国的兴奋之情！‎ be excited about表示“对……兴奋”。例如：‎ I am so excited about the trip!对于这次旅行，我真是兴奋极了！‎ Step 9 Learning to learn.‎ Remember that talking to other people is not just speaking and understanding the language. It’s how you look, how you sound and what you do. Watch people in films as they talk to others in English. Do you do the same when you talk in Chinese?‎ Step 10 Writing.‎ Write a message to your pen friend and describe yourself. Say:‎ ‎1. what you look like ‎ I have short black hair and … ‎ ‎2. what your hobbies are I like playing basketball and …‎ ‎3. how you feel when…‎ I feel nervous when…‎ Step 11 Do exercises:‎ 完成句子：‎ ‎1. 我们应该为我们的诺贝尔奖获得者感到自豪。‎ We should ________________our Nobel prize winners.‎ ‎2. 人生没有什么可怕的。‎ There's nothing to ________________in life.‎ ‎3. 你收到男孩的来信了吗？‎ Did you ever __________________the boy?‎ ‎4. 谢谢您在我需要的时候伸出援助之手。‎ ‎_________________ holding my hand what I needed.‎ ‎5. 对于马上要吃到的东西，我感到异常兴奋。‎ I would ________________ the food I was going to have.‎ Keys: 1. be proud of 2. be afraid of 3. hear from 4. Thanks for 5. be excited about Unit 3 Language in use Ⅰ. Teaching model Revision and application ‎ Ⅱ. Teaching method ‎ Formal and interactive practice ‎ Ⅲ. Teaching aims ‎1. Function: Describing feelings and impressions.‎ ‎2. Structure: Sense verbs: feel, look, sound, smell, taste, adjectives ‎3. Around the world: Polite expressions ‎4. Task: Writing a description of a classmate.‎ Ⅳ. Teaching aids Tape recorder, OHP, handouts Ⅴ. Teaching Steps Step 1 Revision Show some pictures to review the text of Unit 1 and Unit 2.‎ Step 2 Language practice ‎1. Read through the example sentences in the box with the whole class.‎ It tastes good.‎ You look very pretty.‎ It doesn’t smell fresh.‎ I feel nervous when I speak Chinese.‎ ‎2. Look at the pictures and review some sentences.‎ Step 3 Work in pairs.‎ ‎1. Ask the students to look at the picture in Activity 1 carefully.‎ ‎2. Read through the example sentences. ‎ ‎3. Work in pairs and complete the sentences.‎ ‎1. The bananas __________________. 2. The students ___________________. ‎ ‎3. The flowers ___________________. 4. The juice ______________________. ‎ ‎5. The chair _____________________. 6. The music _____________________. ‎ ‎4. Check the answers: ‎ Keys: ‎ ‎1. taste delicious 2. look happy 3. smell nice 4. tastes sour ‎ ‎5. feels soft 6. sounds beautiful Step 4 Writing.‎ ‎1. Write sentences about yourself. Use the words in the box to help you. ‎ feel look smell sound taste ‎2. Read through the example sentences. ‎ I like this dress very much. It feels comfortable.‎ I like pandas. They look funny and friendly.‎ ‎3. Write sentences about yourself. Use the words in the box to help you.‎ ‎4. Check the answers: ‎ Step 5 Put the words in the box into the correct columns.‎ ‎1. Ask the students to read the words in the box in Activity 3. ‎ beautiful, dark, fair, friendly, nice, old, pretty proud, quiet, short, shy, strict, tall, young ‎2. Put the words in the box into the correct columns.‎ ‎3. Ask the students to check with a partner.‎ ‎4. Check the answers: ‎ What does he / she look like ?‎ What is he / she like ?‎ beautiful dark fair old pretty short tall young friendly nice proud quiet shy strict ‎5. look like/like的用法与区别 ‎ ‎“look like”和“be like”的区别：前者着重问人物长相，look是看上去，即看上去是个什么样。而后者着重人的内在性格、人品，是个什么样的人。其中，like在此是介词。‎ e.g. What does he look like?   他长什么样？‎ What is he like?  他是个什么样的人？‎ Step 6 Work in pairs.‎ Use the table in Activity 3 to ask and answer questions about the people.‎ your mum A: What does your mum look like ? B: She’s tall and beautiful.‎ A: What is your mum like ? B: She’s friendly.‎ ‎1) your dad ‎2) your maths / Chinese / music teacher ‎3) your uncle ‎4) your best friend e.g. — What does he look like?‎ ‎ — He is big and strong.‎ ‎ — What is he like?‎ ‎ — He is nice.‎ Step 7 Complete the conversation.‎ ‎1. Ask the students to read the words in the box in Activity 5. ‎ be look taste ‎2. Read through the conversation. ‎ Jane: Hi, Alex! How are you today?‎ Alex: Great!‎ Jane: You (1) _______________ very happy! ‎ Alex: Oh, yes. My mum made a cake for me. Here, have some. It really (2) ____________ delicious!‎ Jane: Thanks. It (3) _______________ very pretty too. Mm, you’re right. It’s nice.‎ Alex: And another good things is, my friend Ben is coming to stay.‎ Jane: Oh, really? What (4) ______________ he like? ‎ Alex: He’s really friendly and kind.‎ Jane: What does he (5) ____________ like? Alex: Well, he’s tall and thin. He’s good at sport. Would you like to meet him?‎ Jane: Yes, I’d like to.‎ ‎3. Complete the conversation with the correct form of the words in the box. You need to use some of the words more than once.‎ ‎4. Ask the students to check with a partner.‎ ‎5. Check the answers: ‎ Keys: 1. look 2. tastes 3. looks 4. is 5. look ‎ ‎6. Read the conversation together.‎ Step 8 Complete the passage.‎ ‎1. Ask the students to read the words in the box in Activity 6.‎ close, friendly, look, meet, noisy, with,‎ ‎2. Ask the students to read through the passage in Activity 6.‎ Americans usually shake hands with each other when they first (1) ____________. When two Americans are talking, they do not stand too (2) ____________ to each other. If they meet some friends at a party while they are talking (3) ____________ someone else, they usually bring their friends into the conversation. Americans (4) _____________ each other in the eyes when they talk. They may be a bit (5) _____________ sometimes, but they are quite (6) ______________.‎ ‎3. Complete the passage with the words in the box.‎ ‎4. Call back the answers from the whole class.‎ Keys: 1. meet 2. close 3. with 4. look 5. noisy 6. friendly ‎ ‎6. Read the passage together.‎ Step 9 Writing.‎ ‎1. Ask the students read to the words in the box in Activity 7. ‎ beautiful, comfortable, delicious, fresh, great, hot, nervous, nice noisy, quiet, round, strong, sweet ‎2. Read through the example sentences. ‎ Flowers look beautiful. They smell nice.‎ ‎3. Write about how things feel, look, smell, sound or taste. Use the words in the box to help you.‎ ‎4. Check the answers:‎ Step 10 Work in pairs.‎ ‎1. Ask the students to read the words in the box in Activity 8.‎ a basketball, a bird, a cat, a flower, a hamburger, a lantern a plane, grass, the sun ‎2. Read through the conversation. ‎ A: It looks beautiful.‎ B: Is it a flower?‎ A: No, it isn’t. It’s round and hot.‎ B: Is it a lantern? ‎ A: No, it isn’t. It’s much hotter and bigger than a lantern.‎ B: Is it the sun?‎ A: Yes, you’re right.‎ ‎3. Work in pairs. ‎ ‎4. Describe a thing in the box to your partner. Your partner should guess what it is. Use the words in the box in Activity 7 to help you. ‎ Step 11 Listening practice.‎ ‎1. Ask the students to read through the table in Activity 9.‎ The music terrible, too loud, sounds like noise, not music The room too hot for dancing The food has too much salt The drink too cold The people not very friendly ‎2. Play the tape.‎ ‎3. Listen and complete the notes. What is the speaker complaining about ? ‎ ‎4. Ask the students to check with a partner.‎ ‎5. Check the answers: ‎ Step 12 Around the world: Polite expressions.‎ ‎1. Ask the students to look at the picture and discuss what they can see.‎ ‎2. Read through the information with the whole class.‎ ‎3. Talk something about “Polite expressions”.‎ ‎4. Fill in the blanks. ‎ ‎1. People in the West are quite ________ about their feelings. ‎ ‎2. Many people ________ each other when they meet. ‎ ‎3. People in the West are _________ and __________. ‎ ‎4. It is _________ for people to say “thank you” to others.‎ ‎5. Ask the students to check with a partner.‎ ‎6. Check the answers: ‎ Keys: 1. open 2. hug 3. friendly, informal 4. polite Homework: Writing a description of a classmate.‎ ‎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…‎