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这是外研版《英语（新标准）》八年级上册第七模块第一单元的第一课时，本课内容与学生生活实际很接近，他们应该感到语言材料的真实性，这为学生愿意去接触语言材料提供了更大的可能。本单元的对话都是围绕“感觉和印象”展开的，内容主要是谈论对食物和人物的感觉和评价。要求学生能听懂、读懂相关的对话，并学会表达自己的感觉和印象。同时在语法上，本单元出现了表示感觉和知觉的系动词和描述性形容词，为体验和进一步使用这些词汇的实际应用提供了真实的语境，期待学生在这一节课后能够用所学知识（系动词和主系表结构）来表达所见、所闻和所感。在进行了课堂教学之后，发现以下几个方面让笔者感触很深。
一、 实物呈现，充分感知体验
1. Talk about the song the students heard before the class and help them to understand “It sounds beautiful.”
2. Play a game “Touch your nose， mouth， eyes， ears， hands， etc.” Get the students to spell the words and write them on the blackboard. Help the students to say “I use my eyes to look. I use my nose to smell. I use my hands to feel. I use my ears to sound/to hear the sound. I use my mouth to taste. I have different ways to feel and know the things and the world.”
3. ① Show an orange orange and help the students to understand “It smells fresh. It tastes sweet.” Teach the words “smell， fresh”.
② Show a green orange and help the students to understand “It tastes sour.” Teach the word “sour”.
③ Show a sweater and help the students to understand “It feels soft and comfortable. It feels tight.” Teach the words “lovely， soft， tight， hard”.
④ Get the class to look at one strong boy in the class. Show a cup of strong tea. Get them to compare the usage of “strong” in different situations.
通过歌曲和实物等这些与学生生活密切相关内容的介绍为切入点，以学生对当天的核心知识的初步感知为导入，把对当天要学习的系动词（smell， sound， taste， feel and look）已经不露声色地介绍给了学生。在导入新词的时候，采用了实物教学的方式，让学生充分体会这些感官系动词和与之搭配的形容词。在小学英语教学阶段，教师会多采用实物辅助教学，会充分调动课堂教学气氛和学生学习的积极性，而在初中阶段，教师多半会认为这是一种小儿科式的激发兴趣的方式而不予采用，但是从这节课的教学实践来看，学生们一直都兴致盎然，积极参与课堂教学，脸上都洋溢着自信和快乐。
二、 划重点句，语境运用新知
Underline the sentences with look， smell， feel， sound， taste. Sort the sentences： That smells delicious. It tastes too strong. It doesn?蒺t smell fresh. They taste really sweet. It feels very soft and comfortable. You both look very smart. She sounds really nice.
Help the students to understand when to plus “?鄄s” to the verbs and the sentence structure： subject （主语） + link verb （系动词） + adj.（形容词）.
让学生把对话中的含有系动词的句子划出来归类，尽量做到例以类聚，让学生从八个句子中归纳出系动词的基本结构，并且引导学生关注当主语是第三人称单数时，充当谓语动词的系动词要有形式上的变化。努力做到语法归纳不离开语境，这样可能比单纯的说教效果要好些，并且在分析八个句子的时候将课本中提供的练习4一并处理了，对课本的设计做了微调。
三、 输入输出，凸显学生主体
1. Look at the sentences in Everyday English. Find them in the conversation， and try to understand how to use it. To help the students understand these sentences better， give different situations.
① Your best friend， Jack， is crying. You want to know how it is going. You can ask him “_______”. ② Your friend invites you to the cinema tonight， but you have a lot of work to do， you can say “_______”.
③ I have never been to Xincheng Xiaopenglai Park and I really want to go there. If I say “Can you show me around there？”， you can say “_______”.
在对Everyday English简单的介绍之后，提供几个语言环境让学生去揣摩用哪个句子去完成任务，因为日常交际用语是依托一定的语境的，脱离了语境，句子也就没有生命力了。日常交际用语有助于培养学生的交际策略。
2. Get the students to think about how to introduce Xincheng to others： find some famous food， places and music in Xincheng. Set an example： You can eat the watermelons because they taste sweet. Get the students to collect the ideas in groups， and then share with the class.
此输出环节将当天课堂的核心内容与学生的生活实际相结合，让学生体会到学以致用，从学生生活中来，运用所学的英语知识，来表达相关内容。教师在教学中应特别注意引导学生在交际中动态生成，使学生有话可说，乐于合作分享。这样有利于学生更好地运用课本知识，适当适时小结相关知识点，并达到提高综合运用语言能力的目的。
这种设计也正是与浙江省特级教师罗敏江老师提出的LTLE模式如出一辙！他所倡导的从学生的生活实际（Students?蒺 Life）中来，继而引入教学文本（Text）， 在输出阶段又结合学生的生活实际（Back to Students?蒺 Life）， 并做适当的延伸和拓展（Expanding）， 这样，让学生更多地关注、参与、体验和感悟，效果自然也会更好了，也会让学生在英语课堂上有更多的Feelings and Impressions（情感和印象）。
一、 实物呈现，充分感知体验
1. Talk about the song the students heard before the class and help them to understand “It sounds beautiful.”
2. Play a game “Touch your nose， mouth， eyes， ears， hands， etc.” Get the students to spell the words and write them on the blackboard. Help the students to say “I use my eyes to look. I use my nose to smell. I use my hands to feel. I use my ears to sound/to hear the sound. I use my mouth to taste. I have different ways to feel and know the things and the world.”
3. ① Show an orange orange and help the students to understand “It smells fresh. It tastes sweet.” Teach the words “smell， fresh”.
② Show a green orange and help the students to understand “It tastes sour.” Teach the word “sour”.
③ Show a sweater and help the students to understand “It feels soft and comfortable. It feels tight.” Teach the words “lovely， soft， tight， hard”.
④ Get the class to look at one strong boy in the class. Show a cup of strong tea. Get them to compare the usage of “strong” in different situations.
通过歌曲和实物等这些与学生生活密切相关内容的介绍为切入点，以学生对当天的核心知识的初步感知为导入，把对当天要学习的系动词（smell， sound， taste， feel and look）已经不露声色地介绍给了学生。在导入新词的时候，采用了实物教学的方式，让学生充分体会这些感官系动词和与之搭配的形容词。在小学英语教学阶段，教师会多采用实物辅助教学，会充分调动课堂教学气氛和学生学习的积极性，而在初中阶段，教师多半会认为这是一种小儿科式的激发兴趣的方式而不予采用，但是从这节课的教学实践来看，学生们一直都兴致盎然，积极参与课堂教学，脸上都洋溢着自信和快乐。
二、 划重点句，语境运用新知
Underline the sentences with look， smell， feel， sound， taste. Sort the sentences： That smells delicious. It tastes too strong. It doesn?蒺t smell fresh. They taste really sweet. It feels very soft and comfortable. You both look very smart. She sounds really nice.
Help the students to understand when to plus “?鄄s” to the verbs and the sentence structure： subject （主语） + link verb （系动词） + adj.（形容词）.
让学生把对话中的含有系动词的句子划出来归类，尽量做到例以类聚，让学生从八个句子中归纳出系动词的基本结构，并且引导学生关注当主语是第三人称单数时，充当谓语动词的系动词要有形式上的变化。努力做到语法归纳不离开语境，这样可能比单纯的说教效果要好些，并且在分析八个句子的时候将课本中提供的练习4一并处理了，对课本的设计做了微调。
三、 输入输出，凸显学生主体
1. Look at the sentences in Everyday English. Find them in the conversation， and try to understand how to use it. To help the students understand these sentences better， give different situations.
① Your best friend， Jack， is crying. You want to know how it is going. You can ask him “_______”. ② Your friend invites you to the cinema tonight， but you have a lot of work to do， you can say “_______”.
③ I have never been to Xincheng Xiaopenglai Park and I really want to go there. If I say “Can you show me around there？”， you can say “_______”.
在对Everyday English简单的介绍之后，提供几个语言环境让学生去揣摩用哪个句子去完成任务，因为日常交际用语是依托一定的语境的，脱离了语境，句子也就没有生命力了。日常交际用语有助于培养学生的交际策略。
2. Get the students to think about how to introduce Xincheng to others： find some famous food， places and music in Xincheng. Set an example： You can eat the watermelons because they taste sweet. Get the students to collect the ideas in groups， and then share with the class.
此输出环节将当天课堂的核心内容与学生的生活实际相结合，让学生体会到学以致用，从学生生活中来，运用所学的英语知识，来表达相关内容。教师在教学中应特别注意引导学生在交际中动态生成，使学生有话可说，乐于合作分享。这样有利于学生更好地运用课本知识，适当适时小结相关知识点，并达到提高综合运用语言能力的目的。
这种设计也正是与浙江省特级教师罗敏江老师提出的LTLE模式如出一辙！他所倡导的从学生的生活实际（Students?蒺 Life）中来，继而引入教学文本（Text）， 在输出阶段又结合学生的生活实际（Back to Students?蒺 Life）， 并做适当的延伸和拓展（Expanding）， 这样，让学生更多地关注、参与、体验和感悟，效果自然也会更好了，也会让学生在英语课堂上有更多的Feelings and Impressions（情感和印象）。