Section B主要内容及教案内容

Topic 2

I feel better now. Section B

Section B needs 1 period. Section B需用1课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Aims and demands 目标要求

1. Learn some new words:

feeling, fail, experience, suggestion, normal, soft, nervous 2. Learn some sentences of reassuring others:

Don’t worry.

There, there! It’ll be OK.

3. Learn how to give advice to people in bad moods. 4. Learn to deal with unhappy feelings. Ⅱ. Teaching aids 教具

录音机/小黑板/简笔画

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间: 6分钟) 复习并导入1a。

1. (运用简笔画复习表示情感的形容词和原因状语从句。) T: Look at the stick figures, and then review the adjectives expressing feelings and adverbial clauses of reason.

2. (教师根据第三幅简笔画，引入新课学习并掌握生词fail和feeling。) T: Let’s look at Picture 3. What’s wrong with the girl? Ss: She is crying. T: Why? Ss: Because she did badly in the English exam. T: Yes, she didn’t pass her exam. That’s to say, she failed the exam. What’s her feeling? Or how does she feel? Ss: She feels very sad. (板书画线部分。) fail 不及格，失败

feeling 感情，感觉

T: We all know Li Hong failed the exam and felt sad. Miss Wang will have a talk with her. If you are Miss Wang, what suggestions can you give her?

S1: Listen to music. S2: Why not do sports? S3: …

(老师一边与同学们对话，一边依次板书画线生词，检查学生作业完成情况，并适当讲解导入新课。) (板书画线部分。) suggestion 建议，提议

Step 2

Presentation 第二步

呈现(时间: 8分钟) 呈现1a。

1. T: Now, Miss Wang is talking to Li Hong. What suggestions can she give her? Let’s listen to 1a and find them out. (帮助学生整理答案并板书。) What suggestions can Miss Wang give Li Hong? Suggestions: Everyone gets these feelings at your age. Talk to others when you feel sad. 2. (让学生自读1a，然后师生对话，使学生更好地理解课文。)

T: Read 1a by yourselves.

(一分钟之后) T: Why doesn’t Li Hong talk to others? Ss: Because she is quiet and shy and she doesn’t know how to talk with others. T: What does Miss Wang tell her? Ss: Miss Wang tells her everyone gets these feelings at her age. T: …

Ss: ... Step 3

Consolidation 第三步

巩固(时间: 10分钟) (方案一) 巩固1a，完成1b。

1. (再读1a, 独立完成1b。) T: Now, read 1a again, and finish 1b by yourselves. (教师核对答案。) 2. (根据呈现部分的对话内容改写1a并让学生试着复述。) T: Please retell 1a according to the dialog above. S1: Li Hong feels very sad because she failed the English exam. She wants to talk with others about it, but she doesn’t know how to do it. Miss Wang tells her everyone gets these feelings at her age. Li Hong wants to make friends with Helen and she feels better. ... (方案二) 巩固1a，整合Section A与Section B中的1a。完成1b。

1. (让学生跟读磁带，注意语音和语调。) T: Listen to 1a and follow it. Pay more attention to the pronunciation and intonation. (学生自读，然后完成1b。) T: Now, read 1a by yourselves and finish 1b. Go!

(核对答案。) (人机对话。) T: Suppose you were Miss Wang. Listen to Li Hong and make a dialog with her. Go! 2. (将Section A, 1a和section B, 1a的知识整合。) (用小黑板呈现一些问题，让学生回答，然后让学生根据答案叙述Li Hong的心理变化。) T: Answer the questions on the blackboard. Then retell the changes of Li Hong’s feelings according to the answers. 1. Why does Li Hong often feel lonely? 2. How is she feeling these days? Why? 3. What did Miss Wang do for her? 4. What suggestions did Miss Wang give her? 5. How does she feel now? T: Can you tell me the changes of Li Hong’s feelings? S1: Yes. Li Hong is a quiet and shy girl. She has few friends. So she often feels lonely. She is feeling very sad these days because…

(鼓励学生积极主动地概括1a的主要内容，巩固1a。) Step 4

Practice 第四步

练习(时间: 11分钟) 呈现2a。

1. (师生对话，继续谈论同学们的不同经历，引出2a中的目标语言，学习并掌握生词：experience, normal, soft。) T: Li Hong feels bad because she failed the exam. Do you have these bad experiences? S1: Yes, sometimes. T: What’s your feeling when some bad experiences happen? S1: I always feel sad and unhappy. T: It’s normal to have these feelings. But what do you often do for it? S2: I often talk to my classmates. T: Well done. S3: I often listen to music to relax. T: Right. Especially listen to soft music. …

(板书画线部分。) experience normal soft T: OK. Here are some suggestions from Doctor Chen. Listen to 2a and find them out. 2. (听后教师检查听力效果，然后让学生阅读2a，划出Doctor Chen给出的建议及重点词句。) Step 5

Project 第五步

综合探究活动(时间: 10分钟) 1. 整合1c和2b，让学生学会给别人建议和安慰。

(1) (让学生两人一组完成2b。) T: Work in pairs and finish 2b. (2) (让学生根据2b中的提示分组调查，调查同学们心情不好的原因，然后给出建议。) T: Work in groups. Make a survey in your group. Find out the unhappy feelings from others

and talk about the reasons. Then give your advice. Name Problem Feeling Advice Zhang Shan too much homework tired Why not tell your teachers about your feelings? no close friends to talk Don’t be shy or quiet. Please try your best Li Wei lonely with to get along well with others. …

…

(3) (让学生根据调查表格设计咨询热线，进行对话。) S1: What’s the matter? S2: I feel tired. S1: Why? S2: Because I have too much homework. S1: Why not tell your teachers and your parents about your feelings? Tell them it’s bad for your health to do too much homework. 2. Homework: (1) (课后把同学们未能解决的心理问题向专家咨询，下节课向同学们汇报咨询结果。) (2) (描述你的一次不愉快的经历，你是如何解决的。) Ⅳ. 疑点探究

There, there! 好啦！好啦！

there在这里是语气词，表示安慰别人。

Don’t worry; Don’t be afraid; It’s all right; It’ll be OK/all right等也可以表示安慰。

Section C

Section C needs 1 period. Section C需用1课时。

The main activities are l and 2. 本课重点活动是1和2。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases:

stranger, usual, be/get used to(doing) sth., as ... as, accept, clap 2. Learn equal comparison: I live as happily as before. I couldn’t sleep as well as usual. Helen is as lovely as Maria. Maria is not as/so brave as Helen. 3. Share feelings with good friends. Ⅱ. Teaching aids 教具

录音机/各种实物/小黑板/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间: 5分钟) 复习旧知识并导入新课。

1. (用歌曲It’s a Small World热身。用动作教学生词clap，并要求学生掌握。教师播放歌曲，学生跟唱并打节拍。) (复述Section A及Section B的内容。)

T: Retell the story in Section A and Section B. S1: Li Hong felt sad because she failed the English exam. Her teacher told her to make more friends. S2: Many people in their teens have Li Hong’s experiences. The doctor gave us some suggestions. He told us to talk to others, listen to soft music or take part in activities. Then we may feel much better. S3: ... …

2. (教师引言：生活中，我们会遇到许多不愉快的事情，你能谈谈自己的一次不愉快的经历吗？) T: We may have some bad experiences. Who can tell us one of them? S1: I was lonely before, but now I have many friends. (我们不能把不愉快的事情压抑在心里，要向朋友或老师倾诉，让我们看看Li Hong是如何向她的朋友诉说苦恼的。) T: When we have some difficulties, we should talk with our friends. Now, Li Hong has some problems. How does she talk to her friends? (由此导入新课。) Step 2

Presentation 第二步

呈现(时间: 10分钟) 呈现并解决1中的重难点。

1. (教师出示一幅图片。)

(Li Hong’s classmates)

T: Now look at the picture. What’s Li Hong doing?

Ss: She is writing a letter. T: Who is she writing to?

Ss: She is writing to her friend. T: OK! Let’s read the letter on Page 13. (让学生自读1，根据上下文猜测生词。) (板书生词，并要求学生掌握：stranger, usual, accept, be/get used to(doing) sth., as … as。) stranger, usual, accept, be/get used to (doing) sth., as … as 2. (学生理解生词后，再次阅读课文，回答问题。) T: Now read 1 again and answer questions. (教师出示小黑板上的问题。) (1) How did she feel several months ago? (2) Did Li Hong think the roads here were as clean as those in her hometown? (3) What about the food and the people here? (4) Do the classmates accept her? (教师核对答案。)

Step 3

Consolidation 第三步

巩固(时间: 8分钟) 巩固1。

1. (听录音并跟读。) T: Listen to 1 and repeat it. 2. (让学生自读1并画出带有as…as…和not as/so…as…的句子。) T: Now read 1 by yourselves and underline the sentences with the structures of “as…as…” and “not as/so…as…” .

3. (教师核对学生画出的句子后，让学生大声朗读。) (教师板书学生画出的句子。) I couldn’t sleep as well as usual. The roads here were not so clean as those in our hometown. The food was not as delicious as ours. The people here were not so friendly as you. I live as happily as before. T: Well done! All of you did a good job. Now please read these sentences again. You can read it as loudly as you can. Step 4

Practice 第四步

练习(时间: 15分钟) 学习同级比较的语法知识。完成2和4。

1. (由形容词的比较级导入同级比较。) (教师出示两个不同大小的球，如足球和乒乓球，让同学们说出比较的句子。) T: Please look at the two balls. Which ball is bigger? Ss: This ball is bigger than that one. (教师出示相同大小的球，如两个足球或两个乒乓球，再让同学们用句子来表达。) T: Please compare these two balls. Ss: This ball is as big as that one. (教师可帮助学生回答，并板书句型。) ... as +形容词/副词的原级+as ... (教师用其他例子来操练该句型。) S1: This man is as sad as that one. S2: This boy is as happy as that one. S3: Kangkang speaks English as well as Maria. …

2. (让学生分组比赛，进一步学习同级比较。比赛规则：教师叫两名学生到教室前面，可以随便做动作，其余学生用as ... as …或not as/so ... as …对他们进行描述。造句最多的一组获胜。) Example: GA: S1 isn’t as tall as S2. S2 isn’t as careful as S1. …

T: Make similar sentences as many as you can ... 3. (学生两人一组合作完成2。) T: Now work in pairs to finish 2.

(教师核对答案。)

4. (让学生独立完成4。) T: Please finish 4 by yourselves. (教师检查，核对答案。) Step 5

Project 第五步

综合探究活动(时间: 7分钟) 1. (四人一小组合作探究。) According to the table, discuss in groups using the structures of “as … as …”, “not so/as … as …”.

Name tall old helpful friendly S1

S2

S3

S4

2. Homework:

(根据3，用as … as或not so/as … as结构写一篇文章。)

…