Section C教学设计模板

Unit 5 Feeling Excited Topic 2 I’m feeling better now. 第四课时（Section C-5,3,1a,1b,1c, 4）

教学设计思路：

本节课主要活动为Section C-1a。

本节课的课型为阅读课。利用歌曲热身，开始新的一课。在复习环节利用SectionC-3的表格和图片让学生造句复习同级比较结构。同时学习两个新词汇lovely和helpful。在Pre-reading环节里，首先通过对关键词的讨论猜测文章大意，学习新词汇。接下来阅读表格猜测答案，学生可预测答案的词性，并可以带着问题去阅读1a，加深对文章的理解。有助于提高学生阅读理解的能力。在While-reading环节，学生阅读文章完成1b表格并回答几个更深层次的问题。加深对文章的理解同时锻炼学生组织语言回答问题的能力。在Post-reading环节，首先通过问答的方式解决学生的疑难，巩固知识点。之后复述课文。最后让学生仿照SectionC-3的表格自制一张表格对比自己与组员的异同，并用as…as…和not as/so

… as…结构写出有关自己和组员相比较的小短文，完成SectionC-4的书面表达练习。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇和短语。

usual, either, accept, lovely, helpful, international, as usual

（2）学习并掌握形容词和副词的同级比较结构。

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. 2.

Skill aims:

（1）

能用as…as…和not as/so

… as…结构熟练地口头谈论有关两个人或事物同级比较的话题。

（2）

能用as…as…和not as/so

… as…结构规范地写出有关自己和朋友的一些情况的比较的短文。

3.

Emotional aims:

教育学生遇到问题要主动与他人交流，同时要学会适应新的环境。

4.

Culture awareness: Ⅱ. The key points and difficult points

Key points：

1. 正确运用单词表中单词及短语。

2. 正确运用as…as…和not as/so … as…结构进行交谈和写作。

Difficult points：

用as...as...和not as/so

… as…结构正确地写出带有比较内容的短文。

Ⅲ. Learning strategies 1. 通过听唱英文歌曲练习和提高学生的听力与发音。

2. 在写作环节进行合作学习可取长补短，互相促进，共同进步！ Ⅳ. Teaching aids 多媒体课件/图片

V Teaching procedures

Stage 1(3mins)：Getting students ready for learning

Designing Step Teacher activity Student activity purpose Greeting as usual. Prepare for the Greeting as usual. Prepare

new lesson. Play the video of It’s for the new lesson. Enjoy the a small world. T: Good morning, everyone!

1(Class activity) T:How are you feeling today?

Ss: Very well.

song It’s a small world .

Ss: Good morning, Miss…

T:Let’s enjoy a beautiful song

named It’s a small world.

Ss:…

T: Singing English songs can improve your listening and pronunciation. I hope you can learn to sing some English songs in your free time.

Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage 2（5mins)：

Revision

Designing Step Teacher activity Student activity purpose

Show the form in 3 and review Make sentences according to 利用SectionC-3the equal comparison. the form in 3 and review the 复习同级比较，同时学习新单词。

T:

Now let’s begin our lesson. equal comparison. You know, Helen would like to

help Li Hong to make her happy

again. We can say Helen is

helpful. Can you understand what

I mean? 1(Individual work)

Ss: Yes. You mean Helen likes to help others. She is kind-hearted. T: Good. And I think she is not

only helpful but also lovely. You

may find lovely is an adjective.

You are all lovely.

Ss: Thank you. T:In the last lesson we learned a

useful structure. You can use

as…as…

to express equal

comparison. Look at the table in 3

and make sentences with as…as…

or not as/so…as…

to compare

Helen with Maria.

T:Good job! You did as well as usual. I’m always proud of you. Remark：可以用多种方式复习同级比较。如头脑风暴，看图造句，根据实物造句等。

Stage 3（8mins)：

Pre - reading

Designing Step Teacher activity Lead in 1a. Teach the new words.

1(Class activities)

Student activity purpose Read the underlined words 通过师生讨论关and phrases in the passage 键词的方式猜测and guess the main idea of it. 文章大意并学习Learn the new words. 新词汇。

T:Life isn’t always full of

happiness. We may have some

bad experiences. Who can tell us

one of them?

S1: Helen is as lovely as Maria. S2: Maria is not as brave as Helen. S3: Helen is as helpful as Maria. S4: Maria doesn’t write so carefully as Helen. S5: Helen runs as fast as Maria.

T: When we have S1: I was lonely before, but now I have many friends. Ss:…

some

difficulties, we should talk with

our friends. You know, Li Hong

has some problems. How does she

talk to her friends?

Ss: She wrote to her friend about her problems.

T: Yes. Now let’s guess what she

wrote in the letter. Please read

the underlined key words and

guess what the letter is about.

S2: A few months ago, she was upset and lonely. T: Why? Can you guess the

reasons?

S3: She was new here and she didn’t have and friends. S4:She missed her old friends. S5: She wasn’t used to the life in the new school. Ss:…

T: All of your guessing is

reasonable. You mean she

couldn’t study and play with her

old friends as usual. Right?

S6: Yes. But what do you mean by “as usual”?

T: Usual is the adjective of

usually. Can you guess its

meaning?

S6: Does it mean “通常的，平常的”in Chinese? T: Excellent! So can you

understand “as usual”?

S7: It means “像往常一样”. T: Good. Let’s go on. You said Li

Hong may not be used to the life

here. I agree with you. Maybe she

doesn’t like the environment here.

What other things do you think

she didn’t like?

S8: Maybe she didn’t like the people here. T: And I think maybe she didn’t

like the food here, either. Let’s go

on guessing. How about the next

underlined word?

S9: Later, something changed. She lived happily again. T: Why? What has changed for

her?

S10: Helen and other students made friends with

her.

T: You mean her classmates all

accept her and

she is not lonely

any longer.

S11: What does “accept”

mean? T: It means to treat sb./sth. as

welcome. All the classmates accept her and she lives as happily as before.

2(Pair work) Ask the students to read the form Read the form in 1b and 读1b表格，猜测in 1b and predict the answers. predict the answers. 答案。

T:Before reading the passage,

let’s read the form in 1b. You may

predict the answers and discuss

the answers with your partners.

Ss:…

Remark：通过阅读表格和猜测答案，至少可以确定答案的词性。不仅有助于理解文章，还能培养学生的综合语言运用能力。

Stage 4（10mins)：While - reading

Designing Step Teacher activity Student activity purpose Ask the students to read 1a and Read 1a and complete the 阅读文章，完成complete the table in 1b. And then table in 1b. And then check 1b表格。

check the answers. 1(Pair work) the answers. T:Read the passage in 1a and

complete the table in 1b.

Ss:…

T:Check your answers with your

partners.

Ss:…

Show some questions about the Read 1a again and answer 设置更深层次的passage. the questions. 问题，加深对文章的理解同时锻炼学生组织语言回答问题的能力。

(1) How did she feel several

months ago?

(2) Did Li Hong think the roads

here were as clean as those in her

hometown? 2(Individual work)

(3) What did Li Hong think the

food and the people were ?

(4) Do the classmates accept her

now?

T: Read the passage again and

answer the questions.

T: Who can tell me the answers?

Ss:…

S1:…

Remark：

Stage 5（15mins)：

Post- reading Designing Step

Teacher activity Student activity purpose Real with the difficult points in Real with the difficult 通过询问学生是the passage. in the passage. points in the passage. in 否有疑难的方式解决疑难问题，巩固语言点。

T: Can you find the key points in the passage. the passage?

S1: I think “as usual” is an T: Can you make a sentence with important phrase.

1(Class activities)

it?

T: Anyone else?

S2: After school I went back home and had supper as usual.

S3: Can I change “either”

into “too”

in the sentence “The food was not as T: I’m afraid not. Either is used delicious as ours, either.”

after two negative sentences. For

example, I don’t like the red shirt

and I don’t like the green one,

either. Can you give me an

example?

S4: She won’t go there and T: You gave a good example. Any Peter won’t go ,either. other questions?

Ss: That’s all.

Ask the students to retell the Retell passage according to 1b.

2(Group work) the passage

according to 1b. T: You have known how Li Hong

talked about her problems with

her friends. Let’s work in groups

and retell her letter based on the

key words and the table in 1b.

Ss:…

T: Now I’ll ask some students to

retell the letter. Who would like to

have a try?

Ss:…

Ask the students to make a table Make a table to compare 根据Section C-3、to compare their group members their group members with 4的提示写短文对with themselves. And then write a themselves. And then write 比自己与组员的short passage. a short passage. 异同，运用和巩固同级比较句式。

T: Look at the table in 3. Now

make a similar table to compare

your group members with you.

And then write a short passage

about it. You may begin with the

help of the sentences in 4.

tall Name S1

S2

S3

S4

old carefully friendly …

Ss:…

Ss:…

S1: Let me have a try. ... 3(Individual work)

T: Exchange your compositions with your partners and you can correct your partners’

compositions.

T: Who would like to read your passage for us?

Remark：在写作环节进行合作学习可取长补短，互相促进，共同进步！

Stage 6（4mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose Encourage the Ss to summarize the Summarize what they have 培养学生归纳总key points

learned today. 结的能力，再次复习巩固本节课的重点知识。

T: Class will be over soon. We

should summarize what we have

learned in this lesson. Let’s begin!

S1:we learned some new words:

as usual, either, accept, lovely, helpful

1（Class activity)

S2: We learn more about equal comparison. We can write a short passage to compare ourselves with others. S3: We knew that we should talk to others when we are feeling sad and then we will feel better. Assign the HMK. T: For today’s HMK, I’d like you to remember the new words and 2 (Class activity)

phrases. Please retell 1a to your parents and preview Section Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

D-Grammar and Functions, 1a, 1b, 2,Project. Remark：

VI .

Blackboard design

第四课时(Section C-5,3,1a,1b,1c, 4) 1. new words and phrases: lovely, helpful, usual, as usual

either, accept, international,

2.Equal comparison Helen is as lovely as Maria. Maria is not as/so brave as Helen. I live as happily as before. I couldn’t sleep as well as usual.