Section A特级教师教学实录

课题

Unit Topic Section Unit 5 Feeling Excited

Topic 2

I’m feeling better now.

Section

A

课时安排

学情分析

One period

主系表结构学生基本还能运用，主从复合句对于学生来讲就相当难了，课堂上就只能多作口语练习，让学生通过句型训练，掌握其用法。

核心

exam,

strict, shy,

be strict with

Anything wrong? What seems to be the problem? Thank you for telling me. Take it easy 教学目标

知识词块

目标

功能

句型

其他

生词

技能（1）能听懂有关情绪的简单对话。

目标

（2）能正确地运用本课新呈现的短语，原因状语从句以及交际功能进行有关情绪及其原因的对话。

学习1. 通过造句更好地掌握新学的单词和表达方式；

策略2. 通过把简单句连成复合句更好地理解和运用原因状语从句。

目标

文化通过对Section A的学习，学生能够学会关注他人的情绪，在别人意识情绪低落时提出合理有效的建议，帮助伙伴远离消极情绪。

及情

感态度目标

教具使用：多媒体课件

教学方法：情景教学法，直接法

教

学

过

程

阶段

I. Pre- listening

用时

步骤

具体设计内容

Step1. Get ready for the lesson.

Warming-up

T: Good morning, everyone! and revision Ss: Good morning, …

T: How are you feeling today?

Ss: Fine, thank you. And you?

T:I’m not fine, Because my daughter failed the English

exam last week. I am strict with her, so I was unhappy

last weekend.

Teach the new words: exam

strict

be strict with…

Make conversations about the activities during the last weekend to review Linking verb + adjective. T: Did you have a happy weekend? Ss: Yes/No. T: OK. Everybody. Please discuss about the following questions:

Did you have a happy weekend?

What did you do during your last weekend? How did you feel? Why?

Now work in pairs and make conversations about them.

T: Who would like to talk about your weekend? Don’t be shy. You can make it. SA: Did you have a happy weekend? SB:

SA: What did you do during your last weekend? SB:

SA: How did you feel? SB:

SA: Why? SB:

T:Any other pairs?

Step2. Talk about pictures to use adverbial clauses of reason. presentation T: OK. Now let’s see some pictures. Tell me their feelings and practice and guess the reasons. Look at the first picture. What does he look?

S1: He looks… . T: Why is he … ? S1: Because …

T: Look at the second one. What do they seem? S2: They seem … .

T: Why do they seem … ? S2: Because …

T: Oh, look at Kobe. What does he look? What’s wrong with him?

S3: …

T: How about the boy? Anything wrong with him?

S5: He feels… . T: Maybe. But can you guess different reasons? S6: He feels …

because … . Ss:…

Step3. Prediction Show the pictures in 2 on the screen.

Finish 2. Look at the pictures and match the expressions in the box with them. Then make sentences by following

the example. T: Now, let’s try to make more sentences. First, look at

the pictures and match the expressions in the box with them. Ss:…

T: Have you got the answers? What’s the right order? S1: The right order is …

T: Now look at the first picture and read the example. Please make more sentences according to the pictures by following the example. Who would like to talk about Picture 2.

S2: He looks angry because he lost his pen.

T: The next one?

S3: She looks worried because her son is ill in hospital. T:…

Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers. T: Now look at this picture. How does the boy feel? What seems to be the problem?

S1: The boy feels very frightened and upset because he did badly in the exam and his father is rather angry with him. T: Have you ever done badly in your exams? Ss: Yes, we have.

T: How did you feel then? S2: I felt very unhappy and upset. T: Look at the picture in 1a and read the form in 1b. Li Hong did badly in the English exam. Can you guess what happened to Li Hong.

Ss:…

II. While-listening

Step4. Language Input with books closed Play the tape recording of 1a and check the answers of 1b. T: Well. Let’s listen to the conversation and fill in the blanks in 1b.

Ss:…

T: Now listen again and check your answers. Ss:…

T: How does Helen look?

S1: She looks worried.

T: What seems to be the problem? S2: Li Hong is upset and she is crying in the bathroom because she did badly in the English exam. T:Is Li Hong strict with herself? Ss: Yes. T: How does Li Hong feel? S3: Li Hong feels unhappy and lonely. T: Why does she feel so? S4: Because she is new here and she is quiet and shy. S5: She feels lonely because she has no friends to talk with. T: What does Miss Wang want to do?

III. Post-listening

S5: She will talk with her.

Ask the students to act out the conversation in 1a.

T:Well done. Now let’s act out the conversation in pairs.

Step5. Ss:.. Language T: It’s time to show your conversations. Be brave to have Focus with a try, p lease. books open. P1:…

Ask the students to read the conversation loudly. Make new conversations based on 1a and 1b by Step6. following the example in 1c. Language Then ask some students to act out their conversations. Practice.

Step7. Language use. Ask the students to choose words or phrases to complete the e-card. Then listen and check. Encourage the Ss to summarize the key points

T: Class will be over soon. We should summarize what we have learned in this lesson. Let’s begin!

S1:we learned adverbial clauses of reason. S2: We learned some new words and useful phrases. exam, strict, shy,

be strict with S3: We learned some useful expressions: Anything wrong? What seems to be the problem? Assign the HMK. T: For today’s HMK, I’d like you to remember the new words and phrases. Please Section A-3 & Section B-1a,1b,1c

板书

设计

1. New words and phrases: Section

A exam,

strict, shy,

be strict with 2. Useful expressions: Anything wrong? What seems to be the problem? Thank you for telling me. 在本课的教学中，主要利用复习系表结构的用法，导入到本节课话题——情绪的讨论。在复习系表结构的同时渗透原因状语从句教学，让学生在不知不觉中自然而然地感知和运用本节课的目标语言。通过学生看图造句，情景造句等，把简单句连成复合句以便更好地理解运用原因状语从句。在本课的教学中，主要以学生练习为主，让学生通过练习提高口语运用能力。这节课由于我自身课堂教学用语不精练，导致在教学中学生不能较好的理解教学知识，课堂教学效果不太理想。

教学

反思