Section B教学设计及说课稿

Unit 5 Topic 2 I’m feeling better now.

第一课时

教案

（Section A 2, 1a,1b,1c,）

教学设计思路：

本节课为话题的第一节课。主要活动为Section A 的1a和2。

本课从复习感官动词表感受入手，继而谈论不同情绪的原因，引出原因状语从句的学习和运用。在pre-listening环节，通过不同方式的大量造句对原因状语从句加以操练。在While-listening环节设置由易到难的听力活动，使学生听懂有关情绪的简单对话。Post-listening环节中则首先要求学生有感情地朗读和表演1a的对话。之后利用本课所学自编对话谈论自己的经历，达到学以致用的目的。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇和短语。

exam, strict,shy, be strict with （2）能够自如地运用以下交际用语进行交流。

Anything wrong? What seems to be the problem? Thank you for telling me. 2.

Skill aims:

（1）能听懂有关情绪的简单对话。

（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。

3.

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

4.

Culture awareness:

Ⅱ. The key points and difficult points Key points：

1. 学生在交流中能自如地运用描述情绪和情感的形容词。

2. 正确运用原因状语从句。

Difficult points：

1. 学生对...she has no friends to talk with.一句中to talk with的理解。

Ⅲ. Learning strategies 1. 通过造句更好地掌握新学的单词和表达方式；

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。

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 Get ready for the lesson. Enjoy the song If 营造学习英Play the tape recording or You Are Happy to 语的气氛，准the video of the song If get ready for the 备进入学习You Are Happy. T: Good lesson. 状态。

morning,

Ss: Good morning, Miss…

everyone!

1(Class activity) T: How are you feeling

today?

Ss: Fine, thank you. And you?

T:I’m fine, thank you. As

your teacher, I hope all of

you are happy all the

time. So are you happy Ss: …

today?

T:Now let enjoy a happy song If You Are Happy. I hope after listening to this song, you will be happy. 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。尽量使导入的内容与本节课内容贴近。

Stage 2（5mins)：

Revision

Step Teacher activity Student activity Designing purpose

Review Linking verb + adjective.

1(Pair work) T: Did you have a happy adjective. weekend?

Make conversations 复习系表结about the activities 构的用法。导during the last 入到本节课weekend to review 话题——情Linking verb + 绪的讨论。

T: Hi, S1, You said “no”. Ss: Yes/No. Anything wrong?

T: What seems to be the problem?

T: Oh, I’m sorry to hear that. Don’t be too sad. I believe you pet dog will live happily in another world.

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

S1: I feel sad.

S1: My pet dog died yesterday.

S1: Yes, I think so. Thank you.

Ss:…

about them. Try to use these two sentences: Anything wrong? What

P1: Let us have a try. seems to be the problem? SA: Did you have a T: Who would like to talk happy weekend? about your weekend? Don’t be shy. You can make it.

SB: No, I didn’t.

SA: Anything wrong? What did you do during your last weekend? SB: I did nothing except doing my homework. SA: How did you feel? SB: I felt rather bored. SA: Why? What seems to be the problem? SB: Because I had to stay at home and

couldn’t play basketball with my T: How terrible! You got friends.

too much homework. It seems that we should assign a little less homework.

Ss: Yeah! T: I’ll think about it. Any

other pairs? P2:…

Remark：可以采用多种方式进行系表结构的复习。如看图造句，情景造句等。最好在复习系表结构的同时渗透原因状语从句，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。

Stage 3（14mins)：

Pre - listening

Designing Step

Teacher activity Student activity purpose Talk about pictures to use Talk about pictures to 通过看图造adverbial reason. clauses of use adverbial clauses 句理解和运of reason. 用原因状语

T: You can stay at home

and do your homework

instead of playing

从句。

1( Class activity ) basketball. That means

you are strict with

yourself. Anyway I’m

happy about it. But I

think you shouldn’t be

too strict with yourselves, Ss: Yes.

or you will lose a lot of

happiness. Do you agree

with me?

T: OK. Now let’s see S1: He looks happy. some pictures. Tell me

their feelings and guess

the reasons. Look at the

first picture. What does S1: Because he sees a he look?

toy car.

T: Why is he happy?

S2: They seem surprised and angry. T: What a good idea!

Look at the second one.

What do they seem? S2: Because they read bad news in the newspaper.

T: Why do they seem

surprised and angry?

S3:

disappointed because T: Maybe that’s the

his team lost the reason. Oh, look at Kobe. game. What does he look?

What’s wrong with him?

He looks

T: I hope he will be S4:It feels very happy happy again. Look at the because its owner lovely dog. How does it comes back. feel? Why?

S5: He feels upset because he lost his iPhone.

S6: He feels upset because he can’t find

T: A good reason. How Ss:…

about the boy? Anything S7: He feels upset wrong with him? because he did badly in this exam.

T: Maybe. But can you S8: It means “考guess different reasons? 试”in Chinese. We’ll

feel upset when we

do badly in our

exams.

T: Well, that’s a possible reason. “exam” Chinese? T: That means you are strict with yourselves.

What mean does in

his mother.

Show the pictures in 2 on Finish 2. Look at the 完成2的练the screen.

pictures and match 习，巩固原因the expressions in the 状语从句。

box with them. Then make sentences by the T: Let’s try to make more following sentences. First, look at

example. 2(Pair work) the pictures and match

the expressions in the

box with them.

T: Have you got the Ss:…

answers? right order?

What’s the

S1: The right order T: Now look at the first is …

picture and read the

example. Please make

more sentences according S2: He looks angry to the pictures by because he lost his following the example. pen.

Who would like to talk

about Picture 2. Don’t be S3: shy.

T: The next one?

T:…

3(Class activity) She looks worried because her son is ill in hospital. S4:…

…

Show a picture and lead Read the form in 1b 利用图片导to 1a and then ask the and predict the 入1a。看图和表格预测听力答案。

students to read the form answers. 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.

Ss: Yes, we have.

T: Have you ever done

badly in your exams?

S2: I felt very unhappy and upset. T: How did you feel

then?

Ss:…

T: Look the picture in 1a S3: Li Hong feels and read the form in 1b. unhappy or upset Maybe you can guess because she did badly what happened to the girl in the exam. Maybe and predict the answers.

Helen looks worried and Miss Wang T:Tell me your guess, wants to help her. But please. Don’t be shy.

I can’t guess the T: Good job. You got others. most of them. Remark：通过造句更好地掌握新学的单词和表达方式；

Stage4（7mins)：

While - listening

Designing Step Teacher activity Student activity purpose Play the tape recording of Listen to 1a and 由浅入深设1a and show some answer the questions. 置听力练习。

questions on the screen.

1. How many people are

there in this

conversation? Who are

they?

2. Who are they talking

about? 1(Individual 3. How does Li Hong

work) feel? T: Listen to Ss:…

the

conversation for the first

time and answer the S1: There are two. questions.

They are Miss Wang and Helen. T: How many people are

there in this S2: Hi Hong. conversation? Who are

they?

T: Who are they talking about? T: How does Li Hong feel? S3: She feels lonely. Play the tape recording of Listen to 1a and

1a and check the answers check the answers of of 1b. 1b. T: Well. Let’s listen to

the conversation and fill

in the blanks in 1b.

Ss:…

2(Individual T: Now listen again and

work) check your answers.

Ss:…

T: How does Helen look?

S1: She looks T: What seems to be the worried.

problem?

S2: Li Hong is upset and she is crying in

the bathroom because she did badly in the T:Is Li Hong strict with English exam. herself?

Ss: Yes. S3: Li Hong feels T: How does Li Hong unhappy and lonely. feel?

T: Why does she feel so? S4: Because she is T: What does Miss Wang new here and she is want to do? quiet and shy. S5: She feels lonely because she has no friends to talk with. S5: She will talk with her.

Remark：利用师生讨论的方式核对答案有利于学生进一步理解对话内容。

Stage 5（12mins)：

Post- listening Designing Step Teacher activity Student activity purpose Ask the students to act Act 1(Pair work)

out the

out the conversation in conversation in 1a 1a. in pairs.

T:Well done. Now let’s

act out the conversation

in pairs. You should pay

attention to the intonation

and emotions. Ss:.. T: It’s time to show your

conversations. Be brave

to have a try, please.

P1:…

Ask the students to make Make new

conversations in pairs comersations based based on 1a and 1b.

on 1a and 1b by following the T: You know, in this example in 1c. lesson we learned many

2(Pair work) sentences with “because”.

“Because” is used to

answer the

why-questions. We call it

adverbial clause of

reason. Now let’s ask and

answer in pairs based on

1a and 1b by following P1:…

the example in 1c.

T: Can you combine your

sentences as a single

sentence? For example,

Helen look worried P1: Let me have a because Li Hong is so try. unhappy. Will you have a try?

Ask the students to make Make conversations

conversations about their to talk to talk about their unhappy unhappy experiences. experiences. T: Everyone has some

unhappy experiences in

3(Pair work)

his life. Were you

sometimes unhappy? You

can share them with your

partner and you will be

better. Now you can

make sentences about P1:…

them in pairs. Let’s begin. Remark：通过把简单句连成复合句更好地理解运用原因状语从句。对原因状语从句的解释可以用中文。

Stage 6（4mins)：

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

they have learned 纳总结的能T: Class will be over soon. today. We should summarize

what we have learned in

this lesson. Let’s begin!

1（Class reason. activity)

S2: We learned some new words and useful phrases. exam, strict, shy,

be strict with S3: some We learned useful S1:we 力，再次复习巩固本节课的重点知识。

learned

adverbial clauses of

expressions: Anything wrong? What seems to be the problem? Thank you for telling me. Assign the HMK. Finish the HMK 适当的家庭作业有助于巩固课堂所学的知识。

T: For today’s HMK, I’d

2 (Class activity)

like you to remember the new words and phrases. Please Section A-3 & Section B-1a,1b,1c

Remark：

VI .

Blackboard design

第一课时

(Section A 2,1a,1b,)

1. New words and phrases: exam,

strict, shy,

be strict with

2. Useful expressions: Anything wrong? What seems to be the problem?

Thank you for telling me.