Section C优秀课堂实录

教学设计

课题名称

Unit5 Topic3 SectionC 教材内容分析

本节课的课型为阅读课。在复习环节里，将Section B对话改写为短文。在新词汇和短语处设空，要求学生填空达到复习词汇和短语的目的。阅读仍分为Pre-reading，While-reading和Post-reading三个环节。Pre-reading的主要目的是学习词汇并讨论与课文内容相关的话题，为阅读做好准备。在While-reading环节里，学生分三次阅读文章，并由易到难完成三个不同层次的阅读任务，深刻理解文章。在Post-writing环节里，学生复述课文，拓展讨论并根据本课所学和所讨论的结果完成一篇书面表达，并在实物投影上展示自己的书面表达作品。老师和同学们一起欣赏学生作品，欣赏优美的句子同时改正书面表达的错误。

学习者特征分析

学生通过SectionA和SectionB的学习已经有了一定的积累。对影响心情的句子基本能够表达。从对话过渡到这课的阅读学习，并不是很难。

教学目标及确立依据

1.

Knowledge aims：

（1）学习并掌握新词汇

environment, especially, fill, trouble, choose, loud, noise, crowded ，fill with sth.

2.

Skill aims:

(1) 学生能自如地谈论不同的事物对情感的影响。

(2) 能正确地运用本课的重点短语造句，写出关于不同的事物对情感的影响的短文。

3.

Emotional aims: 通过对Section C的学习，了解情感与外界事物的联系，学会如何保持健康的心理。

4.

Culture awareness: 保持好心情投入学习。只有心情好了，身体才健康，有了健康的身体，学习才有保证。

教学重难点分析及确立依据

1. 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) 谈论不同的事物对情感的影响。

2. Difficult points：

将本课的重点词汇和短语运用到交谈和写作之中。

教学策略选择与设计

1.独立阅读，找出每一段的中心句。

2.小组合作共同学习。找出重难点，小组合作一起探讨，一起解决问题。

教学资源准备

多媒体课件/图片

教学过程设计

Stage 1(2mins)：Getting students ready for learning

Greet the students and get them ready for learning. Play the flash. Stage 2（2mins)：

Revision Review 1a of Section B. Show the passage on the screen.

As we know, feelings can _____ our health. If we are

not _______ about ourselves, we may feel upset or nervous. When we __________ all the time, we could become_____.

Michael gave a good speech, but he still seems very upset. Kangkang and his friends want to show him that friends help ______. They will tell him that he is brave and great and

they _________ him. They will ____ Michael ______. They plan to ____ a short play to cheer him up. Now, they ___________ it. T:Before the new lesson, let’s review what we have learned Section B. Read this passage and fill in the blanks with the new words and phrases in SectionB-1a. Stage 3（8mins)：Pre - reading

Talk about the factors that affect feelings and moods. Show some pictures. Learn the new words and phrases.

T: Just now, you told me you feel relaxed and happy when you listen to If you are happy. That is to say, music can affect our feelings, right? And I think many other things also affect our feelings. Do you think so? T:What other thing can affect your feelings and moods? T: Yes. But how do they affect

our feelings and moos? Let’s look at some pictures. You can tell me your feelings.

T: Look at the picture. How do you feel when you see the full moon high in the sky?

T: If you are far away from your hometown and you cannot get together with your family and friends, especially on the

Mid-autumn Day. How do you feel when you see the full moon in the sky? T:Whenever it happens, especially the moon is so round and bright, my eyes fill with tears. Now, look at this picture. how do you feel?

T: You mean your heart fills with joy, especially when you receive your Christmas present. Right? T: Big events can affect us a lot. Some are good, others are bad. Look at this picture. How do you feel about it?

T: So do I. And I think the environment can affect our feelings. Look at these two pictures. What are the differences between them and how do you feel about them?

T: Yes.

The big city is crowded with people. It means there are too many people in the big city. Can you understand “ be crowded with”?

T: The big city is so noisy. We can’t sleep well at night. That is to say, we have trouble sleeping at night. Can you understand “have trouble doing sth.”?

T: Who can give an example?

T: The environments in these two pictures are very different. We all like the good environment. What does “environment” mean?

T: Good. The environment can change our feelings. The weather also affects our feelings. Do you like rainy days or sunny days? How do you feel about this picture?

T:Colors can affect our feelings and moods. Look at the two pictures. Tell me your feelings about them.

T: Sport uniforms are often in warm colors like red, orange and yellow. These colors can cheer us up. But cool colors like white and blue can make us feel calm. T: In this lesson we will read a passage about the factors that affect our feelings. Look at the pictures on Page 21. Can you predict what will be mentioned in the text? Stage4（16mins)：While - reading Ask the students to read the passage . T: Let’s skim the passage. And then you can tell me what are mentioned init.

T: What can affect our feelings according to this passage? Ask some questions about the passage. Show some questions. (1) How does the girl feel when seeing the full moon? (2) How does the man feel when he is in a noisy city? (3) How does the boy feel when the sun shines brightly? (4) What colors can make the girl confident or calm?

(5) How does Jane feel when she talk about the Wenchuan earthquake with friends? T: You got the main idea. Now read the passage paragraph by paragraph and answer the questions.

T: For the first paragraph, how does the girl feel when seeing the full moon? T: …

Ask the students to read the passage for the third time and complete the table in 1b. T: Read the passage again and complete the table in 1b. T: Have you got the answers? You can check your answers with your partners. Stage 5（14mins)：

Post- reading Ask the students to retell the passage. T: Now let’s retell the passage in groups. Each student retells one paragraph. Then all the groups members retell the whole passage. The table in 1b may help you. T: Which group would like to have a try? T: We have known about some things that affect our feelings. Besides, there are many other factors that can affect our feelings such as music and movies. Do you have any other ideas? Discuss in groups and give your own opinions. Ask the students to write a short passage about how things affect feelings. Show some students’

compositions under the

object-projecting apparatus . T: We have talked a lot about how things affect our feelings. Let’s write a short about it. I believe you can do it.

T: Who would like to show your composition to us?

T: Let’s enjoy his composition and you can help him to correct the mistakes. Hmm, his handwriting is so beautiful. …

Stage 6（3mins)：

Summarizing and assigning HMK 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!

Assign the HMK. T: For today’s HMK, I’d like you to remember the new words and phrases. Please tell your parents what can affect your feelings and preview Section D—Grammar and Functions, 1 and Project.

VI .

Blackboard design 1.Some new words and phrases: environment, especially, fill, trouble, choose, loud, noise, crowded fill with sth.

the full moon,

get together,

be crowded with,

have trouble doing,

some day, make + object + adj.

教学反思（包括课堂教学情况、学生学习情况、教学设计等）

这节课我通过问候语开始导入新课，复习之后自然过渡到新课。接下来我通过一系列的图片教授新单词和短语。让学生通过图片自己理解和掌握重点单词和词组。接下来我通过视频让学生大致了解课文内容并划出每一段的中心句。之后，给他们时间自己阅读，找出关键信息，在此基础上再进一步找出文章中的细节。最后让学生合作讨论文章中的难点，和老师一起解决。通过阅读课，也跟学生一起讨论了本话题的写作技巧。引导学生由易入难，层层递进。课堂中我加入了竞争机制，让课堂气氛活泼，充满激情。

不足：由于课堂容量大，时间把握得不够好。对学生的情感教育方面不够有深度。