Section A教学设计一等奖

Unit 5 Topic 2 I’m feeling better now. 教学设计

Section A

Ⅰ. Material analysis 本节课为话题的第一节课，建议用1课时上完。主要活动为1a和2。本课通过Miss Wang 询问Helen 忧心忡忡的原因，引出对话的主题：学会关爱他人，帮助他人走出情绪低落的阴影，给予心情不好的同伴合理有效的建议。对话通过询问Helen情绪低落的原因呈现了本课所要学的语法重点：原因状语从句, 并呈现了新出现的短语：be strict with sb. 和be worried about …. 同时在对话中呈现了交际功能用语：Anything wrong?和

What seems to be the problem? 使学生在学会运用课本语言知识解决书面问题的同时，提高他们的口语交际技能，真正做到学以致用。

Ⅱ. Teaching aims 

Knowledge aims：

1. 学生能正确拼读并运用单词表中的黑体单词exam, strict和shy。

2. 学生能正确运用以下短语造句：

seem to do…, do badly in…, be strict with sb., have a talk with sb., be worried about…, take it easy 3. 学生能自如地运用以下功能句进行交流。

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

Skill aims：

1. 能听懂有关关注情绪和提出建议的简单对话和陈述。

2. 能正确地运用本课的交际功能用语进行询问和给出建议。

3. 能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。

4. 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语言写出简单的有关情绪询问和给出建议的对话。



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。

Ⅲ. 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。

2. 在对话中正确运用be +adj. +prep.结构。

Ⅳ. Learning strategies 上课前自己准备新单词的卡片；通过造句更好地掌握新学的单词和表达方式；通过把简单句连成复合句更好地理解运用原因状语从句。

Ⅴ. Teaching aids

Computer multimedia projector，the word cards. Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity

Introduction （8 minutes）

1. The whole 1. Focus their 1. Greet the students and class work. attention on the get them ready for 2. The whole teacher. learning.

class work. 2. Students 2. The teacher asks the

report their students to report their

homework. homework to review

the linking verb + 3. The whole

adjective structure. class work.

3. The teacher introduces

3. Students read the new words and

the new words phrases of this lesson.

and phrases on The teacher corrects

the word cards the wrong 4. Group work. they prepared pronunciations after

by themselves. the students read them.

4. The teacher organizes

the students to have a

4. Students have competition. The 5. The whole a students in Group A class work. competition. guess the words from

the students in Group

B.

6. The whole

5. The teacher asks the class work. 5. Students make students to make up up sentences with the sentences with new words and the new words phrases. and phrases to 6. The teacher asks the grasp them students to observe the well. picture of 1a and

Presentation (10 minutes)

1. The whole 1. Students make 1. The teacher asks the class work. sure students to read the

they statements in 1b.

2. The whole

understand 2. The teacher plays the

class work. what the flash of 1a for the first

statements time without stopping. 3. The whole

mean. 3. The teacher plays 1a class work. 2. Students catch for the second time,

the stopping when

general idea of necessary.

the dialogue.

4. The whole

3. Students

class work. watch the 4. The teacher plays the

flash for the flash of 1a for the 5. The whole second time, third

class work. paying time without stopping.

attention to the 5. The teacher asks two

pauses. Finish students to tell

1b. answers to 1b. 6. The whole 4. Students check

class work. the

answers. 6. The teacher lets the 7. The whole

5. Volunteers students talk about the

class work. read the guessing.

answers. 7. Play the recording and

Check the ask the students to

answers and answer the following

correct the questions:

wrong ones. (1) Why does Helen

look

1. The whole

1. Students read 1. The teacher plays the Consolidation (10 minutes) class work.

2.The whole

class work.

3.Group work.

4.The whole

class work.

5. Pair work. the recording sentence by conversation sentence. after the

recording 2. The teacher plays the

sentence by recording without sentence. stopping. 2. Students try to

follow the

speed, paying 3. Let the students read 1a, attention to the then learn in groups to pronunciation find out the difficult and intonation. points and sum up the 3. Students read main points of the the conversation. conversation

by

themselves and 4. The teacher makes a discuss in summary to explain groups to find the key points and out the difficult points to difficult points the students: and sum up the (1)

seem to do

main points. seem

seem + adj. 4. The students

seem that +underline in 句子

their books (2) be strict with sb. and make

be strict in sth.

some notes. (3) be worried about…

(4) 原因状语从句

1. The whole

1. Students make 1. The teacher asks the class work.

2. The whole class work.

3. The whole class work.

4. Individual work.

5. The whole class work.

6. Individual work.

7. Individual work.

8. Individual

sure students to read the they statements in 3.

understand what 2. The teacher leads the the statements students to read the mean. words and phrases in the 2. Students make box of 3. sure

they 3. The teacher asks the understand the

students to read the words and e-card, and stresses the phrases in the usage of the phrase: box well. take it easy. 3. Students read 4. The teacher asks the the e-card to students to read the catch the e-card again and general idea of choose the right words it.

or phrases to

complete the e-card. 4. Students read 5. The teacher plays the the recording of 3. e-card again and

choose the right 6. The teacher asks the words or phrases students to observe the to complete the pictures of 2 and e-card. match the expressions 5. Students listen in the box with them. to the recording 7. The teacher asks the and check the students to make up answers by two

Production (7 minutes) 1. The whole Class work and group work.

2. Pair work.

3. The whole class work.

4. The whole class work.

5. Individual work.

1. Students make 1. The teacher organizes up

the students to make conversations, up conversations like using the 1a ingroups, using adverbial the sentences of 2 clauses and the and the useful following expressions in 1a. expressions: Encourage them to use -Anything more expressions. wrong?

-What seems

to be the 2. The teacher lets the problem? students act out their -Thank you for conversations. telling me. 3. The teacher sums up 2. The students the students’ act out their conversations. The own best ones can get a red conversations in flower. Teach them to pairs. cheer others up when

others are in a bad 3. Learn to care mood. for

others’ 4. The teacher shows the feelings. summary to the

students.

5.The teacher assigns 4. Students homework: summarize (1) Review the

In today’s lesson, the teacher should let the students know that Teaching Reflection everyone needs help when he is in a bad mood, so we should give others a hand when they feel upset. At the same time the teacher should design more exercises about the phrases mentioned in Section A.

Ⅶ. Blackboard design Unit 5 Feeling Excited

Topic 2 I’m feeling better now.

Section A

seem to do

1. seem

seem + adj.

G1

G2

G3

G4

seem that +sentence

2. be strict with sb.

be strict in sth.

3. be worried about…

4. The girl feels lonely because she has no friends.（原因状语从句）

5. take it easy