Unit 2 It’s a black dog.优秀教学设计范文

Topic 3 Many things can affect our feelings. Section B

Section B needs 1 period. Section B需用1课时。

The main activities are 1a and 3. 本课重点活动是1a和3。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases: get along with, boss, passport 2. Review describing personal feelings: He is feeling much better. Illness usually makes us sad, worried and frightened. 3. Go on learning the usages of “make + object + adj./v./n.” and “let + object + v.”.

That will make him or her get well soon. The doctor let Michael rest for a few days. Your classmates make you monitor. 4. Go on learning how to reassure others. Ⅱ. Teaching aids 教具

录音机/幻灯片/实物或图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 6分钟) 复习Section A对话并导入新知识。

(方案一) 1. (由学生表演Section A中的对话。) T: I’ll ask some students to act out the dialogs in Section A. Who wants to try? 2. (几组学生表演后，教师提问，并引导学生回答。)

(在同学们问答的基础上，教师导入Section B：现在Michael的病好些了，同学们又是如何进一步去安慰他，使他高兴起来的？) T: Michael is better now. How will his classmates cheer him up? 2. (让两名学生表演。) T: Let’s do it again. Who wants a try? Step 2 Presentation 第二步 呈现(时间: 8分钟) 呈现并学习1a中的重点词句。

1. (教师将已设计好的听力问题呈现在黑板上。) (让学生听1a的录音，并回答问题。) T: Listen to 1a and answer the question on the blackboard. (教师核对答案。) T: Let’s check the answer to the question.

(板书答案，学习并掌握put on。) 2. (通过谈论Michael与同学们之间的友谊，加强对学生的情感教育，从而引出并学习本课的目标语言。掌握get along with和affect; 理解schoolmate和workmate; 了解mood。) (板书画线生词及短语，并进行适当讲解，然后进入巩固环节。) 3. (自读1a，画出make，let结构的句子。) T: Read 1a by yourselves. Underline the structure of “make+object+adj./v.” and “let+object +v.”. (核对并板书。) Step 3 Consolidation 第三步 巩固(时间: 10分钟) 巩固1a，完成1b。

1. (放1a的录音, 要求学生跟读，注意语音和语调。) T: Please follow the tape and pay attention to the pronunciation and intonation. 2. (让学生自读1a, 完成1b，并让学生试着复述。)

T: Please read 1a by yourselves and fill in the blanks in 1b. Then try your best to retell it. (检查答案。) 3. (组织学生分角色朗读课文，然后引导学生这样谈论1a的内容：) S2: …

(这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达能力和语言组织能力。活动结束后，教师给出符合实际的评价，以鼓励为主。) Step 4 Practice 第四步 练习(时间: 12分钟) 编对话并表演，完成2和3。

1. (让学生编对话。假设自己患了牙病，去看医生。注意在对话中要用一些表示情感的词或句子。) (让学生先准备两三分钟，再表演。并对其进行合理评价。) 2. (完成2。) T: OK. Let’s listen to 2. This is a dialog about seeing a dentist, too. What do they say? Please listen carefully and complete 2. (核对答案。) T: Let’s check the answers together. 3. (教师呈现例句，学习并掌握生词boss，理解headmaster，然后让学生观察make, let后动词的形式，归纳总结make, let的用法。) (板书) 4. (教师用幻灯展示3中的图片，练习make, let的用法，提醒学生注意make后接动词的原形。) T: Please look at the pictures in 3 and make sentences after the example. (让几名学生分别把答案板书到黑板上，然后一起检查。) T: I’ll choose some students to write their answers on the blackboard. (一分钟后) T: Please look at the blackboard and check the answers. (学生可能会出现类似这样的错误。)

全部正确，教师可故意写几个错误句子，以提醒学生注意make, let后动词的形式。) 4. (让学生用

“make/let somebody do/not do”

造更多的句子。) T: Please make sentences using “make/let somebody do/not do” as many as you can. Step 5 Project 第五步 综合探究活动(时间: 9分钟) 探究处理4。

1. (利用实物或图片学习生词passport，然后讨论

“Your classmates make you monitor.”

句子结构，完成4并派小组报告员向全班同学汇报。) 2. (让同学讨论在平时的生活中，哪些事使自己感到紧张、高兴、担心或害怕，小组总结、全班汇总。教师可适当给一些处理此类事情的方法和技巧，以培养学生处理应急事情的能力及生存的能力。) 3. Homework: (在日常生活中有很多东西影响着我们的心情，请举例。) T: Many things can affect our feelings and moods. Please give some examples.