Section B教学设计与反思

Topic 2

I'm feeling better now. Section B

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

especially, stranger, accept, advice, be used to

2. Master the structure of

equal comparison:

The people here are not as/so friendly as you.

Helen is as lovely as Maria. 3. Learn some sentences of reassuring others:

Don’t worry.

There, there! It’ll be OK.

4. Go over how to give advice to others. Ⅱ. Teaching aids 教具

录音机/小黑板/单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间: 6分钟) (师生互动复习linking verb + adj. 这一结构。)

T: What’s the matter with you, S1? (教师可事先安排，学生配合表演。) S1: …

T: Why are you so worried? S1: Oh, Miss Lin. I’m worried about tomorrow’s exam. I’m afraid of getting poor results. T: Oh, don’t worry. Take it easy and try your best. Please remember“You can do it”. T: Boys and girls. How can we express our happiness? Go! S1: How nice! S2: How wonderful! S3: I’m pleased. S4: That’s great! …

(鼓励学生将所有找到的内容都说出来，同时也是对Section A探究活动的考查，并且将竞赛机制引入课堂，充分调动学生的积极性与学习欲望，既活跃了课堂气氛又提高了课堂学习效率。) T: Well done! Are you happy all the time? S1: No, not always. S2: Sometimes I am unhappy. S3: …

T: Oh, I really understand. Everyone gets these feelings at your age. (教师在此呈现句子: Everyone gets these feelings at your age. 并为下一步作铺垫。) Step 2

Presentation 第二步

呈现(时间: 8分钟) 1. (教师板书问题，让学生带任务听1a的录音。) T: Today, Beth is feeling really sad, too. What will Miss Wang do for her? OK, Let’s listen to 1a and answer the questions on the blackboard.

(板书问题。) How does Miss Wang give Beth a hand? Does Beth like to make friends? Who does she want to be her friend?

(板书关键句。) Everyone gets these feelings at your age. There, there! It will be OK. 2. (教师问其他3个问题，并让学生集体回答。) T: We have known that Beth felt sad. Do you know why? Ss: Because she didn’t pass the English exam. T: Good! Because she didn’t pass the English exam. T: …

Ss: …

T: Can you give her some advice to make her classmates like her and accept her? (板书并解释划线部分单词。) advice accept 3. (让学生独立完成1b, 更好地理解课文。)

T: Now, finish 1b by yourselves. Step 3

Consolidation 第三步

巩固(时间: 10分钟) 1. (让学生跟读磁带，注意语音语调。) T: Listen to 1a and follow, pay more attention to the pronunciation and intonation. (学生自读，然后核对语音语调。) T: Now, read and check your pronunciation and intonation sentence by sentence. Go! (人机对话。) T: Suppose you were Miss Wang. Listen to Beth and make a dialog with her. Go! (板书呈现关键词，学生串演Section A, 1a和Section B, 1a。将前后知识有机地整合起来，可以用学生真实的姓名，创设贴近学生实际的情景。) worried—unhappy—cry—bathroom—English exam—quiet—shy—lonely—strict sad—expecially—happen—talk with—get—feeling—nice—like—friend—better T: Work in pairs. Practice for a little while. Close your books. Look at the key sentences here and act out the dialog. G1: …

(鼓励学生积极主动地概括1a主要内容，巩固1a。完成1b。) T: Can you sum up the main idea of 1a? 2. (复习给别人提建议的表达方法，以便进一步学习，要求一名学生到讲台前，说出他(她)的问题，班上学生对他(她)提出建议。完成2b。)

For example: S1: I’m unhappy and sad because…

S2: You should talk to your friends. S3: …

…

(引导大家给贝丝提建议，先小组讨论，然后各组作汇报, 在全班交流提建议时采用句式: You’d better…, Why not…?, Why don’t you…?, Please…, etc。) T: Thank you very much. We know Beth has some problems. Please discuss in groups of four, give her some advice. Then report it in the class. You should use “You’d better…, Why not…?, Why don’t you…?, Please…”etc.

Step 4

Practice 第四步

练习(时间: 14分钟) 1. (教师呈现阅读任务，让学生带着目标阅读。阅读任务应提前准备，任务设计如下，仅供参考。) T: Now, let’s get to 2a. Why did Beth write to Celia? What are the differences between Beth’s hometown and the new city? What’s the matter with her? T: Please read the letter to Celia and try to find out the answers to the questions. (学生阅读后，可与同伴讨论答案，之后进行汇报以便全班核对。) T: Now let’s check the answers together. (核对后，将问题2a的答案板书到黑板上，这几个句子是本课重点，为后面教学做铺垫。也可以课前准备好，以便节省时间，板书如下: ) The roads here are not as clean as those in our hometown. The food is not as delicious as our Sichuan food, either. Even the people here are not as friendly as you. (让学生去发现同级比较的结构，教师提示比较对象的对称性，然后对此句型的用法进行解释。) (解释课文，由学生提问，学生回答，教师补充。) T: Can you catch the meaning of the letter? S1: Sorry. What’s the meaning of…? T: Who can solve the problem? S2: I can. It means…

T: Thank you. Any other questions? …

(放2a录音，学生跟读。) T: Please read the letter loudly after the tape. 2. (请四名学生上讲台前，学生外形尽量与下图吻合，协助操练形容词的比较等级、最高级、同级用法，如下图例。)

(教师指着S3说。) T: S3 is short, right?

Ss: Right. T: What about S2? Ss: He is taller than S3. T: And S4? Ss: He is as tall as S2.

T: Is S1 as tall as S2?

S1

S3

S2

S4

Ss: No. S2 isn’t so tall as S1. T: Good! S2 is as tall as S4.

(鼓励学生尽可能多的用形容词的比较级来操练。) (教师接着问。) T: Is S2 as tall as S1? Ss: No, S1 is taller than S2. (学生可能会根据旧知识回答。) T: Good! And we can also say,“S2 is not as /so tall as S1.”

(学生继续操练as…as, not so/as…as。) For example: S3 is not so tall as S2.

S4 is not so/as tall as S1. 3. (让学生完成3，双人活动。) T: Let’s come to 3, look at the pictures and the table, work in pairs and make sentences as many as you can. (小组汇报，在班上交流。) T: Now, please report your sentences in class.

S1: …

Step 5

Project 第五步

综合探究活动(时间: 7分钟) 1. (四人小组活动，综合复习、巩固如何提建议及形容词的同级比较。) For example:

(S1表述情感。) S1: I am worried about falling behind others. (S2提建议。) S2: You’d better study harder. (S3用形容词同级比较用法表述。) S3: I am as worried as S1. What should I do? (S4继续用why not, had better, please等建议。) S4: Why not study as hard as us?

(以上角色互相替换练习直至熟练。) 2. Homework: (假设你是加莉亚, 给贝丝写一封回信，向她提出一些建议。用以下的句型: “You’d better…”,“Why not…?”,“Why don’t you…?”,“Please…”等等。)