Section Appt课件教学实录

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Unit 5 Feeling Excited Topic 2 I’m feeling better now. 教学内容分析：

本单元以Feeling Excited 为主题。第二话题在感官动词表感受的基础上学习与别人分享自己的感受并学会安慰和提出建议的表达法。主要功能句有What seems to be the problem? How are you feeling today? Why don’t you talk to someone when you feel sad? I was really upset and lonely.主要语法是原因状语从句和同级比较结构的肯定和否定形式。本话题的词汇是描述感受和感情的形容词以及提出建议的动词。最后通过Practice 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。

第一课时（Section A ）

教学设计思路：

本节课为话题的第一节课。主要活动为Section A 。

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。

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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。

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 Get ready for the lesson.

T: Good morning, everyone!

T: How are you feeling today? 1(Class activity)

Ss: Good morning, Miss…

Ss: Fine, thank you. And you? Student activity purpose 营造学习英语的气氛，准备进入学习状态。

T:I’m fine, thank you. As your

teacher, I hope all of you are

happy all the time. So are you

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happy today?

T:Now let’s enjoy a happy song “ If You Are Happy”. I hope after listening to this song, you will be happy.

Ss: …

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.

T: Did you have a happy weekend?

T: Hi, S1, You said “no”. Anything wrong? 1(Pair work)

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.

S1: I feel sad.

S1: My pet dog died yesterday.

S1: Yes, I think so. Thank you. Make conversations about the activities during the last weekend to review Linking verb + adjective.

Ss: Yes/No.

复习系表结构的用法。导入到本节课话题——情绪的讨论。

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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 about them. Try to use these sentences. Anything wrong? What seems to be the problem? T: Who would like to talk about

SA: Did you have a happy your weekend? Don’t be shy. You weekend? can make it.

T: How terrible! You got too much homework. It seems that we should assign a little less homework. 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 friends.

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T: I’ll think about it.

Ss: Yeah!

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 use 通过看图造句理adverbial clauses of reason. adverbial clauses of reason. 解和运用原因状语从句。

T: You can stay at home and do

your homework instead of playing

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, or you will lose a lot

of happiness. Do you agree with

me?

Ss: Yes.

T: OK. Now let’s see some

pictures. Tell me their feelings

and guess the reasons. Look at the

first picture. What does she feel?

S1: She feels lonely.

T: Why is she lonely?

S1: Because she has no friends here. 5 / 12

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T: Well done! Look at the second

one. What does the boy seem?

T: Why does he get angry?

S2: They seem surprised and angry.

S2: Because he lost his pen. T: Maybe that’s the reason. Oh,

look at the third. What does the

woman seem? What’s wrong with

her?

S3: He seems worried because……

T: I hope he will get well soon.

Look at the lovely children. How

are they exciting?

S4: ……I

T: A good reason. How about the

boy? Anything wrong with him?

S5: He looks tired because……

T: Maybe. Look at the last

picture. How does the girl feel?

S6: She feels……

Look at these picture and answer

these questions.

S8: It means “考试”in Chinese. If you are a shy girl T: Well, that’s a possible reason. you’ll feel upset when you do What does “exam”

mean in badly in your exams. Chinese?

T: That means you are strict with

yourselves.

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Show a picture and lead to 1a and Read the form in 1b and 利用图片导入1a。then ask the students to read the predict the answers. form in 1b and predict the

answers.

看图和表格预测听力答案。

T: Now look at this picture. How

does the girl feel? What seems to

be the problem? S1: The girl feels very unhappy and sad because he did badly in the exam . 2(Class activity)

T: Have you ever done badly in

your exams? T: How did you feel then?

Ss: Yes, we have.

S2: I felt very unhappy and upset. T: Look the picture in 1a and read

the form in 1b. Maybe you can

guess what happened to the girl Ss:…

and predict the answers.

T:Tell me your guess, please. S3: Li Hong feels unhappy Don’t be shy.

or upset because she did badly in the exam. Maybe Helen looks worried and Miss Wang wants to help her. But I can’t guess the T: Good job. You got most of others. them. Remark：通过造句更好地掌握新学的单词和表达方式；

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Stage4（7mins)：

While - listening

Designing Step Teacher activity Student activity purpose Listen to 1a and show some Listen to 1a and answer the 由浅入深设置听questions on the screen. questions. 力练习。

1. How many people are there in

this conversation? Who are they? 2. Who are they talking about? 3. How does Li Hong feel?

T: Listen to the conversation for

the first time and answer the

questions. 1(Individual

work) T: How many people are there in Ss:…

this conversation? Who are they?

T: Who are they talking about?

T: How does Li Hong feel?

S1: There are two. They are Miss Wang and Helen.

S2: Hi Hong.

S3: She feels lonely. Listen to 1a and complete the

Listen to 1a and check the

1b. 2(Individual conversation and fill in the blanks

work) in 1b.

Ss:…

answers of 1b.

T: Well. Let’s listen to the

T: Now listen again and check

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your answers.

T: How does Helen look?

Ss:…

S1: She looks worried.

T: What seems to be the problem?

T:Is Li Hong strict with herself?

T: How does Li Hong feel?

T: Why does she feel so?

S2: Li Hong is upset and she is crying in the bathroom because she did badly in the English exam.

Ss: Yes.

S3: Li Hong feels unhappy and lonely.

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

do?

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 follow the Read the conversation in

1(Pair work)

conversation in 1a. 1a in pairs. 9 / 12

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T:Well done. Now let’s read 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:…

T: You know , in this lesson we

learned many 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

2(Pair work) the example in 1c.

P1:…

T:Can you combine your sentences

as a single sentence? For example,

Helen look worried because Li

Hong is so unhappy. Will you have

a try?

3(Pair work)

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P1: Let me have a try. Ask the students to make Make conversations to talk

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

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4(classes activity) experiences in his life. Were you

sometimes unhappy? You can

share them with your partner and

you will be better. Now you can

make sentences about them in

pairs. Let’s begin.

As you know, Li Hong feels unhappy because she did badly in the last English exam. Helen is a kind girl and she wants to help her. She wrote an e-card to Li Hong to comfort her. Please choose the correct words and phrases to complete the e-card.

Let’s summarize the key points in 3 . worry about=be worried about

Take it easy.

Let’s make some practice Translate these sentences.

P1:…

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 11 / 12

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Encourage the Ss to summarize

Summarize what they have 培养学生归纳总结的能力，再次复习巩固本节课的T: Class will be over soon. We learned today. should summarize what we have

learned in this lesson. Let’s begin!

S1:we learned adverbial 重点知识。

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

1（Class activity)

be strict with S3: We learned some useful expressions: Anything wrong? What seems to be the problem? Thank you for telling me.

Assign the homework. T: For today’s homework, I’d like 2 (Class activity)

you to remember the new words and phrases. Preview Section B.

VI .

Blackboard design

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.

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Finish the homework

适当的家庭作业有助于巩固课堂所学的知识。