Section B教学实录

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Unit 5 Feeling Excited Topic 3 Many things can affect our feelings. 教学内容分析及课时分配建议：

本单元以Feeling Excited 为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情绪的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇以及相关的功能句。如：I get so nervous when I give a speech. Let’s show him that we are proud of him. let’s give Michael a surprise!等，主要的语法是简单句的六种基本句型，即S+V, S+V+O, S+V+P, S+V+O+OC, S+V+IO+DO, There be…等。该话题还设计了语音知识的专项学习，即了解元音因素/ɪ/和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语发音，为他们的流利表达打下良好的基础，最后通过Project的活动Expressing your moods对所学内容进行积极应用。

本话题建议用5课时完成。

第一课时：Section A—1a,1b,1c, 2 第二课时：Section A—3, 4a, 4b

Section B—2 第三课时：Section B—1a, 1b, 1c, 3a, 3b

Section D—2a, 2b 第四课时：Section C—1a, 1b, 1c, 2 第五课时：Section D—Grammar and focus,1, Project

第二课时（Section A—3, 4a, 4b

Section B—2）

教学设计思路：

本节课主要活动为Section A -3,4a,4b。

本节课的课型为听说课和语法课。学生通过听说训练，掌握表达情绪和提出建议的方式。通过对不同句型的观察和探究，掌握简单句的基本句型。Revision环节里，复习系表结构和原因状语从句的同时学习和掌握本课的新词汇。听力训练依然分为Pre-listening，While-listening和Post-listening三个环节。Pre-listening环节里看图文讨论并预测听力答案；Post-listening环节里练习巩固听力材料里出现的表达情绪和给出建议的功能句，并要求学生掌握。4a作为过渡，承接听力训练与语法探究。首先利用4a的情境继续练习表达情绪和给出建议的方式。接下来学生分析所给句子的句式结构，然后教师点拨，引导学生总结。最后通过练习的方式加以巩固。

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Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇：passport, boss, grandson （2）了解并掌握简单句的六种基本句型。

2. Skill aims:

（1）掌握表达情感和提出建议的方式。

（2）能使用简单句的六种基本句型写出正确的句子。

3. Emotional aims: （1）通过对Section A的学习，学生能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。

（2）

学会勇于克服困难。

4.

Culture awareness:

Ⅱ. The key points and difficult points 1. Key points: （1）

学生在交流中能自如描述情绪并能给出建议。

（2）

辨别六种简单句式。

2. Difficult points：

系统地掌握简单句的构成。

Ⅲ. Learning strategies 在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。

Ⅳ. Teaching aids 多媒体课件/图片

V Teaching procedures

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

Designing Step Teacher activity Student activity purpose 2 / 12

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Greet as usual. Play the tape Enjoy the song We Are the

recording of the song We Are the World. World. T: Good morning, everyone!

Ss: Good morning, Miss…

T: Everyone will need help. So To

1(Class activity) help others is a virtue. Before the

new lesson, let’s enjoy a beautiful

song about helping others named

We Are the World.

Ss:…

T: If you like it, you can learn to

sing it after class.

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。

Stage 2（5mins)：

Revision

Step Teacher activity Student activity Designing purpose

Review Linking verb + adj. and learn the new words. Write the new words on the blackboard. T: When we hear beautiful songs, Make sentences to review 将学习新单词与linking verb + adj. and learn 复习相结合。

the new words.

we feel relaxed and pleased. Look

1(Class activity) at the photo. What does the boy get?

S1: It looks like a certificate.

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T: Yes. Look at the picture. It’s a passport. How do the family feel when they got the passport?

T:Look at the grandfather and the grandson. What does the grandson feel on the back of his grandfather?

S2: They feel excited when they get the passport.

S2: He feels very happy.

T: And so does his grandpa. But look at the boss. He looks very angry. Can you guess the reason?

S3:I think he looks angry because…

Remark：

Stage 3（5mins)：Pre - listening

Designing Step Teacher activity Show the three pictures in 3. 1(Individual

activity)

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Student activity purpose Talk about the pictures in 3. 讨论图片，引导学Read the sentences and the 生听之前给出自suggestions. Try to predict 己的建议。

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the answers. T: In our life, we often meet

something that can make us

nervous or worried. Sometimes

good suggestions are necessary.

Look at the pictures, can you

guess what happened to them?

S1:For the first picture, the girl feels nervous because she will have a speech. T: Good job. Can you give her

some suggestions?

S2: I’ll tell her not to be nervous and she can practice before giving the speech. T: Good idea. And how about the

second one?

S3:…

T: Read the sentences and the

suggestions in Part B. You can

predict the answers.

Remark：

Ss:…

Stage4（10mins)：While - listening

Designing Step Teacher activity Student activity purpose 5 / 12

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Play the tape recording of 3.

T:Now let’s listen to Listen to the conversations 由易到难完成不and finish the listening tasks. 同层次的听力任the

务。

conversations and number the

pictures.

Ss:…

T:Can you tell me the right

1(Individual work) order?

S1: The right order is …

T: Well done! Let listen again and

match the problems with the

people. Then complete the

Ss:…

suggestions for them.

T: You can check your answer

with your partners. Ask the students to practice the Practice the conversations in 编对话练习和掌conversations in pairs. pairs. 握听力材料中出现的短语和表达情绪以及给出建议的功能句。

T:Let’s practice the conversations

in pairs. Please remember the

useful expressions about how to

2(Pair work) express feelings and give

Ss:…

suggestions.

T: I’d like some pairs to act them

out. Who can have a try?

P1:…

Remark：

Stage 5（18mins)：

Post- listening 6 / 12

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Designing Step Teacher activity Student activity purpose Ask the students to talk about the Talk about the situations 学生讨论4a的情situations conversations. and make and make conversations.

境。编对话练习表达情绪和给出建议的句子。

T: You did quite well. And I’m

sure you can give other people

useful suggestions when they need

help. Now read the situations in

4a. Which of them can make you

sad, happy, worried or afraid.

First, write the capital letters S,

H, W or A in the box.

Ss:…

T: Pick up the situations that can

1(Pair work)

make you sad, worried or afraid.

Please work in pairs and make

sentences. One of you tell your

partner your problem and the

other gives your suggestions.

P1: —My father is ill in bed. I feel worried. —Don’t worry. You can take good care of him and I’m sure he will get well soon. P2: —My friend fell off her bike. I’m worried about her. 7 / 12

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—Don’t worry. Why not go and see her? You can cheer her up.

P3:…

Lead the students to study the Read the sentences in 4a. 学生先小组讨论sentence structures.

Study the sentence 简单句的基本句structures. Then match 型。教师再通过提them with the sentence in 问和师生讨论的4a. 方式引导学生总结并加深理解。

T: You did a good job. Now let’s

observe the sentences in 4a

carefully. You may find the

sentence structures of the six

sentences are different. First,

discuss in groups and try to

summarize 2(group work) structures.

the sentence

Ss:…

T: Which sentence of the six is

special?

T: Why?

S1: The sixth one: There is so much homework on the weekend.

S2: There is not a subject in the sentence. It belongs to There be…

T: Good. Please tell me the

sentence structures of the other

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sentences. How about the first

sentence: “Your father is ill in

bed.”?

T: Which one belongs S3: It is S+V+P because “is”

is a linking verb and “ill”

is an adjective used as the predicative(P). to

S4: Your team won a basketball game again.

S5: A basketball game. How about the fourth

“S+V+O”?

T: What’s the object?

T: sentence: Your father bought you

a new computer.”?

S6: It belongs to “S+V+IO+DO”. There are two objects in the sentence. “You”

is the IO and “a new computer”

is the DO. T: Quite good! And how about the

third sentence: Your friend fell off

her bike.”?

S7: It doesn’t have an object. So it belongs to “S+V”. T: And what about the last

sentence “

You see a snake lying

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on the road.”?

S8: It belongs to “S+V+O+OC”. The snake is lying on the road. So “lying on the road”

is the objective complement. T: You did better than I believe.

Please match the sentence

structures in 4b with the sentences

in 4a.

Ss:…

Show the following sentences and Talk about the sentence 教师补充句子进ask the students talk about the structures of the sentences on 一步巩固简单句sentence structures of them. (1) Is there anything wrong? (2) I’m worried.

(3) I’ll help you.

(4) Then you can practice. the screen.

的六种基本句型。

(5) Miss Wang gave me a story book

just now. 3(Group work)

(6) My mother always asks me to eat

less meat and more vegetables.

T:Let’s practice more. Observe

the sentences on the screen and

talk about their sentence

Ss:.. structures in groups.

T: Can you tell me your

discussion

results?

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S1:…

Show the pictures and the words in Look at the pictures and 学生造句巩固简2.

make up sentences. Then 单句的六种基本decide which sentence 句型，完成SectionB-2。

structures they belong to. T: Look at the pictures and make up

sentences. Write them down on the

4(Individual activity) line first. And then check them with

your partners.

Ss:…

T: Observe and decide which

sentence structures they belong to.

T: Check your answers with your partners. Remark：1.对于语法的学习和掌握要让学生先观察，体验和总结，教师再点拨。如果用英语讲解语法学生理解起来有困难，教师可以部分使用汉语，

务必使学生理解语法规律。

2.部分语法规律难于理解却容易生疏和遗忘，要通过大量练习加以巩固。

Stage 6（5mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose Encourage the Ss to summarize the Summarize what they have 培养学生归纳总key points

learned today. 结的能力，再次复习巩固本节课的重点知识。

Ss:…

T: Class will be over soon. We

should summarize what we have

1（Class activity)

learned in this lesson. Let’s begin!

S1:We learned some new words: passport, boss, grandson. 11 / 12

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S2:We learned the sentence structures. They are:

S+V, S+V+O, S+V+P, S+V+O+OC, S+V+IO+DO, There be…

S3: We can give suggestions when other people need help.

Finish the HMK after 适当的家庭作业class. T: For today’s HMK, I’d like you to 有助于巩固课堂

remember the new words and you 所学的知识。

Assign the HMK. 2 (Class activity)

should make six sentences with different sentence structures. Please preview Section B—1a, 1b, 1c, 3a, 3b

Section D—2a, 2b.

Remark：

VI .

Blackboard design

第二课时 (Section A—3, 4a, 4b

Section B—2)

1.Some new words:

passport, boss, grandson. 2. Sentence structures: S+V, S+V+O,

S+V+P,

S+V+O+OC, S+V+IO+DO,

There be…

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