Section C教学设计思路

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

The main activity is 1. 本课重点活动是1。

Ⅰ. Aims and demands 目标要求

1. Learn some new words:

especially, hang, fall asleep, thought, noise 2. Go on learning the sentence pattern: “make + object + v. / adj.”

Sometimes it makes me feel happy.

Red makes me active.

Rock music always makes me want to dance. 3. Talk about the influences of different things on feelings: I think the moon can affect my moods. The environment can change my feelings. I think the weather can affect my moods. Colors can affect my feelings and moods. Big events can affect me a lot. 4. Express how things affect our feelings. Ⅱ. Teaching aids 教具

录音机/歌曲磁带/多媒体课件/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间:5分钟) 师生交谈，导入新课。

1. (让学生表演Section B中的对话。) T: I’ll ask some students to act out the dialog in Section B. Who wants to have a try? Come

here, please. (组织三或四组学生表演对话。) 2. (让学生根据教师提供的情景进行小组讨论并表达自己的情感，然后表演。) T: You see, different situations, different feelings. Different feelings, different actions. What actions will you do in the following situations? Do you want to express your feelings exactly? Well, talk about the situations in groups first and then I’ll ask someone in your group to act out. Now let’s begin.

(可以把材料写在纸上或用多媒体等展示出来。) Step 2

Presentation 第二步

呈现(时间: 10分钟) 呈现并学习1。

1. (出示一幅明月悬空图，通过师生问答，自然呈现1。) T: Boys and girls, please look at the picture. How do you feel when the moon is hanging in the sky? Ss: We feel happy/active/excited. T: Yes. At this time, if you are not with your family, especially you are ill, how do you feel? Ss: We often feel very lonely/sad/upset. T: Yes, it’s an unhappy feeling. At that time, tears may come to your eyes. (教师边陈述边板书画线生词，让学生猜词义然后适当解释，用这种形式引入1。掌握: hang, especially；理解tear。) hang, especially, tear (告诉学生许多东西能影响人的情绪，让学生听1的录音，设置听力任务，找到问题的答案。)

T: We know many things can make our feelings change. Here are some examples. Please listen to 1 and answer the questions. (将设置好的听力问题呈现在黑板上。) (1) How does the girl feel when seeing the full moon? (2) How does the boy feel when he is in a different environment? (3) How does the boy feel when the sun shines brightly? (4) What colors can make the girl confident or calm? (5) What else can affect our feelings? 2. (播放1的录音，为降低听力难度，每播放一段录音呈现一个问题，让学生互相讨论后核对答案。) T: Listen to 1a and then check the answers after discussing with other classmates. 3. (理解1中的重难点。尽量让学生提问，学生回答，不足之处由教师补充。掌握thought和fall asleep；理解earthquake, topic；了解confident。) Step 3

Consolidation 第三步

巩固(时间: 12分钟) 巩固1中的重难点。

1. (再放1录音, 学生跟读。) T: Follow the tape please. 2. (让学生在1中画出含有make/let+sb.+adj./v.的句子。进一步熟悉这一结构。)

T: Underline the sentences with the structure “make/let+sb.+adj./v.” in 1.

3. (让学生重新阅读短文并找出关键词。) T: Boys and girls, please read the passages again and find out the key words. (教师总结关键词并板书。) Paragraph 1: the moon—affect—happy — sad — especially — hang — get together

— feel very lonely Paragraph 2: environment—change—noisy — fall asleep — clean and quiet — happier Paragraph 3: weather—affect—rains — sad thoughts — sun — happy Paragraph 4: colors—orange and yellow—confident; blue and white — feel calm; green — the color of nature —

energy; red — make active Paragraph 5: events—affect—earthquake — sad — Olympics — excited and active 4. (学生根据板书的关键词复述课文。为降低难度，可分段复述。) T: Now, let’s retell the text paragraph by paragraph.

Step 4

Practice 第四步

练习(时间: 13分钟) 练习完成2和3。

1. (完成2。) T: Many things can affect our feelings. Please fill out the form in 2. (教师板书给出一些建议。) Some noise makes me bored. A noisy city makes me nervous. Sunny/Windy days make me happy/active. Blue makes me feel quieter and calmer. White can make me more helpful. A quiet/noisy/bad environment makes me happy/worried/bored. Loud/Soft music makes me angry/want to sleep. Moving/Funny movies make me sad/laugh.

The Beijing 2008 Olympics always makes me excited and active. (以上建议亦可以卡片的形式呈现。) (在操作过程中，应鼓励学生尽可能多的说出自己的想法。) 2. (核对答案后让学生仿照例子造句，要求学生以小组为活动单位。) T: Now, work in groups and make sentences as many as you can. Example:

I was happy when my teacher made me monitor. 3. (小组报告结果，教师讲评，并将一些典型句子分类板书到黑板上。) It makes me happy when I wear bright clothes. It makes me active when I wear red. It always makes me want to dance when I hear rock music. It always makes me cry when I watch sad movies. I was happy when my teacher made me monitor. …

S Section D needs 1 period. Section D需用1课时。

The main activities are 1a and 4. 本课重点活动是1a和4。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases:

such as, spirit, magazine, think over, decision, sense, husband, wife 2. Review the usages of:

(1) make + object + adj. (2) make/let + object + v. (3) make + object + n.

3. Review expressions of feelings. 4. Learn how to stay in good spirits. Ⅱ. Teaching aids 教具

录音机/图表

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间: 6分钟) 复习表示情感的形容词并导入新课。

(方案一) 1. (一名学生上台描述下列事情，并用手势和面部表情表达感情，其余学生猜。)

T: One student describes the things below using gestures and facial expressions, and others guess. My parents don’t let me do my homework with my classmates. I have a lot of homework to do every evening. I can play computer games every evening. My friend will leave this school. Step 2

Presentation 第二步

呈现(时间: 11分钟) 呈现并学习1a的目标语言。

1. (教师板书一些同学们可能出现过的困惑，让学生讨论并给出建议。)

1. Li Tao often feels tired and sleepy. 2. Jim is unhappy because he wants to be a soldier, but his parents don’t agree.

3. Tom is lonely because he is always staying at home alone. 4. Maria is too shy to speak in public. 5. Jane is worryed about getting fat. 2. (让学生阅读1a，分组讨论并自行解决文中的重难点，然后教师适当讲解。)

Read 1a by yourselves. Discuss the key points in groups. 3. (让学生再读1a然后进行问答，针对黑板上同学们的困惑给出建议。) T: Now please read 1a again. Then ask and answer to give your advice according to the students’ troubles on the blackboard. S1: I am worried about getting fat. S2: Remember to eat healthy food. Step 3

Consolidation 第三步

巩固(时间: 8分钟) 巩固1a并完成1b。

1. (让学生听1a的录音并跟读，注意语音和语调。) T: Boys and girls, let’s follow the tape. Pay attention to the pronunciation and intonation.

2. (让学生自读课文，注意表达建议的句子。) T: Please read the passage by yourselves. Pay attention to the sentences about suggestions. 3. (将学生分为男女两组，让学生用以下词组快速造句。两组学生以竞争的形式举手抢答，每说一个句子得1分。教师讲评。) (板书关键词组。) Step 4

Practice 第四步

练习(时间: 10分钟) 学习3a和3b，并完成2。

1. (小组对话，必须使用make。) T: Boys and girls, please talk like this: S1: How does a snake make you feel? S2: It makes me feel nervous. S3: It makes me nervous. (让学生回忆前面学过的内容，自己归纳本话题的语法重点，也可以分组讨论的方式来处理该部分。在学生讨论的过程中，教师在班里巡视，必要时给予指导和帮助。) T: OK, now, can you sum up the usages of “make”?

S1: Yes. Make + object + adj. S2: Make + object + v.

S3: Make + object + n. (将画线部分板书到黑板上。) make+object+adj. make+object+v. make+object+n.

(用同样的方法总结let的用法。) 2. (让学生归纳总结本话题的目标语言，然后听3b录音并核对。) 3. (用单词wife引出要掌握的生词husband，然后听2录音，完成2。) (板书)

husband T: Now look at 2, and listen to the tape. Then choose the best answers.

(教师核对答案。) 4. Homework: (1)(让学生围绕Topic 3的内容，用3b中的句子编对话。) T:

Make dialogs using the sentences in 3b according to the content of Topic 3. S3: You sound terrible. What’s the matter?

S4: I have a bad cold. I’m dying.

S3: I’m sorry about your illness. How long have you felt like this?

S4: Two days. What can I do? S3: I think you’d better see a doctor.

S4: But I hate to go to the hospital. S3: Don’t be afraid! Be brave! Go to see a doctor and follow his advice. You’ll get well soon.

S4: I hope so. That’s very nice of you. Good night!

S3: That’s OK. Good night!