Section A教案2

Unit 5 Feeling Excited Topic 2 I’m feeling better now. 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。本节课为话题的第一节课，主要活动为Section A 的1a和2。

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，运用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? / She feels very lonely because she has no friends to talk with. 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，原因状语从句及交际功能进行有关情绪及其原因的对话。

3. Emotional aims: 通过对本课的学习，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 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。

Ⅲ.Teaching methods 1. 情景教学法；2. PWP教学法；3. 任务型教学法

Ⅳ. 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。

V. Teaching aids 多媒体课件, 视频, 图片和黑板

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VI Teaching procedures

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

Step Teacher activity Student activity Designing purpose Get ready for the lesson. Play Enjoy the song Feelings

创设情境之音the video of the song to get ready for the 乐渲染情景。

Feelings. lesson. 利用音乐渲染情景，准备进入学习状态,引入本课话题。

T：Before class, let’s enjoy the

song Feelings.

1 Warming-up (Class activity)

Ss: …

T: What’s the song talking

about?

Ss: Feelings. T: Yes, everyone has his own

feelings. We may feel …

T: Today we will go on learning about feelings.

Ss: Happy, excited, surprised, sad, worried, disappointed …

Main contents：

happy, excited, surprised, sad, worried, disappointed …

Remark：次环节的目的是创造学习英语的氛围，用音乐来刺激学生的感知，鼓励学生跟唱，投入到新课的学习中去。但是音乐的内容要与本课内容对应。

Stage 2（3mins)：

Revision

Step Teacher activity Student activity Designing purpose

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Review the sentence patterns Make dialogs about 创设情境之生about asking feelings and asking feelings to review 活展现情景。

linking verb + adjective. And the sentence patterns and 把学生带入生show the sentence patterns.

linking verb + adjective.

活中同学间见面相互关心问候的情景。复习询问情绪的句型与系表结构。导入到本节课话题——情绪的讨论。

T: Hi, S1. How do you feel

today?

T: Why do you feel …? 1 Revision (Pair work)

T: Hi, S2….

S1: I feel …

S1: Because ….

S2：…

T: Now, please greet each

other in pairs based on the

sentence patterns.

SA1: How do you feel today? SB2: I feel …

SA1: Why do you feel …?

SB2: Because ….

Main contents:

A: How do you feel today? B: I feel …

A: Why do you feel …?

B: Because ….

Remark：此环节利用生活展现情景复习系表结构，同时，渗透原因状语从句，帮助学生自然而然地感知和运用本节课的目标语言。

Stage 3（15mins)：

Pre - listening

Step Teacher activity Student activity Designing purpose 3 / 10

Show the pictures in 2. Talk Talk about pictures in 2 创设情境之图about feelings to use to use adverbial clauses 画再现情景。

of reason. Practice the 利用2中的图dialog based on adverbial 片，创设情境，clauses of reason.

Ss: She feels lonely.

Ss: Because she has no friend. 学习并练习原因状语从句及询问情绪的。

adverbial clauses of reason.

T: How does the girl feel?

T: Why does she feel lonely?

T: So we can say “The girl

feels lonely because she has

no friends.” Follow me.

1 Presentation

Ss: The girl feels lonely because she has no friends.

P1 SA1: How does the girl feel? SB1: She feels lonely. SA1: Why does she feel lonely? SB1: She feels lonely because she has no friends..

( Class activity

and pair work) T: Now, practice in pair.

T: Time’s up. This group,

please.

…

P1: …

P2: …

…

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2 Presentation Talk about pictures in 2 to Make dialogs with 创设情境之图( Class activity use the useful expressions pictures in 2 to use the 画再现情景。

and activity) pair “Anything wrong?”

and useful expressions 利用2中的图“What

seems to be the “Anything wrong?”

and 片，创设情境，problem?”

“What

seems to be the 学习并练习询problem?”

问情绪的句型。完成2。

T：Actually, we can express

“How do you feel” in another

way. We can say “Anything

wrong?”

S: Anything wrong? T: Anything wrong with the

girl?

S: She feels lonely because she has no friends. T: …

(Show the next two

pictures like this.)

S: …

T: And we can also say

“What seems to be the

problem?”

Ss: What seems to be the problem? T: So what seems to be the

problem picture?

in the fourth

Ss: The woman seems to be worried because her son is ill. T: …

(Show the next two

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pictures like this.)

3 Presentation Show the picture

Ss: …

and Try to answer the 创设情境之图( Class activity encourage Ss to answer the questions and learn new 画再现情景与and activity) pair questions. Show the new words. words.

生活展现情景。

为学生创设贴他们生活的情景，将他们带入T: Anything wrong with the

boy?

Ss: He feels sad and shy

情景，学习新单because he did badly in 词。

the exam. T: Is his mother strict

with

him?

Ss: Yes, she is. Main contents:

New words:

shy, exam and strict Adverbial clauses of reason: 1. The girl feels lonely because she has no friends. 2. The boy gets angry because his pen is lost. 3. The woman seems worried because his son is ill. 4. The children are excited because the movie is interesting. 5. The boy looks tired because he has too much homework to do. 6. The girl feels sad because all the buildings in her hometown fell down. Expressions about asking feelings: 1. Anything wrong? 2. What seems to be the problem? Remark：

此环节通过操练询问情绪的句型和造句更好地掌握新学句型和原因状语从句表达方式。

值得一提的是，图画是展示形象的主要手段，利用图画展现课文情景，更有利把学6 / 10

生带入生活情景之中，感知与体会情景，更有效地完成语言的学习。

Stage4（6mins)：

While - listening

Step Teacher activity Student activity Designing purpose Show the picture in 1a to Look at the picture and 创设情境之图predict the dialog. predict the dialog. 画再现情景与生活展现情景。

利用图片导入T: Who can you see in the

1 Prediction (Class activity)

picture?

Ss: They are Miss Wang, 1a。看图预测对Helen and Li Hong. 话内容。

T: Why is Li Hong crying?

Can you guess?

Ss: …

Play the tape of 1a and Listen to 1a and answer the 由浅入深设置show some questions on questions. Guess the 听力练习,巩固新词、功能句型与原因状语从句等重点内容。

the screen. Explain the meaning of the new words. 2 Consolidation (Individual work) new words based on the

sentences. Q1: How does Li Hong feel? Q2: Why is Li Hong crying? Q3: Is Li Hong quiet and shy? Encourage students to Find out the main phrase in 小组为单位，讨论并解决1a中的重点短语，目的在于培养学生的自主学习以及合作解决resolve the problems by 1a. 3(Group work) themselves.

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Contents: 1. Q1: How does Li Hong feel? A1:

She feels lonely because she has no friends to talk with.

Q2: Why is Li Hong crying? A2:

She is crying because she did badly in the English exam.

She is very strict with herself. Q3: Is Li Hong quiet and shy?

Yes, she is. 2. be strict with sb. : 对某人要求严格

have no friends to talk with … : 没有朋友可以交谈

be worried about …: 对… … 感到担忧

问题的能力。

Remark：此环节利用了图画再现情景与生活展现情景来为学生创设学习、练习语言的情景，这样避免了枯燥地学习语言，鼓励学生在已创设的情境中使用语言。另外，此环节的学习活动中，利用小组讨论发现问题并解决问题，有利于学生进一步理解对话内容。

Stage 5（11mins)：

Post- listening Step Teacher activity Student activity Designing purpose Ask the students to act out the Practice and then act 创设情境之表dialog in 1a. out the dialog in 1a in 演体会情景。

进一步练习对话，能够运用所学内容。

T：Practice in pairs and then pairs. 1Practice (Pair work)

act the dialog out.

P: …

T: Now who wants to share us

your performance?

OK. You two please.

P: …

2 Discussion (Group work)

Ask the students to discuss Discuss how to get out 创设情境之语how to get out of bad of bad feelings.

feelings.

言描述情景。

培养学生口语8 / 10

交际能力以及合作能力。

Main contents: Discussion: ♦

Do you feel sad sometimes?

Why? ♦

What should you do if you feel sad?

Talk about and then give your ideas on how to make yourself happy again.

Remark：此环节利用了表演体会情景、生活展现情景和语言描述情景来为学生创设学习、练习语言的情景。学生在扮演对话角色的同时，很自然地加深了内心体验。而生活展现情景的过程中，学生身临其境，将自己带入生活之中，更能够主动去学习语言。语言描述提高了学生感知的效应，并且带着感情色彩作用于学生的感官。学生因感官的兴奋，主观感受得到强化，从而激起情感，促进自己进入特定的情境之中。

Stage 6（3mins)：

Summarizing and assigning HMK Step Teacher activity Summarize the key points

Student activity Make a conclusion. Designing purpose 培养学生归纳总结能力，再次复习巩固本节课的重点知识。

Present the exercise and check Do the excise and 巩固所学知识。

check the answer. the answer.

1. Our teachers are very strict

2 Exercise (Class activity) with us. It’s good for us.

2. She feels excited because

the summer holiday is coming. 3.--I’m worried about the math exam tomorrow. -- Take it easy!

1Conclusion（Class activity)

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Assign the homework. 1. Remember the new words 3 Homework (Class activity) and phrases.

2. Recite the dialog in 1a.

3. Suppose you are Miss Wang, Finish the homework. 适当的家庭作业有助于巩固课堂所学的知识。

give Li Hong some advice

to get out of her bad feelings.

Main contents: Summary: Ⅰ

New words ：

exam, shy, strict Ⅱ

Main phrases：

be strict with sb. , have no friends to talk with … , be worried about

…

Ⅲ

Useful expressions：

Anything wrong? What seems to be the problem?

She feels very lonely because she has no friends to talk with. Remark：不管是课上的总结和小练，还是恰当的课后作业，都有助于学生巩固知识。在作业设计中，也可为学生创设生活情境，鼓励学生找到帮助李红解决情绪问题的方法。

VI .

Blackboard design

See the blackboard design in PPT.

Unit 5

Topic 2

Section

A

(Center: A mind map )

(Right: a group work table)

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