Section A教学设计内容推荐

教学设计

Unit 5 Feeling Excited Topic 2 I’m feeling better now. 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 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，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。

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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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。

Stage 1：Getting students ready for learning

Step Designing purpose Get ready for the lesson. Play the Enjoy the song

“It’s a 营造学习英语的tape recording of the song

“It’s small world.”

气氛，准备进入学a small world.”

习状态。

T: Good afternoon, everyone! Ss: Good afternoon, Miss

Wu T: How are you feeling today?

Ss: Fine, thank you. And

you?

Teacher activity Student activity Class activity

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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。

Stage 2：

Revision

Designing purpose

Review Linking verb + adjective. Make conversations about 复习系表结构的

the activities during the last 用法。导入到本节Pair work

weekend to review Linking 课话题——情绪

verb + adjective.

的讨论。

Remark: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：

Pre - listening

Step 1( Class activity )

2(Pair work) Teacher activity Talk about pictures to use adverbial clauses of reason.

Designing purpose Talk about pictures to use 通过看图造句理adverbial clauses of reason.

解和运用原因状语从句。

Finish 2. Look at the pictures 完成2的练习，巩and match the expressions in 固原因状语从句。

the box with them. Then make sentences.

Student activity Step Teacher activity Student activity

Show the pictures in 2 on the screen.

T: Let’s try to make more sentences. First, look at

the pictures and match the expressions in the box with them.

Show a picture and lead to 1a and

then ask the students to read the

form in 1b and predict the

answers.

T:Tell me your guess, please.

Don’t be shy.

3(Class activity)

Read the form in 1b and 利用图片导入1a。predict the answer

看图和表格预测

听力答案。

S: Li Hong feels unhappy 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 others. Remark：通过造句更好地掌握新学的单词和表达方式；

Stage4：

While - listening

Designing purpose Step Teacher activity Student activity 2 / 3

1(Individual work) 2(Individual work) 1.Play the tape recording of 1a

Listen to 1a and read after it.

由浅入深设置听2.板书：be strict with 力练习。

have a talk with

=talk with

be worried about

=worry about Play the tape recording of 1a and Listen to 1a and check the

check the answers of 1b.

answers of 1b. 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：

Post- listening Step Teacher activity Student activity Designing purpose Pair work

Ask the students to act out the Act out the conversation in

conversation in 1a. 1a in pairs.

P1:…

P2:... 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：

Summarizing and assigning HMK Step Teacher activity Encourage the Ss to summarize the key points

Class activity

Student activity Summarize what they have learned today. S1:we learned adverbial clauses of reason. S2: We learned some new words and useful phrases. exam, strict, shy,

be strict with S3: We learned some useful expressions: Anything wrong? What seems to be the problem? Thank you for telling me. Designing purpose 培养学生归纳总结的能力，再次复习巩固本节课的重点知识。

Homework 1. Suppose you are Miss

Wang, give Li Hong some advice.

2. Preview Section B.

适当的家庭作业有助于巩固课堂所学的知识。

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