Section Appt课件配套教案内容

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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1b,1c。

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。

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。

4.

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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 Student activity purpose Get ready for the lesson. Play the Enjoy the song If You Are 营造学习英语的tape recording or the video of the Happy

to get ready for the 气氛，准备进入学song If You Are Happy. T: Good morning, everyone!

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

lesson.

Ss: Good morning, Miss…

Ss: Fine, thank you. And you? 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

happy today?

Ss: …

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T:Now let enjoy a happy song If You Are Happy. I hope after listening to this song, you will be happy. 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?

Make conversations about 复习系表结构的the activities during the last 用法。导入到本节weekend to review Linking 课话题——情绪verb + adjective.

的讨论。

T: What seems to be the problem?

T: Oh, I’m sorry to hear that. Ss: Yes/No. Don’t be too sad. I believe you pet

dog will live happily in another world. 1(Pair work) T: OK. Everybody. Please discuss

about the following questions:

Did you have a happy weekend?

What did you do during your last S1: My pet dog died yesterday.

S1: I feel sad. weekend? How did you feel? Why?

Now work in pairs and make conversations about them. Try to

use these two sentences: Anything S1: Yes, I think so. Thank wrong? What seems to be the problem? you.

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T: Who would like to talk about your weekend? Don’t be shy. You can make it. T: How terrible! You got too much homework. It seems that we should assign a little less homework.

T: I’ll think about it. Any other pairs?

P1: Let us have a try. SA: Did you have a happy weekend? 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.

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

T: You can stay at home and do

your homework instead of playing

语从句。

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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 he look?

T: Why is he happy?

S1: He looks happy.

T: What a good idea! Look at the S1: Because he sees a toy second one. What do they seem?

car.

T: Why do they seem surprised

and angry?

T: Maybe that’s the reason. Oh, S2: They seem surprised and look at Kobe. What does he look? angry. What’s wrong with him?

S2: Because they read bad T: I hope he will be happy again. news in the newspaper. Look at the lovely dog. How does

it feel? Why?

T: A good reason. How about the

boy? Anything wrong with him?

S3: He looks disappointed because his team lost the 5 / 11

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T: Maybe. But can you guess game. different reasons?

T: Well, that’s a possible reason.

What does “exam”

mean in

Chinese?

feels very happy T: That means you are strict with S4:It yourselves.

because its owner comes back. S5: He feels upset because he lost his iPhone. S7: He feels upset because he did badly in this exam. S8: It means “考试”in Chinese. We’ll feel upset when we do badly in our exams.

2(Pair work) Show the pictures in 2 on the Finish 2. Look at the pictures 完成2的练习，巩screen.

and match the expressions in 固原因状语从句。

T: Let’s try to make more the box with them. Then sentences. First, look at

the make sentences by following pictures and match the the example.Ss:…

S1: The right order is …

expressions in the box with them. T: Have you got the answers? S2: He looks angry because What’s the right order? he lost his pen.

T: Now look at the first picture

and read the example. Please S3: She looks worried make more sentences according because her son is ill in to the pictures by following the hospital. example. Who would like to talk 6 / 11

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about Picture 2. Don’t be shy. T: The next one?

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. 看图和表格预测form in 1b and predict the S1: The boy feels very 听力答案。

answers. frightened and upset because T: Now look at this picture. How he did badly in the exam and does the boy feel? What seems to his father is rather angry be the problem? with him. T: Have you ever done badly in

Ss: Yes, we have.

3(Class activity)

your exams? T: How did you feel then? T: Look the picture in 1a and read

the form in 1b. Maybe you can S2: I felt very unhappy and guess what happened to the girl upset. and predict the answers.

S3: Li Hong feels unhappy or upset because she did T:Tell me your guess, please. badly in the exam. Maybe Don’t be shy.

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

Stage4（7mins)：

While - listening

Designing Step 1(Individual work) Teacher activity Student activity purpose Play the tape recording of 1a and Listen to 1a and answer the 由浅入深设置听show some questions on the questions. 力练习。

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screen.

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.

Ss:…S1: There are two. They T: How many people are there in are Miss Wang and Helen. this conversation? Who are they? T: Who are they talking about?

T: How does Li Hong feel?

Play the tape recording of 1a and Listen to 1a and check the

check the answers of 1b. answers of 1b. S2: Hi Hong.

S3: She feels lonely. T: Well. Let’s listen to the

conversation and fill in the blanks

in 1b.

T: Now listen again and check Ss:…

your answers. 2(Individual T: How does Helen look?

work)

Ss:…

T: What seems to be the problem?

T:Is Li Hong strict with herself? S1: She looks worried.

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

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T: How does Li Hong feel?

T: Why does she feel so?

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 T: What does Miss Wang want to she has no friends to talk do? with. 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 act out the Act out the conversation in

conversation in 1a. 1a in pairs. T:Well done. Now let’s act out the

conversation in pairs. You should

pay attention to the intonation and

1(Pair work)

emotions.

Ss:.. T: It’s time to show your

conversations. Be brave to have a

try, please.

Ask 2(Pair work) conversations in pairs based on 1a based on 1a and 1b by the students to P1:…

make Make new comersations

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and 1b.

following the example in 1c. 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 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 P1: Let me have a try. a try?

Ask the students to make Make conversations to talk

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

experiences in his life. Were you

3(Pair work)

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. 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 10 / 11

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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T: Class will be over soon. We

S1:we learned adverbial 习巩固本节课的should summarize what we have clauses of reason. learned in this lesson. Let’s begin!

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 HMK. 1. Make sentences with the structure “be + adj. + prep. ”

2 (Class activity)

2. Suppose you are Miss Wang, give Li Hong some advice.

3. Preview Section B.

VI .

Blackboard design

第一课时 (Section A 2,1a,1b,)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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重点知识。

S2: We learned some new

words and useful phrases. exam, strict, shy,

Finish the HMK

适当的家庭作业有助于巩固课堂所学的知识。