Section D教学设计及教案分析

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

Ⅰ.learning aims 1.

Knowledge aims：

（1）学习并掌握新词汇和短语。

deal, elder, refuse, anyone, though, useless, sadness, unfair

deal with, even though, not…any longer = no longer （2）复习原因状语从句和同级比较的结构。

2.

Skill aims:

（1）

能正确运用本话题所学内容、比较流利地谈论如何处理不良情绪。

（2）

能阅读有关如何处理不良情绪的短文，并能做出相关的阅读练习。

（3）

能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能

为有类似烦恼的同伴提出合理的建议。

3.

Emotional aims: 通过本节课的学习，当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。同时要关心他人，乐于帮助他人，为同伴提出合理的建议。

4.

Culture awareness:

Ⅱ. The key points and difficult points

Key points：

1.

能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能为有类似烦恼的同伴提出合理的建议。

2. 掌握并运用原因状语从句和同级比较结构。

Difficult points 综合运用本话题的语法，词汇，句型进行写作，解决实际问题。

Ⅲ. Learning strategies 将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。

Ⅳ. Teaching aids 多媒体课件/图片

V Teaching procedures

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

Step Teacher activity Student activity Designing purpose Greeting as usual. Prepare for the Greeting as usual. Prepare

new lesson.

T: Good morning, everyone!

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

for the new lesson. A student makes a duty report.

Ss: Good morning, Miss…

Ss: Very well. Thank you. T: Who’s on duty today? Give you

duty report, please.

Ss: Good morning, everyone. I’m on duty today. …

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（10mins)：

Revision

Step Teacher activity Student activity Designing purpose

Ask the students to make a Make a conversation to 让学生做对话复conversation to review the review the functions. functions.

习本话题的功能句。

T: Suppose Alice is a new student

1(Pair work) in our class. She looks unhappy.

Make a conversation with her

using the sentences in the form of

Functions.

Ss:…

T: Who would like to show your

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conversation?

P1: S1: How are you feeling today, Alice? S2: I was really upset and lonely. S1: What seems to be the problem? S2: I miss my parents and my friends very much. S1: Why don’t you talk with to someone when you are sad? S2: I want to, but I don’t know how to talk with others about it. S1:Would you like to become my friend? S2: I’d love to. Thank you.

Review adverbial clauses of Think back of Li Hong’s story 让学生回顾Li reason and equal comparison

2(Group work) and write a report to review Hong的故事并写adverbial clauses of reason 成简单的短文来and equal comparison.

复习原因状语从句和同级比较结构。

T: Good job! Now work in groups

and think back of the story of Li

Hong. And then write a report

telling us the reasons why she

seems unhappy and how she is

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now. You should use adverbial

clauses of reason and equal

comparison.

Ss:…

T: Who can stand for your group

and have a try? S1: Li Hong was a new student a few months ago. At

that time, she felt upset and lonely because she has no friends to talk with. She couldn’t sleep as well as usual. She thought the roads here were not so clean as those in her hometown. It also seemed that the people here were not so friendly as her friends. But now, everything has changed. Her classmates all accept her. She lives as happily as before. Remark：在完成以上任务的同时，学生需要回顾整个话题所学到的语言知识。从而对本话题进行系统全面的复习。

Stage 3（10mins)：

Task1: reading

Step Teacher activity Student activity Designing purpose Learn the new words before Learn the new words before 完成阅读任务。

1(Pair work) reading.

Write down the new reading. Match the words or 1.利用师生讨论words on the blackboard. Finish phrases with their meanings. 的方式学习新词1a.

汇。

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T: Nobody can be happy all the

time. How do you deal with your

unhappy feelings?

2.利用构词法等方式帮助学生记S1: When I feel tired, I often 忆词汇。

listen to my favorite music. S2:…

T: Your methods are all useful and

helpful. Everyone may have bad

experiences sometimes. For

example, earthquake when

Wenchuan

many

happened, people lost their relatives. They

must be very sad. But it’s useless

to be always in this sadness. How

to deal with these problems?

Skim the passage in 1a and

match the words or phrases with

their meanings.

Ss:…

T: Have you matched them? Let’s

try to learn and remember the

words. What’s the meaning of

useless?

S1: It means not useful.

T: Good! Useless is the opposite

of useful. We have learned some

other adjectives ended with less

such as hopeless, homeless. So

it’s easy for you to learn and

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remember it, right? Can you give

an example?

S2: It’s useless to complain.

T: A good sentence! What’s the

meaning of “deal with”?

T: Can you give an example?

S3: It means to solve a problem.

S4: We should think of good methods to deal with the rubbish.

T: Good job. “Elder”

is the

comparative of “old”. For

example, I have an elder sister. So

how do you match?

S5: Elder means older than someone.

T: “Refuse”

is a verb. It’s the

opposite of accept. What does it

mean?

T: Can you give an example?

S6: It means to say you will not do something.

S7: She refused to talk about this matter.

T: Well done. I often ask you “do

you understand?”

when I say

something to you. So what’s the

meaning of “understand”? S8: It means to know what 6 / 15

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someone means.

or something T: Can you make a sentence with

it, please.

S9: Can you understand what I said?

T: Now let’s talk about the

passage. You have skimmed it.

Who is the hero of the passage?

T: What happened to Jeff?

T: What’s the passage about?

2(Pair work) Read the passage and answer the Read the passage and 完成阅读任务。

questions in 1b. answer the the questions in 1. 精读课文，回答问题。

2.利用师生讨论的方式解决文中的语言点。

S10: It’s Jeff.

S11: His elder brother was killed in an accident.

S12: It’s about how Jeff deal with his sadness. T: Very good. Now let’s read the 1b. passage carefully and then you

should find the answers to these

questions in 1b.

Ss:…

T: How did Jeff feel when his

brother died in a car accident?

S1: He almost went mad. He felt that the world was unfair. 7 / 15

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T:Unfair is the opposite of fair, so

what does it mean in Chinese?

S2: It means “不公平的”in Chinese. T: At first, how did Jeff deal with

his sadness?

S3:He refused to play soccer or go to the movies with his friends. Instead, he just sat in his bedroom and didn’t talk to anyone, even his parents. T: Why was he angry with the

driver?

T:Why is Jeff feeling better now?

T:What can you learn from Jeff?

S4: Because his car hit his brother.

S5: Because he understood it was useless to be angry. He no longer hates the driver and stays in his bedroom by himself. He goes to the movies or plays sports with his friends. He feels better now.

Ss:…

T:You know at first Jeff was very

angry with the driver because his

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car hit his brother, even though it

was an accident. Do you know

how to use “even though”?

S6: Even though means “即使，尽管，虽然”, but I don’t know more about it. T: OK. Even though or even if

causes the adverbial clause of

concession(让步状语从句). For

example, He will come on

time even though it rains. Who

can give an example?

S7: He lost the game even though he tried his best. T: What a good example. Do you

have any other questions?

S8: Can you give more example about no longer and not … any longer? T: Sure. “Not …any longer” means

“no longer”.

For example, he

doesn’t live in Beijing any longer.

That is to say, he no longer lives in

Beijing.

Another example, you

will not see him any longer.

Can

you make a sentence with the

same meaning?

S9: You will see him no longer. 9 / 15

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T: Yeah, you got it. Remark：

Stage 4（10mins)：

Task 2: writing

Step Teacher activity Student activity Designing purpose Ask the students to talk about Work in pairs and talk about 让学生讨论如何how they deal with sadness. how they deal with sadness. 处理不良情绪。为写作做准备。

T: Jeff is unfortunate. And I think

everybody may have bad

experiences in his life. When you

feel sad, you should talk with your

friends about it. Today you have a

1(Pair work) good chance to share it with your

partners. Now work in pairs, read

the four questions in 2 and talk

about how you deal with your

sadness with your partner. Let’s

begin.

Show some students’ passage on Write a short passage. the screen and check them.

将讨论结果写成短文。学生相互欣赏和批改作文，取长补短。

Ss:…

T: You had a warm discussion.

2(Pair work) Now please write down what you

have discussed and write a short

passage. Try to use the language

you’ve learned in your expression.

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Using language is the best way to

grasp them.

Ss:…

T: Who would like to show your

passage? We can enjoy it and

help you to check it together.

S1:Can I show my composition? T: What a brave boy! Let’s enjoy

his composition.

T: Let’s read his composition and

find some good sentences.

S2:…

T: Let’s count how many

language points we learned in

this lesson he used in his

composition.

Ss: even though, unfair, …

T: Wow, so many! Give him a

clap! Using language is the best

way to learn a language.

T: Did he make any mistakes?

Who can point out and help him

correct them?

T:Good! You are all careful and diligent students. Remark：1.将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。强调在运用中习得语言。

S3:…

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2.

让学生在欣赏和修正他人的书面表达的同时取长补短，提升自己的写作能力。

Stage 5（10mins)：

Project Step Teacher activity Student activity Designing purpose Ask the students to have a Ask the group members

discussion about their problems. about their problems. T: When we have problems, we

should ask others for help. So as a

1(Group work)

friend, we should help others

when they need help. Now please

ask your group members about

their problems and write them

down.

Ss: Ask the students to discuss and find ways to solve the problems 2(Group work) Discuss and find ways to solve the problems

T: Discuss the problems with your

group members and find the ways

to solve them.

Ss:…

Ask the students to write down Write down the the suggestions. suggestions.

3(Group work) T: Now you can write down the

suggestions.

T:Can you read the suggestions?

Ss:…

S1: Sure. Let me read our group’s suggestions. 12 / 15

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T:Please remember the …

suggestions. I think you can use them to help others when they need help some day. Remark：教育学生要关心他人并乐于帮助他人，必要时给他人提出有效的建议。

Stage 6（3mins)：

Summarizing and assigning HMK Step Teacher activity Student activity Designing 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。

T: Class will be over soon. We

should summarize what we have

learned in this lesson. Let’s begin!

S1:we learned some new words:

deal, elder, refuse, anyone, though, useless, sadness, 1（Class activity)

unfair

S2: We learned to use some new phrases: deal with, even though, not…any longer

= no longer S3: We review adverbial clauses of reason and equal comparison. 13 / 15

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S4: We knew we should deal with our bad feelings in proper ways. S5: We knew we should help others and give them suggestions when they need help. Assign the HMK. T: For today’s

HMK, I’d like you to remember the new words and 2 (Class activity)

phrases. Please try to retell the story of Jeff

to your parents and preview Section A-1a, 1b, 1c, 2, 3 of Topic 3. Remark：

VI .

Blackboard design

Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

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第五课时 (Section D-Grammar and Functions, 1a, 1b, 2,Project)

1. New words:

elder—old

deal—deal with refuse—accept

though—even though anyone—anybody

useless—use—useful

sadness—sad

unfair—fair

2. New phrases: deal with

e.g. We should think of good methods to deal with the rubbish. even though / even if e.g. He lost the game even though he tried his best. not…any longer = no longer e.g. He doesn’t live in Beijing any longer. =He no longer lives in Beijing.

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