Lesson 2公开课参赛课教案

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Unit 5 Feeling Excited Topic 3 Many things can affect our feelings. 教学内容分析及课时分配建议：

本单元以Feeling Excited 为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情感态度的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇及相关功能句。如：I get so nervous when I give a speech. Let’s show him that we are proud of him. let’s give Michael a surprise!等，主要的语法是简单句的六种基本句型，即S+V, S+V+O, S+V+P, S+V+O+OC, S+V+IO+DO, There be…等。该部分还设计了语音知识的专项学习，即了解元音因素/ɪ/和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语表达，为他们的自主学习打下良好的基础，最后通过Project的活动Expressing your moods对所学内容进行积极应用。

第一课时：Section A—1a,1b,1c, 2 第二课时：Section A—3, 4a, 4b

Section B—2 第三课时：Section B—1a, 1b, 1c, 3a, 3b

Section D—2a, 2b 第四课时：Section C—1a, 1b, 1c, 2 第五课时：Section D—Grammar and focus,1, Project

第一课时（Section A—1a,1b,1c, 2）

教学设计思路：

本节课主要活动为Section A -1a。

本节课的课型为听说课。学习新词汇test, nervous, speech, CD的同时掌握描述心情、询问心情、表示安慰和提出建议的功能句，并让学生能够利用这些功能句进行日常交流。因为1a是一个打电话的对话，所以在复习环节，我们设置情境复习打电话的常用功能句，情境的主要内容也是表达关心，目的是能够呈现并让学生感知目标语言。Pre-listening的主要任务是学习新词汇和预测1b答案。本课的词汇不多而且简单，常用，教师通过与学生交流就可以在运用中让学生熟悉并掌握这些词汇。While-listening环节里，除了听1a并完成1b，1c的任务之外，通过师生讨论的方式强化和巩固本课需要学生掌握的功能句，为接下来的交流做准备。在Post-listening环节里，学生模仿语音语调，选择情境自编对话。此外本课设计了一个仿照1c改写对话的小组活动，在提高学生的书面表达能力的同时教给学生学习策1 / 12

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略：发表演讲或汇报之前要做好充分的准备。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇：test, nervous, speech, CD （2）掌握以下描述心情、询问心情、表示安慰和提出建议的功能句：

I’m worried.

I get so nervous when I give a speech. Is there anything wrong? Relax, I am sure you will do well. I will help you. 2.

Skill aims:

(1) 能听懂有关询问影响心情的事情和提出建议的简单对话和陈述。

(2) 能正确地运用本课的交际功能用语描述心情、询问心情、表示安慰和提出建议。

3.

Emotional aims: (1) 通过对本课的学习，学生能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。

(2) 学会勇于克服困难。

(3) 对朋友的询问、关心等作出恰当的反应。

4.

Culture awareness: Ⅱ. The key points and difficult points 1. Key points: (1) 能自如地运用描述情绪和情感的形容词描述自己的心情。

(2) 能正确地运用本课的交际功能用语进行情绪询问，宽慰他人和给出建议。

2. Difficult points：

将对话改写为短文，简述同学因某事紧张或焦虑以及其他同学给出建议的事件。

Ⅲ. Learning strategies 1. 发表演讲或汇报之前要做好充分的准备。

Ⅳ. Teaching aids 多媒体课件/图片

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V Teaching procedures

Stage 1(3mins)：Getting students ready for learning

Designing Step Teacher activity Student activity purpose Greet as usual to prepare for the Greet as usual to prepare for

lesson.

T: Good morning, everyone!

1(Class activity) T: How are you doing?

T: Who’s on duty today?

Ss: Very well.

S1: I’m on duty today…

the lesson.

Ss: Good morning, Miss…

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（5mins)：

Revision

Step Teacher activity Student activity Designing purpose

Review how to make a telephone call. Situation1: T: I’m sorry to hear that Jack is ill today. I hope he will get better 1(Pair work) soon. Did you make a telephone call to him?

T: I think you should call him to express your concern. OK, let’s 3 / 12

Work in pair to review how to make a telephone call.

Ss: Yes/no.

复习打电话对话。表达对他人的关心。

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work in pairs to make a telephone

call to care for Jack. Suppose one

of you is Jack. Let’s begin.

T: Who would like to act out your conversation?

Situation2: (When nobody is ill) T: Hi, boys and girls. You know, everyone should care for others. Do you know Jack? He is a student in Class five. I heard that he is ill today and didn’t come to school. I think you should make a telephone call to him. Do you think so?

T:

OK, let’s work in pairs to make a telephone call to care for Jack. Suppose one of you is Jack. Let’s begin.

Ss:…

P1: We want to have a try…

Ss: Yes.

Ss:.. Remark：学生编对话的时候教师可提醒学生利用目标语言：Is there anything wrong? 并复习Who’s this? This is Michael speaking. What’s wrong with you?等句型。

Stage 3（5mins)：Pre - listening

Designing Step Teacher activity Student activity purpose Lead in 1a and write down the Learn the new words. 1(Class activity) new words on the blackboard.

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学习新词汇。

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T: You did quite well. It’s good to

care about others. Buy the way,

next week we’ll have an English

speech. S1, are you worried about

the English speech?

S1: Yes. I’m very worried. I can’t sleep well at night. T: Don’t be nervous. Calm down.

Please be confident! I can lend

you some CDs about giving

speech if you need. Next week we

will have a math test. What’s your

feeling, S2?

S2: I’m afraid of getting poor results. So I’m very worried about it. T: Don’t worry. Take it easy. I

know some of you are nervous

about giving a speech. How do

you feel when you give a speech?

S3: I feel nervous about it . S4: I feel a little excited.

S5:…

T: If your friend is worried about

his/her speech, how will you help

him/her to relax?

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S6: I’ll tell him not to worry about it.

S7: I’ll help him to practice.

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S8:…

T: You all offer good ideas.

Michael will give a speech and he also feels nervous. Let’s see how Kangkang does to help Michael. 2(Individual work ) Ask the students to read through Read through 1b and predict

1b and predict the answers. the answers. T:Before listening, let’s read the

questions in 1b and predict the

answers. What is Michael worried

about?

S1: He is worried about his speech.

T: Yeah, you got it. How does

Michael feel when he has to give

a speech?

S2: He may feel nervous. T: Maybe. What is Kangkang’s

suggestion for helping Michael?

S3:He may help Michael but I don’t know how. Remark：预测听力答案可以降低听力的难度，帮助学生更好地理解听力材料的内容。

Stage4（12mins)：While - listening

Designing Step Teacher activity Student activity purpose Play the tape recording of 1a. Listen to 1a and answer the

1(Class activity ) Check the answers of 1b. 6 / 12

questions in 1b.

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T: It doesn’t matter. Listen to the

conversation carefully and find

the answers to the questions in 1b.

Ss:…

T: Just as you guessed, Michael is

nervous about his speech. What is

Kangkang’s suggestion for

S1: He suggested Michael to listen to a CD and practice. helping Michael?

T: Do you think Michael will do

well in his test?

T: Why do you think so?

S2: Yes, I think so.

S2: Because Michael feels more relaxed with Kangkang’s help. Play the tape recording of 1a Listen to 1a again and fill in 再听1a，完成1c。again. the blanks in 1c. 师生讨论掌握并巩固知识点和功能句。

T: Good job. The passage in 1c is

rewrote form the conversation.

Read it and try to fill in the blanks

2(Individual work) first.

Ss:…

T: Now let’s listen again.

Complete the passage and check

your answers.

Ss:…

T: When we want to express our

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concern to others, we can ask him

or her “What’s wrong with

you?”. In this lesson we learned

another expression to care about

others. What is that?

S1: Is there anything wrong? T: Good. When someone asks you

what’s wrong, you can express

your feelings. How can you do

this?

S2: I may tell him I feel worried. Or I get nervous. T: Yes. And when someone has

problems and feels bad. We

should comfort him and try to

help him. Do you agree with me?

S3:Of course. T: After listening to 1a, do you

know what to say to comfort

others?

S4: Relax. I’m sure you will do well. I will help you. Remark：通过师生讨论的方式重现和巩固需要学生重点掌握的语言点或功能句。

Stage 5（15mins)：Post- listening Designing Step Teacher activity Student activity purpose Ask the students to practice the Practice the conversation

1(Group work)

conversation in 1a. in 1a in pairs. T:Well done. Now let’s practice

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the conversation in pairs. You

should pay attention to the

intonation and emotions.

Ss:.. T: It’s time to show your

conversations. Be brave to have a

try, please.

P1:…

Show some phrases on the screen. Make conversations in 学生仿照1a自编Ask the students to make pairs according to the 对话，练习巩固本conversations in pairs according situations on the screen. to the situations.

have a math/physics test

give a speech

take part in a competition

see a dentist

sing a song in the evening party

…

2(pair work)

课的功能句。

T: Some life events usually make

us nervous or worried in our life.

Have you met this kind of events?

Now look at the screen, I listed

some events that may make you

nervous or worried. Please

choose one of them and make a

similar conversation according to

1a.

Ss:…

T: Who would like to act out your

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conversation?

P1:…

Ask the students to change one of Choose one conversation 仿照1c，改写对the conversations into a short in groups and change it 话，作报告。

passage according to 1c.

into a short passage according to 1a. T: You have known your group

members’

problems. Now work in

groups. Choose one of your

conversations in your group and

3(Group work)

change it into a short passage.

And then you can report it to the

whole class.

S1: Kate is nervous because she will see a dentist tomorrow. Kate always gets nervous when she…

Remark：

1.将对话改写为短文的练习可以锻炼学生的书面表达能力。

2.发表演讲或汇报之前要做充分的准备。

Stage 6（5mins)：

Summarizing and assigning HMK 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

1（Class activity)

should summarize what we have

learned in this lesson. Let’s begin!

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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

S1:We learned some new

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words: test, nervous, speech, CD S2:We learned how to express our feelings.

I’m worried. I get so nervous when I give a speech. S3:When we want to express our concern to others, we can ask: Is there anything wrong? S4: We learned how to comfort others. Relax.

I am sure you will do well. I will help you.

Finish the HMK after 适当的家庭作业class. T: For today’s HMK, I’d like you to 有助于巩固课堂

remember the new words and 所学的知识。

Assign the HMK. 2 (Class activity)

practice Section A-1a with your partner. Don’t forget to preview Section A—3, 4a, 4b

and Section B—2。

Remark：

VI .

Blackboard design

第一课时 (Section A—1a,1b,1c, 2)

1. Some new words: test, nervous, speech, CD 11 / 12

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2. Useful expressions: I’m worried.

I get so nervous when I give a speech. Is there anything wrong? Relax.

I am sure you will do well. I will help you.

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