Section A名师教学视频（文字实录）

U5T2P1

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

第一课时（Section A 2, 1a,1b,1c,）

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。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, take it easy （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.

Culture awareness:

Ⅱ. The key points and difficult points 1 / 14

U5T2P1

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: …

2 / 14

U5T2P1

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

Stage 2（5mins)：

Revision

Step Teacher activity Student activity Designing purpose

Review Linking verb + adjective.

T: Did you have a happy

this weekend?

T: Hi, S1, You said “no”. Anything wrong?

1(Pair work) 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.

Ss: Yes/No.

S1: I feel sad. 的讨论。

T: What seems to be the problem?

T: Oh, I’m sorry to hear that. S1: My pet dog died yesterday.

Don’t be too sad. I believe you pet

dog will live happily in another world.

S1: Yes, I think so. Thank you. T: OK. Everybody. Please discuss

about the following questions:

3 / 14

U5T2P1

Did you have a happy weekend?

What did you do during your last

weekend? How did you feel? Why?

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

use these two sentences: Anything Ss:…

wrong? What seems to be the problem? 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

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.

4 / 14

U5T2P1

should assign a little less homework.

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

Ss: Yeah!

P2:…

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. 解和运用原因状语从句。

T: You can stay at home and do

your homework instead of playing

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?

S1: He looks happy.

T: Why is he happy?

S1: Because he sees a toy 5 / 14

U5T2P1

car.

T: What a good idea! Look at the

second one. What do they seem?

S2: They seem surprised and angry.

T: Why do they seem surprised and angry?

T: Maybe that’s the reason. Oh, look at Kobe. What does he look? What’s wrong with him?

S2: Because they read bad news in the newspaper.

S3: He looks disappointed because his team lost the game.

T: I hope he will be happy again. Look at the lovely dog. How does it feel? Why?

S4:It feels very happy because its owner comes back.

T: A good reason. How about the boy? Anything wrong with him?

S5: He feels upset because he lost his iPhone.

6 / 14

U5T2P1

S6: He feels upset because T: Maybe. But can you guess he can’t find his mother. different reasons?

Ss:…

S7: He feels upset because he did badly in this exam.

T: Well, that’s a possible reason. S8: It means “考试”in What does “exam”

mean in Chinese. We’ll feel upset Chinese?

T: That means you are strict with yourselves.

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。

the box with them. Then make sentences by following the example. when we do badly in our exams.

T: Let’s try to make more

sentences. First, look at

the

pictures and match the

7 / 14

U5T2P1

expressions in the box with them.

Ss:…

T: Have you got the answers?

What’s the right order?

S1: The right order is …

T: Now look at the first picture

and read the example. Please

make more sentences according

to the pictures by following the

example. Who would like to talk

about Picture 2. Don’t be shy.

T: The next one?

T:…

S2: He looks angry because he lost his pen.

S3: She looks worried because her son is ill in hospital.

S4:…

…

3(Class activity)

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. form in 1b and predict the

answers.

看图和表格预测听力答案。

T: Now look at this picture. How

does the boy feel? What seems to

be the problem?

8 / 14

U5T2P1

S1: The boy feels very

frightened and upset because he did badly in the exam and his father is rather angry with him.

T: Have you ever done badly in Ss: Yes, we have.

your exams?

T: How did you feel then?

S2: I felt very unhappy and upset.

T: Look the picture in 1a and read

the form in 1b. Maybe you can

guess what happened to the girl Ss:…

and predict the answers.

T:Tell me your guess, please. S3: Li Hong feels unhappy Don’t be shy.

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. 9 / 14

U5T2P1

T: Good job. You got most of them. Stage4（7mins)：

While - listening

Designing Step 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. screen.

力练习。

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

1(Individual questions. work)

Ss:…

T: How many people are there in

this conversation? Who are they?

T: Who are they talking about?

T: How does Li Hong feel?

S1: There are two. They are Miss Wang and Helen.

S2: Hi Hong.

S3: She feels lonely.

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

check the answers of 1b. 2(Individual T: Well. Let’s listen to the

work) conversation and fill in the blanks

in 1b.

answers of 1b. 10 / 14

U5T2P1

Ss:…

T: Now listen again and check

your answers.

T: How does Helen look?

Ss:…

S1: She looks worried.

T: What seems to be the problem?

T:Is Li Hong strict with herself?

T: How does Li Hong feel?

T: Why does she feel so?

S2: Li Hong is upset and she is crying in the bathroom because she did badly in the 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 she has no friends to talk with. T: What does Miss Wang want to

do?

。

Stage 5（12mins)：

Post- listening Designing Step Teacher activity Student activity purpose

S5: She will talk with her.

11 / 14

U5T2P1

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.

P1:…

Ask the students to make Make new comersations

conversations in pairs based on 1a based on 1a and 1b by 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

2(Pair work) 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

a try?

12 / 14

U5T2P1

P1: Let me have a try. Ask the students to make Make conversations to talk

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

experiences in his life. Were you

sometimes unhappy? You can

3(Pair work)

share them with your partner and

you will be better. Now you can

make sentences about them in

pairs. Let’s begin.

P1:…

Stage 6（4mins)：

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

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!

1（Class activity)

S1:we learned adverbial clauses of reason. S2: We learned some new words and useful phrases. exam, strict, shy,

13 / 14

U5T2P1

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. T: For today’s HMK, I’d like you to 2 (Class activity)

remember the new words and phrases. Please Section A-3 & Section B-1a,1b,1c

Remark：

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.

Finish the HMK

适当的家庭作业有助于巩固课堂所学的知识。

14 / 14