Section B教学内容

Unit 5 Feeling Excited Topic 2 I’m feeling better now. Section B 教学设计思路：

本节课主要活动为Section B-1a。

本节课在复习形容词用法及原因状语从句的基础上了解同级比较句型，即（not）as+形容词/副词+as的运用。在热身导入部分，我们仍旧从谈论情绪入手，复习系表结构和原因状语从句。接下来利用听力训练2a巩固形容词的用法并在Post-listening环节设置了对话和调查活动巩固原因状语从句。将SectionC-2的形容词和副词的同级比较句型，即（not）as+形容词/副词+as的语法学习提前至本课，可以让学生有充分的时间感知和理解，并能在下节课加以巩固。同时也为下一课的阅读做好准备。在语音环节学习了元音音素/ Iə/和/eə/及句子的停顿、弱读和辅音的不完全爆破现象。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇和短语。

by the way，as…as, （2）能正确运用as...as...和not as/so … as…句式。

（3）能区分元音音素/ Iə/和/eə/, 并能正确拼读单词，注意对应的字母组合的拼写规则；

能在朗读句子时正确处理停顿、弱读和辅音的不完全爆破现象。

2.

Skill aims:

能正确写出包含形容词和副词同级比较的句式。

3.

Emotional aims: 4.

Culture awareness:

Ⅱ. The key points and difficult points

Key points：

1. 初步理解和掌握形容词和副词同级比较的句式。

2. 正确运用原因状语从句。

Difficult points：

1. 能正确区分和运用形容词与副词。

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2. 能正确运用as...as...和not as/so … as…句式。

Ⅲ. Learning strategies 1. 读句子的时候，应在连词前（如as，

and，but 和

because等）稍有停顿。

Ⅳ. Teaching aids 多媒体课件/图片

V Teaching procedures

Stage 1(5mins)：Warming up and Revision Designing Step Teacher activity Student activity purpose Greeting as usual. Prepare for the Greeting as usual. Prepare 为上课做好准备。new lesson.

T: Good morning, everyone!

T:How are you feeling today?

for the new lesson.

Ss: Good morning, Miss…

Ss:…

通过师生交流呈现目标语言并复习系表结构和原因状语从句。

T:By the way, did you sleep well

last night?

1(Class activity)

much homework yesterday, so I went to bed a little earlier.

S1: Yes. We didn’t have too T: That’s good. Now I want to

know more about your feelings.

Let’s make sentences in turn.

Each student makes one sentence,

telling me your feelings and the

reason. Let’s start from me: I feel

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so happy because you slept well

last night. Go on!

S1: I feel… because…

…

Remark：以头脑风暴的方式让学生操练所学句型（如轮流造句等），可以很好的实现复习巩固的目的。

Stage 2（5mins)：

Pre-listening

Step Teacher activity Student activity Designing purpose

Ask the students to read SectionB-2a Read SectionB-2a and fill in 听之前填空。预测and try to fill in the blanks. the blanks 答案的同时了解对话内容

。

T: Everybody sometimes has bad

feelings. It’s normal to get these

feelings at your age. And I think

the most important thing is to deal

with the feelings in proper ways.

Do you think so?

1(Individual work )

Ss: Yes. T:As you know, Li Hong feels bad

because she failed the English

exam. How did she deal with her

bad feelings? Does anybody help

her?

S1:Yes. Helen and Miss Wang helped her. And she talked with Miss Wang about her feelings. She’ll make friends with Helen. T: Yes, you are right. And she’ll

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certainly talk with Helen about

her feelings. Right?

T: Now let’s read

Ss: Yes. the

conversation between Li Hong

and Helen. Please try to fill in the

blanks before listening. You may

get the ideas about how to make

friends and how to help others.

T: Have you got the answers? Please check and discuss with your partners. Tell your partner your reasons. Remark：

Stage 3（5mins)：

While - listening

Designing Step Teacher activity Student activity purpose Play the tape recording of Listen to the conversation in 通过师生讨论的SectionB-2a. Check the answers.

1( Individual conversation and you can check

work ) your answers.

Ss:…

SectionB-2a and fill in the 方式更深入地理blanks. And then check the 解对话的内容。

answers.

Ss:…

T: Now let’s listen to the

T:You may find some of the

correct answers are different from

yours, but your answers are

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reasonable and right. For

example, For the second blank,

both happy and glad are OK.

Right? Any others?

S1: Can I fill the third blank with difficulty or questions. T: Yeah, you got it. When you are

in trouble or when you need help,

you can say “I have some

difficulty or questions with …”.

By the way, what’s Li Hong’s

problem?

T: Will Helen help her?

T: Any other different answers?

S2: She find it difficult to learn English well.

S3: Yes, she will.

S4: For the last blank, both kind and friendly are OK. Am I right? T: Excellent! In fact, some of the

blanks have more than one

correct answers. OK. How is Li

Hong feeling now?

S5: She’s feeling better after talking with Miss Wang.

T: If you want to make friends

with someone, what can you say

to him or her? S6: I’ll ask “would you like 5

to become my friend?”

T: Good! Helen is glad to be Li

Hong’s friend and she is so kind

to Li Hong because she wants to

help her. I think we should try to

help others, especially when they

are in trouble or in bad moods.

Do you think so? Ss: Yes. Remark：当答案并不唯一的时候要鼓励学生想出不同的答案。

Stage4（10mins)：

Post - listening

Designing Step Teacher activity Finish SectionB-2b.

Student activity purpose Make conversations in pairs 复习巩固原因状according to the form in 语从句。

SectionB-2b. T:Suppose Tom is new in your

class and feels lonely. Work in

pairs and talk with him and try to

help him. The phrases in the form

1(Pair work) may help you. I’ll ask some pairs

to act out your conversations.

Let’s begin.

Ss:…

T: Which pair would like to be the

first to act?

P1: …

…

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Make a survey about the students’

Make a survey about the

feelings. Show the form. Name Problem too S1 homework S2 …

…

…

…

much tired Feeling Advice Why not …? students’

feelings with the help of the phrases in SectionB-2b and the form on the screen.

Ss: Yes, we do.

Ss:…

S1:

T: Just now we said that everybody may get bad feelings. Do you have any bad feelings?

T: Work in groups. Make a survey 2(Individual work) in your group. Find out the unhappy feelings from others and talk about the reasons. Then give your advice. The Phrases in 2b may help you.

T: Now each group will give a report about the feelings of your group members. Who would like to be Group 1 to give a report?

Remark：设置贴近学生生活的任务并让学生利用所学的知识去完成，达到学以致用的目的。

Stage 5（10mins)：Grammar Designing Step Teach 1(Class activity)

“as…as…”. Show some pictures comparison

“as…as…”. 7

Teacher activity equal Student activity purpose equal 初步认识形容词和副词的同级比comparison Learn and use

or objects.

较结构。使语法的学习由浅入深，并给学生一个理解和消化的时间。同时为下一课的阅读做好准备。

T: You did a good job. In the last

task you used many adjectives.

When we describe something we

may use adjectives and adverbs.

Now let’s learn more about them.

Look at these two books. Which

one is bigger?

S1: This one is bigger than that one. T: Good. How about these two

balls?

S2: They are the same. T: That is to say this ball is as big

as that one.

T: What about these two boy?

Who is taller?

S3: The boy is as tall as that one. T: Yes. Maybe you can describe

these pictures.

S4: This car is as beautiful as that one. S5: This building is as high as that one.

…

T: Look at Xiao Ming and Xiao

Fang. How carefully they are

writing. I can say Xiao Ming is

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writing as carefully as Xiao

Fang . Look at these two cars.

They are running neck and neck.

Can you describe them with

as…as…?

S5: The red car runs as fast as the black one. T: Well done! Who can tell us how

to use as…as…?

T: Sure.

S6: Can I sum up in Chinese?

S6: as…as…意思是“像……一样”。结构为：as+形容词或副词的原级+as+比较对象。

T:How do you decide whether to

use an adjective or an adverb?

T:Excellent! Thanks for your detailed explanation. Maybe it’s a little difficult for you to

S6: It depends on the verb. 如果动词是系动词，两个as中间就用形容词。如果是实意动词，两个as中间就用副词。

distinguish an adjective and an adverb and use them correctly. It doesn’t matter. Observe carefully 9

and think it over. I believe practice makes perfect.

Finish 2. Check the answers.

T:Let’s have a try. Complete the sentences with the words in 2(Individual work ) the box. You should pay attention to the use of “as…as…”

T: Have you got the answers? Let’s check them. What’s your answer for the first sentence?

Remark：先鼓励学生总结as…as…的用法。如果不全面老师再补充。难点是形容词和副词的区分于运用。

Stage 6（5mins)：

Pronunciation Designing Step Teacher activity Student activity

purpose

Finish 2. complete the 利用Section C-2sentences with the words 的活动巩固形容in the box. Check the 词和副词的同级answers.

Ss:…

S1:…

比较结构。

Play the tape recording of 3a.

Listen to the tape and read

T: Your spoken English is almost the following pairs of good. But just as you know, a words and pay attention to 1（Class activity) good English learner should the sounds of the always pay attention to

his underlined letter. And then pronunciation. So let’s learn more listen again and try to about it. First, listen to the tape imitate. 10

and read the following pairs of

words, and pay attention to the

sounds of the underlined letter.

Ss:…

T: Can you read the two phonetic

symbols /Iə/ and /eə/?

Ss: Yes.... T: What combined letters can

pronounce

/Iə/ and /eə/?

S1: The combined letters “ear” and “ea” pronounce /Iə/ and the combined “air”

and “are”

pronounce /eə/.

T:Let’s listen again and try to

imitate.

T: Can you read these words?

Have a try, please. near, pair , real, care, tear,…

Ss:…

Play the tape recording of 3b.

2（Class activity)

Read the following

sentences, paying attention to the pause, weak form and incomplete plosion. Then listen and try to imitate. T: Read the following sentences,

paying attention to the pause,

weak form and incomplete

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plosion. You can pause briefly

before the conjunction such as

and, but, and because.

T: Let’s listen and try to imitate.

T: Who can read them for us?

Remark：

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

learned today. 结的能力，再次复习巩固本节课的重点知识。

Ss:…

Ss:…

Ss:…

T: Class will be over soon. We

should summarize what we have

learned in this lesson. Let’s begin!

1（Class activity)

S2: We learned a new phrase: by the way S3: We can pronounce / iə/ and /εə/,

S4: We can pay attention to the pause, weak form and incomplete plosion . Assign the HMK. 2 (Class activity)

T: For today’s HMK, I’d like you to remember the new words and 12

S1:we learned to use equal comparison “as…as…”

Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

phrases. Please make five sentences with “as…as…”

and preview Section C-1a,1b,1c, 3,4 Remark：

VI .

Blackboard design

第三课时 (Section B-2a,2b

Section C -2

Section B -3a,3b)

1. by the way 2. as + adj /adv + as …

Not as/so + adj/adv +as …

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