Section A优质课教案推荐

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Unit 5 Feeling Excited Topic 2 I’m feeling better now. 教学内容分析及课时分配建议：

本单元以Feeling Excited 为主题。第二话题在感官动词表感受的基础上学习与别人分享自己的感受并学会安慰和提出建议的表达法。主要功能句有What seems to be the problem? How are you feeling today? Why don’t you talk to someone when you feel sad? I was really upset and lonely.主要语法是原因状语从句和同级比较结构的肯定和否定形式。本话题的词汇是描述感受和感情的形容词以及提出建议的动词。此外在语音学习环节将关注双元音/ Iə/和/ eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。

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

Section B-1a,1b,1c

第三课时：Section B-2a,2b

Section C -2

Section B -3a,3b 第四课时：Section C-1a,1b,1c, 3,4 第五课时：Section C -5

Section D-Grammar and Functions, 1a, 1b, 2,Project

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。

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（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 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

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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?

lesson.

Ss: Good morning, Miss…

Ss: Fine, thank you. And you? 习状态。

1(Class activity) T:I’m fine, thank you. As your

teacher, I hope all of you are

happy all the time. So are you

happy today?

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

Ss: …

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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.

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. 1(Pair work) 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:

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?

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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!

P2:…

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。

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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

basketball. That means you are

strict with yourself. Anyway I’m

happy about it. But I think you

1( Class activity ) T: Why is he happy?

T: What a good idea! Look at the second one. What do they seem?

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.

S1: Because he sees a toy car.

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S2: Because they read bad

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? 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.

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

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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

Ss:…

expressions in the box with them.

T: Have you got the answers?

What’s the right order?

S1: The right order is …

T: Now look at the first picture

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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?

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with him. T: Have you ever done badly in

your exams?

T: How did you feel then?

Ss: Yes, we have.

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

and predict the answers.

Ss:…

T:Tell me your guess, please.

Don’t be shy.

T: Good job. You got most of them. Remark：通过造句更好地掌握新学的单词和表达方式；

S3: Li Hong feels unhappy 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. Stage4（7mins)：

While - listening

Designing Step Teacher activity Student activity purpose 10 / 15

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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. answers of 1b. T: Well. Let’s listen to the

conversation and fill in the blanks

2(Individual work) in 1b.

Ss:…

T: Now listen again and check

your answers.

T: How does Helen look?

Ss:…

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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?

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. 1(Pair work)

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

conversation in pairs. You should

pay attention to the intonation and

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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?

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

conversations to talk about their about 3(Pair work)

unhappy experiences. experiences. T: Everyone has some unhappy

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experiences in his life. Were you

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.

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 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。

P1:…

T: Class will be over soon. We

should summarize what we have

learned in this lesson. Let’s begin!

S1:we learned adverbial clauses of reason. S2: We learned some new 1（Class activity)

words and useful phrases. exam, strict, shy,

be strict with S3: We learned some useful expressions: Anything wrong? What seems to be the problem? 14 / 15

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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。

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