lesson 1 What's your nam…PPT专用教学设计内容

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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

第二课时（Section A-3 Section B-1a, 1b, 1c）

教学设计思路：

本节课主要活动为Section B-1a。

本节课的课型为听说课。本节课继续上节课有关Li Hong 的情绪的话题进行讨论和学习，功能句有问候、分享感受、安慰和建议。语法内容仍然是原因状语从句。复习环节利用造句游戏复习系表结构和原因状语从句。SectionA-3是Helen写给Li Hong的安慰邮件，承接上节课的内容并与本节课SectionB-1a的对话内容相关，所以很适合作为Pre-listening的一部分。While-listening的环节依然设置了不同层次的听力练习，由浅入深地理解对话。并通过师生讨论的方式解决对话中的新词汇和语言点。Post-listening环节除了常规的朗读之外，本课设置了一个改写对话并加以复述的活动。目的是让学生更深入地理解对话并运用目标语言。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇和短语。

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take it easy, fail, someone, feeling, joke

（2）能够自如地运用以下交际用语进行交流。

Take it easy. How are you feeling today? Why don’t you…?

Don’t worry.

There, there! It’ll be OK.

2.

Skill aims:

(1) 学会如何安慰情绪低落的同伴。

(2) 学生如何给情绪低落的同伴提建议。

3.

Emotional aims: 通过对Section B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和提出建议的动词。

2. 正确运用原因状语从句。

Difficult points：

1. 正确运用be +adj. +prep.结构。

2. 学生对There, there!的理解。

Ⅲ. Learning strategies 在写作环节进行合作学习可取长补短，互相促进，共同进步！ 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 Greeting as usual. Prepare for the Greeting as usual. Prepare 为上课做好准备，new lesson. Play the video of for the new lesson. Enjoy the 并通过师生交流Happy. T: Good morning, everyone!

T:How are you feeling today?

song Happy.

Ss: Good morning, Miss…

Ss:…

呈现目标语言，让学生进行初步的感知。

T: Maybe sometimes you feel sad

and upset

for no reason. It

1(Class activity) doesn’t matter. Everyone gets

these feelings at your age. Why

don’t you talk to your friends?

you will feel better.

T: Let’s enjoy a beautiful song

named Happy. Have you ever heard

of it? It’s so popular. You can follow

it if you are able to sing it.

Ss:…

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

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Play a game to review adverbial Hand out the pieces of paper. 利用游戏的方式clauses of reason. Play a game to review 复习系表结构和原因状语从句。

T: Before the new lesson, let’s

adverbial clauses of reason. play a game. I have prepared Make sentences with words some pieces of paper with verbs on the pieces of paper. and adjectives on them. Every

student will get two pieces of

paper. One for a verb, the other

for an adjective. Please use your

imagination and make a sentence

with these two words. For

example , I have got two words.

They are happy and fly. Maybe I

1(Class activity) can make a sentence: I’m very

happy because my little bird flew

back this morning. Is that clear?

T: Say our your sentences, please.

S1: I got the words “surprised”

and “eat”. So my sentence is “Xiao Li is so surprised because his partner has eaten ten cakes for his breakfast. T: Is that true? I also feel

surprised. The next one, please.

S2:…

Remark：1.游戏的指令一定要清楚，务必让学生听懂，必要时教师可以用汉语解释。

2. 教师提前在小纸条上写好情绪形容词和动词。每个学生随机分到一张写有情绪形容词和一张写有动词的小纸条，学生根据这两个词展开想象，利用原因状语从句造句。

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Stage 3（10mins)：

Pre - listening

Designing Step Ask Teacher activity the students to Student activity purpose read Read SectionA-3 and fill in 完成SectionA-3SectionA-3 and fill in the blanks the blanks. Then listen and 并利用师生讨论Play the tape recording of check the answers. SectionA-3 answers. and check the

的方式解决文中出现的语言点。

T:As you know, Li Hong feels

unhappy because she did badly in

the last English exam. Helen is a

kind girl and she wants to help

her. She wrote an e-card to Li

Hong to comfort her. Please

choose the correct words and

phrases to complete the e-card. 1(Pair work)

Ss:.. T:Have you got the answers?

Let’s listen to the tape and you

can check your answers.

Ss:…

T: Why did Helen send this e-card

to Li Hong?

S1: She wanted to cheer her up. T: Helen gave Li Hong some

suggestions. What are they?

S2: Helen told Li Hong not to worry about the English 5 / 12

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exam. S3: It doesn’t matter if she did badly in one exam. She can work harder and do better next time. S4: Take it easy, and don’t be too strict with herself. S5: Try to talk to others. S6: Helen would like to be Li Hong’s friend and talk with her if Li Hong wants.

T: Do you think that Li Hong will

feel better when she sees this card?

2(Pair work)

S7: Yes, I think so. Lead to 1a and predict the Read 1b and predict the

answers of 1b. answers.

I also believe that Li Hong will be

better with Helen and Miss

Wang’s help. Just as you know,

Miss Wang will have a talk with

her to help her out. You will listen

to a conversation between Miss

Wang and Li Hong. Can you

guess what they are talking

about?

S1: They may talk about Li Hong’s problems. S2: Miss Wang may give Li Hong some advice.

T: Your guesses are reasonable.

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Read the Problems and

suggestions in 1b. Do you think

what problem Li Hong may have

and what suggestions Miss Wang

will give her. Tick them.

Remark：

Stage4（10mins)：

While - listening

Designing Step Teacher activity Student activity purpose Play the tape recording of Listen to 1a and tick the 利用师生讨论的SectionB-1a answers in 1b. and check the problems and suggestions 方式解决对话中they hear. 的语言点。

Ss:…

T:Let’s listen to the conversation

and tick the problems and

suggestions you hear.

T:Tell me your answers, please. 1(Individual work)

Ss:…

S1: Li Hong failed the English exam and she feels sad. T: What do you mean by fail the

exam?

T:Good ! Any other problems?

S2: It means she didn’t pass the exam.

S3: She doesn’t know how to talk with others. 7 / 12

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T What suggestions does Miss

Wang give her?

S4: Miss Wang told her to find others to talk to and to make friends with Helen. T: You did quite well. Now let’s

listen again and you can match

the problems and the suggestions.

Ss:…

T: What should Helen do when

she feels sad?

S5: She should find others to talk to when she feels sad.

T: Helen doesn’t how to talk with

others. What should she do?

S6: She can make friends with Helen. T: Li Hong wants to make friends

with Helen as well. Why?

S7: Because Helen always tells her jokes and makes her laugh. Li Hong thinks Helen seems to like her. T: Joke can make you laugh and

relaxed. Do you often tell jokes to

your friends?

Ss: Yes. T: How does Miss Wang comfort

Li Hong?

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S8: She said “there, there! It’ll be OK.”

S9: What does “there” mean here in Chinese? T: It means 好啦，好啦. It’s used

to comfort others.

S9: I see. Thank you. Ask the students to read 1a and Read 1a and fill in the blanks

fill in the blanks in 1c. in 1c. T: You’re welcome. OK. Now let’s

read 1a and fill in the blanks in

the short passage in 1c. I think

2(Individual it’s very easy for you. work)

Ss:…

T: Have you got the answers?

Who would like to read the

passage for us?

S1:Let me have a try.... Remark：

Stage 5（12mins)：

Post- listening Designing Step Teacher activity Student activity purpose Ask the students to practice the Act out the conversation in

conversation in 1a. 1a in pairs.

T:Well done. Now let’s practice

1(Group work)

the conversation in pairs. You should pay more attention to the pronunciation and intonation.

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T: Now let’s cut out the conversation in roles. Be brave to have a try, please. Show some questions on the screen.

1. Why does Li Hong often feel lonely? 2. How is she feeling these days? Why? 3. What did Miss Wang do for her? 4. What suggestions did Miss Wang give her? 5. How does she feel now?

2(Pair work) Hong on the screen. Now ask and

answer in pairs first. And then you

can tell me the changes of Li

Hong’s feelings according to the

answers. You can work in groups

and then one student of your

group makes a report. Let’s have a Ss:…

try.

Answer the questions on 根据问题的提示，the screen in pairs. Then 让学生改写并复retell the changes of Li 述对话。

Hong’s feelings according to the answers.

T: I have some questions about Li

T: Can you tell me the changes of

Li Hong’s feelings?

S1: Yes. Li Hong is a quiet and shy girl. She has few 10 / 12

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friends. So she often feels lonely. She is feeling very sad these days because…

Remark：在写作环节进行合作学习可取长补短，互相促进，共同进步！

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。

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:

fail, someone, feeling, joke

S2: We learned how to comfort others: 1（Class activity)

Take it easy. Don’t worry.

There, there! It’ll be OK.

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we will feel better. Assign the HMK. T: For today’s HMK, I’d like you to remember the new words and 2 (Class activity)

phrases. Please practice 1a with

your parents and preview Section B-2a,2b

Section C -2

Section B -3a,3b 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。

第二课时 (Section A-3

Section B-1a,1b,1c)

1.Some new words:

3. Useful expressions: fail,

someone,

feeling,

joke

How are you feeling today?

2. How to comfort others:

Why don’t you…?

Take it easy. Don’t worry.

There, there! It’ll be OK.

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