Section B教学设计一等奖

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Unit 5

Feeling Happy Topic 3

Many things can affect our feelings. Section B

Section B needs 1 period. Section B需用1课时。

The main activities are 1a and 3. 本课重点活动是1a和3。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases:

get along with, boss, passport 2. Review describing personal feelings: He is feeling much better. Illness usually makes us sad, worried and frightened. 3. Go on learning the usages of “make + object + adj./v./n.” and “let + object + v.”.

That will make him or her get well soon. The doctor let Michael rest for a few days. Your classmates make you monitor. 4. Go on learning how to reassure others. Ⅱ. Teaching aids 教具

录音机/幻灯片/实物或图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间: 6分钟) 复习Section A对话并导入新知识。

(方案一) 1. (由学生表演Section A中的对话。) T: I’ll ask some students to act out the dialogs in Section A. Who wants to try? S1: I will. …

2. (几组学生表演后，教师提问，并引导学生回答。) T: What was Michael afraid of? Ss: He was afraid of catching SARS. T: Yes, illness usually makes us sad, worried and afraid. What can we do when we are in this trouble? S1: We shouldn’t be afraid. S2: We should be brave. S3: …

T: Yes, we should always be in a good mood and try to smile at life. It’s good for our health. (在同学们问答的基础上，教师导入Section B：现在Michael的病好些了，同学们又是如何进

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一步去安慰他，使他高兴起来的？) T: Michael is better now. How will his classmates cheer him up? (方案二) 1. (教师以迈克尔的身份, 表述感情，引导学生使用学过的关于安慰的表达方法。) T: Now I act as Michael. I don’t feel well. Please reassure me. I’m afraid of catching SARS. Am I dying? Ss: No, Michael. Don’t worry. You’ll get well soon. T: I’m afraid of taking bitter medicine. Ss: Don’t be afraid! Be brave! T: I’m nervous about the test at the end of the month. Ss: Take it easy. We can help you. …

2. (让两名学生表演。) T: Let’s do it again. Who wants a try? S1: I will. …

Step 2

Presentation 第二步

呈现(时间: 8分钟) 呈现并学习1a中的重点词句。

1. (教师将已设计好的听力问题呈现在黑板上。) How will Michael’s classmates cheer him up? (让学生听1a的录音，并回答问题。) T: Listen to 1a and answer the question on the blackboard. (教师核对答案。) T: Let’s check the answer to the question. (板书答案，学习并掌握put on。)

They will put on a short play and give him a surprise. 2. (通过谈论Michael与同学们之间的友谊，加强对学生的情感教育，从而引出并学习本课的目标语言。掌握get along with和affect; 理解schoolmate和workmate; 了解mood。) T: OK. We know Michael’s classmates will put on a short play to make him happy. Well done! In our daily life, we should get along well with our classmates, schoolmates or workmates and help each other. It can bring us happiness. If we are usually in this good mood, we may become healthier. That’s to say, moods can affect our health. (板书画线生词及短语，并进行适当讲解，然后进入巩固环节。)

get along with, schoolmate, workmate, affect, mood 3. (自读1a，画出make，let结构的句子。) T: Read 1a by yourselves. Underline the structure of “make+object+adj./v.” and “let+object +v.”. (核对并板书。)

Illness usually makes us sad, worried and frightened. That will make him or her get well soon. So let’s give Michael a surprise! Let’s prepare for it. Step 3

Consolidation 第三步

巩固(时间: 10分钟) 巩固1a，完成1b。

1. (放1a的录音, 要求学生跟读，注意语音和语调。) T: Please follow the tape and pay attention to the pronunciation and intonation. 2. (让学生自读1a, 完成1b，并让学生试着复述。)

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T: Please read 1a by yourselves and fill in the blanks in 1b. Then try your best to retell it. (检查答案。) 3. (组织学生分角色朗读课文，然后引导学生这样谈论1a的内容：) S1: Is Michael feeling better? S2: Yes. S1: How do his classmates make him happy? S2: …

S1: Many things can affect our feelings. Can you give some examples? S2: …

S1: What should we do when we are in trouble? S2: …

(这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达能力和语言组织能力。活动结束后，教师给出符合实际的评价，以鼓励为主。) Step 4

Practice 第四步

练习(时间: 12分钟) 编对话并表演，完成2和3。

1. (让学生编对话。假设自己患了牙病，去看医生。注意在对话中要用一些表示情感的词或句子。) T: Have you got (a) toothache before? Ss: Yes. / No. T: Now, if you’ve got a toothache, what should you do? Ss: Go to see a dentist. T: Right. Make a new dialog between a patient and a dentist with your partner. You need to use some phrases or sentences to express your emotions. Example: A: I’m afraid of… / I’m worried about…

B: Calm down. / Don’t be afraid…

(让学生先准备两三分钟，再表演。并对其进行合理评价。) 2. (完成2。) T: OK. Let’s listen to 2. This is a dialog about seeing a dentist, too. What do they say? Please listen carefully and complete 2. (核对答案。) T: Let’s check the answers together. 3. (教师呈现例句，学习并掌握生词boss，理解headmaster，然后让学生观察make, let后动词的形式，归纳总结make, let的用法。) (板书) The boss makes the workers work for 14 hours a day. That will make him or her get well soon. Let’s prepare for it. Let’s give Michael a surprise. make/let sb. do sth. 4. (教师用幻灯展示3中的图片，练习make, let的用法，提醒学生注意make后接动词的原形。) T: Please look at the pictures in 3 and make sentences after the example. (让几名学生分别把答案板书到黑板上，然后一起检查。) T: I’ll choose some students to write their answers on the blackboard. (一分钟后) T: Please look at the blackboard and check the answers. (学生可能会出现类似这样的错误。) The funny man makes the girl to laugh. Mother doesn’t let her child to watch TV. T: Are they right? Ss: No.

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T: How to correct them? Ss: Cut “to”. T: Yes. Good. (如果学生写的句子全部正确，教师可故意写几个错误句子，以提醒学生注意make, let后动词的形式。) 4. (让学生用

“make/let somebody do/not do”

造更多的句子。) T: Please make sentences using “make/let somebody do/not do” as many as you can. Step 5

Project 第五步

综合探究活动(时间: 9分钟) 探究处理4。

1. (利用实物或图片学习生词passport，然后讨论

“Your classmates make you monitor.”

句子结构，完成4并派小组报告员向全班同学汇报。) Example: T: Which situation makes you nervous? Ss: ... T: Which situation makes you happy? Ss: ... …

2. (让同学讨论在平时的生活中，哪些事使自己感到紧张、高兴、担心或害怕，小组总结、全班汇总。教师可适当给一些处理此类事情的方法和技巧，以培养学生处理应急事情的能力及生存的能力。) 3. Homework:

(在日常生活中有很多东西影响着我们的心情，请举例。)

T: Many things can affect our feelings and moods. Please give some examples.