Section A名师教学设计2

Unit 5 Topic2 SectionA教学设计

教材分析

本课通过Miss Wang 询问Helen 忧心忡忡的原因，引出对话的主题：学会关爱他人，帮助他人走出情绪低落的阴影，给予心情不好的同伴合理有效的建议。对话通过询问Helen情绪低落的原因呈现了本课所要学的语法重点：原因状语从句, 并呈现了新出现的短语：be strict with sb. 和be worried about …. 同时在对话中呈现了交际功能用语：Anything wrong?和

What seems to be the problem? 使学生在学会运用课本语言知识解决书面问题的同时，提高他们的口语交际技能，真正做到学以致用。

教学目标

1. Learn some new words and phrases: be strict with, shy, send, e-card, take it easy 2. Master adverbial clauses of reason: She is crying in the bathroom because she did badly in the English exam. She feels very lonely because she has no friends to talk with. 3. Learn and master the sentences about personal feelings and characters further: She’s so unhappy. Oh dear! I’m sorry to hear that. She is quiet and shy. I’m really worried about her. 4. Share feelings with other people.

教学重难点

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。

2. 在对话中正确运用be +adj. +prep.结构

学情分析

我校处于市区偏远学校，学生英语基础普遍比较薄弱，对知识的领悟，掌握及运用能力有一定欠缺。因此，在教学中，我严格按照新课标要求，尽量降低教学难度，激发和培养学生学习英语的兴趣，使学生树立信心，并培养学生的学习能力和合作精神。

教法运用

针对教材设计及学生特点，我主要采取以下几种教学方法：1、歌曲引入法；2、阅读法；3、小组讨论4、竞赛教学法；5、小组讨论法；6、多媒体教学法；7、启发式教学。

教学过程

1. 学生听歌曲<音乐之声>问其感受，导入有关feelings单词。

2. 放一组人物表情的图片，复习这些单词

3.老师手拿单词卡片，挑选一名学生表演这些表情，其他同学抢答竟猜，猜对小组可获得一名红旗。

4.问获胜小组成员的感受及原因，引入本课重点语法原因状语从句。

5.完成教材2的练习，学生演板并核对答案

6.让学生看1a的图片，引入问题what is wrong with li Hong? 7.教师播放录音，让学生带着任务听1a, then answer the following questions. Why does Helen look worried? What’s Li Hong like? Why does she feel lonely Who will have a talk with Li Hong later? 8.观看1aflash,完成1b. 9.学生跟读1a，模仿语音语调,男女生分角色朗读，两人对读表演对话。

10.分组讨论，找出文中重点词句，老师适当时候补充，再看幻灯共同总结学习知识点。

11.幻灯展示习题，学生做，核对答案，练习本课的重点词句

12.本课小结

13.综合探究:调查小组成员的感受及原因并上台表演伴以表情动作。

14.作业：1.Do 3 on the book,help Helen complete the e card. 2. Imitate Miss Wang to give Li Hong some advice.

教案设计

Step 1 Review 1. 学生听歌曲<音乐之声>问其感受，导入有关feelings单词。

2. 放一组人物表情的图片，复习这些单词

3.老师手拿单词卡片，挑选一名学生表演这些表情，其他同学抢答竟猜，猜对小组可获得一名红旗。

4.问获胜小组成员的感受及原因，引入本课重点语法原因状语从句。

Step 2 Presentation 1.完成教材2的练习，学生演板并核对答案

2.让学生看1a的图片，引入问题what is wrong with li Hong? 3.教师播放录音，让学生带着任务听1a, then answer the following questions. Why does Helen look worried? What’s Li Hong like? Why does she feel lonely Who will have a talk with Li Hong later?

(听完录音，要求学生回答问题。) 4.(学生跟读1a，模仿语音语调并找出文中重点词句。) T: Now read 1a after the tape. Pay attention to the pronunciation and intonation, and then find out the key points.(板书关键词句。) Anything wrong? 怎么了？

I’m sorry to hear that. 听到这些事情真让人难过。

What seems to be the problem? 到底是怎么回事？

be strict with 对……要求严格

have a talk with her 和她谈谈

be worried about 担心

Step 3 Consolidation 复习巩固1a，并完成1b。

1. (让学生自读1a，完成1b。) T: Read 1a by yourselves, and then ask and answer the questions in 1b. (教师核对答案。) 2. (学生分角色朗读。) T: Act out the dialog. Boys act as Miss Wang, and girls act as Helen. Go! (读完一遍后，男女生互换角色。) 3. (根据关键词，表演对话。) T: Work in pairs. Close your books and look at the blackboard, then act out the dialog.

Step 4 Practice 幻灯展示习题，学生做，核对答案，练习本课的重点词句

Step 5 Project 第五步 综合探究活动

综合探究下列带有情感的原因。

1.小组活动 Make an interview in groups to find out what kinds of feelings your friends have and the reasons. Then give a report to the class. You may begin like this:

S1: Are you happy, Li Ming?

S2: Yes, I’m very happy.

S1: Why are you so happy?

S2: Because I got many beautiful birthday presents yesterday. 2. Homework: 1.Do 3 on the book,help Helen complete the e card.

2. Imitate Miss Wang to give Li Hong some advice.

Unit5 Topic2 SectionA

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信阳市第十中学曹兰

二0一四年六月