優(yōu)質(zhì)資料unit5 topic2 sectionB 教案設(shè)計(jì). Material analysis本節(jié)課建議教師用 1-2 課時(shí)上完。主要活動(dòng)為 Section B 的 1a 和 2a。本課通過(guò) Miss Wang 詢(xún)問(wèn)并與情緒低落的 Li Hong 談心，提出合理的建議，幫助她 走出消極情緒的陰影，進(jìn)一步深化了本話題的主題：學(xué)會(huì)關(guān)愛(ài)他人，幫助他人走出情緒 低落的陰影，給予心情不好的同伴合理有效的建議。對(duì)話繼續(xù)呈現(xiàn)了語(yǔ)法重點(diǎn)：原因狀 語(yǔ)從句, 并呈現(xiàn)了新出現(xiàn)的單詞和重點(diǎn)短語(yǔ)：fail, someone, feeling, joke 和 at on es age。 在對(duì)話中還呈現(xiàn)了交際功能用語(yǔ)：How are you feeling today? Why dont you? 以及表示 安慰的 Dont worry. There, there! 和 Itll be OK.等句子。使學(xué)生學(xué)會(huì)理解別人，安慰別人， 給出合理化建議，并在運(yùn)用課本語(yǔ)言知識(shí)解決書(shū)面問(wèn)題的同時(shí)，提高他們的口語(yǔ)交際技 能，進(jìn)行靈活運(yùn)用。. Teaching aimsKnowledge aims：1. 學(xué)生能區(qū)分元音音素/ i /和/, 并能正確拼讀單詞，注意對(duì)應(yīng)的字母組合的拼寫(xiě)規(guī) 則；學(xué)生能在朗讀句子時(shí)正確處理停頓、弱讀和輔音的不完全爆破現(xiàn)象。2. 學(xué)生能正確拼讀并運(yùn)用單詞表中的黑體單詞 fail, someone, feeling 和 joke。3. 學(xué)生能正確運(yùn)用以下短語(yǔ)造句：fail to do sth., at ones age, tell sb. the joke 和 by the way.4. 學(xué)生能自如地運(yùn)用以下功能句進(jìn)行交流。How are you feeling today?Why dont you?Dont worry.There, there!Itll be OK.Skill aims：1. 能聽(tīng)懂有關(guān)詢(xún)問(wèn)情緒和提出建議的簡(jiǎn)單對(duì)話和陳述。2. 能正確地運(yùn)用本課的交際功能用語(yǔ)進(jìn)行詢(xún)問(wèn)和給出建議。3. 能正確朗讀課本的有關(guān)情緒詢(xún)問(wèn)和給出建議的文本材料及難度相當(dāng)?shù)牟牧稀?. 能正確地運(yùn)用本課新呈現(xiàn)的短語(yǔ)，原因狀語(yǔ)從句以及交際功能語(yǔ)言寫(xiě)出簡(jiǎn)單的有關(guān) 情緒詢(xún)問(wèn)和給出建議的對(duì)話。Emotional aims：通過(guò)對(duì) Section B 的學(xué)習(xí)，學(xué)生能夠?qū)W會(huì)關(guān)注他人的情緒，在別人情緒低落時(shí)提出 合理有效的建議，幫助伙伴遠(yuǎn)離消極情緒。 . The key points and difficult pointsKey points：1. 學(xué)生在交流中能自如地運(yùn)用描述情緒和情感的形容詞和提出建議的動(dòng)詞。2. 正確運(yùn)用原因狀語(yǔ)從句。Difficult points：1. 學(xué)生對(duì) There, there!的理解。優(yōu)質(zhì)資料2. 有關(guān)情緒 詢(xún)問(wèn)和給出建議的對(duì)話的寫(xiě)作。. Learning strategies1. 多聽(tīng)英語(yǔ)歌曲有助于英語(yǔ)水平的提高。2. 朗讀句子時(shí)可在連詞前有明顯的停頓，使前后兩個(gè)意群更加明顯，更容易聽(tīng)出句 子所要表達(dá)的意思。3. 在寫(xiě)作環(huán)節(jié)進(jìn)行合作學(xué)習(xí)可取長(zhǎng)補(bǔ)短，互相促進(jìn)，共同進(jìn)步！. Teaching aidsComputer multimedia projector，the flash of the song, If you are happy. Teaching proceduresInteractionStep Student activitypatternTeacher activityIntroduction（8 minutes）1. The wholeclass work2. The wholeclass work.3. The wholeclass work.4. Group work.5. The wholeclass work.6. The wholeclass work.1. Focus their attentionon the teacher. Enjoythe beautiful song.2. Students report theirhomework3. Students observe andlearn the new words.4. Students have acompetition.5. Students make upsentences with the newwords and phrases tograsp them well.6. Students look at the picture of 1a and make a guessing.1. Greet the students andmake them ready for learning. Play the flash, If you are happy.2. The teacher asks thestudents to report theirhomework: read thepassage written accordingto the conversation in 1a.3. The teacher introduces the new words and phrases of this lesson. The teachershows the pictures andnew words on the screen. 4. The teacher organizes thestudents to have a competition to consolidate the newwords. The students inGroup A speak Englishwhile the students in Group B tell the Chinese meaning. The best group can get a red flower.5. The teacher asks thestudents to make upsentences with the newwords and phrases.6. The teacher ask s the students to observe the picture of 1a and guess what they are talking about based on the conversationof Section A.優(yōu)質(zhì)資料Presentation(10 minutes)1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work.8. The wholeclass work.1. Students make surethey understand whatthe statements mean.2. Students catch thegeneral idea of thedialogue.3. Students watch theflash for the secondtime, paying attentionto the pauses. Finish1b.4. Students check theanswers.5. Volunteers read theanswers. Check theanswers and correctthe wrong ones.6. Talk about theguessing7. Students read 1a and fill in the blanks with the correct phrases of1c.8. Students check theanswers and correctthe wrong ones.1. The teacher asks the students to read thestatements in 1b.2. The teacher plays the flash of 1a for the first time without stopping.3. The teacher plays 1a for the second time, stoppingwhen necessary.4. The teacher plays thef lash of 1a fo r the third time without stopping.5. Then ask two students to tell answers to 1b.6. The teacher lets the students talk about theguessing.7. The teacher asks the students to read through 1a and fill in the blanks with the correct phrasesof 1c.8. The teacher asks two students to tell theiranswers and check theanswers.優(yōu)質(zhì)資料Consolidation(10 minutes)1. The wholeclass work2.The wholeclass work3.Group work4.The wholeclass work5. Pair work.1. Students read theconversation after therecording sentence bysentence.2. Students try to follow the speed, payingattention to thepronunciation andintonation.3. Students read theconversation bythemselves anddiscuss in groups tofind out the difficult points and sum up the main points.4. The students underlinein their books andmake some notes.5. Students prepare for the action of 1a in pairs. They can addmore expressions andgestures when acting.1. The teacher plays the recording sentence bysentence.2. The teacher plays the recording without stopping.3. Let the students read 1a, then learn in groups to find out the difficult points and sum up the main points of the conversation.4. The teacher makes a summary to explain thekey points and difficultpoints to the students:(1) -How are you feeling today?-Im feeling really sad Because.(2) fail to do sth.(3) at ones age(4) tell sb. the joke(5) There, there!5. The teacher asks the students to read 1a again and act out the conversation in pairs. The best ones can get a red flower.優(yōu)質(zhì)資料1. Some tudentswork.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. Individualwork.1. Volunteers read thevowel.2. Students listen and try to imitate.3. Students pronouncethe phonetics and thewords. And then findout the rules.4. Students try to read the words on thescreen.5. Students read thesentences bythemselves.1. The teacher shows cards / i / and / / .2. The teacher plays the recording of 3a.3. The teacher shows the phonetics and the wordson the screen.4. The teacher shows more words o n the screen.5. The teacher asks the students to read thesentences of 3b bythemselves, payingattention to the pause,weak form andincomplete plosion. Tell them that they can pausePractice(7 minutes)briefly before theconjunctions such as and,but, and because.6. Individualwork.7. Group work.6. Students read after the recording and try toimitate.7. Students have thereading competition ingroups.6. The teacher plays the recording of 3b. Letstudents check theirreading.7. The teacher asks the students to have a reading competition. Member Freads to Member A.Member E reads toMember B. Member D reads to Member C. After that, read to the whole class. Member B who reads correctly can get 2 red fl owers while Member E who reads best can get 5 red flowers.優(yōu)質(zhì)資料Production(10 minutes)1. The wholeclass work.2. The wholeclass work.3. Individualwork.4. The wholeclass work.5. Pair work.6. Pair work.7. Pair work.8. Pair work.9. The wholeclass work.10. The wholeclass work.11. Individualwork.1. Students make surethey understand whatthe statements mean.2. Students listen to the recording and fill inthe blanks.3. Students listen to the recording and check theanswers by themselves.4. Students check theanswers and correctthe wrong ones.5. Students read thegiven problems andsuggestions.6. Students make upsentences.7. Students finish theconversation.8. The students act out their own conversationsin pairs.9. Learn to care for others feelings.10. Students summarizeSection B with theteacher.11. Students finish theirhomework after class.1. The teacher asks the students to read the statements in2a, and stresses the usageof the phrase: by the way.2. The teacher plays the recording of 2a and asks the students to fill in the blanks.3. The teacher plays the recording again and asks the students to check their answers.4. The teacher asks twostudents to tell answers.5. The teacher organizes the students to read the given problems and suggestions in the table of 2b.6. The teacher asks the students to make up sentenceswiththe problems and suggestions. 7. The teacher lets thestudents join the sentencesinto a conversation.8. The teacher lets thestudents show their ownproductions by acting outtheir conversations.9. The teacher sums up the students conversations.10. The teacher shows the summary to the students.11. The teacher assignshomework:(1) Review the summaryafter class.(2) Prepare for Section C after class.TeachingReflection優(yōu)質(zhì)資料The students can grasp the adverbial clauses well after the learning of Sections A and B. And they can offer the right suggestions to others when others are in a bad mood. Blackboard designUnit 5 Feeling Excited Topic 2 Im feeling better now.Section B1. How are you feeling today? Im feeling really sad because. 2. fail to do sth.3. at ones age4. tell sb. the joke5. There, there!G1 G2 G3 G4