Unit
5
Topic
2
I’m
feeling
better
now.
第二课时
教案
（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
Knowledge
aims：
（1）学习并掌握新词汇和短语。
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
V
Teaching
procedures
Stage
1(3mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greeting
as
usual.
Prepare
for
the
new
lesson.
Play
the
video
of
Happy.T:
Good
morning,
everyone!
T:How
are
you
feeling
today T:
Maybe
sometimes
you
feel
sad
and
upset
for
no
reason.
It
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.
Greeting
as
usual.
Prepare
for
the
new
lesson.
Enjoy
the
song
Happy.Ss:
Good
morning,
Miss…Ss:…Ss:…
为上课做好准备，并通过师生交流呈现目标语言，让学生进行初步的感知。
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
1(Class
activity)
Play
a
game
to
review
adverbial
clauses
of
reason.T:
Before
the
new
lesson,
let’s
play
a
game.
I
have
prepared
some
pieces
of
paper
with
verbs
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
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.T:
Is
that
true
I
also
feel
surprised.
The
next
one,
please.
Hand
out
the
pieces
of
paper.
Play
a
game
to
review
adverbial
clauses
of
reason.Make
sentences
with
words
on
the
pieces
of
paper.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.S2:…
利用游戏的方式复习系表结构和原因状语从句。
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。
Stage
3（10mins)：
Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Ask
the
students
to
read
SectionA-3
and
fill
in
the
blanks
Play
the
tape
recording
of
SectionA-3
and
check
the
answers.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.T:Have
you
got
the
answers
Let’s
listen
to
the
tape
and
you
can
check
your
answers.T:
Why
did
Helen
send
this
e-card
to
Li
Hong T:
Helen
gave
Li
Hong
some
suggestions.
What
are
they
T:
Do
you
think
that
Li
Hong
will
feel
better
when
she
sees
this
card
Read
SectionA-3
and
fill
in
the
blanks.
Then
listen
and
check
the
answers.Ss:..Ss:…S1:
She
wanted
to
cheer
her
up.S2:
Helen
told
Li
Hong
not
to
worry
about
the
English
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.
S7:
Yes,
I
think
so.
完成SectionA-3并利用师生讨论的方式解决文中出现的语言点。
2(Pair
work)
Lead
to
1a
and
predict
the
answers
of
1b.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 T:
Your
guesses
are
reasonable.
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.
Read
1b
and
predict
the
answers.
S1:
They
may
talk
about
Li
Hong’s
problems.S2:
Miss
Wang
may
give
Li
Hong
some
advice.
Ss:…
Remark：
Stage4（10mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
SectionB-1a
and
check
the
answers
in
1b.T:Let’s
listen
to
the
conversation
and
tick
the
problems
and
suggestions
you
hear.T:
Tell
me
your
answers,
please.T:
What
do
you
mean
by
fail
the
exam T:
Good
!
Any
other
problems T
What
suggestions
does
Miss
Wang
give
her T:
You
did
quite
well.
Now
let’s
listen
again
and
you
can
match
the
problems
and
the
suggestions.T:
What
should
Helen
do
when
she
feels
sad T:
Helen
doesn’t
how
to
talk
with
others.
What
should
she
do T:
Li
Hong
wants
to
make
friends
with
Helen
as
well.
Why T:
Joke
can
make
you
laugh
and
relaxed.
Do
you
often
tell
jokes
to
your
friends T:
How
does
Miss
Wang
comfort
Li
Hong T:
It
means
好啦，好啦.
It’s
used
to
comfort
others.
Listen
to
1a
and
tick
the
problems
and
suggestions
they
hear.Ss:…S1:
Li
Hong
failed
the
English
exam
and
she
feels
sad.S2:
It
means
she
didn’t
pass
the
exam.S3:
She
doesn’t
know
how
to
talk
with
others.S4:
Miss
Wang
told
her
to
find
others
to
talk
to
and
to
make
friends
with
Helen.Ss:…S5:
She
should
find
others
to
talk
to
when
she
feels
sad.
S6:
She
can
make
friends
with
Helen.S7:
Because
Helen
always
tells
her
jokes
and
makes
her
laugh.
Li
Hong
thinks
Helen
seems
to
like
her.Ss:
Yes.S8:
She
said
“there,
there!
It’ll
be
OK.”S9:
What
does
“there”
mean
here
in
Chinese S9:
I
see.
Thank
you.
利用师生讨论的方式解决对话中的语言点。
2(Individual
work)
Ask
the
students
to
read
1a
and
fill
in
the
blanks
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
it’s
very
easy
for
you.T:
Have
you
got
the
answers
Who
would
like
to
read
the
passage
for
us
Read
1a
and
fill
in
the
blanks
in
1c.Ss:…S1:Let
me
have
a
try....
Remark：
Stage
5（12mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Ask
the
students
to
practice
the
conversation
in
1a.T:Well
done.
Now
let’s
practice
the
conversation
in
pairs.
You
should
pay
more
attention
to
the
pronunciation
and
intonation.T:
Now
let’s
cut
out
the
conversation
in
roles.
Be
brave
to
have
a
try,
please.
Act
out
the
conversation
in
1a
in
pairs.
2(Pair
work)
Show
some
questions
on
thescreen.
1.
Why
does
Li
Hong
often
feellonely 2.
How
is
she
feeling
these
days Why 3.
What
did
Miss
Wang
do
forher 4.
What
suggestions
did
MissWang
give
her 5.
How
does
she
feel
now T:
I
have
some
questions
about
Li
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
try.T:
Can
you
tell
me
the
changes
of
Li
Hong’s
feelings
Answer
the
questions
on
the
screen
in
pairs.
Then
retell
the
changes
of
Li
Hong’s
feelings
according
to
the
answers.Ss:…S1:
Yes.
Li
Hong
is
a
quiet
and
shy
girl.
She
has
few
friends.
So
she
often
feels
lonely.
She
is
feeling
very
sad
these
days
because…
根据问题的提示，让学生改写并复述对话。
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
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.S1:we
learned
some
new
words:
fail,
someone,
feeling,
jokeS2:
We
learned
how
to
comfort
others:Take
it
easy.Don’t
worry.There,
there!It’ll
be
OK.S3:
We
knew
we
should
help
others
and
give
them
suggestions
when
they
are
feeling
sad
.S4:
We
knew
that
we
should
talk
to
others
when
we
are
feeling
sad
and
then
we
will
feel
better.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
practice
1a
with
your
parents
and
preview
Section
B-2a,2b
Section
C
-2
Section
B
-3a,3b
Finish
the
HMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
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.Unit
5
Topic
2
I’m
feeling
better
now.
第五课时
教案
（Section
D-Grammar
and
Functions,
1a,
1b,
2,Project）
教学设计思路：
本节课的课型为复习课。在复习环节设置了两个任务，学生需要回顾整个话题的语言知识才能完成，从而系统全面地对本话题进行复习。在阅读任务中，Pre-reading环节里利用师生讨论的方式学习新词汇，并利用构词法等方式帮助学生记忆词汇。While-reading环节里学生精读课文并回答问题，之后以师生讨论的方式解决文中的语言点。在写作任务中，Pre-writing环节里学生两人一组讨论怎样处理坏情绪。While-writing环节里，强调在作文中运用所学语言是学习语言的好方法。Post-writing环节里学生相互欣赏和批改作文，取长补短。Project
是利用本话题所学的知识完成任务，并教育学生关心他人，乐于帮助他人，必要时提出有用的建议。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇和短语。
deal,
elder,
refuse,
anyone,
though,
useless,
sadness,
unfair
deal
with,
even
though,
not…any
longer
=
no
longer
（2）复习原因状语从句和同级比较的结构。
2.
Skill
aims:
（1）
能正确运用本话题所学内容、比较流利地谈论如何处理不良情绪。
（2）
能阅读有关如何处理不良情绪的短文，并能做出相关的阅读练习。
（3）
能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能
为有类似烦恼的同伴提出合理的建议。
3.
Emotional
aims:
通过本节课的学习，当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。同时要关心他人，乐于帮助他人，为同伴提出合理的建议。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
Key
points：
1.
能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能为有类似烦恼的同伴提出合理的建议。
2.
掌握并运用原因状语从句和同级比较结构。
Difficult
points
综合运用本话题的语法，词汇，句型进行写作，解决实际问题。
Ⅲ.
Learning
strategies
将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。
Ⅳ.
Teaching
aids
多媒体课件/图片
V
Teaching
procedures
Stage
1(2mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greeting
as
usual.
Prepare
for
the
new
lesson.
T:
Good
morning,
everyone!
T:How
are
you
feeling
today T:
Who’s
on
duty
today
Give
you
duty
report,
please.
Greeting
as
usual.
Prepare
for
the
new
lesson.
A
student
makes
a
duty
report.Ss:
Good
morning,
Miss…Ss:
Very
well.
Thank
you.Ss:
Good
morning,
everyone.
I’m
on
duty
today.
…
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（10mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Ask
the
students
to
make
a
conversation
to
review
the
functions.T:
Suppose
Alice
is
a
new
student
in
our
class.
She
looks
unhappy.
Make
a
conversation
with
her
using
the
sentences
in
the
form
of
Functions.T:
Who
would
like
to
show
your
conversation
Make
a
conversation
to
review
the
functions.Ss:…P1:S1:
How
are
you
feeling
today,
Alice S2:
I
was
really
upset
and
lonely.S1:
What
seems
to
be
the
problem S2:
I
miss
my
parents
and
my
friends
very
much.S1:
Why
don’t
you
talk
with
to
someone
when
you
are
sad S2:
I
want
to,
but
I
don’t
know
how
to
talk
with
others
about
it.S1:Would
you
like
to
become
my
friend S2:
I’d
love
to.
Thank
you.
让学生做对话复习本话题的功能句。
2(Group
work)
Review
adverbial
clauses
of
reason
and
equal
comparisonT:
Good
job!
Now
work
in
groups
and
think
back
of
the
story
of
Li
Hong.
And
then
write
a
report
telling
us
the
reasons
why
she
seems
unhappy
and
how
she
is
now.
You
should
use
adverbial
clauses
of
reason
and
equal
comparison.T:
Who
can
stand
for
your
group
and
have
a
try
Think
back
of
Li
Hong’s
story
and
write
a
report
to
review
adverbial
clauses
of
reason
and
equal
comparison.Ss:…S1:
Li
Hong
was
a
new
student
a
few
months
ago.
At
that
time,
she
felt
upset
and
lonely
because
she
has
no
friends
to
talk
with.
She
couldn’t
sleep
as
well
as
usual.
She
thought
the
roads
here
were
not
so
clean
as
those
in
her
hometown.
It
also
seemed
that
the
people
here
were
not
so
friendly
as
her
friends.
But
now,
everything
has
changed.
Her
classmates
all
accept
her.
She
lives
as
happily
as
before.
让学生回顾Li
Hong的故事并写成简单的短文来复习原因状语从句和同级比较结构。
Remark：在完成以上任务的同时，学生需要回顾整个话题所学到的语言知识。从而对本话题进行系统全面的复习。
Stage
3（10mins)：
Task1:
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Learn
the
new
words
before
reading.
Write
down
the
new
words
on
the
blackboard.
Finish
1a.T:
Nobody
can
be
happy
all
the
time.
How
do
you
deal
with
your
unhappy
feelings T:
Your
methods
are
all
useful
and
helpful.
Everyone
may
have
bad
experiences
sometimes.
For
example,
when
Wenchuan
earthquake
happened,
many
people
lost
their
relatives.
They
must
be
very
sad.
But
it’s
useless
to
be
always
in
this
sadness.
How
to
deal
with
these
problems
Skim
the
passage
in
1a
and
match
the
words
or
phrases
with
their
meanings.T:
Have
you
matched
them
Let’s
try
to
learn
and
remember
the
words.
What’s
the
meaning
of
useless T:
Good!
Useless
is
the
opposite
of
useful.
We
have
learned
some
other
adjectives
ended
with
less
such
as
hopeless,
homeless.
So
it’s
easy
for
you
to
learn
and
remember
it,
right
Can
you
give
an
example T:
A
good
sentence!
What’s
the
meaning
of
“deal
with” T:
Can
you
give
an
example T:
Good
job.
“Elder”
is
the
comparative
of
“old”.
For
example,
I
have
an
elder
sister.
So
how
do
you
match T:
“Refuse”
is
a
verb.
It’s
the
opposite
of
accept.
What
does
it
mean T:
Can
you
give
an
example T:
Well
done.
I
often
ask
you
“do
you
understand ”
when
I
say
something
to
you.
So
what’s
the
meaning
of
“understand” T:
Can
you
make
a
sentence
with
it,
please.T:
Now
let’s
talk
about
the
passage.
You
have
skimmed
it.
Who
is
the
hero
of
the
passage T:
What
happened
to
Jeff T:
What’s
the
passage
about
Learn
the
new
words
before
reading.
Match
the
words
or
phrases
with
their
meanings.S1:
When
I
feel
tired,
I
often
listen
to
my
favorite
music.S2:…Ss:…S1:
It
means
not
useful.S2:
It’s
useless
to
complain.S3:
It
means
to
solve
a
problem.
S4:
We
should
think
of
good
methods
to
deal
with
the
rubbish.S5:
Elder
means
older
than
someone.S6:
It
means
to
say
you
will
not
do
something.S7:
She
refused
to
talk
about
this
matter.S8:
It
means
to
know
what
someone
or
something
means.S9:
Can
you
understand
what
I
said S10:
It’s
Jeff.S11:
His
elder
brother
was
killed
in
an
accident.S12:
It’s
about
how
Jeff
deal
with
his
sadness.
完成阅读任务。1.利用师生讨论的方式学习新词汇。2.利用构词法等方式帮助学生记忆词汇。
2(Pair
work)
Read
the
passage
and
answer
the
questions
in
1b.T:
Very
good.
Now
let’s
read
the
passage
carefully
and
then
you
should
find
the
answers
to
these
questions
in
1b.T:
How
did
Jeff
feel
when
his
brother
died
in
a
car
accident T:Unfair
is
the
opposite
of
fair,
so
what
does
it
mean
in
Chinese T:
At
first,
how
did
Jeff
deal
with
his
sadness T:
Why
was
he
angry
with
the
driver T:Why
is
Jeff
feeling
better
now T:What
can
you
learn
from
Jeff T:You
know
at
first
Jeff
was
very
angry
with
the
driver
because
his
car
hit
his
brother,
even
though
it
was
an
accident.
Do
you
know
how
to
use
“even
though” T:
OK.
Even
though
or
even
if
causes
the
adverbial
clause
of
concession(让步状语从句).
For
example,
He
will
come
on
time even
though it
rains.
Who
can
give
an
example T:
What
a
good
example.
Do
you
have
any
other
questions T:
Sure.
“Not
…any
longer”
means
“no
longer”.
For
example,
he
doesn’t
live
in
Beijing
any
longer.
That
is
to
say,
he
no
longer
lives
in
Beijing.
Another
example,
you
will
not
see
him
any
longer.
Can
you
make
a
sentence
with
the
same
meaning T:
Yeah,
you
got
it.
Read
the
passage
and
answer
the
the
questions
in
1b.Ss:…S1:
He
almost
went
mad.
He
felt
that
the
world
was
unfair.S2:
It
means
“不公平的”in
Chinese.S3:He
refused
to
play
soccer
or
go
to
the
movies
with
his
friends.
Instead,
he
just
sat
in
his
bedroom
and
didn’t
talk
to
anyone,
even
his
parents.S4:
Because
his
car
hit
his
brother.S5:
Because
he
understood
it
was
useless
to
be
angry.
He
no
longer
hates
the
driver
and
stays
in
his
bedroom
by
himself.
He
goes
to
the
movies
or
plays
sports
with
his
friends.
He
feels
better
now.Ss:…S6:
Even
though
means
“即使，尽管，虽然”,
but
I
don’t
know
more
about
it.S7:
He
lost
the
game
even
though
he
tried
his
best.S8:
Can
you
give
more
example
about
no
longer
and
not
…
any
longer S9:
You
will
see
him
no
longer.
完成阅读任务。1.
精读课文，回答问题。2.利用师生讨论的方式解决文中的语言点。
Remark：
Stage
4（10mins)：
Task
2:
writing
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Ask
the
students
to
talk
about
how
they
deal
with
sadness.T:
Jeff
is
unfortunate.
And
I
think
everybody
may
have
bad
experiences
in
his
life.
When
you
feel
sad,
you
should
talk
with
your
friends
about
it.
Today
you
have
a
good
chance
to
share
it
with
your
partners.
Now
work
in
pairs,
read
the
four
questions
in
2
and
talk
about
how
you
deal
with
your
sadness
with
your
partner.
Let’s
begin.
Work
in
pairs
and
talk
about
how
they
deal
with
sadness.Ss:…
让学生讨论如何处理不良情绪。为写作做准备。
2(Pair
work)
Show
some
students’
passage
on
the
screen
and
check
them.T:
You
had
a
warm
discussion.
Now
please
write
down
what
you
have
discussed
and
write
a
short
passage.
Try
to
use
the
language
you’ve
learned
in
your
expression.
Using
language
is
the
best
way
to
grasp
them.
T:
Who
would
like
to
show
your
passage
We
can
enjoy
it
and
help
you
to
check
it
together.T:
What
a
brave
boy!
Let’s
enjoy
his
composition.T:
Let’s
read
his
composition
and
find
some
good
sentences.
T:
Let’s
count
how
many
language
points
we
learned
in
this
lesson
he
used
in
his
composition.T:
Wow,
so
many!
Give
him
a
clap!
Using
language
is
the
best
way
to
learn
a
language.
T:
Did
he
make
any
mistakes
Who
can
point
out
and
help
him
correct
them T:Good!
You
are
all
careful
and
diligent
students.
Write
a
short
passage.Ss:…S1:Can
I
show
my
composition S2:…Ss:
even
though,
unfair,
…S3:…
将讨论结果写成短文。学生相互欣赏和批改作文，取长补短。
Remark：1.将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。强调在运用中习得语言。让学生在欣赏和修正他人的书面表达的同时取长补短，提升自己的写作能力。
Stage
5（10mins)：
Project
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Ask
the
students
to
have
a
discussion
about
their
problems.T:
When
we
have
problems,
we
should
ask
others
for
help.
So
as
a
friend,
we
should
help
others
when
they
need
help.
Now
please
ask
your
group
members
about
their
problems
and
write
them
down.
Ask
the
group
members
about
their
problems.Ss:
2(Group
work)
Ask
the
students
to
discuss
andfind
ways
to
solve
the
problemsT:
Discuss
the
problems
with
your
group
members
and
find
the
ways
to
solve
them.
Discuss
and
find
ways
tosolve
the
problemsSs:…
3(Group
work)
Ask
the
students
to
write
down
thesuggestions.T:
Now
you
can
write
down
the
suggestions.T:Can
you
read
the
suggestions T:Please
remember
the
suggestions.
I
think
you
can
use
them
to
help
others
when
they
need
help
some
day.
Write
down
thesuggestions.Ss:…S1:
Sure.
Let
me
read
ourgroup’s
suggestions.…
Remark：教育学生要关心他人并乐于帮助他人，必要时给他人提出有效的建议。
Stage
6（3mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:we
learned
some
new
words:
deal,
elder,
refuse,
anyone,
though,
useless,
sadness,
unfair
S2:
We
learned
to
use
some
new
phrases:deal
with,
even
though,
not…any
longer
=
no
longerS3:
We
review
adverbial
clauses
of
reason
and
equal
comparison.S4:
We
knew
we
should
deal
with
our
bad
feelings
in
proper
ways.S5:
We
knew
we
should
help
others
and
give
them
suggestions
when
they
need
help.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
try
to
retell
the
story
of
Jeff
to
your
parents
and
preview
Section
A-1a,
1b,
1c,
2,
3
of
Topic
3.
Finish
the
HMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
第五课时
(Section
D-Grammar
and
Functions,
1a,
1b,
2,Project)1.
New
words:
elder—old
deal—deal
withrefuse—accept
though—even
thoughanyone—anybody
useless—use—useful
sadness—sad
unfair—fair
2.
New
phrases:deal
with
e.g.
We
should
think
of
good
methods
to
deal
with
the
rubbish.even
though
/
even
ife.g.
He
lost
the
game
even
though
he
tried
his
best.not…any
longer
=
no
longere.g.
He
doesn’t
live
in
Beijing
any
longer.
=He
no
longer
lives
in
Beijing.Unit
5
Topic
2
I’m
feeling
better
now.
第三课时
教案
（Section
B-2a,2b
Section
C
-2
Section
B
-3a,3b）
教学设计思路：
本节课主要活动为Section
B-2a
和SectionC-2。
本节课在复习形容词用法及原因状语从句的基础上了解同级比较句型，即（not）as+形容词/副词+as的运用。在热身导入部分，我们仍旧从谈论情绪入手，复习系表结构和原因状语从句。接下来利用听力训练2a巩固形容词的用法并在Post-listening环节设置了对话和调查活动巩固原因状语从句。将SectionC-2的形容词和副词的同级比较句型，即（not）as+形容词/副词+as的语法学习提前至本课，可以让学生有充分的时间感知和理解，并能在下节课加以巩固。同时也为下一课的阅读做好准备。在语音环节学习了元音音素/
I /和/e /及句子的停顿、弱读和辅音的不完全爆破现象。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇和短语。
by
the
way，as…as,
（2）能正确运用as...as...和not
as/so
…
as…句式。
（3）能区分元音音素/
I /和/e /,
并能正确拼读单词，注意对应的字母组合的拼写规则；
能在朗读句子时正确处理停顿、弱读和辅音的不完全爆破现象。
2.
Skill
aims:
能正确写出包含形容词和副词同级比较的句式。
3.
Emotional
aims:
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
Key
points：
1.
初步理解和掌握形容词和副词同级比较的句式。
2.
正确运用原因状语从句。
Difficult
points：
1.
能正确区分和运用形容词与副词。
2.
能正确运用as...as...和not
as/so
…
as…句式。
Ⅲ.
Learning
strategies
1.
读句子的时候，应在连词前（如as，
and，but
和
because等）稍有停顿。
Ⅳ.
Teaching
aids
多媒体课件/图片
V
Teaching
procedures
Stage
1(5mins)：Warming
up
and
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greeting
as
usual.
Prepare
for
the
new
lesson.
T:
Good
morning,
everyone!
T:How
are
you
feeling
today T:By
the
way,
did
you
sleep
well
last
night T:
That’s
good.
Now
I
want
to
know
more
about
your
feelings.
Let’s
make
sentences
in
turn.
Each
student
makes
one
sentence,
telling
me
your
feelings
and
the
reason.
Let’s
start
from
me:
I
feel
so
happy
because
you
slept
well
last
night.
Go
on!
Greeting
as
usual.
Prepare
for
the
new
lesson.
Ss:
Good
morning,
Miss…Ss:…S1:
Yes.
We
didn’t
have
too
much
homework
yesterday,
so
I
went
to
bed
a
little
earlier.S1:
I
feel…
because……
为上课做好准备。通过师生交流呈现目标语言并复习系表结构和原因状语从句。
Remark：以头脑风暴的方式让学生操练所学句型（如轮流造句等），可以很好的实现复习巩固的目的。
Stage
2（5mins)：
Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individualwork
)
Ask
the
students
to
read
SectionB-2a
and
try
to
fill
in
the
blanks.T:
Everybody
sometimes
has
bad
feelings.
It’s
normal
to
get
these
feelings
at
your
age.
And
I
think
the
most
important
thing
is
to
deal
with
the
feelings
in
proper
ways.
Do
you
think
so T:As
you
know,
Li
Hong
feels
bad
because
she
failed
the
English
exam.
How
did
she
deal
with
her
bad
feelings
Does
anybody
help
her T:
Yes,
you
are
right.
And
she’ll
certainly
talk
with
Helen
about
her
feelings.
Right T:
Now
let’s
read
the
conversation
between
Li
Hong
and
Helen.
Please
try
to
fill
in
the
blanks
before
listening.
You
may
get
the
ideas
about
how
to
make
friends
and
how
to
help
others.T:
Have
you
got
the
answers
Please
check
and
discuss
with
your
partners.
Tell
your
partner
your
reasons.
Read
SectionB-2a
and
fill
in
the
blanksSs:
Yes.S1:Yes.
Helen
and
Miss
Wang
helped
her.
And
she
talked
with
Miss
Wang
about
her
feelings.
She’ll
make
friends
with
Helen.Ss:
Yes.Ss:…
听之前填空。预测答案的同时了解对话内容
。
Remark：
Stage
3（5mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(
Individualwork
)
Play
the
tape
recording
of
SectionB-2a.
Check
the
answers.T:
Now
let’s
listen
to
the
conversation
and
you
can
check
your
answers.
T:You
may
find
some
of
the
correct
answers
are
different
from
yours,
but
your
answers
are
reasonable
and
right.
For
example,
For
the
second
blank,
both
happy
and
glad
are
OK.
Right
Any
others T:
Yeah,
you
got
it.
When
you
are
in
trouble
or
when
you
need
help,
you
can
say
“I
have
some
difficulty
or
questions
with
…”.
By
the
way,
what’s
Li
Hong’s
problem T:
Will
Helen
help
her T:
Any
other
different
answers T:
Excellent!
In
fact,
some
of
the
blanks
have
more
than
one
correct
answers.
OK.
How
is
Li
Hong
feeling
now
T:
If
you
want
to
make
friends
with
someone,
what
can
you
say
to
him
or
her T:
Good!
Helen
is
glad
to
be
Li
Hong’s
friend
and
she
is
so
kind
to
Li
Hong
because
she
wants
to
help
her.
I
think
we
should
try
to
help
others,
especially
when
they
are
in
trouble
or
in
bad
moods.
Do
you
think
so
Listen
to
the
conversation
in
SectionB-2a
and
fill
in
the
blanks.
And
then
check
the
answers.Ss:…S1:
Can
I
fill
the
third
blank
with
difficulty
or
questions.S2:
She
find
it
difficult
to
learn
English
well.S3:
Yes,
she
will.S4:
For
the
last
blank,
both
kind
and
friendly
are
OK.
Am
I
right S5:
She’s
feeling
better
after
talking
with
Miss
Wang.
S6:
I’ll
ask
“would
you
like
to
become
my
friend ”Ss:
Yes.
通过师生讨论的方式更深入地理解对话的内容。
Remark：当答案并不唯一的时候要鼓励学生想出不同的答案。
Stage4（10mins)：
Post
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Finish
SectionB-2b.T:
Suppose
Tom
is
new
in
your
class
and
feels
lonely.
Work
in
pairs
and
talk
with
him
and
try
to
help
him.
The
phrases
in
the
form
may
help
you.
I’ll
ask
some
pairs
to
act
out
your
conversations.
Let’s
begin.T:
Which
pair
would
like
to
be
the
first
to
act
Make
conversations
in
pairs
according
to
the
form
in
SectionB-2b.Ss:…P1:
……
复习巩固原因状语从句。
2(Individual
work)
Make
a
survey
about
the
students’
feelings.
Show
the
form.NameProblemFeelingAdviceS1too
much
homeworktiredWhy
not
… S2…………T:
Just
now
we
said
that
everybody
may
get
bad
feelings.
Do
you
have
any
bad
feelings T:
Work
in
groups.
Make
a
survey
in
your
group.
Find
out
the
unhappy
feelings
from
others
and
talk
about
the
reasons.
Then
give
your
advice.
The
Phrases
in
2b
may
help
you.T:
Now
each
group
will
give
a
report
about
the
feelings
of
your
group
members.
Who
would
like
to
be
Group
1
to
give
a
report
Make
a
survey
about
the
students’
feelings
with
the
help
of
the
phrases
in
SectionB-2b
and
the
form
on
the
screen.Ss:
Yes,
we
do.Ss:…S1:
Remark：设置贴近学生生活的任务并让学生利用所学的知识去完成，达到学以致用的目的。
Stage
5（10mins)：Grammar
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Teach
equal
comparison
“as…as…”.
Show
some
pictures
or
objects.T:
You
did
a
good
job.
In
the
last
task
you
used
many
adjectives.
When
we
describe
something
we
may
use
adjectives
and
adverbs.
Now
let’s
learn
more
about
them.
Look
at
these
two
books.
Which
one
is
bigger T:
Good.
How
about
these
two
balls T:
That
is
to
say
this
ball
is
as
big
as
that
one.T:
What
about
these
two
boy
Who
is
taller T:
Yes.
Maybe
you
can
describe
these
pictures.T:
Look
at
Xiao
Ming
and
Xiao
Fang.
How
carefully
they
are
writing.
I
can
say
Xiao
Ming
is
writing
as
carefully
as
Xiao
Fang
.
Look
at
these
two
cars.
They
are
running
neck
and
neck.
Can
you
describe
them
with
as…as… T:
Well
done!
Who
can
tell
us
how
to
use
as…as… T:
Sure.
T:How
do
you
decide
whether
to
use
an
adjective
or
an
adverb T:Excellent!
Thanks
for
your
detailed
explanation.
Maybe
it’s
a
little
difficult
for
you
to
distinguish
an
adjective
and
an
adverb
and
use
them
correctly.
It
doesn’t
matter.
Observe
carefully
and
think
it
over.
I
believe
practice
makes
perfect.
Learn
and
use
equal
comparison
“as…as…”.S1:
This
one
is
bigger
than
that
one.S2:
They
are
the
same.S3:
The
boy
is
as
tall
as
that
one.S4:
This
car
is
as
beautiful
as
that
one.S5:
This
building
is
as
high
as
that
one.
…S5:
The
red
car
runs
as
fast
as
the
black
one.S6:
Can
I
sum
up
in
Chinese S6:
as…as…意思是“像……一样”。结构为：as+形容词或副词的原级+as+比较对象。S6:
It
depends
on
the
verb.
如果动词是系动词，两个as中间就用形容词。如果是实意动词，两个as中间就用副词。
初步认识形容词和副词的同级比较结构。使语法的学习由浅入深，并给学生一个理解和消化的时间。同时为下一课的阅读做好准备。
2(Individual
work
)
Finish
2.
Check
the
answers.T:Let’s
have
a
try.
Completethe
sentences
with
the
words
inthe
box.
You
should
pay
attentionto
the
use
of
“as…as…”
T:
Have
you
got
the
answers Let’s
check
them.
What’s
youranswer
for
the
first
sentence
Finish
2.
complete
the
sentences
with
the
words
in
the
box.
Check
the
answers.Ss:…S1:…
利用Section
C-2的活动巩固形容词和副词的同级比较结构。
Remark：先鼓励学生总结as…as…的用法。如果不全面老师再补充。难点是形容词和副词的区分于运用。
Stage
6（5mins)：
Pronunciation
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Play
the
tape
recording
of
3a.
T:
Your
spoken
English
is
almost
good.
But
just
as
you
know,
a
good
English
learner
should
always
pay
attention
to
his
pronunciation.
So
let’s
learn
more
about
it.
First,
listen
to
the
tape
and
read
the
following
pairs
of
words,
and
pay
attention
to
the
sounds
of
the
underlined
letter.T:
Can
you
read
the
two
phonetic
symbols
/I /
and
/e /
T:
What
combined
letters
can
pronounce
/I /
and
/e / T:Let’s
listen
again
and
try
to
imitate.T:
Can
you
read
these
words
Have
a
try,
please.near,
pair ,
real,
care,
tear,…
Listen
to
the
tape
and
read
the
following
pairs
of
words
and
pay
attention
to
the
sounds
of
the
underlined
letter.
And
then
listen
again
and
try
to
imitate.Ss:…Ss:
Yes....S1:
The
combined
letters
“ear”
and
“ea”
pronounce
/I /
and
the
combined
“air”
and
“are”
pronounce
/e /.
Ss:…
2（Class
activity)
Play
the
tape
recording
of
3b.
T:
Read
the
following
sentences,
paying
attention
to
the
pause,
weak
form
and
incomplete
plosion.
You
can
pause
briefly
before
the
conjunction
such
as
and,
but,
and
because.T:
Let’s
listen
and
try
to
imitate.T:
Who
can
read
them
for
us
Read
the
following
sentences,
paying
attention
to
the
pause,
weak
form
and
incomplete
plosion.
Then
listen
and
try
to
imitate.Ss:…Ss:…Ss:…
Remark：
Stage
6（5mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:we
learned
to
use
equal
comparison
“as…as…”S2:
We
learned
a
new
phrase:
by
the
wayS3:
We
can
pronounce
/
i /and
/ε /,
S4:
We
can
pay
attention
to
the
pause,
weak
form
and
incomplete
plosion.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
make
five
sentences
with
“as…as…”
and
preview
Section
C-1a,1b,1c,
3,4
Finish
the
HMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
第三课时
(Section
B-2a,2b
Section
C
-2
Section
B
-3a,3b)1.
by
the
way2.
as
+
adj
/adv
+
as
…Not
as/so
+
adj/adv
+as
…Unit
5
Topic
2
I’m
feeling
better
now.
第一课时
教案
（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
Knowledge
aims：
（1）学习并掌握新词汇和短语。
exam,
strict,shy,
be
strict
with
（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
V
Teaching
procedures
Stage
1(3mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Get
ready
for
the
lesson.
Play
the
tape
recording
or
the
video
of
the
song
If
You
Are
Happy.T:
Good
morning,
everyone!T:
How
are
you
feeling
today 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.
Enjoy
the
song
If
You
Are
Happy
to
get
ready
for
the
lesson.Ss:
Good
morning,
Miss…Ss:
Fine,
thank
you.
And
you Ss:
…
营造学习英语的气氛，准备进入学习状态。
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
1(Pair
work)
Review
Linking
verb
+
adjective.T:
Did
you
have
a
happy
weekend T:
Hi,
S1,
You
said
“no”.
Anything
wrong
T:
What
seems
to
be
the
problem T:
Oh,
I’m
sorry
to
hear
that.
Don’t
be
too
sad.
I
believe
you
pet
dog
will
live
happily
in
another
world.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
wrong
What
seems
to
be
the
problem 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
Make
conversations
about
the
activities
during
the
last
weekend
to
review
Linking
verb
+
adjective.Ss:
Yes/No.S1:
I
feel
sad.S1:
My
pet
dog
died
yesterday.S1:
Yes,
I
think
so.
Thank
you.Ss:…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:…
复习系表结构的用法。导入到本节课话题——情绪的讨论。
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。
Stage
3（14mins)：
Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(
Class
activity
)
Talk
about
pictures
to
use
adverbial
clauses
of
reason.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
shouldn’t
be
too
strict
with
yourselves,
or
you
will
lose
a
lot
of
happiness.
Do
you
agree
with
me 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
T:
Why
is
he
happy T:
What
a
good
idea!
Look
at
the
second
one.
What
do
they
seem 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 T:
I
hope
he
will
be
happy
again.
Look
at
the
lovely
dog.
How
does
it
feel
Why T:
A
good
reason.
How
about
the
boy
Anything
wrong
with
him T:
Maybe.
But
can
you
guess
different
reasons T:
Well,
that’s
a
possible
reason.
What
does
“exam”
mean
in
Chinese T:
That
means
you
are
strict
with
yourselves.
Talk
about
pictures
to
use
adverbial
clauses
of
reason.Ss:
Yes.
S1:
He
looks
happy.S1:
Because
he
sees
a
toy
car.S2:
They
seem
surprised
and
angry.S2:
Because
they
read
bad
news
in
the
newspaper.S3:
He
looks
disappointed
because
his
team
lost
the
game.S4:It
feels
very
happy
because
its
owner
comes
back.S5:
He
feels
upset
because
he
lost
his
iPhone.S6:
He
feels
upset
because
he
can’t
find
his
mother.Ss:…
S7:
He
feels
upset
because
he
did
badly
in
this
exam.S8:
It
means
“考试”in
Chinese.
We’ll
feel
upset
when
we
do
badly
in
our
exams.
通过看图造句理解和运用原因状语从句。
2(Pair
work)
Show
the
pictures
in
2
on
the
screen.
T:
Let’s
try
to
make
more
sentences.
First,
look
at
the
pictures
and
match
the
expressions
in
the
box
with
them.T:
Have
you
got
the
answers
What’s
the
right
order T:
Now
look
at
the
first
picture
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:…
Finish
2.
Look
at
the
pictures
and
match
the
expressions
in
the
box
with
them.
Then
make
sentences
by
following
the
example.Ss:…S1:
The
right
order
is
…S2:
He
looks
angry
because
he
lost
his
pen.
S3:
She
looks
worried
because
her
son
is
ill
in
hospital.S4:……
完成2的练习，巩固原因状语从句。
3(Class
activity)
Show
a
picture
and
lead
to
1a
and
then
ask
the
students
to
read
the
form
in
1b
and
predict
the
answers.T:
Now
look
at
this
picture.
How
does
the
boy
feel
What
seems
to
be
the
problem T:
Have
you
ever
done
badly
in
your
exams T:
How
did
you
feel
then 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.T:Tell
me
your
guess,
please.
Don’t
be
shy.T:
Good
job.
You
got
most
of
them.
Read
the
form
in
1b
and
predict
the
answers.S1:
The
boy
feels
very
frightened
and
upset
because
he
did
badly
in
the
exam
and
his
father
is
rather
angry
with
him.Ss:
Yes,
we
have.
S2:
I
felt
very
unhappy
and
upset.Ss:…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.
利用图片导入1a。看图和表格预测听力答案。
Remark：通过造句更好地掌握新学的单词和表达方式；
Stage4（7mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
1a
and
show
some
questions
on
the
screen.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
questions.T:
How
many
people
are
there
in
this
conversation
Who
are
they T:
Who
are
they
talking
about T:
How
does
Li
Hong
feel
Listen
to
1a
and
answer
the
questions.
Ss:…S1:
There
are
two.
They
are
Miss
Wang
and
Helen.S2:
Hi
Hong.S3:
She
feels
lonely.
由浅入深设置听力练习。
2(Individual
work)
Play
the
tape
recording
of
1a
and
check
the
answers
of
1b.T:
Well.
Let’s
listen
to
the
conversation
and
fill
in
the
blanks
in
1b.
T:
Now
listen
again
and
check
your
answers.T:
How
does
Helen
look
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 T:
What
does
Miss
Wang
want
to
do
Listen
to
1a
and
check
the
answers
of
1b.Ss:…Ss:…S1:
She
looks
worried.
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.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
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Ask
the
students
to
act
out
the
conversation
in
1a.T:Well
done.
Now
let’s
act
out
the
conversation
in
pairs.
You
should
pay
attention
to
the
intonation
and
emotions.T:
It’s
time
to
show
your
conversations.
Be
brave
to
have
a
try,
please.
Act
out
the
conversation
in
1a
in
pairs.Ss:..P1:…
2(Pair
work)
Ask
the
students
to
make
conversations
in
pairs
based
on
1a
and
1b.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
let’s
ask
and
answer
in
pairs
based
on
1a
and
1b
by
following
the
example
in
1c.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
Make
new
comersations
based
on
1a
and
1b
by
following
the
example
in
1c.P1:…P1:
Let
me
have
a
try.
3(Pair
work)
Ask
the
students
to
make
conversations
to
talk
about
their
unhappy
experiences.T:
Everyone
has
some
unhappy
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.
Make
conversations
to
talk
about
their
unhappy
experiences.P1:…
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
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:we
learned
adverbial
clauses
of
reason.S2:
We
learned
some
new
words
and
useful
phrases.exam,
strict,
shy,
be
strict
withS3:
We
learned
some
useful
expressions:Anything
wrong What
seems
to
be
the
problem Thank
you
for
telling
me.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
Section
A-3
&
Section
B-1a,1b,1c
Finish
the
HMK
适当的家庭作业有助于巩固课堂所学的知识。
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.Unit
5
Topic
2
I’m
feeling
better
now.
第四课时
教案
（Section
C-5,3,1a,1b,1c,
4）
教学设计思路：
本节课主要活动为Section
C-1a。
本节课的课型为阅读课。利用歌曲热身，开始新的一课。在复习环节利用SectionC-3的表格和图片让学生造句复习同级比较结构。同时学习两个新词汇lovely和helpful。在Pre-reading环节里，首先通过对关键词的讨论猜测文章大意，学习新词汇。接下来阅读表格猜测答案，学生可预测答案的词性，并可以带着问题去阅读1a，加深对文章的理解。有助于提高学生阅读理解的能力。在While-reading环节，学生阅读文章完成1b表格并回答几个更深层次的问题。加深对文章的理解同时锻炼学生组织语言回答问题的能力。在Post-reading环节，首先通过问答的方式解决学生的疑难，巩固知识点。之后复述课文。最后让学生仿照SectionC-3的表格自制一张表格对比自己与组员的异同，并用as…as…和not
as/so
…
as…结构写出有关自己和组员相比较的小短文，完成SectionC-4的书面表达练习。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇和短语。
usual,
either,
accept,
lovely,
helpful,
international,
as
usual
（2）学习并掌握形容词和副词的同级比较结构。
I
live
as
happily
as
before.
I
couldn’t
sleep
as
well
as
usual.
Helen
is
as
lovely
as
Maria.
Maria
is
not
as/so
brave
as
Helen.
2.
Skill
aims:
（1）
能用as…as…和not
as/so
…
as…结构熟练地口头谈论有关两个人或事物同级比较的话题。
（2）
能用as…as…和not
as/so
…
as…结构规范地写出有关自己和朋友的一些情况的比较的短文。
3.
Emotional
aims:
教育学生遇到问题要主动与他人交流，同时要学会适应新的环境。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
Key
points：
1.
正确运用单词表中单词及短语。
2.
正确运用as…as…和not
as/so
…
as…结构进行交谈和写作。
Difficult
points：
用as...as...和not
as/so
…
as…结构正确地写出带有比较内容的短文。
Ⅲ.
Learning
strategies
1.
通过听唱英文歌曲练习和提高学生的听力与发音。
2.
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
V
Teaching
procedures
Stage
1(3mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greeting
as
usual.
Prepare
for
the
new
lesson.
Play
the
video
of
It’s
a
small
world.T:
Good
morning,
everyone!
T:
How
are
you
feeling
today T:
Let’s
enjoy
a
beautiful
song
named
It’s
a
small
world.
T:
Singing
English
songs
can
improve
your
listening
and
pronunciation.
I
hope
you
can
learn
to
sing
some
English
songs
in
your
free
time.
Greeting
as
usual.
Prepare
for
the
new
lesson.
Enjoy
the
song
It’s
a
small
world
.Ss:
Good
morning,
Miss…Ss:
Very
well.
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
1(Individual
work)
Show
the
form
in
3
and
review
the
equal
comparison.T:
Now
let’s
begin
our
lesson.
You
know,
Helen
would
like
to
help
Li
Hong
to
make
her
happy
again.
We
can
say
Helen
is
helpful.
Can
you
understand
what
I
mean T:
Good.
And
I
think
she
is
not
only
helpful
but
also
lovely.
You
may
find
lovely
is
an
adjective.
You
are
all
lovely.T:In
the
last
lesson
we
learned
a
useful
structure.
You
can
use
as…as…
to
express
equal
comparison.
Look
at
the
table
in
3
and
make
sentences
with
as…as…
or
not
as/so…as…
to
compare
Helen
with
Maria.T:Good
job!
You
did
as
well
as
usual.
I’m
always
proud
of
you.
Make
sentences
according
to
the
form
in
3
and
review
the
equal
comparison.Ss:
Yes.
You
mean
Helen
likes
to
help
others.
She
is
kind-hearted.Ss:
Thank
you.S1:
Helen
is
as
lovely
as
Maria.S2:
Maria
is
not
as
brave
as
Helen.S3:
Helen
is
as
helpful
as
Maria.S4:
Maria
doesn’t
write
so
carefully
as
Helen.S5:
Helen
runs
as
fast
as
Maria.
利用SectionC-3复习同级比较，同时学习新单词。
Remark：可以用多种方式复习同级比较。如头脑风暴，看图造句，根据实物造句等。
Stage
3（8mins)：
Pre
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activities)
Lead
in
1a.
Teach
the
new
words.T:Life
isn’t
always
full
of
happiness.
We
may
have
some
bad
experiences.
Who
can
tell
us
one
of
them T:
When
we
have
some
difficulties,
we
should
talk
with
our
friends.
You
know,
Li
Hong
has
some
problems.
How
does
she
talk
to
her
friends T:
Yes.
Now
let’s
guess
what
she
wrote
in
the
letter.
Please
read
the
underlined
key
words
and
guess
what
the
letter
is
about.T:
Why
Can
you
guess
the
reasons T:
All
of
your
guessing
is
reasonable.
You
mean
she
couldn’t
study
and
play
with
her
old
friends
as
usual.
Right T:
Usual
is
the
adjective
of
usually.
Can
you
guess
its
meaning T:
Excellent!
So
can
you
understand
“as
usual” T:
Good.
Let’s
go
on.
You
said
Li
Hong
may
not
be
used
to
the
life
here.
I
agree
with
you.
Maybe
she
doesn’t
like
the
environment
here.
What
other
things
do
you
think
she
didn’t
like T:
And
I
think
maybe
she
didn’t
like
the
food
here,
either.
Let’s
go
on
guessing.
How
about
the
next
underlined
word T:
Why
What
has
changed
for
her T:
You
mean
her
classmates
all
accept
her
and
she
is
not
lonely
any
longer.T:
It
means
to
treat
sb./sth.
as
welcome.
All
the
classmates
accept
her
and
she
lives
as
happily
as
before.
Read
the
underlined
words
and
phrases
in
the
passage
and
guess
the
main
idea
of
it.
Learn
the
new
words.S1:
I
was
lonely
before,
but
now
I
have
many
friends.Ss:…Ss:
She
wrote
to
her
friend
about
her
problems.
S2:
A
few
months
ago,
she
was
upset
and
lonely.S3:
She
was
new
here
and
she
didn’t
have
and
friends.S4:She
missed
her
old
friends.S5:
She
wasn’t
used
to
the
life
in
the
new
school.Ss:…S6:
Yes.
But
what
do
you
mean
by
“as
usual”
S6:
Does
it
mean
“通常的，平常的”in
Chinese S7:
It
means
“像往常一样”.S8:
Maybe
she
didn’t
like
the
people
here.S9:
Later,
something
changed.
She
lived
happily
again.S10:
Helen
and
other
students
made
friends
with
her.
S11:
What
does
“accept”
mean
通过师生讨论关键词的方式猜测文章大意并学习新词汇。
2(Pair
work)
Ask
the
students
to
read
the
form
in
1b
and
predict
the
answers.T:Before
reading
the
passage,
let’s
read
the
form
in
1b.
You
may
predict
the
answers
and
discuss
the
answers
with
your
partners.
Read
the
form
in
1b
and
predict
the
answers.Ss:…
读1b表格，猜测答案。
Remark：通过阅读表格和猜测答案，至少可以确定答案的词性。不仅有助于理解文章，还能培养学生的综合语言运用能力。
Stage
4（10mins)：While
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Ask
the
students
to
read
1a
and
complete
the
table
in
1b.
And
then
check
the
answers.T:Read
the
passage
in
1a
and
complete
the
table
in
1b.T:Check
your
answers
with
your
partners.
Read
1a
and
complete
the
table
in
1b.
And
then
check
the
answers.Ss:…Ss:…
阅读文章，完成1b表格。
2(Individual
work)
Show
some
questions
about
the
passage.(1)
How
did
she
feel
several
months
ago (2)
Did
Li
Hong
think
the
roads
here
were
as
clean
as
those
in
her
hometown (3)
What
did
Li
Hong
think
the
food
and
the
people
were
(4)
Do
the
classmates
accept
her
now T:
Read
the
passage
again
and
answer
the
questions.T:
Who
can
tell
me
the
answers
Read
1a
again
and
answer
the
questions.Ss:…S1:…
设置更深层次的问题，加深对文章的理解同时锻炼学生组织语言回答问题的能力。
Remark：
Stage
5（15mins)：
Post-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activities)
Real
with
the
difficult
points
in
the
passage.
in
the
passage.T:
Can
you
find
the
key
points
in
the
passage
T:
Can
you
make
a
sentence
with
it T:
Anyone
else T:
I’m
afraid
not.
Either
is
used
after
two
negative
sentences.
For
example,
I
don’t
like
the
red
shirt
and
I
don’t
like
the
green
one,
either.
Can
you
give
me
an
example T:
You
gave
a
good
example.
Any
other
questions
Real
with
the
difficult
points
in
the
passage.
in
the
passage.S1:
I
think
“as
usual”
is
an
important
phrase.
S2:
After
school
I
went
back
home
and
had
supper
as
usual.S3:
Can
I
change
“either”
into
“too”
in
the
sentence
“The
food
was
not
as
delicious
as
ours,
either.”S4:
She
won’t
go
there
and
Peter
won’t
go
,either.Ss:
That’s
all.
通过询问学生是否有疑难的方式解决疑难问题，巩固语言点。
2(Group
work)
Ask
the
students
to
retell
the
passage
according
to
1b.T:
You
have
known
how
Li
Hong
talked
about
her
problems
with
her
friends.
Let’s
work
in
groups
and
retell
her
letter
based
on
the
key
words
and
the
table
in
1b.T:
Now
I’ll
ask
some
students
to
retell
the
letter.
Who
would
like
to
have
a
try
Retell
the
passage
according
to
1b.Ss:…Ss:…
3(Individual
work)
Ask
the
students
to
make
a
table
to
compare
their
group
members
with
themselves.
And
then
write
a
short
passage.T:
Look
at
the
table
in
3.
Now
make
a
similar
table
to
compare
your
group
members
with
you.
And
then
write
a
short
passage
about
it.
You
may
begin
with
the
help
of
the
sentences
in
4.Nametalloldcarefullyfriendly…S1S2S3S4T:
Exchange
your
compositionswith
your
partners
and
you
cancorrect
your
partners’compositions.T:
Who
would
like
to
read
yourpassage
for
us
Make
a
table
to
compare
their
group
members
with
themselves.
And
then
write
a
short
passage.Ss:…Ss:…S1:
Let
me
have
a
try.
...
根据Section
C-3、4的提示写短文对比自己与组员的异同，运用和巩固同级比较句式。
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（4mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:we
learned
some
new
words:
as
usual,
either,
accept,
lovely,
helpfulS2:
We
learn
more
about
equal
comparison.
We
can
write
a
short
passage
to
compare
ourselves
with
others.S3:
We
knew
that
we
should
talk
to
others
when
we
are
feeling
sad
and
then
we
will
feel
better.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
retell
1a
to
your
parents
and
preview
Section
D-Grammar
and
Functions,
1a,
1b,
2,Project.
Finish
the
HMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
第四课时(Section
C-5,3,1a,1b,1c,
4)1.
new
words
and
phrases:lovely,
helpful,usual,
as
usual
either,
accept,
international,
2.Equal
comparisonHelen
is
as
lovely
as
Maria.Maria
is
not
as/so
brave
as
Helen.I
live
as
happily
as
before.I
couldn’t
sleep
as
well
as
usual.
