Unit 5 Topic 3 Many things can affect our feelings 教案（5课时）

Unit
5
Topic
3
Many
things
can
affect
our
feelings.
教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情绪的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇以及相关的功能句。如：I
get
so
nervous
when
I
give
a
speech.
Let’s
show
him
that
we
are
proud
of
him.
let’s
give
Michael
a
surprise!等，主要的语法是简单句的六种基本句型，即S+V,
S+V+O,
S+V+P,
S+V+O+OC,
S+V+IO+DO,
There
be…等。该话题还设计了语音知识的专项学习，即了解元音因素/ /和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语发音，为他们的流利表达打下良好的基础，最后通过Project的活动Expressing
your
moods对所学内容进行积极应用。
本话题建议用5课时完成。
第一课时：Section
A—1a,1b,1c,
2
第二课时：Section
A—3,
4a,
4b
Section
B—2
第三课时：Section
B—1a,
1b,
1c,
Section
D—2a,
2b,
Section
B—3a,
3b
第四课时：Section
C—1a,
1b,
1c,
2
第五课时：Section
D—Grammar
and
functions,1,
Project
第四课时（Section
C—1a,
1b,
1c,
2）
教学设计思路：
本节课主要活动为Section
C
-1a和2。
本节课的课型为阅读课。在复习环节里，将Section
B对话改写为短文。在新词汇和短语处设空，要求学生填空达到复习词汇和短语的目的。阅读仍分为Pre-reading，While-reading和Post-reading三个环节。Pre-reading的主要目的是学习词汇并讨论与课文内容相关的话题，为阅读做好准备。在While-reading环节里，学生分三次阅读文章，并由易到难完成三个不同层次的阅读任务，深刻理解文章。在Post-writing环节里，学生复述课文，拓展讨论并根据本课所学和所讨论的结果完成一篇书面表达，并在实物投影上展示自己的书面表达作品。老师和同学们一起欣赏学生作品，欣赏优美的句子同时改正书面表达的错误。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇
environment,
especially,
fill,
trouble,
choose,
loud,
noise,
crowded
fill
with
sth.
2.
Skill
aims:
(1)
学生能自如地谈论不同的事物对情感的影响。
(2)
能正确地运用本课的重点短语造句，写出关于不同的事物对情感的影响的短文。
3.
Emotional
aims:
通过对Section
C的学习，了解情感与外界事物的联系，学会如何保持健康的心理。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
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)
谈论不同的事物对情感的影响。
2.
Difficult
points：
将本课的重点词汇和短语运用到交谈和写作之中。
Ⅲ.
Learning
strategies
1.
小组合作共同学习。
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)
Greet
the
students
and
get
themready
for
learning.
Play
the
flash,If
you
are
happy.T:
Good
morning,
class!T:
How
do
you
feel
when
you
listen
to
the
pleasant
music
Focus
their
attention
on
theteacher.
Enjoy
the
song
Ifyou
are
happy.Ss:
Good
morning,
Miss…S1:
I
feel
relaxed.S2:
I
feel
excited.…
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（2mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Review
1a
of
Section
B.
Show
the
passage
on
the
screen.
As
we
know,
feelings
can
_____
our
health.
If
we
are
not
_______
about
ourselves,
we
may
feel
upset
or
nervous.
When
we
__________
all
the
time,
we
could
become_____.
Michael
gave
a
good
speech,
but
he
still
seems
very
upset.
Kangkang
and
his
friends
want
to
show
him
that
friends
help
______.
They
will
tell
him
that
he
is
brave
and
great
and
they
_________
him.
They
will
____
Michael
______.
They
plan
to
_____
a
short
play
to
cheer
him
up.
Now,
they
___________
it.T:Before
the
new
lesson,
let’s
review
what
we
have
learned
Section
B.
Read
this
passage
and
fill
in
the
blanks
with
the
new
words
and
phrases
in
SectionB-1a.
Fill
in
the
blanks
with
the
new
words
and
phrases
in
SectionB-1a.Ss:…
将SectionB-1a的对话改写为短文，要求学生填空。复习Section
B学过的词汇和重要短语。
Remark：
Stage
3（8mins)：Pre
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Talk
about
the
factors
that
affect
feelings
and
moods.
Show
some
pictures.
Learn
the
new
words
and
phrases.T:
Just
now,
you
told
me
you
feel
relaxed
and
happy
when
you
listen
to
If
you
are
happy.
That
is
to
say,
music
can
affect
our
feelings,
right
And
I
think
many
other
things
also
affect
our
feelings.
Do
you
think
so T:What
other
thing
can
affect
your
feelings
and
moods T:
Yes.
But
how
do
they
affect
our
feelings
and
moos
Let’s
look
at
some
pictures.
You
can
tell
me
your
feelings.
T:
Look
at
the
picture.
How
do
you
feel
when
you
see
the
full
moon
high
in
the
sky T:
If
you
are
far
away
from
your
hometown
and
you
cannot
get
together
with
your
family
and
friends,
especially
on
the
Mid-autumn
Day.
How
do
you
feel
when
you
see
the
full
moon
in
the
sky T:Whenever
it
happens,
especially
the
moon
is
so
round
and
bright,
my
eyes
fill
with
tears.
Now,
look
at
this
picture.
how
do
you
feel T:
You
mean
your
heart
fills
with
joy,
especially
when
you
receive
your
Christmas
present.
Right T:
Big
events
can
affect
us
a
lot.
Some
are
good,
others
are
bad.
Look
at
this
picture.
How
do
you
feel
about
it T:
So
do
I.
And
I
think
the
environment
can
affect
our
feelings.
Look
at
these
two
pictures.
What
are
the
differences
between
them
and
how
do
you
feel
about
them T:
Yes.
The
big
city
is
crowded
with
people.
It
means
there
are
too
many
people
in
the
big
city.
Can
you
understand
“
be
crowded
with” T:
The
big
city
is
so
noisy.
We
can’t
sleep
well
at
night.
That
is
to
say,
we
have
trouble
sleeping
at
night.
Can
you
understand
“have
trouble
doing
sth.”
T:
Who
can
give
an
example
T:
The
environments
in
these
two
pictures
are
very
different.
We
all
like
the
good
environment.
What
does
“environment”
mean
T:
Good.
The
environment
can
change
our
feelings.
The
weather
also
affects
our
feelings.
Do
you
like
rainy
days
or
sunny
days
How
do
you
feel
about
this
picture T:Colors
can
affect
our
feelings
and
moods.
Look
at
the
two
pictures.
Tell
me
your
feelings
about
them.T:
Sport
uniforms
are
often
in
warm
colors
like
red,
orange
and
yellow.
These
colors
can
cheer
us
up.
But
cool
colors
like
white
and
blue
can
make
us
feel
calm.T:
In
this
lesson
we
will
read
a
passage
about
the
factors
that
affect
our
feelings.
Look
at
the
pictures
on
Page
21.
Can
you
predict
what
will
be
mentioned
in
the
text
Talk
about
the
factors
that
affect
feelings
and
moods.
Learn
the
new
words
and
phrases.Ss:
Yes.
S1:
Weather
and
books.S2:Movies
and
stories.S3:…S4:It
looks
so
beautiful.
I
feel
calm.S5:
I
feel
cold.…S6:
I
will
miss
my
family
and
friends
and
I
will
feel
lonely
very
much.S7:
I’m
looking
forward
to
the
Christmas
Day.
When
it
comes,
I
feel
excited
and
happy.
S7:
Yes.S8:
When
I
hear
the
news
of
earthquakes,
I
will
feel
sad
and
worried.
S9:
The
grassland
is
clean
and
quiet.
I
will
feel
relaxed
living
there.
But
there
are
too
many
people
in
the
big
city.
It’s
too
noisy,
I
can’t
sleep
well
at
night.
I
feel
terrible
and
nervous
living
there.
S10:Yes.
It
means
“挤满了……”.S11:
Yes.
It
means
“做某事有困难”.S12:
I
have
trouble
solving
this
math
problem
because
it’s
too
difficult.S13:
环境.S14:
I
don’t
like
rainy
days.
I
feel
sad
and
upset
when
it
rains.
S15:
Orange
makes
us
feel
active
and
blue
makes
us
calm.Ss:
…
讨论影响情绪的因素，学习新词汇。
Remark：
Stage4（16mins)：While
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Ask
the
students
to
read
the
passage
.T:
Let’s
skim
the
passage.
And
then
you
can
tell
me
what
are
mentioned
init.
T:
What
can
affect
our
feelings
according
to
this
passage
Read
the
passage
and
get
the
main
idea
of
it.
Ss:…S1:The
moon,
the
environment,
the
weather,
colors
and
events.
速读文章，了解大意。
2(Individual
work)
Ask
some
questions
about
the
passage.
Show
some
questions.(1)
How
does
the
girl
feel
when
seeing
the
full
moon (2)
How
does
the
man
feel
when
he
is
in
a
noisy
city (3)
How
does
the
boy
feel
when
the
sun
shines
brightly (4)
What
colors
can
make
the
girl
confident
or
calm (5)
How
does
Jane
feel
when
she
talk
about
the
Wenchuan
earthquake
with
friends T:
You
got
the
main
idea.
Now
read
the
passage
paragraph
by
paragraph
and
answer
the
questions.
T:
For
the
first
paragraph,
how
does
the
girl
feel
when
seeing
the
full
moon T:
…
Read
the
passage
again
and
answer
some
questions.Ss:…S1:…
再读文章，回答相关问题。
3(Individual
work)
Ask
the
students
to
read
the
passage
for
the
third
time
and
complete
the
table
in
1b.T:
Read
the
passage
again
and
complete
the
table
in
1b.T:
Have
you
got
the
answers
You
can
check
your
answers
with
your
partners.
read
the
passage
for
the
third
time
and
complete
the
table
in
1b.Ss:…Ss:…
三读文章，推敲细节，深刻理解文章。
Remark:
Stage
5（14mins)：
Post-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Ask
the
students
to
retell
the
passage.T:
Now
let’s
retell
the
passage
in
groups.
Each
student
retells
one
paragraph.
Then
all
the
groups
members
retell
the
whole
passage.
The
table
in
1b
may
help
you.T:
Which
group
would
like
to
have
a
try
Retell
the
passage.Ss:…Ss:…
复述课文。
2(group
work)
Finish
1c.
T:
We
have
known
about
some
things
that
affect
our
feelings.
Besides,
there
are
many
other
factors
that
can
affect
our
feelings
such
as
music
and
movies.
Do
you
have
any
other
ideas
Discuss
in
groups
and
give
your
own
opinions.
Discuss
in
groups
to
find
more
information
about
factors
that
can
affect
feelings.Ss:…
拓展思维，讨论影响情绪的其他因素。
3(Individual
work
)
Ask
the
students
to
write
a
short
passage
about
how
things
affect
feelings.
Show
some
students’
compositions
under
the
object-projecting
apparatus
.T:
We
have
talked
a
lot
about
how
things
affect
our
feelings.
Let’s
write
a
short
about
it.
I
believe
you
can
do
it.
T:
Who
would
like
to
show
your
composition
to
us
T:
Let’s
enjoy
his
composition
and
you
can
help
him
to
correct
the
mistakes.
Hmm,
his
handwriting
is
so
beautiful.
…
Write
a
short
passage
about
how
things
affect
feelings.Ss:…S1:…
根据本课所学和所讨论的结果完成书面表达。
Remark(1)对于较长课文的复述，可小组成员每人复述一段，合作完成整篇文章。让每个人都有练习和展示的机会。(2)当堂讲评书面表达是很有效的方式。为节省时间可以利用实物投影仪与学生共同欣赏和评价。
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:environment,
especially,
fill,
trouble,
choose,
loud,
noise,
crowdedS2:
We
learned
some
new
important
phrases:fill
with
sth.
the
full
moon,
get
together,
be
crowded
with,
have
trouble
doing,
some
day,make
+
object
+
adj.
S3:
We
learned
about
what
can
affect
our
feelings
in
our
daily
life.
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
tell
your
parents
what
can
affect
your
feelings
and
preview
Section
D—Grammar
and
Functions,
1
and
Project.
Finish
the
HMK
after
class.
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—1a,
1b,
1c,
2)1.Some
new
words
and
phrases:environment,
especially,
fill,
trouble,
choose,
loud,
noise,
crowdedfill
with
sth.
the
full
moon,
get
together,
be
crowded
with,
have
trouble
doing,
some
day,make
+
object
+
adj.Unit
5
Topic
3
Many
things
can
affect
our
feelings
教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情感态度的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇及相关功能句。如：I
get
so
nervous
when
I
give
a
speech.
Let’s
show
him
that
we
are
proud
of
him.
let’s
give
Michael
a
surprise!等，主要的语法是简单句的六种基本句型，即S+V,
S+V+O,
S+V+P,
S+V+O+OC,
S+V+IO+DO,
There
be…等。该部分还设计了语音知识的专项学习，即了解元音因素/ /和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语表达，为他们的自主学习打下良好的基础，最后通过Project的活动Expressing
your
moods对所学内容进行积极应用。
第一课时：Section
A—1a,1b,1c,
2
第二课时：Section
A—3,
4a,
4b
Section
B—2
第三课时：Section
B—1a,
1b,
1c,
3a,
3b
Section
D—2a,
2b
第四课时：Section
C—1a,
1b,
1c,
2
第五课时：Section
D—Grammar
and
focus,1,
Project
第一课时（Section
A—1a,1b,1c,
2）
教学设计思路：
本节课主要活动为Section
A
-1a。
本节课的课型为听说课。学习新词汇test,
nervous,
speech,
CD的同时掌握描述心情、询问心情、表示安慰和提出建议的功能句，并让学生能够利用这些功能句进行日常交流。因为1a是一个打电话的对话，所以在复习环节，我们设置情境复习打电话的常用功能句，情境的主要内容也是表达关心，目的是能够呈现并让学生感知目标语言。Pre-listening的主要任务是学习新词汇和预测1b答案。本课的词汇不多而且简单，常用，教师通过与学生交流就可以在运用中让学生熟悉并掌握这些词汇。While-listening环节里，除了听1a并完成1b，1c的任务之外，通过师生讨论的方式强化和巩固本课需要学生掌握的功能句，为接下来的交流做准备。在Post-listening环节里，学生模仿语音语调，选择情境自编对话。此外本课设计了一个仿照1c改写对话的小组活动，在提高学生的书面表达能力的同时教给学生学习策略：发表演讲或汇报之前要做好充分的准备。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇：test,
nervous,
speech,
CD
（2）掌握以下描述心情、询问心情、表示安慰和提出建议的功能句：
I’m
worried.
I
get
so
nervous
when
I
give
a
speech.
Is
there
anything
wrong
Relax,
I
am
sure
you
will
do
well.
I
will
help
you.
2.
Skill
aims:
(1)
能听懂有关询问影响心情的事情和提出建议的简单对话和陈述。
(2)
能正确地运用本课的交际功能用语描述心情、询问心情、表示安慰和提出建议。
3.
Emotional
aims:
(1)
通过对本课的学习，学生能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。
(2)
学会勇于克服困难。
(3)
对朋友的询问、关心等作出恰当的反应。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
(1)
能自如地运用描述情绪和情感的形容词描述自己的心情。
(2)
能正确地运用本课的交际功能用语进行情绪询问，宽慰他人和给出建议。
2.
Difficult
points：
将对话改写为短文，简述同学因某事紧张或焦虑以及其他同学给出建议的事件。
Ⅲ.
Learning
strategies
1.
发表演讲或汇报之前要做好充分的准备。
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)
Greet
as
usual
to
prepare
for
the
lesson.
T:
Good
morning,
everyone!T:
How
are
you
doing
T:
Who’s
on
duty
today
Greet
as
usual
to
prepare
for
the
lesson.Ss:
Good
morning,
Miss…Ss:
Very
well.S1:
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（5mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Review
how
to
make
a
telephone
call.Situation1:T:
I’m
sorry
to
hear
that
Jack
is
ill
today.
I
hope
he
will
get
better
soon.
Did
you
make
a
telephone
call
to
him
T:
I
think
you
should
call
him
to
express
your
concern.
OK,
let’s
work
in
pairs
to
make
a
telephone
call
to
care
for
Jack.
Suppose
one
of
you
is
Jack.
Let’s
begin.T:
Who
would
like
to
act
out
your
conversation Situation2:
(When
nobody
is
ill)T:
Hi,
boys
and
girls.
You
know,
everyone
should
care
for
others.
Do
you
know
Jack
He
is
a
student
in
Class
five.
I
heard
that
he
is
ill
today
and
didn’t
come
to
school.
I
think
you
should
make
a
telephone
call
to
him.
Do
you
think
so T:
OK,
let’s
work
in
pairs
to
make
a
telephone
call
to
care
for
Jack.
Suppose
one
of
you
is
Jack.
Let’s
begin.
Work
in
pair
to
review
how
to
make
a
telephone
call.Ss:
Yes/no.Ss:…P1:
We
want
to
have
a
try…Ss:
Yes.
Ss:..
复习打电话对话。表达对他人的关心。
Remark：学生编对话的时候教师可提醒学生利用目标语言：Is
there
anything
wrong
并复习Who’s
this
This
is
Michael
speaking.
What’s
wrong
with
you 等句型。
Stage
3（5mins)：Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Lead
in
1a
and
write
down
the
new
words
on
the
blackboard.
T:
You
did
quite
well.
It’s
good
to
care
about
others.
Buy
the
way,
next
week
we’ll
have
an
English
speech.
S1,
are
you
worried
about
the
English
speech
T:
Don’t
be
nervous.
Calm
down.
Please
be
confident!
I
can
lend
you
some
CDs
about
giving
speech
if
you
need.
Next
week
we
will
have
a
math
test.
What’s
your
feeling,
S2 T:
Don’t
worry.
Take
it
easy.
I
know
some
of
you
are
nervous
about
giving
a
speech.
How
do
you
feel
when
you
give
a
speech T:
If
your
friend
is
worried
about
his/her
speech,
how
will
you
help
him/her
to
relax T:
You
all
offer
good
ideas.
Michael
will
give
a
speech
and
he
also
feels
nervous.
Let’s
see
how
Kangkang
does
to
help
Michael.
Learn
the
new
words.S1:
Yes.
I’m
very
worried.
I
can’t
sleep
well
at
night.S2:
I’m
afraid
of
getting
poor
results.
So
I’m
very
worried
about
it.S3:
I
feel
nervous
about
it
.S4:
I
feel
a
little
excited.
S5:…S6:
I’ll
tell
him
not
to
worry
about
it.
S7:
I’ll
help
him
to
practice.S8:…
学习新词汇。
2(Individual
work
)
Ask
the
students
to
read
through
1b
and
predict
the
answers.T:Before
listening,
let’s
read
the
questions
in
1b
and
predict
the
answers.
What
is
Michael
worried
about T:
Yeah,
you
got
it.
How
does
Michael
feel
when
he
has
to
give
a
speech T:
Maybe.
What
is
Kangkang’s
suggestion
for
helping
Michael
Read
through
1b
and
predict
the
answers.S1:
He
is
worried
about
his
speech.
S2:
He
may
feel
nervous.S3:He
may
help
Michael
but
I
don’t
know
how.
Remark：预测听力答案可以降低听力的难度，帮助学生更好地理解听力材料的内容。
Stage4（12mins)：While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity
)
Play
the
tape
recording
of
1a.
Check
the
answers
of
1b.T:
It
doesn’t
matter.
Listen
to
the
conversation
carefully
and
find
the
answers
to
the
questions
in
1b.T:
Just
as
you
guessed,
Michael
is
nervous
about
his
speech.
What
is
Kangkang’s
suggestion
for
helping
Michael
T:
Do
you
think
Michael
will
do
well
in
his
test T:
Why
do
you
think
so
Listen
to
1a
and
answer
the
questions
in
1b.Ss:…S1:
He
suggested
Michael
to
listen
to
a
CD
and
practice.S2:
Yes,
I
think
so.S2:
Because
Michael
feels
more
relaxed
with
Kangkang’s
help.
2(Individual
work)
Play
the
tape
recording
of
1a
again.T:
Good
job.
The
passage
in
1c
is
rewrote
form
the
conversation.
Read
it
and
try
to
fill
in
the
blanks
first.
T:
Now
let’s
listen
again.
Complete
the
passage
and
check
your
answers.T:
When
we
want
to
express
our
concern
to
others,
we
can
ask
him
or
her
“What’s
wrong
with
you ”.
In
this
lesson
we
learned
another
expression
to
care
about
others.
What
is
that T:
Good.
When
someone
asks
you
what’s
wrong,
you
can
express
your
feelings.
How
can
you
do
this T:
Yes.
And
when
someone
has
problems
and
feels
bad.
We
should
comfort
him
and
try
to
help
him.
Do
you
agree
with
me T:
After
listening
to
1a,
do
you
know
what
to
say
to
comfort
others
Listen
to
1a
again
and
fill
in
the
blanks
in
1c.Ss:…Ss:…S1:
Is
there
anything
wrong S2:
I
may
tell
him
I
feel
worried.
Or
I
get
nervous.S3:Of
course.S4:
Relax.
I’m
sure
you
will
do
well.
I
will
help
you.
再听1a，完成1c。师生讨论掌握并巩固知识点和功能句。
Remark：通过师生讨论的方式重现和巩固需要学生重点掌握的语言点或功能句。
Stage
5（15mins)：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
attention
to
the
intonation
and
emotions.T:
It’s
time
to
show
your
conversations.
Be
brave
to
have
a
try,
please.
Practice
the
conversation
in
1a
in
pairs.Ss:..P1:…
2(pair
work)
Show
some
phrases
on
the
screen.
Ask
the
students
to
make
conversations
in
pairs
according
to
the
situations.
have
a
math/physics
test
give
a
speech
take
part
in
a
competition
see
a
dentist
sing
a
song
in
the
evening
party
…T:
Some
life
events
usually
make
us
nervous
or
worried
in
our
life.
Have
you
met
this
kind
of
events
Now
look
at
the
screen,
I
listed
some
events
that
may
make
you
nervous
or
worried.
Please
choose
one
of
them
and
make
a
similar
conversation
according
to
1a.
T:
Who
would
like
to
act
out
your
conversation
Make
conversations
in
pairs
according
to
the
situations
on
the
screen.Ss:…P1:…
学生仿照1a自编对话，练习巩固本课的功能句。
3(Group
work)
Ask
the
students
to
change
one
of
the
conversations
into
a
short
passage
according
to
1c.T:
You
have
known
your
group
members’
problems.
Now
work
in
groups.
Choose
one
of
your
conversations
in
your
group
and
change
it
into
a
short
passage.
And
then
you
can
report
it
to
the
whole
class.
Choose
one
conversation
in
groups
and
change
it
into
a
short
passage
according
to
1a.S1:
Kate
is
nervous
because
she
will
see
a
dentist
tomorrow.
Kate
always
gets
nervous
when
she…
仿照1c，改写对话，作报告。
Remark：
1.将对话改写为短文的练习可以锻炼学生的书面表达能力。
2.发表演讲或汇报之前要做充分的准备。
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:test,
nervous,
speech,
CDS2:We
learned
how
to
express
our
feelings.
I’m
worried.I
get
so
nervous
when
I
give
a
speech.S3:When
we
want
to
express
our
concern
to
others,
we
can
ask:Is
there
anything
wrong S4:
We
learned
how
to
comfort
others.Relax.
I
am
sure
you
will
do
well.I
will
help
you.
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
practice
Section
A-1a
with
your
partner.
Don’t
forget
to
preview
Section
A—3,
4a,
4b
and
Section
B—2。
Finish
the
HMK
after
class.
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—1a,1b,1c,
2)1.
Some
new
words:test,
nervous,
speech,
CD2.
Useful
expressions:I’m
worried.
I
get
so
nervous
when
I
give
a
speech.Is
there
anything
wrong Relax.
I
am
sure
you
will
do
well.I
will
help
you.Unit
5
Topic
3
Many
things
can
affect
our
feelings.
教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情绪的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇以及相关的功能句。如：I
get
so
nervous
when
I
give
a
speech.
Let’s
show
him
that
we
are
proud
of
him.
let’s
give
Michael
a
surprise!等，主要的语法是简单句的六种基本句型，即S+V,
S+V+O,
S+V+P,
S+V+O+OC,
S+V+IO+DO,
There
be…等。该话题还设计了语音知识的专项学习，即了解元音因素/ /和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语发音，为他们的流利表达打下良好的基础，最后通过Project的活动Expressing
your
moods对所学内容进行积极应用。
本话题建议用5课时完成。
第一课时：Section
A—1a,1b,1c,
2
第二课时：Section
A—3,
4a,
4b
Section
B—2
第三课时：Section
B—1a,
1b,
1c,
3a,
3b
Section
D—2a,
2b
第四课时：Section
C—1a,
1b,
1c,
2
第五课时：Section
D—Grammar
and
focus,1,
Project
第二课时（Section
A—3,
4a,
4b
Section
B—2）
教学设计思路：
本节课主要活动为Section
A
-3,4a,4b。
本节课的课型为听说课和语法课。学生通过听说训练，掌握表达情绪和提出建议的方式。通过对不同句型的观察和探究，掌握简单句的基本句型。Revision环节里，复习系表结构和原因状语从句的同时学习和掌握本课的新词汇。听力训练依然分为Pre-listening，While-listening和Post-listening三个环节。Pre-listening环节里看图文讨论并预测听力答案；Post-listening环节里练习巩固听力材料里出现的表达情绪和给出建议的功能句，并要求学生掌握。4a作为过渡，承接听力训练与语法探究。首先利用4a的情境继续练习表达情绪和给出建议的方式。接下来学生分析所给句子的句式结构，然后教师点拨，引导学生总结。最后通过练习的方式加以巩固。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇：passport,
boss,
grandson
（2）了解并掌握简单句的六种基本句型。
2.
Skill
aims:
（1）掌握表达情感和提出建议的方式。
（2）能使用简单句的六种基本句型写出正确的句子。
3.
Emotional
aims:
（1）通过对Section
A的学习，学生能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。
（2）
学会勇于克服困难。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）
学生在交流中能自如描述情绪并能给出建议。
（2）
辨别六种简单句式。
2.
Difficult
points：
系统地掌握简单句的构成。
Ⅲ.
Learning
strategies
在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。
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)
Greet
as
usual.
Play
the
tape
recording
of
the
song
We
Are
the
World.T:
Good
morning,
everyone!
T:
Everyone
will
need
help.
So
To
help
others
is
a
virtue.
Before
the
new
lesson,
let’s
enjoy
a
beautiful
song
about
helping
others
named
We
Are
the
World.T:
If
you
like
it,
you
can
learn
to
sing
it
after
class.
Enjoy
the
song
We
Are
the
World.Ss:
Good
morning,
Miss…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(Class
activity)
Review
Linking
verb
+
adj.
and
learn
the
new
words.
Write
the
new
words
on
the
blackboard.T:
When
we
hear
beautiful
songs,
we
feel
relaxed
and
pleased.
Look
at
the
photo.
What
does
the
boy
get T:
Yes.
Look
at
the
picture.
It’s
a
passport.
How
do
the
family
feel
when
they
got
the
passport T:Look
at
the
grandfather
and
the
grandson.
What
does
the
grandson
feel
on
the
back
of
his
grandfather T:
And
so
does
his
grandpa.
But
look
at
the
boss.
He
looks
very
angry.
Can
you
guess
the
reason
Make
sentences
to
review
linking
verb
+
adj.
and
learn
the
new
words.S1:
It
looks
like
a
certificate.
S2:
They
feel
excited
when
they
get
the
passport.
S2:
He
feels
very
happy.
S3:I
think
he
looks
angry
because…
将学习新单词与复习相结合。
Remark：
Stage
3（5mins)：Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
activity)
Show
the
three
pictures
in
3.T:
In
our
life,
we
often
meet
something
that
can
make
us
nervous
or
worried.
Sometimes
good
suggestions
are
necessary.
Look
at
the
pictures,
can
you
guess
what
happened
to
them
T:
Good
job.
Can
you
give
her
some
suggestions T:
Good
idea.
And
how
about
the
second
one T:
Read
the
sentences
and
the
suggestions
in
Part
B.
You
can
predict
the
answers.
Talk
about
the
pictures
in
3.
Read
the
sentences
and
the
suggestions.
Try
to
predict
the
answers.S1:For
the
first
picture,
the
girl
feels
nervous
because
she
will
have
a
speech.S2:
I’ll
tell
her
not
to
be
nervous
and
she
can
practice
before
giving
the
speech.S3:…Ss:…
讨论图片，引导学生听之前给出自己的建议。
Remark：
Stage4（10mins)：While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
3.T:Now
let’s
listen
to
the
conversations
and
number
the
pictures.
T:Can
you
tell
me
the
right
order T:
Well
done!
Let
listen
again
and
match
the
problems
with
the
people.
Then
complete
the
suggestions
for
them.
T:
You
can
check
your
answer
with
your
partners.
Listen
to
the
conversations
and
finish
the
listening
tasks.Ss:…S1:
The
right
order
is
…Ss:…
由易到难完成不同层次的听力任务。
2(Pair
work)
Ask
the
students
to
practice
the
conversations
in
pairs.T:Let’s
practice
the
conversations
in
pairs.
Please
remember
the
useful
expressions
about
how
to
express
feelings
and
give
suggestions.
T:
I’d
like
some
pairs
to
act
them
out.
Who
can
have
a
try
Practice
the
conversations
in
pairs.Ss:…P1:…
编对话练习和掌握听力材料中出现的短语和表达情绪以及给出建议的功能句。
Remark：
Stage
5（18mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Ask
the
students
to
talk
about
the
situations
and
make
conversations.T:
You
did
quite
well.
And
I’m
sure
you
can
give
other
people
useful
suggestions
when
they
need
help.
Now
read
the
situations
in
4a.
Which
of
them
can
make
you
sad,
happy,
worried
or
afraid.
First,
write
the
capital
letters
S,
H,
W
or
A
in
the
box.T:
Pick
up
the
situations
that
can
make
you
sad,
worried
or
afraid.
Please
work
in
pairs
and
make
sentences.
One
of
you
tell
your
partner
your
problem
and
the
other
gives
your
suggestions.
Talk
about
the
situations
and
make
conversations.Ss:…P1:
—My
father
is
ill
in
bed.
I
feel
worried.—Don’t
worry.
You
can
take
good
care
of
him
and
I’m
sure
he
will
get
well
soon.P2:
—My
friend
fell
off
her
bike.
I’m
worried
about
her.
—Don’t
worry.
Why
not
go
and
see
her
You
can
cheer
her
up.
P3:…
学生讨论4a的情境。编对话练习表达情绪和给出建议的句子。
2(group
work)
Lead
the
students
to
study
the
sentence
structures.T:
You
did
a
good
job.
Now
let’s
observe
the
sentences
in
4a
carefully.
You
may
find
the
sentence
structures
of
the
six
sentences
are
different.
First,
discuss
in
groups
and
try
to
summarize
the
sentence
structures.T:
Which
sentence
of
the
six
is
special T:
Why T:
Good.
Please
tell
me
the
sentence
structures
of
the
other
sentences.
How
about
the
first
sentence:
“Your
father
is
ill
in
bed.”
T:
Which
one
belongs
to
“S+V+O” T:
What’s
the
object T:
How
about
the
fourth
sentence:
Your
father
bought
you
a
new
computer.” T:
Quite
good!
And
how
about
the
third
sentence:
Your
friend
fell
off
her
bike.” T:
And
what
about
the
last
sentence
“
You
see
a
snake
lying
on
the
road.” T:
You
did
better
than
I
believe.
Please
match
the
sentence
structures
in
4b
with
the
sentences
in
4a.
Read
the
sentences
in
4a.
Study
the
sentence
structures.
Then
match
them
with
the
sentence
in
4a.Ss:…S1:
The
sixth
one:
There
is
so
much
homework
on
the
weekend.
S2:
There
is
not
a
subject
in
the
sentence.
It
belongs
to
There
be…S3:
It
is
S+V+P
because
“is”
is
a
linking
verb
and
“ill”
is
an
adjective
used
as
the
predicative(P).S4:
Your
team
won
a
basketball
game
again.S5:
A
basketball
game.S6:
It
belongs
to
“S+V+IO+DO”.
There
are
two
objects
in
the
sentence.
“You”
is
the
IO
and
“a
new
computer”
is
the
DO.S7:
It
doesn’t
have
an
object.
So
it
belongs
to
“S+V”.S8:
It
belongs
to
“S+V+O+OC”.
The
snake
is
lying
on
the
road.
So
“lying
on
the
road”
is
the
objective
complement.Ss:…
学生先小组讨论简单句的基本句型。教师再通过提问和师生讨论的方式引导学生总结并加深理解。
3(Group
work)
Show
the
following
sentences
and
ask
the
students
talk
about
the
sentence
structures
of
them.(1)
Is
there
anything
wrong (2)
I’m
worried.(3)
I’ll
help
you.(4)
Then
you
can
practice.(5)
Miss
Wang
gave
me
a
story
book
just
now.(6)
My
mother
always
asks
me
to
eat
less
meat
and
more
vegetables.
T:Let’s
practice
more.
Observe
the
sentences
on
the
screen
and
talk
about
their
sentence
structures
in
groups.T:
Can
you
tell
me
your
discussion
results
Talk
about
the
sentence
structures
of
the
sentences
on
the
screen.Ss:..S1:…
教师补充句子进一步巩固简单句的六种基本句型。
4(Individual
activity)
Show
the
pictures
and
the
words
in
2.T:
Look
at
the
pictures
and
make
up
sentences.
Write
them
down
on
the
line
first.
And
then
check
them
with
your
partners.T:
Observe
and
decide
which
sentence
structures
they
belong
to.T:
Check
your
answers
with
your
partners.
Look
at
the
pictures
and
make
up
sentences.
Then
decide
which
sentence
structures
they
belong
to.Ss:…Ss:…
学生造句巩固简单句的六种基本句型，完成SectionB-2。
Remark：1.对于语法的学习和掌握要让学生先观察，体验和总结，教师再点拨。如果用英语讲解语法学生理解起来有困难，教师可以部分使用汉语，
务必使学生理解语法规律。
2.部分语法规律难于理解却容易生疏和遗忘，要通过大量练习加以巩固。
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:
passport,
boss,
grandson.S2:We
learned
the
sentence
structures.
They
are:
S+V,
S+V+O,
S+V+P,
S+V+O+OC,
S+V+IO+DO,
There
be…S3:
We
can
give
suggestions
when
other
people
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
you
should
make
six
sentences
with
different
sentence
structures.
Please
preview
Section
B—1a,
1b,
1c,
3a,
3b
Section
D—2a,
2b.
Finish
the
HMK
after
class.
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,
4a,
4b
Section
B—2)1.Some
new
words:
passport,
boss,
grandson.2.
Sentence
structures:S+V,S+V+O,
S+V+P,
S+V+O+OC,
S+V+IO+DO,
There
be…Unit
5
Topic
3
Many
things
can
affect
our
feelings.
教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情绪的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇以及相关的功能句。如：I
get
so
nervous
when
I
give
a
speech.
Let’s
show
him
that
we
are
proud
of
him.
let’s
give
Michael
a
surprise!等，主要的语法是简单句的六种基本句型，即S+V,
S+V+O,
S+V+P,
S+V+O+OC,
S+V+IO+DO,
There
be…等。该话题还设计了语音知识的专项学习，即了解元音因素/ /和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语发音，为他们的流利表达打下良好的基础，最后通过Project的活动Expressing
your
moods对所学内容进行积极应用。
本话题建议用5课时完成。
第一课时：Section
A—1a,1b,1c,
2
第二课时：Section
A—3,
4a,
4b
Section
B—2
第三课时：Section
B—1a,
1b,
1c,
Section
D—2a,
2b,
Section
B—3a,
3b
第四课时：Section
C—1a,
1b,
1c,
2
第五课时：Section
D—Grammar
and
focus,1,
Project
第三课时（Section
B—1a,
1b,
1c,
Section
D—2a,
2b,
Section
B—3a,
3b）
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。复习环节的主要内容是简单句的六种基本句型和提出建议的方式。同时在具体的情境中学习本课的新词汇。1a的对话中出现了较多重要的短语，在While-listening环节通过师生讨论核对1b和1c答案的方式，巩固这些重要的短语，并要求学生记忆。在Post-listening环节里，学生利用编写相似对话的方式巩固目标语言。给学生提供一些熟悉的话题和人物，学生有话可说，可高效利用时间。然后，学生讨论保持乐观情绪的方法，完成Section
D的2a并完成一篇书面表达。写作之前，提醒学生正确使用简单句的六种基本句型完成Section
D的2b。最后，学习语音、语调和停顿完成Section
B的3a和3b，结束本课。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇和短语
sick,
proud,
be
proud
of,
anyway,
ready,
affect,
confident,
mood
（2）学会表达关心，鼓励和建议。
Let’s
show
him
that
we
are
proud
of
him.
Let’s
give
Michael
a
surprise!
（3）了解元音因素/ /和/i:/之间的不同并根据读音正确区分单词，掌握句子的停顿和语音语调。
2.
Skill
aims:
（1）能听懂有关询问影响心情的事情和提出建议的简单对话和陈述。
（2）能正确地运用本课的交际功能用语进行交流。
（3）能根据本课所学和已有经验写出怎样保持愉快心情的短文。
3.
Emotional
aims:
（1）通过对本课的学习，学生应了解不良情绪对健康的危害，并能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。
（2）学会勇于克服困难。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）了解元音因素/ /和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调。
（2）将本课的重点词汇、短语运用到交流和写作之中。
2.
Difficult
points：
在交流与写作中注意六种简单句式的正确运用。
Ⅲ.
Learning
strategies
1.
通过运用使已学知识达到掌握和熟练的目的。
2.小组合作共同完成一篇书面表达，集合集体的智慧，可拓宽思路并降低写作的难度。
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)
Greet
as
usual.T:
Good
morning,
boys
and
girls.T:
How
are
you
feeling
today T:
I’m
OK.
Thank
you.
By
the
way,
who’s
on
duty
today T:
Don’t
be
nervous.
You
should
be
confident
about
yourself.
I
believe
you
can
do
it.
Be
brave
and
have
a
try,
please.
Greet
and
prepare
for
the
new
lesson.
A
student
gives
a
duty
report.Ss:
Good
morning,
Miss…Ss:
Very
well.
Thank
you.
And
you S1:
I
am.
But…S1:Hello,
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（8mins)：
Revision
&
lead-in
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Choose
some
sentences
form
the
students’
homework
and
show
them
on
the
screen
to
review
the
sentence
structures.T:
You
did
a
good
job,
S1,I’m
proud
of
you.
Hi,
everyone,
we
learned
the
sentence
structures
in
the
last
lesson
and
you
have
made
some
sentences
as
your
homework.
I
chose
some
good
sentences
from
you
homework.
Please
read
them
carefully
and
tell
us
which
sentence
structures
they
belong
to.
Read
some
sentences
on
the
screen
and
decide
which
sentence
structures
they
belong
to.Ss:…
复习简单句的六种基本句型。
2(Pair
work
&Class
activity)
Review
how
to
give
suggestions
and
learn
the
new
words
and
phrases.
Write
the
new
words
and
phrases
on
the
blackboard.T:
Look
at
these
pictures.
One
is
in
need
and
the
other
gives
some
suggestions.
Work
in
pairs
and
make
conversations.
For
the
first
picture,
who
would
like
to
have
a
try T:
Good.
Maybe
you
often
get
nervous
when
you
give
a
speech.
What
should
you
do
if
you
want
to
do
well
in
a
speech T:
Yes,
I
agree
with
you.
You
mean
you
should
get
ready
for
it.
And
I
think
you
should
be
more
confident
about
yourselves
when
you
give
a
speech.
It
means
you
should
believe
you
can
do
it
well.
Can
you
guess
the
meaning
of
confident T:
Well
done!
As
a
teacher,
I’m
always
proud
of
you
because
you
are
confident
and
you
do
well
in
your
English
learning.
“be
proud
of”
means为……感到骄傲
in
Chinese.
Can
you
give
an
example T:What
a
good
sentence!
Now
look
at
the
second
picture.
He
is
sick.
It
means
he
is
ill.
Maybe
there’s
something
wrong
with
his
tooth.
Who
can
act
out
the
dialog T:
The
boys
feels
frightened
when
he
has
to
go
to
the
dentist.
But
he
went
anyway.
I
think
he
is
brave.
Now
look
at
the
third
picture.
Who
can
act
out
your
conversation
T:
You
know,
it’s
hard
to
stick
running
every
day.
But
she
did
it
anyway.
Can
you
guess
the
meaning
of
the
word
“anyway” T:
In
our
life
we
often
meet
something
that
make
us
upset
or
worried.
Anyway,
we
should
try
to
keep
in
a
good
mood,
or
we
will
be
sick.
After
all,
feelings
can
affect
our
health.
Do
you
think
so
Review
how
to
give
suggestions
and
learn
the
new
words
and
phrases.P1:
—I
feel
nervous
because
I
will
give
a
speech
tomorrow.Be
brave
and
you
should
practice
often.S1:
We
should
practice
more
and
prepare
for
it.S1:
自信的S2:We
are
proud
of
our
motherland.P2:—I
am
worried.
I
always
get
frightened
when
I
have
to
go
to
the
dentist.—Relaxed
and
just
follow
the
dentist’s
advice.P3:
—I
am
getting
fat.
—Take
it
easy!
Why
not
eat
less
rich
food
and
do
more
exercise S2:It
means
不管怎样
/无论如何.Ss:
Yes.
学生编对话复习情绪表达和提出建议的方式。教师参与讨论并引导学生学习新词汇。
Remark：将词汇教学与具体的情境相结合。
Stage
3（2mins)：
Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Ask
the
students
to
read
1b
and
1c.
And
then
guess
the
main
idea
of
the
conversation.T:
As
you
know,
Michael
felt
worried
because
of
the
speech.
Actually,
he
gave
a
good
speech.
But
he
still
seems
very
upset.
Look
at
the
picture
in
1a.
What
do
you
think
the
friends
are
talking
about
Read
1b
and
1c
and
guess
what
they
are
talking
about.T:
What’s
your
opinion
Be
brave
and
share
your
opinions
with
us,
please.
Read
1b
and
1c.
And
then
guess
the
main
idea
of
the
conversation.Ss:…
听之前阅读题目，预测听力内容及答案。
Remark：
Stage4（10mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
1a.
Finish
1bT:
Some
of
your
ideas
are
reasonable.
Let’s
listen
to
the
conversation
and
number
the
phrases
you
hear.T:
Check
your
answers
with
your
partners.
Listen
to
1a
and
number
the
phrases.
Finish
1b.Ss:…Ss:…
2(Individual
work)
Play
the
tape
recording
of
1a
again.
T:
Listen
again
and
fill
in
the
blanks
with
the
correct
phrases.
T:
Have
you
got
the
answers
Let’s
talk
about
the
conversation
and
you
can
check
your
answers.
Michael
did
well
in
the
speech,
but
he
still
seems
upset.
The
friends
are
worried
about
him.
Why T:
Good,
please
underline
the
phrase
“be
in
a
bad
mood”.
So
it’s
very
important
for
us
to
be
in
a
good
mood.
As
Michael’s
friends
,
they
want
to
help
him.
What
will
they
tell
him T:
Yes.
And
they
want
to
show
him
that
friends
can
help
each
other.
You
should
underline
the
phrase
“be
proud
of”
and
“help
each
other”.
What
do
they
want
to
do
then T:Why
do
they
do
so T:
Yeah.
To
give
sb.
a
surprise
is
a
good
way
to
make
him/her
happy
or
cheer
him/her
up.
You
can
underline
the
phrase
“give
sb.
a
surprise”.
Since
they
all
agree
with
the
plan,
what
will
they
do
then T:
Please
underline
the
phrase
“be
ready
for”.
You
should
remember
the
phrases
you
underlined
just
now.
They
are
useful
in
your
communication
and
writing.
Listen
to
1a
again
and
fill
in
the
blanks
with
the
correct
phrases
and
then
read
1a
and
check
the
answers.Ss:…S1:
Because
when
we
are
in
a
bad
mood
all
the
time,
we
could
become
sick.S2:
They
want
to
tell
Michael
that
he
is
brave
and
great
and
they
are
proud
of
him.S3:
They
want
to
put
on
a
short
play.
S4:
They
want
to
give
Michael
a
surprise.S5:
They
will
get
ready
for
the
short
play.
师生讨论。核对1c的答案，加深对对话的理解同时学习重点短语。
Remark：教师可以根据教学实际，将听后阅读对话完成的练习改为while-listening的活动。
Stage
5（14mins)：
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
attention
to
the
intonation
and
emotions.T:
It’s
time
to
show
your
conversations.
Be
brave
to
have
a
try,
please.
Practice
the
conversation
in
1a
in
pairs.Ss:..P1:…
2(group
work)
Ask
the
students
to
make
similar
conversations
in
groups.
Show
the
form
below.namefeelingHow
to
helpMr.
BrowndisappointedLi
HongupsetJeffmadMichaelworriedT:
Hi,
boys
and
girls.
Just
as
you
know,
we
should
try
to
help
other
people
when
they
need
help.
Do
you
remember
these
friends
and
their
problems
Let’s
discuss
how
to
help
them
in
groups.
You
can
use
the
new
words
and
phrases
in
1a.T:
Who
can
act
out
your
conversations
Make
similar
conversations
according
to
1a
in
groups.Ss:…Ss:…
3(Group
work)
Finish
Section
D-2a,2b.T:
It’s
good
to
help
others.
On
the
other
hand,
we
should
try
our
best
to
keep
in
a
good
mood.
What
do
you
usually
to
stay
happy
in
your
daily
life
Now
first,
discuss
the
ways
to
be
happy
in
SectionD-2a.
Tick
the
ways
that
you
think
are
good
and
cross
the
ways
that
are
bad,
And
then
list
your
own
good
ways
and
share
with
your
partners.T:Write
a
short
passage
about
how
to
stay
happy
in
group.
Later,
I’ll
ask
some
students
to
report
your
ideas
to
the
class.
Make
sure
to
use
the
right
sentence
structures.
T:
Does
anybody
want
to
report
your
good
ways
to
be
happy
Talk
about
the
ways
to
be
happy
and
then
write
a
short
passage
about
how
to
stay
happy.Ss:…Ss:…S1:…
Remark：1.提供给学生熟悉的话题和情境编写对话，学生有话可说，可高效利用时间。2.通过运用使已学知识达到掌握和熟练的目的。3.课堂作文因为时间有限，可以小组共同完成一篇文章，降低写作的难度。
Stage
6（5mins)：Pronunciation
Step
Teacher
activity
Student
activity
Designing
purpose
1(class
activity)
Play
the
tape
recording
of
SectionB-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:
You
may
find
that
the
letter
Ii
pronounces
/ /
but
the
combined
letters
“ee”
and
“ea”
pronounce
/i:/.
You
should
pay
attention
to
the
difference
between
them.
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:…
2(class
activity)
Play
the
tape
recording
of
SectionB-3b.T:
To
make
your
spoken
English
sound
natural
and
fluent,
you
should
pay
attention
to
the
pause
and
intonation.
Read
the
sentences,
then
listen
and
try
to
imitate.
Read
the
following
sentences,
paying
attention
to
the
pause
and
intonation.
Then
listen
and
try
to
imitate.Ss:…
Remark：
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
and
phrases.sick,
proud,
anyway,
ready,
affect,
confident,
mood
be
proud
of,
be
in
a
bad
mood,
be
confident
about,
give
sb.
a
surprise,
put
on
a
short
play,
get
ready
for.2.
We
knew
that
feelings
can
affect
our
health.
We
should
keep
in
a
good
mood
and
help
others
when
they
need
help.3.We
learned
theDifference
between
/ /and
/i:/.4.
We
should
pay
attentionto
the
pause
and
intonationwhen
we
read
and
speakEnglish.5.We
learned
some
ways
to
be
happy.
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
preview
Section
C—1a,
1b,
1c,
2.
Finish
the
HMK
after
class.
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—1a,
1b,
1c,
Section
D—2a,
2b,
Section
B—3a,
3b)1.
Some
new
words
and
phrases:sick,
proud,
anyway,
ready,
affect,
confident,
mood
be
proud
of,
be
in
a
bad
mood,
be
confident
about,
give
sb.
a
surprise,
put
on
a
short
play,
get
ready
for2.
/ /——
sick
sit
fill
will/i:/——seek
seat
feel
wheelUnit
5
Topic
3
Many
things
can
affect
our
feelings
教案
教学内容分析及课时分配建议：
本单元以Feeling
Excited
为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情绪的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇以及相关的功能句。如：I
get
so
nervous
when
I
give
a
speech.
Let’s
show
him
that
we
are
proud
of
him.
let’s
give
Michael
a
surprise!等，主要的语法是简单句的六种基本句型，即S+V,
S+V+O,
S+V+P,
S+V+O+OC,
S+V+IO+DO,
There
be…等。该话题还设计了语音知识的专项学习，即了解元音因素/ /和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语发音，为他们的流利表达打下良好的基础，最后通过Project的活动Expressing
your
moods对所学内容进行积极应用。
本话题建议用5课时完成。
第一课时：Section
A—1a,1b,1c,
2
第二课时：Section
A—3,
4a,
4b
Section
B—2
第三课时：Section
B—1a,
1b,
1c,
Section
D—2a,
2b,
Section
B—3a,
3b
第四课时：Section
C—1a,
1b,
1c,
2
第五课时：Section
D—Grammar
and
focus,1,
Project
第五课时（Section
D—1,
Grammar
and
Functions,
Project）
教学设计思路：
本节课主要活动为Section
D-1。
本节课的课型为复习课，在整体复习Section
A-C的基础上学习一些新词汇并提高综合语言运用能力。复习环节通过给出情境编对话的方式复习本话题的功能句。在阅读环节里首先通过师生讨论将新词汇在具体情境中加以运用，达到熟悉和掌握的目的，同时扫清阅读的障碍。接下来学生阅读文章完成文章之后的图表题，从而掌握细节并深刻理解文章。之后通过复述课文达到巩固和语言输出的目的。在语法环节里，教师出示本话题所学的所有词汇和短语，学生以竞赛的方式利用简单句的基本句型造句，复习语法的同时巩固词汇。Project的任务是首先进行课堂活动——调查影响组员情绪的事件及处理方式，然后结合调查结果和本话题所学的知识，写一篇书面表达。采用同学互批书面表达的方式既可以取长补短，又可以锻炼学生认真阅读改错的能力。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇
spirit,
silent,
decision,
sense
think
over,
make
a
decision
（2）熟练掌握简单句的六种基本句型。
2.
Skill
aims:
能综合运用本话题的语法，词汇，句型写出影响自己心情的事物,
自己又是怎样克服这些不良情绪的短文。
3.
Emotional
aims:
通过本节课的学习，让学生明白积极的情绪可以让他们健康成长，有利于他们的身心发育，所以要注意保持好的心情，懂得克服不良情绪，学会照顾自己。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）学生能正确拼读、书写并运用黑体单词，掌握描写情绪和情感的形容词及相关短语和表达。
（2）掌握简单句的六种基本句型。
2.
Difficult
points：
综合运用本课短语、句型写出关于克服不良情绪，学会照顾自己的短文。
Ⅲ.
Learning
strategies
1.
通过整体复习Section
A-C，让复习也是一种学习的想法植根在学生心中。
2.
将学到的词汇，短语运用到自己的写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)
Greet
the
students
and
get
themready
for
learning.
T:
Good
morning,
everyone!T:
How
are
you
doing
T:
Who’s
on
duty
today
Focus
their
attention
on
the
teacher.Ss:
Good
morning,
Miss…Ss:
Very
well.S1:
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（6mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Write
down
the
adjectives
about
feeling
on
the
blackboard.
Show
the
sentences
on
the
screen.1.
Li
Tao
often
feels
tired
and
sleepy.2.
Jim
is
unhappy
because
he
wants
to
be
a
soldier,
but
his
parents
don’t
agree.3.
Tom
is
lonely
because
he
is
always
staying
at
home
alone.4.
Maria
is
too
shy
to
speak
in
public.5.
Jane
is
worrying
about
getting
fat.T:
You
know,
we
often
use
adjectives
to
express
our
feelings.
Now
please
write
down
this
kind
of
adjectives
as
many
as
possible
in
groups.
T:
Now
I’ll
show
you
some
situations.
Please
work
in
pairs
and
make
conversations
to
review
how
to
express
feelings
and
how
to
give
suggestions.
Read
the
adjectives
and
make
conversations
according
to
the
situations
on
the
screen.Ss:…P1:SA:
I
often
feel
tired
and
sleepy.SB:
Don’t
stay
up
too
late
and
do
more
exercise.P2:…
复习情绪形容词。
利用这些形容词和所给出的情境编对话，复习情绪的表达和给出建议的句子。
Remark：利用编对话的方式复习功能句，可以到达学以致用的目的。
Stage
3（12mins)：Reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Talk
about
how
to
keep
good
spirits
to
learn
the
new
words.T:
Well
done!
You
know,
to
be
in
a
good
mood
is
very
important
for
our
health.
We
should
try
to
keep
in
good
spirits.
That
means
we
should
keep
in
a
good
mood.
How
do
you
often
do
to
stay
in
good
spirits
in
your
daily
life T:Yeah.
You
are
right.
You
should
do
more
exercise
and
eat
healthy
food
to
keep
healthy.
Of
course,
you
must
keep
a
healthy
lifestyle.
Anything
else T:You
did
quite
correctly.
Don’t
keep
silent.
That
means
to
talk
with
others.
Tell
them
your
problems
and
they
you
can
get
help
from
them.
So
what’s
the
meaning
of
“silent”
T:
Anything
else T:
Good!
Keeping
your
hobbies
is
a
good
way
to
be
happy.
They
can
give
you
a
sense
of
happiness.
“sense”
means
“感觉”.
So
what
does
“a
sense
of
happiness”
mean T:Ａsense
of
regret
often
makes
us
drop
into
a
bad
mood.
How
do
you
avoid
it Ｔ:
Good
idea!
Think
it
over
before
making
an
important
decision.
“Decision”
is
the
noun
of
“decide”.
So
“make
a
decision
to
do
sth.”
means
“decide
to
do
sth.”
And
“think
over”
means
“think
about
carefully”.
Can
you
make
sentences
with
these
two
phrases
Talk
about
how
to
keep
good
spirits
to
learn
the
new
words.S1:
I
think
the
most
important
is
to
keep
healthy.S2:
When
I
am
unhappy,
I
often
talk
to
my
teachers
or
friends.
S3:
It
means
“沉默的”
in
Chinese.S4:
I
often
do
what
I
like
to
do
such
as
listening
to
music
and
reading.
S5:幸福感。S6:
三思而后行S7:
Finally,
he
made
a
decision
to
move
back
to
his
hometown.S8:
I
suggest
you
should
think
over
my
advice.
讨论保持好心情的方式，学习新词汇。
2(Individual
activity)
Ask
the
students
to
read
the
passage
and
check
the
answers
to
the
chart.T:
You
did
quite
well.
You
talked
about
many
useful
methods
to
stay
in
good
spirits.
Let’s
read
a
passage
about
it.
You
should
get
the
main
idea
of
it.T:
What’s
the
passage
about T:
Yes,
The
writer
gives
us
some
suggestions
about
how
to
keep
in
a
good
mood.
How
many
suggestions
does
the
writer
give
us T:
OK.
Let’s
read
it
carefully.
You
can
discuss
the
difficulties
with
your
partners
and
then
complete
the
chart
after
it.T:
Have
you
finish
the
chart
Let’s
check
your
answers.
What
can
affect
our
feelings T:
What
should
we
do
to
keep
in
good
spirits
T:
Can
you
retell
the
passage
with
the
help
of
the
chart
Prepare
for
two
minutes
and
then
I’ll
ask
of
you
to
have
a
try.T:
Who
can
try
to
retell
the
passage
Skim
the
passage
to
get
the
main
idea
of
it.
Read
it
again
and
complete
the
chart.
Ss:…S1:
It
tells
us
how
to
stay
in
good
spirits.
S2:
Six.Ss:…S3:
Colors,
weather,
news
and
the
environment.S4:
Exercise
and
relax
everyday.…Ss:…S5:
I
want
to
have
a
try….
Remark：在句子中学单词做到词不离句。
Stage4（10mins)：Grammar
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Review
the
six
basic
structures
of
simple
sentences.
Show
the
new
words
and
phrases
on
the
screen.T:Boys
and
girls,
in
this
lesson
we
learned
the
six
basic
structures
of
simple
sentences.
This
grammar
can
help
you
write
correct
sentences.
Next,
let’s
have
a
sentence
competition.
On
the
screen
are
the
new
words
and
phrases
in
this
topic.
You
should
make
sentences
in
groups
with
them
as
many
as
possible.
You
must
use
all
kinds
of
sentence
structures.
You
just
have
five
minutes
and
the
group
which
makes
the
most
correct
sentences
are
the
winner.
Let’s
begin.T:Let’s
count
how
many
sentences
you
have
made.
Group1,
read
your
sentences
loudly.T:OK.
Who
can
tell
me
what
sentence
structure
it
belongs
to
T:Yes.
You
are
right.
Group1,
go
on,
please.
Make
sentences
to
review
the
six
basic
structures
of
simple
sentences.Ss:…G1:
Our
first
sentence
is…S1:
It
belongs
to…G1:…
Remark：将学到的词汇，短语运用到自己的写作当中是掌握新知识的一个好办法。
Stage
5（12mins)：
Project
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
NameThings
to
affect
your
moodsHow
do
you
deal
with
themS1S2S3Ask
the
students
to
make
a
survey
about
the
form
in
groups.
Show
the
form.T:
Even
though
you
have
known
a
lot
about
how
to
keep
in
good
spirits,
I
think
you
can
also
learn
more
from
others.
Let’s
make
a
survey
about
it.
Ask
you
group
members
what
things
can
affect
their
feelings
and
how
they
deal
with
them.
Make
a
survey
about
the
form
in
groups.Ss:…
2(Individual
activity&
Pair
work)
Ask
the
students
to
write
a
passage
about
how
to
keep
in
good
spirits.T:
Now
I
believe
you
can
write
a
good
report
about
how
to
keep
in
good
spirits.
Let’s
begin.T:
Exchange
your
compositions
with
your
partners
and
you
can
learn
form
them
and
correct
the
mistakes
for
your
partners.
Write
a
passage
about
how
to
keep
in
good
spirits.Ss:…Ss:…
Remark：同学互批书面表达既可以取长补短，又可以锻炼学生认真阅读并改错的能力。
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:
spirit,
silent,
decision,
senseS2:We
learned
some
important
phrases:
1.stay/keep
in
good
spirits
=
keep
in
a
good
mood2.
take
care
of
oneself=look
after
oneself3.
keep
silent4.
think…
over=think
about…carefully5.
make
a
decision6.
get
back
to
…7.
a
sense
of
…S3:
We
review
the
six
basic
structures
of
simple
sentences.S4:
We
knew
more
about
how
to
keep
good
spirits.
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
tell
your
parents
how
to
keep
good
spirits
and
review
Unit5
and
preview
Section
A-1a,
1b,
2
of
Topic1,Unit
6.
Finish
the
HMK
after
class.
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
focus,1,
Project)Some
new
words:
spirit,
silent,
decision,
senseSome
important
phrases:
1.
stay/keep
in
good
spirits=keep
in
a
good
mood2.
take
care
of
oneself=look
after
oneself3.
keep
silent4.
think…
over=think
about…carefully5.
make
a
decision6.
get
back
to
…7.
a
sense
of
…