Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section A
一、教材分析
本节课为话题的第一节课。首先从复习感官动词表示感受入手，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，通过图片导入并回答问题，帮助学生对下一环节的听力活动进行有效预测。在While-listening环节设置的听力活动，使学生听懂有关情绪的简单对话。在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。
二、教学目标
1. 学习并掌握新词汇和短语：exam, strict, shy, be strict with sb.
2. 能够自如地运用以下语法结构进行交流：
Anything wrong?
What seems to be the problem?
Thank you for telling me.
3. 能听懂有关情绪的简单对话。
4.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对话。
5. 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。
三、教学重难点 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。
四、教学准备
多媒体课件/图片
五、教学过程
Step 1 Warming-up
1. Show Ss some pictures and let them look at the pictures and write down the feelings.
2. Let Ss talk about pictures by using adverbial clauses of reason.
【设计意图】通过看图造句，帮助学生理解并熟悉原因状语从句。
Step 2 Pre-listening
Show a picture and lead to 1a, and then ask Ss to discuss the questions.
1. Where are Miss Wang and Helen?
2. What are Miss Wang and Helen talking about?
3. What is Li Hong doing? How does she feel?
4. How does Helen look?
5. What will Miss Wang do?
【设计意图】利用图片导入1a，看图并回答问题，帮助学生对下一环节的听力活动进行有效预测。
Step 3 While-listening
1. Get Ss to listen to 1a and complete the table in 1b.
2. Get Ss to listen to 1a again and check the answers.
【设计意图】通过听音填表活动，培养学生快速提取重要信息的能力。
Step 4 Post-listening
1. Let Ss read the conversation in 1a after the recording.
2. Let Ss 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.
【设计意图】通过分角色朗读对话，培养学生的口头表达能力。
3. Let Ss ask and answer questions in pairs based on 1a and 1b.
4. Explain the key points in 1a.
(1) exam 考试
do badly/well in the exam考试考砸了/考得好
They are taking/having an exam.
(2) shy 害羞
She is a little shy and her face turns red.
(3) strict 严格的，严谨的
be strict with sb. 对某人要求严格
She is very strict with herself.
(4) worry about=be worried about 担心……（为……担心）
回答一般用take it easy.（安慰的话）别紧张。
—I’m afraid to give a talk in front of the class.
—Take it easy! I believe you can do it well.
【归纳】
be good/bad at（不）擅长于
be good/bad for对……有益/害
be worried about为……担心
be strict with对某人要求严格
be pleased with对……很高兴
be afraid of对……害怕
be sorry for为……难过
be interested in对……感兴趣
be angry with对某人很生气
be fond of喜欢
be popular with在……中受欢迎
【设计意图】帮助学生掌握文中关键语言点。
5. Let Ss look at the pictures and match the expressions in 2. Then make sentences by following the example.
6. Let Ss read 3 and fill in the blanks. And then check the answers.
7. Let Ss make sentences with the given key words.
(1) 我们老师对我们要求严格， 这对我们有好处。 (be strict with, be good for)
(2) 她觉得很孤独寂寞是因为她太文静腼腆，又没什么朋友。(shy)
(3) —我很担心明天的数学考试。(be worried)
—别紧张！你会考得好的。
(4) 到底是怎么回事？(seem to be)
(5) 当你觉得心情不好时，你可以找老师谈谈。(have a talk with)
【设计意图】通过深入练习，帮助学生掌握关键语言点。
Step 5 Summary
New words and phrases:
exam, shy, strict, be strict with, take it easy, be + adj. +prep.
The adverbial clause of reason.
She feels very lonely because she has no friends to talk with.
Useful expressions:
Oh dear! I’m sorry to hear that.
I’m really worried about her.
Use “because” to tell the reasons.
【设计意图】帮助学生总结本节课所学的重点单词和用法。
Step 6 Homework
1. Make sentences with the structure “be + adj. + prep.”
2. Suppose you are Miss Wang, give Li Hong some advice.
六、板书设计
1. New words and phrases:
exam, strict, shy, be strict with, worry about
2. Useful expressions:
Anything wrong?
What seems to be the problem?
Thank you for telling me.
Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section B
一、教材分析
本节课主要活动为Section B。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。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/??/和/e?/及句子的停顿、弱读和辅音的不完全爆破现象。
二、教学目标
1. 学习并掌握新词汇和短语：fail, someone, feeling, joke, by the way
3. 能区分元音音素/??/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。
4. 能听懂有关结交朋友的简单对话。
5. 能正确恰当的表达与他人交朋友。
6. 能正确掌握原因状语从句。
7. 了解安慰情绪低落的人的恰当方式，并学会交朋友。
三、教学重点和难点
1. 能通过造句的方式更好地掌握新词汇。
2. 能正确运用原因状语从句来表示问候、分享感受、安慰和建议。
四、教学准备
多媒体
五、教学过程
Task 1
Step 1 Warming-up
Ask Ss to look at the picture and fill in the blanks.
【设计意图】通过看图片进行填空回答问题的形式，帮助学生引入本课话题。
Step 2 Pre-listening
Ask Ss to predict the content and answer the questions according to the picture in 1a.
Why doesn’t Li Hong talk to others?
Because she is…
What does Miss Wang tell her?
Miss Wang tells her…
【设计意图】通过看图，锻炼学生对听力材料的预测能力。
Step 3 While-listening
1. Play the recording of 1a and get Ss to do 1b.
T: Let’s listen to the conversation and tick the problems and suggestions you hear.
2. Check the answers together.
【设计意图】训练学生听取关键信息的能力。
Step 4 Post-listening
1. Ask Ss 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.
【设计意图】训练学生提炼重要信息的能力，同时巩固本课重要短语。
2. Explain the key points.
fail the exam 不及格
fail to do sth. 未能做到。如：
He failed to get to the top of the mountain.
someone somebody 某人
at one’s age 在某人这样的年龄时。如：
Your father began to work at your age.
tell sb. jokes 给某人讲笑话
play a joke/trick on sb. 开某人玩笑
There, there. 好啦，好啦！
there在这为语气词，表示安慰别人。
【设计意图】帮助学生掌握本课对话内容的关键语言点。
Task 2
Step 1 Pre-listening
Ask Ss to read 2a and try to guess what they are talking about.
Step 2 While-listening
1. Ask Ss to listen to the conversation and try to fill in the blanks in 2a.
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?
【设计意图】锻炼学生通过听录音，快速提取文章关键词的能力。
Step 3 Post-listening
1. Ask Ss to retell 2a according to the key words:
OK ( after( glad( be friends with ( would you like ( have trouble with (difficult ( worry( kind
【设计意图】通过关键词引导学生复述对话内容，可以帮助学生更深入地理解对话的内容。
2. Ask Ss to finish 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.
【设计意图】帮助学生在语境中巩固原因状语从句。
3. Play the recording of 3a and let Ss listen and try to imitate.
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 recording and read the following pairs of words, and pay attention to the sounds of the underlined letter.
S: …
4. Play the recording of 3b and let Ss listen and try to imitate.
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.
S:…
T: Let’s listen and try to imitate.
S: …
【设计意图】区别双元音，了解相应的拼写规则。
5. Ask Ss to fill in the blanks according to the Chinese meanings.
【设计意图】通过练习，帮助学生巩固所学的语言点。
Step 4 Summary
New words and phrases:
feeling, fail, someone, joke, at one’s age, by the way
Some sentences of comforting others:
Don’t worry. There, there! It’ll be OK.
Phonetics: /??/-/e?/, pause, weak form and incomplete plosion.
【设计意图】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。
Step 5 Homework
1. Review the key words and sentences in Section B.
2. Write something about your unhappy feeling and how you solve it.
【设计意图】通过布置课后作业，帮助学生及时巩固今日所学知识。
六、板书设计
Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section B
1. by the way
2. as + adj /adv + as …
not as/so + adj/adv +as …
Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section C
一、教学设计
本节课主要活动为Section C，课型为阅读课。利用问题讨论热身，开始新的一课。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，加深对文章的理解。在Post-reading环节，首先复述课文，再解决并巩固学生语言点和语法点的疑难，最后让学生仿照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4的书面表达练习。
二、教学目标
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.
3. 能用as…as…和not as/so… as…结构熟练地谈论有关两个人或事物同级比较的话题。
4. 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。
5. 能根据图文理解本课话题，并根据要求进行学习活动。
6. 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。
三、教学重点和难点
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。
3. 用as...as...和not as/so … as…结构正确地写出带有比较内容的短文。
四、教学准备
多媒体课件/图片
五、教学过程
Step 1 Warming-up
1. Ask Ss to talk about the following questions and then share their answers.
What kind of bad feelings do you have sometimes?
How do you solve them?
Is it good or bad to keep bad feelings in your mind?
【设计意图】通过问题讨论，迅速引入课堂话题。
Step 2 Pre-reading
Ask Ss to read the words and guess what the letter is about.
a few months ago, upset, lonely, changed, live, happily
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?
【设计意图】根据已知信息锻炼学生对于文章的预测能力。
Step 3 While-reading
1. Ask Ss to read 1a and fill in the blanks, and then check answers together.
T: Read the passage in 1a and fill in the blanks.
T: Check your answers with your partners.
【设计意图】通过对文章框架的梳理，以细节填空的方式，帮助学生整体把握文章结构，深入理解文章内容。
Step 4 Post-reading
1. Ask Ss to retell the passage according to the structure.
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 structure..
【设计意图】先通过补全文章框架内容，加强对课文内容的记忆。再通过复述文章，训练学生的语言表达能力。
2. Ask Ss to find out and learn the key points of 1a.
(1) How time flies! 光阴似箭！
(2) I was not used to everything here. 我不习惯这儿的一切。
be/get used to (doing) sth. 习惯于……
I’m used to running in the evening. 我习惯于夜跑。
(3) The food was not as delicious as ours, either. 食物也不像我们的食物一样美味。
either用于否定句中，表示“也（不）”。
Pete can’t go and I can’t either. 皮特不能去，我也不能。
(4) My classmates all accept me. 我的同学们都接收我。
辨析：receive和accept
3. Ask Ss to find out and learn the sentences with “as…as…” and “not as/so…as…” in 1a.
I couldn’t sleep as well as usual.
The roads here were not so clean as those in our hometown.
The food was not as delicious as ours.
The people here were not so friendly as you.
I live as happily as before.
4. Ask Ss to finish 2. And then check the answers.
【设计意图】帮助学生巩固形容词和副词的同级比较结构。
5. Ask Ss to look at the table and make sentences with as... as ... or not as/so… as…. Then talk with their partner about the people around them.
T: Let’s have a try. Complete the sentences with the words in the box. You should pay attention
to the use of “as…as…”
【设计意图】帮助学生深入掌握语法结构as… as…和not as/so…as…。
6. Ask Ss to make a similar table to compare one of their friends with them. Then write a passage.
【设计意图】根据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。
7. Ask Ss to fill in the blanks according to what they have learned.
(1) 时光飞逝!
______ _____ _____!
(2) 我多么想去北京旅游啊！
_____ _____ _____ to go on a trip to Beijing!
(3) 我觉得不舒服因为我对这儿的一切都不习惯。
I don’t _____ _____ because I can’t _____ _____ ______ everything here.
(4) My grandpa got up early and took a walk in the park ______ ______ (和往常一样) this morning.
(5) Alice对我很生气。我向她道歉了，但她似乎不接受。
Alice was very _____ _____ me. I ____ ______ ____ her, but it ________ ______ she didn’t _______ it.
(6) Mike字写得不如他哥哥好。而且他学习也不如他弟弟认真。
Mike doesn’t write _____ _____ _____ his elder brother. ______ _____, he doesn’t study ______ _______ _____ his younger brother, _______.
(7) Helen is _____ ______ ______ (一样乐于助人的) Maria. They are both _________ (可爱的) girls.
【设计意图】通过练习，帮助学生检测对本次课重点词语和句式的掌握情况。
Step 5 Summary
1. New words and phrases:
usual, be/get used to (doing) sth., as…as…, not as/so…as…, either, accept, lovely, helpful
2. Equal comparison:
I live as happily as before.
I couldn’t sleep so/as well as usual.
Helen is as lovely as Maria.
Maria is not as/so brave as Helen.
【设计意图】帮助学生总结本节课重要知识点的用法。
Step 6 Homework
1. Review the key words and phrases in this section. Make sentences with them.
2. Write a passage with “as…as…” and “not as/so…as…”.
【设计意图】通过布置课后作业，巩固今日所学。
六、板书设计
Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section C
1. New words and phrases:
lovely, helpful, usual, as usual, either, accept, international
2. Equal comparison:
Helen 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.
Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section D
教学设计
本节课的课型为复习课。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，让学生两人一组讨论怎样处理坏情绪，并强调在作文中运用所学语言是学习语言的好方法。在完成本课所学的知识的同时，教育学生关心他人，乐于帮助他人，必要时提出有用的建议。
二、教学目标
1. 学习并掌握新词汇和短语：
deal with sadness, for example, elder brother, refuse to do sth. even though, it’s normal to… no longer, it was useless to…
2. 掌握英语词缀un-和-ness。
3. 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。
4. 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。
5. 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。
6．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。
三、教学重难点
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. 掌握并运用词缀。
3. 综合运用本话题的语法、词汇、句型进行写作，解决实际问题。
四、教学准备
多媒体课件/图片
五、教学过程
Step 1 Warming-up
Show some questions and let students talk about them.
Nobody can be happy all the time.
How do you deal with your unhappy feelings?
Is it good for us to stay in sadness all the time when something bad happens?
【设计意图】通过问题讨论，引入本课话题。
Step 2 Pre-reading
1. Let Ss learn the new words before reading and finish 1a.
T: Skim the passage in 1a and match the words or phrases with their meanings.
【设计意图】完成阅读任务。利用师生讨论的方式学习新词汇。
2. Let students observe and guess the use of “un-” and “–ness”.
sad + ness (名词后缀) → sadness
un (否定前缀) + fair→ unfair
any + body→ anybody
not any longer = no longer
though = even though
happy + ness → happiness
un + happy → unhappy
【设计意图】帮助学生掌握常见词缀。
3. Help students master the new phrases.
deal with sadness for example elder brother refuse to do sth.
even though no longer it’s normal to… it was useless to…
for example 例如
For example, we have apples, pears and bananas.
refuse to do sth. 拒绝做某事
He refused to help me at last.
It is useless to do sth. 做某事是没有用的
It is useless to cry when you are in trouble.
deal with 处理
We should think of good methods to deal with the rubbish.
even though/even if 尽管
He lost the game even though he tried his best.
not… any longer=no longer 不再
He doesn’t live in Beijing any longer. = He no longer lives in Beijing.
【设计意图】帮助学生掌握本课重点词组。
Step 3 While-reading
1. Ask Ss to read the passage and fill in the blanks.
【设计意图】通过对文章框架的梳理，帮助学生整体把握文章结构，锻炼快速获取关键信息的能力。
1. Ask Ss to read the passage again and answer the questions in 1b.
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?
【设计意图】通过问答的方式，帮助学生进一步理解文章细节内容。
Step 4 Post-reading
Read 1a and underline the key words, then retell 1a according to them.
【设计意图】通过复述文章，帮助学生锻炼口头语言表达能力以及巩固所学知识的运用能力。
2. Ask Ss 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.
【设计意图】让学生讨论如何处理不良情绪，为写作做准备。
3. Ask Ss to translate the given English sentences to review the expressions.
4. Ask Ss to work in group and make sentences with “as … as …” and “not as / so … as …”
5. Ask Ss to translate the given English sentences to review adverbial clause of reason.
【设计意图】帮助学生巩固语法和功能句的知识点。
6. Show an example about how I deal with sadness to Ss.
7. Ask Ss to fill in blanks and make sentences according to the given Chinese words.
词汇练习：
(1) usual _________ (adv.) ____________ (近义词)
(2) sad __________ (n.)
(3) unfair _______ (反义词)
(4) happy ________ (adv.) ___________ (n.) _________ (反义词)
(5) old ________/_________ (比较级)
(6) accept ____________ (反义词)
(7) help _________ (adj.)
(8) love ________ (adj.)
(9) useless _________ (反义词)
(10) feel __________ (n.)
(11) someone _________ (否定式)
(12) no longer ________________ (同义词)
(13) __________ (处理) 14. ____________ (向……学习)
(14) __________ (姐姐) 16. __________ (不再)
句型练习：
(1) Jane and Helen are both 1.61 meters tall. (同义句)
(2) Tom is 12 years old. Jack is 13 years old. (合并为一句)
(3) He doesn’t work in this factory any longer. (同义句)
(4) I worked very late last night. I feel tired. (合并为一句)
(5) He is only an 8-year-old boy. He knows a lot about computer. (合并为一句)
【设计意图】练习本课重点。
Step 5 Summary
We learn:
1. Some new words and phrases:
deal with, elder, refuse, anyone, though, even though, not…any longer=no longer
2. Adjectives expressing feelings.
3. Adverbial clauses of reason.
4. Equal comparison with “as… as…” and “not as/so … as…”.
We can:
1. Use “because” to talk about the reason.
2. Deal with our bad feelings by telling others about them.
3. Make equal comparison with “as… as…” and “not as / so… as…”.
【设计意图】帮助学生总结本节课重要知识点用法。
Step 6 Homework
1. Review the key points in this topic.
2. Write a short passage about your experience of a bad feeling and how to deal with it.
六、板书设计
1. New words:
elder—old deal—deal with
refuse—accept though—even though
anyone—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 if
e.g. He lost the game even though he tried his best.
not…any longer = no longer
e.g. He doesn’t live in Beijing any longer. =He no longer lives in Beijing.
