Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section A
一、教学设计
本节课主要活动为Section A，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。
二、教学目标
1. 学习并掌握新词汇：test, nervous, speech, have a test, give a speech, get so nervous
2. 掌握基本句型语法：
S+V, S+V+O, S+V+P, S+V+O+OC, S+V+IO+DO, There be…
3. 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.
4. 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。
5. 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。
6. 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，并学会勇于克服困难。
三、教学重点和难点
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。 3. 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。
四、教学准备
多媒体课件/图片
五、教学过程
Task 1
Step 1 Warming-up
1. Get Ss to watch a video Rainy Days Can Make Me Happy and discuss the following questions.
Why doesn’t Claire like rainy days?
Why does Claire’s friend like rainy days?
How does Claire feel when she’s reading books?
2. Get Ss to talk about their own feelings in different situations.
【设计意图】通过不同情景的讨论，帮助学生快速进入本课话题。
Step 2 Pre-listening
Ask Ss to look at the picture and read the questions, and then predict what Michael is worried about.
What are Kangkang and Michael doing?
How does Michael feel when he has to give a speech?
What is Kangkang’s suggestion for helping Michael?
Do you think Michael will do well in his test?
T: Something happened to Michael. And we will listen to the conversation between Michael and KangKang. Before listening, let’s read the questions and predict the question. What is Michael worried about?
【设计意图】训练学生根据已知信息对听力内容进行有效预测的能力。
Step 3 While-listening
1. Play the recording of 1a and ask Ss to answer the questions in 1b.
2. Check the answers together.
【设计意图】通过回答问题理解对话，训练学生的听力技能。
3. Ask Ss to listen to 1a again and read after the recording.
Step 4 Post-listening
1. Ask Ss to complete the passage without reading the conversation in 1a. And then check the answers.
T: Good job. The passage in 1c is rewritten from 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.
【设计意图】通过对有关课文对话的语篇内容的填空，帮助学生加深对对话内容的理解。
2. Explain some language points.
(1) be worried about 担心的，担忧的
I am worried about his safety. 我很担心他的安全。
(2) speech 演讲
make a speech/give a speech 做演讲
(3) relaxed 放松的 relaxing 令人放松的
I am/feel relaxed. 我（感觉）很放松。
The activity is relaxing. 这个活动令人放松。
【设计意图】帮助学生掌握重要知识点。
3. Ask Ss to practice the conversation in 1a and then retell it according to the key words.
T: Well done. Now let’s practice the conversation in pairs. You should pay attention to the intonation and emotions.
4. Let Ss work in groups and discuss the questions in 2.
【设计意图】锻炼学生的口头表达能力和在相关场景中的语言运用能力。
Task 2
Step 1 Pre-listening
1. Show the three pictures in 3 and ask Ss to guess what happened to them.
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?
【设计意图】通过讨论图片，引导学生听之前给出自己的建议。
Step 2 While-listening
1. Ask Ss to listen to 3 and finish 3A. And then check the answers.
T: Now let’s listen to the conversations and number the pictures.
S: …
2. Ask Ss to listen to 3 again and finish 3B. And then check the answers.
T: Well done! Let listen again and match the problems with the people. Then complete the suggestions for them.
3. Ask Ss to listen to 3 for the third time and fill in the table. And then check the answers.
Name
Feeling
Reason
Advice
Mike
Follow the dentist’s advice.
Jane
Not good.
Lucy
Getting fat.
【设计意图】通过设计由易到难不同层次的听力任务，锻炼学生的听力能力。
Step 3 Post-listening
1. Ask Ss to read the sentences in 4a, and then finish 4a.
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.
【设计意图】让学生讨论4a的情境，巩固练习表达情绪和给出建议的语言运用。
2. Lead Ss to study the sentence structures, and then match them with the sentences in 4a.
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: You did better than I believe. Please match the sentence structures in 4b with the sentences in 4a.
【设计意图】通过提问和师生讨论的方式，引导学生总结并加深对简单句的基本句型的理解。
3. Show some sentences and ask Ss to talk about the sentence structures for practice.
【设计意图】教师补充句子进一步巩固简单句的六种基本句型。
4. Ask Ss to make a survey about their classmates’ bad feelings and try to give advice to comfort them.
Name
Feeling
Advice
…
…
…
Step 4 Summary
We learn:
1. Words and phrases:
test, nervous, speech, have a test, give a speech, get so nervous,
2. Six structures of simple sentences.
We can:
1. Describe our feelings:
I’m worried. I always get nervous before a test.
I feel more relaxed now because of your help.
2. Comfort others:
Relax, Michael. I am sure you will do well.
Don’t worry! Just be brave.
【设计意图】总结本节课重要语言点及其用法。
Step 5 Homework
1. Try to collect more sentences with the six simple sentence structures.
2. Make conversations to comfort your friends when they are feeling bad.
【设计意图】通过布置课后作业，帮助学生巩固今日所学。
六、板书设计
Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section A
1. 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 Feeling Excited
Topic 3 Many things can affect our feelings.
Section B
一、教学设计
本节课主要活动为Section B，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，学生利用编写句子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。最后，学习语音、语调和停顿完成Section B的3a和3b，结束本课。
二、教学目标
1. 学习并掌握新词汇和短语：
sick, proud, be proud of, 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. 学习掌握 sick 和 ill 的区别。
3. 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!
4. 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。
5. 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。
6. 能正确地运用本课的交际功能用语进行交流。
7. 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。并学会勇于克服困难。
三、教学重点和难点
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。
3. 在交流与写作中注意六种简单句式的正确运用。
四、教学准备
多媒体课件/图片
五、教学过程
Step 1 Warming-up
Show a question and let Ss discuss it.
—What may happen if we are always in a bad mood?
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?
【设计意图】通过问题引发学生讨论引入话题，并学习新词组。
Step 2 Pre-listening
Ask Ss 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.
【设计意图】通过阅读听力题目，帮助学生进行下一步听力内容及答案的有效预测。
Step 3 While-listening
1. Play the recording of 1a and get Ss to number the phrases they hear. And then check the answers.
T: Some of your ideas are reasonable. Let’s listen to the conversation and number the phrases you hear.
2. Play the recording of 1a again and get Ss to answer the questions.
(1) How did Michael feel after the speech?
(2) What do Jane and Kangkang think may happen to Michael?
(3) What will the children do for Michael to cheer him up?
【设计意图】通过由易到难不同层级的听力活动设计，训练学生的听力技能。
Step 4 Post-listening
1. Ask Ss to read 1a and fill in the blanks with the correct phrases. And then check the answers.
T: Now, read the conversation silently and fill in the blanks with the correct phrases.
【设计意图】通过默读课文对话、完成句子填空，帮助学生加深对对话内容理解的同时学习重点短语。
2. Explain the key points in the passage in detail.
be sick: 生病（=be ill），但ill只作表语，不作定语；sick作表语与定语均可。
a sick boy (√) an ill boy (×)
affect our feelings 影响我们的心情
be in a good/bad mood 心情好/不好
be/feel confident about 对……有信心
be proud of sb. 为某人感到骄傲
He was afraid to give his speech, he did it anyway(尽管，即使这样).
=Even though he was afraid to give the speech, he did it.
put on a short play 上演，放映
【设计意图】帮助学生掌握本课重要语言点。
3. Show the pictures and the words in 2 and get Ss to make up sentences.
T: Look at the pictures and make up sentences. Write them down on the line first. And then check them with your partners. Observe and decide which sentence structures they belong to.
【设计意图】通过造句，帮助学生巩固简单句的六种基本句型。
4. Play the tape recording of 3a and get Ss to read the pairs of words.
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 letters.
S:…
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.
【设计意图】帮助学生掌握字母组合“ee”“ea”的正确发音。
5. Get Ss to listen to 3b, read the sentences and pay attention to the pause and intonation.
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.
【设计意图】帮助学生掌握句式停顿和语音语调。
6. Ask Ss to fill in the blanks with the key words and the phrases in the passage.
be proud of, confident, brave, afraid, good, in a bad mood, speak, shy, affect, nervous
Lily is going to give a ________ in front of all the students tomorrow. She is _______ to do that. She feels very ________ about it. She is a quiet and ______ girl and she doesn’t feel __________ about herself. Now she is _____________.
Bad feelings may _______ her health. We must help her! Tell her to be _______! She speaks English very well and we ____________ her. We believe she will do ______ in it.
【设计意图】通过练习，检查学生对本课重点词汇的掌握情况。
Step 5 Summary
We learn:
1. Words and phrases: sick, proud, be proud of, anyway, ready, passport, boss, grandson, get along with sb.
2. Six sentence structures of simple sentences.
3. Phonetics: The pause and intonation of the sentence.
We can:
1. Words and phrases:
sick, proud, be proud of, anyway, ready, passport, boss, grandson, get along with sb.
2. To describe personal feelings:
I’m afraid he is going to be sick.
If we’re not confident about ourselves, we may feel upset or nervous.
【设计意图】总结本节课重要语言点及其用法。
Step 6 Homework
Write a passage about different things in your life to make you feel happy, sad, worried, nervous, frightened or angry.
六、板书设计
Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section B
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 for
2. /?/— sick sit fill will
/i:/— seek seat feel wheel
Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section C
一、教学设计
本节课主要活动为Section C，为阅读课。在导入环节里，让学生看图片说出自己的感觉。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，学生分两次阅读文章，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-reading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，然后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。
二、教学目标
1. 学习并掌握新词汇：environment, especially, fill, trouble, choose, loud, noise, crowded
2. 掌握文中重点语法：make sb. do sth.; have trouble doing sth.; fill with sth.
3. 学生能自如地谈论不同的事物对情感的影响。
4. 能正确地朗读短文，并能注意语音语调；
4. 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。
5. 了解情感与外界事物的联系，学会如何保持健康的心理。
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. 谈论不同的事物对情感的影响。
3. 将本课的重点词汇和短语运用到交谈和写作之中。
四、教学准备
多媒体课件/图片
五、教学过程
Step 1 Warming-up
Show a picture and get Ss to talk about the question.
How do you feel about the picture?
【设计意图】通过图片引发学生讨论，快速进入本课话题。
Step 2 Pre-reading
1. Get Ss to learn the new words and phrases.
2. Get Ss to tick the things that can affect their things and moods in 1a.
3. Get Ss to look at the pictures in 1a and predict what will be mentioned in the text.
【设计意图】通过新词汇的学习和对1a环节内容的预测，为下一步的语篇阅读做准备。
Step 3 While-reading
1. Get Ss to read 1a and answer the questions. And then check the answers.
(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 talks about the Wenchuan earthquake with friends?
【设计意图】通过回答问题，帮助学生快速理解大意。
2. Get Ss to read the passage again and finish 1b. And then check the answers.
T: Read the passage again and complete the table in 1b.
【设计意图】通过完成表格，引导学生推敲细节，深刻理解文章。
Step 4 Post-reading
1. Get Ss to retell the passage according to the table in 1b.
2. Get Ss to 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.
【设计意图】帮助学生拓展思维，讨论影响情绪的其他因素。
3. Explain the key points in the passage.
fill (sth.) with… 用……装满……
We can fill the glass with water.
choose (to do sth.)
He chooses to help us.
make sb do sth. 让某人做某事
make作使役动词的用法。
【设计意图】帮助学生掌握文中重点词句的用法。
4. Get Ss to write a short passage about how things affect feelings.
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.
5. Get Ss to exchange their passages in pairs and help correct mistakes.
6. Ask some Ss to read out their passages, and then show an example compositions to Ss.
【设计意图】根据本课所学和所讨论的结果，引导学生完成书面表达。写完后通过同伴互判，并展示样例作文，使学生学会欣赏别人的作品，从中发现自己的不足。
7. Get Ss to complete the sentences with the key words.
(1) She was so excited that her eyes _____ _____ (充满) tears.
(2) The _______ (环境) can affect our feelings and moods. But if we can’t change it, try to change our minds then!
(3) Don’t make any ______ ______ (很响的噪声) when the boss is sleeping. He can’t sleep well in _______ (吵闹的) places.
(4) You must be careful on the street. _________ (尤其) when you go across it.
(5) Learn to _____ ______ (处理) it by yourself if you have any _______ (麻烦). Of course, you can also ________ (选择) to call me for help.
【设计意图】通过习题，帮助学生巩固对本课重点词汇的运用。
8. Get Ss to do some exercises from the senior high school entrance examination. And then check the answers in the whole class.
【设计意图】通过让学生做近年中考题巩固使役动词make的用法，检查学生对该语法点掌握情况的同时，也在体验中考题型的过程中加深对该语法点的巩固。
Step 5 Summary
We learn:
1. New words and phrases:
environment, especially, trouble, fill, fill (sth.) with…, choose (to do sth.)
2. The structure “make + O + do sth.”
… it makes me feel happy again.
Blue and white can make me feel calm.
Wearing red often makes me feel active.
We can:
1. Words and phrases:
sick, proud, be proud of, anyway, ready, passport, boss, grandson, get along with sb.
2. To describe personal feelings.
I’m afraid he is going to be sick.
If we’re not confident about ourselves, we may feel upset or nervous.
3. Six sentence structures of simple sentences.
【设计意图】帮助学生总结本节课重点单词和用法。
Step 6 Homework
Write down your passage to talk about how things can affect your feelings and what you do when feeling bad.
六、板书设计
Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section C
New words and phrases:
environment, especially, fill, trouble, choose, loud, noise, crowded
fill with sth., the full moon, get together, be crowded with, have trouble doing, some day,
make + object + adj.
Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section D
一、教学设计
本节课主要活动为Section D，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。
二、教学目标
1. 学习并掌握新词汇：spirit, silent, decision, sense, think over, make a decision, relaxing
2. 熟练掌握简单句的六种基本句型。
3. 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。
4. 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。
三、教学重难点
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。
3. 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。
四、教学准备
多媒体课件/图片
五、教学过程
Step 1 Revision
1. Get Ss to do some grammar exercises and then check the answers in the whole class.
2. Get Ss to read and understand the six basic structures of simple sentences.
3. Get Ss to fill in blanks in functions, and then read the sentences.
【设计意图】帮助学生复习巩固对本单元的语法点和功能句知识的掌握。
Step 2 Pre-reading
1. Get Ss to share a saying with students—Share your happiness, you’ll get more happiness; pour out your sadness, you’ll feel only half of it.
2. Show the questions about feelings and get Ss to discuss them.
What can affect our moods and feelings?
What can you do to get back happy feelings when we feel bad?
Do you think it important for us to stay in a good mood?
【设计意图】通过引入名言，让学生进行讨论，为后面的阅读环节做准备。
Step 3 While-reading
1. Get Ss to read the passage in 1 and complete the chart, and then check the answers together.
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.
【设计意图】通过快读的方式，让学生了解文章大意，获取关键词。
Step 4 Post-reading
1. Get Ss to learn new words and phrases.
【设计意图】帮助学生掌握文中重点单词和短语。
2. Get Ss to retell the passage according to the key words.
T: Can you retell the passage with the help of the chart? Prepare for two minutes and then I’ll ask some of you to have a try.
【设计意图】通过复述的方式，提高学生的语言表达能力。
3. Get Ss to work in pairs and discuss the ways to be happy in 2a.
T: It’s good to help others. And we should try our best to keep in a good mood. What do you usually do to stay happy in your daily life? Now first, discuss the ways to be happy in 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.
4. Get Ss to say the English phrases loud according to the Chinese.
5. Get Ss to make sentences with the Chinese.
【设计意图】通过与同伴结对讨论，并翻译短语和句子，帮助学生巩固本课所学知识点的同时，为下一步写作做准备。
6. Get Ss to write a short passage about how to stay happy based on 2a.
T: Write a short passage about how to stay happy in group. Later, I’ll ask some of you to report your ideas to the class. Make sure to use the right sentence structures.
7. Get Ss to exchange their passages in pairs and help correct mistakes.
8. Ask some Ss to read out their passages.
9. Show an example writing to Ss.
【设计意图】分步骤一步步引导学生进行写作，调动了学生写作的积极性。写完后通过同伴互判，学习范文，使学生学会欣赏别人的作品，从中发现自己的不足。
Step 5 Summary
1. Get Ss to summarize the vocabulary and structures in this section.
We learn:
(1) New words and phrases:
spirit, silent, think over, decision, sense, stay in good spirits, keep silent, make a decision
(2) How to stay in good spirits.
(3) Six structures of simple sentences.
We can:
(1) Express our feelings.
(2) Help others when they are in a bad mood.
【设计意图】总结本节课的重要知识点及其用法，帮助学生及时巩固所学知识。
Step 6 Homework
1. Review the new words, phrases and useful expressions in this topic.
2. Write a passage to talk about what you will do to stay in good spirits.
【设计意图】通过布置课后作业，帮助学生及时巩固当日所学。
六、板书设计
Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section D
Some new words:
spirit, silent, decision, sense
Some important phrases:
1. stay/keep in good spirits=keep in a good mood
2. take care of oneself=look after oneself
3. keep silent
4. think… over=think about…carefully
5. make a decision
6. get back to …
7. a sense of …
