仁爱科普版八年级英语下册全册表格式教案（共145页）

课题 Unit 5 Feeling excited Topic 1 Section A 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能正确拼读并运用以下词汇：
(1)单词表中的黑体单词invite
(2)连系动词：be,look, feel, taste, smell和sound
(3)描述情绪的形容词：excited, happy和disappointed
2. 学生能正确运用以下短语造句：
invite sb. to do sth.
prepare sth. for sb.
say thanks/ goodbye /hello/sorry to sb.
a ticket to …
3. 学生能自如地运用以下功能句进行交流。
-How are you doing? -Very well, thank you.
Guess what!
What a pity!
Skill aims：
1. 能听懂有关情绪的询问与表达的简单对话和陈述。
2. 能正确地运用本课的交际功能用语问候或表达情绪。
3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。
4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。
Emotional aims：
通过对Section A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。
教 学 重 点
难 点 Key points：
学生在交流中能自如地运用系表结构和以下短语：
invite sb. to do sth.
prepare sth. for sb.
say thanks/ goodbye /hello/sorry to sb.
a ticket to …
Difficult points：
1. 学生对功能用语How are you doing? 的理解。
2. 描述他人情绪时连系动词正确形式的运用。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning. The teacher plays the flash of the song, Do Re Mi.
2. The teacher asks the students if they are happy to see each other after the winter holiday.
3. The teacher shows the third picture of 2 on the screen: Do they look happy?
4. Show all the pictures, words and the example of 2 on the screen one by one. Let the students ask and answer in pairs according to the example. Let the students pay more attention to the form of the verbs. Finish 2.
(The teacher can divide the students into four groups. Then tell the students that they can get one point or two points or three points… when they answer the questions or make conversations correctly. The most excellent students can get 1 point once, and the normal students can get more points when they answer the same question or make up similar conversations. )
1. Ask the students to observe the picture of 1a and answer the question: Do Kangkang, Jane, Maria and Michael look excited? Lead to the learning of the conversation.
2. The teacher asks the students to read the statements in 1b.
3. The teacher asks the students to read the parts firstly and form a judgment.
4. The teacher plays the flash of 1a for the first time without stopping.
Let the students listen to and match the three parts of 1b.
5. The teacher plays 1a for the second time, stopping when necessary.
6. Then ask two students to tell answers to 1b.
7. Let the students think about why Kangkang, Jane, Maria and Michael look so excited. Explain the new word invite by showing a picture of having dinner.
1. The teacher lets the students ask and answer questions in pairs based
on 1b. Finish 1c.
2. The teacher asks the students to read 1a and complete the passage. The teacher offers two or three minutes to the students to finish 1d.
3. The teacher lets the students correct the wrong words.
4. The teacher plays the recording sentence by sentence.
5. The teacher plays the recording without stopping.
6. The teacher lets the students read 1a, and then asks them to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation.
7. The teacher makes a summary to explain the key points and difficult points to the students:
(1) -How are you doing?
-Very well, thank you.
(2) linking verb + adjective
(3) Guess what!
(4) invite sb. to do sth.
(5) one of +最高级+ 名词复数
(6) prepare sth. for sb.
⑺ say thanks/ hello/ sorry /goodbye to sb.
(8)a ticket to
1. The teacher encourages the students to look at the pictures in 3 and guess the feelings of the people. Give a forecast to the adjectives of describing feelings they will fill in the blanks.
2. The teacher plays the recording.
3. Let two or three students tell their answers.
4. The teacher plays the recording and pauses after each conversation.
5. The teacher plays the recording the third time without stopping.
6. The teacher checks the students’ answers, calling four students from each group to show their answers on the blackboard. The teacher corrects the wrong parts. Pay attention to the form of the linking verbs.
7. Let the students ask and answer questions in pairs based on 3. Give out the suitable points to each group.
1. The teacher organizes the students to make up the conversations, using the linking verbs and the adjectives in 4 in pairs. Help students to review the ways to express greetings. Encourage them to use more expressions.
2. Let the students show their own productions by acting out their conversations.
The teacher gives out the suitable points to their productions.
3. The teacher sums up the students’ conversations.
Teach them to care for others’ feelings.
4. The teacher shows the summary to the students.
5. The teacher assigns homework:
(1) Review the summary after class.
(2) Ask students to write a passage according to the conversation in 1a and read it to the whole class tomorrow.
(3) Prepare Section B after class.
作 业
布 置 完成同步练习
课堂总结 It’s easy for the students to understand the structure of “linking verb +
adjective”. But it’s a little hard for the students to use the correct form of
the linking verbs in their own conversations. Teacher should design more
oral practice for the students.
课题 Unit 5 Feeling excited Topic 1 Section B 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能掌握-ing和-ed在词尾的读音，及此类单词的重音位置；能在朗读中正确读出连读和句子的语调，并能区分出和读准需要重读的实词。
2. 学生能正确拼读并运用单词表中的黑体单词seem, 并正确运用以-ed结尾的形容词和以-ing结尾的形容词。
3. 学生能正确运用“linking verb+ adjective”结构造句。
4. 学生能自如地运用系表结构的句子进行交流来谈论情绪。
Skill aims：
1. 能听懂有关情绪的询问与表达的简单对话和陈述。
2. 能正确地运用带有系表结构的句子表达情绪，能自如地就个人喜好的话题进行交流。
3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。
4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。
Emotional aims：
通过对Section B的学习，鼓励学生在闲暇时间多参加积极健康的文体活动，开阔视野，陶冶情操，提高个人的自身修养，并能培养他们乐观向上的精神，有助于排解不良的情绪。
教 学 重 点
难 点 Key points：
1. linking verb+ adjective
2. 正确运用以-ed结尾的形容词和以-ing结尾的形容词。
Difficult points：
1.对以-ed结尾的形容词和以-ing结尾的形容词的理解。
2.对句子中需重读的词的正确把握。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning. Play the flash, Do Re Mi.
2. Ask four students from different groups to read the passage they have written according to 1a of Section A. Give out the suitable points to each group.
3. Let the students observe the picture of 1a and guess: Why does Mr. Brown look unhappy?
4.Learn the new word “seem”. The teacher points at the picture, indicating “Mr. Brown looks unhappy. He seems unhappy.”
1. Finish1b. The teacher asks the students to read the statements in 1b.
2. The teacher plays the recording for the first time without stopping.
3. The teacher plays the recording for the second time.
4. The teacher lets students read 1a carefully and check1b.
5. Check 1b. The teacher calls two students to tell their answers, then corrects the wrong ones.
6. The teacher lets the students check their guessing: Why does Mr. Brown seem unhappy?
7. The teacher lets the students read 1a and find out all the “linking verb+ adjective” structures.
8. Write all the phrases on the blackboard according to the students’ telling:seem unhappy feel disappointed be interesting/ fun be boring
be exciting
9. Show some pictures of Cats and Avatar. Introduce them simply.
1. The teacher plays the recording of 1a sentence by sentence.
2. The teacher plays the recording without stopping.
3. The teacher asks the students to finish1c.
Give out the suitable points to each group.
4. The teacher asks the students to read the words in 2a. Remind them to pay attention to the stress and the underlined parts.
5. The teacher plays the recording of 2a.
6. The teacher asks the students to observe the words and sum up their usages.
7. The teacher sums up the usages of the adjectives ended with –ed and –ing.
1. The teacher asks the students to fill in the blanks with the correct forms of the words in the brackets. Finish 2b.
2. Organize the students to check the answers.
3. The teacher plays the recording of 3 for the first time without stopping.
4. The teacher plays the recording for the second time.
5. Check 3. The teacher calls two students to tell their answers, then corrects the wrong ones.
6. The teacher shows phonetic cards /t/, /d/ and /id/.
7. The teacher pronounces / t /, /d/ and / id/.
8. The teacher lets the students read the phonetics and the given words, and then asks them to find out the rules for spelling.
9. The teacher shows the cards with more similar words.
10. The teacher lets the students read the sentences in the box in 4b. Ask them to pay attention to the stress, liaison and intonation. Tell them to stress the content words such as nouns, verbs, adjectives and interrogative words.
11. The teacher reads the sentences of 4b.
12. The teacher lets students choose the correct sentences to complete the conversation. Finish 4b.
1. The teacher asks the students to prepare the action of the conversation of 1a in groups of four. Give out the suitable points after acting. Encourage them to have the good hobbies in their free time and care for others.
2. The teacher organizes the game: Brain Storms. Let the students say out more linking verbs and adjectives in one minute. Give out the suitable points after that.
3. The teacher asks the students to sum up the main points of today’s lesson. Then the teacher makes a complement.
4. The teacher assigns homework:
(1) Make up sentences with the linking verbs and adjectives the
students have mentioned.
(2) Review the summary after class.
(3) Search the Internet for some information about the movie, The Sound of Music, to prepare for Section C after class.
作 业
布 置 完成同步练习
课堂总结 Students understand the structure of “linking verb + adjective” well and they can make up right sentences with it. But they need more exercises about the usages of adjectives ended with –ed and –ing. They are very interested in the movie The Sound of Music after learning Section A and B.
It’s helpful for them to learn Section C.
课题 Unit 5 Feeling excited Topic 1 Section C 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能根据音标，正确朗读出单词表中单词及短语。
2. 能正确拼读并运用黑体单词。
3. 学生能正确运用“linking verb+ adjective”结构造句。
4. 学生能正确使用以下短语，复述本课课文，简单地介绍影片大意。
one of …, care for, become angry, because of , teach sb. to do sth, cheer sb. up,
Skill aims：
1. 能听懂本课文本材料以及与电影内容相关的课堂用语。
2. 能熟练地口头谈论有关The Sound of Music的故事大意及经典音乐的话题。
3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。
4. 能规范地写出有关采访Mr. Brown关于The Sound of Music的对话。
Emotional aims：
教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态度。
教 学 重 点
难 点 key points：
1. 正确运用单词表中单词及短语
2. 正确运用“linking verb+ adjective”结构造句。
difficult points：
1. lonely 和alone 的区别运用。
2. 采访对话的写作。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning. Enjoy the song, The Lonely Goatherd.
2. The teacher asks the students to make up sentences with the linking verbs and
adjectives they have mentioned to report their homework.
3. The teacher asks the students to go on reporting their homework: Report some information they searched about The Sound of Music.
4. The teacher plays the flash of the classic song of The Sound of Music, Edelweiss to lead the passage of 1a. The teacher lets the students finish pre-reading work:Ask the students to look at the picture and guess what the text is about.
5. The teacher lets the students read the words in the box of 1a and guess the main idea of the text.
6. The teacher asks the students to skim 1a and check the pre-reading work.
1. Finish1b. The teacher asks the students to read the statements in 1b.
2. The teacher asks the students to read the first paragraph and complete the first table.
3. The teacher asks the students to read the second paragraph and complete the second table.
4. The teacher asks the students to read Paragraph 3 and finish the third table.
5. The teacher lets the students read the whole passage carefully, check the answer, finish 1b.
6. The teacher asks the students to scan Paragraph 1 and answer the first question in 1c: Why did Maria go to the Von Trapp family?
7. The teacher asks the students to scan Paragraph 2 and answer the second question in 1c: Why were the Von Trapp family sad?
8. The teacher asks the students to scan Paragraph 3 and answer the third question in 1c: How did Maria cheer up the children?
The teacher asks the students to scan the whole passage and answer the last question in 1c: What do you think of Maria? Then check all the answers.
1. The teacher asks the students to read through the passage and find out the linking verb+ adjective structure.
2. The teacher plays the recording without stopping.
3. The teacher asks the students to find out the difficult points and sum up the main points of the passage.
4. The teacher makes a summary to explain key points and difficult points to the students.
（1）lonely孤独的，寂寞的，侧重人的心理。
alone 独自的，单独的，说明客观存在。
（2）because 后接状语从句，because of 因为，由于，介词短语，后接名词或相当于名词的词或短语。
（3）cheer sb. up 使某人振奋起来，使某人高兴起来。
5. The teacher asks the students to read the whole passage in groups, making sure everyone can read through the passage.
1. Play the game: A round robin story.The teacher asks the students to retells the story based on 1b and 1c. Member B retells the first paragraph according to the first table and the first question. Member C retells the second paragraph according to the second table and the second question. Member D retells the thirdparagraph according to the third table and the third question. At last Member A retells the whole story.
2. The teacher shows some exercises on the screen to the students. Then call four students from different groups to write down their answers on the blackboard.
3. The teacher calls two students to check the answers.
1. Finish 2a. The teacher asks the students to make an interview in groups. Member B acts Michael. Member C, D, E and F answer Member B’s questions of 2a. Then Member A reports the interviews.
2. The teacher summarizes what the students learned today. Important language points are shown on the computer screen.
3. The teacher assigns homework:
(1) The teacher asks the students to finish writing the conversation between Michael and Mr. Brown in their exercise books. Remind them to connect the topic sentences, then add something necessary.
(2) The teacher asks the students to search the Internet for some information about Beijing Opera to prepare for Section D after class.
(3) The teacher assigns the students to review Section A-C to preparefor Section D.
(4) The teacher asks the students to watch the classic movie, The Sound of Music.
作 业
布 置 完成同步练习
课堂总结 The students like the two beautiful songs from The Sound of Music very much. The whole atmosphere of this lesson is active. It’s helpful to English teaching and learning. We should show more information that the students are interested in when we have the English class.
课题 Unit 5 Feeling excited Topic 1 Section D 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词；
2. 能熟练运用linking verb + adjective 结构；
3. 能准确运用本单元重点短语进行写作练习：
invite sb. to do sth., prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb.
a ticket to …, because of, cheer sb. up, come into being, be full of, agree with sb. make peace with sb., in the end , be popular with sb., be/become interested in … 等短语。
4. 能正确做出教师设计的补充词汇对比的练习：
｛boring ; bored｝
｛exciting; excited｝
｛alone ; lonely｝
｛because; because of ｝
｛interesting; interested｝
5. 学生能综合运用本课短语、句型写出描述不同情绪的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关Beijing Opera的历史，角色，意义的听力材料。
2. 能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故事。
3. 能阅读有关自己最喜欢的艺术形式的文章，理解文章，并能做出相关的阅读练习。
4. 能综合运用本话题的语法，词汇，句型写出自己最喜欢的某一艺术形式或故事的意
义以及人物在某一特定活动或事件中的情绪变化。
Emotional aims：
本话题通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。
教 学 重 点
难 点 Key points：
1. 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy 等形容词描述故事中人物的不同情绪, 并熟练运用linking verb + adjective 结构。
2. 掌握 interesting 和interested 的用法区别。
Difficult points:
1. 综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情绪变化。
2. 正确做出教师设计的补充词汇对比的练习。
教 学 准 备 多媒体
教
学
过
程 1. Greet the students and make them ready for learning. Enjoy the song, Rap face.
2. The teacher asks the students to report their homework in pairs: A1-A2; B1-B2; C1-C2; D1-D2. Make up the conversations between Michael and Mr. Brown.
3. The teacher asks two students to write their conversations on the blackboard. The teacher corrects as an example for others to check.
4. The teacher shows the pictures of the roles in Beijing Opera to the students and leads to the new lesson. Ask the students to report some information they searched on the internet.
1. The teacher asks the students to skim the passage and mark T or F.
2. The teacher checks the answers.
3. The teacher asks the students to read Paragraph 1 and answer the questions:
(1) When did Beijing Opera come into being?
(2) Where did its music and singing come from?
(3) How many main roles are there in Beijing Opera?
4. The teacher helps the students check the answers.
5. The teacher asks the students to read Paragraph 2 and answer the question :Are the young people interested in Beijing Opera nowadays?
6. The teacher helps the students check the answer.
1. The teacher asks the students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage.
2. The teacher makes a summary to explain the key points and difficult points to the students.
(1) come into being
(2) agree with sb.
(3) be full of
(4) make peace with...
(5) in the end
(6) be popular with sb.
(7)be/become interested
in ...
3. The teacher asks the students to look at the pictures in 2a and think about the words and phrases they may use when they talk about the pictures.
4. The teacher asks the students to make up sentences according to pictures and the words or phrases.
5. The teacher asks Member A of every group to report the passage according to the sentences above.
6. The teacher asks the students
to write the short passages based on the report of 2a to describe the different feelings.
1. The teacher asks the students to read through Section A-C to review the notes of this topic.
2. The teacher leads the students to sum up the Grammar and Functions.
3. The teacher designs some exercises to practice the vocabulary.
(1) I want to i____you to my house this Sunday.
(2) The flowers s____ nice.
(3) Mr. Wang s___ to be unhappy today. What’s wrong with him?
(4) He was a____ mad when he heard of the bad news.
(5) Tom plays an important r____ in the new movie.
4. The teacher designs some exercises to differentiate the usages of the main words in this topic：
(1) The movie is too ____. ( boring, bored)
(2) We are very ____ to know the _____ news.( exciting, excited)
(3) He is new here, so he often feels _____.(alone, lonely)
(4) We can’t go for a walk ____ the rain.(because, because of )
(5) We are all ___ in the ____ book.(interesting,interested)
1. The teacher asks the students to make sure of the names of their favorite movie, play or story.
2. The teacher asks the students to discuss the given questions in groups.
3. The teacher asks the students to write down their own answers.
4. The teacher asks the students to check in groups and correct the wrong ones.
5. The teacher asks the students to join their own sentences into a passage.
6. The teacher asks two students to write down their passages on the blackboard. The teacher checks them with the students. Then the students change their papers and check others’ papers.
7. The teacher assigns homework:
(1) The teacher lets students finish the essay “My favorite movie” after class.
(2) The teacher asks the students to prepare the word cards to preview the vocabulary in Topic 2.
作 业
布 置 完成同步练习
课堂总结 Students are weak in writing practice. The teacher should pay more attention to the writing teaching. Design the writing steps carefully. The teacher may let students enjoy a real Beijing Opera after class.
课题 Unit 5 Feeling excited Topic 2 Section A 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能正确拼读并运用单词表中的黑体单词exam, strict和shy。
2. 学生能正确运用以下短语造句：
seem to do…, do badly in…, be strict with sb., have a talk with sb., be worried about…, take it easy
3. 学生能自如地运用以下功能句进行交流。
Anything wrong?
What seems to be the problem?
Thank you for telling me.
Skill aims：
1. 能听懂有关关注情绪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询问和给出建议。
3. 能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。
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语言写出简单的有关情绪询问和给出建议的对话。
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。
教 学 重 点
难 点 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。
2. 在对话中正确运用be +adj. +prep.结构。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning.
2. The teacher asks the students to report their homework to review the linking verb + adjective structure.
3. The teacher introduces the new words and phrases of this lesson. The teacher corrects the wrong pronunciations after the students read them.
4. The teacher organizes the students to have a competition. The students in Group A guess the words from the students in Group B.
5. The teacher asks the students to make up sentences with the new words and phrases.
6. The teacher asks the students to observe the picture of 1a and guess: What’s the matter with
the sad girl?
1. The teacher asks the students to read the statements in 1b.
2. The teacher plays the flash of 1a for the first time without stopping.
3. The teacher plays 1a for the second time, stopping when necessary.
4. The teacher plays the flash of 1a for the third time without stopping.
5. Then ask two students to tell answers to 1b.
6. The teacher lets the students talk about the guessing.
7. Play the recording and ask the students to answer the following questions:
(1) Why does Helen look worried?
(2) Why was Li Hong unhappy?
(3) Why does Li Hong feel lonely?
(4) What does Miss Wang want to do to help Li Hong?
1. The teacher plays the recording sentence by sentence.
2. The teacher plays the recording without stopping.
3. Let the students read 1a,then learn in groups to find out the difficult points and sum up the main points of the conversation.
4. The teacher makes a summary to explain the key points and difficult points to the students:
(1) seem to do
seem seem + adj.
seem that +句子
(2) be strict with sb.
be strict in sth.
(3) be worried about
(4) 原因状语从句
5. The teacher asks the students to read 1a again and act out the conversation in pairs. The best ones can get a red flower.
1. The teacher asks the students to read the statements in 3.
2. The teacher leads the students to read the words and phrases in the box of 3.
3. The teacher asks the students to read the e-card, and stresses the usage of the phrase: take it easy.
4. The teacher asks the students to read the e-card again and choose the right words or phrases to complete the e-card.
5. The teacher plays the recording of 3.
6. The teacher asks the students to observe the pictures of 2 and match the expressions in the box with them.
7. The teacher asks the students to make up two simple sentences with the given expressions for
each picture.
8. The teacher asks the students to join the two simple sentences into an adverbial clause based on the example: The girl feels lonely because she has no friends.
9. The teacher asks four students from different groups to tell answers to 3.
1. The teacher organizes the students to make up conversations like 1a in groups, using the sentences of 2 and the useful expressions in 1a.Encourage them to use more expressions.
2. The teacher lets the students show their own productions by acting out their conversations.
3. The teacher sums up the students’ conversations. The best ones can get a red flower. Teach them to cheer others up when others are in a bad mood.
4. The teacher shows the summary to the students.
5.The teacher assigns homework:
(1) Review the summary after class.
(2) Ask students to write apassage according to the conversation in 1a and read it to the whole class tomorrow.
(3) Pepare Section B after lass.
作 业
布 置 完成同步练习
课堂总结 In today’s lesson, the teacher should let the students know that everyone needs help when he is in a bad mood, so we should give others a hand when they feel upset. At the same time the teacher should design more exercises about the phrases mentioned in Section A.
课题 Unit 5 Feeling excited Topic 2 Section B 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能区分元音音素/ i?/和/ε?/, 并能正确拼读单词，注意对应的字母组合的拼写规则；学生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. 学生能正确拼读并运用单词表中的黑体单词fail, someone, feeling和joke。
3. 学生能正确运用以下短语造句：
fail to do sth., at one’s age, tell sb. the joke和 by the way.
4. 学生能自如地运用以下功能句进行交流。
How are you feeling today?
Why don’t you…?
Don’t worry.
There, there!
It’ll be OK.
Skill aims：
1. 能听懂有关询问情绪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询问和给出建议。
3. 能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。
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语言写出简单的有关情绪询问和给出建议的对话。
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。
教 学 重 点
难 点 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. 学生对There, there!的理解。
2. 有关情绪询问和给出建议的对话的写作。
教 学 准 备 多媒体
教
学
过
程 1. Greet the students and make them ready for learning. Play the flash, If you are happy.
2. The teacher asks the students to report their homework: read the passage written according to the conversation in 1a.
3. The teacher introduces the new words and phrases of this lesson. The teacher shows the pictures and new words on the screen.
4. The teacher organizes the students to have a competition to consolidate the new words. The students in Group A speak English while the students in Group B tell the Chinese meaning. The best group can get a red flower.
5. The teacher asks the students to make up sentences with the new words and phrases.
6. The teacher asks the students to observe the picture of 1a and guess what they are talking about based on the conversation of Section A.
1. The teacher asks the students to read the statements in 1b.
2. The teacher plays the flash of 1a for the first time without stopping.
3. The teacher plays 1a for the second time, stopping when necessary.
4. The teacher plays the flash of 1a for the third time without stopping.
5. Then ask two students to tell answers to 1b.
6. The teacher lets the students talk about the guessing.
7. The teacher asks the students to read through 1a and fill in the blanks with the correct phrases of 1c.
8. The teacher asks two students to tell their answers and check the answers.
1. The teacher plays the recording sentence by sentence.
2. The teacher plays the recording without stopping.
3. Let the students read 1a,then learn in groups to find out the difficult points and sum up the main points of the conversation.
4. The teacher makes a summary to explain the key points and difficult points to the students:
(1) -How are you feeling today?
-I’m feeling really sad
Because...
(2) fail to do sth.
(3) at one’s age
(4) tell sb. the joke
(5) There, there!
5. The teacher asks the students to read 1a again and act out the conversation in pairs. The best ones can get a red flower.
1. The teacher shows cards / i?/ and /ε? / .
2. The teacher plays the recording of 3a.
3. The teacher shows the phonetics and the words on the screen.
4. The teacher shows more words on the screen.
5. The teacher asks the students to read the sentences of 3b by themselves, paying attention to the pause, weak form and incomplete plosion. Tell them that they can pause briefly before the conjunctions such as and, but, and because.
6. The teacher plays the recording of 3b. Let students check their reading.
7. The teacher asks the students to have a reading competition. Member F reads to Member A.
Member E reads to Member B. Member D reads to Member C. After that, read to the whole class. Member B who reads correctly can get 2 red flowers while Member E who reads best can get 5 red flowers.
1. The teacher asks the students to read the statements in 2a, and stresses the usage of the phrase: by the way.
2. The teacher plays the recording of 2a and asks the students to fill in the blanks.
3. The teacher plays the recording again and asks the students to check their answers.
4. The teacher asks two students to tell answers.
5. The teacher organizes the students to read the given problems and suggestions
in the table of 2b.
6. The teacher asks the students to make up sentences with the problems and suggestions.
7. The teacher lets the students join the sentences into a conversation.
8. The teacher lets the students show their own productions by acting out their conversations.
9. The teacher sums up the students’ conversations.
10. The teacher shows the summary to the students.
11. The teacher assigns homework:
(1) Review the summary after class.
(2) Prepare for Section C after class.
作 业
布 置 多媒体课件
课堂总结 The students can grasp the adverbial clauses well after the learning of Sections A and B. And they can offer the right suggestions to others when others are in a bad mood.
课题 Unit 5 Feeling excited Topic 2 Section C 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能根据音标，正确朗读出单词表中单词及短语。
2. 能正确拼读并运用黑体单词。
3. 学生能正确运用as...as...和not as/so … as…结构造句。
4. 学生能正确使用以下词或短语，复述本课课文，简单的介绍课文大意。
a few months ago, upset, lonely, as well as usual, was not used to , not so clean as…, not
as delicious as ours, either, not so friendly as you, get used to life here, accept,
as happily as before.
Skill aims：
1. 能听懂本课文本材料以及与之内容相关的课堂用语。
2. 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。
3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。
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。
Emotional aims：
教育学生要互爱互助，主动为有困难的同学提供帮助，同时要学会适应新的环境。
教 学 重 点
难 点 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。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning. Enjoy the song,It’s a small word.
2. The teacher asks the students to make up sentences with the phrases of Sections A and B to report their homework.
3. The teacher shows two books to the students and introduces the structures: as…as…and not as/so … as… to learn the equal comparison: The Chinese book is as new as the English book, but it’s not as/so heavy as the English book. And then ask the students to compare with their own things, such as their coats or school
things.
4. The teacher helps the students sum up the usage of the structures.
1. Ask the students to read the underlined key words and guess what the letter is about.
2. The teacher asks the students to skim 1a and check the guessing.
3. The teacher asks the students to read the statements in 1b.
4. The teacher asks the students to read the letter from the beginning to it also seemed that the
people here were not so friendly as you. Finish thefirst part of the table in 1b.
5. The teacher asks the students to read the rest part of the letter and finish the rest table of 1b.
6. The teacher lets the students read the whole passage carefully, check the answers, and finish 1b.
7. The teacher lets two students write their answers on the blackboard. Check the answers with the students.
1.The teacher plays the recording without stopping.
2. The teacher asks the students to read through the passage and find out as…as…and not as/so … as… structures.
3. The teacher asks the students to find out the difficult points and sum up the main points of the passage.
4. The teacher makes a summary to explain the key points and difficult points to the students.
（1）How time flies!
（2）as +形容词/副词原级+ as + 比较对象
not as/so+形容词/副词原级+ as + 比较对象
（3）be/ get used to …
5. The teacher asks the students to read the whole passage in groups, making sure everyone can read through the passage.
6. The teacher asks the students to retell the letter based on the key words and the table in 1b.
1. The teacher asks the students to read the statements of 2.
2. The teacher lets the students read the words and the sentences of 2.
3. The teacher asks the students to finish 2.
4. The teacher asks two students to tell the answers for checking.
5. The teacher asks the students to read the statements of 3.
6. The teacher shows an example to the students: Helen is as lovely as Maria.
7. The teacher asks four students from different groups to make sentences with as…as…and not as/so … as… structures on the blackboard.
8. The teacher asks some students to check the sentences, and then the teacher sums up the usage of the structures.
1. The teacher asks the students to talk with their partners about the people around them with as…as…and not as/so … as… structures.
2. The teacher asks the students to compare one of their partners with them and write down the sentences in pairs.
3. The teacher asks the students to join the sentences into a passage.
4. The teacher asks the students to show their productions.
5. The teacher summarizes what the students learned today. Important language points are shown on the computer screen.
6. The teacher assigns homework:
(1) Review the summary after class.
(2)The teacher asks the students to search the Internet for some information about dealing with sadness to prepare for Section D after class.
(3) The teacher assigns The students to review Sections A-C to prepare
for Section D.
作 业
布 置 完成同步练习
课堂总结 Most of the students can grasp the equal comparison structure, and the teacher should design more exercises as their homework.
课题 Unit 5 Feeling excited Topic 2 Section D 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。
2. 能熟练运用原因状语从句和同级比较的结构。
3. 能准确运用本单元重点短语进行写作练习。
4．学生能综合运用本课短语、句型写出关于处理不良情绪的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关处理不良情绪的听力材料。
2. 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。
3. 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。
4. 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。
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。当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。
教 学 重 点
难 点 Key points：
1. 学生能正确拼读、书写并运用黑体单词，能用描写情绪和情感的形容词和提出建议的动词及相关短语描写人物的不同情绪, 并给予心情不好的同伴合理的建议。
2. 掌握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。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning.
2. The teacher asks the students to review the words and phrases of Sections A-C by playing
the game: What’s missing? The teacher puts the word cards up the blackboard and asks the students to remember them. After that the teacher takes one of the cards away while the students are closing their eyes. And then the teacher asks the students to answer the question: What’s missing?
3. The teacher shows the new words and phrases with the pictures or the Chinese meanings on the screen.
4. The teacher asks the students to match the words or phrases with their meanings of 1a.
5. The teacher asks two students to tell the answers.
1.The teacher asks the students to skim the passage of 1a.
2.The teacher asks the students to read the passage from th beginning to …even though it was an accident,and then answer the Questions 1-3 of 1b:
(1) How did Jeff feel when his brother died in a car accident?
(2) At first, how did Jeff deal with his sadness?
(3) Why was he angry with the driver?
3. The teacher asks the students to read the rest part of the passage, and answer Questions 4-5 of 1b:
(4) Why is Jeff feeling better now?
(5) What can you learn from Jeff?
4. The teacher asks the students to read the whole passage and check the answers.
5. The teacher asks two students to write the answers on the blackboard and helps the students check the answers.
1. The teacher asks the students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage.
2. The teacher makes a summary to explain the key points and difficult points to the students.
(1) deal with
(2) for example/ such as
older/ elder
(3) refuse to do sth.
(4) even though
(5) not… any longer= no longer
(6) use—useless
Sad—sadness
fair—unfair
happy—unhappy
3. The teacher asks the students to work in pairs and talk about how they deal with sadness.
4. The teacher asks the students to answer the questions by themselves:
(1) Why did you feel sad?
(2) How did you feel at first?
(3) What did you do to deal with sadness?
(4) How did you feel later?
5. The teacher asks Member B of every pair to report the answers above.
6. The teacher asks the students to write a short passage.
1. The teacher asks the students to read the sentences of the first grammar table to review the adverbial clauses of reason.
2. The teacher asks the students to read the sentences of the second table to review the usage of the equal comparison.
3. The teacher shows the exercises on the screen. Finish the following sentences.
(1) Lucy/ tall/ Lily
(2)The red pencil / not
long/the yellow pencil
4. The teacher asks the students to read the sentences of the function table to review the useful expressions.
5. The teacher shows the exercises on the screen.
Complete the following sentences:
(1) What s___ to be the problem?
(2) I’m new here. I’m
really upset and
l____.
(3) —_____ become my friend?
—Yes, I’d like to.
(4) My mother often ____ (和我谈心) me.
(5) How are you f____ today?
1. No one can be happy all the time. The teacher asks the students to ask their classmates about their problems.
2. The teacher asks the students to discuss the problems in groups and find the ways to solve them.
3. The teacher asks the students to write down their own suggestions.
4. The teacher asks two students to write down their passages, Dealing with Sadness, using the language they’ve learned on the blackboard.
5. The teacher checks the passages with the students. Then the students change their papers and check others’ papers.
6. The teacher assigns homework:
(1) The teacher lets the
Students finish the
essay Dealing with
Sadness after class.
(2) The teacher asks the students to prepare the word cards to preview the vocabulary in Topic 3.
作 业
布 置 完成同步练习
课堂总结 Students are weak in giving advice to people in bad moods. The teacher should design more exercises about adjectives to describe feelings and emotions and verbs to give advice. The teacher should pay more attention to the writing teaching. Design the writing steps carefully.
课题 Unit 5 Feeling excited Topic 3 Section A 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能正确拼读并运用单词表中的黑体单词test, nervous和speech。
2. 学生能正确运用以下短语造句：
have a test, get nervous, give a speech, follow one’s advice, fall off…
3. 学生能自如地运用以下询问心情、表示安慰和提出建议的功能句进行交流。
Is there anything wrong?
How are you doing?
What’s wrong?
Don’t worry.
Take it easy.
Why not …?
4. 学生能正确地运用相关的交际功能用语写出有关情绪询问和给出建议的对话。
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询问和给出建议。
3. 能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。
4. 能正确地运用本课新呈现的短语，简单句和交际功能语言写出简单的有关情绪询问和给出建议的对话。
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。
教 学 重 点
难 点 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. 辨别六种简单句式。
Difficult points：
系统地掌握简单句的构成。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning.
2. The teacher shows different facial expressions. Ask students to guess the words for describing the feelings.
3. The teacher introduces the new words: test, nervous and speech by showing the pictures on the screen. Play the game: The bomb.
(The bomb: The teacher divides the students into two groups. Tell the students that one of the new words is the bomb. When they read after the teacher, they are not allowed to read the certain word. If the group reads the word, the other group will get one point.)
4. The teacher shows the six sentences of 4a on the screen and asks the students to mark them with N(nervous), H(happy), W(worried ) or A (afraid).
5. The teacher asks two students to tell the answers.
1. The teacher asks the students to read the questions in 1b.
(1) What is Michael worried about?
(2) How does Michael feel when he has to give a speech?
(3) What is Kangkang’s suggestion for helping Michael?
(4) Do you think Michael will do well in his test?
2. The teacher plays the flash of 1a for the first time without stopping.
3. Teacher plays 1a for the second time, stopping when necessary.
4. Then ask two students to tell the answers to 1b.
5. The teacher asks the students to read the conversation and complete the passage in 1c.
The teacher asks two students to tell their answers.
1. The teacher plays the recording sentence by sentence.
2. The teacher plays the recording without stopping.
3. Let the students read 1a, Then learn in groups to find out the difficult points and sum up the main points of the conversation.
4. The teacher makes a summary to explain the key points and difficult points to the students:
(1) have a test
(2) get nervous
(3) give a speech
5. The teacher asks the students to read 1a again and prepare for acting out the conversation in pairs.
6. The teacher asks several pairs to act out the conversation.
7. The teacher lets students evaluate the conversations.
The best ones can get two points.
1.The teacher introduces the six sentence structures to the students, and then asks the students to match them with the sentences in 4a.
2.The teacher lets two students tell their answers to check the answers.
3.The teacher asks the students to tell the sentence structures of the following sentences:
(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.
4.The teacher asks the students to listen to the conversations and number the pictures of 3.
5.The teacher asks two students to tell the answers.
6. The teacher asks the students to listen again and write down who has such problems and complete the suggestions for them.
7. The teacher asks two students to write down the answers on the blackboard. Check the answers.
8. The teacher asks the students to practice the brief conversations in pairs.
1. The teacher organizes the students to discuss the following questions in groups:
(1) How do you feel when you give a speech?
(2) If your friend is worried about his/her speech, how will you help him/her to relax?
2. The teacher asks the students to make up conversations like 1a in groups based on the questions above. Encourage them to use more expressions.
3. The teacher lets the students show their own productions by acting out their conversations.
4. The teacher sums up the students’ conversations. The best ones can get two points. Teach them to give advice to people in a bad mood.
5. The teacher shows the summary to the students.
6.The teacher assigns homework:
(1) Review the summary after class.
(2) Ask students to write a passage according to the conversation in 1a and read it to the whole class tomorrow.
(3) Prepare Section B after class.
作 业
布 置 完成同步练习
课堂总结 It’s a little hard for the students to understand the sentence structures well.
It’s necessary for the teacher to design more exercises for consolidation. And the teacher should let the students know that everyone needs help when he is in a bad mood, so we should give others a hand when they feels unhappy.
课题 Unit 5 Feeling excited Topic 3 Section B 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能区分元音音素/ i/和/ i:/, 并能正确拼读单词，注意对应的字母组合的拼写规则；学生能在朗读句子时正确处理停顿，掌握句子的语调规律。
2. 学生能正确拼读并运用单词表中的黑体单词sick, proud, anyway, ready, passport, boss 和grandson。
3. 学生能正确运用以下短语造句：
be confident about…, in a bad mood, be proud of , put on (a short play) , get ready for…，
each other和give sb. a surprise.
4. 学生能自如地谈论有关影响情绪的事物并提出解决问题的适当的建议。
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. 能正确朗读课本的有关情绪对健康的危害及给出建议的文本材料及难度相当的材料。
4. 能正确地运用本课的重点短语造句，尝试编写与1a类似的对话并解决实际问题。
Emotional aims：
1. 通过对Section B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。
教 学 重 点
难 点 Key points：
1. 朗读时掌握英语的语调和停顿规律。
2. 学生在交流中能自如地运用描述情绪和情感的形容词。
3. 将本课的重点短语运用到交流和写作之中。
Difficult points：
在交流与写作中注意六种简单句式的正确运用。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning. Play the flash, If you are happy.
2. The teacher asks the students to report the homework.
3. The teacher introduces the new words by showing pictures on the screen, and then organizes the students to play the game Hide and seek to practice the pronunciation of them.
(Hide and seek: ask a student to close his eyes. The teacher hides one word card somewhere in the classroom. When the student walks nearby, the other students will read the word loudly. When he walks away from the card, they will read the word more and more quietly.)
The teacher asks the students to make up sentences, using the new words shown on the screen.
1. The teacher asks the students to look at the picture of 1a and guess: what are they talking about? Remind them to guess based on the conversation of Section A.
2. The teacher plays the flash of 1a for the first time without stopping.
Let the students check their guessing.
3. The teacher asks the students to read the phrases of 1b.
4. The teacher plays 1a for the second time, stopping when necessary.
5. Then ask two students to tell the answers to 1b.
6. The teacher plays the recording, stopping when necessary and asks the students to finish 1c.
7. The teacher plays the recording again and asks the students to check their answers.
1. The teacher plays the recording sentence by sentence.
2. The teacher plays the recording without stopping.
3. Let the students read 1a,then learn in groups to find out the difficult points and sum up the main points of the conversation.
4. The teacher makes a summary to explain the key points and difficult points to the
students:
(1) be confident about…
(2) in a bad mood
(3) be proud of…
(4) give sb. a surprise
(5) put on ( a short play)
(6) get ready for…
5. The teacher asks the students to read 1a again and prepare for acting out the conversation in pairs.
6. The teacher asks several pairs to act out the conversation.
7. The teacher lets the students evaluate the conversations.
The best ones can get two points.
1.The teacher shows the six sentence structures on the screen again.
2.The teacher lets the students observe the pictures and words of 2. Let them discuss which sentence
structures they belong to. Remind the students of three new words: passport, boss and grandson.
3.The teacher asks six students to write down the sentences on the blackboard. Finish 2.
4.The teacher asks the other students to check the answers.
5. The teacher shows cards / i/ and / i: /.
6. The teacher plays the recording of 3a.
7. The teacher shows the phonetics and the words on the screen.
8. The teacher shows more words on the screen.
9. The teacher asks the students to read the sentences of 3b by themselves, paying attention to the pause and intonation.
10. The teacher plays the recording of 3b. Let the students check their reading.
1. The teacher organizes the students to discuss the following questions in groups:
If your friend is in a bad mood, how will you help him/her to solve the problem?
2.The teacher asks the students to make up conversations like 1a in groups based on the question above.Encourage them to use more expressions.
3. The teacher lets the students show their own productions by acting out their conversations.
4. The teacher sums up the students’ conversations. The best ones can get two points. Teach them to give advice to people in a bad mood.
5. The teacher shows the summary to the students.
6.The teacher assigns homework:
(1) Review the summary after class.
(2) Ask the students to write a passage according to the conversation in
1a.
Prepare Section C after class.
作 业
布 置 完成同步练习
课堂总结 After finishing the exercises of 2, the students could understand the sentence structures well. They could also grasp the pronunciation of 3a. At the same time, they did well in the reading of 3b. After class, the teacher should design some exercises to consolidate the usage of the phrases of 1b.
课题 Unit 5 Feeling excited Topic 3 Section C 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能正确拼读并运用单词表中的黑体单词environment, especially, fill，trouble, choose, loud和noise。
3. 学生能正确运用以下短语造句：
be filled with sth., have trouble doing sth. 和make sb +adj./ v.
4. 学生能自如地谈论不同的事物对情感的影响。
Skill aims：
1. 能听懂有关谈论不同的事物对情感的影响的简单对话和陈述。
2. 能正确地运用本课的交际功能用语进行交流。
3. 能正确朗读课本的有关不同的事物对情感的影响的文本材料及难度相当的材料。
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。
Emotional aims：
1. 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。
2. 遇到问题时，能主动向老师和同学请教，取得帮助。
教 学 重 点
难 点 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。
Difficult points：
将本课的重点词汇和短语运用到交谈和写作之中。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning. Play the flash, If you are happy.
2. The teacher asks the students to report the homework.
3. The teacher asks the students to report the information which they collected in advance. Praise the students who finish the task well.
4. The teacher tells the students that there are many things that can affect our moods. We should take some useful measures to fight against the bad moods.
5. The teacher guides the students to tick the things that can affect their feelings and moods in 1a.Teach the word environment.
6. The teacher asks the students to look at the pictures of 1a and predict what will be mentioned in the text. Check the answers.
1. The teacher asks the students to read the first paragraph, and then answer the question:
Why does the moon make the girl sad?
2. The teacher asks two students to tell the answer. Teach the new words especially and fill.
3. The teacher asks the students to read the second paragraph, the third paragraph, the fourth paragraph and the last paragraph one by one,and then answer the following questions:
(1) Why does the man have trouble sleeping at night?
(2) How will the boy feel when it rains?
(3) How can colors affect our feelings and moods?
(4) How can big event affect our feelings and moods?
4. The teacher asks some students to tell the answers. Teach the new words crowded and
trouble.
1. The teacher plays the recording sentence by sentence.
2. The teacher plays the recording without stopping.
3. Let the students read 1a,then learn in groups to find out the difficult points and sum up the main points of the passage.
4. The teacher makes a summary to explain the key points and difficult points to the students:
(1) get together with sb.
(2) fill… with…
be filled with…
(3) have trouble doing sth.
(4) make + object + adj. / v.
5. The teacher asks the students to read 1a again and find out the words expressing the feelings.
1. The teacher asks the students to read 1a by themselves and complete the table of 1b.
2. The teacher asks two students to write down the answers on the blackboard. Teach the new word choose. Check the answers.
3. The teacher asks the students to retell 1a according to the key words in 1b and the pictures in groups of six.
Member B, C, D, E, and F just retell one paragraph each, and member A retells the whole passage.
4. The teacher asks the students to discuss in groups to find more things that can affect our feelings and
moods. Ask them to add their own opinions. Teach the words noise and loud.
The teacher organizes the students to have a competition. Divide them into four groups, and ask them to make as many sentences as possible after the examples of 1c. The group which makes the most and correct sentences wins. Finish 1c
1. The teacher organizes the students to discuss the following questions in groups of six: What can affect your feelings? How do they affect your feelings?
2. The teacher guides the students to finish the passage of 2.
(1) The teacher asks the students to make a survey. Let them interview people around them (the other five people).
(2) The teacher asks the students to finish the survey table.
(3) The teacher asks the students to give a report to the whole class.
(4) The teacher sums up the students’ reports.
3. The teacher shows the summary to the students.
4. The teacher assigns homework:
(1) Ask the students to review the summary after class.
(2) Ask the students to prepare the results in the written form of the survey.
(3) Ask the students to prepare Section D after class. Search some information about How
tostay in good spirits?
作 业
布 置 完成同步练习
课堂总结 The students know many things that can affect the feelings, and they are very interested in them. And there are many things that can help them keep away from the bad moods and keep their mentality healthy.
课题 Unit 5 Feeling excited Topic 3 Section D 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。
2. 能熟练掌握简单句的六种基本句型。
3. 学生能自如地谈论如何拥有好的心情。
4．学生能综合运用本课短语、句型写出关于克服不良情绪，学会照顾自己的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关保持好心情的相关材料。
2. 能正确运用本话题所学内容，比较流利地谈论如何克服不良情绪，照顾自己的话题。
3. 能阅读有关如何克服不良情绪的短文，并能做出相关的阅读练习。
4. 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
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。
教 学 重 点
难 点 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。
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。
教 学 准 备 多媒体课件
教
学
过
程 1. Greet the students and make them ready for learning.
2. The teacher asks the students to review the words and phrases of Sections A-C by playing the game, Brainstorming. The teacher lets the students from different groups write down the words about feelings on the blackboard. The group which writes the most and correct word in two minutes wins.
3. The teacher asks the students to report the homework 2. Let them report the results in the written form of the survey, The things that affect the feelings.
4. The teacher asks the students to report the homework 3. Let them report the information about How to stay in good spirits?
1. The teacher asks the students to skim the passage of 1. Ask them to find out the new words and phrases, and then guess their meanings according to the context.
2. The teacher asks two students to tell the new words and phrases, and then asks the students to grasp the new words: spirit, silent, think…over, decision, and sense.
3. The teacher asks the students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage.
4. The teacher makes a summary to explain the key points and difficult points to the students.
(1) in good spirits
(2) think… over
think about…
think of …
(3) make a decision
(4) get back to …
(5) a sense of …
1. The teacher asks the students to listen to 1 and follow it.
2. The teacher shows four sentences on the screen, and then asks the students to read 1 by themselves, and mark True or False.
(1) Active feelings can help to keep us healthy.
(2) Doing exercise can help you relax.
(3) You can get help from the internet.
(4) Before making important decisions, think them over.
3. The teacher lets two students tell the answers.
4. The teacher leads the students to discuss the table in 1 in pairs and finish it.
5. The teacher chooses three students to report to the class. Finish 1.
6. The teacher asks the students to retell 1a in groups of six. Member F retells to Member A. Member E retells to Member B. Member D retells to Member C.After that, ask the members from different groups to retell the passage to the whole class. Member B retells correctly can get 2 points while Member E retells best can get 5 points.
1. The teacher asks the students to read the sentences of the first grammar table to review six basic structures of simple sentences.
2. The teacher asks the students to complete the sentences of the function table to review the useful expressions.
3. The teacher says some problems of the daily life, and asks the students to try giving some suggestions.
(1) I often feel tired.
(2) I often feel sleepy.
(3) I’m so fat now.
(4) I’m always nervous before giving a speech.
4. The teacher guides the students to work in groups and discuss the ways to be happy. Check the ways that are good and cross the ways that are bad.
5. The teacher asks two students to tell their opinions and the reasons. Finish 2a.
6. The teacher asks the students to write a short passage about how to stay happy. Ask two students to write on the blackboard. Finish 2b.
1. The teacher asks the students to prepare to give a speech, How to take care of yourselves?
(1) Ask the students to discuss the items they will mention in groups.
(2) Ask the students to write a list of the useful words and phrases.
(3) Ask the students to write them down.
(4) Ask the students to report their ideas to the class.
(5) Sum up the speech competition.
2.The teacher assigns homework:
(1) The teacher lets the students finish the essay Dealing with Bad Spirits after class.
(2) The teacher asks the students to prepare the word cards to preview the vocabulary in Topic 1 of Unit 6.
(3) The teacher asks the students to collect some information about the field trip on the Internet.
作 业
布 置 完成同步练习
课堂总结 It’s very important to teach the students how to take good care of themselves. The teacher should pay more attention to the writing guide. Design the writing steps carefully.
课题 Unit 6 Enjoying Cycling Topic 1 Section A 课 型 新授课

课 时 1
教学 目标 Knowledge aims：
1. 学生能正确拼读并运用黑体单词。
2. 学生能正确运用以下短语造句：
go on a visit to …, make a decision, too…to…和decide on…
3. 学生能自如地运用以下句式进行交流：
I have some exciting news to tell you.
We’re going on a three-day visit to Mount Tai.
It will take us a few days to get there by bike.
It costs …
Let’s decide.
We’ll decide on the best way to travel on our field trip.
4. 学生能简单地掌握动词不定式的用法。
Skill aims：
1. 能听懂有关旅游的短文或对话，并从中获取信息。
2. 能使用英语与他人谈论关于旅游的话题。
3. 能理解有关旅游、预订等方面的叙述，并从中获取需要的信息。
4. 能用英语制订旅游计划。
Emotional aims：
1. 具有积极参与课堂上各种英语实践活动的兴趣。
2. 培养学生热爱旅游、积极探索的态度。
教 学 重 点
难 点 Key points：
1. 谈论旅游的话题。
2. 初步掌握动词不定式的用法。
Difficult points：
1. 掌握动词不定式的用法。
2. It takes /will take sb. +some time + to do sth.
It costs sb. + some money +to do sth.
Ⅳ. Learning strategies
善于创设情景，在情景中提高语言交际能力，突显语言交际功能。
教 学 准 备 多媒体
教
学
过
程 1. Greet the students and make them ready for learning. The teacher plays the flash of the song, I’d like to go to Guilin.
2. The teacher shows some beautiful pictures of some famous places of interest and leads to 3. The teacher teaches the new word partner by pointing at the students’ groupmates.
(1) The teacher asks the students to finish the table alone.
(2) The teacher asks the students to write down the whole sentences: I plan to visit Harbin.
Because it’s an interesting place.…
(3) The teacher asks the students to ask and answer in pairs:
A: Where do you plan to visit?
B: I plan to visit Harbin.
A: Why do you want to visit it?
B: Because it’s an interesting place.…
The teacher shows the picture of 1a on the screen, and leads to the new lesson.
1. The teacher teaches the new words by showing the pictures on the screen: field, mount, vehicle, and airline. Teach the new word proper by showing the Chinese meaning.
2. The teacher plays the flash of 1a. Ask the students to answer the questions:
(1)What are they mainly talking about?
(2) Where do they plan to visit?
(3) Which way does Miss Wang think is not proper to travel?
3. The teacher asks two students to tell their answers.
4. The teacher asks the students to read and understand the sentences of 1b.
5. The teacher plays the flash again. Ask the students to watch and mark T (True) or F (False) after watching.
6. The teacher asks two students to tell the answers.
1. The teacher plays the recording sentence by sentence.
2. The teacher plays the recording without stopping.
3