Topic3 SectionB 参考教案
Ⅰ. Material analysis
本节课建议用1课时上完。主要活动为Section B 的1a和2。
1a通过Kangkang，Jane和 Maria的对话阐述了不良情绪会影响人们的身心健康，每个人都要学会保持好心情的道理。三个小伙伴为了帮助情绪低落的Michael，决定要演一部话剧，让学生懂得友谊本身就是一剂保持健康的良药！对话呈现了重点词汇：sick, proud, anyway和ready, 以及重点短语：be confident about…, in a bad mood, be proud of, put on (a short play) 和get ready for…，同时复习了each other和give sb. a surprise的用法,并在1c的练习中进行巩固运用。在2中有针对性地设置了六种简单句式的练习，同时要求学生掌握运用passport, boss 和grandson三个黑体单词。
Ⅱ. Teaching aims
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。
Ⅲ. The key points and difficult points
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。
Ⅳ. Learning strategies
1. 课前预习有助于新知识的理解和掌握。
2. 在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。
Ⅴ. Teaching aids
Computer multimedia projector, the flash of the song, If you are happy, the word cards.
Ⅵ. Teaching procedures
Introduction（8 minutes）
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.)
4. The teacher asks the students to make up sentences, using the new words shown on the screen.
Presentation (10minutes)
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 SectionA.
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.
Consolidation (10 minutes)
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.
Practice (10 minutes)
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. Finish2.
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.
Production (7 minutes)
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.
(3) Prepare Section C after class.
Teaching Reflection
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.
Ⅶ. Blackboard design
Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section B
1. be confident about… G1 G2 G3 G4
2. in a bad mood 1 1
3. be proud of… 2 2
4. give sb. a surprise
5. put on ( a short play) 2 2
6. get ready for…
