Topic2 SectionD 精品教案
Ⅰ. Material analysis
本节课为本话题的最后一课时，主要活动为1a和2。
Section D是一节复习课，在综合复习Section A-C的词汇、语法和功能句的基础上，巩固学生本话题的学习内容。学生将在1a的阅读环节中，通过Jeff如何走出失去亲人的阴影，学习了解如何处理悲伤等消极情绪，从而拥有可以让自己健康成长的积极情绪。除了文中提到的倾诉、运动等宣泄方式，教师还可以交给学生其他的处理不良情绪的方法，如寻求家人、学校、社会的支持和帮助；转移注意焦点：散步、旅游、参观；用“我能行”、“我一定能成功”来进行心理暗示等，来帮助学生正确处理不利于成长和成功的情绪。最后通过2的写作拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。
Ⅱ. Teaching aims
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。
Ⅲ. The key points and difficult points
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。
Ⅳ. Learning strategies:
1. 通过整体复习Section A-C，让复习也是一种学习的想法植根在学生心中。
2. 将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。
Ⅴ. Teaching aids
Computer multimedia projector, the word cards.
Ⅵ. Teaching procedures
Introduction（8 minutes）
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.
Presentation (10 minutes)
1.The teacher asks the students to skim the passage of 1a.
2.The teacher asks the students to read the passage from the 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.
Consolidation (10 minutes)
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.
Practice (10 minutes)
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?
Production (7 minutes)
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.
Teaching Reflection
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.
Ⅶ. Blackboard design
Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section D
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
