Topic2 SectionB 精品教案

Ⅰ. Material analysis

本节课建议教师用1-2课时上完。主要活动为Section B 的1a和2a。

本课通过Miss Wang 询问并与情绪低落的Li Hong 谈心，提出合理的建议，帮助她走出消极情绪的阴影，进一步深化了本话题的主题：学会关爱他人，帮助他人走出情绪低落的阴影，给予心情不好的同伴合理有效的建议。对话继续呈现了语法重点：原因状语从句, 并呈现了新出现的单词和重点短语：fail, someone, feeling, joke和at one’s age。在对话中还呈现了交际功能用语：How are you feeling today? Why don’t you…? 以及表示安慰的Don’t worry. There, there! 和It’ll be OK.等句子。使学生学会理解别人，安慰别人，给出合理化建议，并在运用课本语言知识解决书面问题的同时，提高他们的口语交际技能，进行灵活运用。 

Ⅱ. Teaching aims

Knowledge aims：

1. 学生能区分元音音素/ iə/和/εə/, 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。

Ⅲ. The key points and difficult points

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。

Ⅳ. Learning strategies

1. 多听英语歌曲有助于英语水平的提高。

2. 朗读句子时可在连词前有明显的停顿，使前后两个意群更加明显，更容易听出句子所要表达的意思。

3. 在写作环节进行合作学习可取长补短，互相促进，共同进步！ 

Ⅴ. Teaching aids

 Computer multimedia projector，the flash of the song, If you are happy.

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 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.

Presentation (10 minutes)

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.

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) -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.

Practice (7 minutes)

1. The teacher shows cards / iə/ and /εə / .

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.

Production (10 minutes)

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.

Teaching Reflection

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.

Ⅶ. Blackboard design

Unit 5 Feeling Excited

Topic 2 I’m feeling better now.

Section B

1. — How are you feeling today?                    

— I’m feeling really sad because...               G1    G2    G3    G4    

2. fail to do sth.                                              

3. at one’s age                                        

4. tell sb. the joke

5. There, there!