Topic2 SectionA 精品教案

Ⅰ. Material analysis

本节课为话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2。

本课通过Miss Wang 询问Helen 忧心忡忡的原因，引出对话的主题：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。对话通过询问Helen情绪低落的原因呈现了本课所要学的语法重点：原因状语从句, 并呈现了新出现的短语：be strict with sb. 和be worried about …. 同时在对话中呈现了交际功能用语：Anything wrong?和 What seems to be the problem? 使学生在学会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，真正做到学以致用。

Ⅱ. Teaching aims

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。

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。

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。

Ⅳ. Learning strategies

上课前自己准备新单词的卡片；通过造句更好地撑握新学的单词和表达方式；通过把简单句连成复合句更好地理解运用原因状语从句。

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 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?

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. 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?

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) seem to do

 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.

Practice (10 minutes)

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.

Production (7 minutes)

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 a passage according to the conversation in 1a and read it to the whole class tomorrow.

(3) Prepare Section B after lass.

Teaching Reflection

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.

Ⅶ. Blackboard design

Unit 5 Feeling Excited

Topic 2 I’m feeling better now.

Section A

seem to do

1. seem     seem + adj.                    G1    G2    G3    G4    

           seem that +sentence                                

2. be strict with sb.                                           

   be strict in sth.

3. be worried about

4. The girl feels lonely because she has no friends

5. take it easy