仁爱英语八下UnitFeelingHappy

仁爱英语八下UnitFeelingHappy

Unit 5 Feeling Happy Topic 1 Why all the smiling faces?‎ Section A Section A needs 1 period. Section A需用1课时。‎ The main activities are 1 and ‎3a. 本课重点活动是1和‎3a。‎ Ⅰ. Aims and demands 目标要求 ‎1. (1)Review and learn some adjectives expressing feelings: ‎ unhappy, sad, worried, disappointed, excited, afraid, angry ‎(2)Learn other new words and phrases:‎ invite, say thanks to, smile, none, taste, unpopular, silly, cruel, landlord ‎2. Master the structure of “linking verb+adj.”:‎ You look excited. ‎ That’s very exciting.‎ I feel disappointed.‎ It tastes so delicious.‎ ‎3. Happiness:‎ That’s great! I’m so happy.‎ How nice!‎ ‎4. Regret:‎ What a shame!‎ Ⅱ. Teaching aids 教具 录音机/简笔画/小黑板/卓别林影片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5分钟)‎ 复习表达情感的形容词并处理新词句。‎ ‎ (方案一)(寒假过后，师生见面，相互问候，然后教师以简笔画的形式表达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。) ‎ T: Did you have a good time in your winter holiday?‎ Ss: Yes, we did.‎ T: S1, did you ask your friends to your home for dinner?‎ S1: Certainly.‎ T: Oh, I know you invited your friends to your home. Were you ? ‎ S1: Yes, we were very happy.‎ T: Great. I know all of you had a good winter holiday. Now let’s use stick figures to express your feelings in the holiday.‎ ‎ sad excited angry worried ‎(板书并要求学生掌握invite和none；理解worried；了解disappointed。)‎ invite, none, disappointed, worried ‎ (方案二)(同学们寒假过得愉快吗？在新年里你最喜欢做什么？)‎ T: Did you enjoy yourselves in your winter holiday? What do you like doing best during the Spring Festival?‎ ‎(老师引导学生回答，找一名男同学用哑剧的形式表达出放鞭炮时的情境，但注意运用不 同表情，由此引出形容词进行系表结构的教学。)‎ T: Let’s ask a boy to make some actions without making any sound, and then we watch how he fires firecracker and find some adjectives to express his feelings.‎ ‎(方案三)(放一段卓别林的影片, 其中含有不同表情。由此引出表达情感的一系列形容词，进行系表结构的学习。)‎ T: Let’s see a movie, and then find some adjectives to express feelings.‎ Step 2 Presentation 第二步 呈现(时间: 7分钟)‎ 呈现并处理1和‎3a的对话。‎ ‎1. (教师总结并导入1。)‎ T: We had a good time in the winter holiday. So we are all happy today. What about Kangkang? Let’s listen to 1 and find it.‎ ‎(板书)‎ How does he feel?‎ ‎ (核对答案。)‎ ‎2. (让学生跟读1并画出文中重点词、句，然后教师板书。学生掌握say thanks to。)‎ How are you doing?—excited—invite—say thanks to ‎3. (导入‎3a。掌握生词smile。)‎ T: Kangkang, Michael, Maria and Jane are happy. What about their teacher, Mr. Lee? Now listen to ‎3a and answer my questions.‎ ‎(用小黑板呈现听力问题。)‎ a. Why all the smiling faces?‎ b. How does Mr. Lee feel?‎ ‎ (核对答案。)‎ ‎4. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。)‎ T: Listen again, underline the new words and difficulties.‎ ‎(板书)‎ movie theater, exciting, The Sound of Music, lucky, ‎ none, disappointed, How nice! What a shame!‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ 巩固1和‎3a的知识点。‎ ‎1. (让学生再读1，然后进行角色扮演。)‎ T: Read 1 again, and then act it out in roles.‎ ‎2. (让学生朗读‎3a，并根据黑板上的关键词复述‎3a。)‎ ‎ T: Read ‎3a again and retell it in your own words according to the key words on the blackboard.‎ ‎3. (让学生在1和‎3a中圈出系表结构的句型，核对并朗读。)‎ T: Circle the sentences with “linking verb + adj” and read these sentences.‎ Step 4 Practice 第四步 练习(时间: 15分钟)‎ 引出并练习系表结构。‎ ‎1. (通过师生问答，呈现并讲解系表结构。)‎ ‎ ‎ Kangkang/excited Mr. Lee/disappointed T: Kangkang looks excited. What about Mr. Lee?‎ S1: He feels disappointed.‎ 主　 　系　　　　表 ‎(让学生总结学过的系动词，教师板书，学习生词taste。)‎ be, look, feel, sound, taste ‎2. (给学生3~5分钟时间，完成2与3b的练习。)‎ T: You have 3~5 minutes to finish 2 and 3b.‎ ‎(教师板书答案。)‎ ‎2. (1) The woman is/looks/feels very worried and the boy is/looks/feels sad.‎ ‎(2) Michael is/looks so active/happy.‎ ‎(3) The teacher is/looks/feels angry and the student is/looks/feels afraid.‎ ‎(4) The girl is/looks/feels sad. ‎ ‎(5) The man is/looks funny. ‎ ‎3b. How do the children look? They look happy.‎ How does the music sound? It sounds wonderful.‎ How do the people feel? They feel excited.‎ Step 5 Project 第五步 综合探究活动(时间: 8分钟)‎ 合作探究本课重点词句。‎ ‎1. (让学生自我测试，通过反义词学习生词。)‎ ‎ T: We have learned many adjectives. Let’s have a test. Say out the opposite words as quickly as you can.‎ ‎ T: happy ‎ Ss: …‎ ‎ T: …‎ ‎ (板书)‎ popular—unpopular smart—silly kind—cruel T: Read the words in the box and learn the new words according to their opposite words.‎ ‎(给学生4分钟时间, 让学生根据4中的图片和单词分组合作，一组讨论济公，另一组讨论财主，注意系表结构。要求学生了解生词landlord。)‎ T: Now, You have 4 minutes to work in two groups. Group One discuss Ji Gong, and Group Two discuss the rich landlord according to the pictures and words given in 4. Pay attention to“linking verb+adj.”‎ ‎(板书)‎ landlord ‎(四分钟之后各小组派代表汇报。教师点评。)‎ T: Now, please tell your stories to the class.‎ G1: ...‎ G2: ...‎ T: Great / Wonderful!‎ ‎2. Homework:‎ T: Make a survey about how your friend feels when she/he is in the following situations.‎ Situation Feeling Pass the exam.‎ Be late for class.‎ Your pet dog is dead.‎ Listen to wonderful music.‎ Your mother is ill.‎ Make faces.‎ Your bike is lost.‎ Do sports.‎ ‎…‎ Ⅳ. 疑点探究 ‎ Why all the smiling faces?‎ ‎(此句为省略句。全句应为Why do all of you have the smiling faces?)‎ Section B Section B needs 1 period. Section B需用1课时。‎ The main activities are 1, 2 and ‎3a. 本课重点活动是1, 2和‎3a。‎ Ⅰ. Aims and demands目标要求 ‎1. Learn some new words and phrases: ‎ seem, opera, moving, film, be proud of, smell, set the table, be able to, upset, surprised ‎2. Go on learning some sentences showing feelings: ‎ He feels disappointed because he couldn’t get a ticket to The Sound of Music.‎ He seems a little unhappy.‎ Did she sound upset?‎ I’m sure Mr. Lee will be surprised!‎ ‎3. Go on learning the structure of “linking verb+adj.”:‎ It’s so funny and interesting.‎ It’s so moving.‎ It smells terrible.‎ The leaves turn green.‎ The food smelt nice and tasted delicious.‎ ‎4. Talk about movies and operas.‎ Ⅱ. Teaching aids 教具 ‎ 录音机/幻灯片/京剧磁带 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5分钟)‎ 复习并处理新词句，然后导入新课。‎ ‎1. (教师检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生理解生词upset，掌握短语be proud of。)‎ T: Now let’s check the homework. S1,when you are late for class, how do you feel?‎ S1: I always feel worried and afraid.‎ T: S2, if your pet dog is dead, are you sad?‎ S2: Yes, I must be very sad.‎ T: Oh, you mean you must be very upset.‎ T: When you heard Zhang Yining won the first in the Olympic Games, how did you feel?‎ S3: I felt excited.‎ S4: I felt very pleased.‎ T: We are all proud of her, right?‎ Ss: Yes.‎ ‎(板书画线部分。)‎ upset, be proud of ‎2. (教师播放一段京剧，导入新课。)‎ T: Now let’s listen to the tape.‎ Step 2 Presentation 第二步 呈现(时间:12分钟)‎ 呈现并处理本课活动1和‎3a。‎ ‎1. (通过谈论京剧，引入本课重点活动1。要求学生掌握film，理解Beijing Opera，了解moving。)‎ T: What music are you listening to?‎ S5: Jing Ju.‎ T: Yes, It’s Beijing Opera. What do you think of it?‎ S5: It’s wonderful. I like it.‎ S6: I don’t like it at all. It’s boring.‎ T: OK, S7, which do you like better, Beijing Opera or movies?‎ S7: I like movies better.‎ T: Oh, you mean you like films. I like films, too. Love Me Once More, Mom is my favorite. It’s very moving.‎ ‎(板书画线部分。)‎ Beijing Opera, film, moving T: What about Kangkang? What is his favorite? Let’s listen to 1 and find out which film Kangkang likes best.‎ ‎(让学生听1的录音，回答教师问题。听完录音后，教师提问。)‎ T: Which film does Kangkang like best?‎ Ss: He likes Love Me Once More, Mom.‎ T: Why?‎ Ss: …‎ ‎2. (呈现‎3a。学习并掌握短语set the table和be able to。)‎ T: Look at the picture in ‎3a on page 4. What’s Kangkang doing? Is he setting the table?‎ Ss: Yes, he is.‎ T: What’s he setting the table for?‎ Ss: His friends are coming for supper.‎ T: Yes, but Michael can’t come because he is ill. That’s to say he isn’t able to come and Michael’s mother has to look after him at home. Is Michael’s mother able to go to the movie?‎ Ss: No, she isn’t.‎ T: Right. I’m sure she will be very disappointed. Then, is Mr. Lee able to go to the movie? What’s Mr. Lee’s feeling? Now let’s listen to ‎3a and find out the answers.‎ ‎(老师在放录音前先板书。)‎ set the table be able to Is Mr. Lee able to go to the movie?‎ What’s Mr. Lee’s feeling?‎ T: Can you catch the dialog? Who can answer my questions?‎ S1: Mr. Lee is able to go to the movie and he will be surprised.(可帮助学生回答。板书并理解画线生词。)‎ surprised Step 3 Consolidation 第三步 巩固(时间: 11分钟)‎ 巩固本课1和‎3a。‎ ‎1. (让学生读1，完成下面表格。)‎ T: Read 1 and complete the table.‎ ‎(板书下面表格。)‎ Name Favorite film Reason Kangkang Jane Maria Mr. Lee ‎2. (让学生分角色朗读‎3a，然后讨论并完成3b。)‎ T: Read ‎3a in roles, and then discuss and finish 3b.‎ ‎3. (利用3b中的关键词句复述‎3a内容。)‎ ‎ T: Retell ‎3a according to the key words and sentences in 3b.‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ 继续学习并练习系表结构。‎ ‎1. (以幻灯片或所提供词造句的形式描述图片, 并完成2, 由此引出并掌握生词seem和smell。)‎ T: Now look at 2 and describe the pictures.‎ ‎(教师核对并板书答案。)‎ ‎1. He is pleased with his new bike.‎ ‎2. The man seems worried.‎ ‎3. It becomes cloudy.‎ ‎4. It smells terrible.‎ ‎5. The leaves turn green.‎ ‎2. (让学生听录音，并完成4的填空练习，并核对答案。)‎ T: Listen to the tape, and then finish the blanks in 4.‎ ‎3. (让学生归纳学过的系动词和表示情感的形容词。)‎ T: Please sum up the linking verbs and feeling words in Section A and B.‎ Step 5 Project 第五步 综合探究活动(时间: 7分钟)‎ 探究整合1与‎3a的内容。‎ ‎1. (四人一组并在组内做调查，完成下列表格，并根据表格内容在组内自由谈论，然后由小组推选一人在班内做报告。)‎ ‎ (板书下面表格。)‎ Name Favorite film Reason Favorite music Reason T: Work in groups of four. Complete the table and talk about freely in your group. Then each ‎ group choose one student to report it.‎ Example: ‎ S1: My favorite film is Cats. It’s funny and interesting. What about you?‎ S2: I like Beijing Opera, and you?‎ S3: I don’t like it at all. It’s boring.‎ S4: Do you know what movie Mr. Lee likes best?‎ S3: He likes The Sound of Music, but he was so disappointed because he didn’t get a ticket.‎ S1: ...‎ ‎2. Homework:‎ ‎(1)(假设你是康康的妈妈，你正在给迈克尔的妈妈打电话。你们会谈些什么呢？请设置一个打电话的对话。)‎ T: Suppose you were Kangkang’s mother, you are talking with Michael’s mother on the phone. What are you talking about? Please make a dialog about this.‎ ‎(2)预习。‎ ‎(查询资料，了解Section C中的影片内容。)‎ T: Collect some information about the films The Sound of Music, Titanic and Love Me Once More, Mom.‎ Section C Section C needs 1 period. Section C 需用1课时。‎ The main activities are ‎1a and 2. 本课重点活动是‎1a和2。‎ Ⅰ. Aims and demands 目标要求 ‎1. Learn some new words and phrases:‎ Austria‎, cry, lonely, lively, cheer up, mad, at first, Titanic, fall into, frightened, in the end ‎2. Master sentences expressing feelings:‎ Mrs. Von Trapp died, and the family were very sad and tired.‎ The children cried and shouted every day.‎ The father was lonely and often became angry because of the noisy children.‎ The father was almost mad at first, but the smiling faces of his children pleased him and made him happy again.‎ They were very frightened because they were afraid of losing each other.‎ ‎3. Learn to describe the main idea of the movies.‎ ‎4. Talk about your favorite movies.‎ Ⅱ. Teaching aids 教具 录音机/海报(或照片)/图片/小黑板(或幻灯片)/唱盘(或磁带)‎ Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5分钟)‎ 复习Section B，用歌曲Do Re Mi导入新课。‎ T: Let’s review what we learned yesterday. Answer my questions, OK?‎ Ss: OK.‎ T: How does Mr. Lee feel?‎ Ss: He feels disappointed.‎ T: Why is he disappointed?‎ Ss: Because he couldn’t get a ticket to The Sound of Music.‎ T: What happened to Michael?‎ Ss: Michael had a temperature.‎ T: How about their tickets?‎ Ss: Mr. Lee could use their tickets since they were not able to go.‎ T: Yes, you’re right. Now, Mr. Lee is in the theater. That is the song he is listening to. Let’s share it together.‎ ‎(教师播放歌曲Do Re Mi。教生词lively和短语cheer up。)‎ ‎…‎ T: What do you think of the song? Do you think it is lively?‎ Ss: Yeah, it’s good.‎ T: Why do you think it’s good?‎ Ss: Because it makes me happy and relaxed.‎ T: I think so. It can cheer us up. I like to listen to this song when I am sad. It’s the theme song of The Sound of Music. Do you know this movie?‎ Ss: Yeah. It’s very popular.‎ T: Would you like to learn the song?‎ Ss: Great!‎ T: Now let’s sing the song after the tape.‎ ‎(板书)‎ lively, cheer up Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ 呈现‎1a。‎ ‎1. (教师导入新课。)‎ T: Well done! It’s a lively song. It’s the theme song of The Sound of Music. Do you know anything more about this movie? Now let’s look at the poster, and discuss the questions in ‎1a.‎ ‎(教师拿出The Sound of Music的海报, 展示给学生，讨论‎1a中的问题并核对答案。讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)‎ T: Please find out who are the starring and the director.‎ Ss: Julie Andrews and Robert Wise.‎ T: Right. This story happened in Austria. Can you tell me something about this story?‎ S1: It’s a story about Maria.‎ S2: Maria went to care for a family with seven children.‎ S3: The children cried and shouted every day. The father was lonely.‎ S4: Their father was almost mad at their behaviors at first, but their father became happy in the end.‎ ‎(通过交流，检查学生的预习情况。以上内容如果学生表述不清楚，教师可帮助学生一起回答。‎ 引出生词和短语：Austria, cry, lonely, mad, at first, in the end并解释。)‎ ‎(板书)‎ Austria‎, cry, lonely, mad,‎ at first, in the end=at last ‎2. (让学生自读‎1a，根据上下文猜测生词意思并画出表达情感的词。)‎ T: Now we’ve known something about this movie. Please read ‎1a by yourselves, and guess the meanings of the new words and phrases according to the context. Then underline the words expressing feelings.‎ ‎3. (让学生说出表示情感的单词。)‎ T: Say out the words expressing feelings, please.‎ sad and tired—lonely—angry—mad—happy Step 3 Consolidation 第三步 巩固(时间: 13分钟)‎ 复习巩固‎1a，并完成1b。‎ ‎1. (让学生阅读‎1a，并画出关键词句。教师把学生总结的关键词句写在黑板上。)‎ T: Please read ‎1a carefully and underline the key words and sentences.‎ ‎(板书)‎ popular, movie, story about a young woman, Austria, the Von Trapp family, care for, died, sad and tired, father, angry, lively, perform, play, cheer up, mad, pleased ‎2. (现在再读‎1a, 然后回答1b问题。)‎ T: Now, let’s read ‎1a again and then find the answers to the questions of 1b.‎ ‎(呈现小黑板或幻灯片。)‎ ‎1.What did Maria go to the Von Trapp family for?‎ ‎2.Why were the family sad and tired?‎ ‎3.How did Maria cheer up the children?‎ ‎4.What do you think of Maria?‎ ‎3. (教师核对答案，检查学生的理解情况。)‎ ‎(核对完答案后。)‎ T: Excellent. Now, let’s listen to ‎1a and find out the main idea of each paragraph. Please work in pairs and discuss them. ‎ ‎(听完录音，给学生两分钟的讨论时间，然后检查讨论结果。如果学生表达不够简练，教师指正。)‎ T: Group 1, what does Paragraph 1 talk about?‎ G1: The Sound of Music is a story about Maria.‎ T: Group 2, what about the second paragraph?‎ G2: It talks about the family. The family looked sad and tired.‎ T: Group 3, what’s your idea about Paragraph 3? ‎ G3: Maria cheered up the family in the end.‎ ‎4. (把学生分成三人一组，给学生三到四分钟的时间，然后看着黑板上的关键词语，让几组学生读出他们所概括的文章大意，看哪一组表现得好。)‎ T: Very good, every group did a good job. Now, work in groups of three. Each member sums up one paragraph, and combines them together. Understand?‎ G1: The Sound of Music is a very popular movie. It’s a story about Maria. She went to care for a family with seven children. The family looked sad and tired. The mother died, so the father was often unhappy. Maria cheered up the family. At last, Mr. Von Trapp became happy again.‎ ‎(如果学生有困难，教师可给出示范。)‎ G2: …‎ G3: …‎ ‎…‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ 完成2，进一步练习关于系表结构及表示情感的词语。掌握生词: fall into,了解Titanic和frightened。‎ ‎1. (播放歌曲My Heart Will Go on。)‎ T: Do you know this song?‎ Ss: Yeah.‎ T: So you must know the movie Titanic.‎ Ss: Yes.‎ ‎(教师出示Titanic的海报。)‎ T: What’s it about?‎ S1: It’s a love story about Jack and Rose.‎ S2: They fell in love with each other in the ship Titanic.‎ S3: The Titanic had a serious accident.‎ S4: Jack died, but Rose was saved.‎ ‎…‎ ‎(必要时教师可做适当介绍，并导入下一步。)‎ ‎ (教师播放歌曲“世上只有妈妈好”并出示Love Me Once More, Mom的海报。)‎ T: You know this one clearly, right?‎ Ss: Yeah. It’s a story about a mother and her son. One day, her son was lost and she couldn’t find him. She was very sad and almost went mad.‎ T: Yeah, very good. Now let’s learn about these two movies, Titanic and Love Me Once More, Mom.‎ ‎2. (让学生独立完成2。给学生3分钟的时间通读短文，理解大意之后，让学生选择正确的形容词填空。然后圈出系表结构。)‎ T: Finish 2 by yourselves. We’ve just mentioned Titanic and Love Me Once More, Mom. Now, please read through the two passages and fill in the blanks. Then circle the structure of “linking verb + adj.”‎ ‎3. (教师在黑板上写下答案及含有系表结构的句子，并提示学生选择正确的形容词。)‎ They were happy to be…‎ ‎…the Titanic had a serious accident…‎ ‎...they were afraid of losing each other.‎ Rose was very sad.‎ She felt so lonely!‎ Her son was very cute.‎ The mother was so worried that…‎ She was sad and went mad.‎ ‎(以上斜体用红字来表示。)‎ ‎4. (学生做完之后，核对答案。)‎ T: Now, let’s check the answers together.‎ Step 5 Project 第五步 综合探究活动(时间: 9分钟)‎ 进一步练习喜欢的事物的表达方法。‎ ‎1. (小组活动。三人一组，讨论最喜欢的电影。)‎ T: Work in groups of three and discuss your favorite film. You can use the following questions.‎ ‎(出示小黑板上的问题。)‎ What’s your favorite film?‎ What’s the film about?‎ Are the actors and actresses happy or sad? Why?‎ What happened at last?‎ How do you feel about the film?‎ ‎(教师可以出示一些明星的海报或照片给予提示。)‎ T: After your discussion, please fill in the card below and report to the class.‎ My Favorite Film Favorite film: ‎ Actor(男主角): ‎ Actress(女主角): ‎ Director: ‎ Theme song(主题曲): ‎ Time I watched: ‎ ‎(教师找几名做得好的学生做汇报。)‎ T: Now I choose some students to report their cards.‎ S1: …‎ S2: …‎ ‎2. Homework:‎ ‎(1)(每人都要把Do Re Mi这首歌学会唱好，可以跟着录音机，MP4等，也可同学互相教唱。)‎ ‎(2)(预习Section D。了解京剧的信息，可以网上查询或者向喜欢京剧的爷爷、奶奶等人了解。)‎ Section D Section D needs 1 period. Section D需用1课时。‎ The main activities are ‎1a and 4. 本课重点活动是‎1a和4。‎ Ⅰ. Aims and demands 目标要求 ‎1. Learn some new words and phrases:‎ come into being, role, facial, gesture, culture, nowadays, make peace with sb., grateful ‎2. Learn some knowledge about Beijing Opera: ‎ Beijing Opera’s history four main roles of Beijing Opera ‎3. Review and sum up the structure of “linking verb + adj.”:‎ You look excited.‎ I feel disappointed.‎ It tastes so delicious.‎ The man seems worried.‎ It smells terrible.‎ Did she sound upset?‎ She was very sad and went mad.‎ The father was lonely and often became angry because of the noisy children.‎ ‎4. Review and sum up the useful expressions in this topic.‎ ‎5. Learn about Chinese culture and love our national opera.‎ Ⅱ. Teaching aids 教具 脸谱或图片(“生”、“旦”、“净”、“丑”)/卡片/幻灯片/录音机/京剧磁带 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5分钟)‎ 复习并处理Section A到Section C的内容。‎ ‎1. (教师引导学生用描绘情感的词问答。)‎ T: Ask and answer the questions using the adjectives to express feelings.‎ when your pet dies?‎ when you have a temperature?‎ when you see someone walking in the rain with a closed umbrella in the hand?‎ when you listen to wonderful music?‎ ‎…‎ How will you feel ‎2. (教师放京剧磁带。)‎ T: What do you call this music?‎ Ss: We call it Beijing Opera.‎ T: Yeah. Beijing Opera is an important part of Chinese culture. So we think it’s our national opera.‎ ‎(板书生词culture, 并要求学生掌握。)‎ culture 文化 ‎ T: Do you want to know anything more about Beijing Opera? Let’s learn about it from ‎1a.‎ Step 2 Presentation第二步 呈现(时间：13分钟)‎ 呈现‎1a。‎ ‎1. (教师依次拿出“生”、“旦”、“净”、“丑”的脸谱或图片，呈现并理解生词facial, 掌握gesture。对京剧中“生”、“旦”、“净”、“丑”的角色做解释。通过这个环节检查学生的预习情况。)‎ ‎ (教师拿出三张“生”的脸谱或图片。)‎ T: Look at this facial painting. Its name is“Sheng”.‎ ‎(板书facial并要求学生理解。)‎ facial 面部的 T: What does“Sheng”usually stand for? Just Guess!‎ Ss: It stands for Xiucai(秀才).‎ T: Yeah, very good. There are three kinds of “Sheng” (分别呈现“生”的图片). They are Wenxiaosheng, Wenlaosheng and Wusheng. Wenxiaosheng usually stands for Xiucai. Wenlaosheng stands for people in high positions. Wusheng stands for ancient soldiers. They all make wonderful gestures, and Wusheng also makes wonderful fighting. ‎ ‎(板书gesture并用手势让学生猜词义。)‎ Gesture手势 ‎(教师拿出“旦”的脸谱或图片。)‎ T: Do you know this one?‎ Ss: Yeah, it’s “Dan”.‎ ‎ (如果回答有困难，就用下列问题提示。)‎ T: Are they all women?‎ S1: Yes, they are.‎ T: Do they wear beautiful clothes?‎ S2: Yes, they do.‎ T: “Dan” has Huadan and Laodan. They are all women. They usually wear beautiful clothes.‎ ‎(教师拿出“净”的脸谱或图片。)‎ T: How about this one? In Beijing Opera, there are “Sheng”,“Dan”,“Jing” and“Chou”. Can you guess this one?‎ S1: It’s “Jing”.‎ T: What’re their faces like?‎ S2: They usually have black and red faces.‎ S3: They also have black and white faces.‎ T: Yes. People with black and red faces are good, but people with black and white faces are bad.‎ ‎(教师拿出“丑”的脸谱或图片。)‎ T: What is this one called?‎ Ss: “Chou”.‎ T: What’re their faces like?‎ Ss: They usually paint their noses white.‎ T: Do you like them?‎ Ss: Yeah. They are so funny.‎ T: I like them, too. They often bring us happiness and laughter.‎ ‎(老师同时展示“Sheng”，“Dan”，“Jing”，“Chou”四幅图。)‎ T: How many main roles are there in Beijing Opera?‎ Ss: Four.‎ ‎(教师板书生词，适当解释并要求学生掌握。)‎ role ‎(导入下一步。)‎ ‎2. (放‎1a录音，给学生布置听力任务。)‎ T: OK, you have known much about Beijing Opera. But do you know how many years of ‎ history it has? Let’s listen to the tape and find out the answer to this question.‎ ‎(学生听完录音后，回答问题。)‎ T: How many years of history does it have?‎ Ss: It has over 200 years of history.‎ ‎3. (让学生读‎1a的短文，在重点词、短语下画线，鼓励学生在语境中猜词义，然后适当讲解。学习并掌握come into being，理解nowadays。)‎ ‎ T: Boys and girls, please read this passage and underline the key words and phrases. Try your best to catch the meanings in the context.‎ ‎ (板书)‎ national opera, come into being, main roles, music and singing, facial paintings, gestures and fighting, an important part of Chinese culture, be popular with, nowadays Step 3 Consolidation 第三步 巩固(时间: 7分钟)‎ 巩固‎1a，完成1b和‎1c。‎ ‎1.(让学生再读‎1a，独立完成1b。)‎ T: Read ‎1a again and mark True or False in 1b according to the passage.‎ ‎(做完1b后，核对答案。)‎ T: Let’s check the answers together.‎ ‎2. (通过听力训练完成‎1c。)‎ T: Beijing Opera is full of famous stories. Do you know the stories in it? Let’s learn about them. First, please read through the passage and then underline the new words and phrases in it.‎ ‎(板书并要求学生掌握。)‎ peace, make peace with sb. ‎ ‎(让学生听‎1c的录音, 完成‎1c。)‎ T: Listen carefully and complete ‎1c.‎ ‎(核对答案。)‎ T: Let’s check the answers together.‎ Step 4 Practice 第四步 练习(时间: 12分钟)‎ 总结本话题的语法及目标语言。‎ ‎1. (复习巩固‎3a，本话题的重要知识点并以双簧的形式表演出来。)‎ ‎(方案一) (全班分为四个小组，每组选出两名学生，到前面表演双簧。此活动主要目的是巩固系表结构。)‎ T: Now I’ll divide the class into four groups, and then ask two students from each group to come to the blackboard and act.‎ A (表演) B (说句子)‎ ‎ … 1. I look so excited.‎ ‎ … 2. I feel disappointed.‎ ‎ … 3. The food tastes so delicious.‎ ‎ … 4. It smells terrible.‎ ‎ … 5. The boy seems worried.‎ ‎ … 6. He becomes angry.‎ ‎(方案二) (教师提供表演线索。)‎ T: According to the clue, act out the story.‎ ‎(板书)‎ 盲人 过马路 寻找饭店 吃饭 ‎(场景设计)‎ ‎(找两名同学和老师一块表演，老师说英语句子，B(盲人)，C(行人)来表演动作。)‎ T: He seems so worried.‎ ‎(B表演担心过马路的表情，此时C进来帮助B。)‎ T: He is so grateful and says thanks to the boy.‎ ‎(板书并要求学生理解生词grateful。)‎ grateful ‎(B表演紧握C的手连说Thanks a lot。C领盲人过马路找到饭店。)‎ T: He feels so happy and excited.‎ ‎(B表演找到饭店后很高兴很激动的表情，并与C说再见。)‎ T: The food tastes so delicious.‎ ‎(B表演吃饭时因可口而高兴的表情，并连说How nice! How delicious! )‎ ‎(然后找另外三名学生表演游戏。)‎ ‎2. (让学生找表达感情的系表结构，找到最多者获得脸谱作为奖励。)‎ T: Now, boys and girls, please find out the sentences showing feelings with the pattern of “linking verb + adjective” as many as you can. The winner will get a wonderful facial painting as a prize. Go!‎ ‎(在此活动中，有的学生找出的句子可能不合要求，教师要给以讲解。)‎ Example:‎ You look so excited. ‎ I feel disappointed.‎ Did she sound worried?‎ ‎…‎ ‎(将‎3a中的句子写在卡片上，或用幻灯片向学生展示，播放录音朗读，让学生总结分析该部分重点语法。)‎ ‎3. (要求学生掌握3b的习惯用语。)‎ ‎ (引导学生自己归纳总结本话题的目标语言，然后与3b中的内容核对，让学生分组操练并掌握这些目标语言。)‎ T: Please sum up the target languages in this topic by yourselves. Check them with 3b. Then practise and master them in groups.‎ ‎(2-3分钟后，要求学生操练。)‎ T: Now, four students in one group. Each group makes a dialog with the useful expressions. And then act it out. The best group can get a facial painting as a prize.‎ ‎(说明要慢，让每名学生都能够明白意图。)‎ G1: …‎ G2: …‎ G3: …‎ ‎…‎ T: I think Group 3 is the best. Do you think so?‎ ‎(教师对每组都要点评，但都要着重体现各组的闪光点，体现激励机制，尊重学生个体差异性。)‎ Step 5 Project 第五步 综合探究活动(时间: 8分钟)‎ 探究合作完成2和4。‎ ‎1. (完成4, 让学生收集他们喜爱的电影、戏曲、故事或歌曲，然后讨论并向全班汇报结果。教师给出评价。)‎ T: Please collect your favorite movie, opera, story or song, and discuss it with your partners. Then report to the class. The following questions may help you: What’s your favorite movie/play/story? Are the people in it happy or sad? Why? What happens in the end?‎ ‎2. Homework:‎ ‎(1) (让学生课后根据2中的图片和单词，写一篇短文，提示学生注意系表结构的用法。完成2。)‎ T: Write a passage according to the pictures and the words given in 2. Pay attention to the structure “linking verb+adjective”.‎ ‎(2) Review and consolidate the content of this topic.‎ Topic 2 I feel better now.‎ Section A Section A needs 1 period. Section A需用1课时。‎ The main activities are ‎1a and 2. 本课重点活动是‎1a和2。‎ Ⅰ. Aims and demands 目标要求 ‎ 1. Learn some new words and phrases:‎ be strict with, shy, send, e-card, take it easy ‎2. Master adverbial clauses of reason:‎ She is crying in the bathroom because she did badly in the English exam.‎ She feels very lonely because she has no friends to talk with.‎ ‎3. Learn and master the sentences about personal feelings and characters further:‎ She’s so unhappy.‎ Oh dear! I’m sorry to hear that.‎ She is quiet and shy.‎ I’m really worried about her.‎ ‎4. Share feelings with other people.‎ Ⅱ. Teaching aids 教具 录音机/幻灯片/小黑板 ‎ Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5分钟)‎ 复习并学习新词句。‎ ‎1. (复习上节课内容。)‎ T: Good morning, boys and girls.‎ Ss: Good morning, Miss Wang.‎ T: What’s your favorite movie, S1?‎ S1: My favorite movie is Love Me Once More, Mom.‎ T: Are the people in it happy or sad? Why?‎ S1: They are sad because the mother lost her son.‎ T: What happened in the end?‎ S1: The mother went mad at last!‎ T: Why do you like it best?‎ S1: Because it’s very moving.‎ T: Can you tell us something about Beijing Opera?‎ S2: Yes, …‎ ‎2. (教师检查家庭作业，并让几名学生把所写的短文读给大家听。) ‎ T: Now let me check your homework. S3, please read your passage to the class.‎ S3: … ‎ ‎…‎ ‎(教师对学生的作业做点评。)‎ T: Just now, most students did very well. That shows you work hard after class and you are strict with yourselves.‎ ‎(板书单词，并要求学生掌握。)‎ strict, be strict with 对……严格要求 T: As a teacher, I’m very glad that most of you are strict with yourselves. It’s good for your study. But sometimes, it’s not good to be too strict. It’s enough to try your best. Do you think so?‎ Step 2 Presentation 第二步 呈现(时间: 12分钟)‎ 呈现‎1a。‎ ‎1. T: Is Li Hong strict with herself? Is she active or shy? Let’s listen to ‎1a and answer the questions. ‎ ‎ (教师播放录音，让学生带着任务听‎1a。)‎ T: OK. Is Li Hong strict with herself?‎ Ss: Yes, she is.‎ T: Is she active or shy?‎ Ss: She is shy.‎ ‎(教师板书生词并要求学生掌握。)‎ shy ‎(为了让学生对shy这一词更加了解，教师可用书本遮着脸做害羞状。)‎ T: Now look at me. I’m a little shy.‎ ‎2. (再听‎1a，呈现听力任务。)‎ T: Let’s listen again. Then answer the following questions.‎ ‎(播放幻灯片。)‎ Who are they talking about?‎ What’s Li Hong like?‎ Who will have a talk with Li Hong later?‎ ‎(听完录音，要求学生回答问题。)‎ T: OK, stop here. Please give me the answers together. Who are they talking about? Ss: Li Hong.‎ T: What’s Li Hong like? Ss: She is quiet and shy.‎ T: Who will have a talk with Li Hong later?‎ Ss: Miss Wang.‎ T: Good job! Everyone should help others when they are in trouble.‎ ‎3. (学生跟读‎1a，模仿语音语调并找出文中重点词句。)‎ T: Now read ‎1a after the tape. Pay attention to the pronunciation and intonation, and then find out the key points.‎ ‎(板书关键词句。)‎ Anything wrong? 怎么了？‎ I’m sorry to hear that. 听到这些事情真让人难过。‎ What seems to be the problem? 到底是怎么回事？‎ be strict with 对……要求严格 have a talk with her 和她谈谈 be worried about 担心 Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ 复习巩固‎1a，并完成1b。‎ ‎1. (让学生自读‎1a，完成1b。)‎ T: Read ‎1a by yourselves, and then ask and answer the questions in 1b.‎ ‎(教师核对答案。)‎ ‎2. (学生分角色朗读。)‎ T: Act out the dialog. Boys act as Miss Wang, and girls act as Helen. Go!‎ ‎(读完一遍后，男女生互换角色。)‎ ‎3. (根据关键词，表演对话。)‎ ‎ T: Work in pairs. Close your books and look at the blackboard, then act out the dialog. The best pair will get five points.‎ ‎ (学生表演完，教师给出评语。)‎ T: Pair 1 has a wonderful pronunciation. They can use the words freely, and they don’t just read books, so they get five points …‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ 完成2和3，练习本课的重点词句。‎ ‎1. (让学生在‎1a中找出because引导的原因状语从句，为第二步作铺垫。)‎ T: Please underline the sentences with because in ‎1a.‎ ‎(教师板书because从句。)‎ She is crying in the bathroom because she did badly in the English exam.‎ She feels very lonely because she has no friends to talk with.‎ ‎2. (教师让学生独立完成2。)‎ T: Do you like watching TV?‎ Ss: Yes, of course.‎ T: Which program do you like best, sports, plays, cartoons or ads?‎ S1: I like sports best.‎ S2: I like cartoons best.‎ S3: I like plays best.‎ ‎…‎ T: When you watch your favorite program, how do you feel?‎ Ss: We feel excited/happy/relaxed …‎ T: Why?‎ Ss: Because it’s interesting.‎ T: So we can say: We feel excited because the program is interesting/wonderful. Now look at the pictures in 2 and finish the blanks.‎ ‎(几分钟之后)‎ T: OK, stop here. Let’s check the answers. ‎ ‎(以下答案可写在小黑板上或打在幻灯片上，向学生展示。)‎ ‎(2) The boy gets very angry because his pen is lost again.‎ ‎(3) The mother seems worried because her son is ill.‎ ‎(4) The children are excited because the program is interesting/wonderful.‎ ‎(5) The boy looks very tired because he has too much homework to do.‎ ‎(6) The girl feels very sad because all the buildings in her school fell down.‎ ‎(教师给学生总结以because引导的原因状语从句。)‎ ‎3. (教师可让学生先通读一遍3的电子贺卡，试着猜测空白处的内容和生词词义。学习并掌握send和take it easy，了解e-card，然后听录音并完成3。)‎ T: Read through the e-card, try to guess the words in the blanks and new words.‎ ‎(板书单词。)‎ send, e-card, take it easy T: What is an e-card? Do you know?‎ ‎(学生可能知道，也可能不知道。他们可以各抒己见。)‎ T: An e-card is a card on the Internet. Now listen to 3 and help Helen to complete this e-card.‎ ‎(学生听过录音之后。)‎ T: OK. Who can tell me the answer?‎ S1: …‎ T: Good job, you are great!‎ Step 5 Project 第五步 综合探究活动(时间: 8分钟)‎ 综合探究下列带有情感的原因。‎ ‎1. (小组活动。将全班分成几组，每组5－8人。组内采访并把采访的结果填入表格内。)‎ Feeling Reason happy Li Ming: got many birthday presents.‎ Wang Tao: …‎ sad worried ‎…‎ T: Boys and girls, we have learned many words to show feelings such as“happy”,“sad”,“worried”and so on. Now let’s make an interview in groups to find out what kinds of feelings your friends have and the reasons. At last the group leader should give a report to ‎ the class. You may begin like this:‎ S1: Are you happy, Li Ming?‎ S2: Yes, I’m very happy.‎ S1: Why are you so happy?‎ S2: Because I got many beautiful birthday presents yesterday.‎ ‎…‎ T: Now report your results to the class.‎ G1: Li Ming is happy because he got many beautiful birthday presents yesterday…‎ G2: …‎ G3: …‎ G4: …‎ ‎2. Homework:‎ ‎(试着以王老师的口吻向李红提一些建议，帮她渡过难关。)‎ T: Imitate Miss Wang to give Li Hong some advice.‎ Section B Section B needs 1 period. Section B需用1课时。‎ The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ. Aims and demands 目标要求 ‎1. Learn some new words: ‎ ‎ feeling, fail, experience, suggestion, normal, soft, nervous ‎2. Learn some sentences of reassuring others:‎ ‎ Don’t worry.‎ ‎ There, there! It’ll be OK.‎ ‎3. Learn how to give advice to people in bad moods.‎ ‎4. Learn to deal with unhappy feelings.‎ Ⅱ. Teaching aids 教具 ‎ 录音机/小黑板/简笔画 ‎ Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6分钟)‎ 复习并导入‎1a。‎ ‎1. (运用简笔画复习表示情感的形容词和原因状语从句。)‎ T: Look at the stick figures, and then review the adjectives expressing feelings and adverbial clauses of reason.‎ ‎2. (教师根据第三幅简笔画，引入新课学习并掌握生词fail和feeling。)‎ T: Let’s look at Picture 3. What’s wrong with the girl?‎ Ss: She is crying.‎ T: Why?‎ Ss: Because she did badly in the English exam.‎ T: Yes, she didn’t pass her exam. That’s to say, she failed the exam. What’s her feeling? Or how does she feel?‎ Ss: She feels very sad.‎ ‎(板书画线部分。)‎ fail 不及格，失败 feeling 感情，感觉 T: We all know Li Hong failed the exam and felt sad. Miss Wang will have a talk with her. If you are Miss Wang, what suggestions can you give her?‎ S1: Listen to music.‎ S2: Why not do sports?‎ S3: …‎ ‎(老师一边与同学们对话，一边依次板书画线生词，检查学生作业完成情况，并适当讲解导入新课。)‎ ‎(板书画线部分。)‎ suggestion 建议，提议 Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ 呈现‎1a。‎ ‎1. T: Now, Miss Wang is talking to Li Hong. What suggestions can she give her? Let’s listen to ‎1a and find them out.‎ ‎(帮助学生整理答案并板书。)‎ What suggestions can Miss Wang give Li Hong?‎ Suggestions:‎ Everyone gets these feelings at your age. Talk to others when you feel sad.‎ ‎2. (让学生自读‎1a，然后师生对话，使学生更好地理解课文。)‎ ‎ T: Read ‎1a by yourselves.‎ ‎ (一分钟之后)‎ T: Why doesn’t Li Hong talk to others?‎ Ss: Because she is quiet and shy and she doesn’t know how to talk with others.‎ T: What does Miss Wang tell her?‎ Ss: Miss Wang tells her everyone gets these feelings at her age.‎ T: …‎ Ss: ...‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ ‎(方案一)‎ 巩固‎1a，完成1b。‎ ‎1. (再读‎1a, 独立完成1b。)‎ T: Now, read ‎1a again, and finish 1b by yourselves.‎ ‎(教师核对答案。)‎ ‎2. (根据呈现部分的对话内容改写‎1a并让学生试着复述。)‎ T: Please retell ‎1a according to the dialog above.‎ S1: Li Hong feels very sad because she failed the English exam. She wants to talk with others about it, but she doesn’t know how to do it. Miss Wang tells her everyone gets these feelings at her age. Li Hong wants to make friends with Helen and she feels better.‎ ‎...‎ ‎(方案二)‎ 巩固‎1a，整合Section A与Section B中的‎1a。完成1b。‎ ‎1. (让学生跟读磁带，注意语音和语调。)‎ T: Listen to ‎1a and follow it. Pay more attention to the pronunciation and intonation.‎ ‎(学生自读，然后完成1b。)‎ T: Now, read ‎1a by yourselves and finish 1b. Go!‎ ‎(核对答案。)‎ ‎(人机对话。)‎ T: Suppose you were Miss Wang. Listen to Li Hong and make a dialog with her. Go!‎ ‎2. (将Section A, ‎1a和section B, ‎1a的知识整合。)‎ ‎(用小黑板呈现一些问题，让学生回答，然后让学生根据答案叙述Li Hong的心理变化。)‎ T: Answer the questions on the blackboard. Then retell the changes of Li Hong’s feelings according to the answers.‎ ‎1. Why does Li Hong often feel lonely?‎ ‎2. How is she feeling these days? Why?‎ ‎3. What did Miss Wang do for her?‎ ‎4. What suggestions did Miss Wang give her?‎ ‎5. How does she feel now?‎ T: Can you tell me the changes of Li Hong’s feelings?‎ S1: Yes. Li Hong is a quiet and shy girl. She has few friends. So she often feels lonely. She is feeling very sad these days because…‎ ‎(鼓励学生积极主动地概括‎1a的主要内容，巩固‎1a。)‎ Step 4 Practice 第四步 练习(时间: 11分钟)‎ 呈现‎2a。‎ ‎1. (师生对话，继续谈论同学们的不同经历，引出‎2a中的目标语言，学习并掌握生词：experience, normal, soft。)‎ T: Li Hong feels bad because she failed the exam. Do you have these bad experiences?‎ S1: Yes, sometimes.‎ T: What’s your feeling when some bad experiences happen?‎ S1: I always feel sad and unhappy.‎ T: It’s normal to have these feelings. But what do you often do for it?‎ S2: I often talk to my classmates.‎ T: Well done.‎ S3: I often listen to music to relax.‎ T: Right. Especially listen to soft music.‎ ‎…‎ ‎(板书画线部分。)‎ experience normal soft T: OK. Here are some suggestions from Doctor Chen. Listen to ‎2a and find them out.‎ ‎2. (听后教师检查听力效果，然后让学生阅读‎2a，划出Doctor Chen给出的建议及重点词句。)‎ Step 5 Project 第五步 综合探究活动(时间: 10分钟)‎ ‎1. 整合‎1c和2b，让学生学会给别人建议和安慰。‎ ‎(1) (让学生两人一组完成2b。)‎ T: Work in pairs and finish 2b.‎ ‎(2) (让学生根据2b中的提示分组调查，调查同学们心情不好的原因，然后给出建议。)‎ T: Work in groups. Make a survey in your group. Find out the unhappy feelings from others and talk about the reasons. Then give your advice.‎ Name Problem Feeling Advice Zhang Shan too much homework tired Why not tell your teachers about your feelings?‎ Li Wei no close friends to talk with lonely Don’t be shy or quiet. Please try your best to get along well with others.‎ ‎…‎ ‎…‎ ‎(3) (让学生根据调查表格设计咨询热线，进行对话。)‎ S1: What’s the matter?‎ S2: I feel tired.‎ S1: Why?‎ S2: Because I have too much homework.‎ S1: Why not tell your teachers and your parents about your feelings? Tell them it’s bad for your health to do too much homework.‎ ‎2. Homework:‎ ‎(1) (课后把同学们未能解决的心理问题向专家咨询，下节课向同学们汇报咨询结果。)‎ ‎(2) (描述你的一次不愉快的经历，你是如何解决的。)‎ Ⅳ. 疑点探究 There, there! 好啦！好啦！‎ there在这里是语气词，表示安慰别人。‎ Don’t worry; Don’t be afraid; It’s all right; It’ll be OK/all right等也可以表示安慰。‎ Section C Section C needs 1 period. Section C需用1课时。‎ The main activities are l and 2. 本课重点活动是1和2。‎ Ⅰ. Aims and demands 目标要求 ‎1. Learn some new words and phrases: ‎ stranger, usual, be/get used to(doing) sth., as ... as, accept, clap ‎2. Learn equal comparison:‎ I live as happily as before.‎ I couldn’t sleep as well as usual.‎ Helen is as lovely as Maria.‎ Maria is not as/so brave as Helen.‎ ‎3. Share feelings with good friends.‎ Ⅱ. Teaching aids 教具 录音机/各种实物/小黑板/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5分钟)‎ 复习旧知识并导入新课。‎ ‎1. (用歌曲It’s a Small World热身。用动作教学生词clap，并要求学生掌握。教师播放歌曲，学生跟唱并打节拍。)‎ ‎(复述Section A及Section B的内容。)‎ T: Retell the story in Section A and Section B.‎ S1: Li Hong felt sad because she failed the English exam. Her teacher told her to make more friends.‎ S2: Many people in their teens have Li Hong’s experiences. The doctor gave us some suggestions. He told us to talk to others, listen to soft music or take part in activities. Then we may feel much better.‎ S3: ...‎ ‎…‎ ‎2. (教师引言：生活中，我们会遇到许多不愉快的事情，你能谈谈自己的一次不愉快的经历吗？)‎ T: We may have some bad experiences. Who can tell us one of them?‎ S1: I was lonely before, but now I have many friends.‎ ‎(我们不能把不愉快的事情压抑在心里，要向朋友或老师倾诉，让我们看看Li Hong是如何向她的朋友诉说苦恼的。)‎ T: When we have some difficulties, we should talk with our friends. Now, Li Hong has some problems. How does she talk to her friends?‎ ‎(由此导入新课。)‎ Step 2 Presentation 第二步 呈现(时间: 10分钟)‎ 呈现并解决1中的重难点。‎ ‎1. (教师出示一幅图片。)‎ ‎(Li Hong’s classmates)‎ T: Now look at the picture. What’s Li Hong doing? ‎ Ss: She is writing a letter.‎ T: Who is she writing to?‎ Ss: She is writing to her friend.‎ T: OK! Let’s read the letter on Page 13.‎ ‎(让学生自读1，根据上下文猜测生词。)‎ ‎(板书生词，并要求学生掌握：stranger, usual, accept, be/get used to(doing) sth., as … as。)‎ stranger, usual, accept, be/get used to (doing) sth., as … as ‎2. (学生理解生词后，再次阅读课文，回答问题。)‎ T: Now read 1 again and answer questions.‎ ‎(教师出示小黑板上的问题。)‎ ‎(1) How did she feel several months ago?‎ ‎(2) Did Li Hong think the roads here were as clean as those in her hometown?‎ ‎(3) What about the food and the people here?‎ ‎(4) Do the classmates accept her?‎ ‎(教师核对答案。)‎ Step 3 Consolidation 第三步 巩固(时间: 8分钟)‎ 巩固1。‎ ‎1. (听录音并跟读。)‎ T: Listen to 1 and repeat it.‎ ‎2. (让学生自读1并画出带有as…as…和not as/so…as…的句子。)‎ T: Now read 1 by yourselves and underline the sentences with the structures of “as…as…” and “not as/so…as…” .‎ ‎3. (教师核对学生画出的句子后，让学生大声朗读。)‎ ‎(教师板书学生画出的句子。)‎ I couldn’t sleep as well as usual.‎ The roads here were not so clean as those in our hometown.‎ The food was not as delicious as ours.‎ The people here were not so friendly as you.‎ I live as happily as before.‎ T: Well done! All of you did a good job. Now please read these sentences again. You can read it as loudly as you can.‎ Step 4 Practice 第四步 练习(时间: 15分钟)‎ 学习同级比较的语法知识。完成2和4。‎ ‎1. (由形容词的比较级导入同级比较。)‎ ‎(教师出示两个不同大小的球，如足球和乒乓球，让同学们说出比较的句子。)‎ T: Please look at the two balls. Which ball is bigger?‎ Ss: This ball is bigger than that one.‎ ‎(教师出示相同大小的球，如两个足球或两个乒乓球，再让同学们用句子来表达。)‎ T: Please compare these two balls.‎ Ss: This ball is as big as that one.‎ ‎(教师可帮助学生回答，并板书句型。)‎ ‎... as +形容词/副词的原级+as ...‎ ‎(教师用其他例子来操练该句型。)‎ S1: This man is as sad as that one.‎ S2: This boy is as happy as that one.‎ S3: Kangkang speaks English as well as Maria.‎ ‎…‎ ‎2. (让学生分组比赛，进一步学习同级比较。比赛规则：教师叫两名学生到教室前面，可以随便做动作，其余学生用as ... as …或not as/so ... as …对他们进行描述。造句最多的一组获胜。)‎ Example:‎ GA: S1 isn’t as tall as S2.‎ S2 isn’t as careful as S1.‎ ‎…‎ T: Make similar sentences as many as you can ...‎ ‎3. (学生两人一组合作完成2。)‎ T: Now work in pairs to finish 2.‎ ‎(教师核对答案。)‎ ‎4. (让学生独立完成4。)‎ T: Please finish 4 by yourselves.‎ ‎(教师检查，核对答案。)‎ Step 5 Project 第五步 综合探究活动(时间: 7分钟)‎ ‎1. (四人一小组合作探究。)‎ According to the table, discuss in groups using the structures of “as … as …”, “not so/as … as …”.‎ Name tall old helpful friendly ‎…‎ S1‎ S2‎ S3‎ S4‎ ‎2. Homework:‎ ‎ (根据3，用as … as或not so/as … as结构写一篇文章。)‎ Section D Section D needs 1 period. Section D需用1课时。‎ The main activities are ‎1a and 4. 本课重点活动是‎1a和4。‎ Ⅰ. Aims and demands 目标要求 ‎1. Learn some new words and phrases: ‎ deal with, sadness, elder, refuse, anybody, unfair, even though, understand, no longer ‎2. Review some adjectives expressing feelings.‎ ‎3. Review equal comparison.‎ ‎4. Learn to solve the problems around us.‎ Ⅱ. Teaching aids 教具 录音机/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ 复习并导入新课。‎ ‎1. (先把全班以竖排为单位分成四组，然后让学生们以小组为单位用as ... as …或not as/so ... as …造句，哪一组造句多，哪一组获胜，获胜组得5分。)‎ ‎ (注意：在学生说的时候，暂时别纠错，以免影响学生的积极性，在练习中，融入竞争意识，激励机制，调动学生学习积极性。)‎ T: Now let’s have a contest among four groups. Try to use “as ... as …” or “not as/so ... as …” to make sentences as many as you can. The winner can get five points.‎ ‎ (五分钟后)‎ T: Stop! Group 3 has the most sentences. Group 3 is the winner. They get five points. Clap your hands for them. What about the others? Each of you can get three points.‎ ‎2. (复习表示情感的形容词，以及如何处理情感问题，导入新课。)‎ T: Nobody can be happy all the time. How do you deal with your unhappy feelings?‎ S1: When I feel tired, I often listen to my favorite music.‎ S2: …‎ Step 2 Presentation 第二步 呈现(时间: 10分钟)‎ 呈现并学习‎1a。‎ ‎1. T: Everyone may have bad experiences sometimes. For example, when Wenchuan earthquake happened, many people lost their relatives. They must be very very sad. But it’s useless to be always in this sadness. How to deal with these problems? Let’s read ‎1a in section D. We may learn something from the passage.‎ ‎(通过下列步骤学习生词及短语。)‎ ‎(1)(让学生快读‎1a，画出文中生词，鼓励学生通过上下文猜测词义。)‎ T: Skim the passage, underline the new words and try to guess the new words and phrases according to the context.‎ ‎(2)(完成‎1a的词义解释，学习并掌握生词及短语：elder, refuse, understand, deal with。)‎ T: Match phrases or words with their meanings in ‎1a.‎ ‎(3)(利用构词法或同义词学习并掌握：anybody, no longer, even though；理解sadness, unfair。)‎ ‎(板书)‎ elder sad+ness→sadness refuse un+fair→unfair understand any+body→anybody deal with no longer = not…any longer ‎ though = even though ‎2. (让学生带着问题再读‎1a，找出答案。)‎ T: Now, boys and girls, please read ‎1a and find out the answers to the following questions.‎ ‎(板书)‎ How did Jeff feel when his elder brother died?‎ What did Jeff do to feel better?‎ ‎(学生阅读后，先讨论问题的答案，然后核对。)‎ T: Let’s check the answers one by one.‎ Step 3 Consolidation 第三步 巩固(时间: 15分钟)‎ 巩固‎1a。‎ ‎1.(分组讨论1b中的问题，并检查答案。)‎ ‎ T: Discuss the questions in 1b in groups. After a while, let’s check the answers.‎ ‎2. (让学生听‎1a录音，边听边画出文中关键词，要求学生看关键词，复述‎1a。)‎ T: Listen to ‎1a and underline the key words, then look at the key words and retell ‎1a.‎ Step 4 Practice 第四步 练习(时间: 5分钟)‎ 练习完成2，巩固并掌握‎3a和3b。‎ ‎1. (听录音，完成2中A部分。)‎ T: Look at the table and listen to the tape carefully. Match the “feeling” words with the names.‎ ‎(再听录音，完成2中B部分。)‎ T: Look at the advice in the table. Listen again and match the advice with the students’ feelings.‎ ‎(教师核对答案。)‎ ‎2. (巩固本单元重点语法，掌握‎3a中的Adverbial clauses of reason。)‎ ‎(利用教案中Section B的简笔画，复习并巩固原因状语从句。)‎ T: Look at the figure pictures in Section B. Review the following sentences.‎ She feels very lonely because she has no friends to talk with.‎ I’m feeling really sad because I failed the English exam.‎ ‎3. (利用图片或实物复习同级比较的用法，掌握‎3a中的Equal comparison。)‎ ‎(板书)‎ I live as happily as before.‎ Qiqi is as lovely as I.‎ I am not as/so brave as Qiqi.‎ ‎4. (用3b中的词语造句并掌握3b中的重点句子。)‎ T: Use the phrases in 3b to make sentences and master the important sentences.‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ ‎1. (调查班上同学存在的普遍问题，讨论最佳解决办法。)‎ T: Survey our classmates about problems. Discuss them and find the best way to solve them.‎ Problem Advice Too much homework.‎ Tell our teachers.‎ ‎…‎ ‎…‎ ‎2. Homework:‎ ‎ (多数学生与父母沟通困难。了解周围同学与父母沟通的方法，然后把它们记录下来，向同学们汇报。)‎ T: Collect the ways to communicate with parents among your classmates. Write them down and give a report.‎ Topic 3 Many things can affect our feelings.‎ Section A Section A needs 1 period. Section A需用1课时。‎ The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ. Aims and demands 目标要求 ‎1. Learn some new words and phrases: ‎ ‎ calm down, bitter, bored, CD, DVD, test, speech, monitor ‎2. Learn useful expressions:‎ ‎ How long have you felt like this?‎ ‎ I hate to go to the hospital.‎ ‎3. Learn how to describe feelings:‎ These days I feel very bored and lonely at home.‎ I’m worried about the test at the end of the month.‎ ‎4. Learn the usages of “make + object + v./adj.”‎ ‎ It makes me feel nervous.‎ ‎ The TV programs make me sleepy.‎ ‎5. Learn how to reassure others:‎ Don’t be afraid!‎ Be brave!‎ Take it easy.‎ Don’t worry.‎ Ⅱ. Teaching aids 教具 录音机/手机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5分钟)‎ 复习电话用语并创设情景导入新课。‎ ‎1. (假设一名学生因病缺席，教师让一名学生扮演那名生病的学生，用手机进行师生对话，复习打电话及询问病情的表达。学习单词，掌握nervous和bitter；理解calm down。)‎ T: Suppose one student is absent, and I will make a phone call with him/her.‎ Example:‎ T: Hello! May I speak to Li Ming?‎ S1: Hello! This is Li Ming speaking.‎ T: This is Mr.Wang speaking. You didn’t come to school today. What’s wrong with you?‎ S1: I have a bad cold. It makes me very upset.‎ T: Oh, I’m sorry to hear that. Don’t be nervous. Calm down and listen to me. How long have you felt like this?‎ S1: One day.‎ T: You need to go to see a doctor.‎ S1: No, I’m afraid of taking medicine.‎ T: Be brave. I know medicine is a little bitter, but it’s good for your health. Follow the doctor’s advice, and you’ll get well soon.‎ S1: I hope so. Thanks a lot.‎ ‎(板书)‎ nervous, bitter, calm down ‎2. (询问几名学生是否担心下周的英语演讲和数学测试，并给予安慰。)‎ ‎(板书生词并要求学生掌握。)‎ test测试 speech演讲 T: Next week we’ll have an English and a math test. S1, are you worried about the English speech?‎ S1: Yes. I’m very worried. I can’t sleep well at night.‎ T: Don’t be nervous. Calm down. Please be confident! Next week we will have a math test. What’s your feeling, S2?‎ S2: I’m afraid of getting poor results. So I’m very worried about it.‎ T: Don’t worry. Take it easy.‎ ‎(复习完毕导入新课。)‎ T: Boys and girls, we’re going to learn Section A of Topic ‎3 in Unit 5. First, let’s listen to ‎1a, and then tell me what Kangkang and Michael are talking about?‎ Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ 呈现并学习‎1a。‎ ‎1. (学生听完‎1a后回答问题。)‎ T: Boys and girls. What are they doing?‎ Ss: They are making a phone call.‎ T: Who is ill, Kangkang or Michael?‎ Ss: Michael.‎ ‎2. (让学生看着课本再听‎1a，并画出关键词。)‎ T: Please open your books and turn to Page 17. Listen to ‎1a again and underline the key words.‎ ‎(教师板书关键词。)‎ sound terrible feel nervous calm down How long … be sorry about You need ...‎ I hate to … be afraid of take bitter medicine Don’t be afraid! Be brave!‎ ‎3. (理解对话，尽量让学生提问，学生回答，不足之处由教师补充。)‎ T: Do you have any questions about the dialog?‎ S3: Yes, what’s the meaning of“…”?‎ T: Who can help him/her?‎ S4: I can…‎ ‎…‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ 巩固‎1a。‎ ‎1. (听‎1a的录音, 让学生跟读，注意语音语调。)‎ T: Read after the tape, and pay more attention to the pronunciation and intonation.‎ ‎2. (让学生自读，然后两人一组完成1b。)‎ T: Now, read by yourselves and then finish 1b in pairs.‎ ‎(核对答案。)‎ ‎3. (让学生根据关键词表演对话。)‎ T: Now please act out the dialog according to the key words.‎ Step 4 Practice 第四步 练习(时间: 15分钟)‎ 学习‎2a，并操练‎1a和‎2a，完成2b。‎ ‎1. T: Michael missed a lot of lessons because of his illness. So he is worried about the test. Can his classmates help him? Let’s come to ‎2a to find the answer.‎ ‎(教师呈现小黑板上的听力任务。)‎ How does Michael feel at home?‎ What’s he worried about?‎ When will they have a test?‎ Can Michael give the speech?‎ What will his friends do for him?‎ ‎(播放‎2a的录音，学生听后回答问题。)‎ T: Listen to ‎2a and answer the questions on the small blackboard.‎ ‎2. (与学生一起核对答案，解释文中难点并板书生词。掌握：CD, DVD, monitor；理解bored。)‎ ‎ (板书)‎ CD, DVD, monitor, bored T: Now, let’s check the answers together.‎ ‎3. (让学生自读，画出表示安慰的句子和make句型。)‎ T: Read by yourselves and underline the expressions of reassurance and the structure of “make+object+v./adj.”.‎ ‎(教师核对并板书。)‎ It makes me feel nervous.‎ The TV programs make me sleepy.‎ Calm down.‎ Don’t be afraid!‎ Be brave!‎ Take it easy.‎ Don’t worry.‎ ‎4. (再放录音，让学生跟读，注意语音语调，然后表演对话。)‎ T: Read after the tape, and pay attention to the pronunciation and intonation. Then act it out.‎ ‎(为下一步串演作准备。)‎ ‎5. (四人一组串演‎1a和‎2a, 可以改编，可以用真实姓名。)‎ T: Now make your own short play according to ‎1a and ‎2a. You can use your own names.‎ Example: ‎ S5: Hello, Li Lei? This is Tom speaking.‎ S6: Hello! …‎ ‎…‎ ‎(此表演让学生先准备，然后找几组来示范。)‎ T: OK. I’ll ask some groups to act it out.‎ G1: …‎ ‎…‎ T: Well done!‎ ‎6. (完成2b。)‎ T: Please finish 2b by yourselves according to ‎2a.‎ ‎(核对答案。)‎ T: Let’s check the answers.‎ Step 5 Project 第五步 综合探究活动(时间: 7分钟)‎ 探究学习本课目标语言。‎ ‎1. (小组活动，四人一组，学生以表格形式调查生病时的感受及如何安慰。)‎ Name Feeling Reassurance ‎…‎ ‎…‎ ‎…‎ ‎(1) (学生仿照下面的例子造句并填表。)‎ T: Boys and girls, make sentences according to the following example, and then fill out the form.‎ Example: ‎ S1: How do you feel when you are ill?‎ S2: I feel…‎ S1: How do you reassure S2?‎ S3: He/She should…‎ ‎…‎ ‎(2) (让学生做报告，完成‎1c。)‎ T: Boys and girls, please report your results. Who will try?‎ Example: ‎ I feel…when I am ill. He/She feels…when he/she is ill. He/She should…‎ ‎2. Homework: ‎ ‎(1) (生病是正常现象，同学们不必害怕，要学会照顾自己。结合自己的经历，谈谈照顾自己的方法。)‎ T: It’s normal to be ill. Don’t be afraid. Take good care of yourselves. Discuss the best way of looking after yourselves according to your experiences.‎ ‎(2)(用括号内单词的正确形式填空。)‎ Fill in the blanks with the correct forms of words in the bracket.‎ ‎① Some TV programs make Michael (sleep).‎ ‎② SARS (make) him so tense.‎ ‎③ The song makes (we) happy.‎ ‎④ Miss Wang made her (sit) down.‎ Section B Section B needs 1 period. Section B需用1课时。‎ The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Aims and demands 目标要求 ‎1. Learn some new words and phrases: ‎ affect, get along with, schoolmate, mood, boss, headmaster, workmate, passport ‎2. Review describing personal feelings:‎ He is feeling much better.‎ Illness usually makes us sad, worried and frightened.‎ ‎3. Go on learning the usages of “make + object + adj./v./n.” and “let + object + v.”.‎ That will make him or her get well soon.‎ The doctor let Michael rest for a few days.‎ Your classmates make you monitor.‎ ‎4. Go on learning how to reassure others.‎ Ⅱ. Teaching aids 教具 ‎ 录音机/幻灯片/实物或图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6分钟)‎ 复习Section A对话并导入新知识。‎ ‎(方案一)‎ ‎1. (由学生表演Section A中的对话。)‎ T: I’ll ask some students to act out the dialogs in Section A. Who wants to try?‎ S1: I will.‎ ‎…‎ ‎2. (几组学生表演后，教师提问，并引导学生回答。)‎ T: What was Michael afraid of?‎ Ss: He was afraid of catching SARS.‎ T: Yes, illness usually makes us sad, worried and afraid. What can we do when we are in this ‎ trouble?‎ S1: We shouldn’t be afraid.‎ S2: We should be brave.‎ S3: …‎ T: Yes, we should always be in a good mood and try to smile at life. It’s good for our health.‎ ‎(在同学们问答的基础上，教师导入Section B：现在Michael的病好些了，同学们又是如何进一步去安慰他，使他高兴起来的？)‎ T: Michael is better now. How will his classmates cheer him up?‎ ‎(方案二)‎ ‎1. (教师以迈克尔的身份, 表述感情，引导学生使用学过的关于安慰的表达方法。)‎ T: Now I act as Michael. I don’t feel well. Please reassure me. I’m afraid of catching SARS. Am I dying?‎ Ss: No, Michael. Don’t worry. You’ll get well soon.‎ T: I’m afraid of taking bitter medicine.‎ Ss: Don’t be afraid! Be brave!‎ T: I’m nervous about the test at the end of the month.‎ Ss: Take it easy. We can help you.‎ ‎…‎ ‎2. (让两名学生表演。)‎ T: Let’s do it again. Who wants a try?‎ S1: I will.‎ ‎…‎ Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ 呈现并学习‎1a中的重点词句。‎ ‎1. (教师将已设计好的听力问题呈现在黑板上。)‎ How will Michael’s classmates cheer him up?‎ ‎(让学生听‎1a的录音，并回答问题。)‎ T: Listen to ‎1a and answer the question on the blackboard.‎ ‎(教师核对答案。)‎ T: Let’s check the answer to the question.‎ ‎(板书答案，学习并掌握put on。) ‎ They will put on a short play and give him a surprise.‎ ‎2. (通过谈论Michael与同学们之间的友谊，加强对学生的情感教育，从而引出并学习本课的目标语言。掌握get along with和affect; 理解schoolmate和workmate; 了解mood。)‎ T: OK. We know Michael’s classmates will put on a short play to make him happy. Well done! In our daily life, we should get along well with our classmates, schoolmates or workmates and help each other. It can bring us happiness. If we are usually in this good mood, we may become healthier. That’s to say, moods can affect our health.‎ ‎(板书画线生词及短语，并进行适当讲解，然后进入巩固环节。) ‎ get along with, schoolmate, workmate, affect, mood ‎3. (自读‎1a，画出make，let结构的句子。)‎ T: Read ‎1a by yourselves. Underline the structure of “make+object+adj./v.” and “let+object ‎+v.”.‎ ‎(核对并板书。) ‎ Illness usually makes us sad, worried and frightened.‎ That will make him or her get well soon.‎ So let’s give Michael a surprise!‎ Let’s prepare for it.‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ 巩固‎1a，完成1b。‎ ‎1. (放‎1a的录音, 要求学生跟读，注意语音语调的变化。)‎ T: Please follow the tape and pay attention to the pronunciation and intonation.‎ ‎2. (让学生自读‎1a, 完成1b，并让学生试着复述。)‎ T: Please read ‎1a by yourselves and fill in the blanks in 1b. Then try your best to retell it.‎ ‎(检查答案。)‎ ‎3. (组织学生分角色朗读课文，然后引导学生这样谈论‎1a的内容：)‎ S1: Is Michael feeling better?‎ S2: Yes.‎ S1: How do his classmates make him happy?‎ S2: …‎ S1: Many things can affect our feelings. Can you give some examples?‎ S2: …‎ S1: What should we do when we are in trouble?‎ S2: …‎ ‎(这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达能力和语言组织能力。活动结束后，教师给出符合实际的评价，以鼓励为主。)‎ Step 4 Practice 第四步 练习(时间: 12分钟)‎ 编对话并表演，完成2和3。‎ ‎1. (让学生编对话。假设自己患了牙病，去看医生。注意在对话中要用一些表示情感的词或句子。)‎ T: Have you got (a) toothache before?‎ Ss: Yes. / No.‎ T: Now, if you’ve got a toothache, what should you do?‎ Ss: Go to see a dentist.‎ T: Right. Make a new dialog between a patient and a dentist with your partner. You need to use some phrases or sentences to express your emotions.‎ Example:‎ A: I’m afraid of… / I’m worried about…‎ B: Calm down. / Don’t be afraid…‎ ‎(让学生先准备两三分钟，再表演。并对其进行合理评价。)‎ ‎2. (完成2。)‎ T: OK. Let’s listen to 2. This is a dialog about seeing a dentist, too. What do they say? Please listen carefully and complete 2.‎ ‎(核对答案。)‎ T: Let’s check the answers together.‎ ‎3. (教师呈现例句，学习并掌握生词boss，理解headmaster，然后让学生观察make, let后动词的形式，归纳总结make, let的用法。)‎ ‎(板书)‎ The boss makes the workers work for 14 hours a day.‎ That will make him or her get well soon.‎ Let’s prepare for it.‎ Let’s give Michael a surprise.‎ make/let sb. do sth.‎ ‎4. (教师用幻灯展示3中的图片，练习make, let的用法，提醒学生注意make后接动词的原形。)‎ T: Please look at the pictures in 3 and make sentences after the example.‎ ‎(让几名学生分别把答案板书到黑板上，然后一起检查。)‎ T: I’ll choose some students to write their answers on the blackboard.‎ ‎(一分钟后)‎ T: Please look at the blackboard and check the answers.‎ ‎(学生可能会出现类似这样的错误。)‎ The funny man makes the girl to laugh.‎ Mother doesn’t let her child to watch TV.‎ T: Are they right?‎ Ss: No. ‎ T: How to correct them?‎ Ss: Cut “to”.‎ T: Yes. Good.‎ ‎(如果学生写的句子全部正确，教师可故意写几个错误句子，以提醒学生注意make, let后动词的形式。)‎ ‎4. (让学生用 “make/let somebody do/not do” 造更多的句子。)‎ T: Please make sentences using “make/let somebody do/not do” as many as you can.‎ Step 5 Project 第五步 综合探究活动(时间: 9分钟)‎ 探究处理4。‎ ‎1. (利用实物或图片学习生词passport，然后讨论 “Your classmates make you monitor.” 句子结构，完成4并派小组报告员向全班同学汇报。)‎ Example:‎ T: Which situation makes you nervous?‎ Ss: ...‎ T: Which situation makes you happy?‎ Ss: ...‎ ‎…‎ ‎2. (让同学讨论在平时的生活中，哪些事使自己感到紧张、高兴、担心或害怕，小组总结、全班汇总。教师可适当给一些处理此类事情的方法和技巧，以培养学生处理应急事情的能力及生存的能力。)‎ ‎3. Homework:‎ ‎ (在日常生活中有很多东西影响着我们的心情，请举例。)‎ ‎ T: Many things can affect our feelings and moods. Please give some examples.‎ Section C Section C needs 1 period. Section C需用1课时。‎ The main activity is 1. 本课重点活动是1。‎ Ⅰ. Aims and demands 目标要求 ‎1. Learn some new words: ‎ ‎ especially, hang, tear, fall asleep, thought, confident, earthquake, topic, noise ‎2. Go on learning the sentence pattern: “make + object + v. / adj.”‎ ‎ Sometimes it makes me feel happy.‎ ‎ Red makes me active.‎ ‎ Rock music always makes me want to dance.‎ ‎3. Talk about the influences of different things on feelings:‎ I think the moon can affect my moods.‎ The environment can change my feelings.‎ I think the weather can affect my moods.‎ Colors can affect my feelings and moods.‎ Big events can affect me a lot.‎ ‎4. Express how things affect our feelings.‎ Ⅱ. Teaching aids 教具 ‎ 录音机/歌曲磁带/多媒体课件/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:5分钟)‎ 师生交谈，导入新课。‎ ‎(方案一)‎ T: I will tell you a piece of bad news. My pet dog died yesterday. I feel sad. (教师在黑板上画简笔画表示悲伤。)‎ Ss: Oh, that’s too bad. We are sad, too.‎ ‎(播放轻快音乐。)‎ T: How do you feel now?‎ Ss: We feel better now. (引导学生用简笔画表示开心。)‎ T: Then do you know what can affect our moods? That’s to say, what can make us happy or sad?‎ ‎(让学生自由讨论两分钟左右，通过讨论检查学生作业完成情况，为引出新课作铺垫。)‎ ‎(方案二)‎ ‎1. (让学生表演Section B中的对话。)‎ T: I’ll ask some students to act out the dialog in Section B. Who wants to have a try? Come here, please.‎ ‎(组织三或四组学生表演对话。)‎ ‎2. (让学生根据教师提供的情景进行小组讨论并表达自己的情感，然后表演。)‎ T: You see, different situations, different feelings. Different feelings, different actions. What actions will you do in the following situations? Do you want to express your feelings exactly? Well, talk about the situations in groups first and then I’ll ask someone in your group to act out. Now let’s begin.‎ I am going abroad!‎ I just saw a UFO!‎ I just found one million dollars!‎ I just bought you a car!‎ You are buying a house!‎ Your pet dog died yesterday.‎ You see your classmates making faces.‎ Your father beat you yesterday.‎ ‎(可以把材料写在纸上或用多媒体等展示出来。)‎ T: OK. Act out your feelings in class. The others guess what his/her feeling is. Do you understand?‎ Ss: Sure.‎ T: OK. Group 1, who wants to try?‎ ‎(第一组选手表演完之后，老师面向全体学生)‎ T: What’s her feeling?‎ Ss: She feels surprised.‎ T: Good, very good! OK, next group.‎ ‎(以下方式同上。)‎ ‎…‎ T: Many things can affect our feelings. Let’s go to Section C.‎ ‎(引入下一步。)‎ Step 2 Presentation 第二步 呈现(时间: 10分钟)‎ 呈现并学习1。‎ ‎1. (出示一幅明月悬空图，通过师生问答，自然呈现1。)‎ T: Boys and girls, please look at the picture. How do you feel when the moon is hanging in the sky?‎ Ss: We feel happy/active/excited.‎ T: Yes. At this time, if you are not with your family, especially you are ill, how do you feel?‎ Ss: We often feel very lonely/sad/upset.‎ T: Yes, it’s an unhappy feeling. At that time, tears may come to your eyes.‎ ‎(教师边陈述边板书画线生词，让学生猜词义然后适当解释，用这种形式引入1。掌握: hang, especially；理解tear。)‎ hang, especially, tear ‎(告诉学生许多东西能影响人的情绪，让学生听1的录音，设置听力任务，找到问题的答案。)‎ T: We know many things can make our feelings change. Here are some examples. Please listen to 1 and answer the questions.‎ ‎(将设置好的听力问题呈现在黑板上。)‎ ‎(1) How does the girl feel when seeing the full moon?‎ ‎(2) How does the boy feel when he is in a different environment?‎ ‎(3) How does the boy feel when the sun shines brightly?‎ ‎(4) What colors can make the girl confident or calm?‎ ‎(5) What else can affect our feelings?‎ ‎2. (播放1的录音，为降低听力难度，每播放一段录音呈现一个问题，让学生互相讨论后核对答案。)‎ T: Listen to ‎1a and then check the answers after discussing with other classmates.‎ ‎3. (理解1中的重难点。尽量让学生提问，学生回答，不足之处由教师补充。掌握thought和fall asleep；理解earthquake, topic；了解confident。)‎ ‎(板书)‎ thought, fall asleep, earthquake, topic, confident T: Do you have any questions about the passages?‎ S1: What’s the meaning of…‎ S2: …‎ ‎…‎ ‎(以上环节教师应注意补充学生未提出但应讲解的要点。)‎ Step 3 Consolidation 第三步 巩固(时间: 12分钟)‎ 巩固1中的重难点。‎ ‎1. (再放1录音, 学生跟读。)‎ T: Follow the tape please.‎ ‎2. (让学生在1中画出含有make/let+sb.+adj./v.的句子。进一步熟悉这一结构。)‎ ‎ T: Underline the sentences with the structure “make/let+sb.+adj./v.” in 1.‎ ‎3. (让学生重新阅读短文并找出关键词。)‎ T: Boys and girls, please read the passages again and find out the key words.‎ ‎(教师总结关键词并板书。)‎ Paragraph 1: the moon—affect—happy — sad — especially — hang — get together ‎ ‎— feel very lonely Paragraph 2: environment—change—noisy — fall asleep — clean and quiet — happier Paragraph 3: weather—affect—rains — sad thoughts — sun — happy Paragraph 4: colors—orange and yellow—confident; blue and white — feel calm; green — the color of nature — energy; red — make active Paragraph 5: events—affect—earthquake — sad — Olympics — excited and active ‎4. (学生根据板书的关键词复述课文。为降低难度，可分段复述。)‎ T: Now, let’s retell the text paragraph by paragraph.‎ Step 4 Practice 第四步 练习(时间: 13分钟)‎ 练习完成2和3。‎ ‎1. (完成2。)‎ T: Many things can affect our feelings. Please fill out the form in 2.‎ ‎(教师板书给出一些建议。)‎ Some noise makes me bored.‎ A noisy city makes me nervous.‎ Sunny/Windy days make me happy/active.‎ Blue makes me feel quieter and calmer.‎ White can make me more helpful.‎ A quiet/noisy/bad environment makes me happy/worried/bored.‎ Loud/Soft music makes me angry/want to sleep.‎ Moving/Funny movies make me sad/laugh.‎ The Beijing 2008 Olympics always makes me excited and active.‎ ‎(以上建议亦可以卡片的形式呈现。)‎ ‎(在操作过程中，应鼓励学生尽可能多的说出自己的想法。)‎ ‎2. (核对答案后让学生仿照例子造句，要求学生以小组为活动单位。)‎ T: Now, work in groups and make sentences as many as you can.‎ Example: ‎ I was happy when my teacher made me monitor.‎ ‎3. (小组报告结果，教师讲评，并将一些典型句子分类板书到黑板上。)‎ It makes me happy when I wear bright clothes.‎ It makes me active when I wear red.‎ It always makes me want to dance when I hear rock music.‎ It always makes me cry when I watch sad movies.‎ I was happy when my teacher made me monitor.‎ ‎…‎ ‎4. (引导学生完成3的写作练习。)‎ ‎ T: What can affect your feelings? Choose one of the things in 2 and write a passage. Discuss in groups and then report to the class. You can do it according to the example in your books.‎ Example:‎ I like listening to music. When I am happy, I often listen to rock music. It always makes me want to dance. When I am tired or sad, I often listen to soft music. It always makes me feel relaxed and makes me want to sleep. But loud music always makes me angry.‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ 探究学习如何表达情感。‎ ‎1. (表达情感。)‎ ‎ T: We know everyone has different feelings about different things. For example, we’re very happy when we meet our old friends. It makes us very worried when we can’t find anything that we need. Boys and girls, how do you feel if you lose your books, toys, or other things? How do you express your feelings with your facial expressions and gestures? First talk about the questions in groups, and then act the dialogs out in class.‎ Example: ‎ S1: How do you feel when you lose your books?‎ S2: It makes me sad.‎ ‎…‎ ‎(配合相应的表情和动作。)‎ ‎2. Homework: ‎ ‎(1)(让学生在练习本上写出所有学过的关于“情感”的单词。)‎ T: Write down all the words about feelings we have learned on the textbook.‎ ‎(2)(好心情影响着我们各个方面，请你结合自己的实际谈谈如何保持好心情。)‎ T: Good feelings affect our life around us. Discuss how to keep ourselves happy according to your experiences.‎ Section D Section D needs 1 period. Section D需用1课时。‎ The main activities are ‎1a and 4. 本课重点活动是‎1a和4。‎ Ⅰ. Aims and demands 目标要求 ‎1. Learn some new words and phrases: ‎ spirit, magazine, think over, decision, sense, husband ‎2. Review the usages of: ‎ ‎(1) make + object + adj.‎ ‎(2) make/let + object + v.‎ ‎(3) make + object + n.‎ ‎3. Review expressions of feelings.‎ ‎4. Learn how to stay in good spirits.‎ Ⅱ. Teaching aids 教具 录音机/图表 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6分钟)‎ 复习表示情感的形容词并导入新课。‎ ‎(方案一)‎ ‎1. (一名学生上台描述下列事情，并用手势和面部表情表达感情，其余学生猜。)‎ ‎ T: One student describes the things below using gestures and facial expressions, and others guess.‎ My parents don’t let me do my homework with my classmates.‎ I have a lot of homework to do every evening.‎ I can play computer games every evening.‎ My friend will leave this school.‎ Example: ‎ S1: My parents don’t let me do my homework with my classmates.‎ ‎(同时利用手势和脸部表情来表演自己的情感。)‎ S2: Do you feel happy?‎ S1: No, I don’t.‎ S3: Do you feel sad?‎ S1: Yes, I do.‎ ‎…‎ ‎(以下的操练同上。)‎ ‎(方案二)‎ ‎1. (师生谈论影响人情感的因素，导入新课。)‎ T: If you can’t get together with your family in the Spring Festival. What’s your feeling?‎ S1: I must be very lonely.‎ T: S2, can you give him/her some suggestions?‎ S2: OK. S1, you can call your parents and tell them your feelings. If possible, go back home to visit them.‎ ‎2. (学生操练后，教师总结发言。)‎ T: Many things around us may affect our feelings or moods, such as colors, weather, news and the environment. Do you know how to relax yourselves and how to take care of yourselves? Let’s come to Section D.‎ Step 2 Presentation 第二步 呈现(时间: 11分钟)‎ 呈现并学习‎1a的目标语言。‎ ‎1. (教师板书一些同学们可能出现过的困惑，让学生讨论并给出建议。)‎ ‎1. Li Tao often feels tired and sleepy.‎ ‎2. Jim is unhappy because he wants to be a soldier, but his parents don’t agree.‎ ‎3. Tom is lonely because he is always staying at home alone.‎ ‎4. Maria is too shy to speak in public.‎ ‎5. Jane is worryed about getting fat.‎ ‎(先师生对话——学生提问，教师给建议，再生生对话。引出并掌握生词及短语: spirit, decision, think over。)‎ S1: I often feel tired and sleepy.‎ T: Relax and exercise every day. Stay in good spirits.‎ S2: I am unhappy because I want to be a soldier, but my parents don’t agree.‎ T: It’s an important decision. Think it over. Maybe your parents are right.‎ S3:…‎ S4:…‎ ‎(用同样方式引出并掌握生词magazine和sense。)‎ ‎(板书)‎ spirit, decision, think over, magazine, sense ‎2. (让学生阅读‎1a，分组讨论并自行解决文中的重难点，然后教师适当讲解。)‎ ‎ Read ‎1a by yourselves. Discuss the key points in groups.‎ ‎3. (让学生再读‎1a然后进行问答，针对黑板上同学们的困惑给出建议。)‎ T: Now please read ‎1a again. Then ask and answer to give your advice according to the students’ troubles on the blackboard.‎ S1: I am worried about getting fat.‎ S2: Remember to eat healthy food.‎ Step 3 Consolidation 第三步 巩固(时间: 8分钟)‎ 巩固‎1a并完成1b。‎ ‎1. (让学生听‎1a的录音并跟读，注意语音语调。)‎ T: Boys and girls, let’s follow the tape. Pay attention to the pronunciation and intonation.‎ ‎2. (让学生自读课文，注意表达建议的句子。)‎ T: Please read the passage by yourselves. Pay attention to the sentences about suggestions.‎ ‎3. (将学生分为男女两组，让学生用以下词组快速造句。两组学生以竞争的形式举手抢答，每说一个句子得1分。教师讲评。)‎ ‎(板书关键词组。)‎ take care of, talk with, tell…about, get…from, think over, make…decision, get back to T: Please make sentences, using the given phrases. First, divide the class into two groups. Girls are Group A, and boys are Group B. Let’s see which group is the winner.‎ GA: We should take care of ourselves.‎ ‎ …‎ ‎4. (完成1b。)‎ T: Please look at 1b and discuss.‎ Example:‎ S1: What can affect our feelings and moods?‎ S2: Colors, weather, environment and so on.‎ S1: What can I do when I am in a bad mood.‎ S2: Listen to music or talk with your friends.‎ ‎…‎ ‎5. (全班讨论。)‎ T: We have known many ways can change our feelings when we are in bad moods. Please discuss with your partner and try to find out more ways to give suggestions. Then report them in class.‎ Example: ‎ S1: I’m unhappy because I can’t get along well with my classmates.‎ S2: Be friendly and help others as much as you can.‎ ‎…‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ 学习‎3a和3b，并完成2。‎ ‎1. (小组对话，必须使用make。)‎ T: Boys and girls, please talk in pairs like this:‎ S1: How does a snake make you feel?‎ S2: It makes me feel nervous.‎ S3: It makes me nervous.‎ ‎(让学生回忆前面学过的内容，自己归纳本话题的语法重点，也可以分组讨论的方式来处理该部分。在学生讨论的过程中，教师在班里巡视，必要时给予指导和帮助。)‎ T: OK, now, can you sum up the usages of “make”?‎ S1: Yes. Make + object + adj.‎ S2: Make + object + v.‎ S3: Make + object + n.‎ ‎(将画线部分板书到黑板上。)‎ make+object+adj.‎ make+object+v.‎ make+object+n.‎ ‎(用同样的方法总结let的用法。)‎ ‎2. (让学生归纳总结本话题的目标语言，然后听3b录音并核对。)‎ ‎3. (用单词wife引出要掌握的生词husband，然后听2录音，完成2。)‎ ‎(板书)‎ husband T: Now look at 2, and listen to the tape. Then choose the best answers. ‎ ‎(教师核对答案。)‎ Step 5 Project 第五步 综合探究活动(时间: 10分钟)‎ 小组探究完成4并掌握3b。‎ ‎1. (完成4。)‎ ‎(要求学生小组活动，填写下面图表。)‎ Words about feelings Mask ‎…‎ Sentence ‎(1) (四人小组活动，找出所有学过的表示情感的词，填入表格。)‎ ‎(2) (四人小组活动，找出相关的句子并填入相应的面具下面。)‎ ‎(3) (选择其中一种情感，画个面具。) (表内面具仅供参考。)‎ ‎(4) (两人一组以所画面具表情为主题进行对话。)‎ T: Boys and girls, please work in groups of four. You should finish the four steps. ‎ ‎(1) Find out all the words about feelings you have learned. ‎ ‎(2) Find out the sentences which can match the masks given.‎ ‎(3) Choose one of the feelings and draw a mask.‎ ‎(4) Make a dialog with a partner to express the feeling you’ve chosen.‎ ‎(下面以一个笑脸 happy 和伤心的脸 sad为例编对话。)‎ Example:‎ S1: How do you feel?‎ S2: I am/feel sad. What about you?‎ S1: I am happy.‎ S2: What can I do when I feel sad?‎ S1: You should talk with your friends.‎ ‎…‎ ‎(学生的对话不限，内容只需是有关情感方面的话题。学生操练后，要求一些学生在班上表演。教师讲评。)‎ ‎2. Homework:‎ ‎(1)(让学生围绕Topic 3的内容，用3b中的句子编对话。)‎ T: Make dialogs using the sentences in 3b according to the content of Topic 3.‎ S3: You sound terrible. What’s the matter?‎ S4: I have a bad cold. I’m dying.‎ S3: I’m sorry about your illness. How long have you felt like this?‎ S4: Two days. What can I do?‎ S3: I think you’d better see a doctor.‎ S4: But I hate to go to the hospital.‎ S3: Don’t be afraid! Be brave! Go to see a doctor and follow his advice. You’ll get well soon.‎ S4: I hope so. That’s very nice of you. Good night!‎ S3: That’s OK. Good night!‎ ‎(2)（假如你是班长，有同学心情不好的话你会如何和他/她分担？和他/她谈谈心并将谈的内容写下来。）‎ T: Suppose you are a monitor. One of your classmates is in a bad mood. Please share the feelings with him/her, and have a talk with him/her about how to stay in good spirits, and then write it down.‎