Unit-5-Feeling-excited Topic-2-Section-B.doc

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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

Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 minutes）
1. The whole
class work.

2. The whole
class work.

3. The whole
class work.

4. Group work.

5. The whole
class work.

6. The whole
class work.
1. Focus their attention
on the teacher. Enjoy the beautiful song.

2. Students report their
homework

3. Students observe and
learn the new words.

4. Students have a
competition.

5. Students make up
sentences with the new words and phrases to grasp them well.
6. Students look at the
picture of 1a and make a guessing.
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 whole
class work.

2. The whole
class work.

3. The whole
class work.

4. The whole
class work.

5. The whole
class work.

6. The whole
class work.

7. The whole
class work.

8. The whole
class work.

1. Students make sure
they understand what
the statements mean.
2. Students catch the
general idea of the
dialogue.
3. Students watch the
flash for the second time, paying attention to the pauses. Finish 1b.
4. Students check the
answers.

5. Volunteers read the
answers. Check the
answers and correct
the wrong ones.
6. Talk about the
guessing.

7. Students read 1a and
fill in the blanks with the correct phrases of 1c.

8. Students check the
answers and correct
the wrong ones.
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 whole
class work

2.The whole
class work

3.Group work

4.The whole
class work

5. Pair work.
1. Students read the
conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying
attention to the
pronunciation and
intonation.
3. Students read the
conversation by
themselves and
discuss in groups to
find out the difficult
points and sum up the
main points.
4. The students underline
in their books and
make some notes.

5. Students prepare for
the action of 1a in
pairs. They can add
more expressions and gestures when acting.
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. Some students’ work.
2. The whole
class work.
3. The whole
class work.

4. The whole
class work.

5. Individual
work.

6. Individual
work.

7. Group work.

1. Volunteers read the
vowel.
2. Students listen and try
to imitate.
3. Students pronounce
the phonetics and the
words. And then find
out the rules.
4. Students try to read
the words on the
screen.
5. Students read the
sentences by
themselves.

6. Students read after the recording and try to imitate.

7. Students have the
reading competition in groups.

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 whole
class work.

2. The whole
class work.

3. Individual
work.

4. The whole
class work.

5. Pair work.

6. Pair work.

7. Pair work.

8. Pair work.

9. The whole
class work.
10. The whole
class work.

11. Individual
work.

1. Students make sure
they understand what
the statements mean.

2. Students listen to the
recording and fill in the blanks.

3. Students listen to the
recording and check the
answers by themselves.

4. Students check the
answers and correct
the wrong ones.
5. Students read the
given problems and
suggestions.

6. Students make up
sentences.

7. Students finish the
conversation.

8. The students act out
their own conversations in pairs.

9. Learn to care for
others’ feelings.
10. Students summarize
Section B with the
teacher.
11. Students finish their
homework after class.

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!

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