Unit 5 Feeling excited Topic 3 Section A.doc

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Ⅰ. Material analysis
本节课为话题的第一节课，建议用两课时上完。主要活动为Section A 的1a和4a。
本课通过Kangkang帮助Michael缓解发表演讲前的紧张情绪，引出对话的主题：描述影响心情和情绪的事情和具体事物。对话呈现了重点词汇：test, nervous和speech, 充分表现了Michael 发表演讲前的焦虑；通过3 的听力练习，继续呈现了几组学生们在生活中经常发生的会影响心情的场景并给予合理的处理建议；最后以4a中提供的情境作为载体，向学生呈现了简单句的六种基本句型，使学生系统地掌握简单句的构成。
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test, nervous和speech。
2. 学生能正确运用以下短语造句：
have a test, get nervous, give a speech, follow one’s advice, fall off…
3. 学生能自如地运用以下询问心情、表示安慰和提出建议的功能句进行交流。
Is there anything wrong?
How are you doing?
What’s wrong?
Don’t worry.
Take it easy.
Why not …?
4. 学生能正确地运用相关的交际功能用语写出有关情绪询问和给出建议的对话。
Skill aims：
1. 能听懂有关询问影响心情的事情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，简单句和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：
1. 通过对Section A的学习，学生能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。
2. 学会勇于克服困难。
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. 辨别六种简单句式。
Difficult points：
系统地掌握简单句的构成。
Ⅳ. Learning strategies
1. 课前预习有助于新知识的理解和掌握。
2. 发表演讲之前要做好充分的准备。
Ⅴ. Teaching aids
Computer multimedia projector.
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+
group work.

4. Individual
work.

5. The whole
class work.

1. Focus their attention
on the teacher.

2. Students guess the
words learnt in Topic 1 and Topic 2.

3. Students learn the
new words. And then
play the game: The
bomb to grasp them.

4. Students finish 4a.

5. Students check the
answers with the
teacher and correct
the wrong ones.

1. Greet the students and
make them ready for
learning.
2. The teacher shows different facial expressions. Ask
students to guess the
words for describing
the feelings.
3. The teacher introduces the new words: test, nervous and speech by showing the pictures on the screen. Play the game: The bomb.
(The bomb: The teacher divides the students into two groups. Tell the students that one of the new words is the bomb. When they read after the teacher, they are not allowed to read the certain word. If the group reads the word, the other group will get one point.)
4. The teacher shows the six sentences of 4a on the screen and asks the students to mark them with N(nervous), H(happy), W(worried ) or A (afraid).
5. The teacher asks two
students to tell the
answers.

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.

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

2. Students catch the
general idea of the
conversation.
3. Students watch the
flash for the second
time and finish 1b.
4. Students check the
answers.
(1) He’ll have a test
tomorrow and he
always gets nervous
before a test.
(2) He feels nervous.
(3) Listen to a CD
about giving speeches and practice.
(4) Yes.
5. Students read the
conversation and
complete the passage in 1c.

6. Students check the
answers with the help of the teacher.
1. The teacher asks the
students to read the
questions in 1b.
(1) What is Michael
worried about?
(2) How does Michael
feel when he has to
give a speech?
(3) What is Kangkang’s
suggestion for helping
Michael?
(4) Do you think Michael
will do well in his
test?
2. The teacher plays the
flash of 1a for the first
time without stopping.
3. Teacher plays 1a for the
second time, stopping
when necessary.
4. Then ask two students to
tell the answers to 1b.

5. The teacher asks the
students to read the
conversation and
complete the passage
in 1c.
6. The teacher asks two
students to tell their
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.

6. Pair work.

7. The whole
class 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.

6. Students act out the
conversation. They can add more expressions and gestures when
acting.
7. Students evaluate the performance.
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) have a test
(2) get nervous
(3) give a speech
5. The teacher asks the
students to read 1a again
and prepare for acting
out the conversation in
pairs.
6. The teacher asks several
pairs to act out the
conversation.

7. The teacher lets students
evaluate the conversations.
The best ones can get
two points.
Practice
(10 inutes)
1.The whole
class work.

2.The whole
class work.

3.The whole
class work.

4. Individual
work.

5. The whole
class work.

6. Individual
work.

7. The whole
class work.

8. Pair work.
1.Students grasp the
sentence structures
and match them by
themselves.

2. Students check the
answers with the teacher.

3.Students tell the sentence structures of the
sentences to grasp them.

4.Students listen to the
conversations and
number the pictures.

5.Students check the answers with the teacher and
correct the wrong ones.
6.Students listen again and write down who has such problems and
complete the
suggestions for them.
7.Students check the
answers with the teacher
and correct the wrong
ones.
8.Students practice the
conversations in pairs.
1.The teacher introduces the six sentence structures to the students, and then asks the students to match them with the sentences in 4a.
2.The teacher lets two students tell their answers to check the answers.
3.The teacher asks the students to tell the sentence structures of the following sentences:
(1) Is there anything wrong?
(2) I’m worried.
(3) I’ll help you.
(4) Then you can practice.
(5) Miss Wang gave me a story book just now.
(6) My mother always asks me to eat less meat and more vegetables.
4.The teacher asks the
students to listen to the conversations and number the pictures of 3.
5.The teacher asks two
students to tell the answers.

6. The teacher asks the students to listen again and write down who has such
problems and complete the suggestions for them.
7. The teacher asks two
students to write down the answers on the blackboard. Check the answers.
8. The teacher asks the students
to practice the brief
conversations in pairs.

Production
(7 minutes)
1. The whole
class work
and group work.

2. The whole
class work.

3. Pair work.

4. The whole
class work.

5. The whole
class work.

6. Individual
work.
1.Students discuss the
questions of 2 in groups.

2.Students make up
conversations using the following expressions:
Is there anything wrong?
How are you doing?
What’s wrong?
Don’t worry.
Take it easy.
Why not …?
3. The students act out
their own conversations in pairs.
4. Learn to care for
others’ feelings and
offer help.

5. Students summarize
Section A with the
teacher.
6. Students finish their homework after class.
(1) Memorize the
summary after class.
(2) Students write a
passage according to the conversation in 1a to prepare for the reporting tomorrow.
(3) Students learn Section B after class.
1. The teacher organizes the
students to discuss the
following questions in
groups:
(1) How do you feel when
you give a speech?
(2) If your friend is worried about his/her speech, how will you help him/her to relax?
2. The teacher asks the
students to make up
conversations like 1a in
groups based on the
questions above.
Encourage them to use
more expressions.
3. The teacher lets the students show their own productions by acting out their
conversations.
4. The teacher sums up the students’ conversations. The best ones can get two points. Teach them to give advice to people in a bad mood.
5. The teacher shows the
summary to the students.
6.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
class.
Teaching Reflection
It’s a little hard for the students to understand the sentence structures well.
It’s necessary for the teacher to design more exercises for consolidation. And 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 feels unhappy.

Ⅶ. Blackboard design

Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section A
1. have a test G1 G2 G3 G4
2. get nervous 1 1
3. give a speech 2 2
4. follow one’s advice 2 2
5. fall off…

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