Unit 5 Feeling excited Topic 3 Section B.doc

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Ⅰ. Material analysis
本节课建议用1课时上完。主要活动为Section B 的1a和2。
1a通过Kangkang，Jane和 Maria的对话阐述了不良情绪会影响人们的身心健康，每个人都要学会保持好心情的道理。三个小伙伴为了帮助情绪低落的Michael，决定要演一部话剧，让学生懂得友谊本身就是一剂保持健康的良药！对话呈现了重点词汇：sick, proud, anyway和ready, 以及重点短语：be confident about…, in a bad mood, be proud of, put on (a short play) 和get ready for…，同时复习了each other和give sb. a surprise的用法,并在1c的练习中进行巩固运用。在2中有针对性地设置了六种简单句式的练习，同时要求学生掌握运用passport, boss 和grandson三个黑体单词。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能区分元音音素/ i/和/ i:/, 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，掌握句子的语调规律。
2. 学生能正确拼读并运用单词表中的黑体单词sick, proud, anyway, ready, passport boss 和grandson。
3. 学生能正确运用以下短语造句：
be confident about…, in a bad mood, be proud of , put on (a short play) , get ready for…，
each other和give sb. a surprise.
4. 学生能自如地谈论有关影响情绪的事物并提出解决问题的适当的建议。
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交流。
3. 能正确朗读课本的有关情绪对健康的危害及给出建议的文本材料及难度相当的材料。
4. 能正确地运用本课的重点短语造句，尝试编写与1a类似的对话并解决实际问题。
Emotional aims：
1. 通过对Section B的学习，学生应了解不良情绪对健康的危害，并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. 朗读时掌握英语的语调和停顿规律。
2. 学生在交流中能自如地运用描述情绪和情感的形容词。
3. 将本课的重点短语运用到交流和写作之中。
Difficult points：
在交流与写作中注意六种简单句式的正确运用。
Ⅳ. Learning strategies
1. 课前预习有助于新知识的理解和掌握。
2. 在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。
Ⅴ. Teaching aids
Computer multimedia projector, the flash of the song, If you are happy, the word cards.
Ⅵ. Teaching procedures

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

2. Individual
work.

3. The whole
class work+
group work.

4. Individual
work.

1. Focus their attention
on the teacher.

2. Students read the
passage to the whole class
3. Students learn the
new words. And then
play the game.

4. Students make up
sentences with the
new words.

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 the
homework.

3. The teacher introduces the
new words by showing
pictures on the screen, and then organizes the students to play the game Hide and seek to practice the
pronunciation of them.
(Hide and seek: ask a
student to close his eyes.
The teacher hides one
word card somewhere in
the classroom. When the
student walks nearby, the
other students will read the
word loudly. When he
walks away from the card, they will read the word more and more quietly.)
4. The teacher asks the
students to make up
sentences, using the new
words shown on the screen.
Presentation
(10minutes)
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.
1. Students make a
guessing according to
the conversation of
Section A.

2. Students catch the
general idea of the
conversation and then
watch the flash to
check the guessing.
3. Students read the
phrases of 1b and
understand their
meanings.
4. Students watch the
flash for the second
time and finish 1b.
5. Students check the
answers.
6. Students listen to 1a
and finish 1c.

7. Students listen to 1a again and check the answers with the
teacher. Correct the
wrong ones.
1. The teacher asks the
students to look at the
picture of 1a and guess:
what are they talking
about? Remind them to
guess based on the
conversation of Section
A.
2. The teacher plays the
flash of 1a for the first
time without stopping.
Let the students check
their guessing.
3. The teacher asks the
students to read the
phrases of 1b.

4. The teacher plays 1a for
the second time, stopping
when necessary.
5. Then ask two students to tell the answers to 1b.
6. The teacher plays the
recording, stopping when
necessary and asks the
students to finish 1c.
7. The teacher plays the
recording again and asks
the students to check 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) be confident about…
(2) in a bad mood
(3) be proud of…
(4) give sb. a surprise
(5) put on ( a short play)
6) get ready for…
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 the students
evaluate the conversations.
The best ones can get two
points.
Practice
(10 minutes)
1. The whole
class work.

2. The whole
class work.

3. Six students’
work.

4. Individual
work + the
whole class
work.
5. Individual
Work.
6. The whole
class work.
7. The whole
class work.

8. The whole
class work.

9. The whole
class work

10. The whole
class work.
1. Students review the
sentence structures.

2. Students observe the
pictures and words of 2. Discuss the structures.

3. Students make up
sentences with the given words according to the pictures.
4. Check the answers with the teacher. Correct the wrong ones.

5. Volunteers read the
vowel.
6. Students listen and try
to imitate.
7. Students pronounce
the phonetics and the
words. And then find
out the rules.
8. Students try to read
the words on the
screen.
9. Students read the
sentences by
themselves.

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

1.The teacher shows the
six sentence structures on
the screen again.
2.The teacher lets the students observe the pictures and words of 2. Let them
discuss which sentence
structures they belong to.
Remind the students of
three new words: passport, boss and grandson.
3.The teacher asks six students to write down the sentences on the blackboard. Finish 2.

4.The teacher asks the other
students to check the
answers.

5. The teacher shows cards
/ i/ and / i: /.
6. The teacher plays the
recording of 3a.
7. The teacher shows the
phonetics and the words
on the screen.

8. The teacher shows more
words on the screen.

9. The teacher asks the
students to read the
sentences of 3b by
themselves, paying
attention to the pause and
intonation.
10. The teacher plays the
recording of 3b. Let the
students check their
reading.
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 in groups.

2. Students make up
conversations using
the following
expressions:
I’m afraid he is going to be sick.
Feelings can affect
our health.
What about…?
That’s a good idea.
Sounds good.
3. Students act out their
own conversations in
pairs.

4. Learn to care for
others’ feelings and
offer help.

5. Students summarize
Section B with the
teacher.
6. Students finish their homenwone after class.
(1) Memorize the
summary after class.
(2) Students write a
passage.
(3) Students collect
some information aboutthings that can affect the feelings and
moods.
1. The teacher organizes the
students to discuss the
following questions in
groups:
If your friend is in a bad mood, how will you help him/her to solve the problem?
2.The teacher asks the students to make up conversations like 1a in groups based on the question 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 the students to
write a passage according
to the conversation in
1a.
(3) Prepare Section C
after class.
Teaching Reflection
After finishing the exercises of 2, the students could understand the sentence structures well. They could also grasp the pronunciation of 3a. At the same time, they did well in the reading of 3b. After class, the teacher should design some exercises to consolidate the usage of the phrases of 1b.

Ⅶ. Blackboard design

Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
Section B
1. be confident about… G1 G2 G3 G4
2. in a bad mood 1 1
3. be proud of… 2 2
4. give sb. a surprise
5. put on ( a short play) 2 2
6. get ready for…

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