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优质资料unit5 topic3 sectionA 教案设计. 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。. Teaching aimsKnowledge 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 ones advice, fall off3. 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?Whats wrong?D ont 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。. Learning strategies1. 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。. Teaching aidsComputer multimedia projector.优质资料. Teaching proceduresStepIntroduction（8 minutes）Interactionpattern1. The wholeclass work.2. The wholeclass work.3. The wholeclass work+group work.4. Individualwork.5. The wholeclass work.Student activity1. Focus their attentionon the teacher.2. Students guess thewords learnt in Topic1 and Topic 2.3. Students learn thenew words. And thenplay the game: Thebomb to grasp them.4. Students finish 4a.5. Students check theanswers with theteacher and correctthe wrong ones.Teacher activity1. Greet the students andmake them ready forlearning.2. The teachershows differentfacial expressions. Askstudents to guess thewords for describingthe feelings.3. The teacher introduces the new words: test, nervousand speech by showing the pictures on the screen. Play the game: The bomb. (The bomb: The teacher divides the students intotwo groups. Tell the students that one of the new words is the bomb. When they read after the teacher, they are notallowed 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 screenand asks the students to mark them with N(nervous), H(happy), W(worried ) orA (afraid).5. The teacher asks two students to tell theanswers.Presentation(10 minutes)1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.1. Students make surethey understand whatthe questions mean.2. Students catch thegeneral idea of theconversation.3. Students watch theflash for the secondtime and finish 1b.4. Students check theanswers.优质资料 1. The teacher asks thestudents to read thequestions in 1b.(1) What is Michaelworried about?(2) How does Michael feel when he has to give a speech?(3) What is Kangkangs suggestion for helpingMichael?(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, stoppingwhen necessary.4. Then ask two students to tell the answers to 1b.(1) Hell have a test tomorrow and healways gets nervousbefore a test.(2) He feels nervous. (3) Listen to a CDabout giving speechesand practice.(4) Yes.5. The wholeclass work.6. The wholeclass work.5. Students read theconversation andcomplete the passagein 1c.6. Students check theanswers with the helpof the teacher.5. The teacher asks the students to read theconversation andcomplete the passagein 1c.6. The teacher asks two students to tell theiranswers.1. The wholeclass work.2. The wholeclass work.优质资料1. Students read the 1. The teacher plays the conversation after the recording sentence by recording sentence by sentence.sentence.2. Students try to follow 2. The teacher plays the the speed, paying recording without attention to the stopping.pronunciation andintonation.3. Group work.3. Students read theconversation bythemselves anddiscuss in groups to3. Let the students read 1a, Then learn in groups to find out the difficult points and sum up theConsolidation(10 minutes)4. The wholeclass work.find out the difficult main points of the points and sum up the conversation.main points.4.The students underline 4. The teacher makes ain their books and summary to explain the make some notes. key points and difficultpoints to the students: (1) have a te st(2) get nervous(3) give a speech5. Pair work.5. Students prepare for the action of 1a in pairs.5. The teacher asks thestu dents to read 1a again and prepare for actingout the conversation inpairs.6. Pair work.7. The wholeclass work.6. Students act out the 6. The teacher asks several conversation.They can pairs to act out theadd more expressions conversation.and gestures whenacting.7. Students evaluate the 7. The teacher lets students performance. evaluate the conversations.The best ones can get two points.1.The wholeclass work.2.The wholeclass work.1.Students grasp thesentence structuresand match them bythemselves.2. Students check theanswers with the teacher.优质资料1.The teacher introduces thesix sentence structures tothe students,and then asksthe studentsto match them with the sentences in 4a.2.The teacher lets two students tell their answers to check the answers.3.The whole3.Studentstell the sentence 3.The teacher asks the studentsclass work.Practice(10 inutes) 4. Individualwork.structures of thesentences to grasp them.4.Students listen to theconversations andnumber the pictures.to tell the sentence structures of the following sentences: (1) Is there anything wrong? (2) Im worried.(3) Ill help you.(4) Then you can practice. (5) Miss Wang gave me astory 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 numberthe pictures of 3.5. The wholeclass work.6. Individualwork.7. The wholeclass work.5.Stude nts check the 5.The teacher asks two answers with the teacher students to tell the answers. andcorrect the wrong ones. 6. The teacher asks the students 6.Studentslisten again and to listen again and writewrite down who has down who has suchsuch problems and problems and complete complete the the suggestions for them. suggestions for them. 7. The teacher asks two7.Students check the students to write down the answers with the teacher answers on the blackboard. and correct the wrong Check the answers.8. Pair work.ones.8.Students practice theconversations in pairs.8. The teacher asks the students to practice the briefconversations in pairs.1. The wholeclass workand group work.1.Students discuss the questions of 2 in groups.优质资料 1. The teacher organizes thestudents to discuss thefollowing questions ingroups:(1) How do you feel when you give a speech?(2) If your friend is worried about his/her speech,how will you helphim/her to relax?Production(7 minutes)2. The wholeclass work.3. Pair work.2.Students make up 2. The teacher asks the conversations using the students to make up following expressions:conversations like 1a inIs there anything wrong?groups based on theHow are you doing?questions above.Whats wrong?Encourage them to useDont worry.more expressions.Take it easy.Why not ?3. The teacher lets the students show their own productions3. The students act out by acting out theirtheir own conversations conversations.i n pairs. 4. The teacher sums up the4. The wholeclass work.5. The wholeclass work.6. Individualwork.4. Learn to care for others feelings andoffer help.5. Students summarizeSection A with theteacher.6. Students finish theirhomework after class.(1) Memorize thesummary after class.(2) Students write astudents 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 summaryafter class.(2) Ask students to write a passage according topassage accordingto the conversation in 1a to prepare for the reporting tomorrow .(3) Students learn SectionB after class.the conversation in 1a and read it to the whole class tomorrow.(3) Prepare Section B after class.TeachingReflection优质资料Its a little hard for the students to understand the sentence structures well.Its 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. Blackboard design
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