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优质资料unit5 topic3 sectionB 教案设计. 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。. Teaching aimsKnowledge 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。. The key points and difficult pointsKey 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。. Teaching aidsComputer multimedia projector, the flash of the song, If you are happy,the word cards. . Teaching proceduresStepInteractionpatternStudent activity Teacher activity1. The wholeclass work.2. Individualwork.3. The wholeclass work+group work.优质资料1. Focus their attention 1. Greet the students and make on the teacher. them ready for learning. Playthe flash,If you are happy.2. Students read the 2. The teacher asks thepassage to the whole students to report theclass. homework.3. Students learn the 3. The teacher introduces the new words. And then new words by showing play the game. pictures on the screen, andthen organizes the studen ts to play the game Hide and seek to practice thepronunciation of them.Introduction（8 minutes）(Hide and seek: ask a student to close his eyes. The teacher hides oneword card somewhere inthe classroom. When thestudent walks nearby, the other s tudents will read theword loudly. When he walks away from the card,4. Individualwork.4. Students make up they will read the word sentences with the more and more quietly.) new words. 4. The teacher asks thestudents to make upsentences, using the new words shown on the screen.Presentation(10minutes)1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.1. Students make aguessing according tothe conversation ofSection A.2. Students catch thegeneral idea of thec onversation and thenwatch the flash tocheck the guessing.3. Students read thephrases of 1b andunderstand theirmeanings.4. Students watch theflash for the secondtime and finish 1b.5. Students check theanswers.6. Students listen to 1a and finish 1c.优质资料 1. The teacher asks thestudents to look at the picture of 1a and guess: what are they talkingabout? Remind them toguess based on theconversation of SectionA.2. The teacher plays the flash of 1a for the first time without stopping.Let the students checktheir guessing.3. The teacher asks the students to read thephrases of 1b.4. The teacher plays 1a for the second time, stoppingwhen necessary.5. Then ask two students to tell the answers to 1b.6. The teacher plays the recording, stopping when7. The wholeclass work.necessary and asks thestudents to finish 1c.7. Students listen to 1a 7. The teacher plays the again and check the recording again and asks answers with the the students to check their teacher. Correct the answers.wrong ones.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, pa ying recording without attention to the stopping.pronunciation andintonation.3. Group work.4. The wholeclass work.3. Students read theconversation bythemselves anddiscuss in groups tofind out the difficult points and sum up the main points.4. The students underlinein their books andmake some notes.3. Let the students read 1a, then learn in groups to find out the difficult points and sum up the main points of theconversation.4. The teacher makes a summary to explainthe key points andConsolidation(10 minutes)difficult points to thestudents:(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 for5. Pair work.6. Pair work.5. Students prepare for the action of 1a in pairs.6. Students act out the conversation.They canadd more expressionsand gestures whenacting.5. The teacher asks the students to read 1a again and prepare for acting out theconversation in pairs.6. The teacher asksseveral pairs to act outthe c onversation.7. The whole7. Students evaluate the 7. The teacher lets the studentsclass work.performance.evaluate the conversations. The best ones can get two points.1. The wholeclass work.2. The wholeclass work.优质资料1. Students review the 1.The teacher shows the sentence structures. six sentence structures onthe screen again.2. Students observe the 2.The teacher lets the students pictures and words of 2. observe the pictures and Discuss the structures. words of 2. Let themdiscuss which sentencestructures they belong to.Remind the students ofthree new words: passport,boss and grandson.3. Six students3. Students make up3.The teacher asks six studentswork.sentences with theto write down the sentences4. Individualwork + thewhole classwork.given words according on the blackboard. Finish 2. to the pictures.4. Check the answerswith 4.The teacher asks the other the teacher.Correct the students to check the wrong ones. answers.Practice(10 minutes)5. IndividualWork.6. The wholeclass work.7. The wholeclass work.8. The wholeclass work.9. The wholeclass work.10. The wholeclass work.5. Volunteers read thevowel.6. Students listen and try to imitate.7. Students pronouncethe phonetics and thewords. And then findout the rules.8. Students try to read the words on thescreen.9. Students read thesentences bythemselves.10. Students read afterthe recording and tryto imitate.5. The teacher shows cards / i/ and / i: /.6. The teacher plays the recording of 3a.7. The teacher shows the phonetics and the wordson the screen.8. The teacher shows more words on the screen.9. The teacher asks the students to read thesentences of 3b bythemselves, paying attention to the pause and intonation.10. The teacher plays the recording of 3b. Let the students check theirreading.Production(7 minutes)1. The wholeclass workand group work.2. The wholeclass work.3. Pair work.4. The wholeclass work.5. The wholeclass work.6. Individualwork.1. Students discuss thequestions in groups.2. Students make upconversations usingthe followingexpression s:Im afraid he is going to be sick.Feelings can affectour health.What about?Thats a good idea. Sounds good.3. Students act out their own conversations inpairs.4. Learn to care forothers feelings andoffer help.5. Students summarizeSection B with theteacher.6. Students finish theirhomenwone after class.(1) Memorize thesummary after class.(2) Students write apassage.(3) Students collect优质资料1. The teacher organizes the students to discuss thefollowing questions ingroups: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 usemore expressions.3. The teacher lets thestudents show their ownproductions by acting outtheir conversations.4. The teacher sums up the studentsconversations.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 assignshomework:(1) Review the summaryafter class.(2) Ask the students towrite a passage accordingto the conversation insome informationaboutthings that canaffect the feelings andmoods.1a.(3) Prepare Section Cafter class.TeachingReflectionAfter 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. Blackboard design优质资料
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