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优质资料unit5 topic2 sectionD 教案设计. Material analysis本节课为本话题的最后一课时，主要活动为 1a 和 2。Section D 是一节复习课，在综合复习 Section A-C 的词汇、语法和功能句的基础上，巩固学生本话 题的学习内容。学生将在 1a 的阅读环节中，通过 Jeff 如何走出失去亲人的阴影，学习了解如何处理悲 伤等消极情绪，从而拥有可以让自己健康成长的积极情绪。除了文中提到的倾诉、运动等宣泄方式，教 师还可以交给学生其他的处理不良情绪的方法，如寻求家人、学校、社会的支持和帮助；转移注意焦点： 散步、旅游、参观；用“我能行”、“我一定能成功”来进行心理暗示等，来帮助学生正确处理不利于成长 和成功的情绪。最后通过 2 的 写作拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。. Teaching aimsKnowledge aims：1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。2. 能熟练运用原因状语从句和同级比较的结构。3. 能准确运用本单元重点短语进行写作练习。4学生能综合运用本课短语、句型写出关于处理不良情绪的短文。Skill aims：1. 能听懂与课本内容难度相当的，有关处理不良情绪的听力材料。2. 能正确运用本话题所学内容、比较流利地谈论如何处理不良情绪。3. 能阅读有关如何处理不良情绪的短文，并能做出相关的阅读练习。4. 能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能为有类似烦恼的同伴提出合理的建议。Emotional aims：通过本节课的学习，让学生明白积极的情绪可以让他们健康成长，有利于他们的身心发育。当有 不良情绪滋生的时候，要学会寻求帮助和适当宣泄。. Learning strategies:1. 通过整体复习 Section A-C，让复习也是一种学习的想法植根在学生心中。 2. 将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。. Teaching aidsComputer multimedia projector, the word cards. Teaching proceduresStepInteractionpatternStudent activity Teacher activity1. The wholeclass work.2. The wholeclass work.1. Focus their attentionon the teacher.2. Students review thewords and phrases ofSections A-C byplaying the game:Whats missing ?优质资料 1. Greet the students andmake them ready forlearning.2. The teacher asks the students to review thewords and phrases ofSections A-C by playing the game: Whats missing? The teacher puts the word cards up the blackboard and asks the students to remember them. After th at the teacher takes one of the cards away whileIntroduction （8 minutes）.the students are closing their eyes. And then the teacher asks the studentsto answer the question:Whats missing?3. The wholeclass work.4. Individualwork.5. The wholeclass work.3. Students learn the new 3. The teacher shows the words. new words and phraseswith the pictures or the Chinese meanings on thescreen.4. Students match the 4. The teacher asks the words or phrases with students to match the their meanings of 1a. words or phrases withtheir meanings of 1a.5. Students check their 5. The teacher asks two answers and correct students to tell thethe wrong ones. answers.1. The wholeclass w ork.2. The wholeclass work.优质资料1. Students skim the 1.The teacher asks the passage to catch the students to skim the general idea of it. passage of 1a.2. Students scan first half 2.The teacher asks thepart and answer the students to read the questions. passage from thebeginning to even though it was an accident, and then answer theQuestions 1-3 of 1b:(1) How did Jeff feel when his brother died in a car accident?(2) At first, how did Jeff deal with his sadness?(3) Why was he angry with the driver?Presentation(10 minutes)3. The wholeclass work.3. Students scan the rest part and answer thequestions.3. The teacher asks the students to read the rest part of the passage, and answer Questions 4-5 of4. The wholeclass work.5. The wholeclass workand individualwork.1b:(4) Why is Jeff feeling better now?(5) What can you learn from Jeff?4. Students scan the 4. The teacher asks the whole passage and students to read the whole check the answers by passage and check the themselves firstly. answers.5. Students check the 5. The teacher asks two answers with the students to write the teacher and correct the answers on the wrong ones. blackboard and helps thestudents check theanswers.1. Group work.2. The whole优质资料1. Students read the 1. The teacher asks the passage by themselves students to read the whole and discuss in groups passage carefully to find to find out the difficult out the difficultpoints and points and sum up the sum up the main points of the main points. passage.2. The students underline 2. The teacher makes aclass work.in their books andmake some notes.s ummary to explain the key points and difficultpoints to the students.(1) deal with(2) for example/ such as older/ elder(3) refuse to do sth.(4) even though(5) not any longer= no longer(6) useuselessSadsadnessConsolidation(10 minutes)fairunfairhappyunhappy3. Pair work.3. Students discuss inpairs.3. The teacher asks the students to work in pairs and talk about how they deal with sadness.4. Pair work.5. Member Bswork.4. Students discuss and 4. The teacher asks theanswer the questions students to answer thein pairs. Member B questions by themselves: tells the answers, and (1) Why did you feel sad? then Member A checks (2) How did you feel at the answers to help first?Member B correct the (3) What did you do to wrong ones. deal with sadness?(4) How did you feel later?5. Member B of every 5. The teacher asks Member pair reports the B of every pair to report6. Individualwork.answers.6. The students writethe short passages.the answers above.6. The teacher asks the students to write a short passage.1. The whole 1. Students read the class work sentences of the first and individual grammar table and work. understand the usageof the adverbialclauses of reason.2. The whole 2. Students read the优质资料 1. The teacher asks thestudents to read thesentences of the firstgrammar table to reviewthe adverbial clauses ofreason.2. The teacher asks theclass workand individualwork.3. Individualwork.sentences of thesecond table andunderstand the usage of as asandnot as/ so asstructures.3. Students finish theexercises alone.students to read thesentences of the second table to review the usage of the equal comparison.3. The teacher shows the exercises on the screen.Finish the followingsentences.(1) Lucy/ tall/ Lily (2)The red pencil / notlong/the yellow pencilPractice(10 minutes)4. The whole 4. Students read the class work sentences of the and individual function table to work. review the usefulexpressions.4. The teacher asks the students to read thesentences of the function table to review the useful expressions.5. Individualwork5. Students finish theexercises on the screen.5. The teacher shows the exercises on the screen.Complete the followingsentences:(1) What s_ to be the problem?(2) Im new here. Im really upset andl_.(3) _ become my friend?Yes, Id like to. (4) My mother often _(和我谈心) me.(5) How are you f_ today?1. Group work.2. Group work.优质资料1. Students ask their 1. No one can be happy all classmates about their the time. The teacher asks problems. the students to ask theirclassmates about theirproblems.2. Students discuss the 2. The teacher asks the problems in groups. students to discuss theproblems in groups and find the ways to solve them.3. Group work. 3. Students write downtheir own suggestions.3. The teacher asks the students to write downtheir own suggestions.4. Individualwork.4. Students write downtheir own passages.4. The teacher asks two students to write downtheir passages, DealingProduction(7 minutes)with Sadness, using thelanguage theyve learnedon the blackboard.5. The wholeclass work.6. Individualwork.5. Students check eachother s passages.6. Students finish thehomework.5. The teacher checks the passages with thestudents. Then thestudents change their papers and check others papers.6. Th e teacher assigns homework:(1) The teacher lets the Students finish theessay Dealing withSadness after class. (2) The teacher asks thestudents to preparethe word cards topreview thevocabulary in Topic 3.TeachingReflectionStudents are weak in giving advice to people in bad moods. The teacher should design more exercises about adjectives to describe feelings and emotions and verbs to give advice. T he teacher should pay more attention to the writing teaching. Design the writing steps carefully. Blackboard design优质资料
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