仁爱英语教学案例设计八下Unit5Topic3

5T3P11/12Unit5FeelingExcitedTopic3Manythingscanaffectourfeelings.教学内容分析及课时分配建议：本单元以FeelingExcited为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情感态度的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇及相关功能句。如：IgetsonervouswhenIgiveaspeech.Let’sshowhimthatweareproudofhim.let’sgiveMichaelasurprise!等，主要的语法是简单句的六种基本句型，即S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…等。该部分还设计了语音知识的专项学习，即了解元音因素/ɪ/和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语表达，为他们的自主学习打下良好的基础，最后通过Project的活动Expressingyourmoods对所学内容进行积极应用。第一课时：SectionA—1a,1b,1c,2第二课时：SectionA—3,4a,4bSectionB—2第三课时：SectionB—1a,1b,1c,3a,3bSectionD—2a,2b第四课时：SectionC—1a,1b,1c,2第五课时：SectionD—Grammarandfocus,1,Project第一课时（SectionA—1a,1b,1c,2）教学设计思路：本节课主要活动为SectionA-1a。本节课的课型为听说课。学习新词汇test,nervous,speech,CD的同时掌握描述心情、询问心情、表示安慰和提出建议的功能句，并让学生能够利用这些功能句进行日常交流。因为1a是一个打电话的对话，所以在复习环节，我们设置情境复习打电话的常用功能句，情境的主要内容也是表达关心，目的是能够呈现并让学生感知目标语言。Pre-listening的主要任务是学习新词汇和预测1b答案。本课的词汇不多而且简单，常用，教师通过与学生交流就可以在运用中让学生熟悉并掌握这些词汇。While-listening环节里，除了听1a并完成1b，1c的任务之外，通过师生讨论的方式强化和巩固本课需要学生掌握的功能句，为接下来的交流做准备。在Post-listening环节里，学生模仿语音语调，选择情境自编对话。此外本课设计了一个仿照1c改写对话的小组活动，在提高学生的书面表达能力的同时教给学生学习策略：发表演讲或汇报之前要做好充分的准备。Ⅰ.TeachingaimsKnowledgeaims：（1）学习并掌握新词汇：test,nervous,speech,CD（2）掌握以下描述心情、询问心情、表示安慰和提出建议的功能句：I’mworried.IgetsonervouswhenIgiveaspeech.Isthereanythingwrong?Relax,Iamsureyouwilldowell.Iwillhelpyou.2.Skillaims:(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描述心情、询问心情、表示安慰和提出建议。3.Emotionalaims:(1)通过对本课的学习，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。(3)对朋友的询问、关心等作出恰当的反应。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:(1)能自如地运用描述情绪和情感的形容词描述自己的心情。(2)能正确地运用本课的交际功能用语进行情绪询问，宽慰他人和给出建议。

2.Difficultpoints：将对话改写为短文，简述同学因某事紧张或焦虑以及其他同学给出建议的事件。Ⅲ.Learningstrategies1.发表演讲或汇报之前要做好充分的准备。Ⅳ.Teachingaids多媒体课件/图片VTeachingproceduresStage1(3mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetasusualtoprepareforthelesson.T:Goodmorning,everyone!T:Howareyoudoing?T:Who’sondutytoday?Greetasusualtoprepareforthelesson.Ss:Goodmorning,Miss…Ss:Verywell.S1:I’mondutytoday…Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage2（5mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose1(Pairwork)Reviewhowtomakeatelephonecall.Situation1:T:I’msorrytohearthatJackisilltoday.Ihopehewillgetbettersoon.Didyoumakeatelephonecalltohim?T:Ithinkyoushouldcallhimtoexpressyourconcern.OK,let’sworkinpairstomakeatelephonecalltocareforJack.SupposeoneofyouisJack.Let’sbegin.T:Whowouldliketoactoutyourconversation?Situation2:(Whennobodyisill)T:Hi,boysandgirls.Youknow,everyoneshouldcareforothers.DoyouknowJack?HeisastudentinClassfive.Iheardthatheisilltodayanddidn’tcometoschool.Ithinkyoushouldmakeatelephonecalltohim.Doyouthinkso?T:OK,let’sworkinpairstomakeatelephonecalltocareforJack.SupposeoneofyouisJack.Let’sbegin.Workinpairtoreviewhowtomakeatelephonecall.Ss:Yes/no.Ss:…P1:Wewanttohaveatry…Ss:Yes.Ss:..复习打电话对话。表达对他人的关心。Remark：学生编对话的时候教师可提醒学生利用目标语言：Isthereanythingwrong?并复习Who’sthis?ThisisMichaelspeaking.What’swrongwithyou?等句型。Stage3（5mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Leadin1aandwritedownthenewwordsontheblackboard.T:Youdidquitewell.It’sgoodtocareaboutothers.Buytheway,nextweekwe’llhaveanEnglishspeech.S1,areyouworriedabouttheEnglishspeech?T:Don’tbenervous.Calmdown.Pleasebeconfident!IcanlendyousomeCDsaboutgivingspeechifyouneed.Nextweekwewillhaveamathtest.What’syourfeeling,S2?T:Don’tworry.Takeiteasy.Iknowsomeofyouarenervousaboutgivingaspeech.Howdoyoufeelwhenyougiveaspeech?T:Ifyourfriendisworriedabouthis/herspeech,howwillyouhelphim/hertorelax?T:Youalloffergoodideas.Michaelwillgiveaspeechandhealsofeelsnervous.Let’sseehowKangkangdoestohelpMichael.Learnthenewwords.S1:Yes.I’mveryworried.Ican’tsleepwellatnight.S2:I’mafraidofgettingpoorresults.SoI’mveryworriedaboutit.S3:Ifeelnervousaboutit.S4:Ifeelalittleexcited.S5:…S6:I’lltellhimnottoworryaboutit.S7:I’llhelphimtopractice.S8:…学习新词汇。2(Individualwork)Askthestudentstoreadthrough1bandpredicttheanswers.T:Beforelistening,let’sreadthequestionsin1bandpredicttheanswers.WhatisMichaelworriedabout?T:Yeah,yougotit.HowdoesMichaelfeelwhenhehastogiveaspeech?T:Maybe.WhatisKangkang’ssuggestionforhelpingMichael?Readthrough1bandpredicttheanswers.S1:Heisworriedabouthisspeech.S2:Hemayfeelnervous.S3:HemayhelpMichaelbutIdon’tknowhow.Remark：预测听力答案可以降低听力的难度，帮助学生更好地理解听力材料的内容。Stage4（12mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Playthetaperecordingof1a.Checktheanswersof1b.T:Itdoesn’tmatter.Listentotheconversationcarefullyandfindtheanswerstothequestionsin1b.T:Justasyouguessed,Michaelisnervousabouthisspeech.WhatisKangkang’ssuggestionforhelpingMichael?T:DoyouthinkMichaelwilldowellinhistest?T:Whydoyouthinkso?Listento1aandanswerthequestionsin1b.Ss:…S1:HesuggestedMichaeltolistentoaCDandpractice.S2:Yes,Ithinkso.S2:BecauseMichaelfeelsmorerelaxedwithKangkang’shelp.2(Individualwork)Playthetaperecordingof1aagain.T:Goodjob.Thepassagein1cisrewroteformtheconversation.Readitandtrytofillintheblanksfirst.T:Nowlet’slistenagain.Completethepassageandcheckyouranswers.T:Whenwewanttoexpressourconcerntoothers,wecanaskhimorher“What’swrongwithyou?”.Inthislessonwelearnedanotherexpressiontocareaboutothers.Whatisthat?T:Good.Whensomeoneasksyouwhat’swrong,youcanexpressyourfeelings.Howcanyoudothis?T:Yes.Andwhensomeonehasproblemsandfeelsbad.Weshouldcomforthimandtrytohelphim.Doyouagreewithme?T:Afterlisteningto1a,doyouknowwhattosaytocomfortothers?Listento1aagainandfillintheblanksin1c.Ss:…Ss:…S1:Isthereanythingwrong?S2:ImaytellhimIfeelworried.OrIgetnervous.S3:Ofcourse.S4:Relax.I’msureyouwilldowell.Iwillhelpyou.再听1a，完成1c。师生讨论掌握并巩固知识点和功能句。Remark：通过师生讨论的方式重现和巩固需要学生重点掌握的语言点或功能句。Stage5（15mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)Askthestudentstopracticetheconversationin1a.T:Welldone.Nowlet’spracticetheconversationinpairs.Youshouldpayattentiontotheintonationandemotions.T:It’stimetoshowyourconversations.Bebravetohaveatry,please.Practicetheconversationin1ainpairs.Ss:..P1:…2(pairwork)Showsomephrasesonthescreen.Askthestudentstomakeconversationsinpairsaccordingtothesituations.haveamath/physicstestgiveaspeechtakepartinacompetitionseeadentistsingasongintheeveningparty…T:Somelifeeventsusuallymakeusnervousorworriedinourlife.Haveyoumetthiskindofevents?Nowlookatthescreen,Ilistedsomeeventsthatmaymakeyounervousorworried.Pleasechooseoneofthemandmakeasimilarconversationaccordingto1a.T:Whowouldliketoactoutyourconversation?Makeconversationsinpairsaccordingtothesituationsonthescreen.Ss:…P1:…学生仿照1a自编对话，练习巩固本课的功能句。3(Groupwork)Askthestudentstochangeoneoftheconversationsintoashortpassageaccordingto1c.T:Youhaveknownyourgroupmembers’problems.Nowworkingroups.Chooseoneofyourconversationsinyourgroupandchangeitintoashortpassage.Andthenyoucanreportittothewholeclass.Chooseoneconversationingroupsandchangeitintoashortpassageaccordingto1a.S1:Kateisnervousbecauseshewillseeadentisttomorrow.Katealwaysgetsnervouswhenshe…仿照1c，改写对话，作报告。Remark：1.将对话改写为短文的练习可以锻炼学生的书面表达能力。2.发表演讲或汇报之前要做充分的准备。Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)EncouragetheSstosummarizethekeypointsT:Classwillbeoversoon.Weshouldsummarizewhatwehavelearnedinthislesson.Let’sbegin!Summarizewhattheyhavelearnedtoday.S1:Welearnedsomenewwords:test,nervous,speech,CDS2:Welearnedhowtoexpressourfeelings.I’mworried.IgetsonervouswhenIgiveaspeech.S3:Whenwewanttoexpressourconcerntoothers,wecanask:Isthereanythingwrong?S4:Welearnedhowtocomfortothers.Relax.Iamsureyouwilldowell.Iwillhelpyou.培养学生归纳总结的能力，再次复习巩固本节课的重点知识。2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandpracticeSectionA-1awithyourpartner.Don’tforgettopreviewSectionA—3,4a,4bandSectionB—2。FinishtheHMKafterclass.适当的家庭作业有助于巩固课堂所学的知识。Remark：VI.Blackboarddesign第一课时(SectionA—1a,1b,1c,2)1.Somenewwords:test,nervous,speech,CD2.Usefulexpressions:I’mworried.IgetsonervouswhenIgiveaspeech.Isthereanythingwrong?Relax.Iamsureyouwilldowell.Iwillhelpyou.Unit5FeelingExcitedTopic3Manythingscanaffectourfeelings.教学内容分析及课时分配建议：本单元以FeelingExcited为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情绪的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇以及相关的功能句。如：IgetsonervouswhenIgiveaspeech.Let’sshowhimthatweareproudofhim.let’sgiveMichaelasurprise!等，主要的语法是简单句的六种基本句型，即S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…等。该话题还设计了语音知识的专项学习，即了解元音因素/ɪ/和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语发音，为他们的流利表达打下良好的基础，最后通过Project的活动Expressingyourmoods对所学内容进行积极应用。本话题建议用5课时完成。第一课时：SectionA—1a,1b,1c,2第二课时：SectionA—3,4a,4bSectionB—2第三课时：SectionB—1a,1b,1c,3a,3bSectionD—2a,2b第四课时：SectionC—1a,1b,1c,2第五课时：SectionD—Grammarandfocus,1,Project第二课时（SectionA—3,4a,4bSectionB—2）教学设计思路：本节课主要活动为SectionA-3,4a,4b。本节课的课型为听说课和语法课。学生通过听说训练，掌握表达情绪和提出建议的方式。通过对不同句型的观察和探究，掌握简单句的基本句型。Revision环节里，复习系表结构和原因状语从句的同时学习和掌握本课的新词汇。听力训练依然分为Pre-listening，While-listening和Post-listening三个环节。Pre-listening环节里看图文讨论并预测听力答案；Post-listening环节里练习巩固听力材料里出现的表达情绪和给出建议的功能句，并要求学生掌握。4a作为过渡，承接听力训练与语法探究。首先利用4a的情境继续练习表达情绪和给出建议的方式。接下来学生分析所给句子的句式结构，然后教师点拨，引导学生总结。最后通过练习的方式加以巩固。Ⅰ.TeachingaimsKnowledgeaims：（1）学习并掌握新词汇：passport,boss,grandson（2）了解并掌握简单句的六种基本句型。2.Skillaims:（1）掌握表达情感和提出建议的方式。（2）能使用简单句的六种基本句型写出正确的句子。3.Emotionalaims:（1）通过对SectionA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。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）学生在交流中能自如描述情绪并能给出建议。

（2）辨别六种简单句式。

2.Difficultpoints：系统地掌握简单句的构成。Ⅲ.Learningstrategies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。Ⅳ.Teachingaids多媒体课件/图片VTeachingproceduresStage1(2mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetasusual.PlaythetaperecordingofthesongWeAretheWorld.T:Goodmorning,everyone!T:Everyonewillneedhelp.SoTohelpothersisavirtue.Beforethenewlesson,let’senjoyabeautifulsongabouthelpingothersnamedWeAretheWorld.T:Ifyoulikeit,youcanlearntosingitafterclass.EnjoythesongWeAretheWorld.Ss:Goodmorning,Miss…Ss:…Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage2（5mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)ReviewLinkingverb+adj.andlearnthenewwords.Writethenewwordsontheblackboard.T:Whenwehearbeautifulsongs,wefeelrelaxedandpleased.Lookatthephoto.Whatdoestheboyget?T:Yes.Lookatthepicture.It’sapassport.Howdothefamilyfeelwhentheygotthepassport?T:Lookatthegrandfatherandthegrandson.Whatdoesthegrandsonfeelonthebackofhisgrandfather?T:Andsodoeshisgrandpa.Butlookattheboss.Helooksveryangry.Canyouguessthereason?Makesentencestoreviewlinkingverb+adj.andlearnthenewwords.S1:Itlookslikeacertificate.S2:Theyfeelexcitedwhentheygetthepassport.S2:Hefeelsveryhappy.S3:Ithinkhelooksangrybecause…将学习新单词与复习相结合。Remark：Stage3（5mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualactivity)Showthethreepicturesin3.T:Inourlife,weoftenmeetsomethingthatcanmakeusnervousorworried.Sometimesgoodsuggestionsarenecessary.Lookatthepictures,canyouguesswhathappenedtothem?T:Goodjob.Canyougivehersomesuggestions?T:Goodidea.Andhowaboutthesecondone?T:ReadthesentencesandthesuggestionsinPartB.Youcanpredicttheanswers.Talkaboutthepicturesin3.Readthesentencesandthesuggestions.Trytopredicttheanswers.S1:Forthefirstpicture,thegirlfeelsnervousbecauseshewillhaveaspeech.S2:I’lltellhernottobenervousandshecanpracticebeforegivingthespeech.S3:…Ss:…讨论图片，引导学生听之前给出自己的建议。Remark：Stage4（10mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)Playthetaperecordingof3.T:Nowlet’slistentotheconversationsandnumberthepictures.T:Canyoutellmetherightorder?T:Welldone!Letlistenagainandmatchtheproblemswiththepeople.Thencompletethesuggestionsforthem.T:Youcancheckyouranswerwithyourpartners.Listentotheconversationsandfinishthelisteningtasks.Ss:…S1:Therightorderis…Ss:…由易到难完成不同层次的听力任务。2(Pairwork)Askthestudentstopracticetheconversationsinpairs.T:Let’spracticetheconversationsinpairs.Pleaseremembertheusefulexpressionsabouthowtoexpressfeelingsandgivesuggestions.T:I’dlikesomepairstoactthemout.Whocanhaveatry?Practicetheconversationsinpairs.Ss:…P1:…编对话练习和掌握听力材料中出现的短语和表达情绪以及给出建议的功能句。Remark：Stage5（18mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Pairwork)Askthestudentstotalkaboutthesituationsandmakeconversations.T:Youdidquitewell.AndI’msureyoucangiveotherpeopleusefulsuggestionswhentheyneedhelp.Nowreadthesituationsin4a.Whichofthemcanmakeyousad,happy,worriedorafraid.First,writethecapitallettersS,H,WorAinthebox.T:Pickupthesituationsthatcanmakeyousad,worriedorafraid.Pleaseworkinpairsandmakesentences.Oneofyoutellyourpartneryourproblemandtheothergivesyoursuggestions.Talkaboutthesituationsandmakeconversations.Ss:…P1:—Myfatherisillinbed.Ifeelworried.—Don’tworry.YoucantakegoodcareofhimandI’msurehewillgetwellsoon.P2:—Myfriendfelloffherbike.I’mworriedabouther.—Don’tworry.Whynotgoandseeher?Youcancheerherup.P3:…学生讨论4a的情境。编对话练习表达情绪和给出建议的句子。2(groupwork)Leadthestudentstostudythesentencestructures.T:Youdidagoodjob.Nowlet’sobservethesentencesin4acarefully.Youmayfindthesentencestructuresofthesixsentencesaredifferent.First,discussingroupsandtrytosummarizethesentencestructures.T:Whichsentenceofthesixisspecial?T:Why?T:Good.Pleasetellmethesentencestructuresoftheothersentences.Howaboutthefirstsentence:“Yourfatherisillinbed.”?T:Whichonebelongsto“S+V+O”?T:What’stheobject?T:Howaboutthefourthsentence:Yourfatherboughtyouanewcomputer.”?T:Quitegood!Andhowaboutthethirdsentence:Yourfriendfelloffherbike.”?T:Andwhataboutthelastsentence“Youseeasnakelyingontheroad.”?T:YoudidbetterthanIbelieve.Pleasematchthesentencestructuresin4bwiththesentencesin4a.Readthesentencesin4a.Studythesentencestructures.Thenmatchthemwiththesentencein4a.Ss:…S1:Thesixthone:Thereissomuchhomeworkontheweekend.S2:Thereisnotasubjectinthesentence.ItbelongstoTherebe…S3:ItisS+V+Pbecause“is”isalinkingverband“ill”isanadjectiveusedasthepredicative(P).S4:Yourteamwonabasketballgameagain.S5:Abasketballgame.S6:Itbelongsto“S+V+IO+DO”.Therearetwoobjectsinthesentence.“You”istheIOand“anewcomputer”istheDO.S7:Itdoesn’thaveanobject.Soitbelongsto“S+V”.S8:Itbelongsto“S+V+O+OC”.Thesnakeislyingontheroad.So“lyingontheroad”istheobjectivecomplement.Ss:…学生先小组讨论简单句的基本句型。教师再通过提问和师生讨论的方式引导学生总结并加深理解。3(Groupwork)T:Let’spracticemore.Observethesentencesonthescreenandtalkabouttheirsentencestructuresingroups.T:Canyoutellmeyourdiscussionresults?教师补充句子进一步巩固简单句的六种基本句型。4(Individualactivity)学生造句巩固简单句的六种基本句型，完成SectionB-2。Remark：1.对于语法的学习和掌握要让学生先观察，体验和总结，教师再点拨。如果用英语讲解语法学生理解起来有困难，教师可以部分使用汉语，务必使学生理解语法规律。2.部分语法规律难于理解却容易生疏和遗忘，要通过大量练习加以巩固。Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)EncouragetheSstosummarizethekeypointsT:Classwillbeoversoon.Weshouldsummarizewhatwehavelearnedinthislesson.Let’sbegin!Summarizewhattheyhavelearnedtoday.S1:Welearnedsomenewwords:passport,boss,grandson.S2:Welearnedthesentencestructures.Theyare:S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…S3:Wecangivesuggestionswhenotherpeopleneedhelp.培养学生归纳总结的能力，再次复习巩固本节课的重点知识。2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandyoushouldmakesixsentenceswithdifferentsentencestructures.PleasepreviewSectionB—1a,1b,1c,3a,3bSectionD—2a,2b.FinishtheHMKafterclass.适当的家庭作业有助于巩固课堂所学的知识。Remark：VI.Blackboarddesign第二课时(SectionA—3,4a,4bSectionB—2)1.Somenewwords:passport,boss,grandson.2.Sentencestructures:S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…Unit5FeelingExcitedTopic3Manythingscanaffectourfeelings.教学内容分析及课时分配建议：本单元以FeelingExcited为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情绪的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇以及相关的功能句。如：IgetsonervouswhenIgiveaspeech.Let’sshowhimthatweareproudofhim.let’sgiveMichaelasurprise!等，主要的语法是简单句的六种基本句型，即S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…等。该话题还设计了语音知识的专项学习，即了解元音因素/ɪ/和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语发音，为他们的流利表达打下良好的基础，最后通过Project的活动Expressingyourmoods对所学内容进行积极应用。本话题建议用5课时完成。第一课时：SectionA—1a,1b,1c,2第二课时：SectionA—3,4a,4bSectionB—2第三课时：SectionB—1a,1b,1c,SectionD—2a,2b,SectionB—3a,3b第四课时：SectionC—1a,1b,1c,2第五课时：SectionD—Grammarandfocus,1,Project第三课时（SectionB—1a,1b,1c,SectionD—2a,2b,SectionB—3a,3b）教学设计思路：本节课主要活动为SectionB-1a。本节课的课型为听说课。复习环节的主要内容是简单句的六种基本句型和提出建议的方式。同时在具体的情境中学习本课的新词汇。1a的对话中出现了较多重要的短语，在While-listening环节通过师生讨论核对1b和1c答案的方式，巩固这些重要的短语，并要求学生记忆。在Post-listening环节里，学生利用编写相似对话的方式巩固目标语言。给学生提供一些熟悉的话题和人物，学生有话可说，可高效利用时间。然后，学生讨论保持乐观情绪的方法，完成SectionD的2a并完成一篇书面表达。写作之前，提醒学生正确使用简单句的六种基本句型完成SectionD的2b。最后，学习语音、语调和停顿完成SectionB的3a和3b，结束本课。Ⅰ.TeachingaimsKnowledgeaims：（1）学习并掌握新词汇和短语sick,proud,beproudof,anyway,ready,affect,confident,mood（2）学会表达关心，鼓励和建议。Let’sshowhimthatweareproudofhim.Let’sgiveMichaelasurprise!（3）了解元音因素/ɪ/和/i:/之间的不同并根据读音正确区分单词，掌握句子的停顿和语音语调。2.Skillaims:（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）能根据本课所学和已有经验写出怎样保持愉快心情的短文。3.Emotionalaims:（1）通过对本课的学习，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。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）了解元音因素/ɪ/和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调。（2）将本课的重点词汇、短语运用到交流和写作之中。2.Difficultpoints：在交流与写作中注意六种简单句式的正确运用。Ⅲ.Learningstrategies1.通过运用使已学知识达到掌握和熟练的目的。2.小组合作共同完成一篇书面表达，集合集体的智慧，可拓宽思路并降低写作的难度。Ⅳ.Teachingaids多媒体课件/图片VTeachingproceduresStage1(3mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetasusual.T:Goodmorning,boysandgirls.T:Howareyoufeelingtoday?T:I’mOK.Thankyou.Bytheway,who’sondutytoday?T:Don’tbenervous.Youshouldbeconfidentaboutyourself.Ibelieveyoucandoit.Bebraveandhaveatry,please.Greetandprepareforthenewlesson.Astudentgivesadutyreport.Ss:Goodmorning,Miss…Ss:Verywell.Thankyou.Andyou?S1:Iam.But…S1:Hello,everyone!I’mondutytoday…Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage2（8mins)：Revision&lead-inStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Choosesomesentencesformthestudents’homeworkandshowthemonthescreentoreviewthesentencestructures.T:Youdidagoodjob,S1,I’mproudofyou.Hi,everyone,welearnedthesentencestructuresinthelastlessonandyouhavemadesomesentencesasyourhomework.Ichosesomegoodsentencesfromyouhomework.Pleasereadthemcarefullyandtelluswhichsentencestructurestheybelongto.Readsomesentencesonthescreenanddecidewhichsentencestructurestheybelongto.Ss:…复习简单句的六种基本句型。2(Pairwork&Classactivity)Reviewhowtogivesuggestionsandlearnthenewwordsandphrases.Writethenewwordsandphrasesontheblackboard.T:Lookatthesepictures.Oneisinneedandtheothergivessomesuggestions.Workinpairsandmakeconversations.Forthefirstpicture,whowouldliketohaveatry?T:Good.Maybeyouoftengetnervouswhenyougiveaspeech.Whatshouldyoudoifyouwanttodowellinaspeech?T:Yes,Iagreewithyou.Youmeanyoushouldgetreadyforit.AndIthinkyoushouldbemoreconfidentaboutyourselveswhenyougiveaspeech.Itmeansyoushouldbelieveyoucandoitwell.Canyouguessthemeaningofconfident?T:Welldone!Asateacher,I’malwaysproudofyoubecauseyouareconfidentandyoudowellinyourEnglishlearning.“beproudof”means为……感到骄傲inChinese.Canyougiveanexample?T:Whatagoodsentence!Nowlookatthesecondpicture.Heissick.Itmeansheisill.Maybethere’ssomethingwrongwithhistooth.Whocanactoutthedialog?T:Theboysfeelsfrightenedwhenhehastogotothedentist.Buthewentanyway.Ithinkheisbrave.Nowlookatthethirdpicture.Whocanactoutyourconversation?T:Youknow,it’shardtostickrunningeveryday.Butshediditanyway.Canyouguessthemeaningoftheword“anyway”?T:Inourlifeweoftenmeetsomethingthatmakeusupsetorworried.Anyway,weshouldtrytokeepinagoodmood,orwewillbesick.Afterall,feelingscanaffectourhealth.Doyouthinkso?Reviewhowtogivesuggestionsandlearnthenewwordsandphrases.P1:—IfeelnervousbecauseIwillgiveaspeechtomorrow.Bebraveandyoushouldpracticeoften.S1:Weshouldpracticemoreandprepareforit.S1:自信的S2:Weareproudofourmotherland.P2:—Iamworried.IalwaysgetfrightenedwhenIhavetogotothedentist.—Relaxedandjustfollowthedentist’sadvice.P3:—Iamgettingfat.—Takeiteasy!Whynoteatlessrichfoodanddomoreexercise?S2:Itmeans不管怎样/无论如何.Ss:Yes.学生编对话复习情绪表达和提出建议的方式。教师参与讨论并引导学生学习新词汇。Remark：将词汇教学与具体的情境相结合。Stage3（2mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Pairwork)Askthestudentstoread1band1c.Andthenguessthemainideaoftheconversation.T:Asyouknow,Michaelfeltworriedbecauseofthespeech.Actually,hegaveagoodspeech.Buthestillseemsveryupset.Lookatthepicturein1a.Whatdoyouthinkthefriendsaretalkingabout?Read1band1candguesswhattheyaretalkingabout.T:What’syouropinion?Bebraveandshareyouropinionswithus,please.Read1band1c.Andthenguessthemainideaoftheconversation.Ss:…听之前阅读题目，预测听力内容及答案。Remark：Stage4（10mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)Playthetaperecordingof1a.Finish1bT:Someofyourideasarereasonable.Let’slistentotheconversationandnumberthephrasesyouhear.T:Checkyouranswerswithyourpartners.Listento1aandnumberthephrases.Finish1b.Ss:…Ss:…2(Individualwork)Playthetaperecordingof1aagain.T:Listenagainandfillintheblankswiththecorrectphrases.T:Haveyougottheanswers?Let’stalkabouttheconversationandyoucancheckyouranswers.Michaeldidwellinthespeech,buthestillseemsupset.Thefriendsareworriedabouthim.Why?T:Good,pleaseunderlinethephrase“beinabadmood”.Soit’sveryimportantforustobeinagoodmood.AsMichael’sfriends,theywanttohelphim.Whatwilltheytellhim?T:Yes.Andtheywanttoshowhimthatfriendscanhelpeachother.Youshouldunderlinethephrase“beproudof”and“helpeachother”.Whatdotheywanttodothen?T:Whydotheydoso?T:Yeah.Togivesb.asurpriseisagoodwaytomakehim/herhappyorcheerhim/herup.Youcanunderlinethephrase“givesb.asurprise”.Sincetheyallagreewiththeplan,whatwilltheydothen?T:Pleaseunderlinethephrase“bereadyfor”.Youshouldrememberthephrasesyouunderlinedjustnow.Theyareusefulinyourcommunicationandwriting.Listento1aagainandfillintheblankswiththecorrectphrasesandthenread1aandchecktheanswers.Ss:…S1:Becausewhenweareinabadmoodallthetime,wecouldbecomesick.S2:TheywanttotellMichaelthatheisbraveandgreatandtheyareproudofhim.S3:Theywanttoputonashortplay.S4:TheywanttogiveMichaelasurprise.S5:Theywillgetreadyfortheshortplay.师生讨论。核对1c的答案，加深对对话的理解同时学习重点短语。Remark：教师可以根据教学实际，将听后阅读对话完成的练习改为while-listening的活动。Stage5（14mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)Askthestudentstopracticetheconversationin1a.T:Welldone.Nowlet’spracticetheconversationinpairs.Youshouldpayattentiontotheintonationandemotions.T:It’stimetoshowyourconversations.Bebravetohaveatry,please.Practicetheconversationin1ainpairs.Ss:..P1:…2(groupwork)Askthestudentstomakesimilarconversationsingroups.ShowtheformfeelingHowtohelpMr.BrowndisappointedLiHongupsetJeffmadMichaelworriedT:Hi,boysandgirls.Justasyouknow,weshouldtrytohelpotherpeoplewhentheyneedhelp.Doyourememberthesefriendsandtheirproblems?Let’sdiscusshowtohelpthemingroups.Youcanusethenewwordsandphrasesin1a.T:Whocanactoutyourconversations?Makesimilarconversationsaccordingto1aingroups.Ss:…Ss:…3(Groupwork)FinishSectionD-2a,2b.T:It’sgoodtohelpothers.Ontheotherhand,weshouldtryourbesttokeepinagoodmood.Whatdoyouusuallytostayhappyinyourdailylife?Nowfirst,discussthewaystobehappyinSectionD-2a.Tickthewaysthatyouthinkaregoodandcrossthewaysthatarebad,Andthenlistyourowngoodwaysandsharewithyourpartners.T:Writeashortpassageabouthowtostayhappyingroup.Later,I’llasksomestudentstoreportyourideastotheclass.Makesuretousetherightsentencestructures.T:Doesanybodywanttoreportyourgoodwaystobehappy?Talkaboutthewaystobehappyandthenwriteashortpassageabouthowtostayhappy.Ss:…Ss:…S1:…Remark：1.提供给学生熟悉的话题和情境编写对话，学生有话可说，可高效利用时间。