仁愛英語教學案例設計八下Unit5Topic3

5T3P11/12Unit5FeelingExcitedTopic3Manythingscanaffectourfeelings.教學內容分析及課時分配建議：本單元以FeelingExcited為主題。第三話題在復習前兩個話題的基礎上，引入新內容的學習，即影響我們情感態(tài)度的事物，和如何培養(yǎng)積極樂觀的心態(tài)。學習和情感相關的一些詞匯及相關功能句。如：IgetsonervouswhenIgiveaspeech.Let’sshowhimthatweareproudofhim.let’sgiveMichaelasurprise!等，主要的語法是簡單句的六種基本句型，即S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…等。該部分還設計了語音知識的專項學習，即了解元音因素/?/和/i:/之間的不同并根據讀音正確區(qū)分單詞，注意掌握句子的停頓和語音語調，幫助學生逐步掌握地道的英語表達，為他們的自主學習打下良好的基礎，最后通過Project的活動Expressingyourmoods對所學內容進行積極應用。第一課時：SectionA—1a,1b,1c,2第二課時：SectionA—3,4a,4bSectionB—2第三課時：SectionB—1a,1b,1c,3a,3bSectionD—2a,2b第四課時：SectionC—1a,1b,1c,2第五課時：SectionD—Grammarandfocus,1,Project第一課時（SectionA—1a,1b,1c,2）教學設計思路：本節(jié)課主要活動為SectionA-1a。本節(jié)課的課型為聽說課。學習新詞匯test,nervous,speech,CD的同時掌握描述心情、詢問心情、表示安慰和提出建議的功能句，并讓學生能夠利用這些功能句進行日常交流。因為1a是一個打電話的對話，所以在復習環(huán)節(jié)，我們設置情境復習打電話的常用功能句，情境的主要內容也是表達關心，目的是能夠呈現(xiàn)并讓學生感知目標語言。Pre-listening的主要任務是學習新詞匯和預測1b答案。本課的詞匯不多而且簡單，常用，教師通過與學生交流就可以在運用中讓學生熟悉并掌握這些詞匯。While-listening環(huán)節(jié)里，除了聽1a并完成1b，1c的任務之外，通過師生討論的方式強化和鞏固本課需要學生掌握的功能句，為接下來的交流做準備。在Post-listening環(huán)節(jié)里，學生模仿語音語調，選擇情境自編對話。此外本課設計了一個仿照1c改寫對話的小組活動，在提高學生的書面表達能力的同時教給學生學習策略：發(fā)表演講或匯報之前要做好充分的準備。Ⅰ.TeachingaimsKnowledgeaims：（1）學習并掌握新詞匯：test,nervous,speech,CD（2）掌握以下描述心情、詢問心情、表示安慰和提出建議的功能句：I’mworried.IgetsonervouswhenIgiveaspeech.Isthereanythingwrong?Relax,Iamsureyouwilldowell.Iwillhelpyou.2.Skillaims:(1)能聽懂有關詢問影響心情的事情和提出建議的簡單對話和陳述。(2)能正確地運用本課的交際功能用語描述心情、詢問心情、表示安慰和提出建議。3.Emotionalaims:(1)通過對本課的學習，學生能夠在英語學習中注意并理解他人的情感，在別人心情不好時提出合理有效的建議，幫助伙伴遠離消極情緒。(2)學會勇于克服困難。(3)對朋友的詢問、關心等作出恰當的反應。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:(1)能自如地運用描述情緒和情感的形容詞描述自己的心情。(2)能正確地運用本課的交際功能用語進行情緒詢問，寬慰他人和給出建議。

2.Difficultpoints：將對話改寫為短文，簡述同學因某事緊張或焦慮以及其他同學給出建議的事件。Ⅲ.Learningstrategies1.發(fā)表演講或匯報之前要做好充分的準備。Ⅳ.Teachingaids多媒體課件/圖片VTeachingproceduresStage1(3mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetasusualtoprepareforthelesson.T:Goodmorning,everyone!T:Howareyoudoing?T:Who’sondutytoday?Greetasusualtoprepareforthelesson.Ss:Goodmorning,Miss…Ss:Verywell.S1:I’mondutytoday…Remark：這一環(huán)節(jié)的目的是要創(chuàng)造學習英語的氛圍并使學生靜下心來，開始新的學習?？梢圆捎枚喾N方式，如唱歌、游戲、值日報告、自由討論等。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:..復習打電話對話。表達對他人的關心。Remark：學生編對話的時候教師可提醒學生利用目標語言：Isthereanythingwrong?并復習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:…學習新詞匯。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：預測聽力答案可以降低聽力的難度，幫助學生更好地理解聽力材料的內容。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.再聽1a，完成1c。師生討論掌握并鞏固知識點和功能句。Remark：通過師生討論的方式重現(xiàn)和鞏固需要學生重點掌握的語言點或功能句。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:…學生仿照1a自編對話，練習鞏固本課的功能句。3(Groupwork)Askthestudentstochangeoneoftheconversationsintoashortpassageaccordingto1c.T:Youhaveknownyourgroupmembers’problems.Nowworkingroups.Chooseoneofyourconversationsinyourgroupandchangeitintoashortpassage.Andthenyoucanreportittothewholeclass.Chooseoneconversationingroupsandchangeitintoashortpassageaccordingto1a.S1:Kateisnervousbecauseshewillseeadentisttomorrow.Katealwaysgetsnervouswhenshe…仿照1c，改寫對話，作報告。Remark：1.將對話改寫為短文的練習可以鍛煉學生的書面表達能力。2.發(fā)表演講或匯報之前要做充分的準備。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.培養(yǎng)學生歸納總結的能力，再次復習鞏固本節(jié)課的重點知識。2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandpracticeSectionA-1awithyourpartner.Don’tforgettopreviewSectionA—3,4a,4bandSectionB—2。FinishtheHMKafterclass.適當的家庭作業(yè)有助于鞏固課堂所學的知識。Remark：VI.Blackboarddesign第一課時(SectionA—1a,1b,1c,2)1.Somenewwords:test,nervous,speech,CD2.Usefulexpressions:I’mworried.IgetsonervouswhenIgiveaspeech.Isthereanythingwrong?Relax.Iamsureyouwilldowell.Iwillhelpyou.Unit5FeelingExcitedTopic3Manythingscanaffectourfeelings.教學內容分析及課時分配建議：本單元以FeelingExcited為主題。第三話題在復習前兩個話題的基礎上，引入新內容的學習，即影響我們情緒的事物，和如何培養(yǎng)積極樂觀的心態(tài)。學習和情感相關的一些詞匯以及相關的功能句。如：IgetsonervouswhenIgiveaspeech.Let’sshowhimthatweareproudofhim.let’sgiveMichaelasurprise!等，主要的語法是簡單句的六種基本句型，即S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…等。該話題還設計了語音知識的專項學習，即了解元音因素/?/和/i:/之間的不同并根據讀音正確區(qū)分單詞，注意掌握句子的停頓和語音語調，幫助學生逐步掌握地道的英語發(fā)音，為他們的流利表達打下良好的基礎，最后通過Project的活動Expressingyourmoods對所學內容進行積極應用。本話題建議用5課時完成。第一課時：SectionA—1a,1b,1c,2第二課時：SectionA—3,4a,4bSectionB—2第三課時：SectionB—1a,1b,1c,3a,3bSectionD—2a,2b第四課時：SectionC—1a,1b,1c,2第五課時：SectionD—Grammarandfocus,1,Project第二課時（SectionA—3,4a,4bSectionB—2）教學設計思路：本節(jié)課主要活動為SectionA-3,4a,4b。本節(jié)課的課型為聽說課和語法課。學生通過聽說訓練，掌握表達情緒和提出建議的方式。通過對不同句型的觀察和探究，掌握簡單句的基本句型。Revision環(huán)節(jié)里，復習系表結構和原因狀語從句的同時學習和掌握本課的新詞匯。聽力訓練依然分為Pre-listening，While-listening和Post-listening三個環(huán)節(jié)。Pre-listening環(huán)節(jié)里看圖文討論并預測聽力答案；Post-listening環(huán)節(jié)里練習鞏固聽力材料里出現(xiàn)的表達情緒和給出建議的功能句，并要求學生掌握。4a作為過渡，承接聽力訓練與語法探究。首先利用4a的情境繼續(xù)練習表達情緒和給出建議的方式。接下來學生分析所給句子的句式結構，然后教師點撥，引導學生總結。最后通過練習的方式加以鞏固。Ⅰ.TeachingaimsKnowledgeaims：（1）學習并掌握新詞匯：passport,boss,grandson（2）了解并掌握簡單句的六種基本句型。2.Skillaims:（1）掌握表達情感和提出建議的方式。（2）能使用簡單句的六種基本句型寫出正確的句子。3.Emotionalaims:（1）通過對SectionA的學習，學生能夠在英語學習中注意并理解他人的情感，在別人心情不好時提出合理有效的建議，幫助伙伴遠離消極情緒。（2）學會勇于克服困難。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）學生在交流中能自如描述情緒并能給出建議。

（2）辨別六種簡單句式。

2.Difficultpoints：系統(tǒng)地掌握簡單句的構成。Ⅲ.Learningstrategies在學習中積極思考，主動探究，善于發(fā)現(xiàn)語言的規(guī)律并能運用規(guī)律舉一反三。Ⅳ.Teachingaids多媒體課件/圖片VTeachingproceduresStage1(2mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetasusual.PlaythetaperecordingofthesongWeAretheWorld.T:Goodmorning,everyone!T:Everyonewillneedhelp.SoTohelpothersisavirtue.Beforethenewlesson,let’senjoyabeautifulsongabouthelpingothersnamedWeAretheWorld.T:Ifyoulikeit,youcanlearntosingitafterclass.EnjoythesongWeAretheWorld.Ss:Goodmorning,Miss…Ss:…Remark：這一環(huán)節(jié)的目的是要創(chuàng)造學習英語的氛圍并使學生靜下心來，開始新的學習。可以采用多種方式，如唱歌、游戲、值日報告、自由討論等。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…將學習新單詞與復習相結合。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:…討論圖片，引導學生聽之前給出自己的建議。Remark：Stage4（10mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)Playthetaperecordingof3.T:Nowlet’slistentotheconversationsandnumberthepictures.T:Canyoutellmetherightorder?T:Welldone!Letlistenagainandmatchtheproblemswiththepeople.Thencompletethesuggestionsforthem.T:Youcancheckyouranswerwithyourpartners.Listentotheconversationsandfinishthelisteningtasks.Ss:…S1:Therightorderis…Ss:…由易到難完成不同層次的聽力任務。2(Pairwork)Askthestudentstopracticetheconversationsinpairs.T:Let’spracticetheconversationsinpairs.Pleaseremembertheusefulexpressionsabouthowtoexpressfeelingsandgivesuggestions.T:I’dlikesomepairstoactthemout.Whocanhaveatry?Practicetheconversationsinpairs.Ss:…P1:…編對話練習和掌握聽力材料中出現(xiàn)的短語和表達情緒以及給出建議的功能句。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:…學生討論4a的情境。編對話練習表達情緒和給出建議的句子。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“l(fā)yingontheroad”istheobjectivecomplement.Ss:…學生先小組討論簡單句的基本句型。教師再通過提問和師生討論的方式引導學生總結并加深理解。3(Groupwork)T:Let’spracticemore.Observethesentencesonthescreenandtalkabouttheirsentencestructuresingroups.T:Canyoutellmeyourdiscussionresults?教師補充句子進一步鞏固簡單句的六種基本句型。4(Individualactivity)學生造句鞏固簡單句的六種基本句型，完成SectionB-2。Remark：1.對于語法的學習和掌握要讓學生先觀察，體驗和總結，教師再點撥。如果用英語講解語法學生理解起來有困難，教師可以部分使用漢語，務必使學生理解語法規(guī)律。2.部分語法規(guī)律難于理解卻容易生疏和遺忘，要通過大量練習加以鞏固。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.培養(yǎng)學生歸納總結的能力，再次復習鞏固本節(jié)課的重點知識。2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandyoushouldmakesixsentenceswithdifferentsentencestructures.PleasepreviewSectionB—1a,1b,1c,3a,3bSectionD—2a,2b.FinishtheHMKafterclass.適當的家庭作業(yè)有助于鞏固課堂所學的知識。Remark：VI.Blackboarddesign第二課時(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.教學內容分析及課時分配建議：本單元以FeelingExcited為主題。第三話題在復習前兩個話題的基礎上，引入新內容的學習，即影響我們情緒的事物，和如何培養(yǎng)積極樂觀的心態(tài)。學習和情感相關的一些詞匯以及相關的功能句。如：IgetsonervouswhenIgiveaspeech.Let’sshowhimthatweareproudofhim.let’sgiveMichaelasurprise!等，主要的語法是簡單句的六種基本句型，即S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…等。該話題還設計了語音知識的專項學習，即了解元音因素/?/和/i:/之間的不同并根據讀音正確區(qū)分單詞，注意掌握句子的停頓和語音語調，幫助學生逐步掌握地道的英語發(fā)音，為他們的流利表達打下良好的基礎，最后通過Project的活動Expressingyourmoods對所學內容進行積極應用。本話題建議用5課時完成。第一課時：SectionA—1a,1b,1c,2第二課時：SectionA—3,4a,4bSectionB—2第三課時：SectionB—1a,1b,1c,SectionD—2a,2b,SectionB—3a,3b第四課時：SectionC—1a,1b,1c,2第五課時：SectionD—Grammarandfocus,1,Project第三課時（SectionB—1a,1b,1c,SectionD—2a,2b,SectionB—3a,3b）教學設計思路：本節(jié)課主要活動為SectionB-1a。本節(jié)課的課型為聽說課。復習環(huán)節(jié)的主要內容是簡單句的六種基本句型和提出建議的方式。同時在具體的情境中學習本課的新詞匯。1a的對話中出現(xiàn)了較多重要的短語，在While-listening環(huán)節(jié)通過師生討論核對1b和1c答案的方式，鞏固這些重要的短語，并要求學生記憶。在Post-listening環(huán)節(jié)里，學生利用編寫相似對話的方式鞏固目標語言。給學生提供一些熟悉的話題和人物，學生有話可說，可高效利用時間。然后，學生討論保持樂觀情緒的方法，完成SectionD的2a并完成一篇書面表達。寫作之前，提醒學生正確使用簡單句的六種基本句型完成SectionD的2b。最后，學習語音、語調和停頓完成SectionB的3a和3b，結束本課。Ⅰ.TeachingaimsKnowledgeaims：（1）學習并掌握新詞匯和短語sick,proud,beproudof,anyway,ready,affect,confident,mood（2）學會表達關心，鼓勵和建議。Let’sshowhimthatweareproudofhim.Let’sgiveMichaelasurprise!（3）了解元音因素/?/和/i:/之間的不同并根據讀音正確區(qū)分單詞，掌握句子的停頓和語音語調。2.Skillaims:（1）能聽懂有關詢問影響心情的事情和提出建議的簡單對話和陳述。（2）能正確地運用本課的交際功能用語進行交流。（3）能根據本課所學和已有經驗寫出怎樣保持愉快心情的短文。3.Emotionalaims:（1）通過對本課的學習，學生應了解不良情緒對健康的危害，并能夠在英語學習中注意并理解他人的情感，在別人心情不好時提出合理有效的建議，幫助伙伴遠離消極情緒。（2）學會勇于克服困難。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）了解元音因素/?/和/i:/之間的不同并根據讀音正確區(qū)分單詞，注意掌握句子的停頓和語音語調。（2）將本課的重點詞匯、短語運用到交流和寫作之中。2.Difficultpoints：在交流與寫作中注意六種簡單句式的正確運用。Ⅲ.Learningstrategies1.通過運用使已學知識達到掌握和熟練的目的。2.小組合作共同完成一篇書面表達，集合集體的智慧，可拓寬思路并降低寫作的難度。Ⅳ.Teachingaids多媒體課件/圖片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：這一環(huán)節(jié)的目的是要創(chuàng)造學習英語的氛圍并使學生靜下心來，開始新的學習。可以采用多種方式，如唱歌、游戲、值日報告、自由討論等。Stage2（8mins)：Revision&lead-inStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Choosesomesentencesformthestudents’homeworkandshowthemonthescreentoreviewthesentencestructures.T:Youdidagoodjob,S1,I’mproudofyou.Hi,everyone,welearnedthesentencestructuresinthelastlessonandyouhavemadesomesentencesasyourhomework.Ichosesomegoodsentencesfromyouhomework.Pleasereadthemcarefullyandtelluswhichsentencestructurestheybelongto.Readsomesentencesonthescreenanddecidewhichsentencestructurestheybelongto.Ss:…復習簡單句的六種基本句型。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為……感到驕傲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不管怎樣/無論如何.Ss:Yes.學生編對話復習情緒表達和提出建議的方式。教師參與討論并引導學生學習新詞匯。Remark：將詞匯教學與具體的情境相結合。Stage3（2mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Pairwork)Askthestudentstoread1band1c.Andthenguessthemainideaoftheconversation.T:Asyouknow,Michaelfeltworriedbecauseofthespeech.Actually,hegaveagoodspeech.Buthestillseemsveryupset.Lookatthepicturein1a.Whatdoyouthinkthefriendsaretalkingabout?Read1band1candguesswhattheyaretalkingabout.T:What’syouropinion?Bebraveandshareyouropinionswithus,please.Read1band1c.Andthenguessthemainideaoftheconversation.Ss:…聽之前閱讀題目，預測聽力內容及答案。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.師生討論。核對1c的答案，加深對對話的理解同時學習重點短語。Remark：教師可以根據教學實際，將聽后閱讀對話完成的練習改為while-listening的活動。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.提供給學生熟悉的話題和情境編寫對話，學生有話可說，可高效利用時間。