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1/10Unit5FeelingExcitedTopic2I’mfeelingbetternow.本单元以FeelingExcited为主题。第二话题在感官动词表感受的基础上学习与别人分享自己的感受并学会安慰和提出建议的表达法。本节课为话题的第一节课，主要活动为SectionA的1a和

2。本课从复习感官动词表感受入手，继而谈论不同情绪的原因，引出原因状语从句的学习和运用。在pre-listening环节，运用不同方式的大量造句对原因状语从句加以操练。在While-listening环节设置由易到难的听力活动，使学生听懂有关情绪的简单对话。Post-

listening环节中则首先要求学生有感情地朗读和表演1a的对话。之后利用本课所学自编对话谈论自己的经历，达到学以致用的目的。Ⅰ.Teachingaims1.Knowledgeaims：1）学习并掌握

新词汇和短语:exam,strict,shy,bestrictwith2）能够自如地运用以下交际用语进行交流:Anythingwrong?/Whatseemstobetheproblem?/Shefeelsverylonelybecauseshehasnofriend

stotalkwith.2.Skillaims:1）能听懂有关情绪的简单对话。2）能正确地运用本课新呈现的短语，原因状语从句及交际功能进行有关情绪及其原因的对话。3.Emotionalaims:通过对本课的学习，学生能够学会关注他人的情绪，在别人情绪低落时提出合理有

效的建议，帮助伙伴远离消极情绪。Ⅱ.Thekeypoints1.学生在交流中能自如地运用描述情绪和情感的形容词。2.正确运用原因状语从句。Ⅲ.Teachingmethods1.情景教学法；2.PWP教学法；3.任务型教学法Ⅳ.Learningstrategies1

.通过造句更好地掌握新学的单词和表达方式；2.通过把简单句连成复合句更好地理解和运用原因状语从句。V.Teachingaids多媒体课件,视频,图片和黑板2/10VITeachingproceduresStage1

(2mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1Warming-up(Cl

assactivity)Getreadyforthelesson.PlaythevideoofthesongFeelings.T：Beforeclass,let’senjoythesongFeelings.T:What’sthesongtalkingabout?T:Yes,everyone

hashisownfeelings.Wemayfeel…T:Todaywewillgoonlearningaboutfeelings.EnjoythesongFeelingstogetreadyforthelesson.Ss:…Ss:Feelings.S

s:Happy,excited,surprised,sad,worried,disappointed…创设情境之音乐渲染情景。利用音乐渲染情景，准备进入学习状态,引入本课话题。Maincontents：happy,excited,surprised

,sad,worried,disappointed…Remark：次环节的目的是创造学习英语的氛围，用音乐来刺激学生的感知，鼓励学生跟唱，投入到新课的学习中去。但是音乐的内容要与本课内容对应。Stage2（3mins)：

RevisionStepTeacheractivityStudentactivityDesigningpurpose3/101Revision(Pairwork)Reviewthesentencepatternsaboutaskingfeelingsandlinkingverb+adje

ctive.Andshowthesentencepatterns.T:Hi,S1.Howdoyoufeeltoday?T:Whydoyoufeel…?T:Hi,S2….T:Now,pleasegree

teachotherinpairsbasedonthesentencepatterns.Makedialogsaboutaskingfeelingstoreviewthesentencepatternsandlinkingverb+adjective.S1:Ifeel…S1:Because…

.S2：…SA1:Howdoyoufeeltoday?SB2:Ifeel…SA1:Whydoyoufeel…?SB2:Because….创设情境之生活展现情景。把学生带入生活中同学间见面相互关心问候的情景。复习

询问情绪的句型与系表结构。导入到本节课话题——情绪的讨论。Maincontents:A:Howdoyoufeeltoday?B:Ifeel…A:Whydoyoufeel…?B:Because….Remark：此环节利用生活展现情景复习系表结构，同时，渗透原因状语从句，帮助学生自然而然地感知和运

用本节课的目标语言。Stage3（15mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose4/101Presentation(Classactivityandpairwork)Showthepicturesin2

.Talkaboutfeelingstouseadverbialclausesofreason.T:Howdoesthegirlfeel?T:Whydoesshefeellonely?T:Sowecansay“Thegirlfeelslonelybecauseshehasnofriends

.”Followme.T:Now,practiceinpair.T:Time’sup.Thisgroup,please.…Talkaboutpicturesin2touseadverbialclause

sofreason.Practicethedialogbasedonadverbialclausesofreason.Ss:Shefeelslonely.Ss:Becauseshehasnofriend.Ss:Thegirlfeelslonelybecausesheh

asnofriends.P1SA1:Howdoesthegirlfeel?SB1:Shefeelslonely.SA1:Whydoesshefeellonely?SB1:Shefeelslonelybecauseshehasnofriends..P1:…

P2:……创设情境之图画再现情景。利用2中的图片，创设情境，学习并练习原因状语从句及询问情绪的。5/102Presentation(Classactivityandpairactivity)Talkaboutpicturesin2tousetheusefulexpression

s“Anythingwrong?”and“Whatseemstobetheproblem?”T：Actually,wecanexpress“Howdoyoufeel”inanotherway.Wecansay“Anythingwrong?”T:Any

thingwrongwiththegirl?T:…(Showthenexttwopictureslikethis.)T:Andwecanalsosay“Whatseemstobetheproblem?”T:Sowhat

seemstobetheprobleminthefourthpicture?T:…(ShowthenexttwoMakedialogswithpicturesin2tousetheusefulexpressions“A

nythingwrong?”and“Whatseemstobetheproblem?”S:Anythingwrong?S:Shefeelslonelybecauseshehasnofriends.S:…Ss:Whatseemstobetheproblem?Ss:Thewomanseems

tobeworriedbecausehersonisill.创设情境之图画再现情景。利用2中的图片，创设情境，学习并练习询问情绪的句型。完成2。6/10pictureslikethis.)Ss:…3Presentation(Classactivityandpairact

ivity)ShowthepictureandencourageSstoanswerthequestions.Showthenewwords.T:Anythingwrongwiththeboy?T:Ishismotherstrictwithhim?Trytoa

nswerthequestionsandlearnnewwords.Ss:Hefeelssadandshybecausehedidbadlyintheexam.Ss:Yes,sheis.创设情境之图画再现情景与生活展现情景。为学生创设贴他们生活的情景，将他们带入情景，学习新单词。Maincon

tents:Newwords:shy,examandstrictAdverbialclausesofreason:1.Thegirlfeelslonelybecauseshehasnofriends.2.Theb

oygetsangrybecausehispenislost.3.Thewomanseemsworriedbecausehissonisill.4.Thechildrenareexcitedbecausethemovieisinteresting.5

.Theboylookstiredbecausehehastoomuchhomeworktodo.6.Thegirlfeelssadbecauseallthebuildingsinherhometownfelldown.Expressionsabou

taskingfeelings:1.Anythingwrong?2.Whatseemstobetheproblem?Remark：此环节通过操练询问情绪的句型和造句更好地掌握新学句型和原因状语从句表达方式。值得一提的是，图画是展示形

象的主要手段，利用图画展现课文情景，更有利把学7/10生带入生活情景之中，感知与体会情景，更有效地完成语言的学习。Stage4（6mins)：While-listeningStepTeacheractivityStudentactivi

tyDesigningpurpose1Prediction(Classactivity)Showthepicturein1atopredictthedialog.T:Whocanyouseeinthepicture?T:Wh

yisLiHongcrying?Canyouguess?Lookatthepictureandpredictthedialog.Ss:TheyareMissWang,HelenandLiHong.Ss:…创设情境之图画再现情景与生活展现情景。利用图片导入1a。看图预测对话内容。2Cons

olidation(Individualwork)Playthetapeof1aandshowsomequestionsonthescreen.Explainthenewwordsbasedonthesentences.Q1:HowdoesLiHongfeel?Q2:Whyis

LiHongcrying?Q3:IsLiHongquietandshy?Listento1aandanswerthequestions.Guessthemeaningofthenewwords.由浅入深设置听力练习,巩固

新词、功能句型与原因状语从句等重点内容。3(Groupwork)Encouragestudentstoresolvetheproblemsbythemselves.Findoutthemainphrasein1a.

小组为单位，讨论并解决1a中的重点短语，目的在于培养学生的自主学习以及合作解决8/10问题的能力。Contents:1.Q1:HowdoesLiHongfeel?A1:Shefeelslonelybecauseshe

hasnofriendstotalkwith.Q2:WhyisLiHongcrying?A2:SheiscryingbecauseshedidbadlyintheEnglishexam.Sheisverystrictwithherself.Q3:IsLiHongqu

ietandshy?Yes,sheis.2.bestrictwithsb.:对某人要求严格havenofriendstotalkwith…:没有朋友可以交谈beworriedabout…:对……感到担忧Remark：此环节利用了图画再现情景与生活展现情景来为学生创设学习、练习语

言的情景，这样避免了枯燥地学习语言，鼓励学生在已创设的情境中使用语言。另外，此环节的学习活动中，利用小组讨论发现问题并解决问题，有利于学生进一步理解对话内容。Stage5（11mins)：Post-l

isteningStepTeacheractivityStudentactivityDesigningpurpose1Practice(Pairwork)Askthestudentstoactoutthedialogin1a.

T：Practiceinpairsandthenactthedialogout.T:Nowwhowantstoshareusyourperformance?OK.Youtwoplease.Practiceandthenactoutthedialogin1ainpairs.P:…P:…创设情境之表演

体会情景。进一步练习对话，能够运用所学内容。2Discussion(Groupwork)Askthestudentstodiscusshowtogetoutofbadfeelings.Discusshowtoge

toutofbadfeelings.创设情境之语言描述情景。培养学生口语9/10交际能力以及合作能力。Maincontents:Discussion:♦Doyoufeelsadsometimes?Why?♦Whatshouldyoudoifyoufeelsad?Talkaboutandthen

giveyourideasonhowtomakeyourselfhappyagain.Remark：此环节利用了表演体会情景、生活展现情景和语言描述情景来为学生创设学习、练习语言的情景。学生在扮演对话角色的同时，很自然地加深了内心体验。而生活展现情景的过程中，学生身临其境，将自

己带入生活之中，更能够主动去学习语言。语言描述提高了学生感知的效应，并且带着感情色彩作用于学生的感官。学生因感官的兴奋，主观感受得到强化，从而激起情感，促进自己进入特定的情境之中。Stage6（3mins)：Summarizingandassigning

HMKStepTeacheractivityStudentactivityDesigningpurpose1Conclusion（Classactivity)SummarizethekeypointsMake

aconclusion.培养学生归纳总结能力，再次复习巩固本节课的重点知识。2Exercise(Classactivity)Presenttheexerciseandchecktheanswer.1.Ourteachersareverystrictwithus.It’sgo

odforus.2.Shefeelsexcitedbecausethesummerholidayiscoming.3.--I’mworriedaboutthemathexamtomorrow.--Takeiteasy!Dotheexciseandchecktheanswer.巩固所学知识

。10/10VI.BlackboarddesignSeetheblackboarddesigninPPT.Unit5Topic2SectionA(Center:Amindmap)(Right:agroupworktab

le)3Homework(Classactivity)Assignthehomework.1.Rememberthenewwordsandphrases.2.Recitethedialogin1a.3.Supposeyou

areMissWang,giveLiHongsomeadvicetogetoutofherbadfeelings.Finishthehomework.适当的家庭作业有助于巩固课堂所学的知识。Maincontent

s:Summary:ⅠNewwords：exam,shy,strictⅡMainphrases：bestrictwithsb.,havenofriendstotalkwith…,beworriedabout…

ⅢUsefulexpressions：Anythingwrong?Whatseemstobetheproblem?Shefeelsverylonelybecauseshehasnofriendstotalkwith.Remark：不管是课上的总结和小练，还是恰

当的课后作业，都有助于学生巩固知识。在作业设计中，也可为学生创设生活情境，鼓励学生找到帮助李红解决情绪问题的方法。