加载中…八年级英语湘教版下 Unit5 Topic1,2,3 教案
(2011-06-27 16:02:40)
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Unit 5
Topic 1
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1 and 3a. 本课重点活动是1和3a。
Ⅰ. Aims and demands 目标要求
1. (1)Review and learn some adjectives expressing feelings:
worried, disappointed, unhappy
(2)Learn other new words and phrases:
invite, say thanks to, smile, none, taste, rich, silly, cruel
2. Master the structure of“linking verb+adj.”
You look excited.
That is very exciting.
I feel disappointed.
It tastes so delicious.
3. Greetings:
—How are you doing?
—Very well, thank you.
Please say thanks to your mom.
4. Happiness:
That’s great! I’m so happy.
How nice!
5. Regret:
What a shame!
Ⅱ. Teaching aids 教具
录音机/简笔画/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习表达情感的形容词并处理新词句。
1.
(方案一)(寒假过后，师生见面，相互问候，然后教师以简笔画的形式表达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。)
T:
Ss:
T:
S1:
T:
S1:
T: If none of your friends came for dinner, were
you
S1: Yes, I was very disappointed.
T:
holiday. Now use stick figures to express your feelings in the
holiday.
(板书并要求学生掌握invite和none；理解worried；了解disappointed。)
invite, none, disappointed, worried
T: Did you enjoy yourselves in your winter holiday? What do you
like doing best during the
Spring Festival?
(老师引导学生回答，找一名男同学用哑剧的形式表达出放鞭炮时的情境，但注意运用不
同表情，由此引出形容词进行系表结构的教学。)
T: Let’s ask a boy to act dumbly, and then we watch how he fires
firecracker …
(方案三)(放一段卓别林的影片,其中含有不同表情。由此引出表达情感的一系列形容
词，进行系表结构的学习。)
T: Let’s see the movie, and then find some adjectives to express
feelings.
Step 2
呈现并处理1和3a的对话。
1. (教师总结并导入1。)
T: We had a good time in the winter holiday. So we are all happy
today. What about Kangkang? Let’s listen to 1 and find it.
(板书)
How does he feel?
2. (让学生跟读1并画出文中重点词、句，然后教师板书。学生掌握say thanks to。)
How are you doing?—excited—invite—say thanks to
3. (导入3a。掌握生词smile。)
T: Kangkang, Michael, Maria and Jane are happy. What about their
teacher, Mr. Lee? Now listen to 3a and answer my questions.
(用小黑板呈现听力问题。)
a. Why all the smiling faces?
b. How does Mr. Lee feel?
4. (在听的过程中，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。)
T: When listening, underline the new words and difficulties.
(板书)
movie theater, exciting, The Sound of Music, lucky,
none, disappointed, What a shame!
Step 3
巩固1和3a的知识点。
1. (让学生再读1，然后进行角色扮演。)
T: Read 1 again, and then act it out in roles.
2. (让学生朗读3a，并根据黑板上的关键词复述3a。)
3. (让学生在1和3a中圈出系表结构的句型。)
T: Circle the sentences with “linking verb + adj.”
Step 4
引出并练习系表结构。
1. (通过师生问答，呈现并讲解系表结构。)
Kangkang/excited
T: Kangkang looks excited. What about Mr. Lee?
S1: He
主 系 表
(让学生总结学过的系动词，教师板书，学习生词taste。)
be, look, feel, sound, taste
2. (给学生3~5分钟时间，完成2与3b的练习。)
T: Give you 3~5 minutes to finish 2 and 3b.
(教师板书答案。)
2. (2) The man is/looks funny.
(3) Michael is/looks so active/happy.
(4) The teacher is/looks/feels angry and the student is/looks/feels
afraid.
(5) The girl is/looks/feels sad.
(6) The woman is/looks/feels very worried and the boy
is/looks/feels sad.
3b. How do the children look? They look happy.
How does the music sound? It sounds wonderful.
How do the people feel? They feel excited.
Step 5
合作探究本课重点词句。
1. (让学生自我测试，通过反义词学习生词。)
unhappy, unpopular, rich, silly, cruel
T: Read the words in the box and learn the new words according to
their opposite words.
(让学生根据4中的图片和单词分组合作，一组讨论济公，另一组讨论财主，注意系表结构。要求学生了解生词landlord。)
T: Now, work in two groups. Group One discuss Ji Gong, and Group
Two discuss the rich landlord according to the pictures and words
given in 4. Pay attention to“linking verb+adj.”
(板书)
landlord
(四分钟之后各小组派代表汇报。教师点评。)
T: Now, please tell your stories to the class.
G1: ...
G2: ...
T: Great / Wonderful!
2. Homework:
T: Make a survey about how your friend feels when she/he is in the
following situations.
Situation
Pass the exam.
Be late for class.
Pet dog is dead.
Listen to wonderful music.
Mother is ill.
Friends come to visit.
Get some money from parents.
…
Ⅳ. 疑点探究
Why all the smiling faces?
(此句为省略句。全句应为Why do all of you have the smiling faces?)
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1, 2 and 3a. 本课重点活动是1, 2和3a。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
seem, film, be proud of, smell, set the table, be able to
2. Go on learning some sentences showing feelings:
He feels disappointed because he can’t get a ticket to The Sound of
Music.
It’s so funny and interesting.
It’s so moving.
Did she sound upset?
I’m sure Mr. Lee will be surprised!
3. Go on learning the structure of “linking verb+adj.”
He seems a little disappointed.
It smells terrible.
The food smelt nice and tasted delicious.
Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习并处理新词句，然后导入新课。
1. (教师检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生理解生词upset；掌握短语be proud
of。)
T: Now let’s check the homework. S1,when you are late for class,
how do you feel?
S1: I always feel worried and afraid.
T: S2, if your pet dog is dead, are you sad?
S2: Yes, I must be very sad.
T: Oh, you mean you must be very upset.
T: When you heard Zhang Yining won the first in the Olympic Games,
how did you feel?
S3: I felt excited.
S4: I felt very pleased.
T: We are all proud of her, right?
Ss: Yes.
(板书画线部分。)
upset, be proud of
2. (教师播放一段京剧，导入新课。)
Step 2
呈现并处理本课活动1和3a。
1. (通过谈论京剧，引入本课重点活动1。要求学生掌握film;理解Beijing Opera；了解moving。)
T: what music are you listening to?
S5: 京剧。
T: Yes, It’s Beijing Opera. What do you think of it?
S5: It’s wonderful. I like it.
S6: I don’t like it at all. It’s boring.
T: OK, S7, which do you like better, Beijing Opera or movies?
S7: I like movies better.
T: Oh, you mean you like films. I like films, too. Love Me Once
More, Mom is my favorite. It’s very moving.
(板书画线部分。)
Beijing Opera, film, moving
T: What about Kangkang? What is his favorite? Let’s listen to the
tape and find it out.
(让学生听1的录音，回答教师问题。)
T:
(听完录音后，教师提问。)
T:
Ss:
2. (呈现3a。学习并掌握短语set the table和be able to。)
T:
Ss:
T: What’s he setting the table for?
Ss: His friends are coming for supper.
T:
Ss:
T:
(老师在放录音前先板书。)
set the table
be able to
Is Mr. Lee able to go to the movie?
What’s Mr. Lee’s feeling?
T:
S1:
surprised
Step 3
巩固本课1和3a。
1. (让学生读1，完成下面表格。)
T: Read 1 and complete the table.
(板书下面表格。)
Name
Kangkang
Jane
Maria
Mr. Lee
2. (让学生分角色朗读3a，然后讨论并完成3b。)
T: Read 3a in roles, and then discuss and finish 3b.
3. (利用3b中的关键词句复述3a内容。)
Step 4
继续学习并练习系表结构。
1. (以幻灯片或所提供词造句的形式描述图片,并完成2,由此引出并掌握生词seem和smell。)
T: Now look at 2 and describe the pictures.
(教师核对并板书答案。)
2. The boy seems worried.
3. He is pleased with his new bike.
4. Mr. Lee feels disappointed.
5. It smells terrible.
6. The leaves turn green.
2. (让学生听录音，并完成4的填空练习。)
T: Listen to the tape, and then finish the blanks in 4.
3. (让学生归纳学过的系动词和表示情感的形容词。)
T:
Step 5
探究整合1与3a的内容。
1. (四人一组并在组内做调查，完成下列表格，并根据表格内容在组内自由谈论，然后由小组推选一人在班内做报告。)
Name
T: Work in groups of four. Complete the table and talk about freely
in your group. Then each group choose one student to report
it.
Example:
S1: My favorite is Cats. It’s funny and interesting. What about
you?
S2: I like Beijing Opera, and you?
S3: I don’t like it at all. It’s boring.
S4: Do you know what movie Mr. Lee likes best?
S3: He likes The Sound of Music, but he was so disappointed because
he didn’t get a ticket.
S1: ...
2. Homework:
(假设你是康康的妈妈，你正在给迈克尔的妈妈打电话。你们会谈些什么呢？请设置一个打电话的对话。)
T: Suppose you were Kangkang’s mother, you are talking with
Michael’s mother on the phone. Please make a dialog about
this.
Section C
Section C needs 1 period. Section C 需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
cry, lonely, lively, cheer up, mad, at first, America, fall into,
in the end, everywhere
2. Master sentences expressing feelings:
Mrs. Von Trapp died, and the family were very sad and tired.
The children cried and shouted every day.
The father was lonely and often became angry because of the noisy
children.
The father was almost mad at first, but the smiling faces of his
children pleased him and made him happy again.
They were very frightened because they were afraid of losing each
other.
Ⅱ. Teaching aids 教具
录音机/海报(或照片)/图片/小黑板(或幻灯片)/唱盘(或磁带)
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习Section B，用歌曲Do Re Mi导入新课。
T:
Ss:
T:
Ss:
T:
Ss:
T:
Ss:
T:
Ss:
T:
(教师播放歌曲Do Re Mi。教生词lively和短语cheer up。)
…
T:
Ss:
T:
Ss:
T:
Ss:
T:
Ss:
T:
(板书)
lively, cheer up
Step 2
呈现1a。
1. (教师导入新课。)
T: What do you think of the song? It’s the theme song of The Sound
of Music. Do you know anything more about this movie? Now let’s
look at the poster.
(教师拿出The Sound of Music的海报,
展示给学生并讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)
T:
Ss:
T:
S1:
S2:
S3: The children cried and shouted every day. The father was
lonely.
S4:
(以上内容如果学生不知道，教师可帮助学生一起回答。
引出生词和短语：Austria, cry, lonely, mad, at first, in the end并解释。)
(板书)
Austria, cry, lonely, mad,
at first, in the end=at last
2. (让学生自读1a，根据上下文猜测生词意思并找出表达情感的词。)
T: Do you know anything about this movie? Please read 1a by
yourselves, and guess the meanings of the new words and phrases
according to the context. Then find out the words expressing
feelings.
3. (让学生说出表示情感的单词。)
T: Say out the words expressing feelings, please.
sad and tired—lonely—angry—mad—pleased—happy
Step 3
复习巩固1a，并完成1b。
1. (让学生阅读1a，并画出关键词句。教师把学生总结的关键词句写在黑板上。)
T: Please read 1a carefully and underline the key words and
sentences.
(板书)
popular, movie, story about a young woman, Austria, the Von Trapp
family, care for, died, sad and tired, father, angry, lively,
perform, play, cheer up, mad, pleased
2. (让学生独立完成1b, 找出下列问题的答案。)
T: Now, let’s read 1a again and then find the answers to the
questions of 1b.
(呈现小黑板或幻灯片。)
1.When and where will the movie be on?
2.How much does a ticket cost?
3.What did Maria go to the Von Trapp family for?
4.Why were the family sad and tired?
5.How did Maria cheer up the children?
6.Was the father happy or sad in the end? Why?
3. (教师核对答案，检查学生的理解情况。)
(核对完答案后。)
T: Excellent. Now, let’s read 1a again and find out the main idea
of each paragraph. Please work in pairs and discuss them.
(给学生两分钟的讨论时间。)
T:
G1:
T:
G2:
T:
G3:
4.
(把学生分成三人一组，给学生三到四分钟的时间，然后看着黑板上的关键词语，让几组学生读出他们所概括的文章大意，看哪一组表现得好。)
T:
G1: The Sound of Music is a very popular movie. It’s a story about
Maria. She went to care for a family with seven children. The
family looked sad and tired. The mother died, so the father was
often unhappy. Maria cheered up the family. At last, Mr. Von Trapp
became happy again.
(如果学生有困难，教师可给出示范。)
G2: …
G3: …
…
Step 4
完成2，进一步练习关于系表结构及表示情感的词语。掌握生词:America, fall into,
everywhere;了解Titanic和frightened。
1. (播放歌曲My Heart Will Go on。)
T:
Ss:
T:
Ss:
(教师出示Titanic的海报。)
T:
S1:
S2:
S3:
S4:
…
(必要时教师可做适当介绍，并导入下一步。)
T:
Ss:
T: Yeah, very good. Now let’s learn about these two movies. Titanic
and Love Me Once More, Mom.
2. (让学生独立完成2。给学生3分钟的时间通读短文，并画出系表结构。)
T: Do 2 by yourselves. We’ve just mentioned Titanic and Love Me
Once More, Mom. Now, please read through the two passages and
underline sentences with the structure of“linking verb +
adj.”
3. (理解大意之后，让学生选择正确的形容词填空。)
T: Please fill in the blanks.
4. (教师在黑板上写下答案及系动词的句子，并提示学生选择正确的形容词。)
They were happy to be…
…the Titanic had a serious accident…
...they were afraid of losing each other.
Rose was very sad.
She felt so lonely!
Her son was very cute.
The mother was so worried that…
…sad and went mad.
(以上斜体用红字来表示。)
5. (学生做完之后，核对答案。)
T: Now, let’s check the answers together.
Step 5
进一步练习喜欢的事物的表达方法。
1. (小组活动。三人一组，讨论最喜欢的电影。)
T: Work in groups of three and discuss your favorite film. You can
use the following questions.
(出示小黑板上的问题。)
What’s your favorite film?
What’s the film about?
Are the actors and actresses happy or sad? Why?
What happened at last?
How do you feel about the film?
(教师可以出示一些明星的海报或照片给予提示。)
T: After your discussion, please fill in the card below and report
to the class.
My Favorite Film
Favorite film:
Actor(男主角):
Actress(女主角):
Director:
Theme song(主题曲):
Time you watch:
(教师找几名做得好的学生做汇报。)
T: Now I choose some students to report their cards.
S1: …
S2: …
2. Homework:
(每人都要把Do Re Mi这首歌学会唱好，可以跟着录音机，MP4，也可同学互
相帮助教唱。)
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
come into being, main, role, gesture, culture, make peace with
sb.
2. Learn some knowledge about Beijing Opera:
Beijing Opera’s history
four main roles of Beijing Opera
3. Review and sum up the structure of“linking verb + adj.”
You look excited.
I feel disappointed.
It tastes so delicious.
The boy seems worried.
It smells terrible.
Did she sound upset?
She was very sad and went mad.
The father was lonely and often became angry because of the noisy
children.
Ⅱ. Teaching aids 教具
脸谱或图片(生，旦，净，丑)/卡片/幻灯片/录音机/京剧磁带
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习并处理Section A到Section C的内容。
1. (教师引导学生用描绘情感的词问答。)
T: Ask and answer the questions using the adjectives expressing
feelings.
How will you feel
2. (教师放京剧磁带。)
T:
Ss:
T:
(板书生词culture, 并要求学生掌握。)
culture 文化
Step 2
呈现1a。
1. (教师依次拿出“生”、“旦”、“净”、“丑”的脸谱或图片，呈现并理解生词facial,
掌握gesture。对京剧中“生”、“旦”、“净”、“丑”的角色做解释。)
T:
(板书facial并要求学生理解。)
facial 面部的
T:
Ss: It stands for Xiucai(秀才).
T: Yeah, very good. “Sheng” has three parts. (分别呈现“生”的图片)They are
Wenxiaosheng, Wenlaosheng and Wusheng. Wenxiaosheng usually stands
for Xiucai. Wenlaosheng stands for people in high positions.
Wusheng stands for ancient soldiers. They all do wonderful
gestures. But Wusheng also does wonderful fighting.
(板书gesture并用手势让学生猜词义。)
gesture
(教师拿出“旦”的脸谱或图片。)
T:
Ss:
(如果回答有困难，就用下列问题提示。)
T:
S1:
T:
S2:
T:
(教师拿出“净”的脸谱或图片。)
T:
S1:
T:
S2:
S3:
T:
(教师拿出“丑”的脸谱或图片。)
T:
Ss:
T:
Ss:
T:
Ss:
T:
(老师同时展示“Sheng”，“Dan”，“Jing”，“Chou”四幅图。)
T:
Ss:
(教师板书生词，适当解释并要求学生掌握。)
main, role
(导入下一步。)
2. (放1a录音，给学生布置听力任务。)
T:
(学生听完录音后，回答问题。)
T:
Ss:
3. (让学生读1a的短文，在重点词、短语下画线，鼓励学生在语境中猜词义，然后适当讲解。学习并掌握come into
being，理解nowadays。)
national opera, came into being, main roles, facial paintings,
gestures and fighting, an important part of Chinese culture, be
popular with, nowadays
Step 3
巩固1a，完成1b和1c。
1.(让学生再读1a，独立完成1b。)
T: Read 1a again and mark True or False in 1b according to the
passage.
(做完1b后，核对答案。)
T: Let’s check the answers together.
2. (通过听力训练完成1c。)
T: First, please read through the passage and then underline the
new words and phrases in it.
(板书并要求学生掌握。)
peace, make peace with sb.
(让学生听1c的录音, 完成1c。)
T: Listen carefully and complete 1c.
(核对答案。)
T: Let’s check the answers together.
Step 4
总结本话题的语法及目标语言。
1. (复习巩固3a，本话题的重要知识点以双簧的形式表演出来。)
(方案一) (全班分为四个小组，每组选出两名学生，到前面表演双簧。此活动主要目的是巩固系表结构。)
T: Now I’ll divide the class into four groups, and then ask two
students from each group to come to the blackboard and act.
A
(表演)
5. The boy seems worried.
6. He becomes angry.
(方案二) (教师提供双簧的表演线索。)
T: According to the clue, act out the story.
(板书)
盲人
(场景设计)
(找两名同学和老师一块表演，老师说英语句子，B(盲人)，C(行人)来表演动作。)
T: He seems so worried.
(B表演担心过马路的表情，此时C进来帮助B。)
T: He is so grateful and says thanks to the boy.
(板书并要求学生理解生词grateful。)
grateful
(B表演紧握C的手连说Thanks a lot。C领盲人过马路找到饭店。)
T: He feels so happy and excited.
(B表演找到饭店后很高兴很激动的表情，并与C说再见。)
T: The food tastes so delicious.
(B表演吃饭时因可口而高兴的表情，并连说How nice! How delicious! )
(然后找另外三名学生表演游戏。)
2. (让学生找表达表情的系表结构，找到最多者获得脸谱作为奖励。)
T: Now, boys and girls, please find the sentences showing feelings
with the pattern of “linking verb + adjective”as many as you can.
The winner will get a wonderful facial painting as a prize.
Go!
(在此活动中，有的学生找出的句子可能不合要求，教师要给以讲解。)
Example:
You look so excited.
I feel disappointed.
Did she sound worried?
…
(将3a中的句子写在卡片上，或用幻灯片向学生展示，让学生总结分析该部分重点语法。)
3. (要求学生掌握3b的习惯用语。)
T: Please sum up the target languages in this topic by yourselves.
Check them with 3b. Then
(2-3分钟后，要求学生操练。)
T: Now, four students in one group. Each group makes a dialog with
the useful expressions. And then act it out. The best group can get
a facial painting as a prize.
(说明要慢，让每名学生都能够明白意图。)
G1: …
G2: …
G3: …
…
T:
(教师对每组都要点评，但都要着重体现各组的闪光点，体现激励机制，尊重学生个体差异性。)
Step 5
探究合作完成2和4。
1. (完成4, 让学生收集他们喜爱的电影、戏曲、故事或歌曲，然后讨论并向全班汇报结果。教师给出评价。)
T: Please collect your favorite movie, opera, story or song, and
discuss with your partners. Then report to the class. The following
questions may help you: What’s your favorite movie/play/story?Are
the people in it happy or sad? Why? What happens in the end?
2. Homework:
(让学生课后根据2中的图片和单词，写一篇短文，提示学生注意系表结构的用法。完成2。)
T: Write a passage according to the pictures and the words given in
2. Pay attention to the structure“linking verb+adjective”.
Topic 2
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands 目标要求
be strict with, shy, program, send, take it easy
2. Master adverbial clauses of reason:
She feels very lonely because she has no friends to talk
with.
3. Learn and master the sentences about personal feelings and
characters further:
She’s so unhappy.
Oh dear! I’m sorry to hear that.
Li Hong is quiet and shy.
I’m really worried about her.
Ⅱ. Teaching aids 教具
录音机/幻灯片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习并学习新词句。
1. (复习上节课内容。)
T:
Ss: Good morning, Miss Wang.
T: What’s your favorite movie, S1?
S1: My favorite movie is Love Me Once More, Mom.
T: Are the people in it happy or sad? Why?
S1: They are sad because the mother lost her son.
T: What happened in the end?
S1: The mother went mad at last!
T: Why do you like it best?
S1: Because it’s very moving.
2. (教师检查家庭作业，并让几名学生把所写的短文读给大家听。)
T: Now let me have a look at your homework. S2, please read yours
to the class.
S2: …
…
(教师对学生的作业做点评。)
T: Just now, most students did very well. That shows you work hard
after class and you are strict with yourselves.
(板书单词，并要求学生掌握。)
be strict with 对……严格要求
T: As a teacher, I’m very glad that most of you are strict with
yourselves. It’s good for your study. But sometimes, to be too
strict is not good. Do you think so?
Step 2
呈现1a。
1. T:
T: OK. Is Li Hong active or shy?
Ss: She is shy.
(教师板书生词并要求学生掌握。)
shy
(为了让学生对shy这一词更加了解，教师可用书本遮着脸做害羞状。)
T: Now look at me. I’m a little shy.
2. (再听1a，呈现听力任务，板书关键词，听两遍后检查。)
T:
(播放幻灯片。)
Does Helen seem unhappy?
What’s Li Hong like?
Why is Li Hong crying?
Who will have a talk with Li Hong later?
(板书关键词句。)
Anything wrong? 怎么了？
I’m sorry to hear that. 听到这些事情真让人难过。
be strict with 对……要求严格
have a talk with her 和她谈谈
be worried about 担心
3. (听完录音，要求学生回答问题。)
T:
Ss:
T:
Ss:
T:
Ss:
T:
Ss:
T:
Step 3
复习巩固1a，并完成1b。
1. (学生分角色朗读。)
T: Act out the dialog. Boys act as Miss Wang, and girls act as
Helen. Go!
(读完一遍后，男女生互换角色。)
2. (根据关键词，表演对话。)
T: Pair 1 has a wonderful pronunciation. They can use the words
freely, and they don’t just read books, so they get five
points…
3. (让学生听1a录音并核对语音语调。然后自读并两人一组问答，完成1b。)
T: Work in pairs. First, read 1a by yourselves, and then ask and
answer the questions in 1b.
(教师核对答案。)
Step 4
完成2和3，练习本课的重点词句。
1. (让学生在1a中找出because引导的原因状语从句，为第二步作铺垫。)
T: Please underline the sentences with because in 1a.
2. (教师让学生独立完成2。)
T: Do you like watching TV?
Ss: Yes, of course.
T: Which program do you like best, such as sports, plays, cartoons
or ads?
(板书画线单词并解释。)
program
S1: I like sports best.
S2: I like cartoons best.
S3: I like plays best.
…
T: When you watch your favorite program, how do you feel?
Ss: We feel excited/happy/relaxed …
T: So we can say: We feel excited because the program is
interesting/wonderful. Now look at the pictures in 2. Do it like
this.
(几分钟之后)
T: OK, stop here. Let’s check the answers.
(以下答案可写在小黑板上或打在幻灯片上，向学生展示。)
(2) The boy gets very angry because his pen is lost again.
(3) The mother feels upset because her son is ill.
(4) The children are excited because the program is
interesting/wonderful.
(5) The boy looks very tired because he has too much homework to
do.
(6) The girl feels very sad because all the buildings in her school
fell down.
(教师给学生总结以because引导的原因状语从句。)
3. (教师可让学生先通读一遍3的电子贺卡，试着猜测空白处的内容和生词词义。学习并掌握send和take it
easy，了解e-card，然后听录音并完成3。)
T: What is an e-card? Do you know?
(学生可能知道，也可能不知道。他们可以各抒己见。)
T: An e-card is a card on the Internet. Now listen to 3 and help
Helen to complete this e-card.
(学生听过录音之后。)
T: OK. Who can tell me the answers?
S1: …
T: Good job, you are great!
Step 5
综合探究下列常有情感的原因。
1. (小组活动。将全班分成几组，每组5－8人。组内采访并把采访的结果填入表格内。)
Feeling
happy
Wang Tao: …
sad
worried
…
T: Boys and girls, we have learned many words to show feelings such
as“happy”,“sad”,“worried”and so on. Now let’s make an interview in
groups to find out what kinds of feelings your friends have and the
reasons. At last the group leader should give a report to the
class. You may begin like this:
S1: Are you happy, Li Ming?
S2: Yes, I’m very happy.
S1: Why are you so happy?
S2: Because I got many beautiful birthday presents yesterday.
…
T: Now report your results to the class.
G1: Li Ming is happy because he got many beautiful birthday
presents yesterday…
G2: …
G3:…
G4:…
2. Homework:
(试着以王老师的口吻向李红提一些建议，帮她渡过难关。)
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
2. Learn some sentences of reassuring others:
3. Review how to give advice to others.
Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习并导入1a。
1. (运用简笔画复习表示情感的形容词和原因状语从句。)
T: Look at the stick figures, and then review the adjectives
expressing feelings and adverbial clauses of reason.
2. (教师根据第三幅简笔画，引入新课学习并掌握生词fail和feeling。)
T:
Ss:
T:
Ss:
T:
Ss:
(板书画线部分。)
fail 不及格，失败
feeling 感情，感觉
T:
(老师一边与同学们对话，一边依次板书画线生词，并适当讲解导入新课。)
Step 2
呈现1a。
1. T: Now, Miss Wang is talking to Li Hong. What suggestions can
she give her? Let’s listen to 1a and find them out.
(帮助学生整理答案并板书，要求掌握生词suggestion。)
What suggestions can Miss Wang give Li Hong?
Suggestions:
Everyone gets these feelings at your age. Talk to others when you
feel sad.
2. (让学生自读1a，然后师生对话，使学生更好地理解课文。)
T:
Ss:
T:
Ss:
T:
Ss:
Step 3
(方案一)
巩固1a，完成1b。
1. (再读1a, 独立完成1b。)
T:
2. (根据呈现部分的对话内容改写1a并让学生试着复述。)
T:
S1:
...
(方案二)
巩固1a，整合Section A与Section B中的1a。完成1b。
1. (让学生跟读磁带，注意语音和语调。)
T: Listen to 1a and follow it. Pay more attention to the
pronunciation and intonation.
(学生自读，然后完成1b。)
T: Now, read 1a by yourselves and finish 1b. Go!
(核对答案。)
(人机对话。)
T: Suppose you were Miss Wang. Listen to Li Hong and make a dialog
with her. Go!
2. (将Section A, 1a和section B, 1a的知识整合。)
(用小黑板呈现一些问题，让学生回答，然后让学生根据答案叙述Li Hong的心理变化。)
T: Answer the questions on the blackboard. Then retell the changes
of Li Hong’s feelings according to the answers.
1. Why does Li Hong often feel lonely?
2. How is she feeling these days?
3. What did Miss Wang do for her?
4. What suggestions did Miss Wang give her?
5. How does she feel now?
T: Can you tell me the changes of Li Hong’s feelings?
S1: Yes, Li Hong is a quiet and shy girl. She has few friends. So
she often feels lonely. She is feeling very sad these days
because…
(鼓励学生积极主动地概括1a的主要内容，巩固1a。)
Step 4
呈现2a。
1. (师生对话，继续谈论同学们的不同经历，引出2a中的目标语言，学习并掌握生词：experience, normal,
soft。)
T: Li Hong feels bad because she failed the exam. Do you have these
bad experiences?
S1: Yes, sometimes.
T: What’s your feeling when some bad experiences happen?
S1: I always feel sad and unhappy.
T: It’s normal to have these feelings. But what do you often do for
it?
S2: I often talk to our classmates.
T: Well done.
S3: I often listen to music to relax.
T: Right. But You’d better listen to soft music.
…
(板书画线部分。)
experience
normal
soft
T: OK. Here are some suggestions from Doctor Chen. Listen to 2a and
find them out.
2. (听后教师检查听力效果，然后让学生阅读2a，划出Doctor
Chen给出的建议及重点词句，让学生在文中理解生词earthquake。)
Step 5
1. 整合1c和2b，让学生学会给别人建议和安慰。
(1)(让学生两人一组完成2b，理解生词unfair。)
T: Work in pairs and finish 2b.
(2)(让学生根据2b中的提示分组调查，调查同学们心情不好的原因，然后给出建议。)
T: Work in groups. Make a survey in your group. Find out the
unhappy feelings from others and talk about the reasons. Then give
your advice.
Name
Zhang Shan
Li Wei
with
…
(3)(让学生根据调查表格设计咨询热线，进行对话。)
S1: What’s the matter?
S2: I feel tired.
S1: Why?
S2: Because I have too much homework.
S1: Why not tell your teachers and your parents about your
feelings? Tell them it’s bad for your health to do too much
homework.
2. Homework:
(课后把同学们未能解决的心理问题向专家咨询，下节课向同学们汇报咨询结果。)
Ⅳ. 疑点探究
There, there! 好啦！好啦！
there在这里是语气词，表示安慰别人。
Don’t worry; Don’t be afraid; It’s all right; It’ll be OK/all
right等也可以表示安慰。
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are l and 2. 本课重点活动是1和2。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
stranger, fall asleep, usual, be used to(doing) sth., as ... as,
accept, clap
2. Learn equal comparison:
I live as happily as before.
Helen is as lovely as Maria.
Maria is not as/so brave as Helen.
3. Learn to solve the problems around us.
Ⅱ. Teaching aids 教具
录音机/各种实物，如钢笔、书本、球等(大小、长短、轻重既有相同的，又有不同的)图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习旧知识并导入新课。
1. (复述Section A及Section B的内容。)
T:
S1:
S2:
S3:
…
2. (教师引言：生活中，我们会遇到许多不愉快的事情，我们不能压抑在心里，要向朋友或老师倾诉，让我们看看Li
Hong是如何向她的朋友诉说苦恼的。)
T: When we have some difficulties, we should talk with our friends.
Now, Li Hong has some problems. How does she talk to her
friends?
(由此导入新课。)
Step 2
呈现并解决1中的重难点。
1. (教师出示一幅图片。)
T:
Ss: Yes.
T: We know, several months ago, Li Hong came here from Sichuan. She
was new here, so we say she was a stranger. From the picture we can
see the classmates are all playing games happily, but Li Hong is
sitting in the corner of the classroom. What’s she doing? Yes, she
is writing a letter. She was quiet and shy. She had no friends to
talk with, so she often felt lonely. Could she fall asleep as well
as usual? Do you want to know if she is getting used to the life
here? Let’s listen to 1.
(板书生词，并要求学生掌握：stranger, fall asleep, usual, be used to(doing)
sth.;理解several。)
stranger, fall asleep, usual, be used to(doing) sth., several
2. (教师播放录音后)
T: Now we know Li Hong is getting used to the life here. Can you
answer any more questions? Listen to 1 again.
(教师出示小黑板上的问题，再放录音，并让学生掌握as…as…和accept。)
(1)Who is the letter to?
(2)Did Li Hong think the roads here were as clean as those in her
hometown?
(3)What about the food and the people here?
(4)Do the classmates accept her?
3. (教师核对答案。)
Step 3
巩固1。
1. (听录音并跟读。)
T: Listen to 1 and repeat it.
2. (让学生自读1并画出带有as…as…和not as/so…as…的句子。)
T: Now read 1 by yourselves and underline the sentences with the
structures of “as…as…” and “not as/so…as…”
3. (教师核对学生画出的句子。)
T: Well done! All of you did a good job. Now please read 1 again.
You can read it as loudly as you can.
Step 4
学习同级比较的语法知识。完成2，4和5。
1. (由形容词的比较级导入同级比较。)
(教师出示两个不同大小的球，如足球和乒乓球，让同学们说出比较的句子。)
T:
Ss:
(教师出示相同大小的球，如两个足球或两个乒乓球，再让同学们用句子来表达。)
T:
Ss:
(教师可帮助学生回答，并板书句型。)
... as +形容词/副词的原级+as ...
(教师用其他例子来操练该句型。)
S1:
S2:
…
2. (让学生分组比赛，进一步学习同级比较。比赛规则：教师叫两名学生到教室前面，可以随便做动作，其余学生用linking
verb+adj., as ... as …或not as/so ... as …对他们进行描述。造句最多的一组获胜。)
Example:
GA: S1 isn’t as tall as S2.
S2 isn’t as careful as S1.
…
T:
3. (学生两人一组合作完成2。)
T: Now work in pairs to finish 2.
4. (让学生独立完成4。用动作教学生词clap，并要求学生掌握。)
T: Please finish 4 by yourselves.
5. (教师检查，核对2和4的答案。)
6. (学唱歌曲，完成5。)
Step 5
探究如何综合运用本课语法知识进行书面表达。
1. (自主合作学习3。)
T: Learn 3 by yourselves, and you can discuss in groups.
2. (让学生用4~5分钟进行书面表达，用含as ... as …, not as/so ... as
…或because的句子写一篇短文。)
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
deal with, elder, refuse, anybody, even though, understand, no
longer, advice
2. Go on learning some adjectives expressing feelings.
3. Review equal comparison.
4. Learn to solve the problems around us.
Ⅱ. Teaching aids 教具
录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习并导入新课。
1. (先把全班以竖排为单位分成四组，然后让学生们以小组为单位用as ... as …或not as/so ... as
…造句，哪一组造句多，哪一组获胜，获胜组得5分。)
T: The class will be divided into four groups. Try to use“as ... as
…”and“not as/so ... as …”to make as many sentences as you can. The
winner can get five points.
T: Stop! Group 3 has the most sentences. Group 3 is the winner.
They get five points. Clap your hands for them. What about the
others? Each of you can get three points.
2. (师生课前收集《三毛流浪记》的材料，设计短剧“三毛如何面对困难”，导入新课。)
T: Have you prepared for your game? I will ask one group to act it
out.
Step 2
呈现并学习1a，完成1b。
1.
Ss: No.
T: Yes, everyone may have bad experiences sometimes. For example,
when Wenchuan earthquake happened, many people lost their
relatives. They must be very very sad. But it’s useless to be
always in this sadness. How to deal with these problems? Let’s read
1a in section D. We may learn something from the passage.
(通过下列步骤学习生词及短语。)
(1)(让学生快读1a，画出文中生词，鼓励学生通过上下文猜测词义。)
(2)(完成1b，学习并掌握生词及短语：elder, refuse, understand, deal with。)
(3)(利用构词法或同义词学习并掌握：anybody, no longer, even
though；理解sadness。)
(板书)
elder
refuse
understand
deal
with
2. (让学生带着问题再读1a，找出答案。)
T: Now, boys and girls, please read 1a and find out the answers to
the following questions.
(板书)
How did Jeff feel when his elder brother died?
What did Jeff do to feel better?
3. (让全班学生阅读后，先讨论问题的答案，然后全班核对。)
T: Let’s check the answers one by one.
Step 3
巩固1a。
1.(分组讨论1c中的问题，并检查答案。)
2. (让学生听1a录音，边听边画出文中关键词，要求学生看关键词，复述1a。)
T: Listen to 1a and underline the key words, then look at the key
words and retell 1a.
Step 4
练习完成2、3a和3b。
1. (用suggestion引出生词advice，学习并掌握，然后听录音，完成2。)
T: Listen to the tape carefully and finish 2.
2. (巩固本单元重点语法，完成3a中的Adverbial clauses of reason。)
(利用教案中Section B的简笔画，复习并巩固原因状语从句。)
T: Look at the figure pictures in Section B. Review the following
sentences.
She feels very lonely because she has no friends to talk
with.
I’m feeling really sad because I failed the English exam.
3. (利用图片或实物复习同级比较的用法。完成3a中的Equal comparison。)
(板书)
I want to live as happily as before.
Maria is not as/so brave as Helen.
4. (用3b中的词语造句并掌握3b中的重点句子。)
T: Use the phrases in 3b to make sentences and master the important
sentences.
Step 5
探究本话题语言知识。
1. (尽可能多地为Li Hong提建议帮其解决困难。)
T: Give Li Hong some advice as much as you can.
2. Homework:
T: Make a survey about the problems which trouble your classmates,
and discuss the problems to find the best way to solve them. Write
down the suggestions and report them next lesson.
Topic 3
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
2. Learn how to describe feelings:
These days I feel very bored and lonely at home.
3. Learn the usages of“make + object + v./adj.”
4. Emotions
Reassurance: Don’t be afraid!
Be brave!
Take it easy.
Don’t worry.
Sympathy: I’m so sorry about your illness, but it can’t be
SARS.
5. Attitudes
Likes and dislikes: I hate to go to the hospital.
Hope and wish: I hope so.
Hope you get well soon.
6. Social communications:
How long have you felt like this?
See a doctor.
Ⅱ. Teaching aids 教具
录音机/手机/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习电话用语并导入新课。
1.
(假设一名学生因病缺席，教师让一名学生扮演那名生病的学生，用手机进行师生对话，复习打电话及询问病情的表达。学习单词，掌握nervous和bitter；理解calm
down。)
T: Suppose one student is absent, and I will make a phone call with
him/her.
Example:
T:
S1:
T:
S1:
T:
S1: One day.
T:
S1: No, I’m afraid of taking medicine.
T:
S1:
(板书)
nervous, bitter, calm down
2. T: Boys and girls, we’re going to learn Section A of Topic 3 in
Unit 5. First, let’s listen to 1a, then tell me what Kangkang and
Michael are doing?
Step 2
呈现并学习1a。
1. (学生听完1a后回答问题。)
T: Boys and girls. What are they doing?
Ss: They are making a phone call.
T: Who is ill, Kangkang or Michael?
Ss: Michael.
2. (让学生看着课本再听1a，并画出关键词。)
T:
3. (教师板书关键词。)
sound terrible
I hate to…
4. (理解对话，尽量让学生提问，学生回答，不足之处由教师补充。)
T:
S3:
T:
S4:
…
Step 3
巩固1a。
1. (听1a的录音, 让学生跟读，注意语音语调。)
T: Read after the tape, and pay more attention to the pronunciation
and intonation.
2. (让学生自读然后两人一组完成1b。)
T: Now, read by yourselves and then finish 1b in pairs.
3. (询问几名学生是否担心下周的英语演讲和数学测试，并给予安慰。)
(板书生词并要求学生掌握。)
test测试 speech演讲
T: S1, are you worried about the English speech?
S1: Yes. I’m very worried. I can’t sleep well at night.
T: Don’t be nervous. Calm down. Please be confident! Next week we
will have a math test. What’s your feeling, S2?
S2: I’m afraid of getting poor results. So I’m very worried about
it.
T: Don’t worry. Take it easy.
4. (让学生根据关键词表演对话。)
T: Now please act out the dialog according to the key words.
Step 4
学习2a，并操练1a和2a，并完成2b。
1. T: Michael missed a lot of lessons because of his illness. So he
is also worried about the test. Can his classmates help him? Let’s
come to 2a to find it.
(教师呈现小黑板上的听力任务。)
How does Michael feel at home?
When will there be a test?
What will his friends do for him?
(播放2a的录音，学生听后回答问题。)
T: Listen to 2a and answer the questions on the small
blackboard.
2. (与学生一起核对答案，解释文中难点并板书生词。掌握：CD, DVD, monitor；理解bored。)
CD，DVD，monitor, bored
T: Now, let’s check the answers together.
3. (让学生在书上画出表示安慰的句子。)
T: Listen again and underline the expressions of reassurance. For
example: Don’t be afraid…
4. (让学生多读几遍直至熟悉，然后表演对话。)
T: Work with your books, and then close your books and try to act
it out with your partner.
(为下一步串演作准备。)
5. (四人一组串演1a和2a, 可以改编，可以用真实姓名。)
T: Now make your own short play according to 1a and 2a. You can use
your own names.
Example:
S5: Hello, Li Lei? This is Tom speaking.
S6: Hello! …
…
(此表演让学生先准备，然后找几组来示范。)
T:
G1:
…
T:
6. (完成2b。)
T: Please finish 2b by yourselves according to 1a and 2a.
(核对答案。)
T: Let’s check the answers.
Step 5
探究学习本课目标语言。
1. (小组活动，四人一组，学生以表格形式调查生病时的感受及如何安慰。)
Name
…
…
…
(1) (学生仿照下面的例子造句并填表。)
T: Boys and girls, make sentences according to the following
example, and then fill out the form.
Example:
S1: How do you feel when you are ill?
S2: I feel…
S1: How do you reassure S2?
S3: He/She should…
…
(2) (让学生做报告，完成1c。)
T: Boys and girls, please report your results. Who will try?
Example:
I feel…when I am ill. He/She feels…when he/she is ill. He/She
should…
2. Homework:
(用括号内单词的正确形式填空。)
Fill in the blanks with the correct forms of words in the
bracket.
① Some TV programs make
Michael
②
SARS
③ The song
makes
④ Miss Wang made
her
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
get along with, put on, boss, passport
2. Review describing personal feelings:
He is feeling better.
Illness usually makes us sad, worried and frightened.
3. Go on learning the usages of“make + object + adj./v./n.”and“let
+ object + v.”
We should do something to make him happy again.
That will make him or her get well soon.
The doctor let Michael rest for a few days.
Your classmates make you monitor.
4. Go on learning to express emotions.
Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习Section A对话并导入新知识。
(方案一)
1. (由学生表演Section A中的对话。)
T:
S1:
…
2. (几组学生表演后，教师提问，并引导学生回答。)
T:
Ss:
T:
S1: We shouldn’t be afraid.
S2: We should be brave.
S3:
T:
(方案二)
1. (教师以迈克尔的身份, 表述感情，引导学生使用学过的关于安慰的表达方法。)
T:
S¬s:
T:
Ss:
T:
Ss:
…
2. (让两名学生表演。)
T:
S1:
…
(方案三)
1. (教师找两名同学以竞赛的形式复述Section A的内容。)
T: Now I ask two students to retell 1a in Section A.
2. (在同学们复述的基础上，教师导入Section B：现在Michael的病好些了，同学们又是
如何进一步去安慰他，使他高兴起来的？)
T: Michael is better now. How will his classmates cheer him
up?
Step 2
呈现并学习1a中的重点词句。
1. (教师将已设计好的听力问题呈现在黑板上。)
How will his classmates cheer him up?
2. (让学生听1a的录音，并回答问题。)
T: Listen to 1a and answer the question on the blackboard.
3. (教师核对答案。)
T: Let’s check the answer to the question.
(板书答案，学习并掌握put on。)
They will put on a short play and give him a surprise.
4. (通过谈论Michael与同学们之间的友谊，加强对学生的情感教育，从而引出并学习本课的目标语言。掌握get along
with和affect; 理解schoolmate和workmate; 了解mood。)
T: OK, We know Michael’s classmates will put on a short play to
make him happy. Well done! In our daily life, we should get along
well with our classmates, schoolmates or workmates and help each
other. It can bring us happiness. If we are usually in this good
mood, we may become healthier. That’s to say, moods can affect our
health.
(板书画线生词及短语，并进行适当讲解，然后进入巩固环节。)
get along with, schoolmate, workmate, affect, mood
Step 3
巩固1a，完成1b。
1. (放1a的录音, 要求学生跟读，注意语音语调的变化。)
T: Please follow the tape and pay attention to the pronunciation
and intonation.
2. (让学生自读1a, 完成1b，并让学生试着复述。)
T: Please read 1a by yourselves and fill in the blanks in 1b. Then
try your best to retell it.
(检查答案。)
T: I’ll ask someone to tell us the answers. Would you like to do
it, S1?
…
3. (组织学生分角色朗读课文，然后引导学生这样谈论1a的内容：)
S1: Is Michael feeling better?
S2: Yes.
S1: How do his classmates make him happy?
S2: …
S1: Many things can affect our feelings. Can you give some
examples?
S2: …
S1: What should we do when we are in trouble?
S2: …
(这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达能力和语言组织能力。活动结束后，教师给出符合实际的评价，以鼓励为主。)
Step 4
编对话并表演，完成2和3。
1. (让学生编对话。假设自己患了牙病，去看医生。注意在对话中要用一些表示情感的词或句子。)
T:
Ss:
T:
Ss:
T:
Example:
A: I’m afraid of… / I’m worried about…
B: Calm down. / Don’t be afraid…
(让学生先准备两三分钟，再表演。并对其进行合理评价。)
2. (完成2。)
T: OK. Let’s listen to 2. This is a dialog about seeing a dentist,
too. What do they say? Please listen carefully and complete
2.
(核对答案。)
T: Check the answers together.
3. (教师呈现例句，学习并掌握生词boss，然后让学生观察make, let后动词的形式，归纳
总结make, let的用法。)
(板书)
The boss makes the workers work for 14 hours a day.
That will make him or her get well soon.
Let’s prepare for that.
Let’s give Michael a surprise.
make/let sb. do sth.
4. (教师用幻灯展示3中的图片，练习make, let的用法，提醒学生注意make后接动词的形式。)
T: Please look at the pictures in 3 and make sentences after the
example.
(让几名学生分别把答案板书到黑板上，然后一起检查。)
T: I’ll choose some students to write their answers on the
blackboard.
(一分钟后)
T: Please look at the blackboard and check the answers.
(学生可能会出现类似这样的错误。)
The funny man makes the girl to laugh.
Mother doesn’t let her child to watch TV.
T:
Ss:
T:
Ss:
T:
(如果学生写的句子全部正确，教师可故意写几个错误句子，以提醒学生注意make, let后动词的形式。)
4. (让学生用“make/let somebody do/not do”造更多的句子。)
T: Please make sentences using“make/let somebody do/not do”as many
as you can.
Step 5
探究处理4。
1. (利用实物或图片学习生词passport，然后讨论完成4并派小组报告员向全班同学汇报。)
Example:
T: Which situation makes you nervous?
Ss: ...
T: Which situation makes you happy?
Ss: ...
...
2.
(让同学讨论在平时的生活中，哪些事使自己感到紧张、高兴、担心或害怕，小组总结、全班汇总。教师可适当给一些处理此类事情的方法和技巧，以培养学生处理应急事情的能力及生存的能力。)
Section C
Section C needs 1 period. Section C需用1课时。
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
2. Go on learning the sentence pattern:“make + object + v. /
adj.”
3. Talk about the influences of different things on feelings:
I think the moon can affect my moods.
The environment can change my feelings.
I think the weather can affect my moods.
Colors can affect my feelings and moods.
Big events can affect me a lot.
Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
师生交谈，导入新课。
(方案一)
T: I will tell you a piece of news. My pet dog died yesterday. I
feel sad. (教师在黑板上画简
笔画表示悲伤。)
Ss: Oh, that’s too bad. We are sad, too.
(播放轻快音乐。)
T: How do you feel now?
Ss: We feel better now. (引导学生用简笔画表示开心。)
T: Then do you know what can affect our moods? That’s to say,
what can make us happy or sad?
(让学生自由讨论两分钟左右，为引出新课作铺垫。)
(方案二)
1. (让学生表演Section B中的对话。)
T: I’ll ask some students to act out the dialog in Section B. Who
wants to have a try? Come
(组织三或四组学生表演对话。)
2. (让学生根据教师提供的情景进行小组讨论并表达自己的情感，然后表演。)
T: You see, different situations, different feelings. Different
feelings, different actions. What actions you’ll do in the
following situations? Do you want to express your feelings exactly?
Well, talk about the situations in groups first and then I’ll ask
someone in your group to act out. Now let’s begin.
I am going abroad!
I just saw a UFO!
I just found one million dollars!
I just bought you a car!
You are buying a house!
Your pet dog died yesterday.
You see your classmates making faces.
Your father hit you yesterday.
(可以把材料写在纸上或用多媒体等展示出来。)
T:
Ss:
T:
(表演完之后)
T:
(以下方式同上。)
T:
S1:
S2:
…
T:
(引入下一步。)
Step 2
呈现并学习1a。
1. (出示一幅明月悬空图，通过师生问答，自然呈现1a。)
T:
Ss:
T:
Ss:
T:
(教师边陈述边板书画线生词，让学生猜词义然后适当解释，用这种形式引入1a。掌握:hang, sky,
especially；理解tear。)
hang
(告诉学生许多东西能影响人的情绪，让学生听1a的录音，设置听力任务，找到问题的答案。)
T: We know many things can make our feelings change. Here are some
examples. Please listen to 1a and answer the questions.
(将设置好的听力问题呈现在黑板上。)
(1) How does the girl feel when seeing the full moon?
(2) How does the boy feel when he is in a different
environment?
(3) How does the boy feel when the sun shines brightly?
(4) What colors can make the girl confident or calm?
2. (播放1a的录音，为降低听力难度，每播放一段录音呈现一个问题，让学生互相讨论后核对答案。)
T: Listen to 1a and then check the answers after discussing in
class.
3. (解释1a中的重难点。掌握thought和noise；理解topic；了解confident。)
T:
S1:
S2:
…
(以上环节教师应注意补充学生未提出但应讲解的要点。)
Step 3
巩固1a中的重难点。
1. (再放1a录音, 学生跟读。)
T: Follow the tape please.
2. (让学生在1a中画出含有make/let+sb.+adj./v.的句子。进一步熟悉这一结构。)
3. (让学生重新阅读短文并找出关键词。)
T: Boys and girls, please read the passages again and underline the
key words.
(教师总结关键词并板书。)
Paragraph 1: the moon — affect — happy — sad — especially — hang —
get together
— feel very lonely
Paragraph 2: environment — change — noisy — fall asleep — clean and
quiet — happier
Paragraph 3: weather — affect — rains — sad thoughts — sun —
happy
Paragraph 4: colors — orange and yellow — confident; blue and white
— feel calm; green — nature color — energy; red — make active
Paragraph 5: events — affect — earthquake — sad — Olympics —
excited and active
4. (学生根据板书的关键词复述课文。为降低难度，可分段复述。)
T: Now, let’s retell the text ...
Step 4
练习完成1b和2。
1. (完成1b。)
T: Many things can affect our feelings. Please fill out the form in
1b.
(教师板书给出一些建议。)
Some noise makes me bored.
A noisy city makes me nervous.
Sunny/Windy days make me happy/active.
Blue makes me feel quieter and calmer.
White can make me more helpful.
A quiet/noisy/bad environment makes me happy/worried/bored.
Loud/Soft music makes me angry/want to sleep.
Moving/Funny movies make me sad/laugh.
The Beijing 2008 Olympics always make me excited and active.
(以上建议亦可以卡片的形式呈现。)
(在操作过程中，应鼓励学生尽可能多的说出自己的想法。)
2. (核对答案后让学生仿照例子造句，要求学生以小组为活动单位。)
T: Now, work in groups and make sentences as many as you can.
Example:
I was happy when my teacher made me monitor.
3. (小组报告结果，教师讲评，并将一些典型句子分类板书到黑板上。)
It makes me happy when I wear bright clothes.
It makes me active when I wear red.
It always makes me want to dance when I hear rock music.
It always makes me cry when I watch sad movies.
I was happy when my teacher made me monitor.
…
4. (引导学生完成2的写作练习。)
Example:
I like listening to music. When I am happy, I often listen to rock
music. It always makes me want to dance. When I am tired or sad, I
often listen to soft music. It always makes me relaxed and makes me
want to sleep. But loud music always makes me angry.
Step 5
探究学习如何表达情感。
1. (表达情感。)
Example:
S1: How do you feel when you lose your books?
S2: It will make me sad.
…
(配合相应的表情和动作。)
2. Homework:
(让学生在练习本上写出所有学过的关于“情感”的单词。)
Write down all the feeling words learned on the textbook.
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
spirit, magazine, decision, think over, sense, husband
2. Review the usages of:
(1) make + object + adj.
(2) make/let + object + v.
(3) make + object + n.
3. Review expressions of emotions.
4. Learn how to take care of ourselves.
Ⅱ. Teaching aids 教具
录音机/图表
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1
复习表示情感的形容词并导入新课。
(方案一)
1. (一名学生上台描述下列事情，并用手势和脸部表情表达感情，其余学生猜。)
My parents don’t let me do my homework with my classmates.
I have a lot of homework to do every evening.
I can play computer games every evening.
My friend will leave this school.
Example:
S1: My parents don’t let me do my homework with my
classmates.
2. (同时利用手势和脸部表情来表演自己的情感。)
S2: Do you feel happy?
S1: No, I don’t.
S3: Do you feel sad?
S1: Yes, I do.
…
(以下的操练同上。)
(方案二)
1. (师生谈论影响人情感的因素，导入新课。)
T: If you can’t get together with your family in Spring Festival.
What’s your feeling?
S1: I must be very lonely.
T: S2, can you give him/her some suggestions?
S2: OK. S1, you can call your parents and tell them your feelings.
If possible, go back home to visit them.
2. (学生操练后，教师总结发言。)
T: Many things around us may affect our feelings or moods, such as
colors, weather, news and the environment. Do you know how to relax
yourselves and how to take care of yourselves? Let’s come to
Section D.
Step 2
呈现并学习1a的目标语言。
1. (教师板书一些同学们可能出现过的困惑，让学生讨论并给出建议。)
1. Li Tao often feels tired and sleepy.
2. Jim is unhappy because he wants to be a soldier, but his parents
don’t agree.
3. Tom is lonely because he likes staying at home alone.
4. Maria is too shy to speak in public.
5. Jane is worrying about getting fat.
(先师生对话——学生提问，教师给建议，再生生对话。引出并掌握生词及短语: spirit, decision, think
over。)
S1: I often feel tired and sleepy.
T: Relax and exercise every day. Stay in good spirits.
S2: I am unhappy because I want to be a soldier, but my parents
don’t agree.
T: It’s an important decision. Think it over. Maybe your parents
are right.
S3:…
S4:…
(用同样方式引出并掌握生词magazine和sense。)
(板书)
spirit
decision
think over
magazine
sense
2. (让学生阅读1a，分组讨论并自行解决文中的重难点，然后教师适当讲解。)
3. (让学生再读1a然后进行问答，针对黑板上同学们的困惑给出建议。)
T: Now please read 1a again. Then ask and answer to give your
advice according to the students’ troubles on the blackboard.
S1: I am worried about getting fat.
S2: Remember to eat healthy food.
Step 3
巩固1a并完成1b。
1. (让学生听1a的录音并跟读。注意语音语调。)
T: Boys and girls, let’s follow the tape. Pay attention to the
pronunciation and intonation.
2. (让学生自读课文，注意表达建议的句子。)
T: Please read the passage by yourselves. Pay attention to the
sentences about suggestions.
3. (将学生分为男女两组，让学生用以下词组快速造句。两组学生以竞争的形式举手抢答，每说一个句子得1分。教师讲评。)
(板书关键词组。)
take care of, talk with, tell…about, get…from, think over,
make…decision, get back to
T: Please make sentences using the given phrases. First, divide the
class into two groups. Girls are Group A, and boys are Group B.
Let’s see which group is the winner.
GA:
4. (完成1b。)
T: Please look at 1b and discuss.
Example:
S1: What can affect our feelings and moods?
S2: Colors, weather, environment and so on.
S1: What can I do when I am in a bad mood.
S2: Listen to music or talk with your friends.
…
5. (全班讨论。)
T: We have known many ways can change our feelings when we are in
bad moods. Please discuss with your partner and try to find out
more ways to give suggestions. Then report them in class.
Example:
S1: I’m unhappy because I can’t get along well with my
classmates.
S2: Be friendly and help others as much as you can.
…
Step 4
学习3a和3b，并完成2。
1. (小组对话，必须使用make。)
T: Boys and girls, please talk in pairs like this:
S1: How does a snake make you feel?
S2: It makes me feel nervous.
S3: It makes me nervous.
(让学生回忆前面学过的内容，自己归纳本话题的语法重点，也可以分组讨论的方式来处理该部分。在学生讨论的过程中，教师在班里巡视，必要时给予指导和帮助。)
T:
S1:
S2:
S3:
(将画线部分板书到黑板上。)
make+object+adj.
make+object+v.
make+object+n.
(用同样的方法总结let的用法。)
2. (让学生归纳总结本话题的目标语言，然后听3b录音并核对。)
3. (用单词wife引出要掌握的生词husband，然后听2录音，完成2。)
(板书)
husband
T: Now look at 2, and listen to the tape. Then choose the best
answers.
(教师核对答案。)
Step 5
小组探究完成4和3b。
1. (完成4。)
(要求学生小组活动，填写下面图表。)
Word about feelings
Mask
…
Sentence
(1) (四人小组活动，找出所有学过的表示情感的词，填入表格。)
(2) (四人小组活动找出相关的句子并填入相应的面具下面。)
(3) (选择其中一种情感，画个面具。) (表内面具仅供参考。)
(4) (两人一组以所画面具表情为主题进行对话。)
T:
(1) Find out all the words about feelings you have learned.
(2) Find out the sentences which can match the masks given.
(3) Choose one of the feelings and draw a mask.
(4) Make a dialog to express the feeling you’ve chosen.
(下面以一个笑脸
Example:
S1: How do you feel?
S2: I am/feel sad. What about you?
S1: I am happy.
S2: What can I do when I feel sad?
S1: You should talk with your friends.
…
(学生的对话不限，内容只需是有关情感方面的话题。学生操练后，要求一些学生在班上表演。教师讲评。)
2. Homework:
(让学生围绕Topic 3的内容，用3b中的句子编对话。)
T:
S3: You sound terrible. What’s the matter?
S4: I have a bad cold. I’m dying.
S3: I’m sorry about your illness. How long have you felt like
this?
S4: Two days. What can I do?
S3: I think you’d better see a doctor.
S4: But I hate to go to the hospital.
S3: Don’t be afraid! Be brave! Go to see a doctor and follow his
advice. You’ll get well soon.
S4: I hope so. That’s very nice of you. Good night!
S3: That’s OK. Good night!
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