幸卫东教研课教案.docx

Unit 5 Feeling ExcitedTopic 3 Many things can affect our feelings.课 题 第一课时 Section 啊版 本仁爱版执教者幸 卫 东上课时间2015.3.18教材分析Section D是一节复习课，在综合复习Section A-C的词汇、语法和功能句的基础上，巩固学生本话题的学习内容。学生将在1a的阅读环节中，通过Jeff如何走出失去亲人的阴影，学习了解如何处理悲伤等消极情绪，从而拥有可以让自己健康成长的积极情绪。除了文中提到的倾诉、运动等宣泄方式，教师还可以交给学生其他的处理不良情绪的方法，如寻求家人、学校、社会的支持和帮助；转移注意焦点：散步、旅游、参观；用“我能行”、“我一定能成功”来进行心理暗示等，来帮助学生正确处理不利于成长和成功的情绪。最后通过2的写作拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。教学目标法制教育通过本节课的学习，让学生明白积极的情绪可以让他们健康成长，有利于他们的身心发育。当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。能力目标1. 能听懂与课本内容难度相当的，有关处理不良情绪的听力材料。2. 能正确运用本话题所学内容、比较流利地谈论如何处理不良情绪。3. 能阅读有关如何处理不良情绪的短文，并能做出相关的阅读练习。4. 能综合运用本话题的语法，词汇，句型写出自己遇到的问以及处理的方法，并能为有类似烦恼的同伴提出合理议。知识目标1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。2. 能熟练运用原因状语从句和同级比较的结构。3. 能准确运用本单元重点短语进行写作练习。4学生能综合运用本课短语、句型写出关于处理不良情绪的短文。教学难点综合运用本话题的语法，词汇，句型进行写作，解决实际问题。教学重点1. 学生能正确拼读、书写并运用黑体单词，能用描写情绪和情感的形容词和提出建议的动词及相关短语描写人物的不同情绪, 并给予心情不好的同伴合理的建议。2. 掌握运用原因状语从句和同级比较结构。解读学生学习了解如何处理悲伤等消极情绪，从而拥有可以让自己健康成长的积极情绪。除了文中提到的倾诉、运动等宣泄方式，教师还可以交给学生其他的处理不良情绪的方法，如寻求家人、学校、社会的支持和帮助；转移注意焦点：散步、旅游、参观；用“我能行”、“我一定能成功”来进行心理暗示等，来帮助学生正确处理不利于成长和成功的情绪。解读方法教学方法1. 通过整体复习Section A-C，让复习也是一种学习的想法植根在学生心中。2. 将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。教学手段多媒体教学教学准备通过报刊、网络搜集影像及查阅资料并整理. Teaching procedures StepInteraction patternStudent activityTeacher activityIntroduction.1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.1. Focus their attentionon the teacher.2. Students review thewords and phrases ofSections A-C byplaying the game:Whats missing?3. Students learn the new words.1. Greet the students andmake them ready forlearning. 2. The teacher asks thestudents to review thewords and phrases ofSections A-C by playingthe game: Whats missing? 3. The teacher shows thenew words and phraseswith the pictures or theChinese meanings on thescreen.Presentation1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.1. Students skim thepassage to catch the general idea of it.2. Students scan first half part and answer the questions.3. Students scan the restpart and answer thequestions.1.The teacher asks thestudents to skim thepassage of 1a.2.The teacher asks thestudents to read thepassage from the3. The teacher asks thestudents to read the restpart of the passage, andanswer Questions 4-5 of1b:Consolidation1. Group work.2. The wholeclass work.3. Pair work.1. Students read thepassage by themselvesand discuss in groupsto find out the difficultpoints and sum up themain points.2. The students underline in their books andmake some notes.3. Students discuss inpairs.1. The teacher asks the students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage.2. The teacher makes asummary to explain thekey points and difficultpoints to the students.3. The teacher asks thestudents to work in pairsand talk about how theydeal with sadness. Practice1. The whole class work and individualwork.2. The whole class work and individualwork.3. Individualwork.1. Students read thesentences of the firstgrammar table andunderstand the usageof the adverbialclauses of reason.2. Students read thesentences of thesecond table andunderstand the usage ofas as and not as/so as structures. 3. Students finish theexercises alone.1. The teacher asks thestudents to read thesentences of the firstgrammar table to reviewthe adverbial clauses ofreason.2. The teacher asks thestudents to read thesentences of the secondtable to review the usageof the equal comparison.3. The teacher shows theexercises on the screen.Finish the followingsentences.(1) Lucy/ tall/ Lily(2)The red pencil / notlong/the yellow pencilProduction1. Group work.2. Group work. 3. Group work. 1. Students ask theirclassmates about their problems.2. Students discuss theproblems in groups.3. Students write downtheir own suggestions.1. No one can be happy allthe time. The teacher asks the students to ask their classmates about theirproblems.2. The teacher asks thestudents to discuss theproblems in groups andfind the ways to solvethem.3. The teacher asks thestudents to write downthe