语 言 知 识
类别
内 容
课次
要求
词
汇
invite, say thanks to, cruel, silly, smile, none, rich
1a
掌
握
proud, be proud of, taste, smell, set, set the table, able, be able to, ring up, since
1b
lively, play, cheer up, at first, mad, please, marry, get married, ever, america, fall into, in the end
1c
come into being, main, role, express, culture, gesture, peace, make peace with sb.
1d
exam, shy, strict, be strict with
2a
especially, stranger, be used to, accept, advice
2b
deal, deal with, example, for example, fail, normal, kill, refuse, anybody, hit, though, even though, understand, asleep
2c
give sb. a hand, suggestion, experience, soft
2d
nervous, bitter, dvd, test, take it easy
3a
put on, monitor, speech, passport
3bmoon, thought, noise
3cspirit, decision, think over, sense, husband, boss, get along with, decide
3dupset, worried, opera, beijing opera=peking opera, disappointed, unhappy, unpopular
1a
理
解moving, surprised
1baustria, frightened, titanic
1cfacial, thankful
1dbadly, e-card
2asadness, relative, unfair, bored
2cin one’s teens, hotline, high-energy, calm, calm down
2doral english machine
3amood, schoolmate
3baffect, tear, dark-colored, bright-colored
3cworkmate, confident, blouse, carefully
3d
语
言
知识类别
内 容
语
法
1.系动词 形容词结构
you look so excited.
i feel disappointed.
did she sound worried?
she was very sad and went mad.
2.原因状语从句
she feels very lonely because she has no friends to talk with.
since she is very strict with herself, she is unhappy.
3.同级比较
first, the roads here are not as/so clean as those in our hometown.
helen is as lovely as maria.
4.make/let object ...
some tv programs make me want to sleep.
let jim play instead of you.
the teacher makes you monitor.
it sometimes makes me happy.
功
能
用
语
与
话
题1.描述及表达各种不同的情感。2.谈论电影或戏剧等。3.表达问候。4.表达感谢。5.表达爱好。6.表达希望和愿望。7.表达安慰与建议。8.表达事情对自己感情的影响。
语言技能
听1.能听懂谈论个人情感的比较熟悉的话题；识别主题，获取主要信息。2.能从所听语言材料中获取所需信息，补充短文或完成表格。
说1.能根据提示给出连贯的简单指令。2.能引出关于情感的话题并进行几个回合的交谈。3.能在教师的帮助下或根据图片用简单的语言描述自己或他人的情感。4.能在教师的指导下参与角色扮演等活动。5.能在上述口语活动中，使用正确的语音、语调。
读1.能连贯、流畅地朗读课文。2.能读懂关于情感方面的说明文等应用文体的材料。3.能从简单的文章中找出有关信息，理解大意。4.能根据上下文猜测生词的意思。5.能使用英汉词典等工具书来进行阅读理解。6.除教材外，课外阅读量应累计达到10万词以上。
写1.能正确使用标点符号。2.能在教师的帮助下或以小组讨论的方式写出和修改作文。
情
感
态度1.有明确的学习英语的目的，能认识到学习英语的目的在于交流。2.有学好英语的信心，敢于用英语进行表达。3.能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。4.能在英语交流中注意并理解他人的情感。5.遇到问题时，能主动向老师或同学请教，取得帮助。
学习策略1.根据需要进行预习。2.在学习中集中注意力。3.注意发现语言的规律并能运用规律举一反三。4.明确自己学习英语的目标。5.制定简单的英语学习计划。6.积极探索适合自己的英语学习方法。7.在交际中，必要时借助手势、表情等进行交流。8.使用简单的工具书查找信息。topic 1 why all the smiling faces?section athe main activities are 1 and 3a. 本课重点活动是1和3a。ⅰ. teaching aims and demands 教学目标1. (1)learn some adjectives of feelings: upset, worried, disappointed, unhappy(2)learn other new words and phrases:invite, cruel, silly, smile, none, rich, say thanks to2. master the structure of“linking verb adj.”: you look so excited. that is very exciting.i feel disappointed.the music sounds wonderful.ⅱ. teaching aids 教具录音机/面具ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 7分钟)(教师制作好面具，分别是表示: excited, happy, upset, angry, worried, afraid, disappointed。面具下面写上相应的英语，生词注明汉语意思。)t: i need seven students to help me. who would like to?(教师挑7名学生，并告诉学生把面具的正面背对大家，然后表演上面的表情。) for example: t: s1, stand in front of us and show your feeling.(第一名学生做激动的动作。)t: now, let’s guess how he feels. you can do it like this: are you upset?s1: no.ss: are you excited?s1: yes, i am excited.(这时，学生把面具转向大家，同时再做出面部表情，并说i am excited。)(第二名学生上台做高兴的动作。)ss: are you happy?s2: yes.(以此类推，把面具上的表情一一表演出来。)t: boys and girls, i notice some students in our class really look happy and excited. do you want to know why?(教师提前找几名学生，协作呈现下列句型。)t: s1, you look so excited! why?s1: because my mother bought me a new coat/dress.t: did you say thanks to your mother?s1: yes, i did.(教师板书并标注汉语意思，具体标注哪些由教师根据学生的具体情况而定。)you look so excited. upset buy sb. sth.=buy sth. for sb. happysay thanks to… worriedt: s2, you look so happy! why?s2: because my parents bought me a new bike.t: did you say thanks to your parents?s2: yes, i said thanks to them.t: s3, you look so excited! why?s3: because my best friend came to study with me this term.t: you are so lucky.(自然导入下一步。)step 2 presentation 第二步 呈现(时间: 5分钟)(让学生带着听力任务听1的录音，听完回答问题。)t: boys and girls, today is the first day of our new term. we all look happy and excited. our old friends kangkang, michael, jane and maria look excited, too. do you know why? ss: no.t: ok, let’s listen to the tape and find out why kangkang and his friends look so excited.(板书)why do kangkang and his friends look so excited?what movie are their parents going to see?when are they going?(如果学生听一次不能回答问题，可再听一遍。)step 3 consolidation 第三步 巩固(时间: 10分钟)1. (再放一次录音，让学生跟读，并划出重点词句。)t: well done! now, let’s follow the tape, and underline new words and sentences.(教师在黑板上列出关键词句。)go with, see, favorite movie, saturday, spend, at my househow are you doing? that’s great!you look so excited. please say thanks to your mom.2. (学生再读1的短文，然后听录音核对语音语调。)t: boys and girls, please read again and then check your pronunciation and intonation with the tape.3. (学生分角色表演对话。) t: now, let’s role play the dialog.step 4 practice 第四步 练习(时间: 15分钟)1. (学生独立完成2。)t: now, do 2 by yourselves.t: ok, stop here. boys and girls, let’s check the answers.(板书答案。)(1) michael looks so active/happy.(2) the man is so cruel.(3) the girl feels sad.(4) the man looks silly.(5) the teacher is angry and the student feels afraid.(6) the woman feels very upset/worried and the boy looks sad.2. (在教师的帮助下完成3a。)(1) (教师在黑板上写出disappointed和beijing opera, 标注汉语意思，并给学生布置听力任务，另外在黑板上列出更多问句，辅助学生。)t: kangkang and his friends are all very happy, but mr. lee looks disappointed. why?now, let’s listen to 3a and answer the question. why does mr. lee feel disappointed? (板书)why does mr. lee feel disappointed?why all the smiling faces?are they going to see beijing opera?t: now boys and girls, let’s check the answers. why does mr. lee feel disappointed?ss: …t: why all the smiling faces?ss: …t: are they going to see beijing opera?ss: …(2) (分角色朗读，教师在黑板上写出关键词句。) t: boys and girls, let’s role play the dialog in 3a.happy, smiling faces, our parents, movie theater, spend, exciting, beijing opera, the sound of music, lucky, buy tickets, none left, disappointed, shame (3) (让学生根据关键词编新对话，四个人一组，两两互相观摩评价。)t: now, act 3a out and you can make up a new dialog according to the key words on the blackboard.ss: …(让学生观摩评价，让学生参与到评价过程中来，进行自主学习。最后教师总结，评出最佳的一组，对其进行表扬。)t: great! boys and girls, you’ve done a great job. now, do 3b by yourselves, please payattention to the linking verbs.(教师在黑板上写出linking verb adj. 结构并讲解。举一些实义动词作系动词的例子，如look, feel, become, sound等。然后让学生完成3b。)t: now check the answers.(板书答案。)happy, excited, disappointed, wonderful/beautiful/goodstep 5 project 第五步 综合探究活动(时间: 8分钟)1. (让学生自我测试，阅读4中的正反义词。遇到不会的可参阅生词表，同时教师在黑板上写出生词并给予适当指导，并注明汉语意思。)rich, cruel, silly, unpopular 富有的 残酷的 愚蠢的 不受欢迎的t: read the words in the box and find out their opposite words.(学生分组合作，一组讨论和描述济公，另一组讨论和描述财主，根据图片和单词，用上系表结构。)t: now, work in two groups. group one discuss and describe ji gong, group two discuss and describe the rich landlord using“be adj.”according to the pictures and words given. (四分钟之后各小组派代表汇报。)t: now, please tell your stories to the class.g1: …g2: …t: great! / wonderful!2. homework:(让学生用所给单词写下济公和有钱的地主的故事，在下节课与全班分享。)section bthe main activities are 1 and 3a. 本课重点活动是1和3a。ⅰ. teaching aims and demands 教学目标1. learn some new words and phrases: proud, taste, smell, set, able, since, be proud of, set the table, be able to, ring up2. go on learning some sentence patterns to show feelings: he feels disappointed.it’s so funny and interesting.it’s so moving.did she sound worried?mr. lee will be surprised and happy!3. go on learning the structure of “linking verb adj.”: he looks a little disappointed.he feels disappointed because he can’t get a ticket to the sound of music.the food tastes delicious.the litter smells terrible.ⅱ. teaching aids 教具 图片/录音机ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 10分钟)(师生互相问候，用做游戏的方式复习上节课内容，并导出本课的目标语言。)t: good morning, boys and girls.ss: good morning, miss wang.t: how are you doing today?ss: very well, thank you. and you?t: i’m fine, too.(学生在第二次上课时通常会感觉疲劳，根据学生情况而定。)t: you look a little bit tired. ok, let’s play a game to make our class active. all right?ss: great!t: i’ll ask some students to do actions according to my sentences.(教师找三名表现活跃的学生，最好是男生。)t: s1, today on your way to school, a big dog ran at you suddenly. how did you feel?(表演的学生做出害怕的样子，教师问其他学生。)t: how does he feel?ss: he feels afraid.t: why does he feel afraid?ss: because a big dog ran at him suddenly.(教师面向第二名学生。)t: last sunday, you waited four hours for a ticket to the sound of music. but at last, they sold out all the tickets. how did you feel?(表演的学生做出失望生气的样子，教师问其他学生。)t: how does he feel?ss: he feels sad and a little angry.t: why does he feel sad and a little angry?ss: because he waited four hours for a ticket to the sound of music. but at last, he didn’t get it.(教师面向第三名学生。)t: you are walking on the street happily. suddenly your best friend stands in front of you! how do you feel? (表演的学生做惊喜状，教师问其他学生。) t: how does he feel?ss: he feels happy.t: exactly, he feels surprised and happy. why does he feel surprised and happy?(教师在黑板上板书词组：surprised and happy惊喜。)(板书)surprised and happy 惊喜ss: because he meets his best friend on the street.t: good. you’ve done a good job. now look at the picture.(教师拿出准备好的图片。)t: why does he look so happy and proud?(教师在黑板上写出生词并标注汉语意思。)proud 自豪的；骄傲的 be proud of 以……感到自豪ss: because he gets a medal.t: liu xiang got a gold medal. so chinese people were proud of him.(通过询问学生最喜欢的电影，引出“the sound of music”。)t: s1, which movie do you like best?s1: …t: what about you, s2?s2: …t: but jane’s favorite movie is the sound of music. and mr. lee also likes the movie very much.(自然导入下一步。)step 2 presentation 第二步 呈现(时间: 5分钟)(设置听力任务，让学生听1的录音，回答问题。)t: boys and girls. you look full of energy now. however, mr. lee, kangkang’s teacher looks disappointed. so let’s listen to 1 and find out the reason.(板书问题。)why is he disappointed?(听完录音后，教师提问。)t: why is he disappointed?ss: because he can’t get a ticket to the sound of music.(学生再听一遍录音，回答教师问题。)t: let’s listen to 1 again to find out which film kangkang likes.(听完录音后，教师提问。)t: which film does kangkang like best?ss: he likes love me once more, mom.step 3 consolidation 第三步 巩固(时间: 10分钟)1. (学生自读，然后听录音核对语音语调。)t: this time, you read first and then check the pronunciation and intonation after the tape.2. (根据录音画出重点词句。)t: ok, boys and girls, please follow 1 and underline key words and sentences.(板书)feel, disappointed, because, ticket, watch, favorite, interesting, cats, beijing opera, boring, best, love me once more, momit’s so moving.3. (男女学生分角色朗读，然后更换角色。)t: ok, boys and girls, let’s role play the dialog. boys act as kangkang and michael. girls act as jane and maria.(第一次表演之后，男女交换角色表演。)t: now, girls act as michael and kangkang. boys act as jane and maria. go!4. (学生四人一组表演对话，如果需要可给出一两分钟时间加深记忆。)t: look at the key words on the blackboard and act it out in groups of four.step 4 practice 第四步 练习(时间: 14分钟)1. (让学生根据图片造句，完成2。)t: very good. now let’s do 2. make sentences according to the pictures.(教师先以第一幅图做示范,然后让学生独立完成其余句子。也可以找几名学生把句子写在黑板上，每人写一句。)t: stop here. let’s check the answers.(板书答案。)(2) they are worried about waiting in line for a long time.(3) the student is very pleased with his mark.(4) the food tastes so delicious.(5) the litter smells very terrible.(6) the man looks tired.2. t: good job! mr. lee is disappointed, but soon he will become happy. do you know why?ss: no, we don’t know.(教师布置听力任务，并放3a录音。)t: ok. let’s listen to 3a and find out the answer. why will mr. lee become happy soon?(放完录音之后，重复听力问题。)t: why will mr. lee become happy soon?ss: mr. lee can use michael’s parents’ tickets.(再听一遍3a录音，回答下列问题。)t: listen again and answer the following two questions.(板书)what’s wrong with michael?how many places does kangkang set?(学生听完之后。)t: what’s wrong with michael?ss: …t: how many places does kangkang set?ss: …(学生回答完问题之后，要求男女生将对话表演出来。)t: ok. boys and girls, now let’s role play the dialog. suppose boys were kangkang, girls were mother. go!…t: good. now, let’s exchange the role. suppose boys were mother, girls were kangkang. go!(学生读时，教师在黑板上写下关键词。)set the table, three places, temperature, be not able to, sound worried, ring up, since, mr. lee will be surprised and happy!t: let’s act out 3a and you can also make your own short play. while you act, please use the key words on the blackboard.(可以把时间适当放长一点，并在此期间帮助各个小组组织表演。)t: let’s choose some groups to act out the dialog.(教师可以给学生适当的帮助，比如提示关键词。)3. (教师可先让学生浏览一遍句子，再听4录音，完成4。)t: good, you are great. now, do 4 by yourselves.(核对答案。)t: let’s check the answers.(板书答案。)(1) happy (2) surprised, happy (3) (really)beautiful (4) nice, delicious (5) glad, sorrystep 5 project 第五步 综合探究活动(时间: 6分钟)1. t: boys and girls. now, i have a piece of news for you. i don’t know whether it’s good or not. you have to wear school uniforms this term.(着重指出消息内容。)(板书)do you agree or not?how do you feel?why do you feel like this?(向全班学生做调查，在黑板上呈现表格。)t: now, please make a survey in our class and then write it in the form.
name
yes
no
feeling
why(让学生把调查结果向全班汇报，并给学校提出合理建议。)t: please report the result of the survey to the whole class, and give the reasonable suggestions to the school..2. homework:(假设你是康康的妈妈，迈克尔的妈妈正在给你打电话。你们会谈些什么呢？)section cthe main activities are 1a and 2. 本课重点活动是1a和2。ⅰ. teaching aims and demands 教学目标1. learn some new words and phrases:lively, play, mad, please, marry, ever, america, cheer up, at first, get married, fall into, in the end2. master sentences to express feelings: 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 mad.the smiling faces of his children pleased him.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 review 第一步 复习(时间: 10分钟)1. (教师用多媒体打出“do re mi”的歌词，准备用歌曲导入新课。)t: let’s review what we learned yesterday. i ask and you answer, ok?ss: ok.t: how does mr. lee feel?ss: he feels disappointed.t: why is he disappointed?ss: because he couldn’t get a ticket to the sound of music.t: what happened to michael?ss: michael has a temperature.t: how about their tickets?ss: mr. lee could use their tickets since they were not able to go.t: yes, you’re right. now, mr. lee is in the theatre. that’s the song he is listening to. let’s listen to it together.(教师放歌曲“do re mi”。)…t: how do you think of the song?ss: yeah, it’s good.(教师在黑板上逐步呈现生词: lively, cheer up, please，并解释。)(板书)lively, cheer up, pleaset: why do you think it’s good?ss: i think it makes me happy and relaxed.t: i think so. it can please us and cheer us up. i like to hear this song when i am sad. it’s the theme song of the sound of music. do you know this film?ss: yeah. it’s very popular.t: do you know the starring role?ss: no.(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: please find out who are the starring and the director.ss: julie andrews and robert wise.t: right. this story happened in austria.(引出生词: austria, mad，并解释。)(板书)austria, on adt: do you know more about this story?s1: it’s a story about maria.s2: maria went to care for a family with seven children.s3: their father was mad at their actions at first, but their father became happy at last.(以上内容如果学生不知道，就直接导入下一步。)2. (播放第二首歌曲“my heart will go on”。)t: do you know this song?ss: yeah.t: so you must know the movie titanic.ss: yes.t: what’s it about?s1: it’s a love story about jack and rose.s2: they fell in love with each other in the ship titanic.s3: the titanic had a serious accident.s4: jack died, but rose was saved.(必要时教师可做适当介绍，并导入下一步。)3. (教师放第三首歌曲“世上只有妈妈好”。)t: you know this one clearly, right?ss: yeah, it’s a story about a mother and her son. but one day, her son was lost and she couldn’t find him. she was very sad and almost went mad.t: yeah, very good. today we’ll learn about these three movies. the sound of music,titanic and love me once more, mom.4. (教师再放一小段“do re mi”, 把学生的情绪拉回来。)t: let’s first come to the sound of music.(自然导入下一步。)step 2 presentation 第二步 呈现(时间: 5分钟)(教师将问题读给学生作为听力任务并播放1a的录音，听完回答问题。)t: now. let’s listen to 1a and answer the following question.what did maria go to the von trapp family for?ss: she went to care for the von trapp family with seven children.(如果不能回答上面的问题，让学生听第二遍。教师可以把所有的生词列在黑板上并与导入中的生词放在一处。)step 3 consolidation 第三步 巩固(时间: 15分钟)1. (教师把学生总结的关键词写在黑板上。)t: please read 1a carefully and underline the key words and sentences.popular, movie, story about a young woman, austria, care for, von trapp family, died, sad and tired, father, angry, lively, perform, play, cheer up, mad, please, get married2. (让学生独立完成1b, 找出下列问题的答案。)t: now, let’s read 1a and then find the answers to the questions of 1b.(呈现小黑板或幻灯片。)what did maria go to the von trapp family for?why were the family sad and tired?was the father happy or sad in the end? why?how did maria cheer up the family?when and where will the movie be on?how much does a ticket cost?3. (教师核对答案，检查学生的理解情况。)(核完答案后。)t: excellent. now, let’s read 1a again and find out the main idea of each paragraph. please work in pairs and discuss it. (给学生两分钟的讨论时间。)t: group 1, what does paragraph 1 talk about?g1: the sound of music is a story about maria.t: group 2, what about the second paragraph?g2: it talks about the family. the family looked sad and tired.t: group 3, what’s your idea about paragraph 3? g3: maria cheered up the family at last.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，让几组读出他们所概括文章的大意，看哪一组表现得好。)t: very good, every group did a good job. now, work in groups of three, each member sums up one paragraph, and combine them together into one main idea of the passage. understand?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, maria and mr. von trapp got married and lived happily.(如果学生有困难，教师可给出示范。)g2: …g3: …step 4 practice 第四步 练习(时间: 5分钟)1. (让学生独立完成2。给学生3分钟的时间通读短文，并画出系动词结构。)t: do 2 by yourselves. we’ve just mentioned about titanic and love me once more, mom. now, please read through the two passages and underline the structure of“linking verb adj”.2. (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.3. (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，同时展示事先准备好的“titanic”和“love me once more, mom. ”的海报，配合教学。)they were happy to be……the titanic had a serious accident…they were very frightened.they were afraid of losing each other.rose felt very sad.she was so lonely.…the mother was so worried that……sad and went mad.(以上斜体用红字来表示。)4. (学生做完之后，核对答案。)t: now, let’s check the answers together.step 5 project 第五步 综合探究活动(时间: 10分钟)(小组活动。三人一组，讨论最喜欢的电影。)t: three students in one group and discuss about your favorite film. you can use the following questions:(板书问题。)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 your group.my favorite filmfavorite film (name): actor(男主角): actress(女主角): starring:director: theme song(主题曲): time you watch: (教师找几名做的好的学生做汇报。)t: now i choose some students to report their cards.s1: …s2: …section dthe main activities are 1a, 3 and 4. 本课重点活动是1a, 3和4。ⅰ. teaching aims and demands 教学目标1. learn some new words and phrases:main, role, express, culture, gesture, peace, come into being, make peace with sb. 2. learn some knowledge about beijing opera: beijing opera’s historyfour main roles of beijing opera3. go on learning the the structure of“linking verb adj.”: you look so excited.i feel disappointed.it’s so funny and interesting.the food tastes so delicious.the litter smells terrible.did she sound worried?the father was lonely and often became angry because of the noisy children.ⅱ. teaching aids 教具脸谱/图片/磁带/多媒体课件(生旦净丑)卡片/幻灯片/录音机/小黑板ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 10分钟)1. (教师复习上节课的内容，引出本课目标语言。)t: last class we talked about some famous movies. they are the sound of music, titanic and love me once more, mom. (教师故意放慢腔调，让学生回答。)in america, there is the sound of music. but do you know something about chinese own “music”?(让学生猜，引出主题beijing opera, 如果猜不出，放一段京剧来引出。)s1: pop music.s2: folk music.s3: ……(教师放京剧磁带。)2. t: what do you call this music?(学生不会用英语，可用汉语代替。)ss: we call it “京剧”.t: yeah. we can call it beijing opera in english. beijing opera highly expresses chinese culture. so we think it’s our national opera.(教师写出生词: express, culture, 并注明汉语意思。)express 表达，表示culture 文化3. (教师依次拿出生旦净丑的脸谱，呈现新单词: facial, gesture。对京剧中“生”、“旦”、“净”、“丑”的角色做解释。) (教师拿出脸谱“生”或展示多谋体课件。)t: look at this facial painting. its name is“sheng”.(黑板上写出facial并注明汉语意思。)facial 面部的t: what do these people usually stand for? just guess!s1: they stand for xiucai.s2: they also stand for soldiers.s3: i think they stand for some people in high position, for example, the emperors. they often read many books.(以上内容如果学生猜不出或者猜不对，教师要在此做解释。如果可能，找些图片给学生以直观的认识。)t: yeah, very good. “sheng” has three parts. they are wenxiaosheng, wenlaosheng, wusheng. wenxiaosheng usually stands for xiucai(秀才). wenlaosheng stands for people in high position. wusheng stands for ancient soldier. they all do wonderful gestures. but wusheng also do wonderful fighting. (教师拿出脸谱“旦”或展示多媒体课件。)t: do you know this one?ss: yeah, it’s “dan”.(如果学生答不出，就向学生展示几幅旦的图片，并配予下列问题。)t: are they all women?s1: yes, they are all women.t: are they young women or old women?s2: they are young women, but sometimes old women.t: do they wear beautiful clothes?s3: yes, they usually wear beautiful clothes.t: “dan” has huadan and laodan. they are all women. they usually wear beautiful clothes.(教师拿出脸谱“净”或展示多媒体课件。)t: how about this one? in beijing opera, there are “sheng”,“dan”,“jing”,“chou”. can you guess this one?s1: it’s“jing”.t: what’s their face like?s2: they usually have black and red face.s3: they also has black and white face.t: yes. people with black and red face are good, but people with white are bad. (教师拿出脸谱“丑”或展示多媒体课件。)t: what is this one called?ss: “chou”.t: what do they usually perform on stage?ss: they do funny things.t: what’s their face like?ss: they usually paint their nose white.t: do you like them?ss: yeah.t: i like them, too. they often bring us happiness and laughter.(导入下一步。)step 2 presentation 第二步 呈现(时间: 8分钟)1. (放1a录音，给学生设置听力任务。)t: ok, you have known much about the beijing opera. but do you know how long a history it has? let’s listen to the tape and find out the answer to this question.(学生听完录音后，回答问题。)t: how long a history does it have?ss: it has a history of 200 years.2. (让学生读1a短文，在重点词句下划线。) t: boys and girls, please read this passage and underline the key words and sentences. (板书)national opera, come into being, facial painting, gesture and fighting, be popular with it expresses chinese culture. (教师可根据学生实际情况，解释关键词句。)3. (教师让学生独立完成1b。)t: stop here. let’s 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.(核对答案。)(1)f (2)t (3)t (4)fstep 3 consolidation 第三步 巩固(时间: 7分钟)(要求学生仔细阅读短文，之后用做游戏的方式复述课文。)t: very good, every student is so excellent. now, it’s time to read the passage as carefully as you can and try to remember it. later, we will play a game to retell the text.(活动说明: 把关键词按在文中出现的顺序分成三部分，然后写在纸条上并标明序号，之后以接龙的方式复述课文主要内容。操作方式如下: 教师以击鼓传花的方式来选取三名学生，让学生参看纸条内容按顺序复述课文。该活动可重复，让每名学生都有机会参与，面向全体学生。)t: stop here, boys and girls. i would like to choose three students to retell the passage. each student will hold a note with key words and number. ok?ss: ok!t: i hit the table. when i stop, the student holding this book will be given a note. go!(选出3名学生后让他们按照手中的纸条的序号，复述课文。)s1: …s2: …s3: …t: very good. now, let’s retell the text together.ss: …step 4 practice 第四步 练习(时间: 12分钟)1. (让学生独立完成1c。)t: first, please read through the passage and then underline the new words in it.(板书)
peace (让学生听1c录音, 完成1c练习。)t: listen carefully and complete 1c about beijing opera.(核对答案。)t: let’s check the answers together.2. t: now, boys and girls, please find as many sentences of showing feelings in the pattern of “linking verb adjective”as you can. the winner will get a wonderful facial painting as a prize. go!(在此活动中，有的学生可能找不准，也有的会找出不合要求的句子。这时教师就要给学生认真地讲解。)for example:you look so excited. i feel disappointed.did she sound worried?…(将2a句子写在卡片上，(或用幻灯片)向学生展示，并让学生分析一下有什么异同，此活动的目的在于给学生总结分析该部分重点语法。下面活动只是范例，教师可根据实际情况调整教学。)for example: t: can you find the same points between the sentences?ss: they all have subjects. they all have adjectives. the verbs of the sentences are “be”, “look”, “feel”, “sound”.t: yes, very good. they have subjects, adjectives and verbs. look at the verbs here. do you know the same points between them?ss: i think…(学生如果不知道，就需要教师做如下处理。)t: what kind of verbs are they?ss: they are all feelings of people.t: yeah, they are all linking verbs.(教师写下linking verb的汉语意思。)t: can you say more linking verbs?ss: taste, seem…t: there are more. for example, grow, stay. here are some sentences to help you understand. for example:you are growing tall.the weather grows cold.the weather will stay cold for the next two days, but i want it to stay warm. you seem so sad and lonely. why?the food tastes good.3. (要求学生掌握2b的习惯用语。) t: master the “useful expressions” in 2b.(板书)please say thanks to your mom.what a shame!i hope everything goes well.why all the smiling faces?what’s the matter with mr. lee?i’ll ring up michael later.(以上句子可呈现在小黑板上。)t: now, four students in one group. and each group finds another two useful expressions. then please make up a new dialog. and then act out your dialog. 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: i think group 3 is the best. do you think so?(教师对每组都要点评，但都要着重体现各组的闪光点，体现激励机制与尊重学生个体差异性。)step 5 project 第五步 综合探究活动(时间: 8分钟)1. (方案一)(小组活动。让学生们讨论他们所了解的京剧知识。)t: beijing opera is our national opera. so today’s project is about beijing opera. now discuss with your partner about the operas you know, the famous stories of operas and famous actors/actresses you know.(小组讨论后，向全班同学汇报。)t: let’s welcome group 1 to report their result to us.g1: henan yu opera, huangmeixi opera…g2: ……t: very good. you are great.(方案二)(完成4, 让学生收集他们喜爱的电影、戏曲、故事或歌曲，然后进行讨论并向全班汇报结果。)t: please collect your favorite movies, operas, stories and songs, and discuss with your partner, then report to the class.2. homework:(1) (分组合作。让学生准备关于河南豫剧，黄梅戏或其他种类中国戏剧的磁带，下节课与全班分享，学生可以在网上、杂志中搜索相关资料。)you can search the internet, magazine…(2) (写一篇关于3中的图片的短文。)topic 2 i feel better now.section athe main activities are 1a and 2. 本课重点活动是1a和2。ⅰ. teaching aims and demands 教学目标 1. learn some new words and phrases:exam, shy, strict, be strict with2. master the “adverbial clauses of reason”:she feels very lonely because she has no friends to talk with.since she is very strict with herself, she is unhappy.ⅱ. teaching aids 教具录音机/小黑板ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 10分钟)(复习上节课内容，让各组汇报一下他们查到的有关各个剧种的信息。)t: good morning, boys and girls.ss: good morning, miss wang.t: are you ready to share your “opera” with others?ss: yeah.g1: we find eight kinds of operas. they are… we choose one section from huangmeixi opera. let’s listen to it.g2: ……(教师依次对上述学生的报告做点评。)t: beijing opera and other kinds of operas are national operas of china. they highly express chinese culture. they bring us happiness. but there are many things in our daily life bringing us sadness and worries. now, let’s make a competition.(在此呈现生词: shy, strict。)(板书单词，并附中文解释。)shy 害羞的be strict with 对……严格要求t: please list as many things that happened last week as you can. group 1 list things making you sad and unhappy. group 2 list things making you angry and strict. group 3 list things making you shy and lonely. group 4 list things making you pleased and happy.(该活动的目的在于: (1)呈现生词。(2)给学生创设情景，创造机会来表述发生在身边的事。)(教师计时，并在黑板上画出计分表。)t: each has three minutes. go!
group 1
group 2
group 3
group 4
4
5
2
3
2
3
3
4
…
t: group 1 counts the list of group 2, group 2 counts the list of group 3, group 3 counts the list of group 4…g1: 8g2: 5g3: 7g4: 6(让学生进行互评。)t: ok. so group 1 gets six points. group 2 gets eight points… oh, dear. i don’t expect you, junior high school students have so many troubles. then how do you deal with the problems?s1: i will go out to play.s2: i will go shopping.s3: i may listen to the music.s4: i would like to talk with my friends.…(导入下一步。)step 2 presentation 第二步 呈现(时间: 8分钟)1. (放1a录音并设置听力任务。)t: good, i’m glad to hear that you can deal with them by yourselves. however, beth, a little girl in our text book seems unhappy. let’s listen to 1a and find out what’s wrong with beth.does helen seem unhappy?what’s beth like?why is beth crying?who will have a talk with beth later?2. (教师给出关键词句，帮助学生理解听力内容。)(听完录音后。)t: what’s wrong with beth?ss: she looks so unhappy. she is crying in the bathroom.t: let’s listen again. and the key words and sentences here may help you.(板书关键词。)anything wrong? 怎么了？i’m sorry to hear that. 听到这些事情真让人难过。have a talk with her 和她谈谈话be worried about 担心3. (听完录音，要求学生回答问题。)t: ok, stop here. please give me the answers together. does helen seem unhappy?ss: yes, she does.t: what’s beth like?ss: she is quiet and shy.t: why is beth crying?ss: because she did badly in the english exam.t: who will have a talk with beth later?ss: …t: good job!step 3 consolidation 第三步 巩固(时间: 8分钟)1. (学生自读1a，然后听录音核对语音语调。) t: now, read 1a by yourselves and then check your pronunciation and intonation sentence by sentence. go!2. (学生分角色朗读。)t: role play the conversation. boys act as miss wang, girls act as helen. go!(读完一遍后，男女生互换角色。)t: now, boys act as helen, girls act as miss wang. go!3. (根据关键词，表演对话。) t: work in pairs. close your books, look at the blackboard and act out the dialog. the best group will get five points.g1: …g1: …… (学生表演完，教师给出评语。)t: group 1 has a wonderful pronunciation. they can use the words freely, and they don’t read books, so they get five points…step 4 practice 第四步 练习(时间: 12分钟)1. (让学生以小组为单位，以竞赛的形式回答1b练习。)t: work in groups, read 1a again and answer the questions in 1b.(教师给学生三分钟准备时间。)g1: …g2: ……(在此活动中, 如果学生答错, 教师一定要给出正确答案以利于学生进行比较记忆。)2. (教师让学生独立完成2, 在此可先复习表示情感的形容词。)t: look at the first picture in 2. she looks so lonely because she has no friends. then i will give you several minutes to make sentences according to other pictures.(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 is very angry because his pen is lost.(3) the mother feels upset because her son is ill.(4) many people laugh because he is so funny.(5) the boy looks very tired because he has too much homework to do.(6) the girl feels very sad because her pet dog died.(教师可以再补充两个句子，并让学生分析一下有什么异同。此活动目的在于给学生总结分析该部分重点语法。)(板书)the teacher was angry because her student couldn’t get to school on time.the man was so sad because of the poor business.she said that mr. lee could use their tickets since they were not able to go.t: look at the sentences and find the differences between them.s1: there is a sentence after“because”.s2: there is a noun phrase after“because of”.s3: there is a sentence after“since”.t: “because” can answer “why” questions. “because” tells us the reason. “because of ” has a noun or noun phrase after it. “since” tells us the obvious reason.(以上的话可再用汉语说一遍，保证每一名学生都能理解，根据学生情况来定。)t: here are some examples: kangkang is worried because his friend michael has a temperature.sandy got angry because of you.since you can’t tell me the reason, i will ask other people.t: do you understand now?ss: yeah.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，然后听3录音，完成3。)t: do you know what is an e-card?(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!(板书答案。)cheer, exam, badly, better, strict, shy, happy, lovely, glad, warmstep 5 project 第五步 综合探究活动(时间: 7分钟)1. (小组活动。将全班分成几组，让学生找出表示情感的词。看一看，哪一组找得多。)t: boys and girls, we have learned many sentences to show feelings like “happiness”, “satisfaction”, “surprise”, “worry” and “fear”, so today’s project is to find such sentences you’ve learned. please work in groups.(几分钟后。)t: now report your results to the class!g1: … g2: … g3: … g4: ……2. homework:(1) (和你的搭档用原因状语从句编一个对话。)(2) (以王老师的口吻，向贝丝提出一些建议，帮她度过难关。)section bthe main activities are 1a and 2a. 本课重点活动是1a和2a。ⅰ. teaching aims and demands 教学目标1. learn some new words and phrases: especially, stranger, accept, advice, be used to 2. master the structure of equal comparison: the people here are not as/so friendly as you. helen is as lovely as maria.3. learn some sentences of reassuring others: don’t worry. there, there! it’ll be ok.4. go over how to give advice to others.ⅱ. teaching aids 教具 录音机/小黑板/单词卡片ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 6分钟)(师生互动复习linking verb adj. 这一结构。) t: what’s the matter with you, s1?(教师可事先安排，学生配合表演。)s1: …t: why are you so worried?s1: oh, miss lin. i’m worried about tomorrow’s exam. i’m afraid of getting poor results.t: oh, don’t worry. take it easy and try your best. please remember“you can do it”.t: boys and girls. how can we express our happiness? go!s1: how nice!s2: how wonderful!s3: i’m pleased.s4: that’s great!…(鼓励学生将所有找到的内容都说出来，同时也是对section a探究活动的考查，并且将竞赛机制引入课堂，充分调动学生的积极性与学习欲望，既活跃了课堂气氛又提高了课堂学习效率。)t: well done! are you happy all the time?s1: no, not always.s2: sometimes i am unhappy.s3: …t: oh, i really understand. everyone gets these feelings at your age.(教师在此呈现句子: everyone gets these feelings at your age. 并为下一步作铺垫。)step 2 presentation 第二步 呈现(时间: 8分钟)1. (教师板书问题，让学生带任务听1a的录音。)t: today, beth is feeling really sad, too. what will miss wang do for her? ok, let’s listen to 1a and answer the questions on the blackboard.(板书问题。)how does miss wang give beth a hand?does beth like to make friends?who does she want to be her friend? (板书关键句。)everyone gets these feelings at your age.there, there! it will be ok.2. (教师问其他3个问题，并让学生集体回答。)t: we have known that beth felt sad. do you know why?ss: because she didn’t pass the english exam.t: good! because she didn’t pass the english exam.t: …ss: …t: can you give her some advice to make her classmates like her and accept her?(板书并解释划线部分单词。)adviceaccept3. (让学生独立完成1b, 更好地理解课文。) t: now, finish 1b by yourselves.step 3 consolidation 第三步 巩固(时间: 10分钟)1. (让学生跟读磁带，注意语音语调。)t: listen to 1a and follow, pay more attention to the pronunciation and intonation.(学生自读，然后核对语音语调。)t: now, read and check your pronunciation and intonation sentence by sentence. go!(人机对话。)t: suppose you were miss wang. listen to beth and make a dialog with her. go!(板书呈现关键词，学生串演section a, 1a和section b, 1a。将前后知识有机地整合起来，可以用学生真实的姓名，创设贴近学生实际的情景。)worried—unhappy—cry—bathroom—english exam—quiet—shy—lonely—strictsad—expecially—happen—talk with—get—feeling—nice—like—friend—bettert: work in pairs. practice for a little while. close your books. look at the key sentences here and act out the dialog.g1: …(鼓励学生积极主动地概括1a主要内容，巩固1a。完成1b。)t: can you sum up the main idea of 1a?2. (复习给别人提建议的表达方法，以便进一步学习，要求一名学生到讲台前，说出他(她)的问题，班上学生对他(她)提出建议。完成2b。) for example:s1: i’m unhappy and sad because…s2: you should talk to your friends.s3: ……(引导大家给贝丝提建议，先小组讨论，然后各组作汇报, 在全班交流提建议时采用句式: you’d better…, why not…?, why don’t you…?, please…, etc。)t: thank you very much. we know beth has some problems. please discuss in groups of four, give her some advice. then report it in the class. you should use “you’d better…, why not…?, why don’t you…?, please…”etc.step 4 practice 第四步 练习(时间: 14分钟)1. (教师呈现阅读任务，让学生带着目标阅读。阅读任务应提前准备，任务设计如下，仅供参考。)t: now, let’s get to 2a.why did beth write to celia?what are the differences between beth’s hometown and the new city?what’s the matter with her?t: please read the letter to celia and try to find out the answers to the questions.(学生阅读后，可与同伴讨论答案，之后进行汇报以便全班核对。)t: now let’s check the answers together.(核对后，将问题2a的答案板书到黑板上，这几个句子是本课重点，为后面教学做铺垫。也可以课前准备好，以便节省时间，板书如下: )the roads here are not as clean as those in our hometown.the food is not as delicious as our sichuan food, either.even the people here are not as friendly as you.(让学生去发现同级比较的结构，教师提示比较对象的对称性，然后对此句型的用法进行解释。)(解释课文，由学生提问，学生回答，教师补充。)t: can you catch the meaning of the letter?s1: sorry. what’s the meaning of…?t: who can solve the problem?s2: i can. it means…t: thank you. any other questions?…(放2a录音，学生跟读。)t: please read the letter loudly after the tape.2. (请四名学生上讲台前，学生外形尽量与下图吻合，协助操练形容词的比较等级、最高级、同级用法，如下图例。) (教师指着s3说。)t: s3 is short, right? ss: right.t: what about s2?ss: he is taller than s3.t: and s4?ss: he is as tall as s2. t: is s1 as tall as s2? s1 s3 s2 s4ss: no. s2 isn’t so tall as s1.t: good! s2 is as tall as s4. (鼓励学生尽可能多的用形容词的比较级来操练。)(教师接着问。)t: is s2 as tall as s1?ss: no, s1 is taller than s2.(学生可能会根据旧知识回答。)t: good! and we can also say,“s2 is not as /so tall as s1.”(学生继续操练as…as, not so/as…as。)for example:s3 is not so tall as s2. s4 is not so/as tall as s1.…3. (让学生完成3，双人活动。)t: let’s come to 3, look at the pictures and the table, work in pairs and make sentences as many as you can.(小组汇报，在班上交流。)t: now, please report your sentences in class.s1: …step 5 project 第五步 综合探究活动(时间: 7分钟)1. (四人小组活动，综合复习、巩固如何提建议及形容词的同级比较。)for example: (s1表述情感。)s1: i am worried about falling behind others.(s2提建议。)s2: you’d better study harder.(s3用形容词同级比较用法表述。)s3: i am as worried as s1. what should i do?(s4继续用why not, had better, please等建议。)s4: why not study as hard as us?…(以上角色互相替换练习直至熟练。)2. homework:(假设你是加莉亚, 给贝丝写一封回信，向她提出一些建议。用以下的句型: “you’d better…”,“why not…?”,“why don’t you…?”,“please…”等等。)section cthe main activities are la and 3. 本课重点活动是1a和3。ⅰ. teaching aims and demands 教学目标1. learn some new words and phrases: deal, example, fail, normal, kill, refuse, anybody, hit, though, understand, asleep, deal with, for example, even though2. go on learning:(1) equal comparison(2) some adjectives of feelings3. learn to solve the problems around us.ⅱ. teaching aids 教具表格/《西游记》片段课件/录音机/阅读任务问题的卡片及答案(也可用小黑板或使用多媒体展示)ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 15分钟)1. (方案一)(展示自制表格，复习同级比较。)t: boys and girls, please look at the table. make as many sentences as you can, using “as…as” or“not as/so…as”. (展示表格及例句如下，应课前准备。)
helen
maria
suelovely√√√√√√patient√√√√√funny√√√√√active√√√√√√helpful√√√√√humorous√√√√√quiet√√√√√√shy√√√√√√smart√√√√√brave√√√√for example: helen is as helpful as maria.maria is not as lovely as helen.(方案二)(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: boys and girls, i’ll devide you into four groups. you are group 1. you are group 2…let’s have a competition. you need to make up sentences using “as…as” or “not as/so…as”. the group which makes the most sentences is the winner. they can get five scores. do you understand? go!(注意，在学生说的时候，暂时别纠错，以免影响学生的积极性。在练习中，融入竞争意识，激励机制，调动学生学习积极性。)t: stop! group 3 has the most sentences. group 3 is the winner. they get five scores. clap your hands to them. what about the others? each of you can get three scores.2. (播放《西游记》片段或录相片段，内容以唐僧误会孙悟空部分为佳，如《孙悟空三打白骨精》。)t: boys and girls, do you want to relax yourselves?ss: yes.t: would you like to see a part of a film?ss: yes, we’d love to.t: ok! it’s about tangseng and sun wukong, do you know them?ss: wow, great, of course we know. t: you should try to find out the answers to the questions when you are watching. understand?(板书展示问题如下, 应课前准备。解释划线部分单词。)did tangseng understand sun wukong?how did sun deal with the problems when tang didn’t understand him?did sun finish his work well at last?ss: sure.(播放课件后问。)t: who can answer question 1?s1: no, he didn’t.t: what about question 2?s2: he didn’t care and he could forget it easily.(学生可能会给出多种不同答案，教师要鼓励和引导学生给出多种不同的解决方式。)t: question 3?s3: yes, he did.t: are you happy all the time? what may make you unhappy? if you feel sad, how do you deal with your sadness?(组织几分钟的自由讨论，然后过渡到下一步。)t: please discuss with your parther and find the answer.step 2 presentation 第二步 呈现(时间: 8分钟)1. (让学生阅读1a, 同时找出设置的问题的答案。)t: stop! now, boys and girls, please read 1a and find out the answers to the following questions.(板书)how do you feel if you fail to pass the exam?how did jeff feel when his elder brother died?what did jeff do to feel better?what makes you unhappy? how can you feel happy again?2. (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.3. (核对答案后，让学生划出新学单词、短语, 先让他们在语境中猜词意，教师可以加以指导。解释新单词或使用构词法的方式加深学生对新的表达法的印象。并将关键词板书。)deal with, fail an exam, normal, solve, learn…from…, kill, refuse to…, unfair, be angry with, even though, not…any longer, insteadsad ness=sadness 忧伤happy ness=happiness 高兴un fair=unfair 不公平any body=anybody 任何人…(问题与关键词可以提前写在小黑板上。)step 3 consolidation 第三步 巩固(时间: 10分钟)1. (让学生大声朗读黑板上的关键词，使学生熟悉课文。) t: please read the key words on the blackboard loudly. ss: …2. (播放1a录音，并让学生跟读，注意模仿语音语调。) t: boys and girls, read the passage after the tape. pay attention to the pronunciation and intonation.3. (小组活动，让学生四人一组，看关键词，复述课文。因本课较长，具体操作时可根据学生掌握的程度选择全文复述或各小组分段复述。) t: please work in groups of four. try to retell the passage with the key words on the blackboard, then report it in class.4. (完成1b。)t: please finish 1b by yourselves.(待学生完成之后，集体核对答案。)t: now, let’s check the answers together.(板书答案。)a. sit (4) e. understand (7)b. angry with (6) f. normal (2)c. unfair (5) g. happy (8)d. nobody (1) h. almost mad (3)step 4 practice 第四步 练习(时间: 5分钟)1. (让学生先列举一些表情感的形容词。)t: boys and girls, please list some adjectives of feelings. (把列举出来的形容词板书，教师加以补充，以便完成2。)boring, funny, lovely, upset, polite, shy, …2. (完成2。)t: please complete 2 by yourselves.(待学生完成之后, 集体核对答案。)t: let’s check the answers together.(板书答案。)(1) upset/unhappy (2) polite (3) boring (4) lovely (5) funny (6) shy3. (让学生一起大声朗读这些句子。)t: ok. let’s read the sentences together.ss: …step 5 project 第五步 综合探究活动(时间: 7分钟)1. (将学生分为四组，以竞赛的形式巩固系表结构及同级比较。)t: now, let’s have a competition. s1 and s2, come to the front, please. ok! others, please say something about the facial expressions by using“linking verb adj., as adj. as, not so/as adj. as”. your group will get one point if you speak out the sentence quickly and correctly.for example: g1: s1 is not as happy as s2. s2 is not as humorous as s1.…(活动目的: 操练形容词同级比较，及操练adj.(emotion) preposition。活动方式: 以大组为单位，依次让两个体貌特征较明显的学生到讲台前表演表情，其它学生用活动目标内容描述。评比原则: 各组每说出一个正确句子得一分。注意句子不得重复。)(图表如下: )
group 1
group 2
group 3
group 42. class activities. (完成4。) t: ok. boys and girls, let’s have a rest. enjoy a song it’s a small world. go!3. homework: (让学生读3的短文，然后根据3用“as…as”,“not as/so…as”或者“because”写一篇关于自己朋友的短文。)section dthe main activities are 1a and 3. 本课重点活动是1a和3。ⅰ. teaching aims and demands 教学目标1. learn some new words and phrases: suggestion, experience, soft, give sb. a hand2. review: (1) adverbial clauses of reasonshe feels very lonely because she has no friends to talk with.since she is very strict with herself, she is unhappy. (2) equal comparisonfirst, the roads here are not as/so clean as those in our hometown.helen is as lovely as maria.3. get students to know how to be in a good mood and how to live and study happily.ⅱ. teaching aids 教具录音机/图片(带文字的)/道具(帽子、话筒、眼镜、白大褂等)ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 10分钟)1. (复习原因状语从句。) (1) (看图片做动作，教师随意挑选学生来做，被选到的学生也可以让其他学生协助一起来完成。图片如下: )be not pleased/poor results be bored/math classbe tired/homework be glad/schoolmate is comingbe mad/crying boy be angry/others at using his thingsbe anxious/waiting in line be worried/falling behindt: s1, look at this picture and imitate according to the picture. you can ask the others to help you.s1: (做出动作和表情。)t: how does the boy feel?ss: he is not pleased.t: why?ss: because he is not pleased with his poor results.s2: (模仿表情和动作。)ss: she is mad.t: why?ss: because the boy keeps crying.s3: (进行表演。)…(2) (让学生大声朗读2a中的原因状语从句。)t: read the sentences about adverbial clauses of reason together in 2a.ss: …2. (复习同级比较。)(方案一)(1) (学生听句子，根据句子画图。) for example:t: the girl is as tall as the boy.t: bill is not so tall as tom.(2) (教师应根据学生掌握的情况描述，使学生理解、明白形容词同级比较的用法。让一些学生把它们画在黑板上，并指着画描述。)t: who wants to show your pictures on the blackboard?s1: i will.…(3) (让学生朗读2a中的同级比较的例句。)t: read the sentences about equal comparison in 2a.ss: …(方案二)(1) (采用抢答方式，让学生利用身边的人或物，用同级比较来造句。)t: this time let’s have a quick answer. who knows, you can stand up and answer quickly. …(通过抢答，融入竞争意识、激励机制，调动学生的学习积极性。)(2) (让学生朗读2a中的同级比较的例句。)t: read the sentences about equal comparison in 2a.ss: …t: you’re great. are you happy now?ss: yes.t: are you happy all the time?s1: not always.s2: sometimes i am unhappy.s3: …t: oh. i really understand. many people in their teens like you have such experiences. what can we do to deal with them? do you know? do you want to get some suggestions?(教师在此呈现生词: experience, suggestion, 并为下一步作铺垫。)(板书)experience suggestionstep 2 presentation 第二步 呈现(时间: 5分钟)1. (让学生读1a短文并自学其他的新单词: give sb. a hand, soft music, 培养自学能力。)t: read the interview alone and learn other new words by yourselves.2. (让学生带着下列问题重新阅读1a短文。)what’s the meaning of“such experiences”said by the doctor?normally, do we feel sad or happy when unhappy things happen to us?what’s the best way to get happy again according to the doctor?3. (阅读完课文后，回答问题。)t: ok. let’s check the answers together. the first question?ss: it means that most teenagers feel sad when they meet with unhappy things and can’t become happy again for a long time. t: the second one?ss: yes, we do.t: the last one?ss: talk to others, listen to soft music, take part in activities or have fun.t: well done, boys and girls!step 3 consolidation 第三步 巩固(时间: 15分钟)1. (学生跟磁带朗读，注意语音语调。)t: follow the tape, pay more attention to the pronunciation and intonation. go!2. (学生分角色朗读。)t: role play the interview. boys act as the doctor. girls act as reporter. then exchange. go!(分组讨论，然后向全班汇报。)3. t: what can we learn from this interview? now discuss in pairs and then report to the class.g1: …g2: ……(教师在最后做总结与补充。)t: well done! so we must take it easy when unhappy things happen to us. try our best to live happily. ok?ss: ok!t: are you sure?ss: yes.(体现激励机制，帮助学生树立自信心。)4. (二人一组表演1a，可以改编，可以用真实姓名。)t: now make your own short play and act 1a out. you can use your own names.(此表演两组互相观摩，表演时可以用教师准备好的道具，活跃气氛。)step 4 practice 第四步 练习(时间: 10分钟)1. (让学生朗读2a, 2b。)t: read the sentences in 2a, 2b together.2. (呈现准备的五张图。)
t: have a look at the five pictures on the blackboard. what problems do they have?how to solve the problems in the best way?now, think it over in groups and then report to the class.g1: ……3. (学生在上面活动的基础上听1b录音。)t: now let’s listen to the problems in 1b and number the advice. …(学生听第二遍录音，进行人机对话。每播放完一个问题时，让学生给出建议。)4. (活动总结。)t: boys and girls, now we know there will be many problems in our lives. maybe we’ll be afraid of the dentist. what should we do?s1: we should calm down and relax. it’ll be ok.t: good boy/girl. you are so brave! but you may feel lonely. then you’d better…s2: listen to some songs and watch tv. go out and do some exercise.…(教师在互动过程中引导学生自我发现问题，自我解决问题的方法。)step 5 project 第五步 综合探究活动(时间: 5分钟)1. (完成3。)t: please finish 3 by yourselves.2. homework:(让学生写一篇以“我们的问题和我们的解决方法”为题目的短文。)topic 3 many things can change our feelings.section athe main activities are 1a and 2. 本课重点活动是1a和2。ⅰ. teaching aims and demands 教学目标1. learn some new words and phrases: nervous, bitter, dvd, test, take it easy2. review describing feelings: these days i feel very bored and lonely at home.3. learn the usages of“make object v.”, and“make object adj.”: some tv programs make me want to sleep. they may make you happy.4. learn to express emotions: fear: i’m worried about the test at the end of the month.reassurance: don’t be afraid!be brave!take it easy.don’t worry.ⅱ. teaching aids 教具录音机/手机/写有听力任务的小黑板或课件/写有表示情感的卡片ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 5分钟)1. (复习打电话并导入部分目标语言，提前找一名学生协助，把练习对话时用的句子教授给这名学生。可以给学生一张写有提示的卡片，写着：表示关心: you sound terrible. 安慰: don’t be afraid! 鼓励: be brave!)t: suppose i was michael. kangkang haven’t met me for a long time. i don’t know how he is. (这时教师的手机响了(事先已安排)。)s1: hello! this is kangkang.t: hello! kangkang. this is michael speaking.s1: you sound terrible.t: maybe i have sars. it makes me feel nervous.s1: don’t be afraid! be brave! you’ll get well soon.t: i hope so. thanks, kangkang.s1: you’re welcome. good bye!t: good bye!(板书划线部分，并解释。)a: you sound terrible.b: maybe i have sars. it makes me feel nervous.a: don’t be afraid! be brave! you’ll get well soon.2. (全班分两大组，先按左右分组，然后男女分组读黑板上的对话，为下文做铺垫。)t: now let’s do some practice according to the sentences on the blackboard. you are group a and you are group b. go!ga: you sound terrible.gb: maybe i have sars. it makes me feel nervous.ga: don’t be afraid! be brave! you’ll get well soon.t: now girls are a, boys are b. begin!girls: you…boys: maybe…girls: don’t…(导入下一步。)step 2 presentation 第二步 呈现(时间: 8分钟)1. (让学生先看1b, 然后带着任务去听1a。)t: boys and girls. turn your books to page 17. read 1b first. then listen to 1a without books. if you can’t understand it, you may open your books.2. (完成1b。)t: can you answer the questions in 1b?s1: maybe…s2: let me have a try…t: ok. let’s check them together.(问题答案不是唯一，学生回答越全越好，应多鼓励。)3. (教师板书关键词。)sound terrible feel nervous be sorry about you must…i hate to… be afraid of don’t be afraid! be brave!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: do you have any questions about the dialog?s1: yes, what’s the meaning of“…”t: who can help him/her?s2: i can…step 3 consolidation 第三步 巩固(时间: 13分钟)1. (放1a录音, 让学生跟读，注意语音语调。)t: read after the tape, pay more attention to the pronunciation and intonation.2. (让学生自读，核对语音语调。)t: now, read by yourselves and check your pronunciation and intonation.3. (人机对话。)t: suppose you were michael. listen to the tape and make a dialog with kangkang. go!4. (询问几名学生是否担心下周的英语测试，并给予安慰。)(板书生词。)test 测试take it easy 别紧张，别着急 t: s1, are you worried about the test next week? s1: yes. i’m afraid of getting poor results. t: take it easy. you can do a good job.5. (引导学生学习更多关于安慰别人的用法。)t: michael missed a lot of lessons because of his illness. so he is also worried about the test. let’s come to 2.(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2录音，学生听后回答问题。)t: listen to 2 and answer the questions on the small blackboard.6. (与学生一起核对答案，并解释文中难点。)t: now, let’s check the answers together.7. (让学生在书上划出表示安慰的词或句子。)t: listen again and underline the expressions of reassurance, for example: don’t be afraid…8. (让学生多读几遍直至熟悉，然后表演对话。)t: work with your books then close your books and try to act it out with your partner.(为下一步串演作准备。)step 4 practice 第四步 练习(时间: 12分钟)1. (教师展示写有表示情感的卡片，s1说出句子，s2安慰他/她。) be afraid of make me feel nervous make me want to sleep
…s1: i’m afraid of taking bitter medicine.s2: don’t be afraid.…(以下操练如上。)2. (让学生模仿卡片上的例子，使用“make”组词组。)t: please use“make”to make phrases as many as you can.s1: make me happy.s2: make him nervous.s3: make us want to drink.…3. (四人一组串演1a和2, 可以改编，可以用真实姓名等。)t: now make your own short play according to 1a and 2. you can use your own names.for example: s1: hello, li lei? this is tom speaking.s2: hello! ……(此表演让学生先准备，然后找几组来示范。)t: ok. i’ll ask some groups to act it out.g1: ……t: well done! stop here.4. (完成3。)t: please finish 3 by yourselves according to 1a和2.(核对正确答案。)t: let’s check the answers.(板书答案。)nervous, to go, went, glad, bored, lonely, missed, worried, take turns, workbooks, instead of(给出正确答案后，并做适当解释，或者让会的学生做解释。)step 5 project 第五步 综合探究活动(时间: 7分钟)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。)
namefeelings
reassurance
…
…
…(1) (学生仿照下面的例子造句并填表。)t: make sentences according to the following examples, then fill out the form.for example: s1: how will you feel when you are ill?s2: i feel…s1: how do you reassure s2?s3: he/she should……(2) (让学生作报告，完成1c。)t: boys and girls, please report your results. who will try?for example: i feel…when i am ill. he/she feels…when he/she is ill. he/she should…t: discuss with your group members according to your results.2. homework: (1)用括号内单词的正确形式填空。① i (feel) even (bad).② michael (feel) a little (good).③ sars (make) him so tense.④ the song makes (we) happy.⑤ miss wang made her (sit) down.(2)write down the expressions you learned.
fearreassurancesection bthe main activities are 1a and 3. 本课重点活动是1a和3。ⅰ. teaching aims and demands 教学目标1. learn some new words and phrases: monitor, speech, passport, put on2. review describing feelings: he is feeling better.illness usually makes us sad, worried and frightened.3. go on learning the usages of“make object adj.”,“make object v.”,“let object v.”, and “make object n.”:we should do something to make him happy again.that will make him or her get well soon.so let’s give a surprise to michael!the teacher makes you monitor.4. go on learning to express emotions.ⅱ. teaching aids 教具 录音机ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 6分钟)(方案一)1. (由学生表演section a中的对话。)t: i’ll ask some students to act out the dialog in section a. who wants to try?s1: i will.…2. (几组学生表演后，教师提问，并引导学生回答。)t: what was michael afraid of?ss: he was afraid of catching sars.t: yes, because illness made his feelings change. do you know how it can do?ss: we don’t know.t: if we are in a good mood, everything around us will go well.ss: then what should we do?t: we should try to smile at life.3. (将划线部分板书到黑板上并解释。)mood, smile at life(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表达安慰的表达方法。)t: now i act as michael. i don’t feel well, please reassure me.t: i’m afraid of catching sars. am i dying?ss: no, michael. don’t worry. you’ll get well soon.t: i’m afraid of taking bitter medicine.ss: don’t be afraid! be brave!t: i’m nervous about the test at the end of the month.ss: take it easy. we can help you.…2. (让两名学生表演。)t: let’s do it again. who wants a try?s1: i will.…(引出下一步。)step 2 presentation 第二步 呈现(时间: 8分钟)1. (教师将已设计好的听力问题呈现在黑板上。)is michael feeling better now?can things make our feelings change?what should we do when we are ill?2. (让学生听1a录音，并回答问题。)t: listen to 1a and answer the questions on the blackboard.3. (教师核对答案。)t: let’s check the answers to the questions.(可先让学生讨论后再核对。)4. (与学生一起找关键词，板书到黑板上。为下面复述课文作铺垫。)t: let’s find the key words together.feel better—that’s great—illness usually makes us sad, worried and frightened—change—in a good mood—become healthier—sad and worried—be bad for—ill—smile at life—give a surprisestep 3 consolidation 第三步 巩固(时间: 14分钟)1. (放1a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的填空。)t: please read 1a again. then fill in the blanks in 1b.(检查答案。)t: i’ll ask someone to tell us the right answers. would you like to do it?ss: yes, we’d love to.t: the first one. who wants to have a try ? ok! s1. s1: sad.…3. (组织学生分角色朗读课文，为下面复述课文做准备。)t: act out the dialog in groups of three, please.4. (让学生根据关键词复述课文，可以让学生先准备两分钟左右，待学生完成后，再进行复述，复述时以接龙的方式进行。)t: close your books, please. look at the key words and try to retell it. you can prepare it for two minutes.(两分钟之后。)t: now, time is up. are you ready?ss: yes.t: who wants to be the first?s1: i will. michael feels better.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 practice 第四步 练习(时间: 12分钟)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: have you got ill before?ss: yes.t: have you got (a) toothache before?ss: yes. / no.t: now, if you’ve got a toothache, what should you do?ss: go to see a dentist.t: right. let’s make up a new dialog between you and a dentist with your partner. you need to use some phrases or sentences about expressing emotions in 2.for 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。)t: are you ready?ss: yes.t: please act out the dialog in front of the class.(抽几组学生表演并对其进行合理评价。)2. (完成2。)t: ok. let’s listen to 2. there 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.(板书答案。)7–2–5–8–4–3–1–63. (完成3。)t: please look at the pictures in 3 and make sentences with the pattern“make/let somebody do/not do”.(让学生先思考一会儿，再请四名学生分别把答案板书到黑板上，然后一起检查答案。)t: i’ll choose four students to write their answers on the blackboard.(一分钟之后。)t: please look at the blackboard and find out the mistakes.(呈现学生板书的答案。)the boss makes the worker to work for 16 hours a day.mother doesn’t let her child to watch tv.t: are they right?ss: no. t: how to correct them?ss: cut“to”.t: yes. good.(呈现学生板书的答案。)the man makes the horse run faster.the girl lets the teacher know about her sadness.t: are they right?ss: yes.(让学生大声朗读句子。)t: please read the sentences together loudly. go!4. (让学生用“make/let somebody do/not do”来造更多的句子。)t: please make sentences using“make/let somebody do/not do”as many as you can.step 5 project 第五步 综合探究活动(时间: 5分钟)1. (了解他人对某事的感受。)t: now please make a survey in class to find out others’ feelings about something, such as “have classes on weekend”, “have no money to buy your favorite book”and fill out the form below.
focus
feelings
sad
happy
angry
…
have classes on weekend
…
(也可以让学生组成小组进行组内调查，最后完成表格。)t: you can use the words and sentences below when you are making the survey.(呈现带有如下词和句子的板书。)words: nervous, afraid, happy, sad, angry, upset, pleased, proud, lonely, worried, ...sentences: how do you feel? how do you feel about…？ are you…? i am/feel…2. homework: (学生独立完成4，并将每个句子以时间状语从句的形式写到作业本上。)for example: i’m/feel nervous when the teacher makes me monitor.section cthe main activities are 1a and 2. 本课重点活动是1a和2。ⅰ. teaching aims and demands 教学目标1. learn some new words: moon, thought, noise2. go on learning“make object adj.”, and“make object v.”: it sometimes makes me happy. rock music always makes me want to dance.3. learn to express emotions: i think the moon can affect my moods.the environment can change my feelings.i think the weather can affect my moods.different colors of clothes show and affect my feelings and moods.ⅱ. teaching aids 教具 录音机/歌曲磁带/多媒体课件或带材料的纸片ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间:10分钟)(方案一)1. (教师画两个圆，让学生猜是什么。)t: please look at the blackboard. what are these?(学生可能会给出不同的答案。)(教师完成图片。如下。)
① ②2. (看图提问。)t: they are pictures of my facial expressions. look at the first one. how do i feel?ss: you are/feel sad.t: you are right. i feel sad or i’m sad. look at the second one. how do i feel?ss: you are/feel happy.t: quite right. i’m happy or i feel happy. why am i happy? why do i feel sad? what makes me happy and sad? let me tell you. my best friend has found a good job, so i feel happy. and a piece of news made me feel sad.ss: what news?t: my pet dog died yesterday.ss: oh, that’s too bad.t: yes, it’s too bad. but now let’s enjoy the song do re mi.ss: it sounds great.3. (播放音乐。)t: how do you feel now?ss: we feel better now.t: then do you know what can affect our moods? that’s to say, what can make us happy, sad and so on?4. (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?s1: i will.s2: …s3: …t: ok. please come here and act it out.(组织三或四组学生来表演对话。)2. (让学生根据教师提供板书的话题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 ask someone in your group to act out his feelings in class. 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 dog died yesterday.you see your classmate 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: are you ready?ss: yes.t: ok. let’s act out your feelings in class. the others tell me what his/her feeling is. do you understand?ss: sure.t: ok. go! group 1, (name)(表演完之后。)t: good, very good.(以下方式同上。)t: what do you feel now?s1: i feel happy.s2: i feel……t: what can affect our feelings? let’s go to section c.(引入下一步。)step 2 presentation 第二步 呈现(时间: 6分钟)1. (告诉学生许多东西能影响人的情绪，让学生听1a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。)what can affect our moods?how does the girl feel about seeing the moon?how does the boy feel when he is in different environment?how does the weather affect the boy’s mood?how does different colors of clothes show and affect the girl’s feelings and moods?2. (播放1a录音，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重、难点。)t: do you have any questions about the passages?s1: what’s the meaning of…s2: ……(以上环节教师应注意补充学生未提出但应讲解的要点。)t: so, we can try out different colors if we aren’t feeling our best.(板书)(1) try out “试用，试验，检验” they are trying out a new host for the show.(2) try on “试穿，试戴” try the shoes on before you buy them.(3) at one’s best “在最好状态” at her best, she is a really good player.(4) wear dark-colored clothesstep 3 consolidation 第三步 巩固(时间: 12分钟)1. (再放1a录音, 学生跟读并用铅笔标语调。)t: follow the tape and mark the intonation with your pencil.2. (让学生在1a中划出含有make/let sb adj./v.的句子。进一步熟悉这一结构。) t: underline the sentences with “make/let sb adj./v.” in 1a.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。)the moon—affect—happy—sad—full moon—feel so lonelyenvironment—change—noisy—fall asleep—clean and quiet—happierweather—affect—rain—unhappy—brightly—make—happycolors of clothes: dark-colored—sad green/red/yellow—much betterorange—happier white—more helpfulbrown—better at learning blue—quieter and calmer4. (以做游戏的方式复述课文。)t: very good, every student is so excellent. now, it’s time to read the passages as carefully as you can and try to remember it. later, we will play a game to retell the text.(活动说明: 把关键词按在文中出现的顺序分成四块，写在纸条上并标上序号，然后以接龙的方式复述课文主要内容。操作方式如下: 教师以击鼓传花的方式来选取四名学生，让学生参看纸条内容按顺序复述课文。该活动可重复，让每名学生有机会参与。)t: stop here, boys and girls. i would like to choose four students to retell the passages. each student will hold a note with key words and a number. ok?ss: ok!t: i hit the table. when i stop, the student holding this book will be given a note. go!s1: …s2: …s3: …s4: …t: very good. now, let’s go on.…step 4 practice 第四步 练习(时间: 12分钟)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。)the full moon makes me sad.the full moon makes me miss my friends.some noise makes me bored.a noisy city makes me nervous.sunny days make me happy.windy days make me active.blue makes me feel quieter and calmer.white can make me more helpful.a quiet environment makes me happy.a noisy environment makes me worried.a bad environment makes me bored.loud music makes me angry.soft music makes me want to sleep.funny movies always make me laugh.moving movies make me sad.(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, make sentences as many as you can.for example: i was happy when my teacher made me monitor.3. (小组报告结果，并将一些典型句子分类板书到黑板上。)it makes me happy when i wear bright colors.it makes me sad when i wear dark colors.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. (让学生高声朗读黑板上的句子并填空。)t: finish the sentences below using its suitable forms.wearing orange clothes will make (he) happier.it will make him (cry) when he watch sad movies.the teacher makes her (monitor).5. (引导学生完成2写作练习。) t: what can affect your feelings? choose one of the things in 1b and write a passage. discuss in groups and then report to class. you can do it according to the example in your books.step 5 project 第五步 综合探究活动(时间: 5分钟)1. (表达情感。) t: we know everyone has different feelings about different things. for example, we’re very happy when we meet our old friends. it also makes us very worried when we can’t find something that we need.boys and girls, how do you feel if you lose your books, toys, or other things? how do you express your feelings with your facial expressions and gestures? first talk about it in groups, then act it out in class.for 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。)section dthe main activities are 1a and 4. 本课重点活动是1a和4。ⅰ. teaching aims and demands 教学目标1. learn some new words and phrases: spirit, decision, sense, husband, boss, decide, think over, get along with2. review the usages of: (1) make object adj.(2) make/let object v.(3) make object n.3. review expressions of emotion.4. learn how to take care of ourselves.ⅱ. teaching aids 教具录音机/自制面具/图表ⅲ. five-finger teaching plan 五指教学方案step 1 review 第一步 复习(时间: 12分钟)1. (小组活动，四人小组，一人说出情景，其余三人描述感受。)t: work in groups of four, one student says out the situation and other students describe their feelings.for example: s1: you’ll meet a foreigner tomorrow, how do you feel?s2: i will feel…when i meet a foreigner. s3: i will be…s4: …2. (一名学生上台描述下列事情，并用手势和脸部表情来表达感情，其余学生猜。) t: one student describes the things below and use gestures and facial expressions, and others guess.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.for example: s1: my parents don’t let me do my homework with my classmates.(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。)3. (学生独立完成3。)(听3录音，把问题和相应的建议连接起来。)t: boys and girls, please listen to 3 and match the problems with the given advice in 3.(核对答案。)t: let’s check the answers together.4. (全班学生分成男女两组练习提建议方法，可以用had better (not), why not, should (not), can, can’t, let’s等。)t: now let’s practice how to give advice, you can use “had better (not), why not, should (not), can, can’t, let’s, and so on”.for example: girls: i can’t find my shoes.boys: why not buy a new pair?…t: well done! boys and girls, we have known many things can make our feelings change. if we are often in a good mood, we are more active, and then we become healthier. but if we are always sad and worried, we’ll become angry easily. it’s bad for our health. if we stay angry for too long, we’ll be ill. but do you know how we can be in a good mood? that’s to say, do you know how to take care of yourselves?(让学生自由讨论两分钟左右，再过渡到下一步。)step 2 presentation 第二步 呈现(时间: 6分钟)1. (让学生阅读1a短文并找出文中呈现的建议。)t: now please read 1a and find out the suggestions in the passage. (板书)take time to relax and exercise every day.remember to eat healthy food and sleep well.talk with your friends, parents, or teachers often.get help from newspapers, magazines, the internet or tv.before making important decisions, think them over.get back to your daily activities.2. (让学生一起大声朗读这些句子。)t: now let’s read the sentences aloud together.step 3 consolidation 第三步 巩固(时间: 6分钟)1. (让学生听1a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。教师应注意以组为单位叫学生回答，该组不会则其他组抢答。)(板书关键词组。)take care of, take time to, talk with, tell…about, get…from, make…decisions, think over, get back tot: please make sentences using the given phrases. first, divide the class into two groups. girls are group a, boys are group b. let’s see which group is the winner?ga: we should take care of ourselves. …4. (全班讨论。)t: we have known many ways to change our feelings when we are in bad moods. please discuss with your partner and try to find out more ways. then report them in class.for example: a: when you are in a bad mood. what will you do?b: i will talk with my good friends.…5. (让学生分组向全班报告、交流。)t: who wants to report it in class?…6. (完成1b。)t: please look at 1b and write down some other suggestions.for example:go hikinglisten to soft music…step 4 practice 第四步 练习(时间: 10分钟)1. (两人小组对话，必须使用make的用法。)t: boys and girls, please talk in pairs like this. for example: a: how do you feel about walking alone? b: walking alone/it makes me feel afraid.(注意替换划线部分。)2. (让学生学习2a。)t: let’s come to 2a, do you have any problems about the sentences?ss: no.t: then let’s read together. ok?ss: ok!(全班齐读。)t: can you make sentences like them?ss: yes, we can.t: who wants to try first?s1: soft music makes me calm.s2: …s3: ……(学生举出例子后，引导学生归纳总结。)t: ok, now, can you sum up the usage of“make”?s1: yes. make object adj.s2: make object v.s3: make object n.(将划线部分板书到黑板上。)make object adj.make object v.make object n.step 5 project 第五步 综合探究活动(时间: 11分钟)1. (完成4。)(要求学生小组活动，填写下面图表。)
words about feelings
masks
…
sentences
(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) (四人小组活动把相关的句子找出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: boys and girls, please work in groups of four, you should finish the four steps. (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 happy 和伤心的脸 sad为例编对话。)for example:a: how do you feel?b: i am/feel sad. what about you?a: i am happy.b: what can i do when i feel sad?a: 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。)2. homework:(完成2b，让学生围绕topic 3的内容，用2b中的句子编对话。)