Unit 5 Topic 2 Im feeling better now. 教学设计 Section A . Material analysis 本节课为话题的第一节课，建议用1 课时上完。主要活动为1a和 2。本 课通过 Miss Wang 询问 Helen 忧心忡忡的原因，引出对话的主题：学会关爱 他人，帮助他人走出情绪低落的阴影，给予心情不好的同伴合理有效的建议。 对话通过询问Helen 情绪低落的原因呈现了本课所要学的语法重点：原因状 语从句 , 并呈现了新出现的短语： be strict with sb. 和 be worried about . 同 时在对话中呈现了交际功能用语：Anything wrong?和 What seems to be the problem? 使学生在学会运用课本语言知识解决书面问题的同时，提高他们的 口语交际技能，真正做到学以致用。 . Teaching aims Knowledge aims： 1. 学生能正确拼读并运用单词表中的黑体单词exam, strict 和 shy。 2. 学生能正确运用以下短语造句： seem to do , do badly in, be strict with sb., have a talk with sb., be worried about, take it easy 3. 学生能自如地运用以下功能句进行交流。 Anything wrong? What seems to be the problem? Thank you for telling me. Skill aims： 1. 能听懂有关关注情绪和提出建议的简单对话和陈述。 2. 能正确地运用本课的交际功能用语进行询问和给出建议。 3. 能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材 料。 4. 能正确地运用本课新呈现的短语， 原因状语从句以及交际功能语言写出简 单的有关情绪询问和给出建议的对话。 Emotional aims： 通过对 Section A 的学习，学生能够学会关注他人的情绪， 在别人情绪低 落时提出合理有效的建议，帮助伙伴远离消极情绪。 . The key points and difficult points Key points： 1. 学生在交流中能自如地运用描述情绪和情感的形容词。 2. 正确运用原因状语从句。 Difficult points ： 1. 学生对 .she has no friends to talk with. 一句中 to talk with 的理解。 2. 在对话中正确运用be +adj. +prep. 结构。 . Learning strategies 上课前自己准备新单词的卡片；通过造句更好地掌握新学的单词和表达方式； 通过把简单句连成复合句更好地理解运用原因状语从句。 . Teaching aids Computer multimedia projector，the word cards. . Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction （8 minutes） 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. Group work. 5. The whole class work. 6. The whole class work. 1. Focus their attention on the teacher. 2. Students report their homework. 3. Students read the new words and phrases on the word cards they prepared by themselves. 4. Students have a competition. 5. Students make up sentences with the new words and phrases to grasp them well. 1. Greet the students and get them ready for learning. 2. The teacher asks the students to report their homework to review the linking verb + adjective structure. 3. The teacher introduces the new words and phrases of this lesson. The teacher corrects the wrong pronunciations after the students read them. 4. The teacher organizes the students to have a competition. The students in Group A guess the words from the students in Group B. 5. The teacher asks the students to make up sentences with the new words and phrases. 6. The teacher asks the students to observe the picture of 1a and Presentation (10 minutes) 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. The whole class work. 1. Students make sure they understand what the statements mean. 2. Students catch the general idea of the dialogue. 3. Students watch the flash for the second time, paying attention to the pauses. Finish 1b. 4. Students check the answers. 5. Volunteers read the answers. Check the answers and correct the wrong ones. 1. The teacher asks the students to read the statements in 1b. 2. The teacher plays the flash of 1a for the first time without stopping. 3. The teacher plays 1a for the second time, stopping when necessary. 4. The teacher plays the flash of 1a for the third time without stopping. 5. The teacher asks two students to tell answers to 1b. 6. The teacher lets the students talk about the guessing. 7. Play the recording and ask the students to answer the following questions: (1) Why does Helen look Consolidation (10 minutes) 1. The whole class work. 2.The whole class work. 3.Group work. 4.The whole class work. 5. Pair work. 1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students read the conversation by themselves and discuss in groups to find out the difficult points and sum up the main points. 4. The students underline in their books and make some notes. 1. The teacher plays the recording sentence by sentence. 2. The teacher plays the recording without stopping. 3. Let the students read 1a, then learn in groups to find out the difficult points and sum up the main points of the conversation. 4. The teacher makes a summary to explain the key points and difficult points to the students: (1) seem to do seem seem + adj. seem that + 句子 (2) be strict with sb. be strict in sth. (3) be worried about (4) 原因状语从句 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. Individual work. 5. The whole class work. 6. Individual work. 7. Individual work. 8. Individual 1. Students make sure they understand what the statements mean. 2. Students make sure they understand the words and phrases in the box well. 3. Students read the e-card to catch the general idea of it. 4. Students read the e-ca