教学案例设计一书是在仔细研究Project

教学案例设计一书是在仔细研究Project 前 言 《教学案例设计》一书是在仔细研究《Project English》学生用书、教师用书、《英语课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 》的基础上编写的。以学生，教师和教学的实际为出发点，解读教学目标，创设教学情境，提供教学素材，节省老师备课时间，易于操作。其活动设计注重交际，符合学生认知规律。案例的课堂资源丰富多彩，形式多样，可以满足不同地区的实际需要。 ? 整体特色 本书严格按照《Project English》学生用书的流程编写，一课一例。每节课设计为45分钟，可根据实际适当调整。我们以行之有效的五指教学方案为编写模式。其中台词用英语;场景、活动说明、补充材料、文化意识、注意事项等放在括号内用汉语表达。五指教学方案分为五步，标注时间建议。 Step 1 Review 第一步 复习 (时间:—分钟) 导入本课新词句。可以用课本上的图片、教具、chant、歌曲、游戏、直观表演等复习导入本课新词句，既活跃课堂气氛，引起学生兴趣，又体现建构主义理论，学生的经验是学习的重要基础。激活学生先前的知识和经验，为进一步探究找好最近发展区打基础，引出本课新词句。 Step 2 Presentation 第二步 呈现 (时间:—分钟) 呈现对话或短文等本section重点活动的情景。找出关键词句，目标语言，为交际积累材料。理顺思路，为下一步在用中学打基础。下面步骤中的交际不只是死记硬背，而是灵活运用，在用中学。 Step 3 Consolidation 第三步 巩固 (时间:—分钟) 语音、语调练习。看第二步中找出的关键词，不看课本，模仿原文对话。所有学生分组互相检查。 Step 4 Practice 第四步 练习 (时间:—分钟) 呈现书上其他活动，在不同情景中练习目标语言，展开任务型活动。在用中巩固和学会使用目标语言。 Step 5 Project 第五步 综合探究活动 (时间:—分钟) 让学生用本课所学词句展开活动，锻炼学生语言综合运用能力和探究能力，体现学了就用的原则。有活动产品。对学生提出的要求非常具体。 ? 编写特点 本书各单元列出了教学目标。各案例以section为编写单位。每个section包含如下内容: 首先指出了各section的重点活动，即本课呈现的重点内容。然后是 一、教学目标:用英语分类呈现本section教学目标。 二、教具:考虑不同地区实际情况，可以有多种选择。 三、五指教学方案 另外， 我们在编写的过程中，为了操作方便，统一了格式，现说明如下: S—Student, Ss—Students T —Teacher S1—Student 1 S2—Student 2 最后，我们诚挚地感谢长期以来大力支持我们的广大师生们。本书是设计者和撰稿人的精心奉献，意在给您提供一份建议。希望能够抛砖引玉，激发您的灵感。但是由于水平有限，加之时间仓促，疏漏与错误也是在所难免的。我们期待着您的关心，也期待着您的批评和指正。 北京市仁爱教育研究所 2005年12月 Unit 5 教学目标 类内 容 课次 要求 别 say thanks to, smile, lucky, rich, cruel, stupid, silly 1A proud, passport, monitor, set, be able to, ring up 1B shout, cheer up, lively, at first, mad, please, role, nervous, America, 1C fall into, in the end express, culture, gesture, peace 1D exam, shy, strict, patient, explain, over and over again, understand, 2A be pleased with, result, line, fall 掌 behind, surprise 2B pass, paper, especially, suggestion, experience, normal, soft 2C 握 stranger, advice, get used to, hometown, either, accept, join in, fit 2D in, humorous 语 deal with, fail, kill, refuse, unfair, hit, ever, money, game 3A soup, bitter, test, take it easy 3B 言 true, play, boss, get along with, husband, decide, fall asleep, on the 3C 词 way home, give a speech 知 ourselves, choice 3D 汇 spirit, thought, think over, decision, sense, safety 1A 识 surprised, worried, Beijing Opera=Peking Opera, disappointed, 1B unhappy moving, ID card 1C Titanic, frightened, actor, actress 1D troupe, facial, leading, male, fighter, female, mostly, comedy, 2A 理 clown, disagreement, laughter badly, bored, anxious, satisfaction 2B 解 pirated, calm down, teenager 2C partner, happily 2D sadness, relative, argue, though, finally 3A tense, injection, ginger 3B mood, mask, expression, workmate, confident, affect, suddenly 3C relaxed 3D 类内 容 别 1.系动词+形容词结构 You look so excited. I am disappointed. Did Michael’s mother sound worried? 2.原因状语从句 ? And she said that Mr. Lee could use their tickets since they were not able to go. ? Mr. Wang looks tired because he worked late last night and didn’t get enough sleep. 3. be动词+形容词+介词 语 He is worried about falling behind. Tom isn’t pleased with his poor results at school. 法 He is anxious about waiting in line for a long time. 4.同级比较 Sue is as humorous as Celia. 语 The roads here are not as clean as those in our hometown.. 5.make+宾语 言 They can make me feel very sad. The boy is unhappy because his teacher didn’t make him monitor. 知 White will make us helpful. Some programs on TV make me want to sleep. 识 1.描述及表达情感。 2.谈论电影或戏剧等。 3.表达问候。 4.表达感谢。 5.打电话用语。 功6.表达喜欢和不喜欢。 能7.表达爱好。 和8.表达希望和愿望。 话9.表达高兴。 题 10.表达惊奇。 11.表达忧虑。 12.表达满意。 13.表达遗憾。 14.表达建议。 15.表达事情对自己的感情的影响。 Topic 1 SectionA The main activities are 1，2 and 3.本课重点活动是1，2和3。 ? Teaching aims and demands教学目标 1Learn some adjectives of feelings: surprised， disappointed 2Learn some ways to express feelings: You look so excited. Guess what! I am disappointed. Please say thanks to your parents. That is very exciting. Teaching aids教具 录音机/图片 Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:7分钟) (老师制作好面具，分别是表示:excited，surprised(吃惊的)，happy，sad，angry，worried， afraid, disappointed(失望的)。面具下面写上相应的英语，生词注上汉语意思。) T: I need 8 students to help me. Who would like to? (老师挑8个学生，并告诉学生把面具的正面背对学生，并做上面的表情动作。) Example: T: S1， stand in front of us and show your feeling. (第一个学生做激动的动作。) T: Now, let’s guess how he feels? You can do it like this:Are you sad? S1: No. S2: 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。) (第二个学生上台做吃惊的动作。) Ss: Are you happy? S1: No. (如果学生猜不到。) T: How do you feel? S1:I feel surprised. „ T: Boys and girls， I notice some students in our class really look happy and excited. Do you want to know why? (老师提前找两个学生，协作呈现下列句型。) T: S1，you look so excited，why? S1:Guess what! My parents bought me a new dress/coat. T: Did you say thanks to your parents? S1:Yes，I did. (老师说完在黑板上写下板书，标注汉语意思，具体标注哪些由老师根据学生情况而定。) You look so excited. surprised Guess what! surprised and happy say thanks to„ lucky T: S2， you look so happy! Why? S2:Guess what! 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 surprised and happy! Why? S3:Guess what! My best friend come to our school to study with me this term. T: You are so lucky.(老师在黑板上写上生词lucky。) Step 2 Presentation 第二步 呈现 (时间:5分钟) 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.(听的任务，听完回答。) What movie are their parents going to see? When are they going? (后两个问题写在黑板上。) (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) 1Follow Tape 1 and underline the key words. (让学生跟读磁带，并划出重点词句。) T: Well done! Now， let’s follow the tape，and underline new words and phrases. (老师在黑板上列出关键词句。) ticket，go with，see，favorite movie，Saturday，spend，at our house How are you doing? That’s great! You look so excited.Please say thanks to you parents. Guess what! 2Read 1 again and then check after the tape. (学生再读，然后核对语音语调。) T: Students，please read and then check your prounciation with the tape. 3Role play the dialog. (学生分角色表演对话。) Step 4 Practice 第四步 练习 (时间:15分钟) 1Work alone and do 2 by yourself. (学生独立完成第二项任务。) T: Good job! Now， please do 2 by yourself. (过大约一分钟。) T: OK，stop，boys and girls，let’s check the answer. Number ?surprised and happy ?active ?happy and excited ?sad ?surprised ?afraid， worried, angry(生气) 2Do 3 with the help of the teacher. (在老师的帮助下完成第三项任务。) 1)T: Kangkang and his friends are all very happy, but Mr.Lee looks disappointed.Why? Now, let’s listen to 3 and answer. Why does Mr.Lee feel disappointed? (老师在黑板上写出disappointed，标注汉语意思，并布置学生听的任务，另外在黑板上列出更多问句，辅助学生。) Why all the smiling faces? Are they going to see Beijing Opera? T: Now boys and girls，let’s check the answers. T: Why does Mr.Lee feel disappointed? S: „ T: Why all the smiling faces? S: „ T: Are they going to see Beijing Opera? S: „ 2)Role play the dialogs in 1 and 3. (分角色朗读，老师在黑板上写出关键词句。) excited， tickets， go with， see， The Sound of Music， spend， say thanks to， happy， smiling faces，theatre，spend，exciting， Beijing Opera， lucky， no tickets， It’s a great pity， disappointed 3)Act the dialog out. (学生可以串演对话，也可以根据关键词编新对话，分四人一组，两组互相观摩评价。) T: Now， act 1， 3 out and you can make your own short play. You can use the key words here on the blackboard. S: „ (学生开始互相观摩评价，让学生也参与到评价过程中来，进行自主的学习。) 4)Work alone. T: Great! Boys and girls，you’ve done a great job. Now，do 4 by yourself，please pay attention to the words in red. (老师在黑板上写上be+adj， feel+adj结构。) T: Now check the answer. Number ?(happy)?(happy)?(happy)?(sad). Step 5 Project 第五步 综合探究活动 (时间:8分钟) 1(学生自我测试，阅读5中的正反义词。方法:用手捂住右半部分，只露出左半部分。遇到不会的可参阅生词表，同时老师在黑板上写出生词给予适当指导，并列出汉语意思。) rich， cruel， stupid， silly 富的，残酷的，傻的，愚蠢的 T: Read the left part of the words and find their opposite words. Remember， no looking at the right part. (学生开始自测，老师列出生词及汉语意思。) T: Now， six students in one group. (学生自由组合，或者老师分组。) T: The first student write a sentence with the words “poor/rich”; the second student write another one with “happy/unhappy”， and so on.. (给学生一两分钟时间写，写的过程中让学生独立完成。) T: Try to use “be+adj”,“look+adj”,“feel+adj”to finish the story according to the pictures and words given. (两分钟之后各小组派代表汇报。) T: Now， let’s read our story to the class. Group 1:S1:„ S2:„ „ Group 2:S1:„ S2:„ „ (学生写的内容组合起来，可能非常有趣。) T: Great! 2.T:Today’s homework is to write down the story of this young man and old man with the words given and share it in class tomorrow. 3.(老师布置作业。) SectionB The main activities are 1，2 and 3a.本课重点活动是1，2和3a。 ? Teaching aims and demands教学目标 1Words of feeling: moving， proud， worried 2Sentence patterns to show feelings: He feels disappointed. It’s so funny and interesting. Did Michael’s mother sound worried? Mr.Lee will be so surprised and happy. It’s so moving. 3Grammar concerned: Why is he disappointed? Because he can’t get a ticket to The Sound of Music. Teaching aids教具 图片/录音机 Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:10分钟) 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? S: Great! T: I’ll ask some students to do actions according to my sentences. (老师找三个表现活跃的同学，最好是男生。) T: S1，today on your way to school，a big dog ran at you suddenly. How do you feel? (表演的学生做出害怕的样子，老师问其它学生。) T: How does he feel? S: He feels afraid. T: Why does he feel afraid? S: Because a big dog ran at him suddenly. (老师面向第二个学生。) T: Last Sunday，you waited 4 hours for a ticket of The Sound of Music. But at last，they sold out all the tickets. How do you feel? (表演的学生做出失望生气的样子，老师问其他学生。) 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 of The Sound of Music. But at last， they sold out all the tickets. (老师面向第三个学生。) T: You are walking on the street happily. Suddenly your best friend stands in front of you! How do you feel? (表演学生做惊喜状，老师问其他学生。) T: How does he feel? Ss:He feels surprised and happy. T: Why does he feel surprised and happy? Ss:Because he meets his friend on the street. T: Good. You’ve done a good job. Now look at the picture. (老师拿出准备好的图片。) T: Why does he look so happy and proud? (老师在黑板上写上生词并标注汉语意思。) Ss:Because he gets a medal. T: Look at this picture. The girl lost her ID card and passport. How does she feel? Ss:She feels worried. T: Yeah. The girl feels worried because she lost her ID card and passport. (老师利用实物或图片向学生展示生词:ID card， passport。) proud， ID card， passport. Because he got a medal. „because she lost her ID card and passport. Step 2 Presentation 第二步 呈现 (时间:5分钟) T: Boys and girls. You look full of energy now. However, Mr.Lee，Kangkang’s teacher looks disappointed. So let’s listen and find out why. (板书的问题提前准备。) „because she lost her ID card and passport. Why is he disappointed? Because he can’t get the ticket to The Sound of Music. T: Why is he disappointed? Ss: „ (学生再听一遍。) T: Let’s listen again to find out what film Kangkang likes. T: What film does Kangkang like? Ss: He likes Love Me Once More，Mom. Step 3 Consolidation 第三步 巩固 (时间:10分钟) 1T:This time，you read first and then check after the tape about the pronunciation and intonation. (学生自读，然后核对语音语调。) 2T: OK，Ss，please follow Tape 1 and underline key words and sentences. (师生共同讨论重点词句，在黑板上写下关键词句。) feel， disappointed， because， ticket， wish， watch， interesting， favorite， Cats， Peking Opera， boring， best， Love me Once More，Mom It’s so moving. 3T: OK， students， let’s role play the dialog. Boys are Kangkang and Michael. Girls are Jane and Maria. Now，boys，go! (男女同学分角色朗读，然后更换角色。) T: Now， girls are Michael and Kangkang. Go! 4T: Look at the key words here on the blackboard and act it out in groups of four! (学生分四人一组，如果需要可给出一两分钟时间加深记忆。) Step 4 Practice 第四步 练习 (时间:10分钟) 1T: Very good， now work with your partner and do 2. (两个学生一组，完成2，老师此时在黑板上用红笔强调呈现出三个表达原因的引导词。) Why does Mr Wang look tired? Because he works late at night and doesn’t get enough sleep. The man is so sad because of the poor business. T: Stop here. Let’s check the answer. ?do„feel proud ?is„worried ?is unhappy ?feels lonely 2T: Very Good! Mr.Lee is disappointed， but soon he will become happy. Do you know why? Ss:No. We don’t know. T: OK. Let’s listen and find out the reason. Why will Mr.Lee become happy soon? (老师布置听力任务，并放录音3。) T: Why will Mr.Lee become happy soon? (放完录音之后,重复听力问题。) Ss: Mr.Lee could use Michael’s tickets since Michael was ill. T: Listen again and answer the following 2 questions. ?What’s wrong with Michael? ?How many places does Kangkang prepare? (学生听完之后。) T: What’s wrong with Michael? Ss: „ T: How many places does Kangkang prepare? Ss: „ 3T: OK. Ss，now let’s role play the dialog. Boys are Kangkang， girls are Mother. Go! „ T: Good. Now， let’s exchange the role. Boys are Mother， girls are Kangkang. Go! (学生读时，老师在黑板上写下关键词。) set the table， four places， temperature， be not able to, sound worried， ring up， since, Mr.Lee will be surprised and happy! 4T: Let’s act out 1 and 3a and you can also make your own short play. While you act， please use the key words here 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。) 5T: Let’s choose some groups to act the dialog out. (老师可以给学生适当的帮助，比如提示关键词。) 6T: Good， very good. Now do 3b by yourselves. (一分钟时间。) T: Let’s check the answer. ?—d?—a?—b?—c (让学生总结2与3b的原因状语从句。) Step 5 Project 第五步 综合探究活动 (时间:10分钟) 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。) Do you agree or not? How do you feel? Why do you feel like this? (慢慢地说上面几个问题，然后在黑板上画出方框，并把问题列在旁边。) T: Now， please make a survey in our class and then write it down in the form. name yes no feeling why T: Please report how many students agree，how many students disagree and the main reasons. (让学生把调查结果向全班汇报，并给学校提出合理建议。) SectionC The main activities are 1 and 2.本课重点活动是1和2。 Teaching aims and demands教学目标 1Learn words to show feeling: shout， mad， please， cheer up 2Learn sentences to express feeling: The family were very sad and tired. They cried and shouted every day. The lonely father often became angry because of the noisy children. The father was almost mad. The smiling faces of his children pleased him and made him happy again. Teaching aids教具 电影“The Sound of Music”的主题曲/一些明星的海报或照片 Titanic的精典图片/Love Me Once More, Mom的图片/录音机 Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:10分钟) (老师在黑板上抄写部分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 can’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. (老师开始放歌曲。) T: Now，Mr. Lee is in the theatre. That’s the song he is listening to. T: Let’s sing together. „ T: How do you think of the song? Ss: Yeah，it’s lively. (老师在黑板上逐步呈现生词lively， cheer up， pleased。) 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. (老师拿出the ticket to The Sound of Music,给学生展示并写出生词role，director。) T: Please find out who is the starring role and the director. (重复学生可能听不懂的地方，用肢体语言和图片让学生领会生词的含义，必要时在黑板上写出中文解释。) Ss: Julie Andrews and Robert Wise. T: Right. This story happened in Austria. (引出生词Austria， shouting， mad。) T: Do you know more about this story? S1: It’s a story of Maria. S2: Maria went to care for a family with seven children. S3: Their father was mad at their actions at first. S4: But their father became happy at last. (以上内容如果学生不知道，就直接进入下一步导入。) (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. (必要时老师可做适当介绍，并导入下一步。) (老师放第三首歌曲《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’tfind 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. (老师再放一小段Do Re Mi，把学生的情绪拉回来。) T: Let’s first come to The Sound of Music. Step 2 Presentation 第二步 呈现 (时间:5分钟) T: Now. Let’s listen to the tape and answer the following questions. (老师只将问题读给学生作为听的任务并播放录音。) What did Maria go to the Von Trapp family for? Ss: She went to care for a family with seven children. They lived in Austria. (如果不能回答上面的问题，学生可听第二遍。老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:10分钟) 1T: Please read the passage carefully and underline the key words and sentences. (老师在黑板上写下关键词。) popular， movie， like， story of Maria， care for， family， seven， children， Von Trapp， Austria， died， sad and tired， father， unhappy， shouting， angry， cheer up， lively，perform， play， mad， please， happy 2T: Read the ticket first and then the passage again. Please pay attention to the questions below and think them over. (第二次细读课文并回答问题。) (1)What did Maria go to the Von Trapp family for? (2)Why was the family sad and tired? (3)Was the father happy or sad at last? Why? (4)Who plays the role of Maria? (5)When and where will it be on? (6)How much will the ticket cost? 3(学生回答完问题之后。) T: Excellent. Now let’s see what each paragraph talks about. Please work in pairs and you can discuss together. (给学生一分钟的讨论时间。) T: Group A, what does Para 1 talk about? Group A: It’s about the popular movie The Sound of Music. T: Group B， what about the second Paragraph? Group B: The Sound of Music is about the story of Maria. T: Group C. Do you find what Para 3 is about? Group C: It talks about the family. The family looked sad and tired. T: Group D. What’s your idea about Para 4? Group D: Maria was able to cheer up the family at last. 4T: Very good. Every group did a good job. Now， Group A and group B are group 1. Group C and group D are group 2. Group E and group F are group 3. Each student sum up one paragraph， and combine them together into one main idea of the passage. Understand? (给学生两到三分钟的时间，然后看着黑板上的关键词语，看哪一组表现的好。) Group A: The Sound of Music is a very popular movie. Many people like it very much. It’s the story of Maria. She went to care for a family. The family looked sad and tired. The mother died，so the father was often unhappy. Maria cheered up the family at last and the father became happy， too. (如果学生有困难，教师可以给出示范。) Group B: „ T: I think Group A is good. Group B is better and Group C is excellent! Congratulations! Step 4 Practice 第四步 练习 (时间:10分钟) 1Do 2 by yourself. (学生独立完成第二个练习。) T: 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”. (给学生3分钟的时间通读短文，并划出系动词结构。) (老师在黑板上写下系动词的句子，并提示学生选择正确的形容词。) (1)They were happy to be„ (2)They were so nervous and frightened. (3)They were afraid of losing each other. (4)Rose felt very sad. (5)„the mother was so worried that„ (6)„sad and almost went mad. (以上斜体用红字来表示。) T: Let’s listen to the tape，and fill in the blanks. 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) T: Three students in one group and discuss about your favorite film. You can use the following questions to help you. (1)What’s your favorite film? (2)What’s the film about? (3)Are the actors or actresses happy or sad? Why? (4)What happened at last? (5)How do you feel about the film? T: After your discussion， please fill in the card below and report to your group. My Favorite Film Favorite Film (name): Actor (男主角): Actress (女主角): Starring Role: Director: Theme Song (主题曲): Time you watch: T: Now I choose some students to report their cards. (老师找几个做的好的同学做汇报。) S1: „ S2: „ SectionD The main activities are 1a，1b and 1c.本课活动重点是1a， 1b和1c。 Teaching aims and demands教学目标 1Teach some words about Beijing Opera: troupe， culture， facial painting， gesture， fighting 2Learn other words about feeling: happiness， laughter， disagreement 3Learn some knowledge about Beijing Opera: (1)Its history (2)Xipi， Erhuang 4Learn the adverbial clause of reason and adjectives after verb: (1)Kangkang is disappointed because his best friend is not able to come. (2)She said Mr.Lee could use their tickets since they were not able to come. (3)You look so excited. (4)I am disappointed. (5)Michael’s mother sounded worried. Teaching aids教具 生旦净丑的画像(最好是全身的)/一段京剧曲目磁带/多媒体 课件 超市陈列培训课件免费下载搭石ppt课件免费下载公安保密教育课件下载病媒生物防治课件 可下载高中数学必修四课件打包下载 (生旦净丑) 单词卡片/幻灯片/多媒体课件/录音机 Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:10分钟) 1T: Last class we talked about some famous movies. They are The Sound of Music, Titanic and Love Me Once More， Mom. (老师故意放慢腔调，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，或者猜不出放一段京剧来引出。) S1: Pop music. S2: Folk music. S3: „ (老师放京剧磁带。) 2T: What do you call this music? Ss: We call it Beijing Opera. T: Yeah. Beijing Opera highly expresses Chinese culture. So we think it’s our national opera. (老师写出生词注汉语意思 express， culture。) 3(老师依次拿出生旦净丑的脸谱，呈现新单词:facial， gesture， fighting。并对京剧中“生”、 “旦”、“净”、“丑”的角色做解释，为下文练习做铺垫。) T: Look at this facial painting. It has a beautiful name “Sheng”. (黑板上写出facial并注明汉语意思。) 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，老师要在此做解释。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 soldiers. They all do wonderful gestures. But Wusheng also do wonderful fighting. (老师拿出脸谱“旦”或展示多媒体课件。) T: Do you know this one? Ss: Yeah，they are Dan. (如果学生答不出，就向学生展示几幅旦的图片，并配下列问题。) T: Are they all women? S1: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:They usually wear beautiful clothes. T: Dan have Huadan and Laodan. They are all women. They usually wear beautiful clothes. (老师拿出脸谱“净”，或展示多媒体课件。) T: How about this one? In Beijing Opera， there are “Sheng生” “Dan旦”“Jing净”“Chou 丑”. 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 have black and white face. T: Yes. People with black and red face are good， people with white are bad. (老师拿出脸谱“丑”，或展示多媒体课件。) T: You must know this one，right? Ss: Yeah. T: What is this one called? Ss: Chou. T: What do they usually perform on stage? S1: They do funny things. T: What’s their face like? S2: 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. (老师呈现新单词happiness and laughter。) Step 2 Presentation 第二步 呈现 (时间:5分钟) 1(如果该部分有磁带，就从第一步入手，并直接进入第二步。) 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 the answer to this question. (老师放录音，并设置听力任务。) T: How long a history does it have? Ss: It has a history of 200 years. 2T: Boys and girls， please read this passage and underline the key words and sentences. national opera， come into being， facial painting， gestures troupe, fighting，be popular with; It highly expresses the Chinese culture. 3(老师可根据学生实际情况，对关键词解释造句等。) T: Stop here， let’s look at the true or false questions. Please do it by yourself. T: Let’s check the answer together. 1.F 2.T 3.T 4.F (老师给出正确 答案 八年级地理上册填图题岩土工程勘察试题省略号的作用及举例应急救援安全知识车间5s试题及答案 ，并做适当解释，或者让会的同学做解释。) Step 3 Consolidation 第三步 巩固 (时间:7分钟) 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块，然后写在纸条上并标上序号，后以接龙 的方式复述课文主要内容。操做方式如下:老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，让每个孩子有机会参与，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! S1 S2 S3: „ S4 S5 „ T: Very good. Now， let’s retell the next together. Ss: „ Step 4 Practice 第四步 练习 (时间:15分钟) 1Do 1b by yourself. (让学生独立完成1b。) T: Look at the pictures and choose the correct word for each picture. (1)Chou (2)Jing (3)Huadan (4)Wenxiaosheng (5)Wusheng (6)Wenlaosheng T: OK. Let’s check the answer together. 2(学生独立完成1c。) T: First， please read through the passage and then underline the new words in it. disagreement peace happiness laughter in the end T: Listen carefully and complete the information about Beijing Opera. T: Let’s check the answer together. 3Grammar focus. (让学生合作完成Topic 1语法项复习。) T: Now， girls are Group A， boys are Group B. Group A, please find as many sentences of Adverbial Clause of Reason as you can. Group B， please find as many sentences of showing feeling in the pattern of “v+adj.”. The first one in each group to tell the right number will get a wonderful facial painting as a prize. Go! (在此活动中，有的同学可能会找不准，也有的会找出不合要求的句子，这时老师就要给 学生认真的讲解。) (1)link v.+adj. You look so excited. I’m so happy. I’m disappointed. He feels disappointed. It’s so moving that I cry again and again. Michael’s mother sounded worried. The family looked sad and tired. (2)—Why is he disappointed? —Because he can’t get the ticket to The Sound of Music. 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 come. Kangkang is disappointed because his best friend is not able to come. (将以上的句子写在卡片上，向学生展示(幻灯);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现象。下面活动只是范例，老师可根据实际 情况调整教学。) 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 subject， adjectives and verbs. Look at the verbs here. Do you know the same points between them? Ss: I think„ (学生可能不知，就做如下处理。) T: What kind of verbs are they? Ss: They are all senses of people. T: Yeah， they are all linking verbs. (老师写下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. 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. (将以上句子写在黑板上，并拿出第二张幻灯片。) T: Look at this picture and find the same points between them. S1:There is a sentence after “because”. S2: There is a noun phrase after “because”. 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 phrases after it. “Since” tells us the obvious reasons. (以上的话可再用汉语说一次，保证每个学生理解，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. 4Useful expressions: How does Mr.Lee feel? Why all the smiling faces? It’s a great pity. I hope everything goes well. Please say thanks to your prents. T: Now，four students in one group. And each group find another two useful expressions. Then please make a new dialog. And then act your dialog. The best group can get a facial painting as a prize. (说明要慢，让每个学生都明白意图。) Group 1: „ Group 2: „ Group 3: „ T: I think group 3 is the best. Do you think so? (每组老师都要点评，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) T: Beijing Opera is our national opera. That’s really a great pity. So today’s final activity is also your homework. T: Now discuss with your partner about the operas you know. The famous stories of this opera and famous actors/actresses you know. Name of the Opera: Masterpiece(代表作): Actor/Actress: „ T:Let’s welcome group 1 to report their activity. Group 1: Henan Opera， Huangmeixi Opera， Beijing Opera„ Group 2: „ „ T: Very good. But that’s not enough. So please ask your parents，friends about it. And you can surf the internet. Each group prepare a tape and let’s share the opera together. That’s the homework that I said before. That’s all for today. Good-bye，boys and girls. Ss:Good-bye，Miss Wang. Topic 2 SectionA The main activities are 1，3 and 4.本课重点活动是1，3和4。 Teaching aims and demands教学目标 1Learn more words of feelings: bored， anxious 2Learn some words of describing a person: shy， strict， patient 3Learn grammar pattern “linking verb+adj.+prep.”. be strict with， be patient with， be bored with， be anxious about， be mad at， be tired of Teaching aids教具 磁带/录音机/卡片 Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:10分钟) T: Good morning，boys and girls. Ss: Good morning，Miss Wang. T: Are you ready to share your “Opera” with others? Ss: Yeah. Group A: We find eight groups of operas. They are„ We choose one section from Huangmeixi Opera. Let’s listen. Group B: „ „ (老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 cuture. They bring us happiness and laughter. But there are many things in our daily life bringing us sadness and worries(焦虑). Now， let’s make a competition. (在此呈现生词:bored， anxious) Group A: sad/unhappy Group B: bored/tired Group C: mad/angry Group D: anxious/worried Please list as many things that happened last week as you can. Group A list things making you sad and unhappy. Group B„ (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。) T: Each has three minutes. Go! (老师计时，并在黑板上画出计分表。) Group A Group B Group C Group D 4 5 4 5 5 4 3 3 T: Group A count the list of Group B，Group C count the list of Group D. GroupA: 8 GroupB: 7 GroupC: 8 GroupD: 7 (让学生进行互评，自主地构建形成性评价机制。) T:OK. So Group A gets 4 points. Group B gets 5 points„ Oh，dear. I didn’t expect your middle school students have so many troubles. Then how do you deal with (处理) the problems? S1: I will go out to play. S2: I will go out to shop. S3: I may listen to the music. S4: I would talk to others about it. „ Step 2 Presentation 第二步 呈现 (时间:5分钟) T: Good， I’m glad to hear that you can deal with them yourselves. However， Beth， a little girl in our text book seems unhappy. Let’s listen to the tape and find what’s wrong with Beth! (老师放听力并设置听力任务，并写在黑板上做第二次听力任务。) Does Helen seem depressed and unhappy? What’s Beth like? Why is Beth crying? Who will have a talk with Beth later? (老师给出关键词句，帮助学生理解听力内容。) T: What’s wrong with Beth? Ss: She seems so depressed and unhappy. She is crying in the washroom. T: Let’s listen again. And the key words and sentence here may help you. Anything wrong? 怎么了, I’m sorry to hear that. 听到这真让人难过。 have a talk with her 和她谈谈话 be worried about 担心 (老师核对听力答案。) Step 3 Consolidation 第三步 巩固 (时间:8分钟) 1T: Follow the tape. (让学生跟读磁带。) 2(学生自读，然后跟录音机核对。) T: Now， read and then check your pronunciation sentence by sentence. Go! 3T: Role play the conversation. Boys are Miss Wang. Girls are Helen. Go! (学生分角色朗读。) T: Now，boys are Helen. Girls are Miss Wang. Go! 4(根据关键词，表演对话。) T: Work in pairs. Close your book，look at the blackbord and act the dialog out. The best group will get 5 points. T: Group A has a wonderful pronunciation. They can use the words freely. They don’t read books，so they get 5 points„ Step 4 Practice 第四步 练习 (时间:15分钟) 1T: All of you are very good at performance. But I also hope you can be very helpful like the girl in this picture. Now，work in pairs and practice the “Example” in our textbook. (老师在此期间标出生词。) strict 严格的 explain 解释 over and over again 多次，反复地 be strict with„ 对„„严格 be patient with„ 对„„耐心 understand 理解，领会 patient 有耐心的，能忍耐的 T: Look at the two other pictures. T: What’s the clown (小丑) like? Ss: He is very funny. He usually do funny things on TV. T: Is he popular all over the world? Ss: Yes，he is popular all over the world. (老师引导学生说出下一个图片的内容。) T: Which group can do the last picture like the examples. Group A: What is the girls like? „ 2(让学生以组为单位竞答第三题，答对一题加三分，答错一题扣两分。) T: Look at the pictures carefully， and then make sentences according to the example (老师给学生两分钟的准备时间，并列出生词。) bored 疲倦的，烦闷的 use 使用，利用 anxious 焦虑的，担心 result 结果，效果 T: If you give a right answer，you will get 3 points. But if you give a wrong answer，you will lose 2 points. Picture 2，go! Group A: „ Group B: „ T: Both right. Both 3 points. Picture 3，go! „ (在此活动中，如果学生答错，老师一定要给出正确答案以利于比较记忆。) 3(让学生以组为单位表演，并评出优劣。) T: Now. Choose one student in each group，and then make a gesture for us to guess. You have one minute to prepare for that. S1: (facial expression and gesture) S2: Are you angry? „ S1: I’m just a little worried about the mistake. „ (任务型的教学活动设置，让学生在类似游戏的活动中巩固语法项目，寓教于乐，让英语学习成为一件快乐的事。) Step 5 Project 第五步 综合探究活动 (时间:7分钟) T: Let’s listen to the tape and choose the right answer. (如果学生不能答对，可以听两遍。) T: Let’s check the answers now. A—4， B—3， C—3， D—4. T: Class， we have learned many sentences to show feelings like “happiness”， “satisfaction”， “surprise”,“worries”and “fears”. so today’s project is to find all such sentences you’ve learned. Please work in groups. Group A: „ Group B: „ Group C: „ Group D: „ T: Now report your list to our class! „ SectionB The main activities are 1 and 3a.本课重点活动是1和3a。 Teaching aims and demands教学目标 1Learn the following words: pass, pirated, paper, especially，calm down, teenager, suggestion， experience， normal， soft 2Learn some sentences of expressing feelings: It’ll be OK. Don’t worry. There，there! Calm down! 3Learn how to express their own feelings and reassure others. 4 Cet students to know how to be in a good mood and how to live and study happily. Teaching aids教具 录音机/小黑板/道具(帽子，球，医生穿的白大褂，眼镜，话筒等) Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:10分钟) 1(师生互动复习linking verb+adj+prep.这一语法项目。) 方案a: T: What’s up with you (student’s name)? (老师可事先安排，学生配合表演。) S1: „ T: Why are you so worried? S2: Oh， Miss Lin. I’m worried about tomorrow’s exam. I’m afraid of getting the poor results. T: Oh， don’t worry. Take it easy and try your best. Please remember “You can do it.” 方案b: (看纸条做动作，老师随意挑选学生来做动作，图片见Section A， Activity 3。) T: S1， look at this picture and do the same. S1: (做出动作和表情。) T: What is the boy like? Group A: He is not pleased. T: Why? Group A: Because he is not pleased with his poor results. S2: (facial expression and gesture). T: What is the mother like? Group B: She is mad. T: Why? Group B: Because she is mad at the crying baby. S3: (进行表演。) „ 2(将P10， Activity 5听力材料用幻灯片展示给学生，删去不同类的，先盖住该内容。) 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效率。) T: How can we express our surprise? „ T: Well done， my children! Are you happy all the time? S1: No， not always. S2: Sometimes I am unhappy. S3: „ T: Oh， I really understand. Many people in their teens like you have such experiences as Beth. Is that right? Ss: Yes. Beth is depressed and unhappy. T: Why? Ss: Because she has no friends there. (老师在此呈现生词:teen， experience，并为下一步作铺垫、过渡。) Step 2 Present 第二步 呈现 (时间:5分钟) T: Oh， I see. So what will Miss Wang do for her? Ok， let’s listen to the tape. (听录音1，回答问题，并用幻灯片或单词卡片呈现关键词句。) Is everything Ok at Beth’s home? How does Miss Wang give Beth a hand? Does Beth like to make a friend? Who does she want to be her friend? Everyone feels unhappy sometimes，especially when living in a new place. It’s important to talk to someone. Everyone gets these feelings at your age. There，there. It will be Ok. Step 3 Consolidation 第三步 巩固 (时间:10分钟) 1(学生跟读磁带。) T: Follow the tape， pay more attention to the pronunciation and intonation. 2(学生自读，然后核对语音语调。) T: Now， read and check your pronunciation sentence by sentence. Go! 3(人机对话。) T: You’re Miss Wang. Listen to Beth and make a dialog with her. Go! 4(呈现关键词，学生串演Section A 1 and Section B 1。) T: Work in pairs. Practice for a little while. Close your books. Look at the key sentences here and act the dialog out. Group A: „ (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。) Step 4 Practice 第四步 练习 (时间:10分钟) 1(让学生自学单词:teen， teenager， valuable， suggestion， experience， normal， soft 培养自学能力。) T: Read the interview alone and learn the new words by yourself. 2(在阅读的基础上，让学生带着问题听录音。) 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 the doctor thinks to get happy again? 3(学生再一次回答问题。) T: This part is a little difficult. So let’s listen once more and then check the answers to the questions. Book closed! T: OK. Let’s check the answers together. —It means that most teenagers feel sad when they meet with unhappy things and can’t become happy again for a long time. —Sad. —Listen to soft music， take part in activites or do something fun. 4T: What can we learn from this interview? Now discuss in pairs and then report to the class. (老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: Sure. (体现激励机制，帮助学生树立自信心。) 5(分三人一组串演1、3a，可以改编，可以用真实姓名，实景真情。) T: Now make your own short play and act 1、3a out. You can use your own names. Example: Student 1: Beth， are you OK? Student 2: I„ (此表演两组互相观摩，表演时可以用老师准备好的道具，活跃气氛。) Step 5 Project 第五步 综合探究活动 (时间:10分钟) 1(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 them in the best way? Now， think it over and over again in groups and then report to the class. Group A: „ „ 2(学生在上面活动的基础上听录音Section B 2，让两个同学到台上标出答案。) T: Now let’s listen to the problems and number the advice given. S1、S2. Would you like to number the advice on the blackboard? „ 3(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. S1: We should calm down and relax. It’ll be OK. T: Good boy. You are so brave! But you may feel lonely. S2: Listen to some songs， watch TV and soon. Go out and do some exercise. „ (师生互动过程中引导学生自我发现问题，自我探究解决方法，顺利实现情感目标。) 4Homework: 小作文 Our Problems and Our Ways. SectionC The main activities are 1a and 2a.本课重点活动是1a和2a。 Teaching aims and demands教学目标 1Learn some new words: stranger， advice， get used to, accept， join in， partner， fit in， humorous 2Learn equal comparison: People here is not as friendly as you. 3Learn how to express worries: I’m afraid I can’t fit in right now. 4Learn how to give advice to others: You’d better„ Teaching aids教具 阅读任务问题的卡片/阅读2的4个答案卡片(也可用小黑板呈现) Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:10分钟) 1(让两组学生表演Section A、B中对话，复习旧知识，为本课中Beth为何写信求助做铺垫。) T: We have learned Section A、B， now who can act the dialog in Section A? S1、2: We can. (学生表演完后) T: What about Section B? S3、4: We want to have a try. T: Please. (表演结束后) T: Now， please answer the questions we have learned. (老师口头提问Section A、B中所设的问题，回顾旧知识，学生举手回答问题见Section A、B。) T: OK! Very good. Then do you know why she felt sad! S: Because„ (学生可能有很多答案，这时老师把生词引入并板书。) T: Good! Because she is new/a stranger there. Can you give her some suggestions / advice to make new classmates like her and accept her? (板书划线部分词，学生若不能理解可适当解释。) 阅读任务1 生词: stranger 阅读任务2 accept 1. advice 2. 任务2答案 3. 4. 阅读任务3 Ss: Sure. T: Good， I will get your advice later. Now， let’s read a letter to Celia first. Step 2 Presentation 第二步 呈现 (时间:7分钟) (老师呈现阅读任务，让学生带着目标阅读，阅读任务应提前准备，呈现方式因地制宜，任务设计如下，仅供参考。) 1. Why did Beth write to Celia? 2. What are the differences between Beth’s hometown and the new city? 3. What’s the matter with her? 1T: Please read the letter to Celia and try to find out the answers to the questions. 2(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. (查对后，将问题2的答案板书到黑板上，这几个句子是本课重点，对下面教学有用。也 可以课前准备好，以便节省时间，板书如下:) 1.The city is noisier and more crowded. 2.The roads here are not as clean as those in my hometown. 3.The food is not as delicious as our Sichuan food，either. 4.Even the people here are not as friendly as you. 3(让学生大声朗读以上句子，使学生熟悉该句型为后面教学做铺垫。) T: Read the sentences on the blackboard together，please. 4(解释课文，由学生提问学生回答，老师补充。) 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. What’s more? „ 5(放录音1a，学生跟读。) T: Please read the letter loudly after the tape together. Step 3 Consolidation 第三步 巩固 (时间:8分钟) 1(复习给别人提建议Section B 3b部分，以便进一步学习，要求一个学生到讲台前，说出他(她)的问题，班上学生对他(她)提出建议。) S1: I’m unhappy and sad. S2: You should„ S3: „ „ 2(引导大家给Beth提建议，先小组讨论，然后各组作report，在全班交流提建议时采用句式:“You’d better„， Why not„，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 in class. You should start with:“You’d better„， Why not„， Please„”， etc. 3(经过各种交流后，学生选择合适的建议填入书中P13 1b。) T: Let’s exchange the advice，and choose some to write down in your books. Step 4 Practice 第四步 练习 (时间:15分钟) 1(要求学生将黑板上句子中有同级比较部分划出，呈现结构。) T: Boys and girls， please look at the blackboard and underline the form of “equal comparison”. 2(请四位如图所示的学生上讲台前，协助操练形容词的比较等级、最高级、同级用法，如下图例。) (老师指着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? Ss: No. S2 isn’t so tall as S1. (老师应根据班级回答的情况引导学生说出，并指出as„as同级比较。) T:Good! S2 is as tall as S4. (鼓励学生按照图片尽可能多的用形容词的比较级来操练。) (老师接着问。) T:Is S2 as tall as S1? Ss:No， S1 is taller than S2. (学生根据旧知识回答。) 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如:) S3:is not so tall as S2. S4:is not so/as tall as S1. „ 3(让学生完成2a，双人活动。) T: Let’s come to 2a，look at chart 1 and chart 2，work in pairs and make sentences as many as you can. 4(小组汇报，在班上交流。) T: Now， please report your sentences in class. S1: „ 5(四人小组讨论，完成短文。) T: Please discuss in groups of four， and then finish the following paragraph. Step 5 Project 第五步 综合探究活动 (时间:5分钟) 1(四人小组活动，综合复习，巩固提建议及形容词的同级比较。) Example: S1: I am worried about falling behind others. (S1表述情感) S2: You’d better study harder. (S2建议) S3: I am as worried as S1. What should I do? (S3用形容词同级比较用法表述) S4: Why not study as hard as us. (S4继续用Why not， had better， please等建议) (以上角色互相替换，练习直至熟练。) SectionD The main activities are 1 and 3.本课重点活动是1和3。 Teaching aims and demands教学目标 1Learn some new words and expressions: deal with, sadness, fail, relative, kill, refuse, argue, unfair, hit, though, finally, ever, money, game 2Review: (1)Adjective+preposition (2)Equal comparison 3Learn to solve the problems around us. Teaching aids教具 《西游记》片段课件，或其它适合导入的材料/为课件准备的听力问题卡片/录音机/磁带/ 课文/部分的关键词卡片 Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:8分钟) 1(播放《西游记》片断课件或录相片段，内容有唐僧误会孙悟空部分为佳，如《孙悟空三打白骨精》。) T: Boys and girls，would you like to see a part of a film? Ss: Yes， we’d love to. T: OK! It’s about Tang seng and SunWukong，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? (展示问题如下:应课前准备。) 1.Did Tang seng understand Sun Wukong? 1. 2. How did Sun deal with the problems when Tang didn’t understand him? 3. 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: 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? 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。) Step 2 Presentation 第二步 呈现 (时间:5分钟) 1(老师让学生阅读短文，同时找出4个问题的答案。) T: Class， please read the passage and find out the answer to the following question. 2(让学生阅读后先讨论问题的答案，最后全班核对。) T: Let’s check the answers one by one. 3(核对答案后，让学生提出问题，划出重点词、句，解决学生的问题，并将关键词板书到 黑板上。) deal with, fail to pass an exam, refused to..., argue with..., even though, instead/instead of Step 3 Consolidation 第三步 巩固 (时间:12分钟) 1(老师让学生大声朗读黑板上的关键词，使学生较熟悉。) T: Please read the key words on the blackboard loudly. Ss: „ 2(让学生再次阅读，同时播放录音1，注意模仿语音语调。) T: Boys and girls， read the passage again. 3(让学生四人小组活动，看关键词，复述课文，因本课较长，具体操作时可根据学生程度 选择全文复述或各小组分段复述。) T: Please work in group of four. Try to retell the passage with the key words on the blackboard， then report in class. Step 4 Practice 第四步 练习 (时间:12分钟) 1(学生听句子，根据句子画图，如:) T: The girl is as tall as the boy. T: Bill is not so tall as Tom. 2(老师应根据学生情况描述，使学生理解、明白形容词同级用法。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(让学生朗读同级比较的例句2a。) T: Read the sentences about equal comparision in 2a. S3: „ 4(完成3。) T: Please finish 3 by yourselves. (待学生完成后集体核对答案。) 5(让学生大声朗读句子。) T: Read the sentences together. Ss: „ Step 5 Project 第五步 综合探究活动 (时间:8分钟) 1(1)操练:形容词同级比较。 (2)操练:Adjective(emotion)+preposition 2 学生用活动目标内容描述。 3(注意不得重复句子。) 4 Group A Group B Group C Group D 5 T: Now let’s have a competition. S1 and S2， come to the front， please. OK! Others, please say something about them by using “linking verb+adj.+preposition， as +adj.+as，not so/as+adj.+as”. Your group will get one point if you speak out the sentence quickly and correctly. Example: Group A: S1 is not as happy as S2. : S2 is not as humorous as S1. „ Topic 3 SectionA The main activities are 1a and 2a.本课重点活动是1a和2a。 Teaching aims and demands教学目标 1Learn the new words: soup， bitter， take it easy 2Review describing feelings: I’m feeling even worse，etc. 3Learn the use of “make+object+adj.”“make+object+v.” It makes me so tense. Some programs on TV make me want to sleep. 4Learn to express emotions: Fear:I’m afraid of catching SARS. Am I dying? Reassurance:Calm down. Don’t be afraid! Take it easy. Teaching aids教具 录音机/磁带/玩具或真手机/写有听力任务的卡片、小黑板或课件 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，需找一学生协助。) T: We know Michael had a temperature， but do you know how he is feeling now? (这时老师的手机响了(事先已安排)。) T: Hello! This is Kangkang. S: Hello! Kangkang. This is Michael speaking. T: Are you feeling better? S: No， I’m afraid of catching SARS. Am I dying? T: No， Michael. Calm down. You’ll get well soon. S: Thanks， Kangkang. T: You’re welcome. Good night. S: Good night. (板书划线部分) A: Are you feeling better? B: No，I’m afraid of catching SARS. Am I dying? A: No，Michael. Calm down. You’ll get well soon. 2(全班分两大组，先按左右分组，然后男女分组，互相用划线部分表述恐惧与安慰，为下面的听力做铺垫。) T: Now let’s do some practise. Group 1 and 2 are A. Group 3 and 4 are B. A: Are you feeling better? B: No，I’m afraid of catching SARS. Am I dying? A: No，Michael. Calm down. You’ll get well soon. T: Now girls are A，boys are B. Grils: Are„? Boys: No， „ Girls: No，„ Step 2 Presentation 第二步 呈现 (时间:8分钟) 1(教师呈现写有听力任务的卡片，让学生带着任务听。) T: Boys and girls， please listen to the tape and answer the questions without books. You can read and listen if you can’t understand it. How is Michael feeling? Is he afraid? What’s he afraid of? What does Kangkang say to Michael? 2T: Can you answer the questions on the blackboard? 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。) 3Have the class to find the key words and write them down. feeling even worse be afraid of make me so tense Am I dying? Calm down. You should„ I hate to„ make me nervous Don’t be afraid. 4(解释课文，尽量让学生提问，学生回答，不足处由老师补充。) T: Do you have any questions about the text? S1:Yes，what’s the meaning of “„”? T: Who can help„? S2: I can„ Step 3 Consolidation 第三步 巩固 (时间:13分钟) 1(老师放录音Section A 1a，示范学生跟读。) T: Read after the tape，please. 2(让学生多读几遍直到熟悉。) T: Work in pairs with your books closed. Look at the key words on the blackboard and try to act it out. 3(让学生在书上画出表示安慰的词完成1b。) T: Listen again and underline the expressions of reassurance, such as:calm down， „ 4(引导学生学习更多关于安慰别人的用法。) T: Do you want to know some more about the expressions of reassurance. Let’s come to 2. (老师呈现听力任务如下。) How does Michael feel at home? What is he worried about? What will his friends do for him? (老师播放录音，学生听后回答问题。) T: Listen to the tape and answer the questions on the cards. 5(与学生核对答案，并解释文中难点。) Check the answers with the students and let them show their problems in class. 6 Get the Ss to read aloud after the tape. Step 4 Practice 第四步 练习 (时间:12分钟) 1(老师展示写有表示情感的卡片，S1说出句子，S2安慰他。) T: Be afraid of make me so tense make me nervous make me want to sleep S1: I’m afraid of catching SARS. S2: Don’t be afraid. T: „ (以下操练如上。) 2(让学生模仿造句子，使用“make”。) T:Please make phrases as many as your can. S1:make me happy. S2:make him nervous. S3:make us want to drink. „ 3(让学生听，独立完成3中的听力练习。) (1)T:Listen to a conversation with a dentist，and divide the expressions you hear into two ways. (2)Have the class to check the answers. (3)(让学生大声朗读。) Get the class read aloud together. Step 5 Project 第五步 综合探究活动 (时间:7分钟) 1 Name Feelings Reassurance „ „ „ (学生仿照下面的例子造句并填表。) (1)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。) Example: He feels„When he is ill, he should„ „ 2Homework: 1 (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. 2Write down the expressions you learned. Fear Reassurance SectionB The main activities are 1 and 3.本课活动重点是1和3。 Teaching aims and demands教学目标 1Learn some new words and expressions: expression， play， get along with， fall asleep， on the way home， suddenly， give a speech 2(1)feel better (2)make him happy again (3)adverbial clauses of time: When the night comes， I look up into the sky. 3Learn to express emotions: (1)The moon can affect people’s moods. (2)Environment can change my moods. (3)The weather can affect my mood. Teaching aids教具 录音机/磁带/1的听力设计卡片/3的听力设计卡片。 Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:6分钟) 1(方案(1):由学生表演Section A中的对话。) ?T:I’ll ask some students to act the dialog in Section A. Who wants to try? S1: I will. ?(几组学生表演后，老师提问，并引导学生回答。) T: What was Michael afraid of? Ss: He was afraid of catching SARS，but why? T: Because illness made his feeling change. Ss: How can it do? T: If we are in a good mood，our blood will go well，and our bodies will become active. Ss:Then what should we do? T: We should try to smile at life. ?(将划线部分生词板书到黑板上，解释、带读至掌握。) ?(将全班分两组操练。) T: Now，please practise the dialog in groups. Girls: What„? Boys: He„ „ (方案(2)让一个学生扮演Michael，表述感情，引导其它学生安慰。注:此学生应事先安排。) ?T: Now S1 is Michael. He doesn’t feel well，please reassure him. S1: I’m afraid of catching SARS. Am I dying? S2: No，Michael. Calm down. You’ll get well soon. S1: I’m afraid of getting injections. Ss: Don’t be afraid! Be brave. S1: I’m nervous about the test at the end of the month. Ss: Take it easy. We can help you. ?(重复以上部分后让两位同学表演。) T: Let’s do it again. (表演此部分。) T: Who want a try? Ss: We will. ?(以下部分操作如方案(1)的第?、?、?步。) Step 2 Presentation 第二步 呈现 (时间:8分钟) 1(老师将已设计好的听力问题呈现在黑板上，问题设计如下:) (1)Is Michael feeling better now? (2)Can things make our feeling change? (4)What should we do when we are ill? ?T: Listen to the tape and answer the questions on the blackboard. (可要求程度较好的学生不看书听，其余边看边听。) ?T: Let’s check the answers to the questions. (可先让学生讨论后再核对。) ?(与学生一起找关键词，板书到黑板上。) Let’s find the key words together. feel better—great—illness makes us sad， worried， fear—make our feeling change —in a good mood—more active—become healthier—sad and worried—become angry easily—stay„for long—ill—smile at life—plan a surprise ?Explain the dialog(解释对话，事先应让学生预习，解决学生提出的问题。) ?(让学生看着关键词，尝试复述。) T: Now please look at the key words and try to retell it. S1: Kangkang feels better. (以下用接龙方式。) Step 3 Consolidation 第三步 巩固 (时间:14分钟) 1(告诉学生许多东西能影响人的情绪，下面的听力内容是部分例子。) T: We know many things can make our feelings change. Here are some examples. Please listen and answer the questions. (将设计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 enviroment? How does the weather affect the boy’s mood? 2Listen to the tape and then check the answers after discussing in class. (播放录音后，让学生互相讨论后对答案。) 3(解释课文。) 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。) 4(讲解过程中师生可以共同找出短文的关键词，并把它们板书在黑板上。) the moon—affect—mood—happy—sad—night comes—look up into—on Mid Autumn Festival—full moon—long—can’t get together—feel lonely environment—change—live in big city—can’t fall asleep—feel bored—live in the suburb—happier the weather—rains—unhappy—sun shines brightly—feel happy again 5(让学生跟读。) T: Read after the tape please. 6(让学生尝试复述课文，看黑板上的关键词。) T: Look at the key words and try to retell the passage. S1: the moon: „ evironment: „ the weather: „ Step 4 Practice 第四步 练习 (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。) 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(一个学生上台描述下列事情，并表演表情，其余同学猜。) (1)My parents don’t let me do my homework with my classmates. (2)I have a lot of homework to do every evening. (3)I can play computer games every evening. (4)My friend will leave this school. Example: S1: My parents don’t let me do my homewrok with my classmats. (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2。) (1)T: Boys and girls. Listen to the tape and match the problems with the advice given. (2)T: Let’s check the answers together. (3)(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(n’t)， can， can’t， let’s等。) T: Now let’s practise how to give advice， you can use “had better (not)， why not， should(not)， can， can’t, let’s and so on.” Example: T:Sentence 3. Girls: I can’t find my shoes. Boys: Why not buy a pair of new shoes. (老师指着why not， had better等说) 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 favorite book” and fill in the form below. Focus Feelings sad happy angry „ have classes on weekend „ (可以让学生组成小组进行组内调查，最后再制定表格。) T: You can use the words and sentences below when you are making the survey. 词汇:nervous， afraid， happy， sad， angry， upset， pleased， proud， lonely， worried， etc. 句式:How do you feel? How do you feel about„? How does he/she feel? How does he/she feel about„? How are you? How is he/she? Are you„? Is he/she„? I am/feel„ You are/feel„ He/She is/feels„ Having classes on weekend makes me sad. 5Homework: (学生独立完成4，并将每个句子用时间状语从句的形式写到作业本上。) Example: I’ m/feel nervous when my teacher asks me to answer the questions in class. SectionC (注:本节课应提前交待学生穿上自己最喜欢的服装到校。) The main activities are 1a，2 and 3.本课重点活动是1a，2和3。 ? Teaching aims and demands教学目标 1Learn the new words: choice， ourselves 2Learn adverbial clauses of condition. 3Expressing emotions: colors and feelings ? Teaching aids教具 至少准备八种颜色(black， green， red， yellow， white， brown， blue, orange)的卡 片/部分颜色的衣服/写有表达8种情感的小字条 Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:5分钟) (复习有关颜色的词汇和句型。) 1(老师拿出课前准备好的彩色纸片，一张一张地呈现给学生并提问。) T: What color is this? Ss: It’s red/black/yellow/orange/white/blue/green. (注:这七个词为本课需呈现之颜色。) (把划线部分板书如下:) color white red yellow green orange black brown 2(要求学生两人一组进行问答。模仿上面的例子，回答他们的衣服或桌子上的学习用具的 颜色。) 3T:Do you know that colors can affect our moods? Ss:Yes. T:But do you know how they affect our moods? OK! Today we are going to learn “Colors and Feelings”. Step 2 Presentation 第二步 呈现 (时间:8分钟) (将黑板上的板书进行补充，要求学生读完短文后找出各种颜色相对应的感觉。) colors feelings / moods white red yellow green orange black brown 1T: Please read the passage “Colors and Feelings”， and find out the feelings to the colors， then write them down. Example: white——make you helpful red—— „ 2(让一个学生到黑板前写出答案，全班一起核对，完成1b。) T:Who can show us the answers? S1:I can. (完成后。) T:Is that right? Ss:Yes./No. T:Then let’s check the answers. (核对答案后，要求学生提出课文不理解之处，尽量由学生们自己回答，遗漏的重点可由 老师补充。) 3T: Read them loudly again. Step 3 Consolidation 第三步 巩固 (时间:15分钟) 1(练习表述各种颜色对人情感的不同影响。) T: Who is wearing white clothes? Stand up，please! S1、2: I am. T: What can white color make us feel? S2: It can make us feel helpful. T: Who is wearing red/yellow/green/orange/black/brown/„ S1、2: „ (开始时可以让学生看着黑板说，后逐步擦去feelings部分，直至学生完全记住。) 2 (进一步学习表述颜色对情感的影响，也为下文“make”的用法做铺垫。) T: We know colors can change our moods and make us feel happy or sad， now let’s exchange our clothes and then change our feelings. (让两个学生上前，配合示范。) Example: S1: I’m wearing white clothes. I feel happy/helpful. S2: I’m wearing black clothes. I feel sad/worse. (两人互换衣服后。) S1: I’m wearing black clothes，it makes me (feel) worse/sad. S2: I’m wearing white clothes， it makes me (feel) happy/helpful. (以下操练同上，直到学生熟练为止。) Step 4 Practice 第四步 练习 (时间:12分钟) 1 T: Many things can affect our feelings. Please fill in the form on Page 22. 2(核对答案后让学生仿照例子造句，要求学生小组活动。) T: Now，make sentences as many as you can. 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 Ask the students to read aloud. 5Finish the sentences below using its suitable forms. (1)Wearing orange clothes will make_______ (he) happier. (2)It will make him _______(cry) when he watch sad movies. (3)The teacher make her__________ (monitor). 6(引导学生完成3写作练习。) What can affect your feelings? Choose one and write a passage. Discuss in groups and then report in class. You can do it as the example in your books. Step 5 Project 第五步 综合探究活动 (时间:5分钟) 1(活动名称: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 like that? How do you express your feelings with your facial expressions and gestures? First talk about it in groups，then act out in class. 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。) 2Homework: (1)Write down all the words you have learned about “feeling” on your exercise books. (2)Write a passage about something which can affect your feelings. SectionD The main activities are 1a, 1b and 3.本课重点活动是1a，1b和3。 ? Teaching aims and demands教学目标 1 Learn the new words and phrases: spirit， thought， think over， decision， safety， control 2Review the usage of: (1) linking verb+adj. (2) make+object+adj. (3) make+object+v. (4) make+object+n. 3Review expressions of emotion. 4Learn to control our feelings. ? Teaching aids教具 本课的单词卡片/词组卡片/“Do Re Me”歌曲磁带/录音机/写有9组建议的卡片/印刷好的Project活动部分的图表(也可写在黑板上)/自制面具 Five-finger Teaching Plan五指教学方案 (本节课应注意每次提问学生后要记分，最好统计，分出1、2、3、4名。) Step 1 Review 第一步 复习 (时间:10分钟) 1(老师告诉学生周末要上课。) T: Here is a piece of news for you. Ss: What’s that? T: You have to have classes on weekends. Ss: Oh，that’s too bad. T: Calm down. Now let’s enjoy the song “Do Re Mi”. Ss: Sounds great. (播放音乐) T: How do you feel now? Ss: We feel better now. T: Then do you know what we should do if we are in a bad mood? Ss: Yes. Listen to the music. T: Right. Many things can make us feel happy or sad. Would you like to know how to keep happy? Ss: We’d love to. T: OK， you will learn a passage about that. First， let’s learn some key words. 2(老师拿出事先准备好的卡片，要求会读的学生站起来大声朗读，哪组声音大，人数多则 给哪组加1分。) 评比表如下(可画在黑板右侧): 组别 Group 1 Group 2 Group 3 Group 4 项目 Words Phrases Sentences Grammar Others Total T: Boys and girls， please stand up and read the words I show you loudly. The group which did the best job will get one mark. (可用汉语解释规则。) 3(到学生已熟悉单词后，老师又拿出准备好的词组，让学生快速造句。老师应注意以组为 单位叫学生回答，该组不会后其他组可抢答。) Example: T: take care of Group 1: We should take care of ourselves. (本课应准备的词组为:take care of， take time to， a good way to， talk with， tell„about， get„from„， think over， make decisions， enjoy oneself， get a good nights sleep, get back to， bring back, a sense of safety and control) (让学生一起复述他们所造的句子。) Step 2 Presentation 第二步 呈现 (时间:7分钟) (让学生阅读短文并找出文中呈现的建议。) T:Now please read the passage and find out the suggestions in the passage. (学生阅读后，按组提问学生并记分，并把它们板书到黑板上的评比表上，最好上课前准备好，否则太费时间。) 1Take time to relax and exercise every day. 2Talk with your friends, relatives, or teachers often. 3Think them over before making important decisions. 4Be active and enjoy yourself. 5Remember to eat healthy food. 6Get help from many ways. 7Get a good night’s sleep. 8Get back to your daily activities. T: Now let’s read them loudly together. (老师逐步擦去关键词，直至全部擦去后学生能说出。) Step 3 Consolidation 第三步 巩固 (时间:6分钟) 1 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 in class. Example: A: When you are in a bad mood, what will you do? B: I will talk with my good friends. „ 2(让学生分组向全班报告、交流。) Get the students to report in class. 3Homework:(让每个学生每人至少写出20种影响我们情绪的方式作为家庭作业。) Write down at least 20 ways to change our moods. 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: Class，please talk in pairs like this. Example: A: How do you feel about walking alone. B: Walking alone/It makes me feel afraid. (注:替换划线部分。) 2(让学生完成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，I can. T: Who wants to try first. S1: Light music makes me calm. S2: „ S3: „ (等学生举出3种例子后，引导学生归纳总结。) T: OK，now，can you sum up the use 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。) Step 5 Project 第五步 综合探究活动 (时间:12分钟) 1(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 group of four，you should finish the four steps. ?Find out all the words about feelings you have learned. ?Find out the sentences which can match the masks given. ?Choose one of the feelings and draw a mask. ?Make a dialog to express the feeling youve chosen. (下面以一个笑脸happy和伤心的脸sad为例编对话。) (H) A:How do you feel? (S) 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。)