-
学习资料
Topic 3
Many things can affect our
feelings.
Section A
Section A needs 1 period. Section A
需用
1
课时。
The main activities are 1a and 2a.
本课重点活动是
1a
和
2a
。
Ⅰ
.
Aims and demands
目标要求
1. Learn some new words and phrases:
calm down, bitter, CD, DVD, test,
speech, monitor
2. Learn useful
expressions:
How long have you felt like this?
I hate to go to
the hospital.
3. Learn how to describe
feelings:
These days I feel very bored
and lonely at home.
I’
m
worried about the test at the end of the month.
4. Learn the usages of
“
make + object +
v./adj.
”
It makes me
feel nervous.
The TV programs make me sleepy.
5. Learn how to reassure others:
Don
’
t be afraid!
Be brave!
Take it easy.
Don
’
t worry.
Ⅱ
. Teaching aids
教具
录音机
/
手机
/
小黑板
Ⅲ
. Five-finger Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习
(
时间
:
5
分钟
)
复习电话用语并创设情景导入新课。
1.
(
假设一名学生因病缺席，教师
让一名学生扮演那名生病的学生，用手机进行师生对话，
复习打电话及询问病情的表达。
学习单词，掌握
nervous
和
bi
tter
；理解
calm
down
。
)
T: Suppose
one student is absent, and I will make a phone
call with him/her.
Example:
T:
Hello! May I speak to Li
Ming?
S
1
: Hello!
This is Li Ming speaking.
T:
This is speaking. You didn’t come to
school today.
What
’
s wrong with
you?
S
1
: I have a
bad cold. It makes me very upset.
T:
Oh, I
’
m sorry to
hear that. Don
’
t be nervous.
Calm down and listen to me. How long have
you felt like this?
S
1
: One day.
T:
You need to go to see a
doctor.
S
1
: No,
I
’
m afraid of taking
medicine.
T:
Be brave. I
know medicine is a little bitter, but
it
’
s good for your health.
Follow the doctor
’
s
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advice, and
you
’
ll get well soon.
S
1
: I hope so.
Thanks a lot.
(
板书
)
nervous, bitter, calm down
2. (
询问几名学生是否担心下周的英语演讲和数学测试，并
给予安慰。
)
(
板书生词并要求学生掌握。
)
test
测试
speech
演讲
T:
Next
week
we
’
ll
have
an
English
and
a
math
test.
S
1
,
are
you
worried
about
the
English
speech?
S
1
: Yes.
I
’
m very worried. I
can
’
t sleep well at night.
T:
Don’t
be
nervous.
Calm
do
wn.
Please
be
confident!
Next
week
we will
have
a math
test.
What
’
s your
feeling, S
2
?
S
2
:
I
’
m afraid of getting poor
results. So I
’
m very worried
about it.
T:
Don
’
t worry. Take it easy.
(
复习完毕导入新课。
)
T: Boys and girls,
we
’
re going to learn Section
A of Topic 3 in Unit 5. First,
let
’
s listen to 1a, and
then tell me what Kangkang and Michael
are talking about?
Step 2
Presentation
第二步
呈现
(
时间
:
8
分钟
)
呈现并学习
1a
。
1. (
学生听完
1a
后回答问题。
)
T: Boys and girls. What are they
doing?
Ss: They are making a phone
call.
T: Who is ill, Kangkang or
Michael?
Ss: Michael.
2. (
让学生看着课本再听
1a
，并画出关键词。
)
T:
Please open
your books and turn to Page 17. Listen to 1a again
and underline the key words.
(
教师板书关键词。
)
sound terrible
feel nervous
calm down
How
long
…
be sorry about
You
need ...
I hate to
…
be afraid of
take bitter
medicine
Don
’
t be afraid!
B
e
brave!
3. (
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?
S
3
:
Yes, what
’
s the
meaning
of
“
…
”
?
T:
Who can help him/her?
S
4
:
I
can
…
…
Step 3
Consolidation
第三步
巩固
(
时间
:
10
分钟
)
巩固
1a
。
1. (
听
1a
的录音
,
让学生跟读，注意语音和语调。
)
T: Read after the tape, and pay more
attention to the pronunciation and intonation.
2. (
让学生自读，然后两人一组完成
1b
。
)
T: Now,
read by yourselves and then finish 1b in pairs.
(
核对答案。
)
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3.
(
让学生根据关键词表演对话。
)
T: Now please act out the dialog
according to the key words.
Step 4
Practice
第四步
练习
(
时间
:
15
分钟
)
学习
2a
，并操练
1a
和
2a
，完成
2b
。
1. T: Michael missed a lot of
lessons because of his illness. So he is worried
about the test. Can his
classmates help
him? Let
’
s come to 2a to
find the answer.
(
教师呈现小黑板上的听力任务。
)
How does Michael feel at home?
What
’
s he worried
about?
When will they have a test?
Can Michael give the speech?
What will his friends do for him?
(
播放
2a
的录音，学生
听后回答问题。
)
T: Listen to 2a and
answer the questions on the small blackboard.
2. (
与学生一起核对答案，
解释文
中难点并板书生词。
掌握：
CD, DVD, monitor
；
理解
bored
。
)
(
板书
)
CD, DVD, monitor, bored
T:
Now, let
’
s check the answers
together.
3. (
让学生自读，画出表示安慰的句
子和
make
句型。
)
T:
Read
by
yourselves
and
underline
the
expressions
of
reassurance
and
the
structure
of
“
make+object+
v./a
dj
.
”
.
(
教师核对并板书。
)
Calm down.
Don
’
t be afraid!
Be brave!
Take it easy.
Don
’
t worry.
It makes me feel nervous.
The TV programs make me sleepy.
4.
(
再放录音，让学生跟读，注意语音和语调，然后表演对话。
)
T: Read after the tape, and pay
attention to the pronunciation and intonation.
Then act it out.
(
为下一步串演作准备。
)
5. (
四人一组串演
1a
和
2a,
可以改编，可以用真实姓名。
)
T:
Now make your own short play according to 1a and
2a. You can use your own names.
Example:
S
5
: Hello, Li
Lei? This is Tom speaking.
S
6
: 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.
G
1
:
…
…
T:
Well done!
6.
(
完成
2b
。
)
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T: Please
finish 2b by yourselves according to 2a.
(
核对答案。
)
T: Let
’
s check
the answers.
Step 5
Project
第五步
综合探究活动
(
时间
: 7
分钟
)
探究学习本课目标语言。
1. (<
/p>
小组活动，四人一组，学生以表格形式调查生病时的感受及如何安慰。
)
Name
Feeling
…
…
…
Reassurance
(1)
(
学生仿照下面的例子造句并填表。
)
T: Boys and girls, make sentences
according to the following example, and then fill
out the
form.
Example:
S
1
:
How do you feel when you are ill?
S
2
: I
feel
…
S
1
: How do you
reassure S
2
?
S
3
: He/She
should
…
…
(2) (
让学生做报告，完成
1c
。
)
T: Boys and girls, please report your
results. Who will try?
Example:
I
feel
…
when I am ill. He/She
feels
…
when he/she is ill.
He/She should
…
2.
Homework:
(1) (
生
病是正常现象，同学们不必害怕，要学会照顾自己。结合自己的经历，谈谈照顾自
己的方
法。
)
T:
It
’
s normal to be ill.
Don’
t be afraid. Take care
of yourselves. Discuss the best way of looking
after yourselves according to your
experiences.
(2)(
用括号内单词的正确形式
填空。
)
Fill in the blanks with
the correct forms of words in the bracket.
①
Some TV
programs make Michael
(sleep).
②
SARS
(make) him so tense.
③
The song makes
(we) happy.
④
Miss Wang made her
(sit) down.
Section B
Section
B needs 1 period. Section B
需用
1
课时。
The main
activities are 1a and 3.
本课重点活动是
1a
和
3
。
< br>
Ⅰ
. Aims and demands
目标要求
1. Learn
some new words and phrases:
各种学习资料，仅供学习与交流
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get along
with, boss, passport
2. Review
describing personal feelings:
He is
feeling much better.
Illness usually
makes us sad, worried and frightened.
3. Go on learning the usages of
“
make + object +
adj./v./n.
”
and
“
let + object +
v.
”.
That will make him or her get well
soon.
The doctor let Michael rest for a
few days.
Your classmates make you
monitor.
4. Go on learning how to
reassure others.
Ⅱ
. Teaching
aids
教具
录音机
/
幻灯片
/
实物或图片
< br>
Ⅲ
. Five-finger Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习
(
时间
:
6
分钟
)
复习
Section
A
对话并导入新知识。
(
方案一
)
1. (
由学生表演
Section
A
中的对话。
)
T:
I
’
ll ask some
students to act out the dialogs in Section A. Who
wants to try?
S
1
:
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, illness usually
makes us sad, worried and afraid. What can we do
when we are in this
trouble?
S
1
: We
shouldn
’
t be afraid.
S
2
: We should be
brave.
S
3
:
…
T:
Yes, we should always be in a good mood
and try to smile at life.
It
’
s good for our health.
(
在同学们问答的基础上，教师导入
Sec
tion
B
：现在
Michael<
/p>
的病好些了，同学们又是如
何进一步去安慰他，使他高兴起来的？
)
T: Michael is better now.
How will his classmates cheer him up?
(
方案二
)
1. (
教师以迈克尔的身份
,
表述感情，引导学生使用学过的关于安慰的表达方法。
)
T:
Now I act as Michael. I
don
’
t feel well. Please
reassure me. 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?
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S
1
: I will.
…
Step 2
Presentation
第二步
呈现
(
时间
:
8
分钟
)
呈现并学习
1a
中的重点词句。
1.
(
教师将已设计好的听力问题呈现在黑板上。
)
How will
Michael
’
s classmates cheer
him up?
(
让学生听
1a
的录音，并回答问题。
)
T:
Listen to 1a and answer the question on the
blackboard.
(
教师核对答案。
)
T:
Let’s check the answer to
the questio
n.
(
板书答案，学习并掌握
put
on
。
)
They will put on a short play and give
him a surprise.
2. (
通过谈论
Michael
与同学们之间的友谊，
加强对学
生的情感教育，
从而引出并学习本课的
目标语言。掌握
get along
with
和
affect;
理解
schoolmate
和
workmate
;
了解
mood
。
< br>)
T: OK. We know
Michael
’
s classmates will
put on a short play to make him happy. Well done!
In
our daily life, we should get along
well with our classmates, schoolmates or workmates
and
help
each
other.
It
can
bring
us
happiness.
If
we
are
usually
in
this
good
mood,
we
may
become
healthier. That
’
s to say,
moods can affect our health.
(
板书画线生词及短语，并进行适当讲解，然后进入巩固环节。
)
get along with, schoolmate,
workmate, affect, mood
3. (
自
读
1a
，画出
make
，
let
结构的句子。
)
T: Read 1a by yourselves. Underline the
structure of
“
make+object+
adj./v
.
”
and
“
let+object
+
v.
”
.
(
核对并板书。
)
Illness usually makes us
sad, worried and frightened.
That will
make him or her get well soon.
So
let
’
s give Michael a
surprise!
Let
’
s
prepare for it.
Step 3
Consolidation
第三步
巩固
(
时间
:
10
分钟
)
巩固
1a
，完成
1b
。
1. (
放
1a
的录音
,
要求学生跟读，注意语音和语调。
)
T: Please follow the tape and pay
attention to the pronunciation and intonation.
2. (
让学生自读
1a,
完成
1b
，并让学生试着复述。
)
T: Please read 1a by yourselves
and fill in the blanks in 1b. Then try your best
to retell it.
(
检查答案。
)
3. (
组织学生分角色朗读课文，然后引导学生这样谈论
1a
的内容：
)
S
1
: Is Michael
feeling better?
S
2
: Yes.
S
1
: How do his
classmates make him happy?
S
2
:
…
S
1
: Many things
can affect our feelings. Can you give some
examples?
S
2
:
…
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S
1
: What should
we do when we are in trouble?
S
2
:
…
(
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
)
编对话并表演，完成
2
和
3
。
1.
(
让学生编对
话。假设自己患了牙病，去看医生。注意在对话中要用一些表示情感的词或
句子。
)
T:
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. Make a new dialog
between a patient and a dentist with your partner.
You need to
use some phrases or
sentences to express your emotions.
Example:
A:
I
’
m afraid
of
…
/
I’
m worried
about
…
B: Calm
down. / Don
’
t be
afraid
…
(
< br>让学生先准备两三分钟，再表演。并对其进行合理评价。
)
2.
(
完成
2
。
)
T: OK. Let
’
s
listen to 2. This is a dialog about seeing a
dentist, too. What do they say? Please
listen carefully and complete 2.
(
核对答案。
)
T:
Let’s c
heck
the answers together.
3. (
教师
呈现例句，学习并掌握生词
boss
，理解
headmaster
，然后让学生观察
make, le
t
后动
词的形式，归纳总结
make,
let
的用法。
)
(
板书
)
The boss makes the workers work for 14
hours a day.
That will make him or her
get well soon.
Let
’
s prepare for
it.
Let
’
s give
Michael a surprise.
make/let sb. do
sth.
4. (
教师用幻灯展示
3
中的图片，练习
make, let
的
用法，提醒学生注意
make
后接动词的原形。
)
T: Please look at the pictures in
3 and make sentences after the example.
(
让几名学生分别把答案板书到黑板上，然后一起检查。
)
T: I
’
ll choose
some students to write their answers on the
blackboard.
(
一分钟后
)
T: Please look at the blackboard and
check the answers.
(
学生可能会出现类似这样的错误。
)
The funny man makes the girl to laugh.
Mother doesn
’
t
let her child to watch TV.
T:
Are they right?
Ss: No.
T:
How to
correct them?
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Ss: Cut
“
to
”
.
T:
Yes. Good.
(
如果学生写的句子全部正确，教师可故意写几个错误句子，以提醒学生注意
< br>make, let
后
动词的形式。
)
4. (
让学生用
“
make/let somebody
do
/not do”
造更多的句子。
)
T:
Please make sentences using
“make/
let somebody
do
/not do”
as many as you
can.
Step 5
Project
第五步
综合探究活动
(
时间
: 9
分钟
)
探究处理
4
。
1. (
利用实物或图片学习生词
pa
ssport
，
然后讨论
“
Your classmates make you
monitor.
”
句子结
构，完成
4
并派小组报告员向全班同学汇报。<
/p>
)
Example:
T:
Which situation makes you nervous?
Ss:
...
T: Which situation makes you happy?
Ss: ...
…
2.
(
让同学讨论在平时的生活中，
哪些事使自己感到紧张、高兴、担心或害怕，小组总结、
全班汇总。教师可适当给一些处
理此类事情的方法和技巧，以培养学生处理应急事情的
能力及生存的能力。
)
3. Homework:
(
在日常生活中有很多东西影响着我
们的心情，请举例。
)
T: Many things can affect our feelings
and moods. Please give some examples.
Section C
Section
C needs 1 period. Section C
需用
1
课时。
The main
activity is 1.
本课重点活动是
1
。
Ⅰ
. Aims
and demands
目标要求
1. Learn some new words:
especially,
hang, fall asleep, thought, noise
2. Go
on learning the sentence pattern:
“
make + object +
v.
/
adj
.”
Sometimes it makes me feel
happy.
Red
makes me active.
Rock music always makes me want to
dance.
3. Talk about the influences of
different things on feelings:
I think
the moon can affect my moods.
The
environment can change my feelings.
I
think the weather can affect my moods.
Colors can affect my feelings and
moods.
Big events can affect me a lot.
4. Express how things affect our
feelings.
Ⅱ
. Teaching aids
教具
录音机
/
歌
曲磁带
/
多媒体课件
/
图片
各种学习资料，仅供学习与交流
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