利用单词接龙比赛复习表情感的词汇。比赛规则：分四大组进行竞赛，每人只有一次机会在黑板上写一个单词，在规定的时间内看哪组写得多、写得对、准确率高。单词写得多的组获胜。 第二步：呈现
1.教师说：Today we are going to learn more words about feelings. 2.教学生词：
shy, strict, patient, explain, over and over again, understand, be pleased with, result, bored, anxious, line, fall behind, satisfaction, surprise
3.教师导入：指着生词shy，拿着图1说：
Beth is a quiet and shy girl. She is crying in the washroom. Why? Let’s listen to the tape and find the answer. 4.放录音1，请同学们听录音并从所听对话中找到答案： She has no friends here. She may feel lonely.
5.打开课本，请同学们跟读课本1的对话，查对答案。 6.讲解重难点并板书： ① Anything wrong?
② What seems to be the problem? ③ I don’t know what to do. ④ She should be more active. 第三步：巩固
1.教师指着一名学生说：
is helpful. He/She always helps his/her classmates with their English. And he/she feels very happy. The girl in the picture is helpful, too. Let’s look at the pictures and read the example. 2.教师解释第一图，然后让学生两人一小组读2中的对话。 3.让学生两人一小组参照课本2中的第一幅图的对话，试着说出后三幅图的对话，然后把它们写下来并练习，而后进行汇报。 第四步：练习
让学生看3的图，仿照例句进行造句练习，注意adj.后搭配的prep.。 第五步：综合探究活动
1.教师把事先预备好的纸条（上面写着不同的情感词汇）分给各个小组。让一个学生看并表演，让其他同学猜他所要表达的是何种情感。 2.各组选派代表汇报。
4.听录音选出各组内表达不同类情感的句子，并分组归纳情感表达法；最后汇报，全班一起分享成果。 Feelings
Problems Anxious Tired Bored Angry Worried Pleased Nervous A dull class T Using my things Falling behind others Poor results at school The exam
Other’s mistakes Section B
Section B 需用1 课时。 重点活动是1，2和3a。 教学目标：
1.能用简单的语言描述自己或他人的情感。 2.能根据具体的情景给出恰当的建议。 3.能在教师的指导下参与角色扮演活动。 教学过程： 第一步：复习
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以竞赛形式让学生复习总结不同的情感表达法。 第二步：呈现 1.教师导入：
We know Beth is a quiet and shy girl. Is everything all right now? Let’s listen to the tape. 2.放录音1，请同学们听录音并回答下列写在黑板上的问题： ① Does Beth live in a new place?
② Whom does Beth want to be her friend? ③ Who reassures(安慰)Beth? ④ How does Beth feel now?
3.打开课本，请同学们跟读课本1的对话，师生共同查对答案，同时教师在黑板上写上关键词句。
Is everything all right?—especially—talk to —like...to—how—Don’t worry—stay with—makes—I am sure...—There, there!—feel better 4.讲解生词及重难点。
5.让学生看着课本两人一组自由对话，然后看着黑板上的关键词句进行人机对话，即学生与录音机对话，试着背出对话。 第三步：巩固 1.教师说：
When some problems happen to someone, we can give some advice to him.Listen to the problems and number the advice given.
2.放录音2，让学生完成2，然后检查答案。 3.教学生词：calm down 第四步：练习
1.调查学生年龄，然后说：
Some of you are in your early teens. You are teenagers. Many people in their teens often feel unhappy and sad. It is normal to feel sad when unhappy things happen to us. Let’s listen to the doctor’s valuable suggestions. 2.教学生词：teenager, suggestion, experience, normal, soft 3.放录音3a,让学生看书跟读并找出医生的建议。 4.四人一小组熟读3a。
5.三人一小组进行对话：一记者，一医生，一青少年。 6.完成3b。
第五步：综合探究活动
1.设计一个情景：你的朋友很伤心，你很担心她/他。与你的同桌一同探讨问题所在并找出最好的解决办法。写下你们的建议。
2.串演对话Section A,1与Section B,1。 Section C
Section C 需用1~2课时。 重点活动是1a和2a。 教学目标：
1.掌握形容词比较等级用法规则，特别是同级比较。 2.能就信的内容，表达自己的观点和意见，参与讨论。 教学过程： 第一步：复习
复习形容词的比较级、最高级，写出下列形容词的比较级、最高级形式： lovely— patient— funny— active— helpful— humorous— quiet— shy— smart— brave— fat— little— 第二步：呈现
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1.教师导入：
Do you remember Beth? She is a quiet and shy girl. She lives in a new city. She has some problems. So she is unhappy. She writes a letter to her friend Celia to get some advice. Let’s find the answers in 1a.
2.放录音1a，请同学们听录音并从所听短文中找到答案。
3.自读1a的内容，根据上下文猜测生词意思，回答下列问题： ① Is Beth a stranger here?
② Are the roads here as clean as those in her hometown? ③ What’s the trouble with her? 4.教学生词，讲解重难点：
① stranger, advice, get used to, accept, join in, partner, fit in, humorous ② How time flies!
③ How I wish to stay with you!
④ I have to get used to everything new.
⑤ The roads here are not as clean as those in our hometown. ⑥ The food is not as delicious as our Sichuan food, either. ⑦ I try to join in activities of many kinds. ⑧ But no one wants to be my partner. 第三步：巩固
让学生再次通读1a，四人一小组讨论，给出一些建议完成1b，选举报告员向全班汇报，然后把好的建议一条一条写下来。 第四步：练习
1.学生看课本2a的表格，按要求尽量多地造句。 教师可先举例，然后让学生分组竞赛完成。 Celia is lovely.
Helen is more lovely than Celia.
Sue is the most lovely one of the three. Celia is not as active as Helen. Sue is as humorous as Celia.
2.引导学生写一篇介绍Helen, Celia和Sue的文章。 第五步：综合探究活动
1.根据2a的表格完成2b。可先口头练习，然后再写成书面汇报。
2.假如你是Celia,请根据课本1a中Celia的来信和你们小组讨论出的建议，给Beth写一封回信。（如时间不够，可留作课外作业。）
Section D
Section D 需用1课时。 重点活动是1和3。 教学目标：
1.归纳总结Topic 2所学句型及交际用语。
2.能读懂教材给出的阅读材料，并从中树立正确的人生价值观。 教学过程： 第一步：复习
1.让学生展示上节课写给Beth的信，师生共同修改。 2.教师把其中给Beth的建议写在黑板上，让学生读两遍。 第二步：呈现 1.教师导入：
Nobady can be happy all the time, sometimes we will feel unhappy, even sad. How can we deal with our sadness?
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Let?s read the text.
2.让学生打开课文1，浏览1，根据上下文猜测生词。 3.教学生词，讲解重难点：
deal with, sadness, all the time, fail, relative, kill, refuse, argue, unfair, hit, though, finally, ever, money, game 4.学生自读1，思考下列问题：
① How do you feel if you fail to pass an exam?
② How do you feel if one of the people in your family has died? ③ What did Jeff do to feel better?
④ What makes you unhapy? How can you feel happy again? 5.四人一组互相讨论上述问题，达成共识，得出结论。
6.小组选举报告员向全班汇报自己组的结论，教师同时教育学生要自信，知足常乐，树立正确的价值观。 第三步：巩固
1.口头讨论课本3的答案。
2.听录音3，检查答案。找个别学生朗读句子。 第四步：练习
1.让学生用比赛的方式给下列短语造句： ① all the time ② fail to do sth. ③ deal with
④ refuse to do sth. ⑤ argue with sb. ⑥ be important to sb.
⑦decide to do sth.2.听录音3巩固“be+adj.”结构。 第五步：综合探究活动
四人一组，进行自主学习，每人负责归纳整理一个Section的重点句型与词组，最后四人将总结的结果合并到一起，向全班同学汇报，与全班共享Topic 2的重点句型与词组，并与课本2a、2b进行对照。 教学评估: 听写
If a teacher is too shy, the students can’t hear him clearly; if a teacher is too strict, the students may be afraid of him; if a teacher is patient enough, he will explain the hard questions over and over again until the students understand them. A perfect teacher should be humorous, experienced and ready to accept different suggestions. When the surprising things happen in class, he can calm them down. He should give some advice to his students, “Do your best all the time, and one day you will succeed and get excellent results.” Unit 5 Topic 3 Section A
Section A 需用1~2个课时。 重点活动是1a和2。 教学目标：
1.学习描述身体感觉的句子。
2.继续学习表达对他人关心和建议的句子。 3.复习表达个人情感的句子。 教学过程： 第一步: 复习
教师叫一个学生站起来扮演一个生病的学生，进行师生对话,复习打电话及询问病情的语言。 Teacher: Hello! May I speak to Li Ming? Student: Hello! This is Li Ming speaking. Teacher: What’s wrong with you?
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Student: I have a cold.
Teacher: Oh, I’m sorry to hear that. Don’t worry! Take a good rest. Student: Thanks a lot. 第二步：呈现
1.放录音1a,请学生听录音回答下列问题: ① Is Michael feeling better? ② What is he worried about? ③ Does he like ginger soup?
教师将句子写在投影片或黑板上,在放录音前展示给学生,让学生带着问题去听1a。 2.让学生打开课本,跟读刚才所听对话,检查答案，然后由教师给出答案供学生参考。
3.再读对话,划出其中的生词,教学生词：tense, injection, ginger, soup, bitter, test, take it easy。接着学生跟录音读单词，然后教师点拨重点、难点，教师在黑板上写出这些重点句子： It makes me so tense.
The nurse there makes me nervous.
make+宾语+形容词，使某人或物保持某种状态 Calm down!
And medicine tastes so bitter. 第三步：巩固
1.再放一遍录音，完成1b。
2.让学生跟录音读课文，熟记重点，然后分角色扮演活动。
3.让学生做1c，比一比看谁做得快。完成后让他们举手读出他们所写单词，评比谁写得最好最完整。 第四步：练习
1.放录音2，让学生跟读，同时找出重点、难点的句子。 2.教师把这些句子板书在黑板上。
Some programs on TV make me want to sleep.
If we have time, we’ll come over to see you again. I’m nervous about the test at the the end of the month. Take it easy.
Jim can play instead of you. instead of 代替、替换
3.每四人一组，分角色扮演。
4.学生用自已的语言复述1a,2的内容。 第五步：综合探究活动
1.听录音3完成练习，学习“恐惧”与“安慰”的情感表达。 2.给学生创设一个情景：假设班里的一位同学病了，没有上学。（学生可任选一位同学）别的三或四位同学相约去看他（她）。自由发挥，编写一段含有询问病情及安慰和建议的对话。 Section B
Section B需用1~2个课时。 重点活动是1和3。 教学目标：
1.描述事物影响情感变化。 2.复习表示情感的形容词。
3.能听懂谈论个人情感的话题，获取主要信息。 教学过程： 第一步：复习
1.请学生表演自己完成的上一节课的活动作品，教师进行点评。 2.复习一上节课的重点句型：make+object+adj. Teacher：We are afraid of catching SARS, because...
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