1、第二课时Section A(3a-4b)课题Unit 11Sad movies make me cry. 课时第二课时Section A(3a-4b)课型New教学目标知识目标1. 学习并掌握下列词汇: king, power, banker, pale, queen, examine, nor, palace, wealth, grey, lemon, call in, neither. . . nor. . . , to start with2. 掌握以下句型: He slept badly and didnt feel like eating. Neither medicine nor
2、rest can help him. Im always worried about losing my power. 能力目标能够理解、表达和分析事情对他人感情的影响及其原因情感目标通过分析国王或他人的烦恼, 学会正确处理事情, 特别是不好的事情对自己的影响的方法。教学重点1. Talk about how things effect the king, the prime minister, the banker and top general. 2. The use of the phrase “neither. . . nor. . . ”教学难点1. Understand and e
3、xperience the feelings of others and be able to express their feelings. 2. The use of the phrase “neither. . . nor. . . ”课前预习Preview the new words教学方法Situational approach; Listening and speaking approach; Communicative approach教学过程教学环节教师活动学生活动备课札记Step 1Warm upand work on1a1. Tell students a story ab
4、out a king who was always unhappy. His queen and his people were worried, Can you help him? This class lets learn the story together. 2. Play the tap of the story : The Shirt of a Happy Man1. Students listen to the storyReview words: king, queen, rich, pale, chalk, examine, power, wealth, free, take
5、 ones position etc. Then work on the story: Talk about the methods of helping the king. 2. Students listen to the tape of the story利用学生感兴趣的故事, 复习学过的人物及描述人物情感的词汇, 为谈论事情对他人的影响作铺垫; 并通过故事激发学生的学习兴趣。Step 2Reading(3a)1. Ask some students to read the story and answer the question in the white box. Students
6、read the story and find out the answers to the the four questions in the white box. 在情境中体验事物对他人的影响。Step 3Reading(3b)1. Ask some students to read the story again. 2. Then ask them to find words or phrases from the story with meanings similar to these phrases: 1. did not want to eat 2. was asked to co
7、me and help etc. 1. Students read the story again. 2. Students find words or phrases from the story with meanings similar to these phrases: did not want to eat was asked to come and help etc. 通过读故事, 让学生从事物对他人的情感的影响中, 找到解决负面影响的办法。Step 4Role-Play(3c)1. Let students read the story again. 2. Let student
8、s role-play the story with their group. E. g. king, queen, doctor, prime minister, banker, palace singer, top general etc. 1. Students read the story. 2. Students role-play the story with their group. E. g. king, queen, doctor, prime minister, banker, palace singer, top general etc. 通过角色扮演各种人物, 体会事物
9、对他人情感的影响。Step 5GrammarFocus1. Explain the use of“make”. 2. Ask students to make sentences with“make”. 1. Students listen to the use of “make”. 2. Students make sentences with“make”. Eg. Waiting for her made me mad. 通过讲解语法, 在讲解过程中让学生实际运用, 体会make的用法。 Step 6Practice (4a&4b)1. Let students think of appr
10、opriate words for the blanks and compare their choices with partners. 2. Let students complete the survey and ask 13 group(s) to give a report by asking and answering. 3. Explain the difficulties. 1. Students think of appropriate words for the blanks and compare their choices with partners. 2. Stude
11、nts complete the survey and give a report by asking and answering. 在了解他人和完成调查的基础上, 进行比较 , 开展有实际意义的运用活动。Step 7Summarize1. Guide the students to summarize how to show other peoples feelings that things affect them. 2. Guide the students to summarize the use of these “make; neither. . . nor”. Summarize
12、 how to show other peoples feelings that things affect them and the use of sentence “so. . . that. . . ; the more. . . the more. . . ”. 培养学生探究、分析、比较、解决问题的能力。Step 8Consolidation教师设置巩固检测练习: . 用所给词的适当形式填空: 1. They dont feel like walking (walk) after dinner. 2. Neither his parents nor he likes (like) ac
13、tion movies. 3. Hes worried about losing (lose) his power. 4. Ill try to take his (he) position. 5. This made them worried (worry). . 完成句子1. 我不想穿那件毛衣了。I dont feel like wearing that sweater. 2. 爸爸不是老师妈妈也不是。Neither my father nor my mother is a teacher. 3. 他爷爷总是担心丢掉他的钱。His grandfather is always worried
14、 about losing his money. 独立完成检测练习, 进行自我评价。通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。Step 9Homework1. Recite new words and phrases. 2. Make some sentences with“make, neither. . . nor. . . ”. 板书设计Section A (3a-4b)1. New words: king, power, banker, pale, queen, examine, nor, palace, wealth, grey, lemon, call
15、 in, neither. . . nor. . . , to start with2. Structures: He slept badly and didnt feel like eating. Neither medicine nor rest can help him. Im always worried about losing my power. 3. Grammar: make +sb. + do sth. ; make + sb. +adj. 教学反思在本节课的教学活动设计中, 通过让学生反复地阅读短文, 并设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、
16、自主探究, 重视“预习展示练习反馈”的学习过程。资料链接音乐的作用音乐治疗“音乐治疗”这一术语是在上世纪四十年代才正式出现的。五十年代在美国首次有“音乐治疗家”的文凭。现代的音乐治疗是把音乐作为一种活动疗法, 即通过具体的音乐活动来求得治疗的效果。这不仅把音乐作为一种艺术, 而且作为一种科学来对待。音乐治疗是针对病理的治疗。它注重的是人的整体而不是某一部分。通过对人的整体乃至生活环境的调整, 使其取得协调一致, 从而消除心理与身体的病态。英国的一位医生给一个患神经性胃痛的病人开了一张奇怪的“处方”, 就是让病人听乐曲唱片, 每天听三次, 都是在饭后, 病人果然恢复健康。罗马的一位医生在给病人做手术时除了用麻醉药以外, 还加上音乐的催眠, 起到了良好的镇静作用。在妇产科中也利用音乐产生镇痛和催产的作用。当高血压病人烦躁不安时, 听一些抒情平静的音乐, 血压就会下降。音乐的感染力是很强的。庄严的旋律赋予人们丰富的想象, 悠扬的曲调能够让人感觉愉快放松, 舒缓悦耳的曲子能够驱散疲劳。
