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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? Lets 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?
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。
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