section c needs 1 period. section c需用1课时。
the main activities are 1a and 2. 本课重点活动是1a和2。
. aims and demands 目标要求。
1. learn some new words and phrase:
moon, especially, hang, thought, try out, noise
2. go on learning the sentence pattern:“make + object + v. /adj.”.
sometimes it makes me feel happy.
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.
sometimes colors can affect my feelings and moods.
. teaching aids 教具。
录音机/歌曲磁带/多**课件。
. five-finger teaching plan 五指教学方案。
step 1 review 第一步复习(时间：10分钟)
师生交谈，导入新课。
方案一)t: i will tell you a piece of news. my pet dog died yesterday.
i feel sad. (教师在黑板上画简。
笔画表示悲伤。)
ss: oh, that’s too bad. we are sad, too.
t: (**轻快**。) how do you feel now?
ss: we feel better now. (引导学生用简笔画表示开心。)
t: then do you know what can affect our moods?
that’s to say, what can make us happy or sad?
让学生自由讨论两分钟左右，为引出新课作铺垫。)
方案二)1. (让学生表演section b中的对话。)
t: i’ll ask some students to act out the dialog in section b. who wants to h**e a try?
come here, please.
组织三或四组学生表演对话。)
2. (让学生根据教师板书的话题进行小组讨论并表达自己的情感，然后表演。)
t: you see, different situations, different feelings. different feelings, different actions.
what actions you’ll do in the following situations? do you want to express your feelings exactly? well, talk about the situations in groups first and then i’ll ask someone in your group to act out.
now let’s begin.
可以把材料写在纸上或用多**等展示出来。)
t: ok. let’s act out your feelings in class.
the others tell me what his/her feeling is. do you understand?
ss: sure.
t: ok. go! group 1.
表演完之后。)
t: good, very good.
以下方式同上。)
t: what do you feel now?
s1: i feel happy.
s2: i feel…
t: what can affect our feelings? let’s go to section c.
引入下一步。)
step 2 presentation 第二步呈现(时间： 6分钟)
呈现并学习1a。
1. (出示一幅明月悬空图，通过师生问答，自然呈现1a。)
t: it’s so round and bright. what is it?
ss: it’s the moon.
t: yes. how do you feel when the full moon is hanging in the sky, especially you are not with your family?
ss: we often feel very lonely.
t: yes, it’s unhappy feeling. at that time, the tears may come to your eyes.
教师边陈述边板书画线生词，让学生猜词义然后适当解释，用这种形式引入1a。)
告诉学生许多东西能影响人的情绪，让学生听1a的录音，设置听力任务，找到问题的答案。)
t: we know many things can make our feelings change. here are some examples.
please listen to 1a and answer the questions.
将设置好的听力问题呈现在黑板上。)
2. (**1a的录音，为降低听力难度每**一段录音呈现一个问题，让学生互相讨论后核对答案。)
t: listen to 1a and then check the answers after discussing in class.
3. (解释1a中的重难点。)
t: do you h**e 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。)
step 3 consolidation 第三步巩固(时间： 12分钟)
巩固1a中的重难点。
1. (再放1a录音， 学生跟读。)
t: follow the tape please.
2. (让学生在1a中画出含有make/let+sb.+adj./v.的句子。进一步熟悉这一结构。)
t: underline the sentences with the structure “make/let+sb.+adj./v.” in 1a.
3. (让学生重新阅读短文并找出关键词。)
t: boys and girls, please read the passages again and underline the key words.
教师总结关键词并板书。)
4. (学生根据板书的关键词复述课文。为降低难度，可分段复述。)
t: now, let’s retell the text ..
step 4 practice 第四步练习(时间： 12分钟)
练习完成1b和2。
1. (完成1b。)
t: many things can affect our feelings. please fill out the form in 1b.
教师板书给出一些建议。)
以上建议亦可以卡片的形式呈现。)
在操作过程中，应鼓励学生尽可能多的说出自己的想法。)
2. (核对答案后让学生仿照例子造句，要求学生以小组为活动单位。)
t: now, make sentences as many as you can.
example:
i was happy when my teacher made me monitor.
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