課型新授課

課題Unit5FeelingexcitedTopic1SectionA

課時1

Knowledgeaims：

1.學生能正確拼讀并運用以下詞匯：

(1)單詞表中的黑體單詞invite

(2)連系動詞：be,look,feej,taste,smell和sound

(3)描述情緒的形容詞：excited,happy和disappointed

2.學生能正確運用以下短語造句：

invitesb.todosth.

preparesth.forsb.

saythanks/goodbye/hello/sorrytosb.

aticketto…

3.學生能自如地運用以下功能句進行交流。

教學-Howareyoudoing?-Verywell,thankyou.

目標Guesswhat!

Whatapity!

Skillaims：

1.能聽懂有關情緒的詢問與表達的簡單對話和陳述。

2.能正確地運用本課的交際功能用語問候或表達情緒。

3.能正確朗讀課本的有關情緒描述的文本材料及難度相當的材料。

4.能正確地運用本課連系動詞加形容詞作表語的語法結構，以及交際功能

語言寫出簡單的問候和詢問情緒的對話。

Emotionalaims：

通過對SectionA的學習，學生能夠在學會描述和表達自己情緒的同

時，學會控制不利于自身的消極情緒，并且能夠學會關注他人的情緒，在

別人情緒低落時主動幫助排解不良的情緒，互助互愛。

Keypoints：

學生在交流中能自如地運用系表結構和以下短語：

invitesb.todosth.

教學preparesth.forsb.

重點saythanks/goodbye/hello/sorryto.sb.

aticketto…

難點

Difficultpoints：

1.學生對功能用語Howareyoudoing?的理解。

2.描述他人情緒時連系動詞正確形式的運用。

教學

多媒體課件

準備

1.Greetthestudentsandmakethemreadyforlearning.Theteacherplays

theflashofthesong,DoReMi.

2.Theteacherasksthestudentsiftheyarehappytoseeeachotherafter

thewinterholiday.

3.Theteachershowsthethirdpictureof2onthescreen：Dotheylookhappy?

4.Showallthepictures,wordsandtheexampleof2onthescreenone

byone.Letthestudentsaskandanswerinpairsaccordingtotheexample.

Letthestudentspaymoreattentiontotheformoftheverbs.Finish2.r

(Theteachercandividethestudentsintofourgroups.Thentellthe

studentsthattheycangetonepointortwopointsorthreepoints…

whentheyanswerthequestionsormakeconversationscorrectly.Themost

excellentstudentscanget1pointonce,andthenormalstudentscanget

morepointswhentheyanswerthesamequestionormakeupsimilar

conversations.)

1.Askthestudentstoobservethepictureoflaandanswerthequestion：

DoKangkang,Jane,MariaandMichaellookexcited?Leadtothelearning

oftheconversation.

2.Theteacherasksthestudentstoreadthestatementsinlb.

3.Theteacherasksthestudentstoreadthepartsfirstlyandforma

教judgment.

4.Theteacherplaystheflashoflaforthefirsttimewithoutstopping.

Letthestudentslistentoandmatchthethreepartsoflb.

學

5.Theteacherplayslaforthesecondtime,stoppingwhennecessary.

6.Thenasktwostudentstotellanswerstolb.

過7.LetthestudentsthinkaboutwhyKangkang,Jane,MariaandMichaellook

soexcited.Explainthenewwordinvitebyshowingapictureofhaving

dinner.

程

1.Theteacherletsthestudentsaskandanswerquestionsinpairsbased

onlb.Finish1c.

2.Theteacherasksthestudentstoreadlaandcompletethepassage.The

teacherofferstwoorthreeminutestothestudentstofinishId.

3.Theteacherletsthestudentscorrectthewrongwords.

4.Theteacherplaystherecordingsentencebysentence.

5.Theteacherplaystherecordingwithoutstopping.

6.Theteacherletsthestudentsreadla,andthenasksthemtolearningroups

tofindoutthedifficultpoints.Atlastletthemsumupthemainpointsof

theconversation.

7.Theteacjiermakesasummarytoexplainthekeypointsanddifficultpoints

tothestudents：

(1)-Howareyoudoing?

-Verywell,thankyou.

(2)linkingverb+adjective

(3)Guesswhat!

(4)invitesb.todosth.

(5)oneof+最高級+名詞復數

(6)preparesth.forsb.

(7)saythanks/hello/sorry/goodbyetosb.

(8)aticketto

1.Theteacherencouragesthestudentstolookatthepicturesin3and

guessthefeelingsofthepeople.Giveaforecasttotheadjectivesof

describingfeelingstheywillfillintheblanks.

2.Theteacherplaystherecording.

3.Lettwoorthreestudentstelltheiranswers.

4.Theteacherplaystherecordingandpausesaftereachconversation.

5.Theteacherplaystherecordingthethirdtimewithoutstopping.

6.Theteacherchecksthestudents'answers,callingfourstudentsfrom

eachgrouptoshowtheiranswersontheblackboard.Theteachercorrects

thewrongparts.Payattentiontotheformofthelinkingverbs.

7.Letthestudentsaskandanswerquestionsinpairsbasedon3.Give

outthesuitablepointstoeachgroup.

1.Theteacherorganizesthestudentstomakeuptheconversations,using

thelinkingverbsandtheadjectivesin4inpairs.Helpstudentsto

reviewthewaystoexpressgreetings.Encouragethemtousemore

expressions.

2.Letthestudentsshowtheirownproductionsbyactingouttheir

conversations.

Theteachergivesoutthesuitablepointstotheirproductions.

3.Theteachersumsupthestudents'conversations.

Teachthemtocareforothers'feelings.

4?Theteachershowsthesummarytothestudents.

5.Theteacherassignshomework：

(1)Reviewthesummaryafterclass.

(2)Askstudentstowriteapassageaccordingtotheconversationin

laandreadittothewholeclasstomorrow.

(3)PrepareSectionBafterclass.

作業(yè)

完成同步練習

布置

It'seasyforthestudentstounderstandthestructureof“l(fā)inking

verb+

adjective”.Butit'salittlehardforthestudentstousethecorrect

課堂formof

總結thelinkingverbsintheirownconversations.Teachershoulddesign

more

oralpracticeforthestudents.

課型新授課

課題Unit5FeelingexcitedTopic1SectionB

課時1

Knowledgeaims：

1.學生能掌握-ing和-ed在詞尾的讀音，及此類單詞的重音位置；能在朗讀中正

確讀出連讀和句子的語調，并能區(qū)分出和讀準需要重讀的實詞。

2.學生能正確拼讀并運用單詞表中的黑體單詞seem,并正確運用以-ed

結尾的形容詞和以-ing結尾的形容詞。

3.學生能正確運用“l(fā)inkingverb+adjectivew結構造句。

4.學生能自如地運用系表結構的句子進行.交流來談論情緒。

Skillaims：

教學1.能聽懂有關情緒的詢問與表達的簡單對話和陳述。

目標2.能正確地運用帶有系表結構的句子表達情緒，能自如地就個人喜好的話

題進行交流。

3.能正確朗讀課本的有關情緒描述的文本材料及難度相當的材料。

4.能正確地運用本課連系動詞加形容詞作表語的語法結構，以及交際功能

語言寫出簡單的問候和詢問情緒的對話。

Emotionalaims：

通過對SectionB的學習，鼓勵學生在閑暇時間多參加積極健康的文體

活動，開闊視野，陶冶情操，提高個人的自身修養(yǎng)，并能培養(yǎng)他們樂觀向

上的精神，有助于排解不良的情緒。

Keypoints：

教學1.linkingverb+adjective

2.正確運用以-ed結尾的形容詞和以-ing結尾的形容詞。

重點Difficultpoints：

難點1.對以-ed結尾的形容詞和以-ing結尾的形容詞的理解。

2.對句子中需重讀的詞的正確把握。

教學

多媒體課件

準備

1.Greetrthestudentsandmakethemreadyforlearning.Playtheflash,

DoReMi.

2.Askfourstudentsfromdifferentgroupstoreadthepassagetheyhave

教writtenaccordingtolaofSectionA.Giveoutthesuitablepoints

toeachgroup.

3.Letthestudentsobservethepictureoflaandguess：WhydoesMr.

學

Brownlookurnhappy?

4.Learnthenewword“seem"?Theteacherpointsatthepicture,indicating

aMr.Brownlooksunhappy.Heseemsunhappy.”

過

1.Finishlb.Theteacherasksthestudentstoreadthestatementsin

程lb.

2.Theteacherplaystherecordingforthefirsttimewithoutstopping.

3.Theteacherplaystherecordingforthesecondtime.

4.Theteacherletsstudentsreadlacarefullyandchecklb.

5.Checklb.Theteachercallstwostudentstotelltheiranswers,then

correctsthewrongones.

6.Theteacherletsthestudentschecktheirguessing：WhydoesMr.Brown

seemunhappy?

7.Theteacherletsthestudentsreadlaandfindoutallthe“l(fā)inking

verb+adjective”structures.

8.Writeallthephrasesontheblackboardaccordingtothestudents'

telling：seemunhappyfeeldisappointedbeinteresting/funbeboring

beexciting

9.ShowsomepicturesofCatsandAvatar.Introducethemsimply.

1.Theteacherplaystherecordingoflasentencebysentence.

2.Theteacherplaystherecordingwithoutstopping.

3.Theteacherasksthestudentstofinishlc.

1Giveoutthesuitablepointstoeachgroup.

4.Theteacherasksthestudentstoreadthewordsin2a.Remindthem

topayattentiontothestressandtheunderlinedparts.

5.Theteacherplaystherecordingof2a.

6.Theteacherasksthestudentstoobservethewordsandsumuptheir

usages.

7.Theteachersumsuptheusagesoftheadjectivesendedwith-edand

-ing.

1.Theteacherasksthestudentstofillintheblankswiththecorrectforms

ofthewordsinthebrackets.Finish2b.

2.Organizethestudentstochecktheanswers.

3.Theteacherplaystherecordingof3forthefirsttimewithout

stopping.

4.Theteacherplaystherecordingforthesecondtime.

5.Check3.Theteachercallstwostudentstotelltheiranswers,thencorrects

thewrongones.

6.Theteachershowsphoneticcards/t/,/d/and/id/.

7.Theteacherpronounces/t/,/d/and/id/.

8.Theteacherletsthestudentsreadthephoneticsandthegivenwords,

andthenasksthemtofindouttherulesforspelling.

9.Theteachershowsthecardswithmoresimilarwords.

10.Theteacherletsthestudentsreadthesentencesintheboxin4b.Ask

themtopayattentiontothestress,liaisonandintonation.Tellthem

tostressthecontentwordssuchasnouns,verbs,adjectivesand

interrogativewords.

11.Theteacherreadsthesentencesof4b.

12.Theteacherletsstudentschoosethecorrectsentencestocompletethe

conversation.Finish4b.

1.Theteacherasksthestudentstopreparetheactionofthe

conversartionoflaingroupsoffour.Giveoutthesuitablepointsafter

acting.Encouragethemtohavethegoodhobbiesintheirfreetime

andcareforothers.

2.Theteacherorganizesthegame：BrainStorms.Letthestudentssay

outmorelinkingverbsandadjectivesinoneminute.Giveoutthe

suitablepointsafterthat.

3.Theteacherasksthestudentstosumupthemainpointsoftoday's

lesson.Thentheteachermakesacomplement.

4.Theteacherassignshomework：

(1)Makeupsentenceswiththelinkingverbsandadjectivesthe

studentshavementioned.

(2)Reviewthesummaryafterclass.

(3)SearchtheInternetforsomeinformationaboutthemovie,TheSound

ofMusic,toprepareforSectionCafterclass.

作業(yè)

完成同步練習

布置

Studentsunderstandthestructureof“l(fā)inkingverb+adjective”well

andtheycanmakeuprightsentenceswithit.Buttheyneedmoreexercises

課堂abouttheusagesofadjectivesendedwith-edand-ing.Theyarevery-

interestedinthemovieTheSoundofMusicafterlearningSectionAand

總結

B.

It'shelpfulforthemtolearnSectionC.

課型新授課

課題Unit5FeelingexcitedTopic1SectionC

課時1

Knowledgeaims：

1.學生能根據音標，正確朗讀出單詞表中單詞及短語。

2.能正確拼讀并運用黑體單詞。

3.學生能正確運用"linkingverb+adjective”結構造句。

4.學生能正確使用以下短語，復述本課課文，簡單地介紹影片大意。

oneof…，carefor,becomeangry,becauseof,teachsb.todo

sth,cheersb.up,

教學Skillaims：

目標1.能聽懂本課文本材料以及與電影內容相關的課堂用語。

2.能熟練地口頭談論有關TheSoundofMusic的故事大意及經典音樂的

話題。

3.能準確朗讀課本的文本材料，并能正確地朗讀相關的文本材料。

4,能規(guī)范地寫出有關采訪Mr.Brown關于。eof必sic的對話。

Emotionalaims：

教育學生要熱愛音樂，學會欣賞優(yōu)秀的影視作品，擁有積極樂觀的生活態(tài)

度。

keypoints：

教學1.正確運用單詞表中單詞及短語

2.正確運用"linkingverb+adjective”結構造句。

重點difficultpoints：

難點1.lonely和alone的區(qū)別運用。

2.采訪對話的寫作。

教學

多媒體課件

準備

1.Greetthestudentsandmakethemreadyforlearning.Enjoythesong,

TheLonelyGoatherd.

2.Theteacherasksthestudentstomakeupsentenceswiththelinkingverbs

and

教adjectivestheyhavementionedtoreporttheirhomework.

3.Theteacherasksthestudentstogoonreportingtheirhomework：Report

someinformationtheysearchedaboutTheSoundofMusic.

學

4.TheteacherplaystheflashoftheclassicsongofTheSoundofMusic,

Edelweisstoleadthepassageofla.Theteacherletsthestudents

過finishpre-readingwork：Askthestudentstolookatthepictureand

guesswhatthetextisabout.

5.Theteacherletsthestudentsreadthewordsintheboxoflaand

程guessthemainideaofthetext.

6.Theteacherasksthestudentstoskimlaandcheckthepre-reading

work.

1.Finishlb.Theteacherasksthestudentstoreadthestatementsin

lb.

2.Theteacherasksthestudentstoreadthefirstparagraphandcomplete

thefirsttable.

3.Theteacherasksthestudentstoreadthesecondparagraphandcomplete

thesecondtable.

4.TheteacherasksthestudentstoreadParagraph3andfinishthethird

table.

5.Theteacherletsthestudentsreadthewholepassagecarefully,check

theanswer,finishlb.

6.TheteacherasksthestudentstoscanParagraph1andanswerthefirst

questionin1c：WhydidMariagototheVonTrappfamily?

7.TheteacherasksthestudentstoscanParagraph2andanswerthesecond

questionin1c：WhyweretheVonTrappfamilysad?

8.TheteacherasksthestudentstoscanParagraph3andanswerthethird

questionin1c：HowdidMariacheerupthechildren?

9.Theteacherasksthestudentstoscanthewholepassageandanswerthelast

questionin1c：WhatdoyouthinkofMaria?Thencheckalltheanswers.

1.Theteacherasksthestudentstoreadthroughthepassageandfind

outthelinkingverb+adjectivestructure.

2.Theteacherplaystherecordingwithoutstopping.

3.Theteacherasksthestudentstofindoutthedifficultpointsandsumup

themainpointsofthepassage.

4.Theteachermakesasummarytoexplainkeypointsanddifficultpointsto

thestudents.

(1)lonely孤獨的，寂寞的，側重人的心理。

alone獨自的，單獨的，說明客觀存在。

(2)because后接狀語從句，becauseof因為，由于，介詞短語，后接名

詞或相當于名詞的詞或短語。

(3)cheersb.up使某人振奮起來，使某人高興起來。

5.Theteacherasksthestudentstoreadthewholepassageingroups,making

sureeveryonecanreadthroughthepassage.

1.Playthegame：Aroundrobinstory.Theteacherasksthestudentstoretells

thestorybasedonlband1c.MemberBretellsthefirstparagraphaccording

tothefirsttableandthefirstquestion.MemberCretellsthesecond

paragraphaccordingtothesecondtableandthesecondquestion.Member

Dretellsthethirdparagra^haccordingtothethirdtableandthethird

question.AtlastMemberAretellsthewholestory.

2.Theteachershowssome.exercisesonthescreentothestudents.Then

callfourstudentsfromdifferentgroupstowritedowntheiranswersonthe

blackboard.

3.Theteachercallstwostudentstochecktheanswers.

1.Finish2a.Theteacherasksthestudentstomakeaninterviewin

groups.MemberBactsMichael.MemberC,D,EandFanswerMemberB'

squestionsof2a.ThenMemberAreportstheinterviews.

2.Theteachersummarizeswhatthestudentslearnedtoday.Important

languagepointsareshownonthecomputerscreen.

3.Theteacherassignshomework：

(1)Theteacherasksthestudentstofinishwritingtheconversation

betweenMichaelandMr.Brownintheirexercjsebooks.Remindthemto

connectthetopicsentences,thenaddsomethingnecessary.

(2)TheteacherasksthestudentstosearchtheInternetforsome

informationaboutBeijingOperatoprepareforSectionDafterclass.

(3)TheteacherassignsthestudentstoreviewSectionA-Ctopreparefor

SectionD.

(4)Theteacherasksthestudentstowatchtheclassicmovie,heSound

ofMusic.

作業(yè)

完成同步練習

布置

ThestudentslikethetwobeautifulsongsfromTheSoundofMusicvery

課堂much.Thewholeatmosphereofthislessonisactive.It'shelpfulto

總結Englishteachingandlearning.Weshouldshowmoreinformationthatthe

studentsareinterestedinwhenwehavetheEnglishclass.

課題Unit5FeelingexcitedTopic1SectionD課型新授課

課時1

Knowledgeaims：

1.學生正確朗讀出單詞表所有單詞及短語，能正確拼讀、書寫并運用黑體單詞；

2.能熟練運用Unkingverb+adjective結構；

3.能準確運用本單元重點短語進行寫作練習：

invitesb.todosth.,preparesth.forsb.,sayrthanks/goodbye

/hello/sorrytosb.

aticketto…，becauseof,cheersb.up,comeintobeing,befullof,agree

withsb.makepeacewithsb.,intheend,bepopularwithsb.,be/become

interestedin…等短語。

4.能正確做出教師設計的補充詞匯對比的練習：

{boring；bored)

{exciting;excited)

{alone；lonely)

教學

{because；becauseof}

目標{interesting；interested}

5.學生能綜合運用本課短語、句型寫出描述不同情緒的短文。

Skillaims：

1.能聽懂與課本內容難度相當的，有關BeijingOpera的歷史，角色，意義的聽力材

料。

2.能正確運用本話題所學內容、比較流利地談論自己最喜歡的電影，戲劇或故事。

3.能閱讀有關自己最喜歡u的藝術形式的文章，理解文章，并能做出相關的閱讀練習。

4.能綜合運用本話題的語法，詞匯，句型寫出自「己最喜歡的某一藝術形式或故事的

意

義以及人物在某一特定活動或事件中的情緒變化。

Emotionalaims：

本話題通過對京劇的歷史起源，主要角色，素材來源的學習，讓學生體會祖國文化

的博大精深，從而熱愛本土文化，熱愛我們偉大的祖國，培養(yǎng)民族自豪感。

Keypoints:

1.學生能正確拼讀、書寫并運用黑體單詞，能用excited,upset,happy等形容詞

教學描述故事中人物的不同情緒，并熟練運用linkingverb+adjective結構e

2.掌握interesting和interested的用法區(qū)別。

重點Difficultpoints：

難點1.綜合運用本話題的語法，詞匯，句型寫出人物在某一特定活動或事件中的情緒變

化。

2.正確做出教師設計的補充詞匯對比的練習。

教學

多媒體

準備

1.Greetthestudentsandmakethemreadyforlearning.Enjoythesong,Rapface.

2.Theteacherasksthestudentstoreporttheirhomeworkinpairs：A1-A2；B1-B2；

C1-C2；D1-D2.MakeuptheconversationsbetweenMichaelandMr.Brown.

3.Theteacheraskstwostudentstowritetheirconversationsontheblackboard.

Theteachercorrectsasanexampleforotherstocheck.

4.TheteachershowsthepicturesoftherolesinBeijingOperatothestudentsand

leadstothenewlesson.Askthestudentstoreportsomeinformationtheysearched

ontheinternet.

1.TheteacherasksthestudentstoskimthepassageandmarkTorF.

2.Theteachercheckstheanswers.

3.TheteacherasksthestudentstoreadParagraph1andanswerthequestions：

(1)WhendidBeijingOperacomeintobeing?

(2)Wherediditsmusicandsingingcomefrom?

(3)HowmanymainrolesarethereinBeijingOpera?

4.Theteacherhelpsthestudentschecktheanswers.

5.TheteacherasksthestudentstoreadParagraph2andanswerthequestion：Are

theyoungpeopleinterestedinBeijingOperanowadays?

6.Theteacherhelpsthestudentschecktheanswer.

教

1.Theteacherasksthestudentstoreadthewholepassagecarefullytofindout

學thedifficultpointsandsumupthemainpointsofthepassage.

2.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothe

students.

過(1)comeintobeing

(2)a^reewithsb.

(3)befullof

程

(4)makepeacewith...

(5)intheend

(6)bepopularwithsb.

(7)be/becomeinterested

in...

3.Theteacherasksthestudentstolookatthepicturesin2aandthinkabout

thewordsandphrasestheymayusewhentheytalkaboutthepictures.

4.Theteacherasksthestudentstomakeupsentencesaccordingtopicturesand

thewordsorphrases.

5.TheteacherasksMemberAofeverygrouptoreportthepassageaccordingto

thesentencesabove.

6.Theteacherasksthestudents

towritetheshortpassagesbasedonthereportof2atodescribethedifferentfeelings.

1.TheteacherasksthestudentstoreadthroughSectionA-Ctoreviewthenotesofthis

topic.

2.TheteacherleadsthestudentstosumuptheGrammarandFunctions.

3.Theteacherdesignssomeexercisestopracticethevocabulary.

(1)Iwanttoi____youtomyhousethisSunday.

(2)Theflowerss___nice.

(3)Mr.Wangs_tobeunhappytoday.What?swrongwithhim?

(4)Hewasa___madwhenheheardofthebadnews.

(5)Tomplaysanimportantr___inthenewmovie.

4.Theteacherdesignssomeexercisestodifferentiatetheusagesofthemain

wordsinthistopic：

(1)Themovieistoo____.R(boring,bored)

(2)Wearevery____toknowthe____news.(exciting,excited)

(3)Heisnewhere,soheoftenfeels_____.(alone,lonely)

(4)Wecan'tgoforawalk____therain,(because,becauseof)

(5)Weareall___inthe____book(interesting,interested)

1.Theteacherasksthestudentstomakesureofthenamesoftheirfavoritemovie,

playorstory.

2.Theteacherasksthestudentstodiscussthegivenquestionsingroups.

3.Theteacherasksthestudentstowritedowntheirownanswers.

4.Theteacherasksthestudentstocheckingroupsandcorrectthewrongones.

5.Theteacherasksthestudentstojointheirownsentencesintoapassage.

6.Theteacheraskstwostudentstowritedowntheirpassagesontheblackboard.

Theteacherchecksthemwiththestudents.Thenthestudentschangetheirpapers

andcheckothers'papers.

7.Theteacherassignshomework:

(1)Theteacherletsstudentsfinishtheessay“Myfavoritemovie“afterclass.

(2)Theteacherasksthestudentstopreparethewordcardstopreviewthe

vocabularyinTopic2.

作業(yè)

完成同步練習

布置

Studentsareweakinwritingpractice.Theteachershouldpaymoreattentionto

課堂

thewritingteaching.Designthewritingstepscarefully.Theteachermaylet

總結

studentsenjoyarealBeijingOperaafterclass.

課型新授課

課題Unit5FeelingexcitedTopic2SectionA

課時1

Knowledgeaims：

1.學生能正確拼讀并運用單詞表中的黑體單詞exam,strict和shyo

2.學生能正確運用以下短語造句：

seemtodo**-,dobadlyin…，bestrictwithsb.,haveatalkwith

sb.,beworriedabouttakeiteasy

3.學生能自如地運用以下功能句進行交流。

Anythingwrong?

Whatseemstobetheproblem?

Thankyoufortellingme.

教學

Skillaims：

目標1.能聽懂有關關注情緒和提出建議的簡單對話和陳述。

2.能正確地運用本課的交際功能用語進行詢問和給出建議。

3.能正確朗讀課本的有關情緒詢問和給出建議的文本材料及難度相當的

材料。

4.能正確地運用本課新呈現的短語，原因狀語從句以及交際功能語言寫出

簡單的有關情緒詢問和給出建議的對話。

Emotionalaims：

通過對SectionA的學習，學生能夠學會關注他人的情緒，在別人情

緒低落時提出合理有效的建議，幫助伙伴遠離消極情緒。

Keypoints：

1.學生在交流中能自如地運用描述情緒和情感的形容詞。

教學2.正確運用原因狀語從句。

重點Difficultpoints：

1.學生對...shehasnofriendstotalkwith.一句中totalkwith

難點

的理解。

2