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exam, strict,shy, be strict with
（2）能够自如地运用以下交际用语进行交流。
Anything wrong?
What seems to be the problem?
Thank you for telling me.
2. Skill aims:
（1）能听懂有关情绪的简单对话。
（2）能正确地运用本课新呈现的短语，原因状语从句以及交际功能进行有关情绪及其原因的对话。
3. Emotional aims:
通过对Section A的学习，学生能够学会关注他人的情绪，在别人情绪低落时提出合理有效的建议，帮助伙伴远离消极情绪。
Ⅱ. The key points and difficult points
Key points：
1. 学生在交流中能自如地运用描述情绪和情感的形容词。
2. 正确运用原因状语从句。
Difficult points：
1. 学生对...she has no friends to talk with.一句中to talk with的理解。
Ⅲ. Learning strategies
1. 通过造句更好地掌握新学的单词和表达方式；
2. 通过把简单句连成复合句更好地理解和运用原因状语从句。
Stage 1：Getting students ready for learning StepTeacher activityStudent activityDesigning purposeClass activityGet ready for the lesson. Play the tape recording of the song “It’s a small world.”
T: Good afternoon, everyone!
T: How are you feeling today?
Enjoy the song “It’s a small world.”
Ss: Good afternoon, Miss Wu
Ss: Fine, thank you. And you?营造学习英语的气氛，准备进入学习状态。Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。Stage 2： RevisionStepTeacher activityStudent activityDesigning purpose Pair workReview Linking verb + adjective.
Make conversations about the activities during the last weekend to review Linking verb + adjective.复习系表结构的用法。导入到本节课话题——情绪的讨论。Remark:在复习系表结构的同时渗透原因状语从句，让学生在不知不觉中自然而然地感知和运用本节课的目标语言。Stage 3： Pre - listening StepTeacher activityStudent activityDesigning purpose1( Class activity )Talk about pictures to use adverbial clauses of reason.Talk about pictures to use adverbial clauses of reason.通过看图造句理解和运用原因状语从句。
2(Pair work)Show the pictures in 2 on the screen.
T: Let’s try to make more sentences. First, look at the pictures and match the expressions in the box with them.
Finish 2. Look at the pictures and match the expressions in the box with them. Then make sentences.完成2的练习，巩固原因状语从句。
3(Class activity)Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers.