Unit 5 Feeling Excited Topic 2 Section C-What和 how 引导的感叹句-优质公开课-科普社8下精品

Unit 5 Topic 2 Section A 授段：第周星期课型：教学目标1.Knowledge aims：（1）学习并掌握新词汇和短语。

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。

重点难点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。

教学过程集体备课个人备课Stage One WarmupGet ready for the lesson. Play the tape recording or the video of the song If You Are Happy.T: Good morning, everyoneT: How are you feeling today?T:I’m fine, thank you. As your teacher, I hope all of you are happy all the time. So are you happy today? T:Now let enjoy a happy song If You Are Happy. I hope after listening to this song, you will be happy. Review Linking verb adjective.Stage Two LeadinTalk about pictures to use adverbial clauses of reason.T: You can stay at home and do your homework instead of playing basketball. That means you are strict with yourself. Anyway I’m happy about it. But I think you shouldn’t be too strict with yourselves, or you will lose a lot of happiness. Do you agree with me?T: OK. Now let’s see some pictures. Tell me their feelings and guess the reasons. Look at the first picture. What does he look?T: Why is he happy?T: What a good idea Look at the second one. What do they seem?Stage Three PrelisteningShow the pictures in 2 on the screen.Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers.Stage Four While listeningP lay the tape recording of 1a and show some questions on the screen.1. How many people a re there in this conversation? Who are they?2. Who are they talking about?3. How does Li Hong feel?Play the tape recording of 1a and check the answers of 1b.Stage Five Postlistening1. Ask the students to act out the conversation in 1a.2. Ask the stu dents to ma ke conversati ons in pairsbased on 1a and 1b.3. Ask the students to make conversations to talk about their unhappy experiences.S tage Six SummaryEncourage the Ss to summarize the key pointsT: Class will be over soon. We should summarize what we have learned in this lesson. Let’s beginStage Seven HomeworkAssign the HMK.T: For today’s HMK, I’d like you to remember the new words and phrases. Pleas e Section A3 & Section B-1a,1b,1c个人教学反思。

Topic 2 I’m feeling better nowSection A【目标导航】[明确目标，把握方向]1. 掌握生词和词组：exam,strict,shy,be strict with, take it easy等；2.进一步学习并掌握表示个人情感的形容词和系表结构；3.掌握由because引导的原因状语从句。

【谈重论难】：[抓住重点，突破难点]重点：学习如何表达安慰和建议。

难点：通过学习课文和课文中的图文信息掌握原因状语从句。

【温馨学法】[学无定法，学要得法]学而时习之，不亦说乎？养成每天一复习，每周一小结的好习惯。

每节课抓住重点，突破难点。

【知识回顾】Topic 1 刚刚学完，试试自己的记忆力吧!1.你能列举5至8个表达个人情感的形容词吗？________________________________________________________________________2.你会用系表结构造2个句子吗？________________________________________________________________________ 【01】快乐预习[课前预习，探索新知]Task1.浏览1a和3从中找到，划出并写出下面新单词和短语：1.考试______2.文静腼腆_____3. 在…方面差__________4.对…要求严格____________5.和…谈谈 ________6.看起来担心_______7.为…担心 _______8. 别紧张,别着急_________Task2. 朗读1a，回答问题：Why is Li Hong crying?_________________________________________Task3. 英译汉：⑴Anything wrong? _____________⑵What seems to be the problem? ___________Task4. 我在预习中的疑惑：_______________________________________________ 【02】合作探究【你探我究】[合作学习，共同提高]1.教师播放1a录音，请你完成1b练习。

Unit5 Topic2 Section A一、话题导学：（学习目标）1. Learn some new words and phrases:exam, strict, shy, seem to do sth. do badly in, be strict with, feel lonely,thank you for doing sth. have a talk with sb., be worried about sb./sth., take it easy.2. Learn the sentence puttern about personal feelings and characters:(1) She’s so unhappy.(2) What seems to be the problem?(3) She is very strict with herself.(4) She feels very lonely because she has no friends to talk with.3. Learn adverbial clauses of reason.(1) She’s crying in the bathroom because she did badly in the English exam.(2) She feels very lonely because she has no friends to talk with.二、预习导纲：1、单词互译与记忆1) exam_____________, 2)strict____________, 3)shy____________2、短语互译与记忆1.seem to do sth. ______________2. do badly in_______________,3. have a talk with sb. __________4. feel lonely________________ 5．为......而感谢.______________ 6. 对......要求严格__________7. 对......感到担心___________ 8.别紧张__________________3、句子理解与熟读1）You look worried. Anything wrong?2) What seems to be the problem?3）Thank you for telling me.I think I should have a talk with her.4) I’m really worried about her.5) Try to talk to others, and you’ll be happy again.三、课堂导练：1、选词填空strict, bad, is, lonely, help1. Bill looks upset because he did _____ in the long jump at the sports meet yesterday.2. Minmin is their only daughter, but her parents are _______ with her.3. He seems ____________ unhappy because he lost his pen.4. It’s very kind of you. Thank you for __________ me.5. Ann is a stranger in the big city, so she has no friends. She lives ____,and she feels very ____.2.单项选择。

课题Unit 5 Feeling excited Topic 2 Section D 课型新授课课时 1教学目标Knowledge aims：1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。

2. 能熟练运用原因状语从句和同级比较的结构。

3. 能准确运用本单元重点短语进行写作练习。

4．学生能综合运用本课短语、句型写出关于处理不良情绪的短文。

Skill aims：1. 能听懂与课本内容难度相当的，有关处理不良情绪的听力材料。

2. 能正确运用本话题所学内容、比较流利地谈论如何处理不良情绪。

3. 能阅读有关如何处理不良情绪的短文，并能做出相关的阅读练习。

4. 能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能为有类似烦恼的同伴提出合理的建议。

Emotional aims：通过本节课的学习，让学生明白积极的情绪可以让他们健康成长，有利于他们的身心发育。

当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。

教学重点难点Key points：1. 学生能正确拼读、书写并运用黑体单词，能用描写情绪和情感的形容词和提出建议的动词及相关短语描写人物的不同情绪, 并给予心情不好的同伴合理的建议。

2. 掌握运用原因状语从句和同级比较结构。

Difficult points综合运用本话题的语法，词汇，句型进行写作，解决实际问题。

教学准备多媒体课件教学过程1. Greet the students and make them ready for learning.2. The teacher asks the students to review the words and phrases of Sections A-C by playingthe game: What’s missing? The teacher puts the word cards up the blackboard and asks the students to remember them. After that the teacher takes one of the cards away while the students are closing their eyes. And then the teacher asks the students to answer the question: What’s missing?3. The teacher shows the new words and phrases with the pictures or the Chinese meanings on the screen.4. The teacher asks the students to match the words or phrases with theirmeanings of 1a.5. The teacher as ks two students to tell the answers.1.The teacher asks the students to skim the passage of 1a.2.The teacher asks the students to read the passage from th beginning to…even though it was an accident,and then answer the Questions 1-3 of 1b:(1) How did Jeff feel when his brother died in a car accident?(2) At first, how did Jeff deal with his sadness?(3) Why was he angry with the driver?3. The teacher asks the students to read the rest part of the passage, and answer Questions 4-5 of 1b:(4) Why is Jeff feeling better now?(5) What can you learn from Jeff?4. The teacher asks the students to read the whole passage and check the answers.5. The teacher asks two students to write the answers on the blackboard and helps the students check the answers.1. The teacher asks the students to read the whole passage carefullyto find out the difficult points and sum up the main points of the passage.2. The teacher makes a summary to explain the key points and difficultpoints to the students.(1) deal with(2) for example/ such asolder/ elder(3) refuse to do sth.(4) even though(5) not… any longer= no longer(6) use—uselessSad—sadnessfair—unfairhappy—unhappy3. The teacher asks the students to work in pairs and talk about howthey deal with sadness.4. The teacher asks the students to answer the questions by themselves:(1) Why did you feel sad?(2) How did you feel at first?(3) What did you do to deal with sadness?(4) How did you feel later?5. The teacher asks Member B of every pair to report the answers above.6. The teacher asks the students to write a short passage.1. The teacher asks the students to read the sentences of the firstgrammar table to review the adverbial clauses of reason.2. The teacher asks the students to read the sentences of the secon dtable to review the usage of the equal comparison.3. The teacher shows the exercises on the screen. Finish the following sentences.(1) Lucy/ tall/ Lily(2)The red pencil / notlong/the yellow pencil4. The teacher asks the students to read the sentences of the functiontable to review the useful ex pressions.5. The teacher shows the exercises on the screen.Complete the following sentences:(1) What s___ to be the problem?(2) I’m new here. I’mreally upset andl____.(3) —_____ become my friend?—Yes, I’d like to.(4) My mother often ____ (和我谈心) me.(5) How are you f____ today?1. No one can be happy all the time. The teacher asks the students toask their classmates about their problems.2. The teacher asks the students to discuss the problems in groups andfind the ways to solve them.3. The teacher asks the students to write down their own suggestions.4. The teacher asks two students to write down their passages, Dealingwith Sadness, using the language they’ve learned on the blackboard.5. The teacher checks the passages with the students. Then the stu dentschange their papers and check others’ papers.6. The teacher assigns homework:(1) The teacher lets theStudents finish theessay Dealing withSadness after class.(2) The teacher asks the students to prepare the word cards to previewthe vocabulary in Topic 3.作业布置完成同步练习课堂总结Students are weak in giving advice to people in bad moods. The teacher should design more exercises about adjectives to describe feelings and emotions and verbs to give advice. The teacher should pay more attention to the writing teaching. Design the writing steps carefully.。