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Unit 5 Feeling ExcitedTopic 2 I’m feeling better now.Section AⅠ. Teaching aims1.Learn and understand the new words and phrasesexam, strict,shy,do badly in sth., be strict with sb.,have a talk with sb.e the following expressionsAnything wrong?What seems to be the problem?Thank you for telling me.3.Be able to say and use adverbial clauses of reasonⅡ. The key points and difficult pointsKey points：ing the adjectives of feelings and emotions2. Using adverbial clauses of reason correctlyDifficult points：学生对...she has no friends to talk with.一句中to talk with 的理解。
Ⅲ. Learning strategies1. 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。
Ⅳ. Teaching aids多媒体课件/图片V Teaching proceduresStage 1 Get ready for the lesson.and lead in.Step 1. Get ready for the lesson.T: Good morning, everyone!Ss: Good morning, Miss…T: How are you feeling today?Ss: Fine, thank you. And you?T:I’m fine, But I’m a little nervous because there are some teachers listening to our lesson. Do you think so?Ss: …Step 2 Lead in the adverbial clauses of reason1. 老师唱歌缓解紧张的气氛，同时让学生说出自己对老师唱的歌曲的态度和感受并说出原因，从而让学生学会仿着老师说出原因。
Unit 5 Feeling ExcitedTopic 2 I’m feeling better now.第一部分听力（20分）Ⅰ. 听句子，选择正确图片。
每个句子读一遍。
（5分)A B C D E1. ____2. ____3. ____4. ____5. ____Ⅱ. 听对话及问题，选择正确答案。
每段对话及问题读两遍。
（5分）( )6. A. Because his English is poor.B. Because he didn’t like English.C. Because he did badly in the exam.( )7. A. Ann’s.B. Kate’s.C. Jane’s.( )8. A. Because h is friends don’t like him.B. Because his classmates like him.C. Because h is classmates don’t accept him.( )9. A. Because his mother is ill in hospital.B. Because his father is ill in bed.C. Because his brother is lost.( )10. A. Lucy did her homework.B. Lucy watched TV.C. Lucy did her housework.Ⅲ. 听对话，选择正确答案。
对话读两遍。
（5分)( )11. There is something wrong with ____.A. TonyB. JimC. Tom( )12. Where is Jim?A. In the classroomB. On the playground.C. In his bedroom.( )13. Who should have a talk with Jim?A. The woman.B. Tom.C. Tony.( )14. Jim is a (an) ____ boy.A. braveB. activeC. shy( )15. Jim has ____ friend(s) here.A. lots ofB. noC. someⅣ. 听短文，选择正确答案。
仁爱版八年级英语下册Unit 5 Feeling ExcitedTopic 2 I’m feeling better now.一．重点句型。
Section A1. Anything wrong? 有什么麻烦吗？此句为省略句，完整的句子是：Is there anything wrong?e.g. Is there anything wrong with your head? 你的头有什么毛病吗？2. I’m sorry to hear that. 很抱歉听到这个消息。
be sorry to do sth. 很抱歉做某事；很抱歉让你等这么久。
e.g. I’m very sorry to keep you waiting so long.3. What seems to be the problem? 到底是怎么回事？4. She is crying in the bathroom because she did badly in the English exam.因为考不好，她在洗手间里哭呢。
badly为副词，修饰动词的副词通常放在被修饰的动词之后。
如：listen carefully, read quickly等。
do badly in 在……方面做得不好，与do well in意思相反。
e.g. Why do you think you did so badly in your text? 你认为为什么你考得这么差？He did very well in English when he was young. 他小时候就很擅长英语。
5. She is very strict with herself. 她对自己要求很严格。
A. be strict with sb. 对……要求严格，后面接人作宾语。
e.g. The teacher is strict with us. 老师对我们要求很严格。
B. be strict about/in sth. 在……方面要求严格;e.g. His father is strict with him about/in study.他的父亲在学习方面对他要求很严格。
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.。
Unit 5 Feeling ExcitedTopic 2 I’m feeling better now.教学内容分析及课时分配建议：本单元以Feeling Excited 为主题。
第二话题在感官动词表感受的根底上学习与别人分享自己的感受并学会抚慰和提出建议的表达法。
主要功能句有What seems to be the problem? How are you feeling today? Why don’t you talk to someone when you feel sad? I was really upset and lonely.主要语法是原因状语从句和同级比拟结构的肯定和否认形式。
本话题的词汇是描述感受和感情的形容词以及提出建议的动词。
此外在语音学习环节将关注双元音/ Iə/和/ eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。
第一课时：Section A-2, 1a, 1b, 1c第二课时：Section A-3 Section B-1a,1b,1c第三课时：Section B-2a,2b Section C -2 Section B -3a,3b第四课时：Section C-1a,1b,1c, 3,4第五课时：Section C -5 Section D-Grammar and Functions, 1a, 1b, 2,Project第二课时〔Section A-3 Section B-1a, 1b, 1c〕教学设计思路：本节课主要活动为Section B-1a。
本节课的课型为听说课。
本节课继续上节课有关Li Hong 的情绪的话题进行讨论和学习，功能句有问候、分享感受、抚慰和建议。
语法内容仍然是原因状语从句。
复习环节利用造句游戏复习系表结构和原因状语从句。
