仁爱初中英语八下《Unit 5Topic 2 I’m feeling better now.》word教案B .doc

Unit 5 Feeling excited Topic2 I’m feeling better now SectionB

Ⅰ. Material analysis

本节课建议教师用1-2课时上完。主要活动为Section B 的1a和2a。

本课通过Miss Wang 询问并与情绪低落的Li Hong 谈心，提出合理的建议，帮助她走出消极情绪的阴影，进一步深化了本话题的主题：学会关爱他人，帮助他人走出情绪低落的阴影，给予心情不好的同伴合理有效的建议。对话继续呈现了语法重点：原因状语从句, 并呈现了新出现的单词和重点短语：fail, someone, feeling, joke和at

one’s age。在对话中还呈现了交际功能用语：How are you feeling today? Why don’t

you…? 以及表示安慰的Don’t worry. There, there! 和It’ll be OK.等句子。使学生学会理解别人，安慰别人，给出合理化建议，并在运用课本语言知识解决书面问题的同时，提高他们的口语交际技能，进行灵活运用。

Ⅱ. Teaching aims

Knowledge aims：

1. 学生能区分元音音素/ iə/和/εə/, 并能正确拼读单词，注意对应的字母组合的拼写规则；学生能在朗读句子时正确处理停顿、弱读和辅音的不完全爆破现象。

2. 学生能正确拼读并运用单词表中的黑体单词fail, someone, feeling和joke。

3. 学生能正确运用以下短语造句：

fail to do sth., at one’s age, tell sb. the joke和 by the way.

4. 学生能自如地运用以下功能句进行交流。

How are you feeling today?

Why don’t you…?

Don’t worry.

There, there!

It’ll be OK.

Skill aims：

1. 能听懂有关询问情绪和提出建议的简单对话和陈述。

2. 能正确地运用本课的交际功能用语进行询问和给出建议。

3. 能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。

4. 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语言写出简单的有关情绪询问和给出建议的对话。

Emotional aims：

通过对Section B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。

Ⅲ. 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和提出建议的动词。

2. 正确运用原因状语从句。

Difficult points：

1. 学生对There, there!的理解。

2. 有关情绪询问和给出建议的对话的写作。

Ⅳ. Learning strategies

1. 多听英语歌曲有助于英语水平的提高。

2. 朗读句子时可在连词前有明显的停顿，使前后两个意群更加明显，更容易听出句

子所要表达的意思。 3. 在写作环节进行合作学习可取长补短，互相促进，共同进步！

Ⅴ. Teaching aids

Computer multimedia projector，the flash of the song, If you are happy.

Ⅵ. Teaching procedures

Step Interaction

pattern Student activity Teacher activity

Introduction

（8 minutes） 1. The whole class work. 2. The whole class work. 3. The whole class work.

4. Group work.

5. The whole class work.

6. The whole

class work. 1. Focus their attention on the teacher. Enjoy the beautiful song. 2. Students report their homework

3. Students observe and

learn the new words.

4. Students have a

competition.

5. Students make up

sentences with the new words and phrases to grasp

them well. 6. Students look at the

picture of 1a and make a guessing. 1. Greet the students and make them ready for learning. Play the flash, If you are happy. 2. The teacher asks the students to report their homework: read the passage written according to the

conversation in 1a. 3. The teacher introduces the new

words and phrases of this lesson. The teacher

shows the pictures and new words on the screen.

4. The teacher organizes the students to have a

competition to consolidate the new words. The students in

Group A speak English while the students in Group B tell the

Chinese meaning. The best group can get a red flower.

5. The teacher asks the students to make up sentences with the new

words and phrases. 6. The teacher asks the students to observe

the picture of 1a and guess what they are talking

about based on the conversation of Section A. Presentation

(10

minutes) 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work.

8. The whole

class work.

1. Students make sure

they understand

what

the statements

mean.

2. Students catch the

general idea of the

dialogue.

3. Students watch the

flash for the

second time, paying

attention to the

pauses. Finish 1b.

4. Students check the

answers.

5. Volunteers read

the

answers. Check the

answers and correct

the wrong ones.

6. Talk about the

guessing.

7. Students read 1a

and

fill in the blanks

with the correct

phrases of 1c.

8. Students check the

answers and correct

the wrong ones. 1. The teacher asks the

students to read the

statements in 1b.

2. The teacher plays the

flash of 1a for the

first time without

stopping.

3. The teacher plays 1a

for

the second time,

stopping when

necessary.

4. The teacher plays the

flash of 1a for the

third time without

stopping.

5. Then ask two students

to

tell answers to 1b.

6. The teacher lets the

students talk about

the

guessing.

7. The teacher asks the

students to read

through 1a and fill in

the blanks with the

correct phrases of 1c.

8. The teacher asks two

students to tell their

answers and check the

answers.