仁爱版八下教案Unit 5 Topic 2 I’m feeling better now 第2课时

Unit5FeelingExcitedTopic2I’mfeelingbetternow.教学内容分析及课时分配建议：本单元以FeelingExcited为主题。第二话题在感官动词表感受的基础上学习与别人分享自己的感受并学会安慰和提出建议的表达法。主要功能句有Whatseemstobetheproblem?Howareyoufeelingtoday?Whydon’tyoutalktosomeonewhenyoufeelsad?Iwasreallyupsetandlonely.主要语法是原因状语从句和同级比较结构的肯定和否定形式。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：SectionA-2,1a,1b,1c第二课时：SectionA-3SectionB-1a,1b,1c第三课时：SectionB-2a,2bSectionC-2SectionB-3a,3b第四课时：SectionC-1a,1b,1c,3,4第五课时：SectionC-5SectionD-GrammarandFunctions,1a,1b,2,Project第二课时（SectionA-3SectionB-1a,1b,1c）教学设计思路：本节课主要活动为SectionB-1a。本节课的课型为听说课。本节课继续上节课有关LiHong的情绪的话题进行讨论和学习，功能句有问候、分享感受、安慰和建议。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。SectionA-3是Helen写给LiHong的安慰邮件，承接上节课的内容并与本节课SectionB-1a的对话内容相关，所以很适合作为Pre-listening的一部分。While-listening的环节依然设置了不同层次的听力练习，由浅入深地理解对话。并通过师生讨论的方式解决对话中的新词汇和语言点。Post-listening环节除了常规的朗读之外，本课设置了一个改写对话并加以复述的活动。目的是让学生更深入地理解对话并运用目标语言。Ⅰ.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇和短语。 takeiteasy,fail,someone,feeling,joke（2）能够自如地运用以下交际用语进行交流。Takeiteasy.Howareyoufeelingtoday?Whydon’tyou…?Don’tworry.There,there!It’llbeOK.2.Skillaims:(1)学会如何安慰情绪低落的同伴。(2)学生如何给情绪低落的同伴提建议。3.Emotionalaims:通过对SectionB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。4.Cultureawareness:Ⅱ.ThekeypointsanddifficultpointsKeypoints：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。Difficultpoints：1.正确运用be+adj.+prep.结构。2.学生对There,there!的理解。Ⅲ.Learningstrategies在写作环节进行合作学习可取长补短，互相促进，共同进步！Ⅳ.Teachingaids多媒体课件/图片 VTeachingproceduresStage1(3mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetingasusual.Prepareforthenewlesson.PlaythevideoofHappy.T:Goodmorning,everyone!T:Howareyoufeelingtoday?T:Maybesometimesyoufeelsadandupsetfornoreason.Itdoesn’tmatter.Everyonegetsthesefeelingsatyourage.Whydon’tyoutalktoyourfriends?youwillfeelbetter.T:Let’senjoyabeautifulsongnamedHappy.Haveyoueverheardofit?It’ssopopular.Youcanfollowitifyouareabletosingit.Greetingasusual.Prepareforthenewlesson.EnjoythesongHappy.Ss:Goodmorning,Miss…Ss:…Ss:…为上课做好准备，并通过师生交流呈现目标语言，让学生进行初步的感知。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。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage2（5mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose 1(Classactivity)Playagametoreviewadverbialclausesofreason.T:Beforethenewlesson,let’splayagame.Ihavepreparedsomepiecesofpaperwithverbsandadjectivesonthem.Everystudentwillgettwopiecesofpaper.Oneforaverb,theotherforanadjective.Pleaseuseyourimaginationandmakeasentencewiththesetwowords.Forexample,Ihavegottwowords.Theyarehappyandfly.MaybeIcanmakeasentence:I’mveryhappybecausemylittlebirdflewbackthismorning.Isthatclear?T:Sayouryoursentences,please.T:Isthattrue?Ialsofeelsurprised.Thenextone,please.Handoutthepiecesofpaper.Playagametoreviewadverbialclausesofreason.Makesentenceswithwordsonthepiecesofpaper.S1:Igotthewords“surprised”and“eat”.Somysentenceis“XiaoLiissosurprisedbecausehispartnerhaseatentencakesforhisbreakfast.S2:…利用游戏的方式复习系表结构和原因状语从句。Remark：1.游戏的指令一定要清楚，务必让学生听懂，必要时教师可以用汉语解释。2.教师提前在小纸条上写好情绪形容词和动词。每个学生随机分到一张写有情绪形容词和一张写有动词的小纸条，学生根据这两个词展开想象，利用原因状语从句造句。 Stage3（10mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Pairwork)AskthestudentstoreadSectionA-3andfillintheblanksPlaythetaperecordingofSectionA-3andchecktheanswers.T:Asyouknow,LiHongfeelsunhappybecauseshedidbadlyinthelastEnglishexam.Helenisakindgirlandshewantstohelpher.Shewroteane-cardtoLiHongtocomforther.Pleasechoosethecorrectwordsandphrasestocompletethee-card.T:Haveyougottheanswers?Let’slistentothetapeandyoucancheckyouranswers.T:WhydidHelensendthise-cardtoLiHong?T:HelengaveLiHongsomesuggestions.Whatarethey?ReadSectionA-3andfillintheblanks.Thenlistenandchecktheanswers.Ss:..Ss:…S1:Shewantedtocheerherup.S2:HelentoldLiHongnottoworryabouttheEnglish完成SectionA-3并利用师生讨论的方式解决文中出现的语言点。 T:DoyouthinkthatLiHongwillfeelbetterwhensheseesthiscard?exam.S3:Itdoesn’tmatterifshedidbadlyinoneexam.Shecanworkharderanddobetternexttime.S4:Takeiteasy,anddon’tbetoostrictwithherself.S5:Trytotalktoothers.S6:HelenwouldliketobeLiHong’sfriendandtalkwithherifLiHongwants.S7:Yes,Ithinkso.2(Pairwork)Leadto1aandpredicttheanswersof1b.IalsobelievethatLiHongwillbebetterwithHelenandMissWang’shelp.Justasyouknow,MissWangwillhaveatalkwithhertohelpherout.YouwilllistentoaconversationbetweenMissWangandLiHong.Canyouguesswhattheyaretalkingabout?T:Yourguessesarereasonable.Read1bandpredicttheanswers.S1:TheymaytalkaboutLiHong’sproblems.S2:MissWangmaygiveLiHongsomeadvice. ReadtheProblemsandsuggestionsin1b.DoyouthinkwhatproblemLiHongmayhaveandwhatsuggestionsMissWangwillgiveher.Tickthem.Ss:…Remark：Stage4（10mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)PlaythetaperecordingofSectionB-1aandchecktheanswersin1b.T:Let’slistentotheconversationandticktheproblemsandsuggestionsyouhear.T:Tellmeyouranswers,please.T:Whatdoyoumeanbyfailtheexam?T:Good!Anyotherproblems?Listento1aandticktheproblemsandsuggestionstheyhear.Ss:…S1:LiHongfailedtheEnglishexamandshefeelssad.S2:Itmeansshedidn’tpasstheexam.S3:Shedoesn’tknowhowtotalkwithothers.利用师生讨论的方式解决对话中的语言点。 TWhatsuggestionsdoesMissWanggiveher?T:Youdidquitewell.Nowlet’slistenagainandyoucanmatchtheproblemsandthesuggestions.T:WhatshouldHelendowhenshefeelssad?T:Helendoesn’thowtotalkwithothers.Whatshouldshedo?T:LiHongwantstomakefriendswithHelenaswell.Why?T:Jokecanmakeyoulaughandrelaxed.Doyouoftentelljokestoyourfriends?T:HowdoesMissWangcomfortLiHong?S4:MissWangtoldhertofindotherstotalktoandtomakefriendswithHelen.Ss:…S5:Sheshouldfindotherstotalktowhenshefeelssad.S6:ShecanmakefriendswithHelen.S7:BecauseHelenalwaystellsherjokesandmakesherlaugh.LiHongthinksHelenseemstolikeher.Ss:Yes. T:Itmeans好啦，好啦.It’susedtocomfortothers.S8:Shesaid“there,there!It’llbeOK.”S9:Whatdoes“there”meanhereinChinese?S9:Isee.Thankyou.2(Individualwork)Askthestudentstoread1aandfillintheblanksin1c.T:You’rewelcome.OK.Nowlet’sread1aandfillintheblanksintheshortpassagein1c.Ithinkit’sveryeasyforyou.T:Haveyougottheanswers?Whowouldliketoreadthepassageforus?Read1aandfillintheblanksin1c.Ss:…S1:Letmehaveatry....Remark：Stage5（12mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)Askthestudentstopracticetheconversationin1a.T:Welldone.Nowlet’spracticetheconversationinpairs.Youshouldpaymoreattentiontothepronunciationandintonation.Actouttheconversationin1ainpairs. T:Nowlet’scutouttheconversationinroles.Bebravetohaveatry,please.2(Pairwork)Showsomequestionsonthescreen.1.WhydoesLiHongoftenfeellonely?2.Howisshefeelingthesedays?Why?3.WhatdidMissWangdoforher?4.WhatsuggestionsdidMissWanggiveher?5.Howdoesshefeelnow?T:IhavesomequestionsaboutLiHongonthescreen.Nowaskandanswerinpairsfirst.AndthenyoucantellmethechangesofLiHong’sfeelingsaccordingtotheanswers.Youcanworkingroupsandthenonestudentofyourgroupmakesareport.Let’shaveatry.T:CanyoutellmethechangesofLiHong’sfeelings?Answerthequestionsonthescreeninpairs.ThenretellthechangesofLiHong’sfeelingsaccordingtotheanswers.Ss:…S1:Yes.LiHongisaquietandshygirl.Shehasfew根据问题的提示，让学生改写并复述对话。 friends.Sosheoftenfeelslonely.Sheisfeelingverysadthesedaysbecause…Remark：在写作环节进行合作学习可取长补短，互相促进，共同进步！Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)EncouragetheSstosummarizethekeypointsT:Classwillbeoversoon.Weshouldsummarizewhatwehavelearnedinthislesson.Let’sbegin!Summarizewhattheyhavelearnedtoday.S1:welearnedsomenewwords:fail,someone,feeling,jokeS2:Welearnedhowtocomfortothers:Takeiteasy.Don’tworry.There,there!It’llbeOK.S3:Weknewweshouldhelpothersandgivethemsuggestionswhentheyarefeelingsad.S4:Weknewthatweshouldtalktootherswhenwearefeelingsadandthen培养学生归纳总结的能力，再次复习巩固本节课的重点知识。 wewillfeelbetter.2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandphrases.Pleasepractice1awithyourparentsandpreviewSectionB-2a,2bSectionC-2SectionB-3a,3bFinishtheHMK.适当的家庭作业有助于巩固课堂所学的知识。Remark：VI.Blackboarddesign第二课时(SectionA-3SectionB-1a,1b,1c)1.Somenewwords:3.Usefulexpressions:fail,someone,feeling,jokeHowareyoufeelingtoday?2.Howtocomfortothers:Whydon’tyou…?Takeiteasy.Don’tworry.There,there!It’llbeOK.