仁爱版八下教案Unit 5 Topic 3 Many things can affect our feelings 第1课时

Unit5FeelingExcitedTopic3Manythingscanaffectourfeelings.教学内容分析及课时分配建议：本单元以FeelingExcited为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情感态度的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇及相关功能句。如：IgetsonervouswhenIgiveaspeech.Let’sshowhimthatweareproudofhim.let’sgiveMichaelasurprise!等，主要的语法是简单句的六种基本句型，即S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…等。该部分还设计了语音知识的专项学习，即了解元音因素/ɪ/和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语表达，为他们的自主学习打下良好的基础，最后通过Project的活动Expressingyourmoods对所学内容进行积极应用。第一课时：SectionA—1a,1b,1c,2第二课时：SectionA—3,4a,4bSectionB—2第三课时：SectionB—1a,1b,1c,3a,3bSectionD—2a,2b第四课时：SectionC—1a,1b,1c,2第五课时：SectionD—Grammarandfocus,1,Project第一课时（SectionA—1a,1b,1c,2）教学设计思路：本节课主要活动为SectionA-1a。本节课的课型为听说课。学习新词汇test,nervous,speech,CD的同时掌握描述心情、询问心情、表示安慰和提出建议的功能句，并让学生能够利用这些功能句进行日常交流。因为1a是一个打电话的对话，所以在复习环节，我们设置情境复习打电话的常用功能句，情境的主要内容也是表达关心，目的是能够呈现并让学生感知目标语言。Pre-listening的主要任务是学习新词汇和预测1b答案。本课的词汇不多而且简单，常用，教师通过与学生交流就可以在运用中让学生熟悉并掌握这些词汇。While-listening环节里，除了听1a并完成1b，1c的任务之外，通过师生讨论的方式强化和巩固本课需要学生掌握的功能句，为接下来的交流做准备。在Post-listening环节里，学生模仿语音语调，选择情境自编对话。此外本课设计了一个仿照1c改写对话的小组活动，在提高学生的书面表达能力的同时教给学生学习策略：发表演讲或汇报之前要做好充分的准备。 Ⅰ.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇：test,nervous,speech,CD（2）掌握以下描述心情、询问心情、表示安慰和提出建议的功能句：I’mworried.IgetsonervouswhenIgiveaspeech.Isthereanythingwrong?Relax,Iamsureyouwilldowell.Iwillhelpyou.2.Skillaims:(1)能听懂有关询问影响心情的事情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描述心情、询问心情、表示安慰和提出建议。3.Emotionalaims:(1)通过对本课的学习，学生能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。(2)学会勇于克服困难。(3)对朋友的询问、关心等作出恰当的反应。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:(1)能自如地运用描述情绪和情感的形容词描述自己的心情。(2)能正确地运用本课的交际功能用语进行情绪询问，宽慰他人和给出建议。2.Difficultpoints：将对话改写为短文，简述同学因某事紧张或焦虑以及其他同学给出建议的事件。Ⅲ.Learningstrategies1.发表演讲或汇报之前要做好充分的准备。Ⅳ.Teachingaids多媒体课件/图片VTeachingprocedures Stage1(3mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetasusualtoprepareforthelesson.T:Goodmorning,everyone!T:Howareyoudoing?T:Who’sondutytoday?Greetasusualtoprepareforthelesson.Ss:Goodmorning,Miss…Ss:Verywell.S1:I’mondutytoday…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)：RevisionStepTeacheractivityStudentactivityDesigningpurpose1(Pairwork)Reviewhowtomakeatelephonecall.Situation1:T:I’msorrytohearthatJackisilltoday.Ihopehewillgetbettersoon.Didyoumakeatelephonecalltohim?T:Ithinkyoushouldcallhimtoexpressyourconcern.OK,let’sworkinpairstomakeatelephoneWorkinpairtoreviewhowtomakeatelephonecall.Ss:Yes/no.复习打电话对话。表达对他人的关心。 calltocareforJack.SupposeoneofyouisJack.Let’sbegin.T:Whowouldliketoactoutyourconversation?Situation2:(Whennobodyisill)T:Hi,boysandgirls.Youknow,everyoneshouldcareforothers.DoyouknowJack?HeisastudentinClassfive.Iheardthatheisilltodayanddidn’tcometoschool.Ithinkyoushouldmakeatelephonecalltohim.Doyouthinkso?T:OK,let’sworkinpairstomakeatelephonecalltocareforJack.SupposeoneofyouisJack.Let’sbegin.Ss:…P1:Wewanttohaveatry…Ss:Yes.Ss:..Remark：学生编对话的时候教师可提醒学生利用目标语言：Isthereanythingwrong?并复习Who’sthis?ThisisMichaelspeaking.What’swrongwithyou?等句型。Stage3（5mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Leadin1aandwritedownthenewwordsontheblackboard.T:Youdidquitewell.It’sgoodtoLearnthenewwords.学习新词汇。 careaboutothers.Buytheway,nextweekwe’llhaveanEnglishspeech.S1,areyouworriedabouttheEnglishspeech?T:Don’tbenervous.Calmdown.Pleasebeconfident!IcanlendyousomeCDsaboutgivingspeechifyouneed.Nextweekwewillhaveamathtest.What’syourfeeling,S2?T:Don’tworry.Takeiteasy.Iknowsomeofyouarenervousaboutgivingaspeech.Howdoyoufeelwhenyougiveaspeech?T:Ifyourfriendisworriedabouthis/herspeech,howwillyouhelphim/hertorelax?S1:Yes.I’mveryworried.Ican’tsleepwellatnight.S2:I’mafraidofgettingpoorresults.SoI’mveryworriedaboutit.S3:Ifeelnervousaboutit.S4:Ifeelalittleexcited.S5:…S6:I’lltellhimnottoworryaboutit.S7:I’llhelphimtopractice.S8:… T:Youalloffergoodideas.Michaelwillgiveaspeechandhealsofeelsnervous.Let’sseehowKangkangdoestohelpMichael.2(Individualwork)Askthestudentstoreadthrough1bandpredicttheanswers.T:Beforelistening,let’sreadthequestionsin1bandpredicttheanswers.WhatisMichaelworriedabout?T:Yeah,yougotit.HowdoesMichaelfeelwhenhehastogiveaspeech?T:Maybe.WhatisKangkang’ssuggestionforhelpingMichael?Readthrough1bandpredicttheanswers.S1:Heisworriedabouthisspeech.S2:Hemayfeelnervous.S3:HemayhelpMichaelbutIdon’tknowhow.Remark：预测听力答案可以降低听力的难度，帮助学生更好地理解听力材料的内容。Stage4（12mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Playthetaperecordingof1a.Checktheanswersof1b.T:Itdoesn’tmatter.ListentotheListento1aandanswerthequestionsin1b. conversationcarefullyandfindtheanswerstothequestionsin1b.T:Justasyouguessed,Michaelisnervousabouthisspeech.WhatisKangkang’ssuggestionforhelpingMichael?T:DoyouthinkMichaelwilldowellinhistest?T:Whydoyouthinkso?Ss:…S1:HesuggestedMichaeltolistentoaCDandpractice.S2:Yes,Ithinkso.S2:BecauseMichaelfeelsmorerelaxedwithKangkang’shelp.2(Individualwork)Playthetaperecordingof1aagain.T:Goodjob.Thepassagein1cisrewroteformtheconversation.Readitandtrytofillintheblanksfirst.T:Nowlet’slistenagain.Completethepassageandcheckyouranswers.T:Whenwewanttoexpressourconcerntoothers,wecanaskhimListento1aagainandfillintheblanksin1c.Ss:…Ss:…再听1a，完成1c。师生讨论掌握并巩固知识点和功能句。 orher“What’swrongwithyou?”.Inthislessonwelearnedanotherexpressiontocareaboutothers.Whatisthat?T:Good.Whensomeoneasksyouwhat’swrong,youcanexpressyourfeelings.Howcanyoudothis?T:Yes.Andwhensomeonehasproblemsandfeelsbad.Weshouldcomforthimandtrytohelphim.Doyouagreewithme?T:Afterlisteningto1a,doyouknowwhattosaytocomfortothers?S1:Isthereanythingwrong?S2:ImaytellhimIfeelworried.OrIgetnervous.S3:Ofcourse.S4:Relax.I’msureyouwilldowell.Iwillhelpyou.Remark：通过师生讨论的方式重现和巩固需要学生重点掌握的语言点或功能句。Stage5（15mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)Askthestudentstopracticetheconversationin1a.T:Welldone.Nowlet’spracticetheconversationinpairs.YouPracticetheconversationin1ainpairs. shouldpayattentiontotheintonationandemotions.T:It’stimetoshowyourconversations.Bebravetohaveatry,please.Ss:..P1:…2(pairwork)Showsomephrasesonthescreen.Askthestudentstomakeconversationsinpairsaccordingtothesituations.haveamath/physicstestgiveaspeechtakepartinacompetitionseeadentistsingasongintheeveningparty…T:Somelifeeventsusuallymakeusnervousorworriedinourlife.Haveyoumetthiskindofevents?Nowlookatthescreen,Ilistedsomeeventsthatmaymakeyounervousorworried.Pleasechooseoneofthemandmakeasimilarconversationaccordingto1a.T:Whowouldliketoactoutyourconversation?Makeconversationsinpairsaccordingtothesituationsonthescreen.Ss:…学生仿照1a自编对话，练习巩固本课的功能句。 P1:…3(Groupwork)Askthestudentstochangeoneoftheconversationsintoashortpassageaccordingto1c.T:Youhaveknownyourgroupmembers’problems.Nowworkingroups.Chooseoneofyourconversationsinyourgroupandchangeitintoashortpassage.Andthenyoucanreportittothewholeclass.Chooseoneconversationingroupsandchangeitintoashortpassageaccordingto1a.S1:Kateisnervousbecauseshewillseeadentisttomorrow.Katealwaysgetsnervouswhenshe…仿照1c，改写对话，作报告。Remark：1.将对话改写为短文的练习可以锻炼学生的书面表达能力。2.发表演讲或汇报之前要做充分的准备。Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)EncouragetheSstosummarizethekeypointsT:Classwillbeoversoon.Weshouldsummarizewhatwehavelearnedinthislesson.Let’sbegin!Summarizewhattheyhavelearnedtoday.S1:Welearnedsomenew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。 words:test,nervous,speech,CDS2:Welearnedhowtoexpressourfeelings.I’mworried.IgetsonervouswhenIgiveaspeech.S3:Whenwewanttoexpressourconcerntoothers,wecanask:Isthereanythingwrong?S4:Welearnedhowtocomfortothers.Relax.Iamsureyouwilldowell.Iwillhelpyou.2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandpracticeSectionA-1awithyourpartner.Don’tforgettopreviewSectionA—3,4a,4bandSectionB—2。FinishtheHMKafterclass.适当的家庭作业有助于巩固课堂所学的知识。Remark：VI.Blackboarddesign第一课时(SectionA—1a,1b,1c,2)1.Somenewwords:test,nervous,speech,CD 2.Usefulexpressions:I’mworried.IgetsonervouswhenIgiveaspeech.Isthereanythingwrong?Relax.Iamsureyouwilldowell.Iwillhelpyou.