仁爱版八下教案Unit 5 Topic 3 Many things can affect our feelings 第2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，即影响我们情绪的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇以及相关的功能句。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。该话题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发音，为他们的流利表达打下良好的基础，最后通过Project的活动Expressingyourmoods对所学内容进行积极应用。本话题建议用5课时完成。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第二课时（SectionA—3,4a,4bSectionB—2）教学设计思路：本节课主要活动为SectionA-3,4a,4b。本节课的课型为听说课和语法课。学生通过听说训练，掌握表达情绪和提出建议的方式。通过对不同句型的观察和探究，掌握简单句的基本句型。Revision环节里，复习系表结构和原因状语从句的同时学习和掌握本课的新词汇。听力训练依然分为Pre-listening，While-listening和Post-listening三个环节。Pre-listening环节里看图文讨论并预测听力答案；Post-listening环节里练习巩固听力材料里出现的表达情绪和给出建议的功能句，并要求学生掌握。4a作为过渡，承接听力训练与语法探究。首先利用4a的情境继续练习表达情绪和给出建议的方式。接下来学生分析所给句子的句式结构，然后教师点拨，引导学生总结。最后通过练习的方式加以巩固。Ⅰ.Teachingaims 1.Knowledgeaims：（1）学习并掌握新词汇：passport,boss,grandson（2）了解并掌握简单句的六种基本句型。2.Skillaims:（1）掌握表达情感和提出建议的方式。（2）能使用简单句的六种基本句型写出正确的句子。3.Emotionalaims:（1）通过对SectionA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。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）学生在交流中能自如描述情绪并能给出建议。（2）辨别六种简单句式。2.Difficultpoints：系统地掌握简单句的构成。Ⅲ.Learningstrategies在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。Ⅳ.Teachingaids多媒体课件/图片VTeachingproceduresStage1(2mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose 1(Classactivity)Greetasusual.PlaythetaperecordingofthesongWeAretheWorld.T:Goodmorning,everyone!T:Everyonewillneedhelp.SoTohelpothersisavirtue.Beforethenewlesson,let’senjoyabeautifulsongabouthelpingothersnamedWeAretheWorld.T:Ifyoulikeit,youcanlearntosingitafterclass.EnjoythesongWeAretheWorld.Ss:Goodmorning,Miss…Ss:…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(Classactivity)ReviewLinkingverb+adj.andlearnthenewwords.Writethenewwordsontheblackboard.T:Whenwehearbeautifulsongs,wefeelrelaxedandpleased.Lookatthephoto.Whatdoestheboyget?Makesentencestoreviewlinkingverb+adj.andlearnthenewwords.S1:Itlookslikeacertificate.将学习新单词与复习相结合。 T:Yes.Lookatthepicture.It’sapassport.Howdothefamilyfeelwhentheygotthepassport?T:Lookatthegrandfatherandthegrandson.Whatdoesthegrandsonfeelonthebackofhisgrandfather?T:Andsodoeshisgrandpa.Butlookattheboss.Helooksveryangry.Canyouguessthereason?S2:Theyfeelexcitedwhentheygetthepassport.S2:Hefeelsveryhappy.S3:Ithinkhelooksangrybecause…Remark：Stage3（5mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualactivity)Showthethreepicturesin3.Talkaboutthepicturesin3.Readthesentencesandthesuggestions.Trytopredict讨论图片，引导学生听之前给出自己的建议。 T:Inourlife,weoftenmeetsomethingthatcanmakeusnervousorworried.Sometimesgoodsuggestionsarenecessary.Lookatthepictures,canyouguesswhathappenedtothem?T:Goodjob.Canyougivehersomesuggestions?T:Goodidea.Andhowaboutthesecondone?T:ReadthesentencesandthesuggestionsinPartB.Youcanpredicttheanswers.theanswers.S1:Forthefirstpicture,thegirlfeelsnervousbecauseshewillhaveaspeech.S2:I’lltellhernottobenervousandshecanpracticebeforegivingthespeech.S3:…Ss:…Remark：Stage4（10mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose 1(Individualwork)Playthetaperecordingof3.T:Nowlet’slistentotheconversationsandnumberthepictures.T:Canyoutellmetherightorder?T:Welldone!Letlistenagainandmatchtheproblemswiththepeople.Thencompletethesuggestionsforthem.T:Youcancheckyouranswerwithyourpartners.Listentotheconversationsandfinishthelisteningtasks.Ss:…S1:Therightorderis…Ss:…由易到难完成不同层次的听力任务。2(Pairwork)Askthestudentstopracticetheconversationsinpairs.T:Let’spracticetheconversationsinpairs.Pleaseremembertheusefulexpressionsabouthowtoexpressfeelingsandgivesuggestions.T:I’dlikesomepairstoactthemout.Whocanhaveatry?Practicetheconversationsinpairs.Ss:…P1:…编对话练习和掌握听力材料中出现的短语和表达情绪以及给出建议的功能句。Remark：Stage5（18mins)：Post-listening StepTeacheractivityStudentactivityDesigningpurpose1(Pairwork)Askthestudentstotalkaboutthesituationsandmakeconversations.T:Youdidquitewell.AndI’msureyoucangiveotherpeopleusefulsuggestionswhentheyneedhelp.Nowreadthesituationsin4a.Whichofthemcanmakeyousad,happy,worriedorafraid.First,writethecapitallettersS,H,WorAinthebox.T:Pickupthesituationsthatcanmakeyousad,worriedorafraid.Pleaseworkinpairsandmakesentences.Oneofyoutellyourpartneryourproblemandtheothergivesyoursuggestions.Talkaboutthesituationsandmakeconversations.Ss:…P1:—Myfatherisillinbed.Ifeelworried.—Don’tworry.YoucantakegoodcareofhimandI’msurehewillgetwellsoon.P2:—Myfriendfelloffherbike.I’mworriedabouther.学生讨论4a的情境。编对话练习表达情绪和给出建议的句子。 —Don’tworry.Whynotgoandseeher?Youcancheerherup.P3:…2(groupwork)Leadthestudentstostudythesentencestructures.T:Youdidagoodjob.Nowlet’sobservethesentencesin4acarefully.Youmayfindthesentencestructuresofthesixsentencesaredifferent.First,discussingroupsandtrytosummarizethesentencestructures.T:Whichsentenceofthesixisspecial?T:Why?T:Good.PleasetellmethesentencestructuresoftheotherReadthesentencesin4a.Studythesentencestructures.Thenmatchthemwiththesentencein4a.Ss:…S1:Thesixthone:Thereissomuchhomeworkontheweekend.S2:Thereisnotasubjectinthesentence.ItbelongstoTherebe…学生先小组讨论简单句的基本句型。教师再通过提问和师生讨论的方式引导学生总结并加深理解。 sentences.Howaboutthefirstsentence:“Yourfatherisillinbed.”?T:Whichonebelongsto“S+V+O”?T:What’stheobject?T:Howaboutthefourthsentence:Yourfatherboughtyouanewcomputer.”?T:Quitegood!Andhowaboutthethirdsentence:Yourfriendfelloffherbike.”?T:Andwhataboutthelastsentence“YouseeasnakelyingS3:ItisS+V+Pbecause“is”isalinkingverband“ill”isanadjectiveusedasthepredicative(P).S4:Yourteamwonabasketballgameagain.S5:Abasketballgame.S6:Itbelongsto“S+V+IO+DO”.Therearetwoobjectsinthesentence.“You”istheIOand“anewcomputer”istheDO.S7:Itdoesn’thaveanobject.Soitbelongsto“S+V”. ontheroad.”?T:YoudidbetterthanIbelieve.Pleasematchthesentencestructuresin4bwiththesentencesin4a.S8:Itbelongsto“S+V+O+OC”.Thesnakeislyingontheroad.So“lyingontheroad”istheobjectivecomplement.Ss:…3(Groupwork)Showthefollowingsentencesandaskthestudentstalkaboutthesentencestructuresofthem.(1)Isthereanythingwrong?(2)I’mworried.(3)I’llhelpyou.(4)Thenyoucanpractice.(5)MissWanggavemeastorybookjustnow.(6)Mymotheralwaysasksmetoeatlessmeatandmorevegetables.T:Let’spracticemore.Observethesentencesonthescreenandtalkabouttheirsentencestructuresingroups.T:Canyoutellmeyourdiscussionresults?Talkaboutthesentencestructuresofthesentencesonthescreen.Ss:..教师补充句子进一步巩固简单句的六种基本句型。 S1:…4(Individualactivity)Showthepicturesandthewordsin2.T:Lookatthepicturesandmakeupsentences.Writethemdownonthelinefirst.Andthencheckthemwithyourpartners.T:Observeanddecidewhichsentencestructurestheybelongto.T:Checkyouranswerswithyourpartners.Lookatthepicturesandmakeupsentences.Thendecidewhichsentencestructurestheybelongto.Ss:…Ss:…学生造句巩固简单句的六种基本句型，完成SectionB-2。Remark：1.对于语法的学习和掌握要让学生先观察，体验和总结，教师再点拨。如果用英语讲解语法学生理解起来有困难，教师可以部分使用汉语，务必使学生理解语法规律。2.部分语法规律难于理解却容易生疏和遗忘，要通过大量练习加以巩固。Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)EncouragetheSstosummarizethekeypointsT:Classwillbeoversoon.Weshouldsummarizewhatwehavelearnedinthislesson.Let’sbegin!Summarizewhattheyhavelearnedtoday.S1:Welearnedsomenewwords:passport,boss,grandson.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。 S2:Welearnedthesentencestructures.Theyare:S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…S3:Wecangivesuggestionswhenotherpeopleneedhelp.2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandyoushouldmakesixsentenceswithdifferentsentencestructures.PleasepreviewSectionB—1a,1b,1c,3a,3bSectionD—2a,2b.FinishtheHMKafterclass.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—3,4a,4bSectionB—2)1.Somenewwords:passport,boss,grandson.2.Sentencestructures:S+V,S+V+O,S+V+P,S+V+O+OC,S+V+IO+DO,Therebe…