仁爱初中英语八下精品教案设计U5T33.docx
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仁爱初中英语八下精品教案设计U5T33
Unit5FeelingExcited
Topic3Manythingscanaffectourfeelings.
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,SectionD—2a,2b,SectionB—3a,3b
第四课时:
SectionC—1a,1b,1c,2
第五课时:
SectionD—Grammarandfocus,1,Project
第三课时(SectionB—1a,1b,1c,SectionD—2a,2b,SectionB—3a,3b)
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。
复习环节的主要内容是简单句的六种基本句型和提出建议的方式。
同时在具体的情境中学习本课的新词汇。
1a的对话中出现了较多重要的短语,在While-listening环节通过师生讨论核对1b和1c答案的方式,巩固这些重要的短语,并要求学生记忆。
在Post-listening环节里,学生利用编写相似对话的方式巩固目标语言。
给学生提供一些熟悉的话题和人物,学生有话可说,可高效利用时间。
然后,学生讨论保持乐观情绪的方法,完成SectionD的2a并完成一篇书面表达。
写作之前,提醒学生正确使用简单句的六种基本句型完成SectionD的2b。
最后,学习语音、语调和停顿完成SectionB的3a和3b,结束本课。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇和短语
sick,proud,beproudof,anyway,ready,
affect,confident,mood
(2)学会表达关心,鼓励和建议。
Let’sshowhimthatweareproudofhim.
Let’sgiveMichaelasurprise!
(3)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,掌握句子的停顿和语音语调。
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进行交流。
(3)能根据本课所学和已有经验写出怎样保持愉快心情的短文。
3.Emotionalaims:
(1)通过对本课的学习,学生应了解不良情绪对健康的危害,并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.Thekeypointsanddifficultpoints
1.Keypoints:
(1)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。
(2)将本课的重点词汇、短语运用到交流和写作之中。
2.Difficultpoints:
在交流与写作中注意六种简单句式的正确运用。
Ⅲ.Learningstrategies
1.通过运用使已学知识达到掌握和熟练的目的。
2.小组合作共同完成一篇书面表达,集合集体的智慧,可拓宽思路并降低写作的难度。
Ⅳ.Teachingaids
多媒体课件/图片
VTeachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Greetasusual.
T:
Goodmorning,boysandgirls.
T:
Howareyoufeelingtoday?
T:
I’mOK.Thankyou.Bytheway,who’sondutytoday?
T:
Don’tbenervous.Youshouldbeconfidentaboutyourself.Ibelieveyoucandoit.Bebraveandhaveatry,please.
Greetandprepareforthenewlesson.Astudentgivesadutyreport.
Ss:
Goodmorning,Miss…
Ss:
Verywell.Thankyou.Andyou?
S1:
Iam.But…
S1:
Hello,everyone!
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(8mins):
Revision&lead-in
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Choosesomesentencesformthestudents’homeworkandshowthemonthescreentoreviewthesentencestructures.
T:
Youdidagoodjob,S1,I’mproudofyou.Hi,everyone,welearnedthesentencestructuresinthelastlessonandyouhavemadesomesentencesasyourhomework.Ichosesomegoodsentencesfromyouhomework.Pleasereadthemcarefullyandtelluswhichsentencestructurestheybelongto.
Readsomesentencesonthescreenanddecidewhichsentencestructurestheybelongto.
Ss:
…
复习简单句的六种基本句型。
2(Pairwork&Classactivity)
Reviewhowtogivesuggestionsandlearnthenewwordsandphrases.Writethenewwordsandphrasesontheblackboard.
T:
Lookatthesepictures.Oneisinneedandtheothergivessomesuggestions.Workinpairsandmakeconversations.Forthefirstpicture,whowouldliketohaveatry?
T:
Good.Maybeyouoftengetnervouswhenyougiveaspeech.Whatshouldyoudoifyouwanttodowellinaspeech?
T:
Yes,Iagreewithyou.Youmeanyoushouldgetreadyforit.AndIthinkyoushouldbemoreconfidentaboutyourselveswhenyougiveaspeech.Itmeansyoushouldbelieveyoucandoitwell.Canyouguessthemeaningofconfident?
T:
Welldone!
Asateacher,I’malwaysproudofyoubecauseyouareconfidentandyoudowellinyourEnglishlearning.“beproudof”means为……感到骄傲inChinese.Canyougiveanexample?
T:
Whatagoodsentence!
Nowlookatthesecondpicture.Heissick.Itmeansheisill.Maybethere’ssomethingwrongwithhistooth.Whocanactoutthedialog?
T:
Theboysfeelsfrightenedwhenhehastogotothedentist.Buthewentanyway.Ithinkheisbrave.Nowlookatthethirdpicture.Whocanactoutyourconversation?
T:
Youknow,it’shardtostickrunningeveryday.Butshediditanyway.Canyouguessthemeaningoftheword“anyway”?
T:
Inourlifeweoftenmeetsomethingthatmakeusupsetorworried.Anyway,weshouldtrytokeepinagoodmood,orwewillbesick.Afterall,feelingscanaffectourhealth.Doyouthinkso?
Reviewhowtogivesuggestionsandlearnthenewwordsandphrases.
P1:
—IfeelnervousbecauseIwillgiveaspeechtomorrow.
—Bebraveandyoushouldpracticeoften.
S1:
Weshouldpracticemoreandprepareforit.
S1:
自信的
S2:
Weareproudofourmotherland.
P2:
—Iamworried.IalwaysgetfrightenedwhenIhavetogotothedentist.
—Relaxedandjustfollowthedentist’sadvice.
P3:
—Iamgettingfat.
—Takeiteasy!
Whynoteatlessrichfoodanddomoreexercise?
S2:
Itmeans不管怎样/无论如何.
Ss:
Yes.
学生编对话复习情绪表达和提出建议的方式。
教师参与讨论并引导学生学习新词汇。
Remark:
将词汇教学与具体的情境相结合。
Stage3(2mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Pairwork)
Askthestudentstoread1band1c.Andthenguessthemainideaoftheconversation.
T:
Asyouknow,Michaelfeltworriedbecauseofthespeech.Actually,hegaveagoodspeech.Buthestillseemsveryupset.Lookatthepicturein1a.Whatdoyouthinkthefriendsaretalkingabout?
Read1band1candguesswhattheyaretalkingabout.
T:
What’syouropinion?
Bebraveandshareyouropinionswithus,please.
Read1band1c.Andthenguessthemainideaoftheconversation.
Ss:
…
听之前阅读题目,预测听力内容及答案。
Remark:
Stage4(10mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
Playthetaperecordingof1a.
Finish1b
T:
Someofyourideasarereasonable.Let’slistentotheconversationandnumberthephrasesyouhear.
T:
Checkyouranswerswithyourpartners.
Listento1aandnumberthephrases.Finish1b.
Ss:
…
Ss:
…
2(Individualwork)
Playthetaperecordingof1aagain.Finish1c.
T:
Listenagainandfillintheblankswiththecorrectphrases.
T:
Haveyougottheanswers?
Let’stalkabouttheconversationandyoucancheckyouranswers.Michaeldidwellinthespeech,buthestillseemsupset.Thefriendsareworriedabouthim.Why?
T:
Good,pleaseunderlinethephrase“beinabadmood”.Soit’sveryimportantforustobeinagoodmood.AsMichael’sfriends,theywanttohelphim.Whatwilltheytellhim?
T:
Yes.Andtheywanttoshowhimthatfriendscanhelpeachother.Youshouldunderlinethephrase“beproudof”and“helpeachother”.Whatdotheywanttodothen?
T:
Whydotheydoso?
T:
Yeah.Togivesb.asurpriseisagoodwaytomakehim/herhappyorcheerhim/herup.Youcanunderlinethephrase“givesb.asurprise”.Sincetheyallagreewiththeplan,whatwilltheydothen?
T:
Pleaseunderlinethephrase“bereadyfor”.Youshouldrememberthephrasesyouunderlinedjustnow.Theyareusefulinyourcommunicationandwriting.
Listento1aagainandfillintheblankswiththecorrectphrasesandthenread1aandchecktheanswers.
Ss:
…
S1:
Becausewhenweareinabadmoodallthetime,wecouldbecomesick.
S2:
TheywanttotellMichaelthatheisbraveandgreatandtheyareproudofhim.
S3:
Theywanttoputonashortplay.
S4:
TheywanttogiveMichaelasurprise.
S5:
Theywillgetreadyfortheshortplay.
师生讨论。
核对1c的答案,加深对对话的理解同时学习重点短语。
Remark:
教师可以根据教学实际,将听后阅读对话完成的练习改为while-listening的活动。
Stage5(14mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Groupwork)
Askthestudentstopracticetheconversationin1a.
T:
Welldone.Nowlet’spracticetheconversationinpairs.Youshouldpayattentiontotheintonationandemotions.
T:
It’stimetoshowyourconversations.Bebravetohaveatry,please.
Practicetheconversationin1ainpairs.
Ss:
..
P1:
…
2(groupwork)
Askthestudentstomakesimilarconversationsingroups.Showtheformbelow.
name
feeling
Howtohelp
Mr.Brown
disappointed
LiHong
upset
Jeff
mad
Michael
worried
T:
Hi,boysandgirls.Justasyouknow,weshouldtrytohelpotherpeoplewhentheyneedhelp.Doyourememberthesefriendsandtheirproblems?
Let’sdiscusshowtohelpthemingroups.Youcanusethenewwordsandphrasesin1a.
T:
Whocanactoutyourconversations?
Makesimilarconversationsaccordingto1aingroups.
Ss:
…
Ss:
…
3(Groupwork)
FinishSectionD-2a,2b.
T:
It’sgoodtohelpothers.Ontheotherhand,weshouldtryourbesttokeepinagoodmood.Whatdoyouusuallytostayhappyinyourdailylife?
Nowfirst,discussthewaystobehappyinSectionD-2a.Tickthewaysthatyouthinkaregoodandcrossthewaysthatarebad,Andthenlistyourowngoodwaysandsharewithyourpartners.
T:
Writeashortpassageabouthowtostayhappyingroup.Later,I’llasksomestudentstoreportyourideastotheclass.Makesuretousetherightsentencestructures.
T:
Doesanybodywanttoreportyourgoodwaystobehappy?
Talkaboutthewaystobehappyandthenwriteashortpassageabouthowtostayhappy.
Ss:
…
Ss:
…
S1:
…
Remark:
1.提供给学生熟悉的话题和情境编写对话,学生有话可说,可高效利用时间。
2.通过运用使已学知识达到掌握和熟练的目的。
3.课堂作文因为时间有限,可以小组共同完成一篇文章,降低写作的难度。
Stage6(5mins):
Pronunciation
Step
Teacheractivity
Studentactivity
Designingpurpose
1(classactivity)
Playt