仁爱初中英语八下精品教案设计U5T21.docx
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仁爱初中英语八下精品教案设计U5T21
Unit5FeelingExcited
Topic2I’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
第一课时（SectionA2,1a,1b,1c,）
教学设计思路：
本节课为话题的第一节课。
主要活动为SectionA的1a和2。
本课从复习感官动词表感受入手，继而谈论不同情绪的原因，引出原因状语从句的学习和运用。
在Pre-listening环节，通过不同方式的大量造句对原因状语从句加以操练。
在While-listening环节设置由易到难的听力活动，使学生听懂有关情绪的简单对话。
Post-listening环节中则首先要求学生有感情地朗读和表演1a的对话。
之后利用本课所学自编对话谈论自己的经历，达到学以致用的目的。
Ⅰ.Teachingaims
1.Knowledgeaims：
（1）学习并掌握新词汇和短语。
exam,strict,shy,bestrictwith
（2）能够自如地运用以下交际用语进行交流。
Anythingwrong?
Whatseemstobetheproblem?
Thankyoufortellingme.
2.Skillaims:
（1）能听懂有关情绪的简单对话。
（2）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进行有关情绪及其原因的对话。
3.Emotionalaims:
通过对SectionA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.Thekeypointsanddifficultpoints
Keypoints：
1.学生在交流中能自如地运用描述情绪和情感的形容词。
2.正确运用原因状语从句。
Difficultpoints：
1.学生对...shehasnofriendstotalkwith.一句中totalkwith的理解。
Ⅲ.Learningstrategies
1.通过造句更好地掌握新学的单词和表达方式；
2.通过把简单句连成复合句更好地理解和运用原因状语从句。
Ⅳ.Teachingaids
多媒体课件/图片
VTeachingprocedures
Stage1（3mins）：
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
Getreadyforthelesson.PlaythetaperecordingorthevideoofthesongIfYouAreHappy.
T:
Goodmorning,everyone!
T:
Howareyoufeelingtoday?
T:
I’mfine,thankyou.Asyourteacher,Ihopeallofyouarehappyallthetime.Soareyouhappytoday?
T:
NowletenjoyahappysongIfYouAreHappy.Ihopeafterlisteningtothissong,youwillbehappy.
EnjoythesongIfYouAreHappytogetreadyforthelesson.
Ss:
Goodmorning,Miss…
Ss:
Fine,thankyou.Andyou?
Ss:
…
营造学习英语的气氛，准备进入学习状态。
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。
尽量使导入的内容与本节课内容贴近。
Stage2（5mins）：
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Pairwork）
ReviewLinkingverb+adjective.
T:
Didyouhaveahappyweekend?
T:
Hi,S1,Yousaid“no”.Anythingwrong?
T:
Whatseemstobetheproblem?
T:
Oh,I’msorrytohearthat.Don’tbetoosad.Ibelieveyoupetdogwilllivehappilyinanotherworld.
T:
OK.Everybody.Pleasediscussaboutthefollowingquestions:
Didyouhaveahappyweekend?
Whatdidyoudoduringyourlastweekend?
Howdidyoufeel?
Why?
Nowworkinpairsandmakeconversationsaboutthem.Trytousethesetwosentences:
Anythingwrong?
Whatseemstobetheproblem?
T:
Whowouldliketotalkaboutyourweekend?
Don’tbeshy.Youcanmakeit.
T:
Howterrible!
Yougottoomuchhomework.Itseemsthatweshouldassignalittlelesshomework.
T:
I’llthinkaboutit.Anyotherpairs?
MakeconversationsabouttheactivitiesduringthelastweekendtoreviewLinkingverb+adjective.
Ss:
Yes/No.
S1:
Ifeelsad.
S1:
Mypetdogdiedyesterday.
S1:
Yes,Ithinkso.Thankyou.
Ss:
…
P1:
Letushaveatry.
SA:
Didyouhaveahappyweekend?
SB:
No,Ididn’t.
SA:
Anythingwrong?
Whatdidyoudoduringyourlastweekend?
SB:
Ididnothingexceptdoingmyhomework.
SA:
Howdidyoufeel?
SB:
Ifeltratherbored.
SA:
Why?
Whatseemstobetheproblem?
SB:
BecauseIhadtostayathomeandcouldn’tplaybasketballwithmyfriends.
Ss:
Yeah!
P2:
…
复习系表结构的用法。
导入到本节课话题——情绪的讨论。
Remark：
可以采用多种方式进行系表结构的复习。
如看图造句，情景造句等。
最好在复习系表结构的同时渗透原因状语从句，让学生在不知不觉中自然而然地感知和运用本节课的目标语言。
Stage3（14mins）：
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
Talkaboutpicturestouseadverbialclausesofreason.
T:
Youcanstayathomeanddoyourhomeworkinsteadofplayingbasketball.Thatmeansyouarestrictwithyourself.AnywayI’mhappyaboutit.ButIthinkyoushouldn’tbetoostrictwithyourselves,oryouwilllosealotofhappiness.Doyouagreewithme?
T:
OK.Nowlet’sseesomepictures.Tellmetheirfeelingsandguessthereasons.Lookatthefirstpicture.Whatdoeshelook?
T:
Whyishehappy?
T:
Whatagoodidea!
Lookatthesecondone.Whatdotheyseem?
T:
Whydotheyseemsurprisedandangry?
T:
Maybethat’sthereason.Oh,lookatKobe.Whatdoeshelook?
What’swrongwithhim?
T:
Ihopehewillbehappyagain.Lookatthelovelydog.Howdoesitfeel?
Why?
T:
Agoodreason.Howabouttheboy?
Anythingwrongwithhim?
T:
Maybe.Butcanyouguessdifferentreasons?
T:
Well,that’sapossiblereason.Whatdoes“exam”meaninChinese?
T:
Thatmeansyouarestrictwithyourselves.
Talkaboutpicturestouseadverbialclausesofreason.
Ss:
Yes.
S1:
Helookshappy.
S1:
Becauseheseesatoycar.
S2:
Theyseemsurprisedandangry.
S2:
Becausetheyreadbadnewsinthenewspaper.
S3:
Helooksdisappointedbecausehisteamlostthegame.
S4:
Itfeelsveryhappybecauseitsownercomesback.
S5:
HefeelsupsetbecausehelosthisiPhone.
S6:
Hefeelsupsetbecausehecan’tfindhismother.
Ss:
…
S7:
Hefeelsupsetbecausehedidbadlyinthisexam.
S8:
Itmeans“考试”inChinese.We’llfeelupsetwhenwedobadlyinourexams.
通过看图造句理解和运用原因状语从句。
2（Pairwork）
Showthepicturesin2onthescreen.
T:
Let’strytomakemoresentences.First,lookatthepicturesandmatchtheexpressionsintheboxwiththem.
T:
Haveyougottheanswers?
What’stherightorder?
T:
Nowlookatthefirstpictureandreadtheexample.Pleasemakemoresentencesaccordingtothepicturesbyfollowingtheexample.WhowouldliketotalkaboutPicture2.Don’tbeshy.
T:
Thenextone?
T:
…
Finish2.Lookatthepicturesandmatchtheexpressionsintheboxwiththem.Thenmakesentencesbyfollowingtheexample.
Ss:
…
S1:
Therightorderis…
S2:
Helooksangrybecausehelosthispen.
S3:
Shelooksworriedbecausehersonisillinhospital.
S4:
…
…
完成2的练习，巩固原因状语从句。
3（Classactivity）
Showapictureandleadto1aandthenaskthestudentstoreadtheformin1bandpredicttheanswers.
T:
Nowlookatthispicture.Howdoestheboyfeel?
Whatseemstobetheproblem?
T:
Haveyoueverdonebadlyinyourexams?
T:
Howdidyoufeelthen?
T:
Lookthepicturein1aandreadtheformin1b.Maybeyoucanguesswhathappenedtothegirlandpredicttheanswers.
T:
Tellmeyourguess,please.Don’tbeshy.
T:
Goodjob.Yougotmostofthem.
Readtheformin1bandpredicttheanswers.
S1:
Theboyfeelsveryfrightenedandupsetbecausehedidbadlyintheexamandhisfatherisratherangrywithhim.
Ss:
Yes,wehave.
S2:
Ifeltveryunhappyandupset.
Ss:
…
S3:
LiHongfeelsunhappyorupsetbecauseshedidbadlyintheexam.MaybeHelenlooksworriedandMissWangwantstohelpher.ButIcan’tguesstheothers.
利用图片导入1a。
看图和表格预测听力答案。
Remark：
通过造句更好地掌握新学的单词和表达方式；
Stage4（7mins）：
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Individualwork）
Playthetaperecordingof1aandshowsomequestionsonthescreen.
1.Howmanypeoplearethereinthisconversation?
Whoarethey?
2.Whoaretheytalkingabout?
3.HowdoesLiHongfeel?
T:
Listentotheconversationforthefirsttimeandanswerthequestions.
T:
Howmanypeoplearethereinthisconversation?
Whoarethey?
T:
Whoaretheytalkingabout?
T:
HowdoesLiHongfeel?
Listento1aandanswerthequestions.
Ss:
…
S1:
Therearetwo.TheyareMissWangandHelen.
S2:
HiHong.
S3:
Shefeelslonely.
由浅入深设置听力练习。
2（Individualwork）
Playthetaperecordingof1aandchecktheanswersof1b.
T:
Well.Let’slistentotheconversationandfillintheblanksin1b.
T:
Nowlistenagainandcheckyouranswers.
T:
HowdoesHelenlook?
T:
Whatseemstobetheproblem?
T:
IsLiHongstrictwithherself?
T:
HowdoesLiHongfeel?
T:
Whydoesshefeelso?
T:
WhatdoesMissWangwanttodo?
Listento1aandchecktheanswersof1b.
Ss:
…
Ss:
…
S1:
Shelooksworried.
S2:
LiHongisupsetandsheiscryinginthebathroombecauseshedidbadlyintheEnglishexam.
Ss:
Yes.
S3:
LiHongfeelsunhappyandlonely.
S4:
Becausesheisnewhereandsheisquietandshy.
S5:
Shefeelslonelybecauseshehasnofriendstotalkwith.
S5:
Shewilltalkwithher.
Remark：
利用师生讨论的方式核对答案有利于学生进一步理解对话内容。
Stage5（12mins）：
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Pairwork）
Askthestudentstoactouttheconversationin1a.
T:
Welldone.Nowlet’sactouttheconversationinpairs.Youshouldpayattentiontotheintonationandemotions.
T:
It’stimetoshowyourconversations.Bebravetohaveatry,please.
Actouttheconversationin1ainpairs.
Ss:
..
P1:
…
2（Pairwork）
Askthestudentstomakeconversationsinpairsbasedon1aand1b.
T:
Youknow,inthislessonwelearnedmanysentenceswith“because”.“Because”isusedtoanswerthewhy-questions.Wecallitadverbialclauseofreason.Nowlet’saskandanswerinpairsbasedon1aand1bbyfollowingtheexamplein1c.
T:
Canyoucombineyoursentencesasasinglesentence?
Forexample,HelenlookworriedbecauseLiHongissounhappy.Willyouhaveatry?
Makenewconversationbasedon1aand1bbyfollowingtheexamplein1c.
P1:
…
P1:
Letmehaveatry.
3（Pairwork）
Askthestudentstomakeconversationstotalkabout
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