《八下U5 Feeling Excited T2p5》教案 省优 仁爱版英语.docx
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《八下U5FeelingExcitedT2p5》教案省优仁爱版英语
Unit5FeelingExcited
Topic2I’mfeelingbetternow.
教学内容分析及课时分配建议：
本单元以FeelingExcited为主题。
第二话题在系表结构表达感情的根底上学习与别人分享自己的感受并学会抚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拟结构的肯定和否认形式。
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-1a,1b,1c,2
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：
SectionD-GrammarandFunctions,1a,1b,2,Project
第五课时〔SectionD-GrammarandFunctions,1a,1b,2,Project〕
教学设计思路：
本节课的课型为复习课。
在复习环节设置了两个任务，学生需要回忆整个话题的语言知识才能完成，从而系统全面地对本话题进行复习。
在阅读任务中，Pre-reading环节里利用师生讨论的方式学习新词汇，并利用构词法等方式帮助学生记忆词汇。
While-reading环节里学生精读课文并答复以下问题，之后以师生讨论的方式解决文中的语言点。
在写作任务中，Pre-writing环节里学生两人一组讨论怎样处理坏情绪。
While-writing环节里，强调在作文中运用所学语言是学习语言的好方法。
Post-writing环节里学生相互欣赏和批改作文，取长补短。
Project是利用本话题所学的知识完成任务，并教育学生关心他人，乐于帮助他人，必要时提出有用的建议。
Ⅰ.Teachingaims
1.Knowledgeaims：
〔1〕学习并掌握新词汇和短语。
deal,elder,refuse,anyone,though,useless,sadness,unfair
dealwith,eventhough,not…anylonger=nolonger
〔2〕复习原因状语从句和同级比拟的结构。
2.Skillaims:
〔1〕能正确运用本话题所学内容、比拟流利地谈论如何处理不良情绪。
〔2〕能阅读有关如何处理不良情绪的短文，并能做出相关的阅读练习。
〔3〕能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能
为有类似烦恼的同伴提出合理的建议。
3.Emotionalaims:
通过本节课的学习，当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。
同时要关心他人，乐于帮助他人，为同伴提出合理的建议。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
Keypoints：
1.能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能为有类似烦恼的同伴提出合理的建议。
2.掌握并运用原因状语从句和同级比拟结构。
Difficultpoints
综合运用本话题的语法，词汇，句型进行写作，解决实际问题。
Ⅲ.Learningstrategies
将学到的表达方式运用到自己的习作当中是掌握新知识的一个好方法。
Ⅳ.Teachingaids
多媒体课件/图片
VTeachingprocedures
Stage1（2mins）：
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
Greetingasusual.Prepareforthenewlesson.
T:
Goodmorning,everyone!
T:
Howareyoufeelingtoday?
T:
Who’sondutytoday?
Giveyoudutyreport,please.
Greetingasusual.Prepareforthenewlesson.Astudentmakesadutyreport.
Ss:
Goodmorning,Miss…
Ss:
Verywell.Thankyou.
Ss:
Goodmorning,everyone.I’mondutytoday.…
Remark：
这一环节的目的是要创造学习英语的气氛并使学生静下心来，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〔10mins）：
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Pairwork）
Askthestudentstomakeaconversationtoreviewthefunctions.
T:
SupposeAliceisanewstudentinourclass.Shelooksunhappy.MakeaconversationwithherusingthesentencesintheformofFunctions.
T:
Whowouldliketoshowyourconversation?
Makeaconversationtoreviewthefunctions.
Ss:
…
P1:
S1:
Howareyoufeelingtoday,Alice?
S2:
Iwasreallyupsetandlonely.
S1:
Whatseemstobetheproblem?
S2:
Imissmyparentsandmyfriendsverymuch.
S1:
Whydon’tyoutalkwithtosomeonewhenyouaresad?
S2:
Iwantto,butIdon’tknowhowtotalkwithothersaboutit.
S1:
Wouldyouliketobecomemyfriend?
S2:
I’dloveto.Thankyou.
让学生做对话复习本话题的功能句。
2（Groupwork）
Reviewadverbialclausesofreasonandequalcomparison
T:
Goodjob!
NowworkingroupsandthinkbackofthestoryofLiHong.Andthenwriteareporttellingusthereasonswhysheseemsunhappyandhowsheisnow.Youshoulduseadverbialclausesofreasonandequalcomparison.
T:
Whocanstandforyourgroupandhaveatry?
ThinkbackofLiHong’sstoryandwriteareporttoreviewadverbialclausesofreasonandequalcomparison.
Ss:
…
S1:
LiHongwasanewstudentafewmonthsago.Atthattime,shefeltupsetandlonelybecauseshehasnofriendstotalkwith.Shecouldn’tsleepaswellasusual.Shethoughttheroadsherewerenotsocleanasthoseinherhometown.Italsoseemedthatthepeopleherewerenotsofriendlyasherfriends.Butnow,everythinghaschanged.Herclassmatesallaccepther.Shelivesashappilyasbefore.
让学生回忆LiHong的故事并写成简单的短文来复习原因状语从句和同级比拟结构。
Remark：
在完成以上任务的同时，学生需要回忆整个话题所学到的语言知识。
从而对本话题进行系统全面的复习。
Stage3〔10mins）：
Task1:
reading
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Pairwork）
Learnthenewwordsbeforereading.Writedownthenewwordsontheblackboard.Finish1a.
T:
Nobodycanbehappyallthetime.Howdoyoudealwithyourunhappyfeelings?
T:
Yourmethodsareallusefulandhelpful.Everyonemayhavebadexperiencessometimes.For
example,whenWenchuanearthquakehappened,manypeoplelosttheirrelatives.Theymustbeverysad.Butit’suselesstobealwaysinthissadness.Howtodealwiththeseproblems?
Skimthepassagein1aandmatchthewordsorphraseswiththeirmeanings.
T:
Haveyoumatchedthem?
Let’strytolearnandrememberthewords.What’sthemeaningofuseless?
T:
Good!
Uselessistheoppositeofuseful.Wehavelearnedsomeotheradjectivesendedwithlesssuchashopeless,homeless.Soit’seasyforyoutolearnandrememberit,right?
Canyougiveanexample?
T:
Agoodsentence!
What’sthemeaningof“dealwith〞?
T:
Canyougiveanexample?
T:
Goodjob.“Elder〞isthecomparativeof“old〞.Forexample,Ihaveaneldersister.So
howdoyoumatch?
T:
“Refuse〞isaverb.It’stheoppositeofaccept.Whatdoesitmean?
T:
Canyougiveanexample?
T:
Welldone.Ioftenaskyou“doyouunderstand?
〞whenIsaysomethingtoyou.Sowhat’sthemeaningof“understand〞?
T:
Canyoumakeasentencewithit,please.
T:
Nowlet’stalkaboutthepassage.Youhaveskimmedit.Whoistheheroofthepassage?
T:
WhathappenedtoJeff?
T:
What’sthepassageabout?
Learnthenewwordsbeforereading.Matchthewordsorphraseswiththeirmeanings.
S1:
WhenIfeeltired,Ioftenlistentomyfavoritemusic.
S2:
…
Ss:
…
S1:
Itmeansnotuseful.
S2:
It’suselesstocomplain.
S3:
Itmeanstosolveaproblem.
S4:
Weshouldthinkofgoodmethodstodealwiththerubbish.
S5:
Eldermeansolderthansomeone.
S6:
Itmeanstosayyouwillnotdosomething.
S7:
Sherefusedtotalkaboutthismatter.
S8:
Itmeanstoknowwhatsomeoneorsomethingmeans.
S9:
CanyouunderstandwhatIsaid?
S10:
It’sJeff.
S11:
Hiselderbrotherwaskilledinanaccident.
S12:
It’sabouthowJeffdealwithhissadness.
完成阅读任务。
1.利用师生讨论的方式学习新词汇。
2.利用构词法等方式帮助学生记忆词汇。
2（Pairwork）
Readthepassageandanswerthequestionsin1b.
T:
Verygood.Nowlet’sreadthepassagecarefullyandthenyoushouldfindtheanswerstothesequestionsin1b.
T:
HowdidJefffeelwhenhisbrotherdiedinacaraccident?
T:
Unfairistheoppositeoffair,sowhatdoesitmeaninChinese?
T:
Atfirst,howdidJeffdealwithhissadness?
T:
Whywasheangrywiththedriver?
T:
WhyisJefffeelingbetternow?
T:
WhatcanyoulearnfromJeff?
T:
YouknowatfirstJeffwasveryangrywiththedriverbecausehiscarhithisbrother,eventhoughitwasanaccident.Doyouknowhowtouse“eventhough〞?
T:
OK.Eventhoughorevenifcausestheadverbialclauseofconcession（让步状语从句）.Forexample,Hewillcomeontime eventhough itrains.Whocangiveanexample?
T:
Whatagoodexample.Doyouhaveanyotherquestions?
T:
Sure.“Not…anylonger〞means“nolonger〞.Forexample,hedoesn’tliveinBeijinganylonger.Thatistosay,henolongerlivesinBeijing.Anotherexample,youwillnotseehimanylonger.Canyoumakeasentencewiththesamemeaning?
T:
Yeah,yougotit.
Readthepassageandanswerthethequestionsin1b.
Ss:
…
S1:
Healmostwentmad.Hefeltthattheworldwasunfair.
S2:
Itmeans“不公平的〞inChinese.
S3:
Herefusedtoplaysoccerorgotothemovieswithhisfriends.Instead,hejustsatinhisbedroomanddidn’ttalktoanyone,evenhisparents.
S4:
Becausehiscarhithisbrother.
S5:
Becauseheunderstooditwasuselesstobeangry.Henolongerhatesthedriverandstaysinhisbedroombyhimself.Hegoestothemoviesorplayssportswithhisfriends.Hefeelsbetternow.
Ss:
…
S6:
Eventhoughmeans“即使，尽管，虽然〞,butIdon’tknowmoreaboutit.
S7:
Helostthegameeventhoughhetriedhisbest.
S8:
Canyougivemoreexampleaboutnolongerandnot…anylonger?
S9:
Youwillseehimnolonger.
完成阅读任务。
1.精读课文，答复以下问题。
2.利用师生讨论的方式解决文中的语言点。
Remark：
Stage4〔10mins）：
Task2:
writing
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Pairwork）
Askthestudentstotalkabouthowtheydealwithsadness.
T:
Jeffisunfortunate.AndIthinkeverybodymayhavebadexperiencesinhislife.Whenyoufeelsad,youshouldtalkwithyourfriendsaboutit.Todayyouhaveagoodchancetoshareitwithyourpartners.Nowworkinpairs,readthefourquestionsin2andtalkabouthowyoudealwithyoursadnesswithyourpartner.Let’sbegin.
Workinpairsandtalkabouthowtheydealwithsadness.
Ss:
…
让学生讨论如何处理不良情绪。
为写作做准备。
2（Pairwork）
Showsomestudents’passageonthescreenandcheckthem.
T:
Youhadawarmdiscussion.Nowpleasewritedownwhatyouhavediscussedandwriteashortpassage.Trytousethelanguageyou’velearnedinyourexpression.Usinglanguageisthebestwaytograspthem.
T:
Whowouldliketoshowyourpassage?
Wecanenjoyitandhelpyoutocheckittogether.
T:
Whatabraveboy!
Let’senjoyhiscomposition.
T:
Let’sreadhiscompositionandfindsomegoodsentences.
T:
Let’scounthowmanylanguagepointswelearnedinthislessonheusedinhiscomposition.
T:
Wow,somany!
Givehimaclap!
Usinglanguageisthebestwaytolearnalanguage.
T:
Didhemakeanymistakes?
Whocanpointoutandhelphimcorrectthem?
T:
Good!
Youareallcarefulanddiligentstudents.
Writeashortpassage.
Ss:
…
S1:
CanIshowmycomposition?
S2:
…
Ss:
eventhough,unfair,…
S3:
…
将讨论结果
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