广东省肇庆市田家炳中学八年级英语下册 Unit 5 Topic 2 I’m feeling better now Section C教案 （新版）仁爱版.doc

Unit 5 Topic 2 Im feeling better now SectionC. Material analysis本节课建议用一课时完成，主要活动为1a和3。1a的阅读内容为Li Hong 写给以前的同学Xiao Fang的一封信，学生通过信中小红刚刚转学过来时的不习惯和适应了新的学校，老师和同学之后的感受进行的比较，初步理解和掌握形容词和副词原级比较的句式，并在2 和3、4的操练中进一步对该句式进行理解和运用，同时进一步学习运用描述情绪和情感的形容词。. Teaching aimsKnowledge aims：1. 学生能根据音标，正确朗读出单词表中单词及短语。2. 能正确拼读并运用黑体单词。3. 学生能正确运用as.as.和not as/so as结构造句。4. 学生能正确使用以下词或短语，复述本课课文，简单的介绍课文大意。 a few months ago, upset, lonely, as well as usual, was not used to , not so clean as, not as delicious as ours, either, not so friendly as you, get used to life here, accept, as happily as before.Skill aims：1. 能听懂本课文本材料以及与之内容相关的课堂用语。2. 能用asas和not as/so as结构熟练地口头谈论有关两个人或事物同级比较的话题。3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。4. 能用asas和not as/so as结构规范地写出有关自己和朋友的一些情况的比较的短文。Emotional aims：教育学生要互爱互助，主动为有困难的同学提供帮助，同时要学会适应新的环境。. The key points and difficult pointskey points：1. 正确运用单词表中单词及短语2. 正确运用asas和not as/so as结构进行交谈和写作。difficult points：用as.as.和not as/so as结构正确地写出带有比较内容的短文。. Learning strategies:1. 通过唱英文歌提高自己的英语发音和听力水平。2. 分工明确的小组学习可以让学生对英语短文的写作步骤有更深刻的理解。. Teaching aids Computer multimedia projector, the flashes of the song, Its a small world. . Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(8 minutes)1. The wholeclass work.2. Somestudents work.3. The wholeclass work.4. The wholeclass work.1. Focus their attentionon the teacher.2. Make up sentences.3. Students compare with their own things, such as their coats or school things to learn to use the new structures.4. Students sum up theusage of the structureswith the teacher.1. Greet the students andmake them ready forlearning. Enjoy the song,Its a small word.2. The teacher asks thestudents to make upsentences with thephrases of Sections A and B to report theirhomework.3. The teacher shows twobooks to the students and introduces the structures: asasand not as/so as to learn the equal comparison: The Chinese book is as new as the English book, but its not as/so heavy as the English book. And then ask the students to compare with their own things, such as their coats or schoolthings.4. The teacher helps thestudents sum up theusage of the structures. Presentation(8 minutes)1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work.1. Students read the keywords and guess themain idea of the letter.2. The students skim 1aand check theguessing.3. Students make surethey understand whatthe statements mean.4. Students read the firsthalf letter andcomplete the first half table.5. Students read the restletter and complete the rest table. 6. Students read thewhole passage silently, checking their answers.7. Students check theiranswers with theteacher. Correct thewrong ones.1. Ask the students to readthe underlined key words and guess what the letter is about.2. The teacher asks thestudents to skim 1a andcheck the guessing.3. The teacher asks thestudents to read thestatements in 1b.4. The teacher asks thestudents to read the letterfrom the beginning to italso seemed that thepeople here were not sofriendly as you. Finish thefirst part of the table in1b. 5. The teacher asks thestudents to read the restpart of the letter andfinish the rest table of 1b. 6. The teacher lets thestudents read the whole passage carefully, check the answers, and finish 1b.7. The teacher lets twostudents write theiranswers on theblackboard. Check theanswers with the students.Consolidation(10 minutes)1.The whole class work.2.The wholeclass work.3. The wholeclass work +group work.4. The wholeclass work.5. The wholeclass work +group work.6. The wholeclass work.1. Students try to followthe speed, payingattention to thepronunciation.2. Students read throughthe passage and findout asasand notas/soas structures.3. Students read thepassage by themselves and discuss in groups to find out the difficult points and sum up the main points.4. The students underline in their books andmake some notes.5. Member A should readfluently; Member B should read through the passage bythemselves; MemberC can read the passage with the help ofMember A.6. Students retell theletter based on the key words and the table in 1b. 1.The teacher plays therecording without stopping.2. The teacher asks thestudents to read throughthe passage and find outasasand not as/so as structures.3. The teacher asks thestudents to find out thedifficult points and sum upthe main points of thepassage.4. The teacher makes asummary to explain the keypoints and difficult points tothe students.（1）How time flies!（2）as +形容词/副词原级+ as + 比较对象 not as/so+形容词/副词原级+ as + 比较对象（3）be/ get used to 5. The teacher asks the students to read the whole passage in groups, making sureeveryone can read through the passage.6. The teacher asks the students to retell the letter based on the key words and the table in 1b. Practice(10 minutes)1. The whole class work.2. The whole class work.3. Individualwork.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.7. Four students work.8. The wholeclass work.1. Students make sure they understand what the statements mean.2. Students read the words and the sentences of 2.3. Students complete thesentences with the words in the box.4. Two students tell theanswers. Students checkthe answers and correctthe wrong ones.5. Students make surethey understand what the statements mean.6. Students observe the table and the example carefully.7. Four students write the sentences on theblackboard.8. Students check thesentences with the teacherand correct the wrongones.1. The teacher asks thestudents to read thestatements of 2.2. The teacher lets the studentsread the words and thesentences of 2.3. The teacher asks the students to finish 2.4. The teacher asks twostudents to tell the answers for checking.5. The teacher asks the studentsto read the statements of 3.6. The teacher shows anexample to the students: Helen is as lovely as Maria. 7. The teacher asks fourstudents from differentgroups to make sentenceswith asasand notas/so as structureson the blackboard.8. The teacher asks somestudents to check thesentences, and then theteacher sums up the usageof the structures.Production(9 minutes)1. The wholeclass work.2. Pair work. 3. Pair work.4. Some students work.5. The wholeclass work.6. Individualwork.1. Students talk withtheir partners aboutthe people aroundthem. 2. Students write downthe sentences aboutcomparing in pairs.3. Students join thesentences into apassage. 4. Students show theirproductions. 5. Students summarizeSection C with theteacher. 6. Students finish theirhomework after class.1. The teacher asks thestudents to talk with their partners about the people around them with asasand not as/so as structures.2. The teacher asks thestudents to compare one of their partners with them and write down the sentences in pairs.3. The teacher asks thestudents to join thesentences into a passage.4. The teacher asks thestudents to show theirproductions. 5. The teacher summarizeswhat the students learned today. Important language points are shown on the computer screen.6. The teacher assignshomework:(1) Review the summaryafter class.(2)The teacher asks thestudents to search theInternet for someinformation aboutdealing with sadness to prepare for Section D after class. (3) The teacher assigns The students to reviewSections A-C to prepare for Section D. Teaching ReflectionMost of the students can grasp the equal comparison structure, and the teacher should design more exercises as their homework. Blackboard design