八下U5T3-2.doc

Unit 5 Feeling Excited
Topic 3 Many things can affect our feelings.
教学内容分析及课时分配建议：
本单元以Feeling Excited 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：I get so nervous when I give a speech. Let’s show him that we are proud of him. let’s give Michael a surprise!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, There be…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Expressing your moods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：Section A—1a,1b,1c, 2
第二课时：Section A—3, 4a, 4b Section B—2
第三课时：Section B—1a, 1b, 1c, 3a, 3b Section D—2a, 2b
第四课时：Section C—1a, 1b, 1c, 2
第五课时：Section D—Grammar and focus,1, Project
第二课时（Section A—3, 4a, 4b Section B—2）
教学设计思路：
本节课主要活动为Section A -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. Teaching aims
1. Knowledge aims：
（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. Skill aims:
（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. Emotional aims:
（1）通过对Section A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. Culture awareness:

Ⅱ. The key points and difficult points
1. Key points:
（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. Difficult points：
系统地掌握简单句的构成。
Ⅲ. Learning strategies
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. Teaching aids
多媒体课件/图片
V Teaching procedures
Stage 1(2mins)：Getting students ready for learning
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Greet as usual. Play the tape recording of the song We Are the World.
T: Good morning, everyone!

T: Everyone will need help. So To help others is a virtue. Before the new lesson, let’s enjoy a beautiful song about helping others named We Are the World.

T: If you like it, you can learn to sing it after class.
Enjoy the song We Are the World.

Ss: Good morning, 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。
Stage 2（5mins)： Revision
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Review Linking verb + adj. and learn the new words. Write the new words on the blackboard.
T: When we hear beautiful songs, we feel relaxed and pleased. Look at the photo. What does the boy get?

T: Yes. Look at the picture. It’s a passport. How do the family feel when they got the passport?

T:Look at the grandfather and the grandson. What does the grandson feel on the back of his grandfather?

T: And so does his grandpa. But look at the boss. He looks very angry. Can you guess the reason?

Make sentences to review linking verb + adj. and learn the new words.

S1: It looks like a certificate.

S2: They feel excited when they get the passport.

S2: He feels very happy.

S3:I think he looks angry because…
将学习新单词与复习相结合。
Remark：
Stage 3（5mins)：Pre - listening
Step
Teacher activity
Student activity
Designing purpose
1(Individual activity)
Show the three pictures in 3.

T: In our life, we often meet something that can make us nervous or worried. Sometimes good suggestions are necessary. Look at the pictures, can you guess what happened to them?

T: Good job. Can you give her some suggestions?

T: Good idea. And how about the second one?

T: Read the sentences and the suggestions in Part B. You can predict the answers.

Talk about the pictures in 3. Read the sentences and the suggestions. Try to predict the answers.

S1: For the first picture, the girl feels nervous because she will have a speech.

S2: I’ll tell her not to be nervous and she can practice before giving the speech.

S3:…

Ss:…
讨论图片，引导学生听之前给出自己的建议。

Remark：
Stage4（10mins)：While - listening
Step
Teacher activity
Student activity
Designing purpose
1(Individual work)
Play the tape recording of 3.

T: Now let’s listen to the conversations and number the pictures.

T: Can you tell me the right order?

T: Well done! Let listen again and match the problems with the people. Then complete the suggestions for them.

T: You can check your answer with your partners.
Listen to the conversations and finish the listening tasks.

Ss:…

S1: The right order is …

Ss:…

由易到难完成不同层次的听力任务。
2(Pair work)
Ask the students to practice the conversations in pairs.
T: Let’s practice the conversations in pairs. Please remember the useful expressions about how to express feelings and give suggestions.

T: I’d like some pairs to act them out. Who can have a try?
Practice the conversations in pairs.

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：
Stage 5（18mins)： Post- listening
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Ask the students to talk about the situations and make conversations.
T: You did quite well. And I’m sure you can give other people useful suggestions when they need help. Now read the situations in 4a. Which of them can make you sad, happy, worried or afraid. First, write the capital letters S, H, W or A in the box.

T: Pick up the situations that can make you sad, worried or afraid. Please work in pairs and make sentences. One of you tell your partner your problem and the other gives your suggestions.
Talk about the situations and make conversations.

Ss:…

P1: —My father is ill in bed. I feel worried.
—Don’t worry. You can take good care of him and I’m sure he will get well soon.
P2: —My friend fell off her bike. I’m worried about her.
—Don’t worry. Why not go and see her? You can cheer her up.
P3:…
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。
2(group work)
Lead the students to study the sentence structures.

T: You did a good job. Now let’s observe the sentences in 4a carefully. You may find the sentence structures of the six sentences are different. First, discuss in groups and try to summarize the sentence structures.

T: Which sentence of the six is special?

T: Why?

T: Good. Please tell me the sentence structures of the other sentences. How about the first sentence: “Your father is ill in bed.”?

T: Which one belongs to “S+V+O”?

T: What’s the object?

T: How about the fourth sentence: Your father bought you a new computer.”?

T: Quite good! And how about the third sentence: Your friend fell off her bike.”?

T: And what about the last sentence “You see a snake lying on the road.”?

T: You did better than I believe. Please match the sentence structures in 4b with the sentences in 4a.
Read the sentences in 4a. Study the sentence structures. Then match them with the sentence in 4a.

Ss:…

S1: The sixth one: There is so much homework on the weekend.

S2: There is not a subject in the sentence. It belongs to There be…

S3: It is S+V+P because “is” is a linking verb and “ill” is an adjective used as the predicative(P).

S4: Your team won a basketball game again.

S5: A basketball game.

S6: It belongs to “S+V+IO+DO”. There are two objects in the sentence. “You” is the IO and “a new computer” is the DO.

S7: It doesn’t have an object. So it belongs to “S+V”.

S8: It belongs to “S+V+O+OC”. The snake is lying on the road. So “lying on the road” is the objective complement.

Ss:…
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。
3(Group work)
Show the following sentences and ask the students talk about the sentence structures of them.
(1) Is there anything wrong?
(2) I’m worried.
(3) I’ll help you.
(4) Then you can practice.
(5) Miss Wang gave me a story book just now.
(6) My mother always asks me to eat less meat and more vegetables.
T: Let’s practice more. Observe the sentences on the screen and talk about their sentence structures in groups.

T: Can you tell me your discussion results?

Talk about the sentence structures of the sentences on the screen.

Ss:..

S1:…
教师补充句子进一步巩固简单句的六种基本句型。
4(Individual activity)
Show the pictures and the words in 2.

T: Look at the pictures and make up sentences. Write them down on the line first. And then check them with your partners.

T: Observe and decide which sentence structures they belong to.

T: Check your answers with your partners.
Look at the pictures and make up sentences. Then decide which sentence structures they belong to.

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。
Stage 6（5mins)： Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing purpose
1（Class activity)
Encourage the Ss to summarize the key points
T: Class will be over soon. We should summarize what we have learned in this lesson. Let’s begin!

Summarize what they have learned today.

S1:We learned some new words: passport, boss, grandson.
S2:We learned the sentence structures. They are:
S+V, S+V+O, S+V+P, S+V+O+OC, S+V+IO+DO, There be…
S3: We can give suggestions when other people need help.

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。

2 (Class activity)
Assign the HMK.
T: For today’s HMK, I’d like you to remember the new words and you should make six sentences with different sentence structures. Please preview Section B—1a, 1b, 1c, 3a, 3b Section D—2a, 2b.
Finish the HMK after class.

适当的家庭作业有助于巩固课堂所学的知识。

Remark：
VI . Blackboard design
第二课时 (Section A—3, 4a, 4b Section B—2)
1.Some new words:
passport, boss, grandson.
2. Sentence structures:
S+V,
S+V+O,
S+V+P,
S+V+O+OC, S+V+IO+DO,
There be…