八下U5T2(p2).doc

Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
教学内容分析及课时分配建议：
本单元以Feeling Excited 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What seems to be the problem? How are you feeling today? Why don’t you talk to someone when you feel sad? I was really upset and lonely.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：Section A-2, 1a, 1b, 1c
第二课时：Section A-3 Section B-1a,1b,1c
第三课时：Section B-2a,2b Section C -2 Section B -3a,3b
第四课时：Section C-1a,1b,1c, 3,4
第五课时：Section C -5 Section D-Grammar and Functions, 1a, 1b, 2,Project
第二课时（Section A-3 Section B-1a, 1b, 1c）
教学设计思路：
本节课主要活动为Section B-1a。
本节课的课型为听说课。本节课继续上节课有关Li Hong 的情绪的话题进行讨论和学习，功能句有问候、分享感受、安慰和建议。语法内容仍然是原因状语从句。复习环节利用造句游戏复习系表结构和原因状语从句。SectionA-3是Helen写给Li Hong的安慰邮件，承接上节课的内容并与本节课SectionB-1a的对话内容相关，所以很适合作为Pre-listening的一部分。While-listening的环节依然设置了不同层次的听力练习，由浅入深地理解对话。并通过师生讨论的方式解决对话中的新词汇和语言点。Post-listening环节除了常规的朗读之外，本课设置了一个改写对话并加以复述的活动。目的是让学生更深入地理解对话并运用目标语言。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）学习并掌握新词汇和短语。
take it easy, fail, someone, feeling, joke
（2）能够自如地运用以下交际用语进行交流。
Take it easy.
How are you feeling today?
Why don’t you…?
Don’t worry.
There, there!
It’ll be OK.
2. Skill aims:
(1) 学会如何安慰情绪低落的同伴。
(2) 学生如何给情绪低落的同伴提建议。
3. Emotional aims:
通过对Section B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. Culture awareness:

Ⅱ. The key points and difficult points
Key points：
1. 学生在交流中能自如地运用描述情绪和情感的形容词和提出建议的动词。
2. 正确运用原因状语从句。
Difficult points：
1. 正确运用be +adj. +prep.结构。
2. 学生对There, there!的理解。
Ⅲ. Learning strategies
在写作环节进行合作学习可取长补短，互相促进，共同进步！
Ⅳ. Teaching aids
多媒体课件/图片
V Teaching procedures
Stage 1(3mins)：Getting students ready for learning
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Greeting as usual. Prepare for the new lesson. Play the video of Happy.
T: Good morning, everyone!

T:How are you feeling today?

T: Maybe sometimes you feel sad and upset for no reason. It doesn’t matter. Everyone gets these feelings at your age. Why don’t you talk to your friends? you will feel better.
T: Let’s enjoy a beautiful song named Happy. Have you ever heard of it? It’s so popular. You can follow it if you are able to sing it.
Greeting as usual. Prepare for the new lesson. Enjoy the song Happy.

Ss: Good morning, Miss…

Ss:…

Ss:…
为上课做好准备，并通过师生交流呈现目标语言，让学生进行初步的感知。
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)
Play a game to review adverbial clauses of reason.
T: Before the new lesson, let’s play a game. I have prepared some pieces of paper with verbs and adjectives on them. Every student will get two pieces of paper. One for a verb, the other for an adjective. Please use your imagination and make a sentence with these two words. For example , I have got two words. They are happy and fly. Maybe I can make a sentence: I’m very happy because my little bird flew back this morning. Is that clear?
T: Say our your sentences, please.

T: Is that true? I also feel surprised. The next one, please.
Hand out the pieces of paper. Play a game to review adverbial clauses of reason.
Make sentences with words on the pieces of paper.

S1: I got the words “surprised” and “eat”. So my sentence is “Xiao Li is so surprised because his partner has eaten ten cakes for his breakfast.

S2:…
利用游戏的方式复习系表结构和原因状语从句。
Remark：1.游戏的指令一定要清楚，务必让学生听懂，必要时教师可以用汉语解释。
2. 教师提前在小纸条上写好情绪形容词和动词。每个学生随机分到一张写有情绪形容词和一张写有动词的小纸条，学生根据这两个词展开想象，利用原因状语从句造句。
Stage 3（10mins)： Pre - listening
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Ask the students to read SectionA-3 and fill in the blanks Play the tape recording of SectionA-3 and check the answers.
T:As you know, Li Hong feels unhappy because she did badly in the last English exam. Helen is a kind girl and she wants to help her. She wrote an e-card to Li Hong to comfort her. Please choose the correct words and phrases to complete the e-card.

T:Have you got the answers? Let’s listen to the tape and you can check your answers.

T: Why did Helen send this e-card to Li Hong?

T: Helen gave Li Hong some suggestions. What are they?

T: Do you think that Li Hong will feel better when she sees this card?

Read SectionA-3 and fill in the blanks. Then listen and check the answers.

Ss:..

Ss:…

S1: She wanted to cheer her up.

S2: Helen told Li Hong not to worry about the English exam.
S3: It doesn’t matter if she did badly in one exam. She can work harder and do better next time.
S4: Take it easy, and don’t be too strict with herself.
S5: Try to talk to others.
S6: Helen would like to be Li Hong’s friend and talk with her if Li Hong wants.

S7: Yes, I think so.
完成SectionA-3并利用师生讨论的方式解决文中出现的语言点。

2(Pair work)
Lead to 1a and predict the answers of 1b.
I also believe that Li Hong will be better with Helen and Miss Wang’s help. Just as you know, Miss Wang will have a talk with her to help her out. You will listen to a conversation between Miss Wang and Li Hong. Can you guess what they are talking about?

T: Your guesses are reasonable. Read the Problems and suggestions in 1b. Do you think what problem Li Hong may have and what suggestions Miss Wang will give her. Tick them.

Read 1b and predict the answers.

S1: They may talk about Li Hong’s problems.
S2: Miss Wang may give Li Hong some advice.

Ss:…

Remark：
Stage4（10mins)： While - listening
Step
Teacher activity
Student activity
Designing purpose
1(Individual work)
Play the tape recording of SectionB-1a and check the answers in 1b.
T:Let’s listen to the conversation and tick the problems and suggestions you hear.

T:Tell me your answers, please.

T: What do you mean by fail the exam?

T:Good ! Any other problems?

T What suggestions does Miss Wang give her?

T: You did quite well. Now let’s listen again and you can match the problems and the suggestions.

T: What should Helen do when she feels sad?

T: Helen doesn’t how to talk with others. What should she do?

T: Li Hong wants to make friends with Helen as well. Why?

T: Joke can make you laugh and relaxed. Do you often tell jokes to your friends?

T: How does Miss Wang comfort Li Hong?

T: It means 好啦，好啦. It’s used to comfort others.

Listen to 1a and tick the problems and suggestions they hear.

Ss:…

S1: Li Hong failed the English exam and she feels sad.

S2: It means she didn’t pass the exam.

S3: She doesn’t know how to talk with others.

S4: Miss Wang told her to find others to talk to and to make friends with Helen.

Ss:…

S5: She should find others to talk to when she feels sad.

S6: She can make friends with Helen.

S7: Because Helen always tells her jokes and makes her laugh. Li Hong thinks Helen seems to like her.

Ss: Yes.

S8: She said “there, there! It’ll be OK.”
S9: What does “there” mean here in Chinese?

S9: I see. Thank you.
利用师生讨论的方式解决对话中的语言点。
2(Individual work)
Ask the students to read 1a and fill in the blanks in 1c.
T: You’re welcome. OK. Now let’s read 1a and fill in the blanks in the short passage in 1c. I think it’s very easy for you.

T: Have you got the answers? Who would like to read the passage for us?
Read 1a and fill in the blanks in 1c.

Ss:…

S1:Let me have a try....

Remark：
Stage 5（12mins)： Post- listening
Step
Teacher activity
Student activity
Designing purpose
1(Group work)
Ask the students to practice the conversation in 1a.
T:Well done. Now let’s practice the conversation in pairs. You should pay more attention to the pronunciation and intonation.

T: Now let’s cut out the conversation in roles. Be brave to have a try, please.
Act out the conversation in 1a in pairs.

2(Pair work)
Show some questions on the
screen.
1. Why does Li Hong often feel
lonely?
2. How is she feeling these days?
Why?
3. What did Miss Wang do for
her?
4. What suggestions did Miss
Wang give her?
5. How does she feel now?

T: I have some questions about Li Hong on the screen. Now ask and answer in pairs first. And then you can tell me the changes of Li Hong’s feelings according to the answers. You can work in groups and then one student of your group makes a report. Let’s have a try.

T: Can you tell me the changes of Li Hong’s feelings?

Answer the questions on the screen in pairs. Then retell the changes of Li Hong’s feelings according to the answers.

Ss:…

S1: Yes. Li Hong is a quiet and shy girl. She has few friends. So she often feels lonely. She is feeling very sad these days because…
根据问题的提示，让学生改写并复述对话。
Remark：在写作环节进行合作学习可取长补短，互相促进，共同进步！
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:
fail, someone, feeling, joke
S2: We learned how to comfort others:
Take it easy.
Don’t worry.
There, there!
It’ll be OK.
S3: We knew we should help others and give them suggestions when they are feeling sad .
S4: We knew that we should talk to others when we are feeling sad and then we will feel better.
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 phrases. Please practice 1a with your parents and preview Section B-2a,2b Section C -2 Section B -3a,3b
Finish the HMK.

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 Section B-1a,1b,1c)

1.Some new words: 3. Useful expressions:
fail, someone, feeling, joke How are you feeling today?
2. How to comfort others: Why don’t you…?

Take it easy.
Don’t worry.
There, there!
It’ll be OK.