八下U5T3(p3).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, Section D—2a, 2b, Section B—3a, 3b
第四课时：Section C—1a, 1b, 1c, 2
第五课时：Section D—Grammar and focus,1, Project
第三课时（Section B—1a, 1b, 1c, Section D—2a, 2b, Section B—3a, 3b）
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。复习环节的主要内容是简单句的六种基本句型和提出建议的方式。同时在具体的情境中学习本课的新词汇。1a的对话中出现了较多重要的短语，在While-listening环节通过师生讨论核对1b和1c答案的方式，巩固这些重要的短语，并要求学生记忆。在Post-listening环节里，学生利用编写相似对话的方式巩固目标语言。给学生提供一些熟悉的话题和人物，学生有话可说，可高效利用时间。然后，学生讨论保持乐观情绪的方法，完成Section D的2a并完成一篇书面表达。写作之前，提醒学生正确使用简单句的六种基本句型完成Section D的2b。最后，学习语音、语调和停顿完成Section B的3a和3b，结束本课。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）学习并掌握新词汇和短语
sick, proud, be proud of, anyway, ready,
affect, confident, mood
（2）学会表达关心，鼓励和建议。
Let’s show him that we are proud of him.
Let’s give Michael a surprise!
（3）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，掌握句子的停顿和语音语调。
2. Skill aims:
（1）能听懂有关询问影响心情的事情和提出建议的简单对话和陈述。
（2）能正确地运用本课的交际功能用语进行交流。
（3）能根据本课所学和已有经验写出怎样保持愉快心情的短文。
3. Emotional aims:
（1）通过对本课的学习，学生应了解不良情绪对健康的危害，并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）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。
（2）将本课的重点词汇、短语运用到交流和写作之中。
2. Difficult points：
在交流与写作中注意六种简单句式的正确运用。
Ⅲ. Learning strategies
1. 通过运用使已学知识达到掌握和熟练的目的。
2.小组合作共同完成一篇书面表达，集合集体的智慧，可拓宽思路并降低写作的难度。
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)
Greet as usual.

T: Good morning, boys and girls.

T: How are you feeling today?

T: I’m OK. Thank you. By the way, who’s on duty today?

T: Don’t be nervous. You should be confident about yourself. I believe you can do it. Be brave and have a try, please.
Greet and prepare for the new lesson. A student gives a duty report.

Ss: Good morning, Miss…

Ss: Very well. Thank you. And you?

S1: I am. But…

S1:Hello, everyone! I’m on duty today…

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（8mins)： Revision & lead-in
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Choose some sentences form the students’ homework and show them on the screen to review the sentence structures.
T: You did a good job, S1,I’m proud of you. Hi, everyone, we learned the sentence structures in the last lesson and you have made some sentences as your homework. I chose some good sentences from you homework. Please read them carefully and tell us which sentence structures they belong to.
Read some sentences on the screen and decide which sentence structures they belong to.

Ss:…
复习简单句的六种基本句型。
2(Pair work &Class activity)
Review how to give suggestions and learn the new words and phrases. Write the new words and phrases on the blackboard.
T: Look at these pictures. One is in need and the other gives some suggestions. Work in pairs and make conversations. For the first picture, who would like to have a try?

T: Good. Maybe you often get nervous when you give a speech. What should you do if you want to do well in a speech?

T: Yes, I agree with you. You mean you should get ready for it. And I think you should be more confident about yourselves when you give a speech. It means you should believe you can do it well. Can you guess the meaning of confident?

T: Well done! As a teacher, I’m always proud of you because you are confident and you do well in your English learning. “be proud of” means为……感到骄傲 in Chinese. Can you give an example?

T:What a good sentence! Now look at the second picture. He is sick. It means he is ill. Maybe there’s something wrong with his tooth. Who can act out the dialog?

T: The boys feels frightened when he has to go to the dentist. But he went anyway. I think he is brave. Now look at the third picture. Who can act out your conversation?

T: You know, it’s hard to stick running every day. But she did it anyway. Can you guess the meaning of the word “anyway”?

T: In our life we often meet something that make us upset or worried. Anyway, we should try to keep in a good mood, or we will be sick. After all, feelings can affect our health. Do you think so?
Review how to give suggestions and learn the new words and phrases.

P1: —I feel nervous because I will give a speech tomorrow.
— Be brave and you should practice often.

S1: We should practice more and prepare for it.

S1: 自信的

S2:We are proud of our motherland.

P2:—I am worried. I always get frightened when I have to go to the dentist.
—Relaxed and just follow the dentist’s advice.

P3: —I am getting fat.
—Take it easy! Why not eat less rich food and do more exercise?

S2:It means 不管怎样 /无论如何.

Ss: Yes.
学生编对话复习情绪表达和提出建议的方式。教师参与讨论并引导学生学习新词汇。
Remark：将词汇教学与具体的情境相结合。
Stage 3（2mins)： Pre - listening
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Ask the students to read 1b and 1c. And then guess the main idea of the conversation.
T: As you know, Michael felt worried because of the speech. Actually, he gave a good speech. But he still seems very upset. Look at the picture in 1a. What do you think the friends are talking about? Read 1b and 1c and guess what they are talking about.

T: What’s your opinion? Be brave and share your opinions with us, please.
Read 1b and 1c. And then guess the main idea of the conversation.

Ss:…
听之前阅读题目，预测听力内容及答案。

Remark：
Stage4（10mins)： While - listening
Step
Teacher activity
Student activity
Designing purpose
1(Individual work)
Play the tape recording of 1a.
Finish 1b
T: Some of your ideas are reasonable. Let’s listen to the conversation and number the phrases you hear.

T: Check your answers with your partners.
Listen to 1a and number the phrases. Finish 1b.

Ss:…

Ss:…

2(Individual work)
Play the tape recording of 1a again.

T: Listen again and fill in the blanks with the correct phrases.

T: Have you got the answers? Let’s talk about the conversation and you can check your answers. Michael did well in the speech, but he still seems upset. The friends are worried about him. Why?

T: Good, please underline the phrase “be in a bad mood”. So it’s very important for us to be in a good mood. As Michael’s friends , they want to help him. What will they tell him?

T: Yes. And they want to show him that friends can help each other. You should underline the phrase “be proud of” and “help each other”. What do they want to do then?

T:Why do they do so?

T: Yeah. To give sb. a surprise is a good way to make him/her happy or cheer him/her up. You can underline the phrase “give sb. a surprise”. Since they all agree with the plan, what will they do then?

T: Please underline the phrase “be ready for”. You should remember the phrases you underlined just now. They are useful in your communication and writing.
Listen to 1a again and fill in the blanks with the correct phrases and then read 1a and check the answers.

Ss:…

S1: Because when we are in a bad mood all the time, we could become sick.

S2: They want to tell Michael that he is brave and great and they are proud of him.

S3: They want to put on a short play.

S4: They want to give Michael a surprise.

S5: They will get ready for the short play.
师生讨论。核对1c的答案，加深对对话的理解同时学习重点短语。
Remark：教师可以根据教学实际，将听后阅读对话完成的练习改为while-listening的活动。
Stage 5（14mins)： 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 attention to the intonation and emotions.

T: It’s time to show your conversations. Be brave to have a try, please.
Practice the conversation in 1a in pairs.

Ss:..

P1:…

2(group work)
Ask the students to make similar conversations in groups. Show the form below.
name
feeling
How to help
Mr. Brown
disappointed

Li Hong
upset

Jeff
mad

Michael
worried

T: Hi, boys and girls. Just as you know, we should try to help other people when they need help. Do you remember these friends and their problems? Let’s discuss how to help them in groups. You can use the new words and phrases in 1a.

T: Who can act out your conversations?
Make similar conversations according to 1a in groups.

Ss:…

Ss:…

3(Group work)
Finish Section D-2a,2b.

T: It’s good to help others. On the other hand, we should try our best to keep in a good mood. What do you usually to stay happy in your daily life? Now first, discuss the ways to be happy in SectionD-2a. Tick the ways that you think are good and cross the ways that are bad, And then list your own good ways and share with your partners.

T:Write a short passage about how to stay happy in group. Later, I’ll ask some students to report your ideas to the class. Make sure to use the right sentence structures.

T: Does anybody want to report your good ways to be happy?
Talk about the ways to be happy and then write a short passage about how to stay happy.

Ss:…

Ss:…

S1:…

Remark：1.提供给学生熟悉的话题和情境编写对话，学生有话可说，可高效利用时间。
2.通过运用使已学知识达到掌握和熟练的目的。
3.课堂作文因为时间有限，可以小组共同完成一篇文章，降低写作的难度。
Stage 6（5mins)：Pronunciation
Step
Teacher activity
Student activity
Designing purpose
1(class activity)
Play the tape recording of SectionB-3a.

T: Your spoken English is almost good. But just as you know, a good English learner should always pay attention to his pronunciation. So let’s learn more about it. First, listen to the tape and read the following pairs of words and pay attention to the sounds of the underlined letter.

T: You may find that the letter Ii pronounces /ɪ/ but the combined letters “ee” and “ea” pronounce /i:/. You should pay attention to the difference between them.

Listen to the tape and read the following pairs of words and pay attention to the sounds of the underlined letter. And then listen again and try to imitate.

Ss:…

2(class activity)
Play the tape recording of SectionB-3b.

T: To make your spoken English sound natural and fluent, you should pay attention to the pause and intonation. Read the sentences, then listen and try to imitate.

Read the following sentences, paying attention to the pause and intonation. Then listen and try to imitate.

Ss:…

Remark：
Stage 6（3mins)： 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 and phrases.
sick, proud, anyway, ready, affect, confident, mood
be proud of, be in a bad mood, be confident about, give sb. a surprise, put on a short play, get ready for.
2. We knew that feelings can affect our health. We should keep in a good mood and help others when they need help.
3.We learned the
Difference between /ɪ/and /i:/.
4. We should pay attention
to the pause and intonation
when we read and speak
English.
5.We learned some ways to
be happy.
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 preview Section C—1a, 1b, 1c, 2.

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
第三课时 (Section B—1a, 1b, 1c, Section D—2a, 2b, Section B—3a, 3b)
1. Some new words and phrases:
sick, proud, anyway, ready, affect, confident, mood
be proud of, be in a bad mood, be confident about, give sb. a surprise, put on a short play, get ready for
2. /ɪ/—— sick sit fill will
/i:/——seek seat feel wheel