八下U5T2(p1).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

第一课时（Section A 2, 1a,1b,1c,）
教学设计思路：
本节课为话题的第一节课。主要活动为Section A 的1a和2。
本课从复习感官动词表感受入手，继而谈论不同情绪的原因，引出原因状语从句的学习和运用。在pre-listening环节，通过不同方式的大量造句对原因状语从句加以操练。在While-listening环节设置由易到难的听力活动，使学生听懂有关情绪的简单对话。Post-listening环节中则首先要求学生有感情地朗读和表演1a的对话。之后利用本课所学自编对话谈论自己的经历，达到学以致用的目的。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）学习并掌握新词汇和短语。
exam, strict,shy, be strict with
（2）能够自如地运用以下交际用语进行交流。
Anything wrong?
What seems to be the problem?
Thank you for telling me.
2. Skill aims:
（1）能听懂有关情绪的简单对话。
（2）能正确地运用本课新呈现的短语，原因状语从句以及交际功能进行有关情绪及其原因的对话。
3. Emotional aims:
通过对Section A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。
2. 正确运用原因状语从句。
Difficult points：
1. 学生对...she has no friends to talk with.一句中to talk with的理解。
Ⅲ. Learning strategies
1. 通过造句更好地掌握新学的单词和表达方式；
2. 通过把简单句连成复合句更好地理解和运用原因状语从句。
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)
Get ready for the lesson. Play the tape recording or the video of the song If You Are Happy.
T: Good morning, everyone!

T: How are you feeling today?

T:I’m fine, thank you. As your teacher, I hope all of you are happy all the time. So are you happy today?

T:Now let enjoy a happy song If You Are Happy. I hope after listening to this song, you will be happy.
Enjoy the song If You Are Happy to get ready for the lesson.

Ss: Good morning, Miss…

Ss: Fine, thank you. And you?

Ss: …
营造学习英语的气氛，准备进入学习状态。
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。尽量使导入的内容与本节课内容贴近。
Stage 2（5mins)： Revision
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Review Linking verb + adjective.

T: Did you have a happy weekend?

T: Hi, S1, You said “no”. Anything wrong?

T: What seems to be the problem?

T: Oh, I’m sorry to hear that. Don’t be too sad. I believe you pet dog will live happily in another world.

T: OK. Everybody. Please discuss about the following questions:
Did you have a happy weekend?
What did you do during your last weekend? How did you feel? Why?
Now work in pairs and make conversations about them. Try to use these two sentences: Anything wrong? What seems to be the problem?
T: Who would like to talk about your weekend? Don’t be shy. You can make it.

T: How terrible! You got too much homework. It seems that we should assign a little less homework.

T: I’ll think about it. Any other pairs?
Make conversations about the activities during the last weekend to review Linking verb + adjective.

Ss: Yes/No.

S1: I feel sad.

S1: My pet dog died yesterday.

S1: Yes, I think so. Thank you.

Ss:…

P1: Let us have a try.
SA: Did you have a happy weekend?
SB: No, I didn’t.
SA: Anything wrong? What did you do during your last weekend?
SB: I did nothing except doing my homework.
SA: How did you feel?
SB: I felt rather bored.
SA: Why? What seems to be the problem?
SB: Because I had to stay at home and couldn’t play basketball with my friends.

Ss: Yeah!

P2:…
复习系表结构的用法。导入到本节课话题——情绪的讨论。
Remark：可以采用多种方式进行系表结构的复习。如看图造句，情景造句等。最好在复习系表结构的同时渗透原因状语从句，让学生在不知不觉中自然而然地感知和运用本节课的目标语言。
Stage 3（14mins)： Pre - listening
Step
Teacher activity
Student activity
Designing purpose

1( Class activity )
Talk about pictures to use adverbial clauses of reason.
T: You can stay at home and do your homework instead of playing basketball. That means you are strict with yourself. Anyway I’m happy about it. But I think you shouldn’t be too strict with yourselves, or you will lose a lot of happiness. Do you agree with me?

T: OK. Now let’s see some pictures. Tell me their feelings and guess the reasons. Look at the first picture. What does he look?

T: Why is he happy?

T: What a good idea! Look at the second one. What do they seem?

T: Why do they seem surprised and angry?

T: Maybe that’s the reason. Oh, look at Kobe. What does he look? What’s wrong with him?

T: I hope he will be happy again. Look at the lovely dog. How does it feel? Why?

T: A good reason. How about the boy? Anything wrong with him?

T: Maybe. But can you guess different reasons?

T: Well, that’s a possible reason. What does “exam” mean in Chinese?

T: That means you are strict with yourselves.
Talk about pictures to use adverbial clauses of reason.

Ss: Yes.

S1: He looks happy.

S1: Because he sees a toy car.

S2: They seem surprised and angry.

S2: Because they read bad news in the newspaper.

S3: He looks disappointed because his team lost the game.

S4:It feels very happy because its owner comes back.

S5: He feels upset because he lost his iPhone.

S6: He feels upset because he can’t find his mother.
Ss:…
S7: He feels upset because he did badly in this exam.

S8: It means “考试”in Chinese. We’ll feel upset when we do badly in our exams.

通过看图造句理解和运用原因状语从句。

2(Pair work)
Show the pictures in 2 on the screen.

T: Let’s try to make more sentences. First, look at the pictures and match the expressions in the box with them.

T: Have you got the answers? What’s the right order?

T: Now look at the first picture and read the example. Please make more sentences according to the pictures by following the example. Who would like to talk about Picture 2. Don’t be shy.

T: The next one?

T:…

Finish 2. Look at the pictures and match the expressions in the box with them. Then make sentences by following the example.

Ss:…

S1: The right order is …

S2: He looks angry because he lost his pen.

S3: She looks worried because her son is ill in hospital.

S4:…
…
完成2的练习，巩固原因状语从句。

3(Class activity)
Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers.
T: Now look at this picture. How does the boy feel? What seems to be the problem?

T: Have you ever done badly in your exams?

T: How did you feel then?

T: Look the picture in 1a and read the form in 1b. Maybe you can guess what happened to the girl and predict the answers.

T:Tell me your guess, please. Don’t be shy.

T: Good job. You got most of them.
Read the form in 1b and predict the answers.

S1: The boy feels very frightened and upset because he did badly in the exam and his father is rather angry with him.

Ss: Yes, we have.

S2: I felt very unhappy and upset.

Ss:…

S3: Li Hong feels unhappy or upset because she did badly in the exam. Maybe Helen looks worried and Miss Wang wants to help her. But I can’t guess the others.
利用图片导入1a。看图和表格预测听力答案。
Remark：通过造句更好地掌握新学的单词和表达方式；
Stage4（7mins)： While - listening
Step
Teacher activity
Student activity
Designing purpose
1(Individual work)
Play the tape recording of 1a and show some questions on the screen.
1. How many people are there in this conversation? Who are they?
2. Who are they talking about?
3. How does Li Hong feel?
T: Listen to the conversation for the first time and answer the questions.

T: How many people are there in this conversation? Who are they?

T: Who are they talking about?

T: How does Li Hong feel?

Listen to 1a and answer the questions.

Ss:…

S1: There are two. They are Miss Wang and Helen.

S2: Hi Hong.

S3: She feels lonely.
由浅入深设置听力练习。
2(Individual work)
Play the tape recording of 1a and check the answers of 1b.
T: Well. Let’s listen to the conversation and fill in the blanks in 1b.

T: Now listen again and check your answers.

T: How does Helen look?

T: What seems to be the problem?

T:Is Li Hong strict with herself?

T: How does Li Hong feel?

T: Why does she feel so?

T: What does Miss Wang want to do?

Listen to 1a and check the answers of 1b.

Ss:…

Ss:…

S1: She looks worried.

S2: Li Hong is upset and she is crying in the bathroom because she did badly in the English exam.

Ss: Yes.

S3: Li Hong feels unhappy and lonely.

S4: Because she is new here and she is quiet and shy.
S5: She feels lonely because she has no friends to talk with.

S5: She will talk with her.

Remark：利用师生讨论的方式核对答案有利于学生进一步理解对话内容。
Stage 5（12mins)： Post- listening
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Ask the students to act out the conversation in 1a.
T:Well done. Now let’s act out 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.
Act out the conversation in 1a in pairs.

Ss:..

P1:…

2(Pair work)
Ask the students to make conversations in pairs based on 1a and 1b.

T: You know , in this lesson we learned many sentences with “because”. “Because” is used to answer the why-questions. We call it adverbial clause of reason. Now let’s ask and answer in pairs based on 1a and 1b by following the example in 1c.

T:Can you combine your sentences as a single sentence? For example, Helen look worried because Li Hong is so unhappy. Will you have a try?

Make new comersations based on 1a and 1b by following the example in 1c.

P1:…

P1: Let me have a try.

3(Pair work)
Ask the students to make conversations to talk about their unhappy experiences.
T: Everyone has some unhappy experiences in his life. Were you sometimes unhappy? You can share them with your partner and you will be better. Now you can make sentences about them in pairs. Let’s begin.

Make conversations to talk about their unhappy experiences.

P1:…

Remark：通过把简单句连成复合句更好地理解运用原因状语从句。对原因状语从句的解释可以用中文。
Stage 6（4mins)： 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 adverbial clauses of reason.
S2: We learned some new words and useful phrases.
exam, strict, shy,
be strict with
S3: We learned some useful expressions:
Anything wrong?
What seems to be the problem?
Thank you for telling me.

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 Section A-3 & Section B-1a,1b,1c
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
第一课时 (Section A 2,1a,1b,)

1. New words and phrases:
exam, strict, shy,
be strict with
2. Useful expressions:
Anything wrong?
What seems to be the problem?
Thank you for telling me.