八下U5T3-1.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，即影响我们情感态度的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇及相关功能句。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。该部分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表达，为他们的自主学习打下良好的基础，最后通过Project的活动Expressing your moods对所学内容进行积极应用。
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
第一课时（Section A—1a,1b,1c, 2）
教学设计思路：
本节课主要活动为Section A -1a。
本节课的课型为听说课。学习新词汇test, nervous, speech, CD的同时掌握描述心情、询问心情、表示安慰和提出建议的功能句，并让学生能够利用这些功能句进行日常交流。因为1a是一个打电话的对话，所以在复习环节，我们设置情境复习打电话的常用功能句，情境的主要内容也是表达关心，目的是能够呈现并让学生感知目标语言。Pre-listening的主要任务是学习新词汇和预测1b答案。本课的词汇不多而且简单，常用，教师通过与学生交流就可以在运用中让学生熟悉并掌握这些词汇。While-listening环节里，除了听1a并完成1b，1c的任务之外，通过师生讨论的方式强化和巩固本课需要学生掌握的功能句，为接下来的交流做准备。在Post-listening环节里，学生模仿语音语调，选择情境自编对话。此外本课设计了一个仿照1c改写对话的小组活动，在提高学生的书面表达能力的同时教给学生学习策略：发表演讲或汇报之前要做好充分的准备。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）学习并掌握新词汇：test, nervous, speech, CD
（2）掌握以下描述心情、询问心情、表示安慰和提出建议的功能句：
I’m worried.
I get so nervous when I give a speech.
Is there anything wrong?
Relax, I am sure you will do well.
I will help you.
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描述心情、询问心情、表示安慰和提出建议。
3. Emotional aims:
(1) 通过对本课的学习，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。
(3) 对朋友的询问、关心等做出恰当的反应。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
(1) 能自如地运用描述情绪和情感的形容词描述自己的心情。
(2) 能正确地运用本课的交际功能用语进行情绪询问，宽慰他人和给出建议。
2. Difficult points：
将对话改写为短文，简述同学因某事紧张或焦虑以及其他同学给出建议的事件。
Ⅲ. Learning strategies
1. 发表演讲或汇报之前要做好充分的准备。
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 to prepare for the lesson.
T: Good morning, everyone!

T: How are you doing?

T: Who’s on duty today?

Greet as usual to prepare for the lesson.

Ss: Good morning, Miss…

Ss: Very well.

S1: 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（5mins)： Revision
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Review how to make a telephone call.
Situation1:
T: I’m sorry to hear that Jack is ill today. I hope he will get better soon. Did you make a telephone call to him?

T: I think you should call him to express your concern. OK, let’s work in pairs to make a telephone call to care for Jack. Suppose one of you is Jack. Let’s begin.

T: Who would like to act out your conversation?

Situation2: (When nobody is ill)
T: Hi, boys and girls. You know, everyone should care for others. Do you know Jack? He is a student in Class five. I heard that he is ill today and didn’t come to school. I think you should make a telephone call to him. Do you think so?

T: OK, let’s work in pairs to make a telephone call to care for Jack. Suppose one of you is Jack. Let’s begin.

Work in pair to review how to make a telephone call.

Ss: Yes/no.

Ss:…

P1: We want to have a try…

Ss: Yes.

Ss:..
复习打电话对话。表达对他人的关心。
Remark：学生编对话的时候教师可提醒学生利用目标语言：Is there anything wrong? 并复习Who’s this? This is Michael speaking. What’s wrong with you?等句型。
Stage 3（5mins)：Pre - listening
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Lead in 1a and write down the new words on the blackboard.
T: You did quite well. It’s good to care about others. Buy the way, next week we’ll have an English speech. S1, are you worried about the English speech?

T: Don’t be nervous. Calm down. Please be confident! I can lend you some CDs about giving speech if you need. Next week we will have a math test. What’s your feeling, S2?

T: Don’t worry. Take it easy. I know some of you are nervous about giving a speech. How do you feel when you give a speech?

T: If your friend is worried about his/her speech, how will you help him/her to relax?

T: You all offer good ideas. Michael will give a speech and he also feels nervous. Let’s see how Kangkang does to help Michael.
Learn the new words.

S1: Yes. I’m very worried. I can’t sleep well at night.

S2: I’m afraid of getting poor results. So I’m very worried about it.

S3: I feel nervous about it .
S4: I feel a little excited.
S5:…

S6: I’ll tell him not to worry about it.
S7: I’ll help him to practice.
S8:…

学习新词汇。

2(Individual work )
Ask the students to read through 1b and predict the answers.
T:Before listening, let’s read the questions in 1b and predict the answers. What is Michael worried about?

T: Yeah, you got it. How does Michael feel when he has to give a speech?

T: Maybe. What is Kangkang’s suggestion for helping Michael?

Read through 1b and predict the answers.

S1: He is worried about his speech.

S2: He may feel nervous.

S3:He may help Michael but I don’t know how.

Remark：预测听力答案可以降低听力的难度，帮助学生更好地理解听力材料的内容。
Stage4（12mins)：While - listening
Step
Teacher activity
Student activity
Designing purpose
1(Class activity )
Play the tape recording of 1a. Check the answers of 1b.
T: It doesn’t matter. Listen to the conversation carefully and find the answers to the questions in 1b.

T: Just as you guessed, Michael is nervous about his speech. What is Kangkang’s suggestion for helping Michael?

T: Do you think Michael will do well in his test?

T: Why do you think so?
Listen to 1a and answer the questions in 1b.

Ss:…

S1: He suggested Michael to listen to a CD and practice.

S2: Yes, I think so.

S2: Because Michael feels more relaxed with Kangkang’s help.

2(Individual work)
Play the tape recording of 1a again.
T: Good job. The passage in 1c is rewrote form the conversation. Read it and try to fill in the blanks first.

T: Now let’s listen again. Complete the passage and check your answers.

T: When we want to express our concern to others, we can ask him or her “What’s wrong with you?”. In this lesson we learned another expression to care about others. What is that?

T: Good. When someone asks you what’s wrong, you can express your feelings. How can you do this?

T: Yes. And when someone has problems and feels bad. We should comfort him and try to help him. Do you agree with me?

T: After listening to 1a, do you know what to say to comfort others?
Listen to 1a again and fill in the blanks in 1c.

Ss:…

Ss:…

S1: Is there anything wrong?

S2: I may tell him I feel worried. Or I get nervous.

S3: Of course.

S4: Relax. I’m sure you will do well. I will help you.
再听1a，完成1c。师生讨论掌握并巩固知识点和功能句。
Remark：通过师生讨论的方式重现和巩固需要学生重点掌握的语言点或功能句。
Stage 5（15mins)：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(pair work)
Show some phrases on the screen. Ask the students to make conversations in pairs according to the situations.
have a math/physics test
give a speech
take part in a competition
see a dentist
sing a song in the evening party
…
T: Some life events usually make us nervous or worried in our life. Have you met this kind of events? Now look at the screen, I listed some events that may make you nervous or worried. Please choose one of them and make a similar conversation according to 1a.

T: Who would like to act out your conversation?
Make conversations in pairs according to the situations on the screen.

Ss:…

P1:…
学生仿照1a自编对话，练习巩固本课的功能句。
3(Group work)
Ask the students to change one of the conversations into a short passage according to 1c.

T: You have known your group members’ problems. Now work in groups. Choose one of your conversations in your group and change it into a short passage. And then you can report it to the whole class.

Choose one conversation in groups and change it into a short passage according to 1a.

S1: Kate is nervous because she will see a dentist tomorrow. Kate always gets nervous when she…
仿照1c，改写对话，作报告。
Remark： 1.将对话改写为短文的练习可以锻炼学生的书面表达能力。
2.发表演讲或汇报之前要做充分的准备。
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:
test, nervous, speech, CD
S2:We learned how to express our feelings.
I’m worried.
I get so nervous when I give a speech.
S3:When we want to express our concern to others, we can ask:
Is there anything wrong?
S4: We learned how to comfort others.
Relax.
I am sure you will do well.
I will help you.

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 practice Section A-1a with your partner. Don’t forget to preview Section A—3, 4a, 4b and Section B—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
第一课时 (Section A—1a,1b,1c, 2)
1. Some new words:
test, nervous, speech, CD
2. Useful expressions:
I’m worried.
I get so nervous when I give a speech.
Is there anything wrong?
Relax.
I am sure you will do well.
I will help you.