八年级英语下册Unit 5 Feeling Happy--Topic 3 Section A湘教版.doc

Unit 5 Feeling Happy
Topic 3 Section A
Section A 需用1~2个课时。
重点活动是1a和2。
教学目标：
1.学习描述身体感觉的句子。
2.继续学习表达对他人关心和建议的句子。
3.复习表达个人情感的句子。
教学过程：
第一步: 复习
教师叫一个学生站起来扮演一个生病的学生，进行师生对话,复习打电话及询问病情的语言。
Teacher: Hello! May I speak to Li Ming?
Student: Hello! This is Li Ming speaking.
Teacher: What’s wrong with you?
Student: I have a cold.
Teacher: Oh, I’m sorry to hear that. Don’t worry! Take a good rest.
Student: Thanks a lot.
第二步：呈现
1.放录音1a,请学生听录音回答下列问题:
① Is Michael feeling better?
② What is he worried about?
③ Does he like ginger soup?
教师将句子写在投影片或黑板上,在放录音前展示给学生,让学生带着问题去听1a。
2.让学生打开课本,跟读刚才所听对话,检查答案，然后由教师给出答案供学生参考。
3.再读对话,划出其中的生词,教学生词：tense, injection, ginger, soup, bitter, test, take it easy。接着学生跟录音读单词，然后教师点拨重点、难点，教师在黑板上写出这些重点句子：
It makes me so tense.
The nurse there makes me nervous.
make+宾语+形容词，使某人或物保持某种状态
Calm down!
And medicine tastes so bitter.
第三步：巩固
1.再放一遍录音，完成1b。
2.让学生跟录音读课文，熟记重点，然后分角色扮演活动。
3.让学生做1c，比一比看谁做得快。完成后让他们举手读出他们所写单词，评比谁写得最好最完整。
第四步：练习
1.放录音2，让学生跟读，同时找出重点、难点的句子。
2.教师把这些句子板书在黑板上。
Some programs on TV make me want to sleep.
If we have time, we’ll come over to see you again.
I’m nervous about the test at the the end of the month.
Take it easy.
Jim can play instead of you.
instead of 代替、替换
3.每四人一组，分角色扮演。
4.学生用自已的语言复述1a,2的内容。
第五步：综合探究活动
1.听录音3完成练习，学习“恐惧”与“安慰”的情感表达。
2.给学生创设一个情景：假设班里的一位同学病了，没有上学。（学生可任选一位同学）别的三或四位同学相约去看他（她）。自由发挥，编写一段含有询问病情及安慰和建议的对话。

Section A

Section A needs 1~2 periods.
The main activities are 1a and 2.
Teaching aims and demands:
1.Learn how to describe the feelings of body.
2.Continue to learn how to express care and suggestions.
3.Review the sentences about feelings.
Teaching procedure:
Step 1 Review
Suppose a sick student is absent, the teacher asks one student to act as him, then make a dialog.
Teacher: Hello! May I speak to Li Ming?
Student: Hello! This is Li Ming speaking.
Teacher: What’s wrong with you ?
Student: I have a cold.
Teacher: Oh, I’m sorry to hear that. Don’t worry! Take a good rest.
Student: Thanks a lot.
Step 2 Presentation
1.Listen to 1a and answer the following questions:
① Is Michael feeling better?
② What is he worried about?
③ Does he like ginger soup?
First the teacher writes down the questions on the flashcard or blackboard, and shows them t o the students. Then let the students listen to 1a with these questions.
2.Students open the books. Listen to 1a and read it. Check their answers. Then the teacher gives the right answers.
3.Read 1a again and find new words. The teacher writes down the new words on the blackboard: tense, injection, ginger, soup, bitter, test, take it easy. Then the students read them after the tape and the teacher explains the new words and language points:
It makes me so tense.
The nurse there makes me nervous.
make+object+adj.
Calm down!
And medicine tastes so bitter.
Step 3 Consolidation
1.Listen to 1a again. Finish 1b.
2.Let the students read after the tape. Remember the main sentences and act it out.
3.Finish 1c. Then read their words and find out who is the best.
Step 4 Practice
1.Listen to 2.Let the students read after it and find out the main sentences.
2.The teacher writes down these sentences on the blackboard.
Some programs on TV make me want to sleep.
If we have time, we’ll come over to see you again.
I’m nervous about the test at the end of the month.
Jim can play instead of you.
instead of 代替、替换
3.Role play (Four in one group).
4.Ask the students to retell 1a and 2 with their own words.
Step 5 Project
1.Listen to 3 and complete the exercises. Learn how to express care, fear and reassurance.
2.Suppose Xiao Ming (It may be another student.) was ill. He didn’t go to school, and the other three or four students went to visit him. Make up a dialog about illness, reassurance and suggestion.