广东省肇庆市田家炳中学八年级英语下册 Unit 5 Topic 2 I’m feeling better now Section B教案 （新版）仁爱版.doc

Unit 5 Topic 2 Im feeling better now SectionB. Material analysis本节课建议教师用1-2课时上完。主要活动为Section B 的1a和2a。本课通过Miss Wang 询问并与情绪低落的Li Hong 谈心，提出合理的建议，帮助她走出消极情绪的阴影，进一步深化了本话题的主题：学会关爱他人，帮助他人走出情绪低落的阴影，给予心情不好的同伴合理有效的建议。对话继续呈现了语法重点：原因状语从句, 并呈现了新出现的单词和重点短语：fail, someone, feeling, joke和at ones age。在对话中还呈现了交际功能用语：How are you feeling today? Why dont you? 以及表示安慰的Dont worry. There, there! 和Itll be OK.等句子。使学生学会理解别人，安慰别人，给出合理化建议，并在运用课本语言知识解决书面问题的同时，提高他们的口语交际技能，进行灵活运用。 . Teaching aimsKnowledge aims：1. 学生能区分元音音素/ i/和/, 并能正确拼读单词，注意对应的字母组合的拼写规则；学生能在朗读句子时正确处理停顿、弱读和辅音的不完全爆破现象。2. 学生能正确拼读并运用单词表中的黑体单词fail, someone, feeling和joke。3. 学生能正确运用以下短语造句：fail to do sth., at ones age, tell sb. the joke和 by the way.4. 学生能自如地运用以下功能句进行交流。How are you feeling today?Why dont you?Dont worry.There, there!Itll be OK.Skill aims：1. 能听懂有关询问情绪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询问和给出建议。3. 能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。4. 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语言写出简单的有关情绪询问和给出建议的对话。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。 2. 有关情绪询问和给出建议的对话的写作。. Learning strategies 1. 多听英语歌曲有助于英语水平的提高。2. 朗读句子时可在连词前有明显的停顿，使前后两个意群更加明显，更容易听出句 子所要表达的意思。 3. 在写作环节进行合作学习可取长补短，互相促进，共同进步！ . Teaching aids Computer multimedia projector，the flash of the song, If you are happy. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. Group work.5. The wholeclass work.6. The wholeclass work.1. Focus their attentionon the teacher. Enjoy the beautiful song.2. Students report theirhomework3. Students observe andlearn the new words.4. Students have acompetition. 5. Students make upsentences with the new words and phrases to grasp them well.6. Students look at thepicture of 1a and make a guessing.1. Greet the students andmake them ready forlearning. Play the flash, If you are happy.2. The teacher asks thestudents to report theirhomework: read thepassage written according to the conversation in 1a.3. The teacher introduces the new words and phrases of this lesson. The teachershows the pictures andnew words on the screen.4. The teacher organizes thestudents to have a competition to consolidate the new words. The students in Group A speak English while the students in Group B tell the Chinese meaning. The best group can get a red flower.5. The teacher asks thestudents to make upsentences with the newwords and phrases.6. The teacher asks thestudents to observe thepicture of 1a and guesswhat they are talking about based on the conversation of Section A. Presentation(10 minutes)1. The wholeclass work.2. The whole class work.3. The whole class work.4. The whole class work.5. The wholeclass work.6. The wholeclass work.7. The whole class work.8. The wholeclass work.1. Students make surethey understand whatthe statements mean.2. Students catch thegeneral idea of thedialogue. 3. Students watch theflash for the second time, paying attention to the pauses. Finish 1b.4. Students check theanswers.5. Volunteers read theanswers. Check theanswers and correctthe wrong ones.6. Talk about theguessing.7. Students read 1a and fill in the blanks with the correct phrases of 1c.8. Students check theanswers and correctthe wrong ones.1. The teacher asks thestudents to read thestatements in 1b. 2. The teacher plays the flash of 1a for the first time without stopping.3. The teacher plays 1a for the second time, stopping when necessary. 4. The teacher plays the flash of 1a for the third time without stopping.5. Then ask two students to tell answers to 1b.6. The teacher lets thestudents talk about the guessing. 7. The teacher asks thestudents to read through 1a and fill in the blanks with the correct phrases of 1c.8. The teacher asks twostudents to tell theiranswers and check theanswers.Consolidation(10 minutes)1. The whole class work2.The whole class work3.Group work4.The whole class work5. Pair work.1. Students read theconversation after the recording sentence by sentence.2. Students try to follow the speed, payingattention to thepronunciation andintonation.3. Students read theconversation bythemselves anddiscuss in groups tofind out the difficultpoints and sum up themain points.4. The students underlinein their books andmake some notes.5. Students prepare forthe action of 1a inpairs. They can addmore expressions and gestures when acting.1. The teacher plays therecording sentence bysentence.2. The teacher plays the recording without stopping.3. Let the students read 1a,then learn in groups to findout the difficult points andsum up the main points of theconversation.4. The teacher makes asummary to explain the key points and difficult points to the students:(1) -How are you feeling today? -Im feeling really sadBecause.(2) fail to do sth.(3) at ones age(4) tell sb. the joke(5) There, there!5. The teacher asks the students to read 1a again and act out the conversation in pairs. The best ones can get a red flower.Practice(7 minutes)1. Some students work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. Individualwork.6. Individualwork.7. Group work.1. Volunteers read thevowel.2. Students listen and tryto imitate.3. Students pronouncethe phonetics and thewords. And then findout the rules.4. Students try to readthe words on thescreen.5. Students read thesentences bythemselves.6. Students read after the recording and try to imitate.7. Students have thereading competition in groups.1. The teacher shows cards / i/ and / / .2. The teacher plays therecording of 3a.3. The teacher shows thephonetics and the wordson the screen.4. The teacher shows morewords on the screen.5. The teacher asks thestudents to read thesentences of 3b bythemselves, payingattention to the pause,weak form andincomplete plosion. Tellthem that they can pausebriefly before theconjunctions such as and,but, and because.6. The teacher plays therecording of 3b. Letstudents check theirreading.7. The teacher asks thestudents to have a reading competition. Member Freads to Member A.Member E reads toMember B. Member Dreads to Member C. Afterthat, read to the wholeclass. Member B whoreads correctly can get 2red flowers whileMember E who reads best can get 5 red flowers. Production(10 minutes)1. The wholeclass work.2. The wholeclass work.3. Individualwork.4. The wholeclass work.5. Pair work.6. Pair work.7. Pair work.8. Pair work.9. The wholeclass work.10. The wholeclass work.11. Individualwork.1. Students make surethey understand whatthe statements mean.2. Students listen to therecording and fill in the blanks.3. Students listen to therecording and check theanswers by themselves.4. Students check theanswers and correctthe wrong ones.5. Students read thegiven problems andsuggestions.6. Students make upsentences.7. Students finish theconversation. 8. The students act outtheir own conversations in pairs.9. Learn to care forothers feelings.10. Students summarizeSection B with theteacher.11. Students finish their homework after class. 1. The teacher asks the students to read the statements in 2a, and stresses the usage of the phrase: by the way.2. The teacher plays therecording of 2a and asks the students to fill in the blanks. 3. The teacher plays therecording again and asks the students to check their answers.4. The teacher asks twostudents to tell answers.5. The teacher organizes thestudents to read the givenproblems and suggestionsin the table of 2b.6. The teacher asks the students to make up sentences with the problems and suggestions.7. The teacher lets thestudents join the sentences into a conversation.8. The teacher lets thestudents show their ownproductions by acting outtheir conversations.9. The teacher sums up thestudents conversations. 10. The teacher shows thesummary to the students.11. The teacher assignshomework:(1) Review the summary after class.(2) Prepare for Section C after class. Teaching ReflectionThe students can grasp the adverbial clauses well after the learning of Sections A and B. And they can offer the right suggestions to others when others are in a bad mood. Blackboard design