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 D教案 （新版）仁爱版.doc

Unit 5 Topic 2 I’m feeling better now SectionD
Ⅰ. Material analysis
本节课为本话题的最后一课时，主要活动为1a和2。
Section D是一节复习课，在综合复习Section A-C的词汇、语法和功能句的基础上，巩固学生本话题的学习内容。学生将在1a的阅读环节中，通过Jeff如何走出失去亲人的阴影，学习了解如何处理悲伤等消极情绪，从而拥有可以让自己健康成长的积极情绪。除了文中提到的倾诉、运动等宣泄方式，教师还可以交给学生其他的处理不良情绪的方法，如寻求家人、学校、社会的支持和帮助；转移注意焦点：散步、旅游、参观；用“我能行”、“我一定能成功”来进行心理暗示等，来帮助学生正确处理不利于成长和成功的情绪。最后通过2的写作拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。
2. 能熟练运用原因状语从句和同级比较的结构。
3. 能准确运用本单元重点短语进行写作练习。
4．学生能综合运用本课短语、句型写出关于处理不良情绪的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关处理不良情绪的听力材料。
2. 能正确运用本话题所学内容、比较流利地谈论如何处理不良情绪。
3. 能阅读有关如何处理不良情绪的短文，并能做出相关的阅读练习。
4. 能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能
为有类似烦恼的同伴提出合理的建议。
Emotional aims：
通过本节课的学习，让学生明白积极的情绪可以让他们健康成长，有利于他们的身心发育。当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。

Ⅳ. Learning strategies:
1. 通过整体复习Section A-C，让复习也是一种学习的想法植根在学生心中。
2. 将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。
Ⅴ Teaching aids
Computer multimedia projector, the word cards.
Ⅵ. Teaching procedures

Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 minutes）.
1. The whole
class work.

2. The whole
class work.

3. The whole
class work.

4. Individual
work.

5. The whole
class work.

1. Focus their attention
on the teacher.

2. Students review the
words and phrases of
Sections A-C by
playing the game:
What’s missing?

3. Students learn the new words.

4. Students match the
words or phrases with their meanings of 1a.

5. Students check their
answers and correct the wrong ones.
1. Greet the students and
make them ready for
learning.
2. The teacher asks the
students to review the
words and phrases of
Sections A-C by playing
the game: What’s missing? The teacher puts the word cards up the blackboard and asks the students to remember them. After that the teacher takes one of the cards away while the students are closing their eyes. And then the teacher asks the students to answer the question: What’s missing?
3. The teacher shows the
new words and phrases
with the pictures or the
Chinese meanings on the
screen.
4. The teacher asks the
students to match the
words or phrases with
their meanings of 1a.
5. The teacher asks two
students to tell the
answers.
Presentation
(10 minutes)
1. The whole
class work.

2. The whole
class work.

3. The whole
class work.

4. The whole
class work.

5. The whole
class work
and individual
work.
.

1. Students skim the
passage to catch the general idea of it.
2. Students scan first half part and answer the questions.

3. Students scan the rest
part and answer the
questions.

4. Students scan the
whole passage and
check the answers by themselves firstly.
5. Students check the
answers with the
teacher and correct the wrong ones.

1.The teacher asks the
students to skim the
passage of 1a.
2.The teacher asks the
students to read the
passage from the
beginning to …even
though it was an accident,
and then answer the
Questions 1-3 of 1b:
(1) How did Jeff feel when
his brother died in a car
accident?
(2) At first, how did Jeff
deal with his sadness?
(3) Why was he angry
with the driver?

3. The teacher asks the
students to read the rest
part of the passage, and
answer Questions 4-5 of
1b:
(4) Why is Jeff feeling
better now?
(5) What can you learn
from Jeff?
4. The teacher asks the
students to read the whole passage and check the answers.
5. The teacher asks two
students to write the
answers on the
blackboard and helps the
students check the
answers.

Consolidation
(10 minutes)
1. Group work.

2. The whole
class work.

3. Pair work.

4. Pair work.

5. Member B’s
work.

6. Individual
work.
1. Students read the
passage by themselves
and discuss in groups
to find out the difficult
points and sum up the
main points.
2. The students underline in their books and
make some notes.

3. Students discuss in
pairs.

4. Students discuss and
answer the questions

in pairs. Member B
tells the answers, and
then Member A checks
the answers to help
Member B correct the
wrong ones.

5. Member B of every
pair reports the
answers.
6. The students write
the short passages.
1. The teacher asks the
students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage.
2. The teacher makes a
summary to explain the
key points and difficult
points to the students.
(1) deal with
(2) for example/ such as
older/ elder
(3) refuse to do sth.
(4) even though
(5) not… any longer= no longer
6) use—useless
Sad—sadness
fair—unfair
happy—unhappy
3. The teacher asks the
students to work in pairs
and talk about how they
deal with sadness.
4. The teacher asks the
students to answer the
questions by themselves:
(1) Why did you feel sad?
(2) How did you feel at
first?
(3) What did you do to
deal with sadness?
(4) How did you feel later?
5. The teacher asks Member B of every pair to report the answers above.
6. The teacher asks the
students to write a short passage.
Practice
(10 minutes)
1. The whole
class work
and individual
work.

2. The whole
class work
and individual
work.

3. Individual
work.

4. The whole
class work
and individual
work.

5. Individual
work.

1. Students read the
sentences of the first
grammar table and
understand the usage
of the adverbial
clauses of reason.
2. Students read the
sentences of the
second table and
understand the usage of
as… as… and not as/
so …as… structures.
3. Students finish the
exercises alone.

4. Students read the
sentences of the
function table to
review the useful
expressions.
5. Students finish the

exercises on the screen.

1. The teacher asks the
students to read the
sentences of the first
grammar table to review
the adverbial clauses of
reason.
2. The teacher asks the
students to read the
sentences of the second
table to review the usage
of the equal comparison.

3. The teacher shows the
exercises on the screen.
Finish the following
sentences.
(1) Lucy/ tall/ Lily
(2)The red pencil / not
long/the yellow pencil
4. The teacher asks the
students to read the
sentences of the function table to review the useful expressions.
5. The teacher shows the
exercises on the screen.
Complete the following
sentences:
(1) What s___ to be the
problem?
(2) I’m new here. I’m
really upset and
l____.
(3) —_____ become my friend?
—Yes, I’d like to.
(4) My mother often ____ (和我谈心) me.
(5) How are you f____
today?
Production
(7 minutes)

1. Group work.

2. Group work.

3. Group work.

4. Individual
work.

5. The whole
class work.

6. Individual
work.

1. Students ask their
classmates about their problems.

2. Students discuss the
problems in groups.

3. Students write down
their own suggestions.

4. Students write down
their own passages.

5. Students check each
other’s passages.

6. Students finish the
homework.

1. No one can be happy all
the time. The teacher asks the students to ask their classmates about their
problems.
2. The teacher asks the
students to discuss the
problems in groups and
find the ways to solve
them.
3. The teacher asks the
students to write down
their own suggestions.
4. The teacher asks two
students to write down
their passages, Dealing
with Sadness, using the
language they’ve learned
on the blackboard.
5. The teacher checks the
passages with the
students. Then the
students change their
papers and check others’
papers.
6. The teacher assigns
homework:
(1) The teacher lets the
Students finish the
essay Dealing with
Sadness after class.
(2) The teacher asks the
students to prepare the word cards to preview the vocabulary in Topic 3.
Teaching Reflection
Students are weak in giving advice to people in bad moods. The teacher should design more exercises about adjectives to describe feelings and emotions and verbs to give advice. The teacher should pay more attention to the writing teaching. Design the writing steps carefully.

Ⅶ. Blackboard design