仁爱版八年级英语Unit 5 Feeling happy(5).doc

Unit 5 Feeling happy(5)
Topic 2
Section A

Section A 需用1课时。
重点活动是1、2和3。
教学目标：
1.进一步学习并掌握个人情感及个性的词汇。
2.能用有关情感的形容词准确表达个人情感。
3.在be+adj.结构基础上掌握linking verb+adj.+prep.结构。
教学过程：
第一步：复习
利用单词接龙比赛复习表情感的词汇。比赛规则：分四大组进行竞赛，每人只有一次机会在黑板上写一个单词，在规定的时间内看哪组写得多、写得对、准确率高。单词写得多的组获胜。
第二步：呈现
1.教师说：Today we are going to learn more words about feelings.
2.教学生词：
shy, strict, patient, explain, over and over again, understand, be pleased with, result, bored, anxious, line, fall behind, satisfaction, surprise
3.教师导入：指着生词shy，拿着图1说：
Beth is a quiet and shy girl. She is crying in the washroom. Why? Let’s listen to the tape and find the answer.
4.放录音1，请同学们听录音并从所听对话中找到答案：
She has no friends here. She may feel lonely.
5.打开课本，请同学们跟读课本1的对话，查对答案。
6.讲解重难点并板书：
① Anything wrong?
② What seems to be the problem?
③ I don’t know what to do.
④ She should be more active.
第三步：巩固
1.教师指着一名学生说：
×××is helpful. He/She always helps his/her classmates with their English. And he/she feels very happy. The girl in the picture is helpful, too. Let’s look at the pictures and read the example.
2.教师解释第一图，然后让学生两人一小组读2中的对话。
3.让学生两人一小组参照课本2中的第一幅图的对话，试着说出后三幅图的对话，然后把它们写下来并练习，而后进行汇报。
第四步：练习
让学生看3的图，仿照例句进行造句练习，注意adj.后搭配的prep.。
第五步：综合探究活动
1.教师把事先预备好的纸条（上面写着不同的情感词汇）分给各个小组。让一个学生看并表演，让其他同学猜他所要表达的是何种情感。
2.各组选派代表汇报。
4.听录音选出各组内表达不同类情感的句子，并分组归纳情感表达法；最后汇报，全班一起分享成果。

Feelings

Problems
Anxious
Tired
Bored
Angry
Worried
Pleased
Nervous
A dull class

T
Using my things

Falling behind others

Poor results at school

The exam

Other’s mistakes

Setion A

Section A needs 1 period.
The main activities are 1, 2 and 3.
Teaching aims and demands:
1.Learn and grasp the words about personal feelings and characters.
2Be able to express personal feelings with proper adj.
3.Grasp the structure of “linking verb + adj. + prep.”
Teaching procedure:
Step 1 Review
Organize an activity to review words about feelings in chains. The whole class is divided into four groups. Each has one chance to write down one word on the blackboard. And the group that writes the most, right words can be the winner in a limited time.
Step 2 Presentation
1.The teacher says:
Today we are going to learn more words about feelings.
2.New words:
shy, strict, patient, explain, over and over again, understand, be pleased with, result, bored, anxious, line, fall behind, satisfaction, surprise
3.Present the word “shy”.
Beth is a quiet and shy girl. She is crying in the washroom, why? Let’s listen to the tape and find the answer.
At the same time, the teacher shows the picture 1.
4.Play the tape 1. Ask the students to listen and try to find the answer:
She has no friends here. She may feel lonely.
5.Ask the students to open their books, read after the tape and check the answer.
6.Explain key sentences and write them on the blackboard:
① Anything wrong?
② What seems to be the problem?
③ I don’t know what to do
④ She should be more active.
Step 3 Consolidation
1.The teacher points to one student, saying: “××× is helpful. He/She always helps his/her classmates with their English. And he/she feels very happy. The girl in the picture is helpful, too. Let’s look at the pictures and read the example.”
2The teacher explains the meanings of the first picture. Then ask the students to read 2 in pairs.
3.Ask the students to have a try to describe the other pictures with the help of the first one. Then write them down. Practice and report.
Step 4 Practice
Let students look at the pictures in 3 and make sentences according to the example. Pay attention to the prepositions after the adjectives.
Step 5 Project
1.Get students to practice in four. One student shows the feelings with facial expression and gesture according to the adjective given by the teacher on the paper and get the other 3 to guess.
2.Choose the best groups to report in class.
3.Listen to 5 and choose the sentence that shows a different feeling in each group. Sum up the expressions of different feelings and then report. At last share with the whole class.
Feelings

Problems
Anxious
Tired
Bored
Angry
Worried
Pleased
Nervous
A dull class

T
Using my things

Falling behind others

Poor results at school

The exam

Other’s mistakes

Section B

Section B 需用1 课时。
重点活动是1，2和3a。
教学目标：
1.能用简单的语言描述自己或他人的情感。
2.能根据具体的情景给出恰当的建议。
3.能在教师的指导下参与角色扮演活动。
教学过程：
第一步：复习
以竞赛形式让学生复习总结不同的情感表达法。
第二步：呈现
1.教师导入：
We know Beth is a quiet and shy girl. Is everything all right now? Let’s listen to the tape.
2.放录音1，请同学们听录音并回答下列写在黑板上的问题：
① Does Beth live in a new place?
② Whom does Beth want to be her friend?
③ Who reassures(安慰)Beth?
④ How does Beth feel now?
3.打开课本，请同学们跟读课本1的对话，师生共同查对答案，同时教师在黑板上写上关键词句。
Is everything all right?—especially—talk to —like...to—how—Don’t worry—stay with—makes—I am sure...—There, there!—feel better
4.讲解生词及重难点。
5.让学生看着课本两人一组自由对话，然后看着黑板上的关键词句进行人机对话，即学生与录音机对话，试着背出对话。
第三步：巩固
1.教师说：
When some problems happen to someone, we can give some advice to him.Listen to the problems and number the advice given.
2.放录音2，让学生完成2，然后检查答案。
3.教学生词：calm down
第四步：练习
1.调查学生年龄，然后说：
Some of you are in your early teens. You are teenagers. Many people in their teens often feel unhappy and sad. It is normal to feel sad when unhappy things happen to us. Let’s listen to the doctor’s valuable suggestions.
2.教学生词：teenager, suggestion, experience, normal, soft
3.放录音3a,让学生看书跟读并找出医生的建议。
4.四人一小组熟读3a。
5.三人一小组进行对话：一记者，一医生，一青少年。
6.完成3b。
第五步：综合探究活动
1.设计一个情景：你的朋友很伤心，你很担心她/他。与你的同桌一同探讨问题所在并找出最好的解决办法。写下你们的建议
2.串演对话Section A,1与Section B,1。
Section B
Section B needs 1 period.
The main activities are 1,2 and 3a.
Teaching aims and demands:
1.Learn to express feelings using simple words.
2.Be able to make some suggestions in right situations.
3.Learn to take part in the activities of role-play with the help of the teacher.
Teaching procedure:
Step 1 Review
Review the expressions of the feelings “happiness”, “worries”, “satisfactions” and “surprise”.
Step 2 Presentation
1.The teacher presents:
We know Beth is a quiet and shy girl. Is everything all right now? Let’s listen to the tape.
2.Ask the students to listen to 1 and answer the questions on the blackboard:
① Does Beth live in a new place?
② Whom does Beth want to be her friend?
③ Who reassures Beth?
④ How does Beth feel now?
3.Let the students open their books, read the dialog in 1 after the tape, then check the answers with the teacher together. At the same time the teacher writes the key words on the blackboard:
Is everything all right? — especially — talk to —like...to—how—Don’t worry—stay with—makes—I am sure...—There, there!—feel better
4.Explain the new words and key points.
5.First let the students make dialogs in pairs in reference of their book if necessary. Then make dialogs with the tape according to the key words on the blackboard. Ask the students to try to recite the dialog.
Step 3 Consolidation
1.The teacher presents:
When some problems happen to someone, we can give some advice to him. Listen to the problems and number the advice given.
2.Play the tape 2 and let the students finish it. Then check the answers.
3.New words: calm down
Step 4 Practice
1.Try to find out the students’ ages, then present:
You are all teenagers. Many people in their teens often feel unhappy and sad. It is normal to feel sad when unhappy things happen to us. Let’s listen to the doctor’s suggestions.
2.New words: teenager, suggestion, experience, normal, soft music
3.Let the students read 3a after the tape while looking at the books, and try to find out the doctor’s suggestions.
4.Make dialogs in three: one as a journalist, one as a doctor and one a teenager.
5.Finish 3b.
Step 5 Project
1.Suppose your friend is unhappy and sad. Discuss the problem and find the best way to solve it. Write down your suggestions.
2.Act out the dialogs in 1 of Sections A and B.

Section C

Section C 需用1~2课时。
重点活动是1a和2a。
教学目标：
1.掌握形容词比较等级用法规则，特别是同级比较。
2.能就信的内容，表达自己的观点和意见，参与讨论。
教学过程：
第一步：复习
复习形容词的比较级、最高级，写出下列形容词的比较级、最高级形式：
lovely— patient— funny—
active— helpful— humorous—
quiet— shy— smart—
brave— fat— little—
第二步：呈现
1.教师导入：
Do you remember Beth? She is a quiet and shy girl. She lives in a new city. She has some problems. So she is unhappy. She writes a letter to her friend Celia to get some advice.
Let’s find the answers in 1a.
2.放录音1a，请同学们听录音并从所听短文中找到答案。
3.自读1a的内容，根据上下文猜测生词意思，回答下列问题：
① Is Beth a stranger here?
② Are the roads here as clean as those in her hometown?
③ What’s the trouble with her?
4.教学生词，讲解重难点：
① stranger, advice, get used to, accept, join in, partner, fit in, humorous
② How time flies!
③ How I wish to stay with you!
④ I have to get used to everything new.
⑤ The roads here are not as clean as those in our hometown.
⑥ The food is not as delicious as our Sichuan food, either.
⑦ I try to join in activities of many kinds.
⑧ But no one wants to be my partner.
第三步：巩固
让学生再次通读1a，四人一小组讨论，给出一些建议完成1b，选举报告员向全班汇报，然后把好的建议一条一条写下来。
第四步：练习
1.学生看课本2a的表格，按要求尽量多地造句。
教师可先举例，然后让学生分组竞赛完成。
Celia is lovely.
Helen is more lovely than Celia.
Sue is the most lovely one of the three.
Celia is not as active as Helen.
Sue is as humorous as Celia.
2.引导学生写一篇介绍Helen, Celia和Sue的文章。
第五步：综合探究活动
1.根据2a的表格完成2b。可先口头练习，然后再写成书面汇报。
2.假如你是Celia,请根据课本1a中Celia的来信和你们小组讨论出的建议，给Beth写一封回信。（如时间不够，可留作课外作业。）
Section C
Section C needs 1~2 periods.
The main activities are 1a and 2a.
Teaching aims and demands:
1.Learn to know and usage the comparative forms of adjectives, especially of the equal c omparisons.
2.Be able to express one’s own opinions and ideas when discussing the contents of letters.
Teaching procedure:
Step 1 Review
Review the comparative and superlative of adjective. Write out the comparative and superlative forms of the following words:
lovely— patient— funny—
active— helpful— humorous—
quiet— shy— smart—
brave— fat— little—
Step 2 Presentation
1.The teacher presents:
Do you remember Beth? She is a quiet and shy girl. She lives in a new city. She has some problems. So she is unhappy. She writes a letter to her friend Celia to get some advice. Let’s find the answers in 1a.
2.Let the students listen to 1a and find the answers from the dialog.
3.Read 1a by themselves. Guess the meanings of the new words. Answer the following questions:
① Is Beth a stranger here？
② Are the roads here as clean as those in her hometown?
③ What’s the trouble with her?
4.Explain the new words and key language points:
① stranger, advice, get used to, accept, join in, partner, fit in, humorous
② How time flies!
③ How I wish to stay with you!
④ I have to get used to everything new.
⑤ The roads here are not as clean as those in our hometown.
⑥ The food is not as delicious as our Sichuan food, either.
⑦ I try to join in activities of many kinds.
⑧ But no one wants to be my partner.
Step 3 Consolidation
Let the students read through 1a again. Discuss it in four. Give some advice to complete 1b. Choose the reporter to make a report in class. Then write down the good suggestions one by one.
Step 4 Practice
1.Let the students look at the table in 2a,make as many sentences as they can. The teacher can
g ive some examples. Then let the students complete it in groups by holding a contest.
Celia is lovely.
Helen is more lovely than Celia.
Sue is the most lovely one of the three.
Celia is not as active as Helen.
Sue is as humorous as Celia.
2.Help and ask the students to write short passages introducing Helen, Celia and Sue.
Step 5 Project
1. Finish the paragraph in 2b according to the table in 2a. Do it orally first and then write it down.
2. If you are Celia, please write back to Beth according to Beths letter in 1a and the suggestions made by your group.
(If the time is not enough, it can be done after class.)

Section D

Section D 需用1课时。
重点活动是1和3。
教学目标：
1.归纳总结Topic 2所学句型及交际用语。
2.能读懂教材给出的阅读材料，并从中树立正确的人生价值观。
教学过程：
第一步：复习
1.让学生展示上节课写给Beth的信，师生共同修改。
2.教师把其中给Beth的建议写在黑板上，让学生读两遍。
第二步：呈现
1.教师导入：
Nobady can be happy all the time, sometimes we will feel unhappy, even sad. How can we deal with our sadness? Lets read the text.
2.让学生打开课文1，浏览1，根据上下文猜测生词。
3.教学生词，讲解重难点：
deal with, sadness, all the time, fail, relative, kill, refuse, argue, unfair, hit, though, finally, ever, money, game
4.学生自读1，思考下列问题：
① How do you feel if you fail to pass an exam?
② How do you feel if one of the people in your family has died?
③ What did Jeff do to feel better?
④ What makes you unhapy? How can you feel happy again?
5.四人一组互相讨论上述问题，达成共识，得出结论。
6.小组选举报告员向全班汇报自己组的结论，教师同时教育学生要自信，知足常乐，树立正确的价值观。
第三步：巩固
1.口头讨论课本3的答案。
2.听录音3，检查答案。找个别学生朗读句子。
第四步：练习
1.让学生用比赛的方式给下列短语造句：
① all the time
② fail to do sth.
③ deal with
④ refuse to do sth.
⑤ argue with sb.
⑥ be important to sb.
⑦decide to do sth.2.听录音3巩固“be+adj.”结构。
第五步：综合探究活动
四人一组，进行自主学习，每人负责归纳整理一个Section的重点句型与词组，最后四人将总结的结果合并到一起，向全班同学汇报，与全班共享Topic 2的重点句型与词组，并与课本2a、2b进行对照。

教学评估:
听写
If a teacher is too shy, the students can’t hear him clearly; if a teacher is too strict, the students may be afraid of him; if a teacher is patient enough, he will explain the hard questions over and over again until the students understand them. A perfect teacher should be humorous, experienced and ready to accept different suggestions. When the surprising things happen in class, he can calm them down. He should give some advice to his students, “Do your best all the time, and one day you will succeed and get excellent results.”

Section D

Section D needs 1 period.
The main activities are 1 and 3.
Teaching aims and demands:
1.Sum up all the key sentences and communicative words in Topic 2.
2.Be able to understand the reading materials in the textbook.
Teaching procedure:
Step 1 Review
1.Let the students show their letters to Beth written during the last period. Revise it with the teacher together.
2.The teacher writes down the suggestions to Beth on the blackboard. Let the students read twice.
Step 2 Presentation
1.The teacher presents:
Nobody can be happy all the time, sometimes we will feel unhappy, even sad. How can we deal with our sadness? Let’s read the text.
2.Let the students open their books and read 1,and then guess the meanings of the new words.
3.Explain the new words, key and difficult language points：
deal with, sadness, all the time, fail, relative, kill, refuse, argue, unfair, hit, though, finally, ever, money, game
4.Read 1 by themselves. Find the answers to the following questions:
① How do you feel if you fail to pass on exam?
② How do you feel if one of the people in your family has died?
③ What did Jeff do the feel better?
④ What makes you unhappy? How can you feel happy again?
5.Discuss the above questions i