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 C教案 （新版）仁爱版.doc

Unit 5 Topic 2 I’m feeling better now SectionC
Ⅰ. Material analysis
本节课建议用一课时完成，主要活动为1a和3。
1a的阅读内容为Li Hong 写给以前的同学Xiao Fang的一封信，学生通过信中小红刚刚转学过来时的不习惯和适应了新的学校，老师和同学之后的感受进行的比较，初步理解和掌握形容词和副词原级比较的句式，并在2 和3、4的操练中进一步对该句式进行理解和运用，同时进一步学习运用描述情绪和情感的形容词。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能根据音标，正确朗读出单词表中单词及短语。
2. 能正确拼读并运用黑体单词。
3. 学生能正确运用as...as...和not as/so … as…结构造句。
4. 学生能正确使用以下词或短语，复述本课课文，简单的介绍课文大意。
a few months ago, upset, lonely, as well as usual, was not used to , not so clean as…, not
as delicious as ours, either, not so friendly as you, get used to life here, accept,
as happily as before.
Skill aims：
1. 能听懂本课文本材料以及与之内容相关的课堂用语。
2. 能用as…as…和not as/so … as…结构熟练地口头谈论有关两个人或事物同级比较的话题。
3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。
4. 能用as…as…和not as/so … as…结构规范地写出有关自己和朋友的一些情况的比较的短文。
Emotional aims：
教育学生要互爱互助，主动为有困难的同学提供帮助，同时要学会适应新的环境。
Ⅲ. The key points and difficult points
key points：
1. 正确运用单词表中单词及短语
2. 正确运用as…as…和not as/so … as…结构进行交谈和写作。
difficult points：
用as...as...和not as/so … as…结构正确地写出带有比较内容的短文。
Ⅳ. Learning strategies:
1. 通过唱英文歌提高自己的英语发音和听力水平。
2. 分工明确的小组学习可以让学生对英语短文的写作步骤有更深刻的理解。
Ⅴ. Teaching aids
Computer multimedia projector, the flashes of the song, It’s a small world.

Ⅵ. Teaching procedures

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

2. Some
students’ work.

3. The whole
class work.

4. The whole
class work.
1. Focus their attention
on the teacher.

2. Make up sentences.

3. Students compare with their own things, such as their coats or school things to learn to use the new structures.

4. Students sum up the
usage of the structures
with the teacher.
1. Greet the students and
make them ready for
learning. Enjoy the song,
It’s a small word.
2. The teacher asks the
students to make up
sentences with the
phrases of Sections
A and B to report their
homework.
3. The teacher shows two
books to the students and introduces the structures: as…as…and not as/so … as… to learn the equal comparison: The Chinese book is as new as the English book, but it’s not as/so heavy as the English book. And then ask the students to compare with their own things, such as their coats or school
things.
4. The teacher helps the
students sum up the
usage of the structures.

Presentation
8 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.

6. The whole
class work.

7. The whole
class work.

1. Students read the key
words and guess the
main idea of the letter.

2. The students skim 1a
and check the
guessing.
3. Students make sure
they understand what
the statements mean.
4. Students read the first
half letter and
complete the first half table.

5. Students read the rest
letter and complete the rest table.

6. Students read the
whole passage silently, checking their answers.

7. Students check their
answers with the
teacher. Correct the
wrong ones.
1. Ask the students to read
the underlined key words and guess what the letter is about.
2. The teacher asks the
students to skim 1a and
check the guessing.
3. The teacher asks the
students to read the
statements in 1b.
4. The teacher asks the
students to read the letter
from the beginning to it
also seemed that the
people here were not so
friendly as you. Finish the
first part of the table in
1b.
5. The teacher asks the
students to read the rest
part of the letter and
finish the rest table of 1b.
6. The teacher lets the
students read the whole passage carefully, check the answers, and finish 1b.
7. The teacher lets two
students write their
answers on the
blackboard. Check the
answers with the students.

Consolidation
(10 minutes)
1.The whole
class work.

2.The whole
class work.

3. The whole
class work +
group work.

4. The whole
class work.

5. The whole
class work +
group work.

6. The whole
class work.
1. Students try to follow
the speed, paying
attention to the
pronunciation.
2. Students read through
the passage and find
out as…as…and not
as/so…as… structures.

3. Students read the
passage by themselves and discuss in groups to find out the difficult points and sum up the main points.
4. The students underline in their books and
make some notes.

5. Member A should read
fluently; Member B should read through the passage by
themselves; Member
C can read the passage with the help of
Member A.
6. Students retell the
letter based on the key words and the table in 1b.
1.The teacher plays the
recording without stopping.

2. The teacher asks the
students to read through
the passage and find out
as…as…and not as/so …
as… structures.
3. The teacher asks the
students to find out the
difficult points and sum up
the main points of the
passage.

4. The teacher makes a
summary to explain the key
points and difficult points to
the students.
（1）How time flies!
（2）as +形容词/副词原级+ as + 比较对象
not as/so+形容词/副词原级+ as + 比较对象
（3）be/ get used to …
5. The teacher asks the students to read the whole passage in groups, making sure
everyone can read through the passage.

6. The teacher asks the students to retell the letter based on the key words and the table in 1b.
Practice
(10 minutes)
1. The whole
class work.

2. The whole
class work.

3. Individual
work.

4. The whole
class work.

5. The whole
class work.

6. The whole
class work.

7. Four students’
work.

8. The whole
class work.

1. Students make sure they
understand what the statements mean.
2. Students read the words
and the sentences of 2.

3. Students complete the
sentences with the words in the box.
4. Two students tell the
answers. Students check
the answers and correct
the wrong ones.
5. Students make sure
they understand what the statements mean.
6. Students observe the table and the example carefully.

7. Four students write the
sentences on the
blackboard.

8. Students check the
sentences with the teacher
and correct the wrong

ones.

1. The teacher asks the
students to read the
statements of 2.
2. The teacher lets the students
read the words and the
sentences of 2.
3. The teacher asks the
students to finish 2.

4. The teacher asks two
students to tell the answers for checking.

5. The teacher asks the students
to read the statements of 3.
6. The teacher shows an
example to the students: Helen is as lovely as Maria.
7. The teacher asks four
students from different
groups to make sentences
with as…as…and not
as/so … as… structures
on the blackboard.
8. The teacher asks some
students to check the
sentences, and then the
teacher sums up the usage
of the structures.

Production
(9 minutes)
1. The whole
class work.

2. Pair work.

3. Pair work.

4. Some students’ work.

5. The whole
class work.

6. Individual
work.

1. Students talk with
their partners about
the people around
them.

2. Students write down
the sentences about
comparing in pairs.

3. Students join the
sentences into a
passage.
4. Students show their
productions.

5. Students summarize
Section C with the
teacher.

6. Students finish their
homework after class.

1. The teacher asks the
students to talk with their partners about the people around them with as…as…and not as/so … as… structures.
2. The teacher asks the
students to compare one of their partners with them and write down the sentences in pairs.
3. The teacher asks the
students to join the
sentences into a passage.
4. The teacher asks the
students to show their
productions.
5. The teacher summarizes
what the students learned today. Important language points are shown on the computer screen.
6. The teacher assigns
homework:
(1) Review the summary
after class.
(2)The teacher asks the
students to search the
Internet for some
information about
dealing with sadness to prepare for Section D after class.
(3) The teacher assigns
The students to review
Sections A-C to prepare
for Section D.
Teaching Reflection
Most of the students can grasp the equal comparison structure, and the teacher should design more exercises as their homework.

Ⅶ. Blackboard design