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 A教案 （新版）仁爱版.doc

Unit 5 Topic 2 Im feeling better now SectionA. Material analysis本节课为话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2。本课通过Miss Wang 询问Helen 忧心忡忡的原因，引出对话的主题：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。对话通过询问Helen情绪低落的原因呈现了本课所要学的语法重点：原因状语从句, 并呈现了新出现的短语：be strict with sb. 和be worried about . 同时在对话中呈现了交际功能用语：Anything wrong?和 What seems to be the problem? 使学生在学会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，真正做到学以致用。. Teaching aimsKnowledge aims：1. 学生能正确拼读并运用单词表中的黑体单词exam, strict和shy。2. 学生能正确运用以下短语造句：seem to do, do badly in, be strict with sb., have a talk with sb., be worried about, take it easy3. 学生能自如地运用以下功能句进行交流。Anything wrong?What seems to be the problem?Thank you for telling me.Skill aims：1. 能听懂有关关注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 A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。. The key points and difficult pointsKey points：1. 学生在交流中能自如地运用描述情绪和情感的形容词。2. 正确运用原因状语从句。Difficult points：1. 学生对.she has no friends to talk with.一句中to talk with的理解。 2. 在对话中正确运用be +adj. +prep.结构。. Learning strategies上课前自己准备新单词的卡片；通过造句更好地撑握新学的单词和表达方式；通过把简单句连成复合句更好地理解运用原因状语从句。. Teaching aids Computer multimedia projector，the word cards. 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 attention on the teacher.2. Students report theirhomework3. Students read the new words and phrases on the word cards they prepared by themselves.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 andguess: Whats thematter with the sadgirl? What are MissWang and Helentalking about?1. Greet the students andmake them ready for learning. 2. The teacher asks thestudents to report their homework to review the linking verb + adjective structure.3. The teacher introduces the new words and phrases of this lesson. The teacher corrects the wrongpronunciations after the students read them. 4. The teacher organizes the students to have a competition. The students in Group A guess the words from the students in Group B. 5. The teacher asks thestudents to make upsentences with the newwords and phrases.6. The teacher asks thestudents to observe thepicture of 1a and guess:Whats the matter with the sad girl? Presentation(10 minutes)1. The wholeclass work.2. The whole class work.3. The whole class work.4. The whole class work.5. The whole class work.6. The wholeclass work.7. The whole class work.1. Students make surethey understand whatthe statements mean.2. Students catch thegeneral idea of the dialogue.3. Students watch theflash for the second time, paying attention to the pauses. Finish 1b.4. Students check theanswers.5. Volunteers read theanswers. Check the answers and correct the wrong ones.6. Talk about theguessing.7. Listen to the recording and answer the questions.1. The teacher asks thestudents to read thestatements in 1b. 2. The teacher plays theflash of 1a for the first time without stopping.3. The teacher plays 1a forthe 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. Play the recording and ask the students to answer the following questions:(1) Why does Helen look worried?(2) Why was Li Hong unhappy?(3) Why does Li Hong feel lonely?(4) What does Miss Wang want to do to help Li Hong?Consolidation(10 minutes)1. The whole class work.2.The whole class work.3.Group work.4.The whole class work.5. 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 to find out the difficult points and sum up the main points.4. The students underline in their books and make some notes.5. Students prepare forthe action of 1a in pairs. They can add more expressions and gestures when acting.1. The teacher plays therecording sentence bysentence.2. The teacher plays the recording withoutstopping.3. Let the students read 1a,then learn in groups to find out the difficult points and sum up the main points of the conversation.4. The teacher makes asummary to explain the key points and difficult points to the students:(1) seem to do seem seem + adj. seem that +句子(2) be strict with sb. be strict in sth. (3) be worried about (4) 原因状语从句5. The teacher asks the studentsto read 1a again and act outthe conversation in pairs. Thebest ones can get a red flower.Practice(10 minutes)1. The whole class work.2. The wholeclass work.3. The wholeclass work.4. Individualwork.5. The wholeclass work.6. Individualwork.7. Individualwork.8. Individual work.9. Four students work and the whole classwork.1. Students make surethey understand what the statements mean.2. Students make sure they understand the words and phrases in the box well.3. Students read the e-card to catch the general idea of it. 4. Students read thee-card again and choose the right words orphrases to complete the e-card.5. Students listen to the recording and check the answers by themselves.6. Students look at the pictures of 2 and match the expressions in the box with them.7. Students make up two simple sentences with the given expressions for each picture.8. Students join the two simple sentences into an adverbial clause9. Students check theanswers and correct the wrong ones.1. The teacher asks thestudents to read thestatements in 3. 2. The teacher leads thestudents to read the words and phrases in the box of 3.3. The teacher asks thestudents to read the e-card, and stresses the usage of the phrase: take it easy.4. The teacher asks thestudents to read the e-card again and choose the right words or phrases tocomplete the e-card.5. The teacher plays therecording of 3.6. The teacher asks thestudents to observe the pictures of 2 and match the expressions in the box with them.7. The teacher asks thestudents to make up twosimple sentences with thegiven expressions foreach picture.8. The teacher asks thestudents to join the twosimple sentences into anadverbial clause based onthe example: The girl feels lonelybecause she has no friends.9. The teacher asks fourstudents from different groups to tell answers to 3. Production(7 minutes)1. The wholeclass work and group work.2. Pair work.3. The wholeclass work.4. The wholeclass work.5. Individualwork1. Students make up conversations, usingthe adverbial clausesand the followingexpressions:-Anything wrong?-What seems to be the problem?-Thank you for telling me.2. The students act outtheir own conversations in pairs.3. Learn to care forothers feelings.4. Students summarizeSection A with theteacher.5. Students finish afterclass.(1) Memorize thesummary after class.(2) Students write apassage according to the conversation in 1a to prepare for the reporting tomorrow.(3) Students learn SectionB after class. 1. The teacher organizes thestudents to make upconversations like 1a ingroups, using thesentences of 2 and theuseful expressions in 1a.Encourage them to usemore expressions.2. The teacher lets the studentsshow their ownproductions by acting outtheir conversations.3. The teacher sums up the students conversations. The best ones can get a red flower. Teach them to cheer others up when others are in a bad mood.4. The teacher shows thesummary to the students. 5.The teacher assignshomework:(1) Review the summaryafter class.(2) Ask students to write apassage according to the conversation in 1a and read it to the whole class tomorrow. (3) Pepare Section B after lass. Teaching ReflectionIn todays lesson, the teacher should let the students know that everyone needs help when he is in a bad mood, so we should give others a hand when they feel upset. At the same time the teacher should design more exercises about the phrases mentioned in Section A. Blackboard design