八下U5T2(p5).doc

Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
教学内容分析及课时分配建议：
本单元以Feeling Excited 为主题。第二话题在系表结构表达感情的基础上学习与别人分享自己的感受并学会安慰和提出建议的表达法。主要功能句有What seems to be the problem? How are you feeling today? Why don’t you talk to someone when you feel sad? I was really upset and lonely.主要语法是原因状语从句和同级比较结构的肯定和否定形式。本话题的词汇是描述感受和感情的形容词以及提出建议的动词。此外在语音学习环节将关注双元音/ Iə/和/ eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。
第一课时：Section A-1a, 1b, 1c, 2
第二课时：Section A-3 Section B-1a,1b,1c
第三课时：Section B-2a,2b Section C -2 Section B -3a,3b
第四课时：Section C-1a,1b,1c, 34
第五课时：Section D-Grammar and Functions, 1a, 1b, 2,Project
第五课时（Section D-Grammar and Functions, 1a, 1b, 2,Project）
教学设计思路：
本节课的课型为复习课。在复习环节设置了两个任务，学生需要回顾整个话题的语言知识才能完成，从而系统全面地对本话题进行复习。在阅读任务中，Pre-reading环节里利用师生讨论的方式学习新词汇，并利用构词法等方式帮助学生记忆词汇。While-reading环节里学生精读课文并回答问题，之后以师生讨论的方式解决文中的语言点。在写作任务中，Pre-writing环节里学生两人一组讨论怎样处理坏情绪。While-writing环节里，强调在作文中运用所学语言是学习语言的好方法。Post-writing环节里学生相互欣赏和批改作文，取长补短。Project 是利用本话题所学的知识完成任务，并教育学生关心他人，乐于帮助他人，必要时提出有用的建议。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）学习并掌握新词汇和短语。
deal, elder, refuse, anyone, though, useless, sadness, unfair
deal with, even though, not…any longer = no longer
（2）复习原因状语从句和同级比较的结构。
2. Skill aims:
（1） 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。
（2） 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。
（3） 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。
3. Emotional aims:
通过本节课的学习，当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。同时要关心他人，乐于帮助他人，为同伴提出合理的建议。
4. Culture awareness:

Ⅱ. The key points and difficult points
Key points：
1. 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。
2. 掌握并运用原因状语从句和同级比较结构。
Difficult points
综合运用本话题的语法，词汇，句型进行写作，解决实际问题。
Ⅲ. Learning strategies
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。
Ⅳ. Teaching aids
多媒体课件/图片
V Teaching procedures
Stage 1(2mins)：Getting students ready for learning
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Greeting as usual. Prepare for the new lesson.

T: Good morning, everyone!

T:How are you feeling today?

T: Who’s on duty today? Give you duty report, please.

Greeting as usual. Prepare for the new lesson. A student makes a duty report.

Ss: Good morning, Miss…

Ss: Very well. Thank you.

Ss: Good morning, everyone. I’m on duty today. …

Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage 2（10mins)： Revision
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Ask the students to make a conversation to review the functions.
T: Suppose Alice is a new student in our class. She looks unhappy. Make a conversation with her using the sentences in the form of Functions.

T: Who would like to show your conversation?
Make a conversation to review the functions.

Ss:…

P1:
S1: How are you feeling today, Alice?
S2: I was really upset and lonely.
S1: What seems to be the problem?
S2: I miss my parents and my friends very much.
S1: Why don’t you talk with to someone when you are sad?
S2: I want to, but I don’t know how to talk with others about it.
S1:Would you like to become my friend?
S2: I’d love to. Thank you.
让学生做对话复习本话题的功能句。
2(Group work)
Review adverbial clauses of reason and equal comparison

T: Good job! Now work in groups and think back of the story of Li Hong. And then write a report telling us the reasons why she seems unhappy and how she is now. You should use adverbial clauses of reason and equal comparison.

T: Who can stand for your group and have a try?
Think back of Li Hong’s story and write a report to review adverbial clauses of reason and equal comparison.

Ss:…

S1: Li Hong was a new student a few months ago. At that time, she felt upset and lonely because she has no friends to talk with. She couldn’t sleep as well as usual. She thought the roads here were not so clean as those in her hometown. It also seemed that the people here were not so friendly as her friends. But now, everything has changed. Her classmates all accept her. She lives as happily as before.
让学生回顾Li Hong的故事并写成简单的短文来复习原因状语从句和同级比较结构。
Remark：在完成以上任务的同时，学生需要回顾整个话题所学到的语言知识。从而对本话题进行系统全面的复习。
Stage 3（10mins)： Task1: reading
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Learn the new words before reading. Write down the new words on the blackboard. Finish 1a.
T: Nobody can be happy all the time. How do you deal with your unhappy feelings?

T: Your methods are all useful and helpful. Everyone may have bad experiences sometimes. For
example, when Wenchuan earthquake happened, many people lost their relatives. They must be very sad. But it’s useless to be always in this sadness. How to deal with these problems? Skim the passage in 1a and match the words or phrases with their meanings.

T: Have you matched them? Let’s try to learn and remember the words. What’s the meaning of useless?

T: Good! Useless is the opposite of useful. We have learned some other adjectives ended with less such as hopeless, homeless. So it’s easy for you to learn and remember it, right? Can you give an example?

T: A good sentence! What’s the meaning of “deal with”?

T: Can you give an example?

T: Good job. “Elder” is the comparative of “old”. For example, I have an elder sister. So
how do you match?

T: “Refuse” is a verb. It’s the opposite of accept. What does it mean?

T: Can you give an example?

T: Well done. I often ask you “do you understand?” when I say something to you. So what’s the meaning of “understand”?

T: Can you make a sentence with it, please.

T: Now let’s talk about the passage. You have skimmed it. Who is the hero of the passage?

T: What happened to Jeff?

T: What’s the passage about?

Learn the new words before reading. Match the words or phrases with their meanings.

S1: When I feel tired, I often listen to my favorite music.
S2:…

Ss:…

S1: It means not useful.

S2: It’s useless to complain.

S3: It means to solve a problem.

S4: We should think of good methods to deal with the rubbish.

S5: Elder means older than someone.

S6: It means to say you will not do something.

S7: She refused to talk about this matter.

S8: It means to know what someone or something means.

S9: Can you understand what I said?

S10: It’s Jeff.

S11: His elder brother was killed in an accident.

S12: It’s about how Jeff deal with his sadness.
完成阅读任务。
1.利用师生讨论的方式学习新词汇。
2.利用构词法等方式帮助学生记忆词汇。

2(Pair work)
Read the passage and answer the questions in 1b.
T: Very good. Now let’s read the passage carefully and then you should find the answers to these questions in 1b.

T: How did Jeff feel when his brother died in a car accident?

T:Unfair is the opposite of fair, so what does it mean in Chinese?

T: At first how did Jeff deal with his sadness?

T: Why was he angry with the driver?

T:Why is Jeff feeling better now?

T:What can you learn from Jeff?

T:You know at first Jeff was very angry with the driver because his car hit his brother, even though it was an accident. Do you know how to use “even though”?

T: OK. Even though or even if causes the adverbial clause of concession(让步状语从句). For example, He will come on time even though it rains. Who can give an example?

T: What a good example. Do you have any other questions?

T: Sure. “Not …any longer” means “no longer”. For example, he doesn’t live in Beijing any longer. That is to say, he no longer lives in Beijing. Another example, you will not see him any longer. Can you make a sentence with the same meaning?

T: Yeah, you got it.
Read the passage and answer the the questions in 1b.

Ss:…

S1: He almost went mad. He felt that the world was unfair.

S2: It means “不公平的”in Chinese.

S3:He refused to play soccer or go to the movies with his friends. Instead, he just sat in his bedroom and didn’t talk to anyone, even his parents.

S4: Because his car hit his brother.

S5: Because he understood it was useless to be angry. He no longer hates the driver and stays in his bedroom by himself. He goes to the movies or plays sports with his friends. He feels better now.

Ss:…

S6: Even though means “即使，尽管，虽然”, but I don’t know more about it.

S7: He lost the game even though he tried his best.

S8: Can you give more example about no longer and not … any longer?

S9: You will see him no longer.
完成阅读任务。
1. 精读课文，回答问题。
2.利用师生讨论的方式解决文中的语言点。
Remark：
Stage 4（10mins)： Task 2: writing
Step
Teacher activity
Student activity
Designing purpose
1(Pair work)
Ask the students to talk about how they deal with sadness.
T: Jeff is unfortunate. And I think everybody may have bad experiences in his life. When you feel sad, you should talk with your friends about it. Today you have a good chance to share it with your partners. Now work in pairs, read the four questions in 2 and talk about how you deal with your sadness with your partner. Let’s begin.

Work in pairs and talk about how they deal with sadness.

Ss:…
让学生讨论如何处理不良情绪。为写作做准备。
2(Pair work)
Show some students’ passage on the screen and check them.
T: You had a warm discussion. Now please write down what you have discussed and write a short passage. Try to use the language you’ve learned in your expression. Using language is the best way to grasp them.

T: Who would like to show your passage? We can enjoy it and help you to check it together.

T: What a brave boy! Let’s enjoy his composition.
T: Let’s read his composition and find some good sentences.

T: Let’s count how many language points we learned in this lesson he used in his composition.

T: Wow, so many! Give him a clap! Using language is the best way to learn a language.
T: Did he make any mistakes? Who can point out and help him correct them?

T:Good! You are all careful and diligent students.
Write a short passage.

Ss:…

S1:Can I show my composition?

S2:…

Ss: even though, unfair, …

S3:…

将讨论结果写成短文。学生相互欣赏和批改作文，取长补短。
Remark：1.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。强调在运用中习得语言。
2. 让学生在欣赏和修正他人的书面表达的同时取长补短，提升自己的写作能力。

Stage 5（10mins)： Project
Step
Teacher activity
Student activity
Designing purpose
1(Group work)
Ask the students to have a discussion about their problems.
T: When we have problems, we should ask others for help. So as a friend, we should help others when they need help. Now please ask your group members about their problems and write them down.
Ask the group members about their problems.

Ss:

2(Group work)
Ask the students to discuss and
find ways to solve the problems
T: Discuss the problems with your group members and find the ways to solve them.
Discuss and find ways to
solve the problems

Ss:…

3(Group work)
Ask the students to write down the
suggestions.
T: Now you can write down the suggestions.

T:Can you read the suggestions?

T:Please remember the suggestions. I think you can use them to help others when they need help some day.
Write down the
suggestions.

Ss:…

S1: Sure. Let me read our
group’s suggestions.
…

Remark：教育学生要关心他人并乐于帮助他人，必要时给他人提出有效的建议。
Stage 6（3mins)： Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing purpose
1（Class activity)
Encourage the Ss to summarize the key points
T: Class will be over soon. We should summarize what we have learned in this lesson. Let’s begin!

Summarize what they have learned today.

S1:we learned some new words:
deal, elder, refuse, anyone, though, useless, sadness, unfair
S2: We learned to use some new phrases:
deal with, even though, not…any longer = no longer
S3: We review adverbial clauses of reason and equal comparison.
S4: We knew we should deal with our bad feelings in proper ways.
S5: We knew we should help others and give them suggestions when they need help.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。

2 (Class activity)
Assign the HMK.
T: For today’s HMK, I’d like you to remember the new words and phrases. Please try to retell the story of Jeff to your parents and preview Section A-1a, 1b, 1c, 2, 3 of Topic 3.
Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

Remark：
VI . Blackboard design
第五课时 (Section D-Grammar and Functions, 1a, 1b, 2,Project)
1. New words:
elder—old deal—deal with
refuse—accept though—even though
anyone—anybody
useless—use—useful
sadness—sad
unfair—fair
2. New phrases:
deal with
e.g. We should think of good methods to deal with the rubbish.
even though / even if
e.g. He lost the game even though he tried his best.
not…any longer = no longer
e.g. He doesn’t live in Beijing any longer. =He no longer lives in Beijing.