八下教案设计unit5. topic3. sectionA.doc

八年级下册教案设计Unit 5 Feeling ExcitedTopic 3 Many things can affect our feelings.Section A. Material analysis本节课为话题的第一节课，建议用两课时上完。主要活动为Section A 的1a和4a。本课通过Kangkang帮助Michael缓解发表演讲前的紧张情绪，引出对话的主题：描述影响心情和情绪的事情和具体事物。对话呈现了重点词汇：test, nervous和speech, 充分表现了Michael 发表演讲前的焦虑；通过3 的听力练习，继续呈现了几组学生们在生活中经常发生的会影响心情的场景并给予合理的处理建议；最后以4a中提供的情境作为载体，向学生呈现了简单句的六种基本句型，使学生系统地掌握简单句的构成。. Teaching aimsKnowledge aims：1. 学生能正确拼读并运用单词表中的黑体单词test, nervous和speech。2. 学生能正确运用以下短语造句： have a test, get nervous, give a speech, follow ones advice, fall off3. 学生能自如地运用以下询问心情、表示安慰和提出建议的功能句进行交流。Is there anything wrong?How are you doing?Whats wrong?Dont worry.Take it easy.Why not ? 4. 学生能正确地运用相关的交际功能用语写出有关情绪询问和给出建议的对话。Skill aims：1. 能听懂有关询问影响心情的事情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，简单句和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： 1. 通过对Section A的学习，学生能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。2. 学会勇于克服困难。. 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. 辨别六种简单句式。Difficult points： 系统地掌握简单句的构成。. Learning strategies1. 课前预习有助于新知识的理解和掌握。2. 发表演讲之前要做好充分的准备。. Teaching aids Computer multimedia projector. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The wholeclass work.2. The wholeclass work.3. The wholeclass work+group work.4. Individualwork.5. The wholeclass work.1. Focus their attentionon the teacher.2. Students guess thewords learnt in Topic 1 and Topic 2.3. Students learn thenew words. And thenplay the game: Thebomb to grasp them.4. Students finish 4a. 5. Students check theanswers with theteacher and correctthe wrong ones.1. Greet the students andmake them ready forlearning. 2. The teacher shows different facial expressions. Askstudents to guess thewords for describing the feelings.3. The teacher introduces the new words: test, nervous and speech by showing the pictures on the screen. Play the game: The bomb.(The bomb: The teacher divides the students into two groups. Tell the students that one of the new words is the bomb. When they read after the teacher, they are not allowed to read the certain word. If the group reads the word, the other group will get one point.)4. The teacher shows the six sentences of 4a on the screen and asks the students to mark them with N(nervous), H(happy), W(worried ) or A (afraid).5. The teacher asks twostudents to tell theanswers. 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 whole class work.1. Students make surethey understand whatthe questions mean.2. Students catch thegeneral idea of theconversation. 3. Students watch theflash for the second time and finish 1b.4. Students check theanswers.(1) Hell have a testtomorrow and healways gets nervousbefore a test.(2) He feels nervous. (3) Listen to a CDabout giving speeches and practice.(4) Yes.5. Students read theconversation andcomplete the passage in 1c. 6. Students check theanswers with the help of the teacher.1. The teacher asks thestudents to read thequestions in 1b. (1) What is Michaelworried about?(2) How does Michaelfeel when he has togive a speech?(3) What is Kangkangssuggestion for helpingMichael?(4) Do you think Michaelwill do well in histest?2. The teacher plays theflash of 1a for the firsttime without stopping.3. Teacher plays 1a for thesecond time, stoppingwhen necessary. 4. Then ask two students totell the answers to 1b.5. The teacher asks thestudents to read theconversation andcomplete the passage in 1c. 6. The teacher asks twostudents to tell theiranswers.Consolidation(10 minutes)1. The whole class work.2. The whole class work.3. Group work.4. The whole class work.5. Pair work.6. Pair work. 7. The wholeclass 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 tofind out the difficultpoints and sum up the main points.4.The students underline in their books andmake some notes.5. Students prepare forthe action of 1a inpairs. 6. Students act out theconversation. They can add more expressions and gestures whenacting.7. Students evaluate the performance. 1. The teacher plays therecording sentence bysentence.2. The teacher plays the recording withoutstopping.3. Let the students read 1a,Then learn in groups tofind out the difficultpoints and sum up themain points of theconversation.4. The teacher makes asummary to explain the key points and difficult points to the students:(1) have a test (2) get nervous(3) give a speech5. The teacher asks thestudents to read 1a againand prepare for actingout the conversation inpairs. 6. The teacher asks severalpairs to act out theconversation.7. The teacher lets studentsevaluate the conversations.The best ones can gettwo points.Practice(10 inutes)1.The whole class work.2.The wholeclass work.3.The wholeclass work.4. Individualwork.5. The wholeclass work.6. Individualwork.7. The wholeclass work.8. Pair work.1.Students grasp thesentence structuresand match them bythemselves. 2. Students check theanswers with the teacher.3.Students tell the sentence structures of thesentences to grasp them.4.Students listen to theconversations andnumber the pictures.5.Students check the answers with the teacher andcorrect the wrong ones.6.Students listen again and write down who has such problems andcomplete thesuggestions for them.7.Students check theanswers with the teacherand correct the wrongones.8.Students practice theconversations in pairs.1.The teacher introduces the six sentence structures to the students, and then asks the students to match them with the sentences in 4a. 2.The teacher lets two students tell their answers to check the answers.3.The teacher asks the students to tell the sentence structures of the following sentences:(1) Is there anything wrong?(2) Im worried.(3) Ill help you.(4) Then you can practice.(5) Miss Wang gave me a story book just now.(6) My mother always asks me to eat less meat and more vegetables. 4.The teacher asks thestudents to listen to the conversations and number the pictures of 3.5.The teacher asks twostudents to tell the answers.6. The teacher asks the students to listen again and write down who has suchproblems and complete the suggestions for them.7. The teacher asks twostudents to write down the answers on the blackboard. Check the answers.8. The teacher asks the studentsto practice the briefconversations in pairs. Production(7 minutes)1. The wholeclass work and group work.2. The wholeclass work.3. Pair work.4. The wholeclass work.5. The wholeclass work.6. Individualwork.1.Students discuss thequestions of 2 in groups.2.Students make upconversations using the following expressions:Is there anything wrong?How are you doing?Whats wrong?Dont worry.Take it easy.Why not ?3. The students act outtheir own conversations in pairs.4. Learn to care forothers feelings andoffer help.5. Students summarizeSection A with theteacher.6. Students finish their homework after class.(1) Memorize thesummary after class.(2) Students write apassage according to the conversation in 1a to prepare for the reporting tomorrow.(3) Students learn Section B after class. 1. The teacher organizes thestudents to discuss thefollowing questions ingroups:(1) How do you feel whenyou give a speech?(2) If your friend is worried about his/her speech, how will you help him/her to relax?2. The teacher asks thestudents to make upconversations like 1a ingroups based on thequestions above.Encourage them to usemore expressions.3. The teacher lets the students show their own productions by acting out theirconversations.4. The teacher sums up the students conversations. The best ones can get tw