仁爱初中英语八下教案设计U5T2-2

博爱初中英语八下精选讲课方案设计U5T2-2博爱初中英语八下精选讲课方案设计U5T2-2/博爱初中英语八下精选讲课方案设计U5T2-2Unit5FeelingExcitedTopic2I’mfeelingbetternow.讲课内容分析及课时分派建议：本单元以FeelingExcited为主题。第二话题在感官动词表感觉的基础上学习与他人分享自己的感觉并学会宽慰和提出建议的表达法。主要功能句有Whatseemstobetheproblem?Howareyoufeelingtoday?Whydon’tyoutalktosomeonewhenyoufeelsad?Iwasreallyupsetandlonely.主要语法是原由状语从句和同级比较构造的必定和否认形式。本话题的词汇是描绘感受和感情的形容词以及提出建议的动词。其余在语音学习环节将关注双元音/I?/和/e?/的区别，句子中的停留、弱读和不完满爆破等，最后经过Project的活动讨论同学们的问题并提出相应的建议，对所学内容进行踊跃应用，培育学生的综合语言运用能力。第一课时：SectionA-2,1a,1b,1c第二课时：SectionA-3SectionB-1a,1b,1c第三课时：SectionB-2a,2bSectionC-2SectionB-3a,3b第四课时：SectionC-1a,1b,1c,3,4第五课时：SectionC-5SectionD-GrammarandFunctions,1a,1b,2,Project第二课时（SectionA-3SectionB-1a,1b,1c）讲课方案思路：本节课主要活动为SectionB-1a。本节课的课型为听闻课。本节课连续上节课有关LiHong的情绪的话题进行讨论和学习，功能句有问候、分享感觉、宽慰和建议。语法内容仍旧是原由状语从句。复习环节利用造句游戏复习系表构造和原由状语从句。SectionA-3是Helen写给LiHong的宽慰邮件，承接上节课的内容并与本节课SectionB-1a的对话内容有关，因此很合适作为Pre-listening的一部分。While-listening的环节仍旧设置了不一样样层次的听力练习，由浅入深地理解对话。并经过师生讨论的方式解决对话中的新词汇和语言点。Post-listening环节除了常例的朗诵以外，本课设置了一个改写对话并加以复述的活动。目的是让学生更深入地理解对话并运用目口号言。.TeachingaimsKnowledgeaims：（1）学习并掌握新词汇和短语。takeiteasy,fail,someone,feeling,joke2）能够自如地运用以下社交用语进行沟通。Takeiteasy.Howareyoufeelingtoday?Whydon’tyou?Don’tworry.There,there!It’llbeOK.Skillaims:学会怎样宽慰情绪低沉的伙伴。学生怎样给情绪低沉的伙伴提建议。Emotionalaims:经过对SectionB的学习，学生能够学会关注他人的情绪，在他人情绪低沉时提出合理有效的建议，帮助伙伴远离悲观情绪。Cultureawareness:.ThekeypointsanddifficultpointsKeypoints：学生在沟通中能自如地运用描绘情绪和感情的形容词和提出建议的动词。正确运用原由状语从句。Difficultpoints：正确运用be+adj.+prep.构造。学生对There,there!的理解。Ⅲ.Learningstrategies在写作环节进行合作学习可扬长避短，相互促使，共同进步！.Teachingaids多媒体课件/图片VTeachingproceduresStage1(3mins)：GettingstudentsreadyforlearningDesigningStepTeacheractivityStudentactivitypurposeGreetingasusual.PreparefortheGreetingasusual.Preparenewlesson.Playthevideoofforthenewlesson.EnjoytheHappy.songHappy.T:Goodmorning,everyone!Ss:Goodmorning,MissT:Howareyoufeelingtoday?Ss:T:Maybesometimesyoufeelsadandupsetfornoreason.It1(Classactivity)doesn’matter.Everyonegetsthesefeelingsatyourage.Whydon’youttalktoyourfriends?youwillfeelbetter.Let’enjoysabeautifulsongnamedHappy.Haveyoueverheardofit?It’ssopopular.Youcanfollowitifyouareabletosingit.Ss:

为上课做好准备，并经过师生沟通表现目口号言，让学生进行初步的感知。Remark：这一环节的目的是要创办学习英语的气氛并使学生静下心来，开始新的学习。能够采纳多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage2（5mins)：RevisionStepTeacheractivityStudentactivityDesigningpurposePlayagametoreviewadverbialHandoutthepiecesofpaper.利用游戏的方式clausesofreason.Playagametoreview复习系表构造和T:Beforethenewlesson,let’sadverbialclausesofreason.原由状语从句。playagame.IhavepreparedMakesentenceswithwordssomepiecesofpaperwithverbsonthepiecesofpaper.andadjectivesonthem.Everystudentwillgettwopiecesofpaper.Oneforaverb,theotherforanadjective.Pleaseuseyourimaginationandmakeasentencewiththesetwowords.Forexample,Ihavegottwowords.Theyarehappyandfly.MaybeI1(Classactivity)canmakeasentence:I’mveryhappybecausemylittlebirdflewbackthismorning.Isthatclear?T:Sayouryoursentences,please.S1:Igotthewords“surprised”and“eat”.Somysentenceis“XiaoLiissosurprisedbecausehispartnerhaseatentencakesforhisbreakfast.Isthattrue?Ialsofeelsurprised.Thenextone,please.S2:Remark：1.游戏的指令必定要清楚，务必让学生听懂，必需时教师能够用汉语解说。2.教师提早在小纸条上写好情绪形容词和动词。每个学生随机分到一张写有情绪形容词和一张写有动词的小纸条，学生依据这两个词张开想象，利用原由状语从句造句。Stage3（10mins)：Pre-listeningStepTeacheractivityStudentactivityAskthestudentstoreadReadSectionA-3andfillinSectionA-3andfillintheblankstheblanks.ThenlistenandPlaythetaperecordingofchecktheanswers.SectionA-3andchecktheanswers.T:Asyouknow,LiHongfeelsunhappybecauseshedidbadlyinthelastEnglishexam.Helenisakindgirlandshewantstohelpher.Shewroteane-cardtoLiHongtocomforther.Pleasechoosethecorrectwordsandphrasestocompletethee-card.1(Pairwork)Ss:..T:Haveyougottheanswers?

Designingpurpose达成SectionA-3并利用师生议论的方式解决文中出现的语言点。Let’slistentothetapeandyoucancheckyouranswers.WhydidHelensendthise-cardtoLiHong?HelengaveLiHongsomesuggestions.Whatarethey?

Ss:S1:Shewantedtocheerherup.S2:HelentoldLiHongnottoworryabouttheEnglishexam.S3:Itdoesn’tmatterifshedidbadlyinoneexam.Shecanworkharderanddobetternexttime.S4:Takeiteasy,anddon’tbetoostrictwithherself.S5:Trytotalktoothers.S6:HelenwouldliketobeLiHong’sfriendandtalkwithherifLiHongwants.DoyouthinkthatLiHongwillfeelbetterwhensheseesthiscard?S7:Yes,Ithinkso.2(Pairwork)Leadto1aandpredicttheRead1bandpredicttheanswersof1b.answers.IalsobelievethatLiHongwillbebetterwithHelenandMissWang’shelp.Justasyouknow,MissWangwillhaveatalkwithhertohelpherout.YouwilllistentoaconversationbetweenMissWangandLiHong.Canyouguesswhattheyaretalkingabout?S1:TheymaytalkaboutLiHong’sproblems.S2:MissWangmaygiveLiHongsomeadvice.T:Yourguessesarereasonable.ReadtheProblemsandsuggestionsin1b.DoyouthinkwhatproblemLiHongmayhaveandwhatsuggestionsMissWangwillgiveher.Tickthem.Ss:Remark：Stage4（10mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurposePlaythetaperecordingofListento1aandtickthe利用师生讨论的SectionB-1aandchecktheproblemsandsuggestions方式解决对话中answersin1b.theyhear.的语言点。T:Let’slistentotheconversationandticktheproblemsandsuggestionsyouhear.Ss:T:Tellmeyouranswers,please.1(IndividualS1:LiHongfailedthework)Englishexamandshefeelssad.Whatdoyoumeanbyfailtheexam?T:Good!Anyotherproblems?

S2:Itmeansshedidn’tpasstheexam.S3:Shedoesn’tknowhowtotalkwithothers.TWhatsuggestionsdoesMissWanggiveher?S4:MissWangtoldhertofindotherstotalktoandtomakefriendswithHelen.Youdidquitewell.Nowlet’slistenagainandyoucanmatchtheproblemsandthesuggestions.Ss:WhatshouldHelendowhenshefeelssad?Helendoesn’thowtotalkwithothers.Whatshouldshedo?

S5:Sheshouldfindotherstotalktowhenshefeelssad.S6:ShecanmakefriendswithHelen.LiHongwantstomakefriendswithHelenaswell.Why?Jokecanmakeyoulaughandrelaxed.Doyouoftentelljokestoyourfriends?HowdoesMissWangcomfortLiHong?

S7:BecauseHelenalwaystellsherjokesandmakesherlaugh.LiHongthinksHelenseemstolikeher.Ss:Yes.S8:Shesaid“there,there!It’llbeOK.”S9:Whatdoes“there”meanhereinChinese?Itmeans好啦，好啦.It’susedtocomfortothers.S9:Isee.Thankyou.Askthestudentstoread1aandfillintheblanksin1c.You’rewelcome.OK.Nowlet’sread1aandfillintheblanksintheshortpassagein1c.Ithink2(Individualit’sveryeasyforyou.work)Haveyougottheanswers?Whowouldliketoreadthepassageforus?Remark

Read1aandfillintheblanksin1c.Ss:S1:LetmehaveatryStage512mins):Post-listeningStepTeacheractivityAskthestudentstopracticetheconversationin1a.T:Welldone.Nowlet’spractice1(Groupwork)theconversationinpairs.Youshouldpaymoreattentiontothepronunciationandintonation.

DesigningStudentactivitypurposeActouttheconversationin1ainpairs.Nowlet’sactouttheconversationinroles.Bebravetohaveatry,please.Showsomequestionsonthescreen.WhydoesLiHongoftenfeellonely?Howisshefeelingthesedays?Why?WhatdidMissWangdoforher?WhatsuggestionsdidMissWanggiveher?Howdoesshefeelnow?T:IhavesomequestionsaboutLi2(Pairwork)Hongonthescreen.Nowaskandanswerinpairsfirst.AndthenyoucantellmethechangesofLiHong’sfeelingsaccordingtotheanswers.Youcanworkingroupsandthenonestudentofyourgroupmakesareport.Let’shaveatry.CanyoutellmethechangesofLiHong’sfeelings?

Answerthequestionsonthescreeninpairs.ThenretellthechangesofLiHong’sfeelingsaccordingtotheanswers.Ss:S1:Yes.LiHongisaquietandshygirl.Shehasfew

依据问题的提示，让学生改写并复述对话。friends.Sosheoftenfeelslonely.SheisfeelingverysadthesedaysbecauseRemark：在写作环节进行合作学习可扬长避短，相互促使，共同进步！Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityEncouragetheSstosummarizetheSummarizewhattheyhavekeypointslearnedtoday.Classwillbeoversoon.We