科普(仁爱)版八年级英语下册全册教案

最新科普（仁爱）版八年级英语下册全册教案

Unit5TopiclSectionA

一、教学目标

知识目标：

1.学生能熟练掌握并运用以下词汇：

黑体单词：invite；系动词：be,get,look,feel,taste,smell和sound；形容词：excited,

exciting,happy和disappointed

2.学生能熟练运用以下短语造句：

invitesb.todosth.；preparesth.forsb.；saythanks/goodbye/goodmorning

/hello/sorrytosb.;aticketto...;thekeyto...

3.学生能熟练运用以下重点句型进行交际交流。

-Howareyoudoing?-Verywell,thankyou./Guesswhat!Ifs.../Whatapity!

能力目标：

1.能听懂有关情绪的简单对话和陈述。

2.能正确地运用本课的交际用语。

3.能读懂有关描述情绪的材料。

4.能熟练地运用系动词加形容词以及交际功能语言写出简单的对话。

情感、态度与价值观目标：

1、通过本课时的学习，学生能够学会控制自身的负面消极情绪；

2、通过本课时的学习，学会帮助别人排解不良的情绪。

二、重难点：

重点：

1、学生能熟练地运用系表结构；

2、学生能熟练地运用以下重点短语：

invitesb.todosth.;invitesb.nottodosth.；preparesth.forsb.;saythanks/

goodbye/hello/sorrytosb.;aticketto...

难点：

熟练地运用系动词加形容词以及交际功能语言写出正确的对话。

三、学习策略

通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内

容，对所要完成的题目进行初步的判断。

四、教具

电脑多媒体,歌曲DoReMi.

五、教学过程

介绍(8minutes)

1.Greetthestudentsandmakethemreadyforlearning.Theteacherplaystheflashof

thesong,DoReMi.

2.Theteacherasksthestudentsiftheyarehappytoseeeachotherafterthewinter

holiday.

3.Theteachershowsthethirdpictureof2onthescreen:Dotheylookhappy?

4.Showallthepictures,wordsandtheexampleof2onthescreenonebyone.Letthe

studentsaskandanswerinpairsaccordingtotheexample.Letthestudentspaymore

attentiontotheformoftheverbs.Finish2.(Theteachercandividethestudentsinto

fourgroups.Thentellthestudentsthattheycangetonepointortwopointsorthree

pointswhentheyanswerthequestionsormakeconversationscorrectly.)

Presentation(lOminutes)

1.Askthestudentstoobservethepictureoflaandanswerthequestion:Do

Kangkang,Jane,MariaandMichaellookexcited?Leadtothelearningofthe

conversation.

2.Theteacherasksthestudentstoreadthestatementsinlb.

3.Theteacherasksthestudentstoreadthepartsfirstlyandformajudgment.

4.Theteacherplaystheflashoflaforthefirsttimewithoutstopping.

Letthestudentslistentoandmatchthethreepartsoflb.

5.Theteacherplayslaforthesecondtime,stoppingwhennecessary.

6.Thenasktwostudentstotellanswerstolb.

7.LetthestudentsthinkaboutwhyKangkang,Jane,MariaandMichaellookso

excited.Explainthenewwordinvite.

Consolidation(10minutes)

1.Theteacherletsthestudentsaskandanswerquestionsinpairsbasedonlb.Finish

1c.

2.Theteacherasksthestudentstoreadlaandoffers2or3minutestothestudentsto

finishId.

3.Theteacherletsthestudentscorrectthewrongwords.

4.Theteacherplaystherecordingsentencebysentence.

5.Theteacherplaystherecordingwithoutstopping.

6.Theteacherletsthestudentsreadla,andthenasksthemtofindoutthedifficult

points.

7.Theteachermakesasummarytoexplainthekeypointsanddifficultpoints:

(1)-Howareyoudoing?

(2)linkingverb+adjective

(3)Guesswhat!

(4)invitesb.todosth.

(5)oneof+最高级+名词复数

(6)preparesth.forsb.

(7)saythanks/hello/sorry/

goodbyetosb.

(8)aticketto

Practice(10minutes)

1.Theteacherencouragesthestudentstolookatthepicturesin3andguessthe

feelingsofthepeople.Giveaforecasttotheadjectivesofdescribingfeelingsthey

willfillintheblanks.

2.Theteacherplaystherecording.

3.Lettwoorthreestudentstelltheiranswers.

4.Theteacherplaystherecordingandpausesaftereachconversation.

5.Theteacherplaystherecordingthethirdtime.

6.Theteacherchecksthestudents'answers,callingfourstudentsfromeachgroup

showtheiranswersontheblackboard.Theteachercorrectsthewrongparts.Pay

attentiontotheformofthelinkingverbs.

7.Letthestudentsaskandanswerquestionsinpairsbasedon3.Giveoutthesuitable

pointstoeachgroup.

Production(7minutes)

1.Theteacherorganizesthestudentstomakeuptheconversations,usingthelinking

verbsandtheadjectivesin4inpairs.Helpstudentstoreviewthewaystoexpress

greetings.Encouragethemtousemoreexpressions.

2.Letthestudentsshowtheirownproductionsbyactingouttheirconversations.

Theteachergivesoutthesuitablepointstotheirproductions.

3.Theteachersumsupthestudents9conversations.

Teachthemtocareforothers9feelings.

4.Theteachershowsthesummarytothestudents.

5.Theteacherassignshomework:

(1)Reviewthesummaryafterclass.

(2)Askstudentstowriteapassageaccordingtotheconversationinlaandreaditto

thewholeclasstomorrow.

(3)PrepareSectionBafterclass.

TeachingReflection

Ifseasyforthestudentstounderstandthestructureof"linkingverb+adjective^^.But

it'salittlehardforthestudentstousethecorrectformofthelinkingverbsintheir

ownconversations.Teachershoulddesignmoreoralpracticeforthestudents.

六.Blackboarddesign

Unit5FeelingExcited

Topic1I'msohappy.

SectionA

1.-Howareyoudoing?

-Verywell,thankyou.G1G2G3G4

2.linkingverb+adjective2412

3.Guesswhat!3222

4.invitesb.todosth.1222

5.oneof+最高级+名词复数

6.preparesth.forsb.

7.saythanks/hello/sorry/goodbyetosb.

8.aticketto...

Unit5TopiclSectionB

I.Materialanalysis

本节课建议用两课时上完。主要活动为SectionB的la和2a。

本课通过Steve询问KangkangMr.Brown不高兴的原因，继续谈论本话题的主题：

描述情绪与表达情感。重点呈现本话题所要学的语法重点：Linkingverb+

adjective,并呈现了新出现的连系动词seem,复习了用love,favorite和likebest

表示喜好，同时在对话中复习了交际功能用语：Whafsthematterwith...?o在2a

中让学生观察学会分组记忆单词，并正确掌握以-ed结尾的形容词和以-ing结尾

的形容词的用法上的区别。要求学生在学会课本语言知识的同时，在闲暇时间有

健康向上的个人爱好，陶冶情操，提高个人的自身修养，并培养他们的互助互爱

的精神，在能够正确处理个人情绪的同时帮助他人排解不良的情绪。

II.Teachingaims

Knowledgeaims：

1.学生能掌握-ing和-ed在词尾的读音，及此类单词的重音位置；能在朗读中正

确读出连读和句子的语调，并能区分出和读准需要重读的实词。

2.学生能正确拼读并运用单词表中的黑体单词seem,并正确运用以-ed结尾的

形容词和以-ing结尾的形容词。

3.学生能正确运用“linkingverb+adjective”结构造句。

4.学生能自如地运用系表结构的句子进行交流来谈论情绪。

Skillaims：

1.能听懂有关情绪的询问与表达的简单对话和陈述。

2.能正确地运用带有系表结构的句子表达情绪，能自如地就个人喜好的话题进

行交流。

3.能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。

4.能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言

写出简单的问候和询问情绪的对话。

Emotionalaims：

通过对SectionB的学习，鼓励学生在闲暇时间多参加积极健康的文体活动，开

阔视野，陶冶情操，提高个人的自身修养，并能培养他们乐观向上的精神，有助

于排解不良的情绪。

HI.Thekeypointsanddifficultpoints

Keypoints：

1.linkingverb+adjective

2.正确运用以-ed结尾的形容词和以-ing结尾的形容词。

Difficultpoints：

1.对以-ed结尾的形容词和以-ing结尾的形容词的理解。

2.对句子中需重读的词的正确把握。

IV.Learningstrategies

I.对同一词根的词的成组理解记忆有助单词记忆速度的提高和对词义的理解。

2.通过模仿录音重读，连读和语调，让学生知道模仿读音是修正自己读音的很

好的学习途径。

V.Teachingaids

Computermultimediaprojector,phoneticsyllablecards,wordcards.

VI.Teachingprocedures

Introduction(8minutes)

1.Finishlb.Theteacherasksthestudentstoreadthestatementsinlb.

2.Theteacherplaystherecordingforthefirsttimewithoutstopping.

3.Theteacherplaystherecordingagain.

4.Theteacherletsstudentsreadlacarefullyandchecklb.

5.Checklb.Theteachercallstwostudentstotelltheiranswers,thencorrectsthe

wrongones.

6.Theteacherletsthestudentschecktheirguessing:WhydoesMr.Brownseem

unhappy?

7.Theteacherletsthestudentsreadlaandfindoutallthelinkingverb+adjecti

structures.

8.Writeallthephrasesontheblackboard:

seemunhappy

feeldisappointed

beinteresting/fun

beboring

beexciting

9.ShowsomepicturesofCatsandAvatar.Introducethemsimply.

Consolidation(10minutes)

1.Theteacherplaystherecordingoflasentencebysentence.

2.Theteacherplaystherecordingwithoutstopping.

3.Theteacherasksthestudentstofinish1c.Giveoutthesuitablepointstoeachgroup.

4.Theteacherasksthestudentstoreadthewordsin2a.Remindthemtopayattention

tothestressandtheunderlinedparts.

5.Theteacherplaystherecordingof2a.

6.Theteacherasksthestudentstoobservethewordsandsumuptheirusages.

7.Theteachersumsuptheusagesoftheadjectivesendedwith-edand-ing.

Practice(10minutes)

1.Theteacherasksthestudentstofinish2b.

2.Checktheanswers.

3.Theteacherplaystherecordingof3forthefirsttime.

4.Theteacherplaystherecordingforthesecondtime.

5.Check3.Theteachercallstwostudentstotelltheiranswers.

6.Theteachershowsphoneticcards/t/,/d/and/id/.

7.Theteacherpronounces/1/,/d/and/id/.

8.Theteacherletsthestudentsreadthephoneticsandthegivenwords,andthenasks

themtofindouttherulesforspelling.

9.Theteachershowsthecardswithmoresimilarwords.

10.Theteacherletsthestudentsreadthesentencesintheboxin4b.Askthemtopay

attentiontothestress,liaisonandintonation.Tellthemtostressthecontentwords

interrogativewords.

11.Theteacherreadsthesentencesof4b.

12.Theteacherletsstudentschoosethecorrectsentencestocompletethe

conversation.Finish4b.

Production(7minutes)

1.Theteacherasksthestudentstopreparetheactionoftheconversationoflain

groupsoffour.Giveoutthesuitablepointsafteracting.

2.Theteacherorganizesthegame:BrainStorms.Letthestudentssayoutmore

linkingverbsandadjectivesinoneminute.Giveoutthesuitablepointsafterthat.

3.Theteacherasksthestudentstosumupthemainpointsoftoday9slesson.Thenthe

teachermakesacomplement.

4.Theteacherassignshomework:

(1)Makeupsentenceswiththelinkingverbsandadjectivesthestudentshave

mentioned.

(2)Reviewthesummaryafterclass.

(3)SearchtheInternetforsomeinformationaboutthemovie,TheSoundofMusic,to

prepareforSectionCafterclass.

TeachingReflection

Studentsunderstandthestructureof"iinkingverb+adjective,,wellandtheycan

makeuprightsentenceswithit.Buttheyneedmoreexercisesabouttheusagesof

adjectivesendedwith-edand-ing.TheyareveryinterestedinthemovieTheSound

ofMusicafterlearningSectionAandB.IfshelpfulfbrthemtolearnSectionC.

VII.Blackboarddesign

Unit5FeelingExcited

Topic1I'msohappy.

SectionB

1.seemunhappyG1G2G3G4

feeldisappointed2412

beinteresting/fun3222

beboring1223

beexciting

2.Great!Hemustbeexcitedtogetit.

OK.Iwilltellhimtheexcitingnewsrightnow!

Unit5TopiclSectionC

I.Materialanalysis

本节课建议用一课时完成，主要活动为la和2a。

la呈现了在前两课中多次提到的音乐剧TheSoundofMusic的故事梗概，让学生

了解了这部经典的影片的大致故事情节，学习年轻活泼的女主人公Maria积极乐

观的生活态度，和通过音乐表达出来的对孩子的爱心，对生活的热爱和面对困难

时对理想的锲而不舍的执着精神。学生在阅读引人入胜的电影故事的同时自然地

丰富他们的语言积累，在运用中继续学习linkingverb+adjective这一结构的表达。

课后要求学生写一篇有关采访Mr.Brown关于TheSoundofMusic的对话，旨在

培养学生乐于接受优秀的异域文化，学会对优秀影视作品的欣赏，拥有积极乐观

的生活态度。

II.Teachingaims

Knowledgeaims：

1.学生能根据音标，正确朗读出单词表中单词及短语飞

2.能正确拼读并运用黑体单词。

3.学生能正确运用“linkingverb+adjective”结构造句。

4.学生能正确使用以下短语，复述本课课文，简单地介绍影片大意。

oneofcarefor,becomeangry,becauseof,teachsb.todosth,cheersb.up,

Skillaims：

1.能听懂本课文本材料以及与电影内容相关的课堂用语。

2.能熟练地口头谈论有关TheSoundofMusic的故事大意及经典音乐的话题。

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.能规范地写出有关采访Mr.Brown关于TheSoundofMusic的对话。

Emotionalaims：

教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态度。

HI.Thekeypointsanddifficultpoints

keypoints：

1.正确运用单词表中单词及短语

2.正确运用“linkingverb+adjective”结构造句。

difficultpoints：

1.lonely和alone的区别运用。

2.采访对话的写作。

IV.Learningstrategies:

1.观看英文电影对练习英语发音，语调和听力训练都有很大的帮助。

2.分工明确的小组学习可以让学生对英语对话及短文的写作步骤有更深刻的理

解。

V.Teachingaids

Computermultimediaprojector,theflashesofthesongs,TheLonelyGoatherdand

Edelweiss.

VI.Teachingprocedures

Introduction(8minutes)

1.Greetthestudentsandmakethemreadyforleaming.Enjoythesong,TheLonely

Goatherd.

2.Theteacherasksthestudentstomakeupsentenceswiththelinkingverbsand

adjectivestheyhavementionedtoreporttheirhomework.

3.Theteacherasksthestudentstogoonreportingtheirhomework:someinformation

aboutTheSoundofMusic.

4.TheteacherplaystheflashoftheclassicsongofTheSoundofMusic,Edelweissto

leadthepassageofla.Askthestudentstolookatthepictureandguesswhatthetext

isabout.

5.Theteacherletsthestudentsreadthewordsintheboxoflaandguessthemain

ideaofthetext.

6.Theteacherasksthestudentstoskimlaandcheckthepre-readingwork.

Presentation(lOminutes)

1.Finishlb.TheteacheraskstheSstoreadthestatementsinlb.

2.TheteacheraskstheSstoreadthefirstparagraphandcompletethefirsttable.

3.TheteacheraskstheSstoreadthesecondparagraphandcompletethesecondtable.

4.TheteacheraskstheSstoreadParagraph3andfinishthethirdtable.

5.TheteacherletstheSsreadthewholepassagecarefully,checktheanswer,finish

lb.

6.TheteacheraskstheSstoscanParagraph1andanswerthefirstquestionin1c:

7.TheteacheraskstheSstoscanParagraph2andanswerthesecondquestionin1c:

8.TheteacheraskstheSstoscanParagraph3andanswerthethirdquestionin

9.Theteacherasksthestudentstoscanthewholepassageandanswerthelast

questionin1c:Thencheckalltheanswers.

Consolidation(lOminutes)

1.Theteacherasksthestudentstoreadthroughthepassageandfindoutthelinking

verb+adjectivestructure.

2.Theteacherplaystherecordingwithoutstopping.

3.Theteacherasksthestudentstofindoutthedifficultpointsandsumupthemain

pointsofthepassage.

4.Theteachermakesasummarytoexplainkeypointsanddifficultpointstothe

students.

(1)lonely孤独的，寂寞的，侧重人的心理。

alone独自的，单独的，说明客观存在。

(2)because后接状语从句，becauseof因为，由于，介词短语，后接名词或相

当于名词的词或短语・。

(3)cheersb.up使某人振奋起来，使某人高兴起来。

5.Theteacherasksthestudentstoreadthewholepassageingroups,makingsure

everyonecanreadthroughthepassage.

Practice(10minutes)

1.Playthegame:Aroundrobinstory.

Theteacherasksthestudentstoretellsthestorybasedonlband1c.

MemberBretellsthefirstparagraphaccordingtothefirsttableandthefirstquestion.

MemberCretellsthesecondparagraphaccordingtothesecondtableandthesecond

question.

MemberDretellsthethirdparagraphaccordingtothethirdtableandthethird

question.AtlastMemberAretellsthewholestory.

2.Theteachershowssomeexercisesonthescreentothestudents.Thencallfour

studentsfromdifferentgroupstowritedowntheiranswersontheblackboard.

3.Theteachercallstwostudentstochecktheanswers.

Production(7minutes)

1.Finish2a.Theteacherasksthestudentstomakeaninterviewingroups.MemberB

actsMichael.MemberC,D,EandFanswerMemberB'squestionsof2a.Then

MemberAreportstheinterviews.

2.Theteachersummarizeswhatthestudentslearnedtoday.Importantlanguagepoints

areshownonthecomputerscreen.

3.Theteacherassignshomework:

(1)TheteacherasksthestudentstofinishwritingtheconversationbetweenMichael

andMr.Brownintheirexercisebooks.Remindthemtoconnectthetopicsentences,

thenaddsomethingnecessary.

(2)TheteacherasksthestudentstosearchtheInternetforsomeinformationabout

BeijingOperatoprepareforSectionDafterclass.

(3)TheteacherassignsthestudentstoreviewSectionA-CtoprepareforSectionD.

(4)Theteacherasksthestudentstowatchtheclassicmovie,TheSoundofMusic.

TeachingReflection

ThestudentslikethetwobeautifulsongsfromTheSoundofMusicverymuch.The

wholeatmosphereofthislessonisactive.IfshelpfultoEnglishteachingandlearning.

Weshouldshowmoreinformationthatthestudentsareinterestedinwhenwehave

theEnglishclass.

VII.Blackboarddesign

Unit5FeelingExcited

Topic1I'msohappy.

SectionC

1.lonelyalone

2.becausebecauseof

3.cheersb.up

Unit5TopiclSectionD

I・Materialanalysis

本节课为本话题的最后一课时，主要活动为1和2a。

SectionD是一节复习课，在综合复习SectionA-C的词汇、语法和功能句的基础

上，巩固学生本话题的学习内容。学生将通过1的阅读了解我们的国粹

—BeijingOpera的历史起源，主要角色，素材来源及艺术特点，进而让学生在

感觉京剧的旋律美的同时，体会我们祖国文化的博大精深，更加愿意关心热爱京

剧艺术，进而更加热爱我们伟大的祖国，培养民族自豪感。同时通过2a的写作

拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。

II.Teachingaims

Knowledgeaims：

1.学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词；

2.能熟练运用linkingverb+adjective结构；

3.能准确运用本单元重点短语进行写作练习：

invitesb.todosth.,preparesth.forsb.,saythanks/goodbye/hello/sorrytosb.

atickettobecauseof,cheersb.up,comeintobeing,befullof,agreewithsb.

makepeacewithsb.,intheend,bepopularwithsb.,be/becomeinterestedin...等

短语。

4.能正确做出教师设计的补充词汇对比的练习：

{boring;bored}

{exciting;excited}

{alone;lonely}

{because;becauseof}

{interesting;interested}

5.学生能综合运用本课短语、句型写出描述不同情绪的短文。

Skillaims：

1.能听懂与课本内容难度相当的，有关BeijingOpera的历史，角色，意义的听

力材料。

2.能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故

事。

3.能阅读有关自己最喜欢的艺术形式的文章，理解文章，并能做出相关的阅读

练习。

4.能综合运用本话题的语法，词汇，句型写出自己最喜欢的某一艺术形式或故

事的意义以及人物在某一特定活动或事件中的情绪变化。

Emotionalaims：

本话题通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文

化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。

HI.Thekeypointsanddifficultpoints

Keypoults：

1.学生能正确拼读、书写并运用黑体单词，能用excited,upset,happy等形容词

描述故事中人物的不同情绪，并熟练运用linkingverb+adjective结构。

2.掌握interesting和interested的用法区别。

Difficultpoints:

1.综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情

绪变化。

2.正确做出教师设计的补充词汇对比的练习。

IV.Learningstrategies:

1.通过整体复习SectionsA-C,让复习也是一种学习的想法根植在学生心中。

2.小组学习可以让学生对短文的写作步骤有更深刻的理解。

V.Teachingaids

Computermultimediaprojector,theflashofthesong,RapFace;thepicturesofthe

rolesinBeijingOpera

VI.Teachingprocedures

Introduction(7minutes)

1.Greetthestudentsandmakethemreadyforlearning.Enjoythesong,Rapface.

2.Theteacherasksthestudentstoreporttheirhomeworkinpairs:A1-A2;B1-B2;

C1-C2;D1-D2.MakeuptheconversationsbetweenMichaelandMr.Brown.

3.Theteacheraskstwostudentstowritetheirconversationsontheblackboard.The

teachercorrectsasanexampleforotherstocheck.

4.TheteachershowsthepicturesoftherolesinBeijingOperatothestudentsand

leadstothenewlesson.Askthestudentstoreportsomeinformationtheysearchedon

theinternet.

Presentation(8minutes)

1.TheteacherasksthestudentstoskimthepassageandmarkTorF.

2.Theteachercheckstheanswers.

3.TheteacherasksthestudentstoreadParagraph1andanswerthequestions:

(1)WhendidBeijingOperacomeintobeing?

(2)Wherediditsmusicandsingingcomefrom?

(3)HowmanymainrolesarethereinBeijingOpera?

4.Theteacherhelpsthestudentschecktheanswers.

5.TheteacherasksthestudentstoreadParagraph2andanswerthequestion:

AretheyoungpeopleinterestedinBeijingOperanowadays?

6.Theteacherhelpsthestudentschecktheanswer.

Consolidation(10minutes)

1.Theteacherasksthestudentstoreadthewholepassagecarefullytofindoutthe

difficultpointsandsumupthemainpointsofthepassage.

2.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothe

students.

(1)comeintobeing

(2)agreewithsb.

⑶befullof

(4)makepeacewith...

(5)intheend

(6)bepopularwithsb.

(7)be/becomeinterestedin...

3.Theteacherasksthestudentstolookatthepicturesin2aandthinkaboutthewords

andphrasestheymayusewhentheytalkaboutthepictures.

4.Theteacherasksthestudentstomakeupsentencesaccordingtopicturesandthe

wordsorphrases.

5.TheteacherasksMemberAofeverygrouptoreportthepassageaccordingtothe

sentencesabove.

6.Theteacherasksthestudentstowritetheshortpassagesbasedonthereportof2a

todescribethedifferentfeelings.

Practice(10minutes)

1.TheteacherasksthestudentstoreadthroughSectionA-Ctoreviewthenotesof

thistopic.

2.TheteacherleadsthestudentstosumuptheGrammarandFunctions.

3.Theteacherdesignssomeexercisestopracticethevocabulary.

(1)IwanttoiyoutomyhousethisSunday.

(2)Theflowerssnice.

(3)Mr.Wangs_tobeunhappytoday.What'swrongwithhim?

(4)Hewasamadwhenheheardofthebadnews.

(5)Tomplaysanimportantrinthenewmovie.

4.Theteacherdesignssomeexercisestodifferentiatetheusagesofthemainwords

inthistopic:

(1)Themovieistoo.(boring,bored)

(2)Weareverytoknowthenews.(exciting,excited)

(3)Heisnewhere,soheoftenfeels.(alone,lonely)

(4)Wecan'tgoforawalktherain.(because,becauseof)

(5)Weareall_inthebook.(interesting,interested)

Production(10minutes)

1.Theteacherasksthestudentstomakesureofthenamesoftheirfavoritemovie,

playorstory.

2.Theteacherasksthestudentstodiscussthegivenquestionsingroups.

3.Theteacherasksthestudentstowritedowntheirownanswers.

4.Theteacherasksthestudentstocheckingroupsandcorrectthe

wrongones.

5.Theteacherasksthestudentstojointheirownsentencesintoapassage.

6.Theteacheraskstwostudentstowritedowntheirpassagesontheblackboard.The

teacherchecksthemwiththestudents.Thenthestudentschangetheirpapersand

checkothers9papers.

7.Theteacherassignshomework:

(1)Theteacherletsstudentsfinishtheessay“Myfavoritemovie“afterclass.

(2)Theteacherasksthestudentstopreparethewordcardstopreviewthevocabulary

inTopic2.

TeachingReflection

Studentsareweakinwritingpractice.Theteachershouldpaymoreattentiontothe

writingteaching.Designthewritingstepscarefully.Theteachermayletstudents

enjoyarealBeijingOperaafterclass.

VII.Blackboarddesign

Unit5FeelingExcited

Topic1I'msohappy.

SectionD

1.comeintobeing

2.agreewithsb.

3.befullof

4.makepeacewith...

5.intheend

6.bepopularwithsb.

7.be/becomeinterestedin...

Unit5Topic2SectionA

I■Materialanalysis

本节课为话题的第一节课，建议用1课时上完。主要活动为SectionA的la和2。

本课通过MissWang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：bestrictwithsb.和beworriedabout….同时在对话中

呈现了交际功能用语：Anythingwrong?和Whatseemstobetheproblem?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。

II.Teachingaims

Knowledgeaims：

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：

seemtodo...,dobadlyin...,bestrictwithsb.,haveatalkwithsb.,beworried

about...,takeiteasy

3.学生能自如地运用以下功能句进行交流。

Anythingwrong?

Whatseemstobetheproblem?

Thankyoufortellingme.

Skillaims：

I.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。

Emotionalaims：

通过对SectionA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。

III.Thekeypointsanddifficultpoints

Keypoints：

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。

Difficultpoints：

1.学生对…shehasnofriendstotalkwith.一句中totalkwith的理解。

2.在对话中正确运用be+adj.+prep.结构。

IV.Learningstrategies

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。

V.Teachingaids

Computermultimediaprojector,thewordcards.

VI.Teachingprocedures

Introduction(8minutes)

1.Greetthestudentsandmakethemreadyforlearning.

2.Theteacherasksthestudentstoreporttheirhomeworktoreviewthelinkingverb+

adjectivestmcture.

3.Theteacherintroducesthenewwordsandphrasesofthislesson.Theteacher

correctsthewrongpronunciationsafterthestudentsreadthem.

4.Theteacherorganizesthestudentstohaveacompetition.ThestudentsinGroupA

guessthewordsfromthestudentsinGroupB.

5.Theteacherasksthestudentstomakeupsentenceswiththenewwordsand

phrases.

6.Theteacherasksthestudentstoobservethepictureoflaandguess:

What^sthematterwiththesadgirl?

Presentation(10minutes)

1.Theteacherasksthestudentstoreadthestatementsinlb.

2.Theteacherplaystheflashoflaforthefirsttimewithoutstopping.

3.Theteacherplayslaforthesecondtime,stoppingwhennecessary.

4.Theteacherplaystheflashoflaforthethirdtimewithoutstopping.

5.Thenasktwostudentstotellanswerstolb.

6.Theteacherletsthestudentstalkabouttheguessing.

7.Playtherecordingandaskthestudentstoanswerthefollowingquestions:

(1)WhydoesHelenlookworried?

(2)WhywasLiHongunhappy?

(3)WhydoesLiHongfeellonely?

(4)WhatdoesMissWangwanttodotohelpLiHong?

Consolidation(10minutes)

1.Theteacherplaystherecordingsentencebysentence.

2.Theteacherplaystherecordingwithoutstopping.

3.Letthestudentsreadla,thenlearningroupstofindoutthedifficultpointsand

sumupthemainpointsoftheconversation.

4.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothe

students:

(1)seemtodo

seem+adj.

seemthat+句子

(2)bestrictwithsb.

bestrictinsth.

(3)beworriedabout

(4)原因状语从句

5.Theteacherasksthestudentstoreadlaagainandactouttheconversationinpairs.

Thebestonescangetaredflower.

Practice(10minutes)

1.Theteacherasksthestudentstoreadthestatementsin3.

2.Theteacherleadsthestudentstoreadthewordsandphrasesintheboxof3.

3.Theteacherasksthestudentstoreadthee-card,andstressestheusageofthephrase:

takeiteasy.

4.Theteacherasksthestudentstoreadthee-cardagainandchoosetherightwordsor

phrasestocompletethee-card.

5.Theteacherplaystherecordingof3.

6.Theteacherasksthestudentstoobservethepicturesof2andmatchtheexpressions

intheboxwiththem.

7.Theteacherasksthestudentstomakeuptwosimplesentenceswiththegiven

expressionsforeachpicture.

8.Theteacherasksthestudentstojointhetwosimplesentencesintoanadverbial

clausebasedontheexample:

Thegirlfeelslonelybecauseshehasnofriends.

9.Theteacherasksfourstudentsfromdifferentgroupstotellanswersto3.

Production(7minutes)

1.Theteacherorganizesthestudentstomakeupconversationslikelaingroups,

usingthesentencesof2andtheusefulexpressionsinla.

Encouragethemtousemoreexpressions.

2.Theteacherletsthestudentssho