仁爱英语教学案例设计八年级下册Unit5Topic3

Unit5FeelingExcited

Topic3Manythingscanaffectourfeelings.

教学内容分析及课时分配建议：

本单元以FeelingExcited为主题。第三话题在复习前两个话题的基础上，引入新内容的学

习，即影响我们情感态度的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇

及相关功能句。如：IgetsonervouswhenIgiveaspeech.Let'sshowhimthatweareproudof

him.let'sgiveMichaelasurprise!等，主要的语法是简单句的六种基本句型，即S+V.S+V+O,

S+V+P,S+V+O+OC,S+V+IO+DO,Therebe...等。该部分还设计了语音知识的专项学习，即

了解元音因素/I/和/一/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音

语调，帮助学生逐步掌握地道的英语表达，为他们的自主学习打下良好的基础，最后通过

Project的活动Expressingyourmoods对所学内容进彳丁枳极应用。

第一课时：SectionA—la,lb,1c,2

第二课时：SectionA—3,4a,4bSectionB—2

第.三课时：SectionB-la,lb,Ic,3a,3bSectionD—2a,2b

第四课时:SectionC-la,lb.1c,2

第五课时：SectionD一Grammarandfocus,1,Project

第一课时(SectionA一la,lb,lc,2)

教学设计思路：

本节课主要活动为SectionA-lao

本节课的课型为听说课。学习新词汇test,nervous,speech,CD的同时掌握描述心情、

询问心情、表示安慰和提出建议的功能句，并让学生能够利用这些功能句进行日常交流。因

为1a是一个打电话的对话，所以在复习环节，我们设置情境复习打电话的常用功能句，情

境的主要内容也是表达关心，目的是能够呈现并I上学牛.感知目标语言。Pre-listening的主要

任务是学习新词汇和预测1b答案。本课的词汇不多而且简单，常用，教师通过与学生交流

就可以在运用中让学生熟悉并掌握这些词汇。While-listening环节里，除了听la并完成1b,

1c的任务之外，通过师生讨论的方式强化和巩固本课需要学生掌握的功能句，为接下来的

交流做准备。在Post-listening环节里，学生模仿语音语调，选择情境自编对话。此外本课设

计了一个仿照1c改写对话的小组活动，在提高学生的书面表达能力的同时教给学生学习策

略：发表演讲或汇报之前要做好充分的准备。

I・Teachingaims

1.Knowledgeaims：

(1)学习并掌握新词汇：test,nervous,speech,CD

(2)掌握以下描述心情、询问心情、表示安慰和提出建议的功能句：

I'mworried.

IgelsonervouswhenIgiveaspeech.

Isthereanythingwrong?

Relax,Iamsureyouwilldowell.

Iwillhelpyou.

2.Skillaims:

(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)能止确地运用本课的交际功能用语描述心情、询问心情、表示安慰和提出建议。

3.Emotionalaims:

(1)通过对本课的学习，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。

(3)对朋友的询问、关心等作出恰当的反应.

4.Cultureawareness:

II.Thekeypointsanddifficultpoints

1.Keypoints:

(i)能自如地运用描述情绪和情感的形容词描述自己的心情。

(2)能正确地运用本课的交际功能用语进行情绪询问，宽慰他人和给出建议。

2.Difficultpoints：

将对话改写为短文，简述同学因某事紧张或焦虑以及其他同学给出建议的事件。

IH.Learningstrategies

1.发表演讲或汇报之前要做好充分的准备。

IV.Teachingaids

多媒体课件/图片

VTeachingprocedures

Stagel(3mins)：Gettingstudentsreadyforlearning

Designing

StepTeacheractivityStudentactivity

purpose

GreetasusualtopreparefortheGreetasusualtopreparefor

lesson.thelesson.

T:Goodmorning,everyone!

Ss:Goodmoniing,Miss...

1(Classactivity)

T:Howareyoudoing?

Ss:Verywell.

T:Who'sondutytoday?

SI:I'mondutytoday...

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。

Stage2(5mins)：Revision

StepTeacheractivityStudentactivityDesigning

purpose

ReviewhowtomakeatelephoneWorkinpairtoreviewhow复习打电话对话。

call.tomakeatelephonecall.表达对他人的关

Situation1:心。

T:I'msonytohearthatJackis

illtoday./hopehewillgetbetter

KPairwork)soon.Didyoumakeatelephone

calltohim?

Ss:Yes/no.

T:/thinkyoushouldcallhimto

expressyourconcern.OK,let"s

workinpairstomakeatelephone

calltocareforJack.Supposeone

ofyouisJack.Let'sbegin.

Ss:...

T:Whowouldliketoactoutyour

conversation?

Pl:Wewanttohaveatry...

Situation2:(Whennobodyisill)

T:Hi,boysandgirls.Youknow,

everyoneshouldcareforothers.

DoyouknowJack?Heisa

studentinClassfive.Iheardthat

heisilltodayanddicin']mineto

school.1thinkyoushouldmakea

telephonecalltohim.Doyou

thinkso?

Ss:Yes.

T:OK,lei'sworkinpairsto

makeatelephonecalltocarefor

Jack.SupposeoneofyouisJack.

Let'$begin.

Ss:..

Remark：学生编对话的时候教师可提醒学生利用目标语言：Isthereanythingwrong?并复习Who's

this?ThisisMichaelspeaking.What'swrongwithyou?等句型。

Stage3(5mins)：Pre-listening

Designing

StepTeacheractivityStudentactivity

purpose

LeadinlaandwritedowntheLearnthenewwords.学习新词汇。

1(Classactivity)newwordsontheblackboard.

T:Youdidquitewell.Itsgoodto

careaboutothers.Buytheway,

nextweekwe'llhaveanEnglish

speech.SI,areyouworriedabout

theEnglishspeech?

SI:Yes.I'mveryworried./

can'tsleepwellalni^ht.

T:Don7heCalmdown.

Pleasebeconfident!1canlend

yousomeCDsaboutgiving

speechifyouneed.Nextweekwe

willhaveamathtest.Whatsyour

filing,S2?

S2:I'mafraidofgetting

poorresults.SoI'mvery

worriedaboutit.

T:Don'tworry.Takeiteasy./

knowsomeofyouareneivous

aboutgivingaspeech.Howdo

youfeelwhenyougiveaspeech?

S3:1feelnervousaboutit.

S4:/feelalittleexcited.

S5:...

T:Ifyourfriendisworriedabout

his/herspeech,howwillyouhelp

him/hertorelax?

S6:17/tellhimnottoworry

aboutit.

S7:1,llhelphimtopractice.

S8:…

T:Youalloffergoodideas.

Michaelwillgiveaspeechandhe

alsofeelsnervous.Let'sseehow

KangkangdoestohelpMichael.

2(IndividualAskthestudentstoreadthroughReadthroughlbandpredict

work)1bandpredicttheanswers.theanswers.

T:Beforelistening,let'sreadthe

questionsinlbandpredictthe

answers.WhatisMichaelworried

about?

SI:Heisworriedabouthis

speech.

T:Yeah,yougotit.Howdoes

Michaelfeelwhenhehastogive

aspeech?

S2:Hemayfeelnervous.

T:Maybe.WhatisKangkang's

suggestionforhelpingMichael?

S3:HemayhelpMichaelbut

/don7knowhow.

Remark：预测听力答案可以降低听力的难度，帮助学生更好地理解听力材料的内容。

Stage4(12niins)：While-listening

Designing

StepTeacheractivityStudentactivity

purpose

Playthetaperecordingofla.Listentolaandanswerthe

1(Classactivity)Checktheanswersof1b.questionsinlb.

T:Itdoesntmatter.Listentothe

conversationcarefullyandfind

theanswerstothequestionsinlb.

Ss:...

T:Justasyouguessed,Michaelis

nervousabouthisspeech.Whatis

Kangkang'ssuggestionfor

helpingMichael?

SI:HesuggestedMichaelto

listentoaCDandpractice.

T:DoyouthinkMichaelwilldo

wellinhistest?

S2:1thinkRO.

T:Whydoyouthinkso?

S2:BecauseMichaelfeels

morerelaxedwith

Kangkang'shelp.

PlaythetaperecordingoflaListentolaagainandfillin再听la.完成lCo

again.theblanksin1c.师生讨论掌握并

T:Goodjob.Thepassagein1cis巩固知识点和功

rewroteformtheconversation.能句。

Readitandtry'tofillintheblanks

first.

2(Individual

Ss:...

work)

T:Nowlet'slistenagain.

Completethepassageandcheck

youranswers.

Ss:...

T:Whenwewanttoexpressour

concerntoothers,wecanaskhim

orher''What'swrongwith

you?".Inthislessonwelearned

anotherexpressiontocareabout

others.Whatisthat?

SI:Isthereanythingwrong?

T:Good.Whensomeoneasksyou

what'swrong,youcanexpress

yourfeelings.Howcanyoudo

this?

S2:/maytellhimIfeel

worried.OrIgetner\>ous.

T:Yfis.Anriwhensomeonehnx

problemsandfeelsbad.We

shouldcomforthimandtryto

helphim.D。youagreewithme?

S3:Ofcourse.

T:Afterlisteningtola,doyou

knowwhattosaytocomfort

others?

S4:Relax.Vmsureyouwill

dowell.Iwillhelpyou.

Remark：通过师生讨论的方式重现和巩固需要学生重点掌握的语言点或功能句。

Stage5(15mins)：Post-listening

Designing

StepTeacheractivityStudentactivity

purpose

AskthestudentstopracticethePracticetheconversation

conversationinla.inlainpairs.

1(Groupwork)

T:Welldone.Nowlet'spractice

theconversationinpairs.You

shouldpayattentiontothe

intonationandemotions.

Ss:..

T:Itstimetoshowyour

conversations.Bebravetohavea

try,please.

Pl:...

Showsomephrasesonthescreen.Makeconversationsin学生仿照la自编

Askthestudentstomakepairsaccordingto(he对话，练习巩固本

conversationsinpairsaccordingsituationsonthescreen.课的功能句。

tothesituations.

haveamath/physicstest

giveaspeech

takepartinacompetition

seeadentist

singasongintheeveningparly

T:Somelifeeventsusuallymake

2(pairwork)

usnervousorworriedinourlife.

Haveyoumetthiskindofevents?

Nowlookatthescreen,/listed

someeventsthatmaymakeyou

nerx^ousorworried.Please

chooseoneofthemandmakea

similarconversationaccordingto

la.

Ss:...

T:Whowouldliketoactoutyour

conversation?

Pl:...

AskthestudentslochangeoneofChooseoneconversation仿照1c,改写对

theconversationsintoashortingroupsandchangeit话，作报告。

passageaccordingto1c.intoashortpassage

accordingtola.

T:Youhaveknownyourgroup

members'problems.Nowworkin

groups.Chooseoneofyour

conversationsinyourgroupand

3(Groupwork)

changeitintoashortpassage.

Andthenyouamreportittothe

wholeclass.

SI:Kateisnervous

becauseshewillseea

dentisttomorrow.Kate

alwaysgetsnervouswhen

she...

Remark：1.将对话改写为短文的练习可以锻炼学生的书面表达能力。

2.发表演讲或汇报之前要做充分的准备。

Stage6(5mins)：SummarizingandassigningHMK

Designing

StepTeacheractivityStudentactivity

purpose

Encourage(heSstosummarizetheSummarizewhattheyhave培养学生归纳总

keypointslearnedtoday.结的能力，再次复

T:Classwillbeoversoon.We习巩固本节课的

1(Classactivity)

shouldsummarizewhatwehave重点知识。

learnedinthislesson.Let'sbegin!

Sl:Welearnedsomenew

words:

test,nervous,speech,CD

S2:Welearnedhowto

expressourfeelings.

I'mworried.

Igetsonen'ouswhenI

giveaspeech.

S3:Whenwewantto

expressourconcernto

others,wecanask:

Isthereanythingwrong?

S4:Welearnedhowto

comfortothers.

Relax.

Iamsureyouwilldowell.

Iwillhelpyou.

AssigntheHMK.FinishtheHMKafter适当的家庭作业

class.

T:Fortoday'sHMK,I'dlikeyouto有助于巩固课堂

rememberthenewwordsand所学的知识。

2(Classactivity)practiceSectionA-lawithyour

partner.Don7forgettopreview

SectionA—3,4a,4bandSection

B—2。

Remark：

VI.Blackboarddesign

第一课时(SectionA一la,lbJc,2)

1.Somenewwords:

test,nervous,speech,CD

2.Usefulexpressions:

I'mworried.

IgetsonervouswhenIgiveaspeech.

Isthereanythingwrong?

Relax.

Iamsureyouwilldowell.

Iwillhelpyou.

Unit5FeelingExcited

Topic3Manythingscanaffectourfeelings.

教学内容分析及课时分配建议：

本单元以FeelingExcited为主题。第三话题在复习前两个话题的基础上，引入新内容的学

习，即影响我们情绪的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇以及

相关的功能句。如：IgetsonervouswhenIgiveaspeech.Let'sshowhimthatweareproudof

him.let'sgiveMichaelasurprise!等，主要的语法是简单句的六种基本句型，即S+V.S+V+O,

SIVIP,SIVIOIOC,SIV门OiDO,Thcrcbc…等。该话题还设计了语音知识的专项学习，即

了解元音因素/I/和/i：/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音

语调，帮助学生逐步掌握地道的英语发音，为他们的流利表达打下良好的基础，最后通过

Project的活动Expressingyourmoods对所学内容进行积极应用。

本话题建议用5课时完成，

第一课时:SectionA—lajbjc,2

第二课时：SectionA—3,4a,4bSectionB—2

第三课时：SectionB—la,lb,1c,3a,3bSectionD—2a,2b

第四课时：SectionC―Ia,lb,1c,2

第五课时：SectionD一Grammarandfocus,1,Project

第二课时(SectionA—3,4a,4bSectionB—2)

教学设计思路:

本节课主要活动为SectionA-3,4a,4b,

本节课的课型为听说课和语法课。学生通过听说训练，掌握表达情绪和提出建议的方式。通

过对不同句型的观察和探究，掌握简单句的基本句型。Revision环节里，复习系表结构和原

因状语从句的同时学习和掌握本课的新词汇。听力训练依然分为Pre-listening,Whidlistening

和Post-listening三个环节。Prc-Iistcning环节里看图文讨论并预测听力答案;Post-listening

环节里练习巩固听力材料里出现的表达情绪和给出建议的功能句，并要求学生掌握。4a作

为过渡，承接听力训练与语法探究。首先利用4a的情境继续练习表达情绪和给出建议的方

式。接下来学生分析所给句子的句式结构，然后教师点拨，引导学生总结。最后通过练习的

方式加以巩固。

I.Teachingaims

1.Knowledgeaims：

（1）学习并掌握新词汇:passport,boss,grandson

（2）了解并掌握简单句的六种基本句型。

2.Skillaims:

（1）掌握表达情感和提出建议的方式。

（2）能使用简单句的六种基本句型写出正确的句子。

3.Emotionalaims:

（1）通过对SectionA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，

4.Cultureawareness:

II.Thekeypointsanddifficultpoints

1.Keypoints;

（1）学生在交流中能自如描述情绪并能给出建议。

（2）辨别六种简单句式。

2.Difficultpoints：

系统地掌握简单句的构成，

IH.Learningstrategies

在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。

IV.Teachingaids

多媒体课件/图片

VTeachingprocedures

Stage1(2mins)：Gettingstudentsreadyfnrlearning

Designing

StepTeacheractivityStudentactivity

purpose

Greetasusual.PlaythetapeEnjoythesongWcArcthe

recordingofthesongWeAretheWorld.

World.

T:Goodmorning,everyone!

Ss:Goodmorning,Miss...

T:Everyonewillneedhelp.SoTo

1(Classactivity)helpothersisavirtue.Beforethe

newlesson,let'senjoyabeautiful

songabouthelpingothersnamed

WeAretheWorld.

Ss:...

T:Ifyoulikeit,youcanlearnto

singitafterclass.

Remark：这〜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。

Stage2(5mins)：Revision

StepTeacheractivityStudentactivityDesigning

purpose

ReviewLinkingverb+adj.andMakesentencestoreview将学习新单词与

1(Classactivity)learn(henewwords.Writethelinkingverb+adj.andlearn复习相结合。

newwordson(heblackboard.thenewwords.

because...

Remark：

Stage3(5mins)：Pre-listening

Designing

StepTeacheractivityStudentactivity

purpose

Showthethreepicturesin3.Talkaboutthepicturesin3.讨论图片，引导学

Readthesentencesandthe生听之前给出自

suggestions.Trytopredict己的建议。

theanswers.

T:Inourlife,weoftenmeet

somethingthatcanmakeus

nervousorworried.Sometimes

goodsuggestionsarenecessary.

Lookatthepictures,canyou

guesswhathappenedtothem?

SI:Forthefirstpicture,the

1(Individual

girlfeelsnei'vousbecause

activity)

shewillhaveaspeech.

T:Goodjob.Canyougiveher

somesuggestions?

S2:IIItellhernottobe

nervousandshecanpractice

beforegivingthespeech.

T:Goodidea.Andhowaboutthe

secondone?

S3:...

T:Readthesentencesandthe

suggestionsinPartB.Youcan

predicttheanswers.

Ss:...

Remark：

Stage4(lOmins)：While-listening

Designing

StepTeacheractivityStudentactivity

purpose

Playthetaperecordingof3.Listentotheconversations由易到难完成不

andfinishthelisteningtasks.同层次的听力任

T:Nowlet'slistentothe务。

conversationsandnumberthe

pictures.

Ss:...

T:Canyoutellmetheright

1(Individualorder?

work)Si:Therightorderis...

T:Welldone!Letlistenagainand

matchtheproblemswiththe

people.Thencompletethe

suggestionsforthem.

Ss:...

T:Youcancheckyouranswer

withyourpartners.

Ask(hestudentstopracticethePracticetheconversationsin编对话练习和掌

conversationsinpairs.pairs.握听力材料中出

2(Pairwork)T:Let5practicetheconversations现的短语和表达

inpairs.Pleaserememberthe情绪以及给出建

usefulexpressionsabouthowto议的功能句。

expressfeelingsandgive

suggestions.

Ss:...

T:I'dlikesomepairstoactthem

out.Whocanhaveatty?

Pl:...

Remark：

Stage5(18mins)：Post-listening

Designing

StepTeacheractivityStudentactivity

purpose

Ask(hestudentstotalkabouttheTalkaboutthesituations学生讨论4a的情

situationsandmakeandmakeconversations.境。编对话练习表

conversations.达情绪和给出建

T:Youdidquitewell.AndI'm议的句子。

sureyoucangiveotherpeople

usefulsuggestionswhentheyneed

help.Nowreadthesituationsin

4a.Whichofthemcanmakeyou

sad,happy,worriedorafraid.

l(Pairwork)First,writethecapitallettersS,

H,WorAinthebox.

Ss:...

T:Pickupthesituationsthatcan

makeyousad,worriedorafraid.

Pleaseworkinpairsandmake

sentences.Oneofyoutellyour

partneryourproblemandthe

othergivesyoursuggestions.

Pl:—Myfatherisillin

bed./feelworried.

一Don7worry.You

cantakegoodcareofhim

andI'msurehewillget

wellsoon.

P2:—Myfriendfelloff

herbike.I'mworried

abouther.

-Don7worry.Why

notgoandseeher?You

cancheerherup.

P"

LeadthestudentstostudytheReadthesentencesin4a.学生先小组讨论

sentencestructures.Studythesentence简单句的基本句

structures.Thenmatch型。教师再通过提

themwith(hesentencein问和师生讨论的

4a.方式引导学生总

T:Youdidagoodjob.Nowlet's结并加深理解。

observethesentencesin4a

carefully.Youmayfindthe

2(groupwork)sentencestructuresofthesix

sentencesaredifferent.First,

discussingroupsandtryto

summarizethesentence

structures.

Ss:...

T:Whichsentenceofthesixis

special?

SI:Thesixthone:Thereis

somuchhomeworkonthe

weekend.

T:Why?

S2:Thereisnotasubject

inthesentence.Itbelongs

toTherebe...

T:Good.Pleasetellmethe

sentencestructuresoftheother

sentences.Howabout