1、八年級下冊教案設計Unit 5 Feeling ExcitedTopic 2 Im feeling better now. Section A. Material analysis本節課為話題的第一節課，建議用1課時上完。主要活動為Section A 的1a和2。本課通過Miss Wang 詢問Helen 憂心忡忡的原因，引出對話的主題：學會關愛他人，幫助他人走出情緒低落的陰影，給予心情不好的同伴合理有效的建議。對話通過詢問Helen情緒低落的原因呈現了本課所要學的語法重點：原因狀語從句, 并呈現了新出現的短語：be strict with sb. 和be worried about . 同時

2、在對話中呈現了交際功能用語：Anything wrong?和 What seems to be the problem? 使學生在學會運用課本語言知識解決書面問題的同時，提高他們的口語交際技能，真正做到學以致用。. Teaching aimsKnowledge aims：1. 學生能正確拼讀并運用單詞表中的黑體單詞exam, strict和shy。2. 學生能正確運用以下短語造句：seem to do, do badly in, be strict with sb., have a talk with sb., be worried about, take it easy3. 學生能自如地運用

3、以下功能句進行交流。Anything wrong?What seems to be the problem?Thank you for telling me.Skill aims：1. 能聽懂有關關注情緒和提出建議的簡單對話和陳述。2. 能正確地運用本課的交際功能用語進行詢問和給出建議。3. 能正確朗讀課本的有關情緒詢問和給出建議的文本材料及難度相當的材料。4. 能正確地運用本課新呈現的短語，原因狀語從句以及交際功能語言寫出簡單的有關情緒詢問和給出建議的對話。Emotional aims：通過對Section A的學習，學生能夠學會關注他人的情緒，在別人情緒低落時提出合理有效的建議，幫助伙伴遠

4、離消極情緒。. The key points and difficult pointsKey points：1. 學生在交流中能自如地運用描述情緒和情感的形容詞。2. 正確運用原因狀語從句。Difficult points：1. 學生對.she has no friends to talk with.一句中to talk with的理解。 2. 在對話中正確運用be +adj. +prep.結構。. Learning strategies上課前自己準備新單詞的卡片；通過造句更好地撐握新學的單詞和表達方式；通過把簡單句連成復合句更好地理解運用原因狀語從句。. Teaching aids Comp

5、uter multimedia projector，the word cards. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. Group work.5. The wholeclass work.6. The wholeclass work.1. Focus their attention on the

6、teacher.2. Students report theirhomework3. Students read the new words and phrases on the word cards they prepared by themselves.4. Students have acompetition. 5. Students make upsentences with the new words and phrases to grasp them well.6. Students look at thepicture of 1a andguess: Whats thematte

7、r with the sadgirl? What are MissWang and Helentalking about?1. Greet the students andmake them ready for learning. 2. The teacher asks thestudents to report their homework to review the linking verb + adjective structure.3. The teacher introduces the new words and phrases of this lesson. The teache

8、r corrects the wrongpronunciations after the students read them. 4. The teacher organizes the students to have a competition. The students in Group A guess the words from the students in Group B. 5. The teacher asks thestudents to make upsentences with the newwords and phrases.6. The teacher asks th

9、estudents to observe thepicture of 1a and guess:Whats the matter with the sad girl? 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 wholeclass work.7. The whole class work.1. Students make surethey

10、understand whatthe statements mean.2. Students catch thegeneral idea of the dialogue.3. Students watch theflash for the second time, paying attention to the pauses. Finish 1b.4. Students check theanswers.5. Volunteers read theanswers. Check the answers and correct the wrong ones.6. Talk about thegue

11、ssing.7. Listen to the recording and answer the questions.1. The teacher asks thestudents to read thestatements in 1b. 2. The teacher plays theflash of 1a for the first time without stopping.3. The teacher plays 1a forthe second time, stopping when necessary. 4. The teacher plays the flash of 1a for

12、 the third time without stopping.5. Then ask two students to tell answers to 1b.6. The teacher lets thestudents talk about the guessing. 7. Play the recording and ask the students to answer the following questions:(1) Why does Helen look worried?(2) Why was Li Hong unhappy?(3) Why does Li Hong feel

13、lonely?(4) What does Miss Wang want to do to help Li Hong?Consolidation(10 minutes)1. The whole class work.2.The whole class work.3.Group work.4.The whole class work.5. Pair work.1. Students read theconversation after the recording sentence by sentence.2. Students try to follow the speed, payingatte

14、ntion to thepronunciation andintonation.3. Students read theconversation bythemselves anddiscuss in groups to find out the difficult points and sum up the main points.4. The students underline in their books and make some notes.5. Students prepare forthe action of 1a in pairs. They can add more expr

15、essions and gestures when acting.1. The teacher plays therecording sentence bysentence.2. The teacher plays the recording withoutstopping.3. Let the students read 1a,then learn in groups to find out the difficult points and sum up the main points of the conversation.4. The teacher makes asummary to

16、explain the key points and difficult points to the students:(1) seem to do seem seem + adj. seem that +句子(2) be strict with sb. be strict in sth. (3) be worried about (4) 原因狀語從句5. The teacher asks the studentsto read 1a again and act outthe conversation in pairs. Thebest ones can get a red flower.Pr

17、actice(10 minutes)1. The whole class work.2. The wholeclass work.3. The wholeclass work.4. Individualwork.5. The wholeclass work.6. Individualwork.7. Individualwork.8. Individual work.9. Four students work and the whole classwork.1. Students make surethey understand what the statements mean.2. Stude

18、nts make sure they understand the words and phrases in the box well.3. Students read the e-card to catch the general idea of it. 4. Students read thee-card again and choose the right words orphrases to complete the e-card.5. Students listen to the recording and check the answers by themselves.6. Stu

19、dents look at the pictures of 2 and match the expressions in the box with them.7. Students make up two simple sentences with the given expressions for each picture.8. Students join the two simple sentences into an adverbial clause9. Students check theanswers and correct the wrong ones.1. The teacher

20、 asks thestudents to read thestatements in 3. 2. The teacher leads thestudents to read the words and phrases in the box of 3.3. The teacher asks thestudents to read the e-card, and stresses the usage of the phrase: take it easy.4. The teacher asks thestudents to read the e-card again and choose the

21、right words or phrases tocomplete the e-card.5. The teacher plays therecording of 3.6. The teacher asks thestudents to observe the pictures of 2 and match the expressions in the box with them.7. The teacher asks thestudents to make up twosimple sentences with thegiven expressions foreach picture.8.

22、The teacher asks thestudents to join the twosimple sentences into anadverbial clause based onthe example: The girl feels lonelybecause she has no friends.9. The teacher asks fourstudents from different groups to tell answers to 3. Production(7 minutes)1. The wholeclass work and group work.2. Pair wo

23、rk.3. The wholeclass work.4. The wholeclass work.5. Individualwork1. Students make up conversations, usingthe adverbial clausesand the followingexpressions:-Anything wrong?-What seems to be the problem?-Thank you for telling me.2. The students act outtheir own conversations in pairs.3. Learn to care

24、 forothers feelings.4. Students summarizeSection A with theteacher.5. Students finish afterclass.(1) Memorize thesummary after class.(2) Students write apassage according to the conversation in 1a to prepare for the reporting tomorrow.(3) Students learn SectionB after class. 1. The teacher organizes

25、 thestudents to make upconversations like 1a ingroups, using thesentences of 2 and theuseful expressions in 1a.Encourage them to usemore expressions.2. The teacher lets the studentsshow their ownproductions by acting outtheir conversations.3. The teacher sums up the students conversations. The best ones can get a red flower. Teach them to cheer others up when others are in a bad