八年级英语下册Unit5-Topic3-SectionA教学设计-最新仁爱版.doc

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1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-date八年级英语下册Unit5-Topic3-SectionA教学设计-最新仁爱版八年级英语下册Unit5-Topic3-SectionA教学设计-最新仁爱版Unit 5 Topic 3 Many things can affect our feelings.教学设计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

2、1a和4a。本课通过Kangkang帮助Michael缓解演讲前的紧张情绪，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 aimsu Knowledge 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

3、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。u 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

4、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。u 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

5、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 and group work.4

6、. Individualwork.5. The wholeclass work.1. Focus their attentionon the teacher.2. Students guess the words learnt in Topic 1 and Topic 2.3. Students learn the new words. And thenplay the game: The bomb to practise them.4. Students finish 4a. 5. Students check theanswers with theteacher and correctth

7、e wrong ones.1. Greet the students andget 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 b

8、omb.(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 a certain word. If the group reads the word, the other group will get one point.)4. The teacher shows the six sente

9、nces 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 cla

10、ss work.6. The whole class work.1. Students make sure they understand what the questions mean.2. Students catch the general idea of the conversation. 3. Students watch the flash for the second time and finish 1b.4. Students check answers.(1) Hell have a testtomorrow and healways gets nervousbefore a

11、 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 ab

12、out?(2) How does Michaelfeel when he has togive a speech?(3) What is Kangkangs suggestion for helpingMichael?(4) Do you think Michael will do well in his test?2. The teacher plays theflash of 1a for the firsttime without stopping.3. The teacher plays 1a for the second time, stoppingwhen necessary. 4

13、. The teacher asks two students to tell 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 cl

14、ass work.5. Pair work.6. Pair work. 1. Students read the conversation after the recording sentence by sentence.2. Students try to follow the speed, payingattention to thepronunciation and intonation.3. Students read the conversation by themselves and discuss in groups tofind out the difficultpoints

15、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.1. The teacher plays therecording sentence bysentence.2. The teacher plays

16、 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.

17、The teacher asks thestudents to read 1a againand prepare the conversationin pairs. 6. The teacher asks severalpairs to act out theconversation.Practice(10minutes)1.The whole class work.2.The wholeclass work.3.The wholeclass work.4. Individualwork.5. The wholeclass work.6. Individualwork.7. The whole

18、class work.8. Pair work.1.Students grasp the sentence structures and 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 the conversations andnumber the pictures.5.Students check the answers

19、 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 s

20、tructures 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.

21、(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. T

22、he 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 in class.8. The teacher asks the studentsto practice the conversationsin pairs. Produc

23、tion(7 minutes)1. Group work.2. The wholeclass work.3. Pair work.4. The wholeclass work.5. The wholeclass work.6. Individualwork.1.Students discuss the questions of 2 in groups.2.Students make up conversations using the following expressions:Is there anything wrong?How are you doing?Whats wrong?Dont

24、 worry.Take it easy.Why not ?3. The students act out their 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. The teacher organizes the students to discuss thefollowing question

25、s 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 in groups based on the questions above.Encourage them to usemore expressions.3. The teacher lets

26、 the students show their own productions by acting out theirconversations.4. The teacher sums up the students conversations. The best ones can get two points. Teach them to give advice to people in a bad mood.5. The teacher shows thesummary to the students.6.The teacher assigns homework:(1) Review t

27、he summaryafter class.(2) Ask students to write apassage according to the conversation in 1a and read it to the whole class tomorrow. (3) Preview Section B after class. Teaching ReflectionIts a little hard for the students to understand the sentence structures well. Its necessary for the teacher to

28、design more exercises for consolidation. And the teacher should let the students know that everyone needs help when he is in a bad mood, so we should give others a hand when they feel unhappy. . Blackboard designUnit 5 Feeling Excited Topic 3 Many things can affect our feelings. Section A1. have a test G1 G2 G3 G42. get nervous 1 13. give a speech 2 24. follow ones advice 2 25. fall off6. Why not?-