2023-2024学年仁爱科普版八年级英语下册教案

Unit 5 Feeling Excited Topic 1 You look excited. Section A I ・ Material analysis 本节课为话题的第一节课,建议用1课吋上完。主要活动为la和3。 本课通过Jane询问Kangkang兴致勃勃的原因,引出对话的主题:描述情绪与表达 情感。对话呈现了本课所要学的语法重点:linking verb + adjective,并呈现了新出现的短 语:invite sb. to do sth.,复习 了 已学过的重点短语 prepare sth. for sb., say thanks/ goodbye /hcllo/sorry to sb.和a ticket to ...的用法,同时在对话屮呈现了交际功能用语:How arc you doing? Very well, thank you. Guess what!和What a pity!帮助学生学会如何表达和描述情 绪。通过Kangkang的父母邀请Jane, Maria和Michael的父母去看电影The Sound of Music,把小伙伴们留在家里小聚,以及Mr Brown没有买到The Sound of Music的票引出 描述情绪的相关词汇和表达。要求学生在学会课本语言知识的同时,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 ・ Teaching aims Knowledge aims: 1. 学生能正确拼读并运用以下词汇: ⑴单词表屮的黑体单词invite (2) 连系动词:be, look, fed, taste, smell 和 sound (3) 描述情绪的形容词:excited, happy 和 disappointed 2. 学生能正确运用以下短语造句: invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hcllo/sorry to sb. a ticket to ... 3. 学生能自如地运用以下功能句进行交流: How are you doing? Very well, thank you. Guess what! What a pity! Skill aims: 1. 能听懂有关情绪的询问与表达的简单对话和陈述。 2. 能正确地运用本课的交际功能用语问候或表达情绪。 3. 能正确朗读课木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。 Emotional aims: 通过对Section A的学习,学生能够在学会描述和表达自己情绪的同时,学会控制不 利于自身的消极情绪,并且能够学会关注他人的情绪,在别人情绪低落时主动帮助排解 不良的情绪,互助互爱。 III. The key points and difficult points Key points: 学生在交流屮能自如地运用系表结构和以下短语: invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb・ a ticket to … Difficult points: 1. 学生对功能用语How arc you doing?的理解。 2. 描述他人情绪吋连系动词正确形式的运用。 IV. Learning strategies 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。 V • Teaching aids Computer multimedia projector, the flash of the song, Do Re Mi. VL Teaching procedures Student activity Step 1 1. Focus their attention on the teacher. 2. Students describe their own feelings: Yes, wc arc very happy・ 3. Students observe the picture and answer the question: Yes, they do. 4. Students ask and answer according to the given pictures, words and the example on the screen. Picture 2: -How docs the food taste? -It tastes delicious. Picture 3: -How do they look? -They look happy. Picture 4: -How does the song sound? -It sounds wonderful. Picture 5: -How do they feel? -They feel excited・ Step 2 1. Observe the picture of la and answer the question. 2. Students make sure they understand what the statements mean. 3. Students try to find out the words expressing feelings and have their own answers without watching the flash. 4. Students catch the general idea of the dialogue and match the three parts to make correct sen tences. 5. Students watch the flash for the second time, paying attention to the pauses・ 6. X^olunteers read the answers. Check the answers and coirect the wrong parts. 7. Think about the reason: Because Kangkang's parents want to invite his friends' parents to go to the movies, and they can spend the evening at Kangkang5s house and enjoy some delicious food there. Step 3 1. Students ask and answer questions in pairs based on lb. 2. Read la and complete the passage in Id. 3. Volunteers write the answers on the blackboard. 4. Students read the conversation after the recording sentence by sentence. 5. Students try to follow the speed, paying attention to the pronunciation and intonation. 6. Students read the conversation by themselves and discuss in groups to find out the difficult points and sum up the main points. 7. Students underline the language points in their books and make some notes. Step 4 1 ・ Students look at the pictures and guess the feelings of the people in pictures 3. 2. Students listen to andfinish A in 3 first. 3. Students check the answers・ 4. Students write down their answers in their books・ 5. Students check their answers to B in 3. They may discuss in groups. 6. Four students from each group show their answers on the blackboard・ 7. Ask and answer questions in pairs based on 3. Example: -How does the teacher feel? -She feels angry. Step 5 1. Students make up the conversations, using the linking verbs and the adjectives・ How are you doing, Mike? -Very well, thank you.You look happy. Why? -Because we will go to the movies this aftemoon. 2. The students act out their own conversations in pairs・ 3. Learn to care for others5 feelings 4. Stildents summarize Section A with theteacher. 5. Students finish after class・ (1) Memorize the summary after class・ (2) Students write a passage according to the conversation in la and prepare for the reporting tomorrow. (3) Preview Section B after class.Ifs easy for the students to understand the structure of "linking verb + adjective". But it's a little hard for the students to use the correct form of the linking verbs in their own conversations. Teacher should design more oral practice for the students・ VII. Blackboard design Unit 5 Feeling Excited Topic 1 You look excited. Section A 1. -How are you doing? -Very well, thank you. G1 G2 G3 G4 2. linking verb + adjective 2 4 1 2 3. Guess what! 3 2 2 2 4. invite sb. to do sth. 1 5. one of+最高级+名词复数 6. prepare sth. for sb. 7. say thanks/ hello/ sony / goodbye to sb. 8. a ticket to … Unit 5 Feeling Excited Topic 1 You look excited. Section B I ・ Material analysis 本节课建议用两课时上完。主要活动为la和2a。 本课通过Steve询问Kangkang Mr. 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:linking verb + adjective,并呈现了 新出现的连系动词seem,复习了用love, favorite和like...best表示喜好,同时在对话中复 习了交际功能用语:Whafs the matter with...?在2d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別。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 ・ Teaching aims Knowledge aims: 1. 学生能掌握・ing和Yd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屮的黑体单词seem,并正确运用以・cd结尾的形容词 和以・ing结尾的形容词。 3. 学生能正确运用“linking verb+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來谈论情绪。 Skill aims: 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。 Emotional aims: 通过对Section B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。 HL The key points and difficult points Key points: 1. linking verb+ adjective 2. 正确运用以结尾的形容词和以・ing结尾的形容词。 Difficult points: 1. 对以・cd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. Learning strategies 1. 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止自己读音的很好的学 习途径。 V. Teaching aids Computer multimedia projector, phonetic syllable cards, word cards. VI. Teaching procedures Student activity Step 1 1. Focus their attention on the teacher. 2. Read the passage・ 3. Students discuss in groups, trying to answer the teacher's question:Maybe he didn't have a ticket to The Sound of Music. 4. Students listen carcfUUy, guessing the meanings of “seem" with the help of the picture・ Step 2 1. Students make sure they understand what the statements mean. 2. Students try to catch the general idea of the conversation. 3. Students mark T or “F". 4. Students correct their answers while reading. 5. Volunteers write their answers on the blackboard 6. Students answer the questio n: Because he couldn't get a ticket to The Sound of Music. 7. Read la carefully and find out all the "linking veib+adjective^structures・ 8. Find out all the structures.Underline the structures. 9. Know about something about Cats and Avatar. Step 3 1. Students read the dialogue after the recording sente nee by sentence. 2. Students try to follow the speed. 3. Students finish lc in groups of six. Each of the five students retells a sentence of la according to the key points. Then the sixth student links them together to form a passage・ 4. Students read the words in 2a. 5. Students listen to 2a and check their pronunciations・ 6. Students observe the words and sum up their different forms and usages. 7. Make the note: 形容词表示“感到……的”,其主语是人,在句中作表语或定语; “ in『形容词表示“令人……的”,其主语多为事物一类的名词,在句中作表语或定语。 Step 4 1. Students finish 2b according to the note in 2a. 2. Check die answers and correct the wrong ones. 3. Students try to catch the general idea of the passage・ 4. Students complete the sentences・ 5. Volunteers write their answeiB on the blackboard 6. Volunteers read the phonetics. 7. Students correct their pronunciation while the teacher is reading. & Students read the phonetics and the given words in 4a and say the rules for spelling・ 9. Students read the words on the cards・ 10. Read the sentences in the box in 4b・ 11. Students read after the teacher. 12. Students finish 4b in pairs and practice it with their partners. Step 5 1 ・ Students act out the conversation of la in groups of four 2. Think about and say out linking verbs and adjectives as many as possible・ 3. Students sum up the main points. 4. Students finish their homework after class. (1) Make up sentences・ (2) Memorize the summaiy after class. (3) Search tlie information about the movie, The Sound of Music. (4) Prcvicw Section C Students understand the structure of "linking verb + adjective” well and they can make up right sentences with it. But they need more exercises about the usages of adjectives ended with -ed and -ing. They are very interested in the movie The Sound of Music after learning Section A and B.ITs helpful for them to learn Section C. VII. Blackboard design Unit 5 Feeling Excited Topic 1 You look excited・ Section B 1. seem unhappy G1 G2 G3 G4 feel disappointed 2 4 1 2 be interesting/ fun 3 2 2 2 be boring 1 2 2 3 be exciting 2. Great! He must be excited to get it. OK. I will tell him the exciting news right now! Unit 5 Feeling Excited Topic 1 You look excited. Section C I ・ Material analysis 本节课建议用一课时完成,主要活动为la和2a。 la呈现了在前两课屮多次提到的音乐剧The Sound of Music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枳极乐观的生活态 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linking verb+adjective这-结构的表达。课后要求学生写篇有关采访Mi\ Brown 关于The Sound of Music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 ・ Teaching Knowledge aims: 1. 学生能根据咅标,正确朗读出单词表中单词及短语。 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。 one ofcare for, become angry, because of, teach sb. to do sth, cheer sb. up, Skill aims: 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The Sound of Music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木材料。 4. 能规范地写出有关釆访Mi; Brown关于The Sound of Music的对话。 Emotional aims: 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。 III. The key points and difficult points Key points: 1. 正确运用单词表中单词及短语。 2. 正确运用"linking verb+adjective"结构造句。 Difficult points: 1. lonely和alone的区别运用。 2. 采访对话的写作。 IV. Learning strategies: 1. 观看英文电影对练习英语发咅,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・ Teaching aids Computer multimedia projector, the flashes of the songs, T/ie Lonely Goatherd and Edelweiss. VI. Teaching procedures Student activity Step 1 1. Focus their attention on the teacher. 2. Make up sentences. 3. Four students from different groups report some infonnation about The Sound of Music. 4. Students enjoy the song, Edelweiss. Then look at the picture and guess what the text is about. 5. Students read the words in the box and guess the main idea of the text. 6. The students skim la and check the guessing. Step 2 1. Students make sure they understand what the statements mean. 2. Students read the first paragraph and complete the first table. 3. Students read the second paragraph and complete the second table. 4. Students read Paragraph 3 and finish the third tabic. 5. The students read the whole passage silently, checking their answers・ 6. Students scan Paragraph 1 and answer the first question. 7. Students scan Paragraph 2 and answer the second question. & Students scan Paragraph 3 and answer the third question. 9. Students scan the whole passage and answer the last question. Then check all the answers. Step 3 1. Students read through the passage and find out the linking verb+ adjective structure・ 2. Students try to follow the speed, paying attention to the pronunciation. 3. Students read the passage by themselves and discuss in groups to find out the difficult points and sum up the main points. 4. The students underline the language points in their books and make some notes. 5. Everyone can read through the passage fluently Step 4 1 ・ Students retell the story in groups of four based on lb and lc. 2. Students finish the exercises:Complete the sentences with the words in the box・ lonely alone because of because cheer…up lively (1) Mr. Wang lives , but he never feels . (2) Ben docsn' t like Beijing Opera he thinks it' s too boring・ ⑶ He couldn' t go for a picnic tomorrow the weathe匚 (4) The teacher is taking Jane out to her ・ (5) Maria is a girl, and all of us like her very much. 3. Two students correct the answers. Step 5 1 ・ Students make an intendew in groups of six. 2. All the students should know the meanings of the summary・ 3. Students finish their homework after class. (1) Students connect the topic sentences together to finish writing the convcrsation. (2) Students search the Internet after class・ (3) Students review Section A, B, and C to prepare for Section D・ (4) Students may enjoy the movie if possible by themselves. The students like the two beautiful songs from The Sound of Music very much・ The atmosphere of this lesson is active. It's helpful to English teaching and learning. Wc should show more information that the students are interested in when we give the English class・ VH. Blackboard design 1 Unit 5 Feeling Excited Topic 1 You look excited Section C 1. lonely alone 2. because because of 3. cheer sb. up Unit 5 Feeling Excited Topic 1 You look excited. Section D I ・ Material analysis 本节课为本话题的最后一课时,主要活动为1和2a。 Section D是一节复习课,在综合复习Section A-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——Beijing Opera的历 史起源,主要角色,素材来源及艺术特点,进而让学生在感受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, 培养民族口豪感。同时通过2a的写作拓展练习,延仲学生的学习内容,检测学生综合运 用语言的能力。 II ・ Teaching aims Knowledge aims: 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 linking verb + adjective 结构; 3. 能准确运用本单元重点短语进行写作练习: invite sb. to do sth., prepare sth. for sb., say thanks/ goodbye /hcllo/sorry to sb. a ticket to because of, cheer sb. up, come into being, be full of, agree with sb., make peace with sb., in the end , be popular with sb., be/become interested in...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; because of } {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。 Skill aims: 1. 能听懂与课本内容难度相当的,有关Beijing Opera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,句型写出白己最喜欢的某一艺术形式或故事的意 义以及人物在某-特定活动或事件中的情绪变化。 Emotional aims: 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。 III. The key points and difficult points Key points: 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linking verb + adjective结构。 2. 掌握interesting和interested的用法区别。 Difficult points: 1. 综合运用本话题的语法,词汇,句型写出人物在某-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. Learning strategies: 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屮。 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> Teaching aids Computer multimedia projector, the flash of the song, Rap Face, the pictures of the roles in Beijing Opera VL Teaching procedures Student activity Step 1 1. Focus their attention on the teacher. 2. Make up the conversations in pairs・ 3. The two students write their conversations on the blackboard・ 4. Observe the pictures and report the information they collcctcd. Step 2 1 ・ Students read 1 and mark T or F 2. Check the answers and correct the wrong ones・ 3. Students scan Paragraph 1 and answer the questions・ 4. Students check the answers. 5. Students scan Paragraph 2 and answer the question. 6. Students check the answer. Step3 1. Students read the passage by themselves and discuss in groups to find out the difficult points and sum up the main points. 2. Students underline the language points in their books and make some notes. 3. Students discuss in groups・ 4. Students each make upsentences. 5. Member A of each group gives the report・ 6. The students write the short passages. Step4 1 1. Students read through Section A-C and complete the sentences in the Grammar and Functions tables. 2. Students read the Grammar table and pay attention to the underlined parts of the sentences・ And then complete the sentences of the Functions table. 3. Students finish the exercises on the screen. 4. Students finish the exercises on the screen. Step 5 1 ・ Students make sure the names of their favorite movie, play or story・ 2. Students discuss the given questions in groups・ 3. Students write down their own answers. 4. Students check in groups・ 5. Students join their own sentences into a passage. 6. Students check each other's passages. 7. Students finish the homework. Students are weak in writing practice・ The teacher should pay more attention to the writing teaching. Design the writing steps carefully. The teacher may let students enjoy a real Beijing Opera after class・ VIE Blackboard design Unit 5 Feeling Excited Topic 1 You look excited. Section D 1. come into being 2. agree with sb. 3. be full of 4. make peace with ・・・ 5. in the end 6. be popular with sb. 7. be/become interested in ・・・ Unit 5 Feeling Excited Topic 2 Vm feeling better now. Section A I ・ Material analysis 本节课为话题的第一节课,建议用1课时上完。主要活动为la和2。 本课通过Miss Wang询问Helen忧心忡忡的原因,引岀对话的主题: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,并呈现了新岀现的短语: be strict with sb.和be worried about ....同时在对话中呈现了交际功能用语:Anything wrong?和What seems to be the problem?使学牛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 ・ Teaching aims Knowledge aims: 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: seem to do..., do badly in..., be strict with sb., have a talk with sb., be worried about..., take it easy 3. 学生能白如地运用以下功能句进行交流。 Anything wrong? What seems to be the problem? Thank you for telling me. Skill aims: 1. 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。 Emotional aims: 通过对Section A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。 IIL The key points and difficult points Key points: 1. 学生在交流屮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。 Difficult points: 1. 学生对・・・ she has no friends to talk with.一句中 to talk with 的理解。 2. 在对话中正确运用be+adj.+prcp.结构。 IV・ Learning strategies 上课前自己准备新单词的卡片;通过造句更好地掌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 ・ Teaching aids Computer multimedia projector, the word cards. Vie Teaching procedures Student activity Step 1 1 ・ Focus their attention on the tcachcr. 2. Students report their homework・ 3. Students read the new words and phrases on the word cards they prepared by themselves・ 4. Students have a competition. 5. Students make up sentences with the new words and phrases to grasp them well. 6. Students look at the picture of la and guess: What's the matter with the sad girl? What arc Miss Wang and Helen talking about? Step 2 1. Students make sure they understand what the statements mean. 2. Students catch the general idea of the dialogue. 3. Students watch the flash for the second time, paying attention to the pauses. Finish lb・ 4. Students check the answers. 5. Volunteers read the answers・ Check the answers and correct the wrong ones・ 6. Talk about the guessing・ 7. Listen to the recording and answer the questions・ Step 3 1. Students read the conversation after the recording sentence by sentence・ 2. Students try to follow the speed, paying attention to the pronunciation and intonation・ 3. Students read the conversation by themselves and discuss 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 for la in pairs. They can add more expressions and gestures when acting. Step 4 1. Students make sure they understand what the statements mean. 2. Students make sure they understand the words and phrases in the box well. 3. Students read the c-card to catch the general idea of it. 4. Students read the e-card again and choose the right words or phrases to complete the e-card・ 5. Students listen to the recording and check the answers by themselves. 6. Students 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 clause・ 9. Students check the answers and correct the wrong ones・ Step 5 1. Students make up conversations, using the adverbial clauses and the following expressions: -Anything wrong? -What seems to be the problem? ・Thank you for telling me. 1 2. The students act out their own conversations in pairs・seem to do seem + adj. G1 G2 G3 G4 e a seem that +sentence * * 2. be strict with sb. Unit 5 Feeling Excited Topic 2 Fm feeling better now. Section B 1 ・ seeiriS Unit 5 Feeling Excited Topic 2 Fm feeling better now. Section A be strict in sth. 3. be worried about... 4. The girl feels lonely because she has no friends.(原因状语从句) 5. take it easy 3. Learn to carc for others' feelings・ 4. Students summarize Section A with the teache匚 5. Students finish after class・ (1) Memorize the summary after class・ (2) Students write a passage according to the conversation in la to prepare for the reporting tomorrow. (3) Students preview Section B after class・ In today's lesson, 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 upset. At the same time the teacher should design more exercises about the phrases mentioned in Section A. VD. Blackboard design I • Material analysis 本节课建议教师用1・2课时上完。主要活动为la和2a。 本课通过Miss Wang询问并与情绪低落的Li Hong谈心,提出合理的建议,帮助她 走出消极情绪的阴影,进一步深化了本话题的主题: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。对话继续呈现了语法重点:原因状语从 句,并呈现了新出现的单词和重点短语:fail, someone, feelingjoke和at one's age。在对话 中还呈现了交际功能用语:How are you feeling today? Why don't you...?以及表示安慰的 Don^ worry. There, there!和If 11 be OK.等句子。使学生学会理解别人,安慰别人,给出合 理化建议,并在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,并进 行灵活运用。 II ・ Teaching aims Knowledge aims: 1. 学生能区分元咅咅素/ "/和/ 。/,并能正确拼读单词,注意对应的字母组合的拼写规 贝山学生能在朗读句子时正确处理停顿、弱读和辅音的不完全爆破现象。 2. 学生能正确拼读并运用单词表中的黑体单词fail, someone, feeling和joke。 3. 学生能正确运用以下短语造句: fail to do sth., at one's age, tell sb. the joke 和 by the way. 4. 学生能自如地运用以下功能句进行交流。 How are you feeling today? Why don't you...? Don't worry. There, there! Ifll be OK. Skill aims: 1. 能听懂有关询问情绪和提岀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。 Emotional aims: 通过对Section B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岀合 理有效的建议,帮助伙伴远离消极情绪。 III. The key points and difficult points Key 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和提出建议的动词。 2. 正确运用原因状语从句。 Difficult points: 1. 学生对There, there!的理解。 2. 有关情绪询问和给出建议的对话的写作。 IV. Learning strategies 1. 多听英语歌曲有助于英语水平的提高。 2. 朗读句子时可在连词前有明显的停顿,使前后两个意群更加明显,更容易听出句 子所要表达的意思。 3. 在写作环节进行合作学习可収长补短,互相促进,共同进步! V. Teaching aids Computer multimedia projector, the flash of the song, If you are happy. VI. Teaching procedures Student activity Step 1 1. Focus their attention on the teacher. Enjoy the beautiful song・ 2. Students report their homework. 3. Students observe and leam the new words. 4. Students have a competition. 5. Students make up sentences with the new words and phrases to grasp them well. 6. Students look at the picture of la and make a guessing・ Step2 1. Students make sure they understand what the statements mean. 2. Students catch the general idea of the dialogue・ 3. Students watch the flash for the second time, paying attention to the pauses. Finish lb. 4. Students check the answers・ 5. Volunteers read the answers・ Check the answers and correct the wrong ones・ 6. Talk about the guessing・ 7. Students read la and fill in the blanks with the correct phrases of lc. 8. Students check the answers and correct the wrong ones・ Step 3 I ・ Students read the conversation after the recording sentence by sentence・ 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students read the conversation by themselves and discuss in groups to find out the difficult points and sum up the main points. 4. The students underline the main points in their books and make some notes. 5. Students prepare for the action of la in pairs. They can add more expressions and gestures when acting. Step 4 1. Vc)luntccrs read the vowel. 2. Students listen and try to imitate・ 3. Students pronounce the phonetics and the words. And then find out the mles. 4. Students try to read the words on the screen. 5. Students read the sentences by themselves・ 6. Students read after the recording and try to imitate. 7. Students have the reading competition in groups・ Step 5 1. Students make sure they understand what the statements mean. 2. Students listen to the recording and fill in the blanks・ 3. Students listen to the recording and check the answers by themselves 4. Students check the answers and correct the wrong ones・ 5. Students read the given problems and suggestions. 6. Students make up sentences. 7. Students finish theconversation. 8. The students act out their own conversations in pairs・ 9. Learn to care for others' feelings. 10. Students summarize Section B with the teacher. II ・ Students finish their homework after class. The students can grasp the adverbial clauses well after the learning of Sections A and B. And they can offer the right suggestions to others when others arc in a bad mood・ VII. Blackboard design Unit 5 Feeling Excited Topic 2 Pm feeling better now. Section B 1. 一 How arc you ibcling today? 一 Pm feeling really sad because.G4 G3 G1 G2 2. fail to do sth. 3. at one^s age 4. tell sb. the joke 5. There, there! * * Unit 5 Feeling Excited Topic 2 Pm feeling better now. Section C I ・ Material analysis 本节课建议用一课时完成,主要活动为la和3。 la的阅读内容为Li Hong写给以前的同学Xiao Fang的一封信,学生通过信屮李红刚 刚转学过来时的不习惯和适应了新的学校,老师和同学之后的感受进行的比较,初步理解 和掌握形容词和副词同后来逐渐级比较的句式,并在2和3、4的操练中进一步对该句式 进行理解和运用,同时进一步学习运用描述情绪和情感的形容词。 II ・ Teaching aims Knowledge aims: 1. 学生能根据音标,正确朗读出单词表中单词及短语。 2. 能正确拼读并运用黑体单词。 3. 学生能正确运用as... as...和not as/so ... as…结构造句。 4. 学生能正确使用以下词或短语,复述本课课文,简单的介绍课文大意。 a few months ago, upset, lonely, as well as usual, was not used to , not so clean as..., not as delicious as ours, either, not so friendly as you, get used to life here, accept, as happily as before. Skill aims: 1. 能听懂本课文本材料以及与之内容相关的课堂用语。 2. 能用as...as...和not as/so ... as...结构熟练地口头谈论有关两个人或事物同级比较的话 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. 能用as...as…和not as/so ... as...结构规范地写出有关自己和朋友的一些情况的比较的 短文。 Emotional aims: 教育学生要互爱互助,主动为有困难的同学提供帮助,同时要学会适应新的环境。 III. The key points and difficult points Key points: 1. 正确运用单词表中单词及短语。 2. 正确运用as...as...和not as/so ... as...结构进行交谈和写作。 Difficult points: 用as...as...和not as/so ... as…结构正确地写出带有比较内容的短文。 IV. Learning strategies: 1. 通过唱英文歌提高白己的英语发音和听力水平。 2. 分工明确的小组学习可以让学生对英语短文的写作步骤有更深刻的理解。 V・ Teaching aids Computer multimedia projector, the flash of the song, It's a small world. VI. Teaching procedures Student activity Step 1 1. Focus their attention on the teacher. Enjoy the song 2. Make up sentences・ 3. Students compare with their own things, such as their coats or school things to learn to use the new structures. 4. Students sum up the usage of the structures with the teacher. Step 2 1 ・ Students read the key words and guess the main idea of the letter. 2. The students skim la and check the guessing・ 3. Students make sure they understand what the statements mean. 4. Students read the first half of the letter and complete the first half of the table・ 5. Students read the rest of the letter and complete the rest of the table・ 6. Students read the whole passage silently, checking their answers・ 7・ Students check their answers with the teache匚 Correct the wrong ones・ Step 3 1. Students try to follow the speed, paying attention to the pronunciation. 2. Students read through the passage and find out as...as...and not as/so…as... structures. 3. Students read the passage by themselves and discuss 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. Member A should read fluently; Member B should read through the passage by themselves; Member C can read the passage with the help of Member A・ 6. Students retell the letter based on the key words and the tabic in lb. Step 4 1. Students make sure they understand what the statements mean. 2. Students read the words and the sentences of 2. 3. Students complete the sentences with the words in the box. 4. Two students tell the answers・ Students check the answers and correct the wrong ones. 5. Students make sure they understand what the statements mean. 6. Students observe the table and the example carefully. 7. Four students write the sentences on the blackboard. & Students check the sentences with the teacher and correct the wrong ones. Step 5 1 ・ Students talk with their partners about the people around them. 2. Students write down the sentences about comparing in pairs・ 3. Students join the sentences into a passage・ 4. Students show their productions・ 5. Students summarize Section C with the teacher. 6. Students finish their homework after class・ Most of the students can grasp the equal comparison structure, and the teacher should design more exercises as their homework VII. Blackboard design Unit 5 Feeling Excited Topic 2 I'm feeling better now. Section C 1. How time flics! 2. as+adj/adv+as ・・・ Not as/so+adj/adv+as … 3. be/ get used to ・・・ 4. by the way Unit 5 Feeling Excited Topic 2 Pm feeling better now. Section D I ・ Material analysis 本节课为本话题的最后一课时,主要活动为la和2。 Section D是一节复习课,在综合复习Section A-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。学生将在la的阅读环节中,通过Jeff如何走出失去亲人的 阴影,学习了解如何处理悲伤等消极情绪,从而拥有可以辻自己健康成长的积极情绪。除 了文中提到的倾诉、运动等排解方式,教师还可以交给学生其他的处理不良情绪的方法, 如寻求家人、学校、社会的支持和帮助;转移注意焦点:散步、旅游、参观;用“我能行”、 “我一定能成功”来进行心理暗示等,帮助学生止确处理不利于成长和成功的情绪。最后通 过2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 ・ Teaching aims Knowledge aims: 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. 能熟练运用原因状语从句和同级比较的结构。 3. 能准确运用本单元重点短语进行写作练习。 4. 学生能综合运用本课短语、句型写出关于处理不良情绪的短文。 Skill aims: 1. 能听懂与课本内容难度相当的,有关处理不良情绪的听力材料。 2. 能正确运用本话题所学内容、比较流利地谈论如何处理不良情绪。 3. 能阅读有关如何处理不良情绪的短文,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,句型写出自己遇到的问题以及处理的方法,并能