2024-2025学年仁爱科普版（2012）八年级英语下册教案

课题 Unit 5 Feeling excited Topic 1 Section A 课 型 新授课 课 时 1 教学 目标 Knowledge aims: 1. 学生能正确拼读并运用以下词汇: (1)单词表中的黑体单词invite (2)连系动词:be,look, feel, 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 /hello/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 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。 教 学 重 点 难 点 Key points: 学生在交流中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 are you doing? 的理解。 2. 描述他人情绪时连系动词正确形式的运用。 教 学 准 备 多媒体课件 教 学 过 程 1. Greet the students and make them ready for learning. The teacher plays the flash of the song, Do Re Mi. 2. The teacher asks the students if they are happy to see each other after the winter holiday. 3. The teacher shows the third picture of 2 on the screen: Do they look happy? 4. Show all the pictures, words and the example of 2 on the screen one by one. Let the students ask and answer in pairs according to the example. Let the students pay more attention to the form of the verbs. Finish 2. (The teacher can divide the students into four groups. Then tell the students that they can get one point or two points or three points… when they answer the questions or make conversations correctly. The most excellent students can get 1 point once, and the normal students can get more points when they answer the same question or make up similar conversations. ) 1. Ask the students to observe the picture of 1a and answer the question: Do Kangkang, Jane, Maria and Michael look excited? Lead to the learning of the conversation. 2. The teacher asks the students to read the statements in 1b. 3. The teacher asks the students to read the parts firstly and form a judgment. 4. The teacher plays the flash of 1a for the first time without stopping. Let the students listen to and match the three parts of 1b. 5. The teacher plays 1a for the second time, stopping when necessary. 6. Then ask two students to tell answers to 1b. 7. Let the students think about why Kangkang, Jane, Maria and Michael look so excited. Explain the new word invite by showing a picture of having dinner. 1. The teacher lets the students ask and answer questions in pairs based on 1b. Finish 1c. 2. The teacher asks the students to read 1a and complete the passage. The teacher offers two or three minutes to the students to finish 1d. 3. The teacher lets the students correct the wrong words. 4. The teacher plays the recording sentence by sentence. 5. The teacher plays the recording without stopping. 6. The teacher lets the students read 1a, and then asks them to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation. 7. The teacher makes a summary to explain the key points and difficult points to the students: (1) -How are you doing? -Very well, thank you. (2) linking verb + adjective (3) Guess what! (4) invite sb. to do sth. (5) one of +最高级+ 名词复数 (6) prepare sth. for sb. ⑺ say thanks/ hello/ sorry /goodbye to sb. (8)a ticket to 1. The teacher encourages the students to look at the pictures in 3 and guess the feelings of the people. Give a forecast to the adjectives of describing feelings they will fill in the blanks. 2. The teacher plays the recording. 3. Let two or three students tell their answers. 4. The teacher plays the recording and pauses after each conversation. 5. The teacher plays the recording the third time without stopping. 6. The teacher checks the students’ answers, calling four students from each group to show their answers on the blackboard. The teacher corrects the wrong parts. Pay attention to the form of the linking verbs. 7. Let the students ask and answer questions in pairs based on 3. Give out the suitable points to each group. 1. The teacher organizes the students to make up the conversations, using the linking verbs and the adjectives in 4 in pairs. Help students to review the ways to express greetings. Encourage them to use more expressions. 2. Let the students show their own productions by acting out their conversations. The teacher gives out the suitable points to their productions. 3. The teacher sums up the students’ conversations. Teach them to care for others’ feelings. 4. The teacher shows the summary to the students. 5. The teacher assigns homework: (1) Review the summary after class. (2) Ask students to write a passage according to the conversation in 1a and read it to the whole class tomorrow. (3) Prepare Section B after class. 作 业 布 置 完成同步练习 课堂总结 It’s 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. 课题 Unit 5 Feeling excited Topic 1 Section B 课 型 新授课 课 时 1 教学 目标 Knowledge aims: 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“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来谈论情绪。 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。 教 学 重 点 难 点 Key points: 1. linking verb+ adjective 2. 正确运用以-ed结尾的形容词和以-ing结尾的形容词。 Difficult points: 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。 教 学 准 备 多媒体课件 教 学 过 程 1. Greet the students and make them ready for learning. Play the flash, Do Re Mi. 2. Ask four students from different groups to read the passage they have written according to 1a of Section A. Give out the suitable points to each group. 3. Let the students observe the picture of 1a and guess: Why does Mr. Brown look unhappy? 4.Learn the new word “seem”. The teacher points at the picture, indicating “Mr. Brown looks unhappy. He seems unhappy.” 1. Finish1b. The teacher asks the students to read the statements in 1b. 2. The teacher plays the recording for the first time without stopping. 3. The teacher plays the recording for the second time. 4. The teacher lets students read 1a carefully and check1b. 5. Check 1b. The teacher calls two students to tell their answers, then corrects the wrong ones. 6. The teacher lets the students check their guessing: Why does Mr. Brown seem unhappy? 7. The teacher lets the students read 1a and find out all the “linking verb+ adjective” structures. 8. Write all the phrases on the blackboard according to the students’ telling:seem unhappy feel disappointed be interesting/ fun be boring be exciting 9. Show some pictures of Cats and Avatar. Introduce them simply. 1. The teacher plays the recording of 1a sentence by sentence. 2. The teacher plays the recording without stopping. 3. The teacher asks the students to finish1c. Give out the suitable points to each group. 4. The teacher asks the students to read the words in 2a. Remind them to pay attention to the stress and the underlined parts. 5. The teacher plays the recording of 2a. 6. The teacher asks the students to observe the words and sum up their usages. 7. The teacher sums up the usages of the adjectives ended with –ed and –ing. 1. The teacher asks the students to fill in the blanks with the correct forms of the words in the brackets. Finish 2b. 2. Organize the students to check the answers. 3. The teacher plays the recording of 3 for the first time without stopping. 4. The teacher plays the recording for the second time. 5. Check 3. The teacher calls two students to tell their answers, then corrects the wrong ones. 6. The teacher shows phonetic cards /t/, /d/ and /id/. 7. The teacher pronounces / t /, /d/ and / id/. 8. The teacher lets the students read the phonetics and the given words, and then asks them to find out the rules for spelling. 9. The teacher shows the cards with more similar words. 10. The teacher lets the students read the sentences in the box in 4b. Ask them to pay attention to the stress, liaison and intonation. Tell them to stress the content words such as nouns, verbs, adjectives and interrogative words. 11. The teacher reads the sentences of 4b. 12. The teacher lets students choose the correct sentences to complete the conversation. Finish 4b. 1. The teacher asks the students to prepare the action of the conversation of 1a in groups of four. Give out the suitable points after acting. Encourage them to have the good hobbies in their free time and care for others. 2. The teacher organizes the game: Brain Storms. Let the students say out more linking verbs and adjectives in one minute. Give out the suitable points after that. 3. The teacher asks the students to sum up the main points of today’s lesson. Then the teacher makes a complement. 4. The teacher assigns homework: (1) Make up sentences with the linking verbs and adjectives the students have mentioned. (2) Review the summary after class. (3) Search the Internet for some information about the movie, The Sound of Music, to prepare for Section C after class. 作 业 布 置 完成同步练习 课堂总结 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. It’s helpful for them to learn Section C. 课题 Unit 5 Feeling excited Topic 1 Section C 课 型 新授课 课 时 1 教学 目标 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“linking verb+ 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 of …, care 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本材料。 4. 能规范地写出有关采访Mr. 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。 教 学 重 点 难 点 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。 教 学 准 备 多媒体课件 教 学 过 程 1. Greet the students and make them ready for learning. Enjoy the song, The Lonely Goatherd. 2. The teacher asks the students to make up sentences with the linking verbs and adjectives they have mentioned to report their homework. 3. The teacher asks the students to go on reporting their homework: Report some information they searched about The Sound of Music. 4. The teacher plays the flash of the classic song of The Sound of Music, Edelweiss to lead the passage of 1a. The teacher lets the students finish pre-reading work:Ask the students to look at the picture and guess what the text is about. 5. The teacher lets the students read the words in the box of 1a and guess the main idea of the text. 6. The teacher asks the students to skim 1a and check the pre-reading work. 1. Finish1b. The teacher asks the students to read the statements in 1b. 2. The teacher asks the students to read the first paragraph and complete the first table. 3. The teacher asks the students to read the second paragraph and complete the second table. 4. The teacher asks the students to read Paragraph 3 and finish the third table. 5. The teacher lets the students read the whole passage carefully, check the answer, finish 1b. 6. The teacher asks the students to scan Paragraph 1 and answer the first question in 1c: Why did Maria go to the Von Trapp family? 7. The teacher asks the students to scan Paragraph 2 and answer the second question in 1c: Why were the Von Trapp family sad? 8. The teacher asks the students to scan Paragraph 3 and answer the third question in 1c: How did Maria cheer up the children? 9. The teacher asks the students to scan the whole passage and answer the last question in 1c: What do you think of Maria? Then check all the answers. 1. The teacher asks the students to read through the passage and find out the linking verb+ adjective structure. 2. The teacher plays the recording without stopping. 3. The teacher asks the students to find out the difficult points and sum up the main points of the passage. 4. The teacher makes a summary to explain key points and difficult points to the 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,because of 因为,由于,介词短语,后接名词或相当于名词的词或短语。 (3)cheer sb. up 使某人振奋起来,使某人高兴起来。 5. The teacher asks the students to read the whole passage in groups, making sure everyone can read through the passage. 1. Play the game: A round robin story.The teacher asks the students to retells the story based on 1b and 1c. Member B retells the first paragraph according to the first table and the first question. Member C retells the second paragraph according to the second table and the second question. Member D retells the thirdparagraph according to the third table and the third question. At last Member A retells the whole story. 2. The teacher shows some exercises on the screen to the students. Then call four students from different groups to write down their answers on the blackboard. 3. The teacher calls two students to check the answers. 1. Finish 2a. The teacher asks the students to make an interview in groups. Member B acts Michael. Member C, D, E and F answer Member B’s questions of 2a. Then Member A reports the interviews. 2. The teacher summarizes what the students learned today. Important language points are shown on the computer screen. 3. The teacher assigns homework: (1) The teacher asks the students to finish writing the conversation between Michael and Mr. Brown in their exercise books. Remind them to connect the topic sentences, then add something necessary. (2) The teacher asks the students to search the Internet for some information about Beijing Opera to prepare for Section D after class. (3) The teacher assigns the students to review Section A-C to preparefor Section D. (4) The teacher asks the students to watch the classic movie, The Sound of Music. 作 业 布 置 完成同步练习 课堂总结 The students like the two beautiful songs from The Sound of Music very much. The whole atmosphere of this lesson is active. It’s helpful to English teaching and learning. We should show more information that the students are interested in when we have the English class. 课题 Unit 5 Feeling excited Topic 1 Section D 课 型 新授课 课 时 1 教学 目标 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 /hello/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。 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。 教 学 重 点 难 点 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。 教 学 准 备 多媒体 教 学 过 程 1. Greet the students and make them ready for learning. Enjoy the song, Rap face. 2. The teacher asks the students to report their homework in pairs: A1-A2; B1-B2; C1-C2; D1-D2. Make up the conversations between Michael and Mr. Brown. 3. The teacher asks two students to write their conversations on the blackboard. The teacher corrects as an example for others to check. 4. The teacher shows the pictures of the roles in Beijing Opera to the students and leads to the new lesson. Ask the students to report some information they searched on the internet. 1. The teacher asks the students to skim the passage and mark T or F. 2. The teacher checks the answers. 3. The teacher asks the students to read Paragraph 1 and answer the questions: (1) When did Beijing Opera come into being? (2) Where did its music and singing come from? (3) How many main roles are there in Beijing Opera? 4. The teacher helps the students check the answers. 5. The teacher asks the students to read Paragraph 2 and answer the question :Are the young people interested in Beijing Opera nowadays? 6. The teacher helps the students check the answer. 1. The teacher asks the students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage. 2. The teacher makes a summary to explain the key points and difficult points to the students. (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 ... 3. The teacher asks the students to look at the pictures in 2a and think about the words and phrases they may use when they talk about the pictures. 4. The teacher asks the students to make up sentences according to pictures and the words or phrases. 5. The teacher asks Member A of every group to report the passage according to the sentences above. 6. The teacher asks the students to write the short passages based on the report of 2a to describe the different feelings. 1. The teacher asks the students to read through Section A-C to review the notes of this topic. 2. The teacher leads the students to sum up the Grammar and Functions. 3. The teacher designs some exercises to practice the vocabulary. (1) I want to i_you to my house this Sunday. (2) The flowers s_ nice. (3) Mr. Wang s_ to be unhappy today. What’s wrong with him? (4) He was a_ mad when he heard of the bad news. (5) Tom plays an important r_ in the new movie. 4. The teacher designs some exercises to differentiate the usages of the main words in this topic: (1) The movie is too _. ( boring, bored) (2) We are very _ to know the _ news.( exciting, excited) (3) He is new here, so he often feels _.(alone, lonely) (4) We can’t go for a walk _ the rain.(because, because of ) (5) We are all _ in the _ book.(interesting,interested) 1. The teacher asks the students to make sure of the names of their favorite movie, play or story. 2. The teacher asks the students to discuss the given questions in groups. 3. The teacher asks the students to write down their own answers. 4. The teacher asks the students to check in groups and correct the wrong ones. 5. The teacher asks the students to join their own sentences into a passage. 6. The teacher asks two students to write down their passages on the blackboard. The teacher checks them with the students. Then the students change their papers and check others’ papers. 7. The teacher assigns homework: (1) The teacher lets students finish the essay “My favorite movie” after class. (2) The teacher asks the students to prepare the word cards to preview the vocabulary in Topic 2. 作 业 布 置 完成同步练习 课堂总结 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. 课题 Unit 5 Feeling excited Topic 2 Section A 课 型 新授课 课 时 1 教学 目标 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. 学生能自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。 教 学 重 点 难 点 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。 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. +prep.结构。 教 学 准 备 多媒体课件 教 学 过 程 1. Greet the students and make them ready for learning. 2. The teacher asks the students to report their homework to review the linking verb + adjective structure. 3. The teacher introduces the new words and phrases of this lesson. The teacher corrects the wrong pronunciations 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 the students to make up sentences with the new words and phrases. 6. The teacher asks the students to observe the picture of 1a and guess: What’s the matter with the sad girl? 1. The teacher asks the students to read the statements in 1b. 2. The teacher plays the flash of 1a for the first time without stopping. 3. The teacher plays 1a for the second time, stopping when necessary. 4. The teacher plays the flash of 1a for the third time without stopping. 5. Then ask two students to tell answers to 1b. 6. The teacher lets the students 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 lonely? (4) What does Miss Wang want to do to help Li Hong? 1. The teacher plays the recording sentence by sentence. 2. The teacher plays the recording without stopping. 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 a summary to 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) 原因状语从句 5. The teacher asks the students to read 1a again and act out the conversation in pairs. The best ones can get a red flower. 1. The teacher asks the students to read the statements in 3. 2. The teacher leads the students to read the words and phrases in the box of 3. 3. The teacher asks the students to read the e-card, and stresses the usage of the phrase: take it easy. 4. The teacher asks the students to read the e-card again and choose the right words or phrases to complete the e-card. 5. The teacher plays the recording of 3. 6. The teacher asks the students to observe the pictures of 2 and match the expressions in the box with them. 7. The teacher asks the students to make up two simple sentences with the given expressions for each picture. 8. The teacher asks the students to join the two simple sentences into an adverbial clause based on the example: The girl feels lonely because she has no friends. 9. The teacher asks four students from different groups to tell answers to 3. 1. The teacher organizes the students to make up conversations like 1a in groups, using the sentences of 2 and the useful expressions in 1a.Encourage them to use more expressions. 2. The teacher lets the students show their own productions by acting out their 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 mood. 4. The teacher shows the summary to the students. 5.The teacher assigns homework: (1) Review the summary after class. (2) Ask students to write apassage according to the conversation in 1a and read it to the whole class tomorrow. (3) Pepare Section B after lass. 作 业 布 置 完成同步练习 课堂总结 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. 课题 Unit 5 Feeling excited Topic 2 Section B 课 型 新授课 课 时 1 教学 目标 Knowledge aims: 1. 学生能区分元音音素/ i /和/ /, 并能正确拼读单词,注意对应的字母组合的拼写规则;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! It’ll be OK. Skill aims: 1. 能听懂有关询问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 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出合理有效的建议,帮助伙伴远离消极情绪。 教 学 重 点 难 点 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。 教 学 准 备 多媒体 教 学 过 程 1. Greet the students and make them ready for learning. Play the flash, If you are happy. 2. The teacher asks the students to report their homework: read the passage written according to the conversation in 1a. 3. The teacher introduces the new words and phrases of this lesson. The teacher shows the pictures and new words on the screen. 4. The teacher organizes the students to have a competition to consolidate the new words. The students in Group A speak English while the students in Group B tell the Chinese meaning. The best group can get a red flower. 5. The teacher asks the students to make up sentences with the new words and phrases. 6. The teacher asks the students to observe the picture of 1a and guess what they are talking about based on the conversation of Section A. 1. The teacher asks the students to read the statements in 1b. 2. The teacher plays the flash of 1a for the first time without stopping. 3. The teacher plays 1a for the second time, stopping when necessary. 4. The teacher plays the flash of 1a for the third time without stopping. 5. Then ask two students to tell answers to 1b. 6. The teacher lets the students talk about the guessing. 7. The teacher asks the students to read through 1a and fill in the blanks with the correct phrases of 1c. 8. The teacher asks two students to tell their answers and check the answers. 1. The teacher plays the recording sentence by sentence. 2. The teacher plays the recording without stopping. 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 a summary to explain the key points and difficult points to the students: (1) -How are you feeling today? -I’m feeling really sad Because... (2) fail to do sth. (3) at one’s age (4) tell sb. the joke (5) There, there! 5. The teacher asks the students to read 1a again and act out the conversation in pairs. The best ones can get a red flower. 1. The teacher shows cards / i / and / / . 2. The teacher plays the recording of 3a. 3. The teacher shows the phonetics and the words on the screen. 4. The teacher shows more words on the screen. 5. The teacher asks the students to read the sentences of 3b by themselves, paying attention to the pause, weak form and incomplete plosion. Tell them that they can pause briefly before the conjunctions such as and, but, and because. 6. The teacher plays the recording of 3b. Let students check their reading. 7. The teacher asks the students to have a reading competition. Member F reads to Member A. Member E reads to Member B. Member D reads to Member C. After that, read to the whole class. Member B who reads correctly can get 2 red flowers while Member E who reads best can get 5 red flowers. 1. The teacher asks the students to read the statements in 2a, and stresses the usage of the phrase: by the way. 2. The teacher plays the recording of 2a and asks the students to fill in the blanks. 3. The teacher plays the recording again and asks the students to check their answers. 4. The teacher asks two students to tell answers. 5. The teacher organizes the students to read the given problems and suggestions in the table of 2b. 6. The teacher asks the students to make up sentences with the problems and suggestions. 7. The teacher lets the students join the sentences into a conversation. 8. The teacher lets the students show their own productions by acting out their conversations. 9. The teacher sums up the students’ conversations. 10. The teacher shows the summary to the students. 11. The teacher assigns homework: (1) Review the summary after class. (2) Prepare for Section C after class. 作 业 布 置 多媒体课件 课堂总结 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 are in a bad mood. 课题 Unit 5 Feeling excited Topic 2 Section C 课 型 新授课 课 时 1 教学 目标 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。 教 学 重 点 难 点 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。 教 学 准 备 多媒体课件 教 学 过 程 1. Greet the students and make them ready for learning. Enjoy the song,It’s a small word. 2. The teacher asks the students to make up sentences with the phrases of Sections A and B to report their homework. 3. The teacher shows two books to the students and introduces the structures: as…as…and not as/so … as… to learn the equal comparison: The Chinese book is as new as the English book, but it’s not as/so heavy as the English book. And then ask the students to compare with their own things, such as their coats or school things. 4. The teacher helps the students sum up the usage of the st