八年级下册教案设计
Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section C
Ⅰ. Material analysis
本节课建议用一课时完成，主要活动为1a和3。
1a的阅读内容为Li Hong 写给以前的同学Xiao Fang的一封信，学生通过信中小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原级比较的句式，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. 通过唱英文歌提高自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 flashes of the song, It’s a small world.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction(8 minutes) 1. The wholeclass work.2. Somestudents’ work.3. The wholeclass work.4. The wholeclass work. 1. Focus their attentionon the teacher.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 theusage of the structureswith the teacher. 1. Greet the students andmake them ready forlearning. Enjoy the song,It’s a small word.2. The teacher asks thestudents to make upsentences with thephrases of Sections A and B to report theirhomework.3. The teacher shows twobooks 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 schoolthings.4. The teacher helps thestudents sum up theusage of the structures.
Presentation(8 minutes) 1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work. 1. Students read the keywords and guess themain idea of the letter.2. The students skim 1aand check theguessing.3. Students make surethey understand whatthe statements mean.4. Students read the firsthalf letter andcomplete the first half table.5. Students read the restletter and complete the rest table. 6. Students read thewhole passage silently, checking their answers.7. Students check theiranswers with theteacher. Correct thewrong ones. 1. Ask the students to readthe underlined key words and guess what the letter is about.2. The teacher asks thestudents to skim 1a andcheck the guessing.3. The teacher asks thestudents to read thestatements in 1b.4. The teacher asks thestudents to read the letterfrom the beginning to italso seemed that thepeople here were not sofriendly as you. Finish thefirst part of the table in1b. 5. The teacher asks thestudents to read the restpart of the letter andfinish the rest table of 1b. 6. The teacher lets thestudents read the whole passage carefully, check the answers, and finish 1b.7. The teacher lets twostudents write theiranswers on theblackboard. Check theanswers with the students.
Consolidation(10 minutes) 1.The whole class work.2.The wholeclass work.3. The wholeclass work +group work.4. The wholeclass work.5. The wholeclass work +group work.6. The wholeclass work. 1. Students try to followthe speed, payingattention to thepronunciation.2. Students read throughthe passage and findout as…as…and notas/so…as… structures.3. Students read thepassage 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 andmake some notes.5. Member A should readfluently; Member B should read through the passage bythemselves; MemberC can read the passage with the help ofMember A.6. Students retell theletter based on the key words and the table in 1b. 1.The teacher plays therecording without stopping.2. The teacher asks thestudents to read throughthe passage and find outas…as…and not as/so …as… structures.3. The teacher asks thestudents to find out thedifficult points and sum upthe main points of thepassage.4. The teacher makes asummary to explain the keypoints and difficult points tothe students.（1）How time flies!（2）as +形容词/副词原级+ as + 比较对象 not as/so+形容词/副词原级+ as + 比较对象（3）be/ get used to …5. The teacher asks the students to read the whole passage in groups, making sureeveryone can read through the passage.6. The teacher asks the students to retell the letter based on the key words and the table in 1b.
Practice(10 minutes) 1. The whole class work.2. The whole class work.3. Individualwork.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.7. Four students’ work.8. The wholeclass work. 1. Students make sure they understand what the statements mean.2. Students read the words and the sentences of 2.3. Students complete thesentences with the words in the box.4. Two students tell theanswers. Students checkthe answers and correctthe wrong ones.5. Students make surethey understand what the statements mean.6. Students observe the table and the example carefully.7. Four students write the sentences on theblackboard.8. Students check thesentences with the teacherand correct the wrongones. 1. The teacher asks thestudents to read thestatements of 2.2. The teacher lets the studentsread the words and thesentences of 2.3. The teacher asks the students to finish 2.4. The teacher asks twostudents to tell the answers for checking.5. The teacher asks the studentsto read the statements of 3.6. The teacher shows anexample to the students: Helen is as lovely as Maria. 7. The teacher asks fourstudents from differentgroups to make sentenceswith as…as…and notas/so … as… structureson the blackboard.8. The teacher asks somestudents to check thesentences, and then theteacher sums up the usageof the structures.
Production(9 minutes) 1. The wholeclass work.2. Pair work. 3. Pair work.4. Some students’ work.5. The wholeclass work.6. Individualwork. 1. Students talk withtheir partners aboutthe people aroundthem. 2. Students write downthe sentences aboutcomparing in pairs.3. Students join thesentences into apassage. 4. Students show theirproductions. 5. Students summarizeSection C with theteacher. 6. Students finish theirhomework after class. 1. The teacher asks thestudents to talk with their partners about the people around them with as…as…and not as/so … as… structures.2. The teacher asks thestudents to compare one of their partners with them and write down the sentences in pairs.3. The teacher asks thestudents to join thesentences into a passage.4. The teacher asks thestudents to show theirproductions. 5. The teacher summarizeswhat the students learned today. Important language points are shown on the computer screen.6. The teacher assignshomework:(1) Review the summaryafter class.(2)The teacher asks thestudents to search theInternet for someinformation aboutdealing with sadness to prepare for Section D after class. (3) The teacher assigns The students to reviewSections A-C to prepare for Section D.
Teaching Reflection 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 ExcitedTopic 2 I’m feeling better now. Section C1. How time flies!2. as+adj/adv+as …Not as/so+adj/adv+as …3. be/ get used to …4. by the way八年级下册教案设计
Unit 5 Feeling Excited
Topic 2 I’m 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1a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1a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，从而拥有可以让自己健康成长的积极情绪。除了文中提到的倾诉、运动等宣泄方式，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，来帮助学生正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
为有类似烦恼的同伴提出合理的建议。
Emotional aims：
通过本节课的学习，让学生明白积极的情绪可以让他们健康成长，有利于他们的身心发育。当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。
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，能用描写情绪和情感的形容词和提出建议的动词及相关短语描写人物的不同情绪, 并给予心情不好的同伴合理的建议。
2. 掌握运用原因状语从句和同级比较结构。
Difficult points
综合运用本话题的语法，词汇，句型进行写作，解决实际问题。
Ⅳ. Learning strategies:
1. 通过整体复习Section A-C，让复习也是一种学习的想法植根在学生心中。
2. 将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。
Ⅴ. Teaching aids
Computer multimedia projector, the word cards.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes）. 1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. Individualwork.5. The wholeclass work. 1. Focus their attentionon the teacher.2. Students review thewords and phrases ofSections A-C byplaying the game:What’s missing 3. Students learn the new words.4. Students match thewords or phrases with their meanings of 1a.5. Students check theiranswers and correct the wrong ones. 1. Greet the students andmake them ready forlearning. 2. The teacher asks thestudents to review thewords and phrases ofSections A-C by playingthe game: What’s missing The teacher puts the word cards up the blackboard and asks the students to remember them. After that the teacher takes one of the cards away while the students are closing their eyes. And then the teacher asks the students to answer the question: What’s missing 3. The teacher shows thenew words and phraseswith the pictures or theChinese meanings on thescreen.4. The teacher asks thestudents to match thewords or phrases withtheir meanings of 1a.5. The teacher asks twostudents to tell theanswers.
Presentation(10 minutes) 1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work and individual work.. 1. Students skim thepassage to catch the general idea of it.2. Students scan first half part and answer the questions.3. Students scan the restpart and answer thequestions.4. Students scan thewhole passage andcheck the answers by themselves firstly. 5. Students check theanswers with theteacher and correct the wrong ones. 1.The teacher asks thestudents to skim thepassage of 1a.2.The teacher asks thestudents to read thepassage from thebeginning to …eventhough it was an accident,and then answer theQuestions 1-3 of 1b:(1) How did Jeff feel whenhis brother died in a caraccident (2) At first, how did Jeffdeal with his sadness (3) Why was he angrywith the driver 3. The teacher asks thestudents to read the restpart of the passage, andanswer Questions 4-5 of1b:(4) Why is Jeff feelingbetter now (5) What can you learnfrom Jeff 4. The teacher asks thestudents to read the whole passage and check the answers.5. The teacher asks twostudents to write theanswers on theblackboard and helps thestudents check theanswers.
Consolidation(10 minutes) 1. Group work.2. The wholeclass work.3. Pair work.4. Pair work. 5. Member B’swork.6. Individualwork. 1. Students read thepassage by themselvesand discuss in groupsto find out the difficultpoints and sum up themain points.2. The students underline in their books andmake some notes.3. Students discuss inpairs.4. Students discuss andanswer the questionsin pairs. Member Btells the answers, andthen Member A checksthe answers to helpMember B correct thewrong ones. 5. Member B of everypair reports theanswers.6. The students writethe short passages. 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 asummary to explain thekey points and difficultpoints to the students.(1) deal with(2) for example/ such as older/ elder(3) refuse to do sth.(4) even though(5) not… any longer= no longer(6) use—useless Sad—sadness fair—unfair happy—unhappy3. The teacher asks thestudents to work in pairsand talk about how theydeal with sadness. 4. The teacher asks thestudents to answer thequestions by themselves:(1) Why did you feel sad (2) How did you feel atfirst (3) What did you do todeal with sadness (4) How did you feel later 5. The teacher asks Member B of every pair to report the answers above.6. The teacher asks thestudents to write a short passage.
Practice(10 minutes) 1. The whole class work and individualwork.2. The whole class work and individualwork.3. Individualwork.4. The whole class work and individual work.5. Individualwork. 1. Students read thesentences of the firstgrammar table andunderstand the usageof the adverbialclauses of reason.2. Students read thesentences of thesecond table andunderstand the usage ofas… as… and not as/so …as… structures. 3. Students finish theexercises alone.4. Students read thesentences of thefunction table toreview the usefulexpressions.5. Students finish theexercises on the screen. 1. The teacher asks thestudents to read thesentences of the firstgrammar table to reviewthe adverbial clauses ofreason.2. The teacher asks thestudents to read thesentences of the secondtable to review the usageof the equal comparison.3. The teacher shows theexercises on the screen.Finish the followingsentences.(1) Lucy/ tall/ Lily(2)The red pencil / notlong/the yellow pencil4. The teacher asks thestudents to read thesentences of the function table to review the useful expressions. 5. The teacher shows theexercises on the screen.Complete the followingsentences:(1) What s___ to be the problem (2) I’m new here. I’mreally upset and l____.(3) —_____ become my friend —Yes, I’d like to. (4) My mother often ____ (和我谈心) me.(5) How are you f____ today
Production(7 minutes) 1. Group work.2. Group work. 3. Group work. 4. Individual work.5. The wholeclass work.6. Individualwork. 1. Students ask theirclassmates about their problems.2. Students discuss theproblems in groups.3. Students write downtheir own suggestions.4. Students write downtheir own passages. 5. Students check eachother’s passages.6. Students finish thehomework. 1. No one can be happy allthe time. The teacher asks the students to ask their classmates about theirproblems.2. The teacher asks thestudents to discuss theproblems in groups andfind the ways to solvethem.3. The teacher asks thestudents to write downtheir own suggestions.4. The teacher asks twostudents to write downtheir passages, Dealingwith Sadness, using thelanguage they’ve learnedon the blackboard. 5. The teacher checks thepassages with thestudents. Then thestudents change theirpapers and check others’papers.6. The teacher assignshomework:(1) The teacher lets theStudents finish theessay Dealing withSadness after class.(2) The teacher asks the students to prepare the word cards to preview the vocabulary in Topic 3.
Teaching Reflection Students are weak in giving advice to people in bad moods. The teacher should design more exercises about adjectives to describe feelings and emotions and verbs to give advice. The teacher should pay more attention to the writing teaching. Design the writing steps carefully.
Ⅶ. Blackboard design
Unit 5 Feeling ExcitedTopic 2 I’m feeling better now.Section D
1. deal with2. for example/ such as older/ elder3. refuse to do sth.4. even though5. not… any longer= no longer6. use—useless sad—sadness fair—unfair happy—unhappy八年级下册教案设计
Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section B
Ⅰ. Material analysis
本节课建议教师用1-2课时上完。主要活动为Section B 的1a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, feeling, joke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’t worry. There, there! 和It’ll 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，进行灵活运用。
Ⅱ. Teaching aims
Knowledge aims：
1. 学生能区分元音音素/ i /和/ε /, 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。
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取长补短，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
Step Interaction pattern Student activity Teacher activity
Introduction（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 attentionon the teacher. Enjoy the beautiful song.2. Students report theirhomework3. Students observe andlearn the new words.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 and make a guessing. 1. Greet the students andmake them ready forlearning. Play the flash, If you are happy.2. The teacher asks thestudents to report theirhomework: read thepassage written according to the conversation in 1a.3. The teacher introduces the new words and phrases of this lesson. The teachershows the pictures andnew words on the screen.4. The teacher organizes thestudents 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 thestudents to make upsentences with the newwords and phrases.6. The teacher asks thestudents to observe thepicture of 1a and guesswhat they are talking about based on the conversation of Section A.
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.8. The whole
class work. 1. Students make surethey understand whatthe statements mean.2. Students catch thegeneral idea of thedialogue. 3. Students watch theflash for the second time, paying attention to the pauses. Finish 1b.4. Students check theanswers.5. Volunteers read theanswers. Check theanswers and correctthe wrong ones.6. Talk about theguessing.7. Students read 1a and fill in the blanks with the correct phrases of 1c.8. Students check theanswers and correctthe wrong ones. 1. The teacher asks thestudents to read thestatements 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 thestudents talk about the guessing. 7. The teacher asks thestudents to read through 1a and fill in the blanks with the correct phrases of 1c.8. The teacher asks twostudents to tell theiranswers and check theanswers.
Consolidation(10 minutes) 1. The whole class work2.The whole class work3.Group work4.The whole class work5. Pair work. 1. Students read theconversation after the recording sentence by sentence.2. Students try to follow the speed, payingattention to thepronunciation andintonation.3. Students read theconversation bythemselves anddiscuss in groups tofind out the difficultpoints and sum up themain points.4. The students underlinein their books andmake some notes.5. Students prepare forthe action of 1a inpairs. They can addmore expressions and gestures when acting. 1. The teacher plays therecording sentence bysentence.2. The teacher plays the recording without stopping.3. Let the students read 1a,then learn in groups to findout the difficult points andsum up the main points of theconversation.4. The teacher makes asummary to explain the key points and difficult points to the students:(1) -How are you feeling today -I’m feeling really sadBecause...(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.
Practice(7 minutes) 1. Some students’ work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. Individualwork.6. Individualwork.7. Group work. 1. Volunteers read thevowel.2. Students listen and tryto imitate.3. Students pronouncethe phonetics and thewords. And then findout the rules.4. Students try to readthe words on thescreen.5. Students read thesentences bythemselves.6. Students read after the recording and try to imitate.7. Students have thereading competition in groups. 1. The teacher shows cards / i / and /ε / .2. The teacher plays therecording of 3a.3. The teacher shows thephonetics and the wordson the screen.4. The teacher shows morewords on the screen.5. The teacher asks thestudents to read thesentences of 3b bythemselves, payingattention to the pause,weak form andincomplete plosion. Tellthem that they can pausebriefly before theconjunctions such as and,but, and because.6. The teacher plays therecording of 3b. Letstudents check theirreading.7. The teacher asks thestudents to have a reading competition. Member Freads to Member A.Member E reads toMember B. Member Dreads to Member C. Afterthat, read to the wholeclass. Member B whoreads correctly can get 2red flowers whileMember E who reads best can get 5 red flowers.
Production(10 minutes) 1. The wholeclass work.2. The wholeclass work.3. Individualwork.4. The wholeclass work.5. Pair work.6. Pair work.7. Pair work.8. Pair work.9. The wholeclass work.The wholeclass work.Individualwork. 1. Students make surethey understand whatthe statements mean.2. Students listen to therecording and fill in the blanks.3. Students listen to therecording and check theanswers by themselves.4. Students check theanswers and correctthe wrong ones.5. Students read thegiven problems andsuggestions.6. Students make upsentences.7. Students finish theconversation. 8. The students act outtheir own conversations in pairs.9. Learn to care forothers’ feelings.10. Students summarizeSection B with theteacher.11. Students finish their homework after class. 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 therecording of 2a and asks the students to fill in the blanks. 3. The teacher plays therecording again and asks the students to check their answers.4. The teacher asks twostudents to tell answers.5. The teacher organizes thestudents to read the givenproblems and suggestionsin the table of 2b.6. The teacher asks the students to make up sentences with the problems and suggestions.7. The teacher lets thestudents join the sentences into a conversation.8. The teacher lets thestudents show their ownproductions by acting outtheir conversations.9. The teacher sums up thestudents’ conversations. 10. The teacher shows thesummary to the students.11. The teacher assignshomework:(1) Review the summary after class.(2) Prepare for Section C after class.
Teaching Reflection 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.
Ⅶ. Blackboard design
Unit 5 Feeling Excited Topic 2 I’m feeling better now. Section B1. — How are you feeling today — I’m feeling really sad because... G1 G2 G3 G4 2. fail to do sth. 3. at one’s age 4. tell sb. the joke5. There, there!八年级下册教案设计
Unit 5 Feeling Excited
Topic 2 I’m 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Section A 的1a和2。
本课通过Miss Wang 询问Helen 忧心忡忡的原因，引出对话的主题：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, 并呈现了新出现的短语：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 使学生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。
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。
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。
Ⅳ. Learning strategies
上课前自己准备新单词的卡片；通过造句更好地撑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.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（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 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: What’s thematter 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 teacher 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 thestudents to observe thepicture of 1a and guess:What’s 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 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 theguessing.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 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 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, payingattention 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 expressions 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 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 studentsto read 1a again and act outthe conversation in pairs. Thebest ones can get a red flower.
Practice(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. Students 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. 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 clause9. Students check theanswers and correct the wrong ones. 1. The teacher 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 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. 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 work.3. The wholeclass work.4. The wholeclass work.5. Individualwork 1. 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 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 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 mood.4. The teacher shows thesummary to the students. 5.The teacher assignshomework:(1) Review the summaryafter 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.
Teaching Reflection 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.
Ⅶ. Blackboard design
Unit 5 Feeling Excited Topic 2 I’m feeling better now. Section A seem to do 1. seem seem + adj. G1 G2 G3 G4 seem that +sentence 2. be strict with sb. be strict in sth. 3. be worried about 4. The girl feels lonely because she has no friends5. take it easy
