Unit 5 Feeling excited Topic 3 Section B 教案（表格式）仁爱科普版英语八年级下册

课题 仁爱版八下英语 Unit 5 Topic 3 Section B教案
一、教学目标 知识目标 学生能够正确认读、拼写本节课的新单词和短语：test, nervous, speech, in public, fall ill 等。 掌握并能运用重点句型： How long have you been like this I'm always nervous before a test. I get so nervous when I give a speech. 能力目标 能够听懂有关描述情绪及原因的对话和短文，获取关键信息。 学生能够运用所学词汇和句型，描述自己或他人在不同场景下的情绪感受及原因，提高口语表达和书面写作能力。 情感目标 引导学生关注自身情绪变化，学会正确面对压力和紧张情绪，培养积极乐观的心态。 二、教学重难点 重点 本节课新单词、短语及重点句型的学习与运用。 让学生理解并掌握不同场景对人们情绪的影响，如考试、演讲等。 难点 如何引导学生运用所学知识，在真实语境中自然流畅地表达情绪及原因，尤其是一些长难句的组织，如：I can't sleep well these days because I'm always worried about my test. 三、教学方法 情境教学法、任务驱动法、小组合作法、多媒体辅助教学法 四、教学过程 （一）Warming-up （5 分钟） Greet the students as usual. Play a short video clip about different people showing various emotions. After watching, ask students to name the emotions they saw. T: Boys and girls, today we are going to continue our topic about feelings. First, let's watch a short video. Pay attention to the people's faces and try to tell me what kind of emotions they are showing. (Play the video) Ss: Happy, sad, angry, excited... Review some words about emotions learned before by asking students to make sentences with them. （二）Presentation （12 分钟） Present new words and phrases Show pictures on the PPT related to the new words: a student taking a test, a person looking nervous, someone giving a speech. Teach the words “test, nervous, speech” one by one. T: Look at this picture. The boy is sitting at the desk and writing. He is taking a test. Read after me, “test”. Ss: Test. Explain the phrases “in public” and “fall ill” with examples. T: When you do something in front of many people, we say “in public”. For example, giving a speech in public makes some people nervous. And if you don't feel well and your body is not healthy, we say you “fall ill”. Present key sentences Use the pictures and situations to present the key sentences. T: (Pointing to the picture of a nervous student before a test) Look at this girl. She is sitting there and looking very worried. If we ask her “How long have you been like this ”, she may answer “I'm always nervous before a test.” Now, read after me. Ss: How long have you been like this I'm always nervous before a test. Do the same way to present “I get so nervous when I give a speech.” （三）Listening （5 分钟） Pre-listening Tell students that they will listen to a conversation between two friends. One of them is not feeling well. Ask them to read the questions below quickly before listening: What's wrong with Michael How long has he been like this Why is he so nervous While-listening Play the recording for the first time. Students just listen and get a general idea. Play it again. This time, students listen carefully and try to answer the questions. Post-listening Check the answers with the whole class. If necessary, play the recording again for some students who didn't catch the key points. T: OK, let's check the answers. Who can tell me what's wrong with Michael S1: He can't sleep well and he feels tired. T: Good. And how long has he been like this S2: For two days. T: Right. Why is he so nervous S3: Because he has a big test coming up. （四）Pair work （10 分钟） Divide the students into pairs. Give them some situations on the cards, such as: going to the dentist, performing on the stage, having an important interview. Ask them to make conversations using the key sentences and new words they just learned. T: Now, boys and girls. I'll divide you into pairs. Each pair will get a card with a situation. You need to make a conversation like what we heard just now. For example, if your situation is going to the dentist, you can start like this: A: You look worried. What's wrong B: I'm going to the dentist tomorrow. I'm really nervous. Understand Ss: Yes. Walk around the classroom and offer help if students have difficulties. Ask several pairs to act out their conversations in front of the class. （五）Group work （8 分钟） Divide the students into groups of four. Give them the task: Discuss in the group and make a list of things that usually make you or people around you nervous or excited. And then choose one thing and make a short report to the class, using the sentence structures they learned. T: Next, let's do group work. Four students in a group. First, discuss and write down the things that can cause nervous or excited feelings. Then, make a report. You can say something like “Many things can affect our feelings. For example, when we..., we usually feel... because...” Ss: OK. Each group presents their reports. Encourage other groups to ask questions or give comments. （六）Summary （3 分钟） Ask a student to summarize what they have learned in this class. T: Who can stand up and tell us what we learned today S4: We learned some new words like test, nervous... and key sentences. We also talked about things that make us feel nervous. The teacher supplements and emphasizes the important points. T: Very good. And remember to use these words and sentences to express your feelings correctly. Also, when you feel nervous, try to find ways to relax. （七）Homework （2 分钟） Ask students to make a survey among their family members or friends about the things that make them feel nervous or excited. Write down at least five examples and make a short report. Review the new words and sentences. 五、教学反思 在教学过程中，通过多样化的教学活动，如视频导入、情境创设、小组合作等，大部分学生能够积极参与课堂，较好地掌握了本节课的重点知识。但在口语表达环节，仍有少数学生比较害羞，不敢开口表达。在今后的教学中，需给予这部分学生更多鼓励和引导，提供更多个性化的练习机会，帮助他们克服心理障碍，提高口语表达能力。同时，对于一些基础较薄弱的学生，在词汇和句型的巩固练习上还需加强。