【文档说明】Unit 5 Topic 2《I’m feeling better now》（SectionA》word教案-八年级下册英语【仁爱版】.doc，共(5)页，26.500 KB，由小喜鸽上传

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Topic2SectionA参考教案Ⅰ.Materialanalysis本节课为话题的第一节课，建议用1课时上完。主要活动为SectionA的1a和2。本课通过MissWang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：bestrictwiths

b.和beworriedabout….同时在对话中呈现了交际功能用语：Anythingwrong?和Whatseemstobetheproblem?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.TeachingaimsKnowled

geaims：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：seemtodo…,dobadlyin…,bestrictwithsb.,haveatalkwithsb.,beworriedabout…,takeiteasy3.学生能自如地

运用以下功能句进行交流。Anythingwrong?Whatseemstobetheproblem?Thankyoufortellingme.Skillaims：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。Emotionalaims：通过对SectionA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.ThekeypointsanddifficultpointsKeypoints：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。Difficultpoints：1.学生对...shehasnofriendstotalkwith.一句中totalkwith的理解。2.在对话中正确运用be+adj.+prep.结构。Ⅳ.Learningstrategies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.TeachingaidsComputermultimediaprojector，thewordcards.Ⅵ.TeachingproceduresIntroduction（8minutes）1.Gre

etthestudentsandmakethemreadyforlearning.2.Theteacherasksthestudentstoreporttheirhomeworktoreviewthelinking

verb+adjectivestructure.3.Theteacherintroducesthenewwordsandphrasesofthislesson.Theteachercorrectsthewrongpronunciationsaftert

hestudentsreadthem.4.Theteacherorganizesthestudentstohaveacompetition.ThestudentsinGroupAguessthewordsfromthestudentsinGroupB.5.Theteacheraskst

hestudentstomakeupsentenceswiththenewwordsandphrases.6.Theteacherasksthestudentstoobservethepictureof1aandg

uess:What’sthematterwiththesadgirl?Presentation(10minutes)1.Theteacherasksthestudentstoreadthestatementsin1b.2.Theteacherplaysth

eflashof1aforthefirsttimewithoutstopping.3.Theteacherplays1aforthesecondtime,stoppingwhennecessary.4.Theteacherplaysthefl

ashof1aforthethirdtimewithoutstopping.5.Thenasktwostudentstotellanswersto1b.6.Theteacherletsthestudentstalkabouttheguessing.7.Playt

herecordingandaskthestudentstoanswerthefollowingquestions:(1)WhydoesHelenlookworried?(2)WhywasLiHongunhappy?(3)Whydo

esLiHongfeellonely?(4)WhatdoesMissWangwanttodotohelpLiHong?Consolidation(10minutes)1.Theteacherplaystherecordingsentence

bysentence.2.Theteacherplaystherecordingwithoutstopping.3.Letthestudentsread1a,thenlearningroupstofindoutthedifficultpointsandsumupthemainpoint

softheconversation.4.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents:(1)seemtodoseem+adj.seemtha

t+句子(2)bestrictwithsb.bestrictinsth.(3)beworriedabout(4)原因状语从句5.Theteacherasksthestudentstoread1aagainan

dactouttheconversationinpairs.Thebestonescangetaredflower.Practice(10minutes)1.Theteacherasksthestudentstoreadthestatementsin3.

2.Theteacherleadsthestudentstoreadthewordsandphrasesintheboxof3.3.Theteacherasksthestudentstoreadthee-card,andstressestheusageofthephrase:takeite

asy.4.Theteacherasksthestudentstoreadthee-cardagainandchoosetherightwordsorphrasestocompletethee-car

d.5.Theteacherplaystherecordingof3.6.Theteacherasksthestudentstoobservethepicturesof2andmatchtheexpressionsintheboxwiththem.7.Theteacheraskst

hestudentstomakeuptwosimplesentenceswiththegivenexpressionsforeachpicture.8.Theteacherasksthestudentstojointhetwosimp

lesentencesintoanadverbialclausebasedontheexample:Thegirlfeelslonelybecauseshehasnofriends.9.Theteacherasksfourstudentsfr

omdifferentgroupstotellanswersto3.Production(7minutes)1.Theteacherorganizesthestudentstomakeupconversationslike1aingroup

s,usingthesentencesof2andtheusefulexpressionsin1a.Encouragethemtousemoreexpressions.2.Theteacherlets

thestudentsshowtheirownproductionsbyactingouttheirconversations.3.Theteachersumsupthestudents’conversati

ons.Thebestonescangetaredflower.Teachthemtocheerothersupwhenothersareinabadmood.4.Theteachershowsthesummarytothestudents.5.The

teacherassignshomework:(1)Reviewthesummaryafterclass.(2)Askstudentstowriteapassageaccordingtotheconv

ersationin1aandreadittothewholeclasstomorrow.(3)PepareSectionBafterlass.TeachingReflectionIntoday’slesson,theteachershould

letthestudentsknowthateveryoneneedshelpwhenheisinabadmood,soweshouldgiveothersahandwhentheyfeelupset.At

thesametimetheteachershoulddesignmoreexercisesaboutthephrasesmentionedinSectionA.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic2I’mfeel

ingbetternow.SectionAseemtodo1.seemseem+adj.G1G2G3G4eemthat+sentence2.bestrictwithsb.bestrictinsth.3.beworriedabout4.Thegirlfee

lslonelybecauseshehasnofriends5.takeiteasy