【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

转载请保留链接：https://www.ichengzhen.cn/view-104384.html

以下为本文档部分文字说明：

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：bestrictwithsb.和beworriedabout….同时在对话中呈现了交际功能用语：Any

thingwrong?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.TeachingaimsKnowledgeaims：1.学生能正确拼读并运用单词表中的黑体单词exa

m,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.Thekeypoints

anddifficultpointsKeypoints：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...shehasnofrien

dstotalkwith.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.Teachi

ngaidsComputermultimediaprojector，thewordcards.Ⅵ.TeachingproceduresIntroduction（8minutes）1.Greetthestudentsandmake

themreadyforlearning.2.Theteacherasksthestudentstoreporttheirhomeworktoreviewthelinkingverb+adjectivestructure.3.Theteacherintroduces

thenewwordsandphrasesofthislesson.Theteachercorrectsthewrongpronunciationsafterthestudentsreadthem.4.Theteacherorganize

sthestudentstohaveacompetition.ThestudentsinGroupAguessthewordsfromthestudentsinGroupB.5.Theteacherasksthestudentstomakeupsentenceswiththenewwordsa

ndphrases.6.Theteacherasksthestudentstoobservethepictureof1aandguess:What’sthematterwiththesadgirl?Presentation

(10minutes)1.Theteacherasksthestudentstoreadthestatementsin1b.2.Theteacherplaystheflashof1aforthefirstti

mewithoutstopping.3.Theteacherplays1aforthesecondtime,stoppingwhennecessary.4.Theteacherplaystheflashof1aforthethirdtimewithoutst

opping.5.Thenasktwostudentstotellanswersto1b.6.Theteacherletsthestudentstalkabouttheguessing.7.Playtherecordingandaskthestudentstoanswerthefollo

wingquestions:(1)WhydoesHelenlookworried?(2)WhywasLiHongunhappy?(3)WhydoesLiHongfeellonely?(4)WhatdoesMissWangwanttodotohelpLiHong?Consolidation(10

minutes)1.Theteacherplaystherecordingsentencebysentence.2.Theteacherplaystherecordingwithoutstopping.3.Letthestudentsread1a,thenlearningroupsto

findoutthedifficultpointsandsumupthemainpointsoftheconversation.4.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothestu

dents:(1)seemtodoseem+adj.seemthat+句子(2)bestrictwithsb.bestrictinsth.(3)beworriedabout(4)原因状语从句5.Theteacherasksth

estudentstoread1aagainandactouttheconversationinpairs.Thebestonescangetaredflower.Practice(10minutes)1.Theteacherasksthestudents

toreadthestatementsin3.2.Theteacherleadsthestudentstoreadthewordsandphrasesintheboxof3.3.Theteacherasksthestudentstoreadthee-card,a

ndstressestheusageofthephrase:takeiteasy.4.Theteacherasksthestudentstoreadthee-cardagainandchoosetherightwordsorphrasestocompletethee-card.5.The

teacherplaystherecordingof3.6.Theteacherasksthestudentstoobservethepicturesof2andmatchtheexpressionsinthebox

withthem.7.Theteacherasksthestudentstomakeuptwosimplesentenceswiththegivenexpressionsforeachpicture.8.Theteacherasksthestudentstojointhetwosimplesent

encesintoanadverbialclausebasedontheexample:Thegirlfeelslonelybecauseshehasnofriends.9.Theteacherasksfou

rstudentsfromdifferentgroupstotellanswersto3.Production(7minutes)1.Theteacherorganizesthestudentstomakeupconversationslike1aingroups,u

singthesentencesof2andtheusefulexpressionsin1a.Encouragethemtousemoreexpressions.2.Theteacherletsthestudentsshowtheirownproductionsbyactingoutthe

irconversations.3.Theteachersumsupthestudents’conversations.Thebestonescangetaredflower.Teachthemtocheerothersupwhenothersareinabadmood.

4.Theteachershowsthesummarytothestudents.5.Theteacherassignshomework:(1)Reviewthesummaryafterclass.(2)Askstudentstowriteapassageaccordingt

otheconversationin1aandreadittothewholeclasstomorrow.(3)PepareSectionBafterlass.TeachingReflectionIntod

ay’slesson,theteachershouldletthestudentsknowthateveryoneneedshelpwhenheisinabadmood,soweshouldgiveothersahandwhentheyfeelupset.Atthesametimethe

teachershoulddesignmoreexercisesaboutthephrasesmentionedinSectionA.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic2I’m

feelingbetternow.SectionAseemtodo1.seemseem+adj.G1G2G3G4eemthat+sentence2.bestrictwithsb.bestrictinsth.3.beworriedabout4.Thegirlfeelslon

elybecauseshehasnofriends5.takeiteasy