【文档说明】Unit 5 Topic 2《I’m feeling better now》（SectionB》word教案-八年级下册英语【仁爱版】.doc，共(5)页，28.500 KB，由小喜鸽上传

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Topic2SectionB参考教案Ⅰ.Materialanalysis本节课建议教师用1-2课时上完。主要活动为SectionB的1a和2a。本课通过MissWang询问并与情绪低落的LiHong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atone’sage。在对话中还呈现了交际功能用语：Howarey

oufeelingtoday?Whydon’tyou…?以及表示安慰的Don’tworry.There,there!和It’llbeOK.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.TeachingaimsKnowledgeaims：1.学生能区分元音音素/iə/和/εə/,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：failtodosth.,atone’sage,tellsb.thejoke和bythew

ay.4.学生能自如地运用以下功能句进行交流。Howareyoufeelingtoday?Whydon’tyou…?Don’tworry.There,there!It’llbeOK.Skillaims：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。Emotionalaims：通过

对SectionB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和提出建议的动词。2.正确运用原因状语从句。Difficultpoints：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.Learningstr

ategies1.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.TeachingaidsComputermultimediaprojector，thefla

shofthesong,Ifyouarehappy.Ⅵ.TeachingproceduresIntroduction（8minutes）1.Greetthestudentsandmakethemreadyforlearning.Playt

heflash,Ifyouarehappy.2.Theteacherasksthestudentstoreporttheirhomework:readthepassagewrittenaccordingtotheconversationin1a.3.Theteach

erintroducesthenewwordsandphrasesofthislesson.Theteachershowsthepicturesandnewwordsonthescreen.4.Theteacherorganizesthe

studentstohaveacompetitiontoconsolidatethenewwords.ThestudentsinGroupAspeakEnglishwhilethestudentsinGroupBtelltheChineseme

aning.Thebestgroupcangetaredflower.5.Theteacherasksthestudentstomakeupsentenceswiththenewwordsandphrases.6.Theteacheraskst

hestudentstoobservethepictureof1aandguesswhattheyaretalkingaboutbasedontheconversationofSectionA.Presentation(10minutes)1.Theteacherasksthestudent

storeadthestatementsin1b.2.Theteacherplaystheflashof1aforthefirsttimewithoutstopping.3.Theteacherplays1aforthesecondtime,stop

pingwhennecessary.4.Theteacherplaystheflashof1aforthethirdtimewithoutstopping.5.Thenasktwostudentstotellanswe

rsto1b.6.Theteacherletsthestudentstalkabouttheguessing.7.Theteacherasksthestudentstoreadthrough1aandfillintheblanksw

iththecorrectphrasesof1c.8.Theteacheraskstwostudentstotelltheiranswersandchecktheanswers.Consolidation(10minutes)1.Theteacherplaystherecordingse

ntencebysentence.2.Theteacherplaystherecordingwithoutstopping.3.Letthestudentsread1a,thenlearningroupstofindoutthedifficultpointsandsumupt

hemainpointsoftheconversation.4.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents:(1

)-Howareyoufeelingtoday?-I’mfeelingreallysadBecause...(2)failtodosth.(3)atone’sage(4)tellsb.thejoke(5)There,there!5.Theteacherasksthes

tudentstoread1aagainandactouttheconversationinpairs.Thebestonescangetaredflower.Practice(7minutes)1.Theteachersho

wscards/iə/and/εə/.2.Theteacherplaystherecordingof3a.3.Theteachershowsthephoneticsandthewordsonthescreen.4.Theteachershowsmorewordsonthesc

reen.5.Theteacherasksthestudentstoreadthesentencesof3bbythemselves,payingattentiontothepause,weakformand

incompleteplosion.Tellthemthattheycanpausebrieflybeforetheconjunctionssuchasand,but,andbecause.6.Theteacherplaystherecordingof3b.Letstudentscheckthei

rreading.7.Theteacherasksthestudentstohaveareadingcompetition.MemberFreadstoMemberA.MemberEreadstoMemberB.MemberDreadstoMemberC.Afterthat,readtoth

ewholeclass.MemberBwhoreadscorrectlycanget2redflowerswhileMemberEwhoreadsbestcanget5redflowers.Production(10minutes)1.Theteacheraskst

hestudentstoreadthestatementsin2a,andstressestheusageofthephrase:bytheway.2.Theteacherplaystherecordingof2aandasksthestudents

tofillintheblanks.3.Theteacherplaystherecordingagainandasksthestudentstochecktheiranswers.4.Theteacheraskstwostudentstotellanswers.5.Theteacherorg

anizesthestudentstoreadthegivenproblemsandsuggestionsinthetableof2b.6.Theteacherasksthestudentstomakeupsentenceswiththeproble

msandsuggestions.7.Theteacherletsthestudentsjointhesentencesintoaconversation.8.Theteacherletsthestudentsshowtheirownproductionsbyactingouttheirconv

ersations.9.Theteachersumsupthestudents’conversations.10.Theteachershowsthesummarytothestudents.11.Theteacherassignshomework:(1)Reviewthes

ummaryafterclass.(2)PrepareforSectionCafterclass.TeachingReflectionThestudentscangrasptheadverbialclauseswellafterth

elearningofSectionsAandB.Andtheycanoffertherightsuggestionstootherswhenothersareinabadmood.Ⅶ.BlackboarddesignUnit5Fee

lingExcitedTopic2I’mfeelingbetternow.SectionB1.—Howareyoufeelingtoday?—I’mfeelingreallysadbecause...G1G2G3G42.failtodosth.3.at

one’sage4.tellsb.thejoke5.There,there!