【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

转载请保留链接：https://www.ichengzhen.cn/view-104385.html

以下为本文档部分文字说明：

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：Howareyoufeelingtoday?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：failtod

osth.,atone’sage,tellsb.thejoke和bytheway.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.Learningstrategies1.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，thef

lashofthesong,Ifyouarehappy.Ⅵ.TeachingproceduresIntroduction（8minutes）1.Greetthestudentsandmakethemreadyfor

learning.Playtheflash,Ifyouarehappy.2.Theteacherasksthestudentstoreporttheirhomework:readthepassagewrittenaccordingtotheconversat

ionin1a.3.Theteacherintroducesthenewwordsandphrasesofthislesson.Theteachershowsthepicturesandnewwordsonthescreen.4.Theteach

erorganizesthestudentstohaveacompetitiontoconsolidatethenewwords.ThestudentsinGroupAspeakEnglishwhilethestudentsinGroupBtelltheChinesemean

ing.Thebestgroupcangetaredflower.5.Theteacherasksthestudentstomakeupsentenceswiththenewwordsandphrases.6.Theteacher

asksthestudentstoobservethepictureof1aandguesswhattheyaretalkingaboutbasedontheconversationofSectionA.Presentation(10minutes)1.Theteacher

asksthestudentstoreadthestatementsin1b.2.Theteacherplaystheflashof1aforthefirsttimewithoutstopping.3.Theteacherplays1aforthesecon

dtime,stoppingwhennecessary.4.Theteacherplaystheflashof1aforthethirdtimewithoutstopping.5.Thenasktwostudentstotellanswersto1b.6.Theteacherl

etsthestudentstalkabouttheguessing.7.Theteacherasksthestudentstoreadthrough1aandfillintheblankswiththecorrectphrasesof1c.8.Theteacheraskstwostudentst

otelltheiranswersandchecktheanswers.Consolidation(10minutes)1.Theteacherplaystherecordingsentencebysentence.2.Theteacherpla

ystherecordingwithoutstopping.3.Letthestudentsread1a,thenlearningroupstofindoutthedifficultpointsandsumupthem

ainpointsoftheconversation.4.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents:(1)-Howareyoufeelingtoday?-I’mfeelingre

allysadBecause...(2)failtodosth.(3)atone’sage(4)tellsb.thejoke(5)There,there!5.Theteacherasksthestudentstoread1aagai

nandactouttheconversationinpairs.Thebestonescangetaredflower.Practice(7minutes)1.Theteachershowscards/iə/and/εə/.2.Theteacherplayst

herecordingof3a.3.Theteachershowsthephoneticsandthewordsonthescreen.4.Theteachershowsmorewordsonthescreen.5.Theteacherasksthes

tudentstoreadthesentencesof3bbythemselves,payingattentiontothepause,weakformandincompleteplosion.Tellthe

mthattheycanpausebrieflybeforetheconjunctionssuchasand,but,andbecause.6.Theteacherplaystherecordingof3b.Letstudentschecktheirreading.7.

Theteacherasksthestudentstohaveareadingcompetition.MemberFreadstoMemberA.MemberEreadstoMemberB.Membe

rDreadstoMemberC.Afterthat,readtothewholeclass.MemberBwhoreadscorrectlycanget2redflowerswhileMemberEwhoreadsbestcanget5redflo

wers.Production(10minutes)1.Theteacherasksthestudentstoreadthestatementsin2a,andstressestheusageofth

ephrase:bytheway.2.Theteacherplaystherecordingof2aandasksthestudentstofillintheblanks.3.Theteacherplay

stherecordingagainandasksthestudentstochecktheiranswers.4.Theteacheraskstwostudentstotellanswers.5.Theteacherorganizes

thestudentstoreadthegivenproblemsandsuggestionsinthetableof2b.6.Theteacherasksthestudentstomakeupsentenceswiththeproblemsandsuggestions.7.Theteach

erletsthestudentsjointhesentencesintoaconversation.8.Theteacherletsthestudentsshowtheirownproductionsbyactingouttheirconversations

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

Reviewthesummaryafterclass.(2)PrepareforSectionCafterclass.TeachingReflectionThestudentscangrasptheadve

rbialclauseswellafterthelearningofSectionsAandB.Andtheycanoffertherightsuggestionstootherswhenothersareinabadmood.Ⅶ.BlackboarddesignUn

it5FeelingExcitedTopic2I’mfeelingbetternow.SectionB1.—Howareyoufeelingtoday?—I’mfeelingreallysadbecause...G1G2G3G42.failtodosth.3.atone

’sage4.tellsb.thejoke5.There,there!