【文档说明】Unit 5 Topic 2《I’m feeling better now》（SectionD》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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Topic2SectionD参考教案Ⅰ.Materialanalysis本节课为本话题的最后一课时，主要活动为1a和2。SectionD是一节复习课，在综合复习SectionA-C的词汇、语法和功能句的基础上，巩固学生本话题的学习内容。学生

将在1a的阅读环节中，通过Jeff如何走出失去亲人的阴影，学习了解如何处理悲伤等消极情绪，从而拥有可以让自己健康成长的积极情绪。除了文中提到的倾诉、运动等宣泄方式，教师还可以交给学生其他的处理不良情绪的方法，如寻求家人、学校、社会的支持和帮助；转移注意焦点：散步、

旅游、参观；用“我能行”、“我一定能成功”来进行心理暗示等，来帮助学生正确处理不利于成长和成功的情绪。最后通过2的写作拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。Ⅱ.TeachingaimsKnowledgeaims：1.学生正确朗读出单词表所有单词及短语，能正确拼读、书

写并运用黑体单词。2.能熟练运用原因状语从句和同级比较的结构。3.能准确运用本单元重点短语进行写作练习。4．学生能综合运用本课短语、句型写出关于处理不良情绪的短文。Skillaims：1.能听懂与课本内容难度相当的，有关处理不良情绪的听力材料。2.能正确运用本话题所学内容、比较流利地谈论如

何处理不良情绪。3.能阅读有关如何处理不良情绪的短文，并能做出相关的阅读练习。4.能综合运用本话题的语法，词汇，句型写出自己遇到的问题以及处理的方法，并能为有类似烦恼的同伴提出合理的建议。Emotiona

laims：通过本节课的学习，让学生明白积极的情绪可以让他们健康成长，有利于他们的身心发育。当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.学生能正确拼读、书写并

运用黑体单词，能用描写情绪和情感的形容词和提出建议的动词及相关短语描写人物的不同情绪,并给予心情不好的同伴合理的建议。2.掌握运用原因状语从句和同级比较结构。Difficultpoints综合运用本话题的语法，词汇

，句型进行写作，解决实际问题。Ⅳ.Learningstrategies:1.通过整体复习SectionA-C，让复习也是一种学习的想法植根在学生心中。2.将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。Ⅴ.TeachingaidsComputermultimediap

rojector,thewordcards.Ⅵ.TeachingproceduresIntroduction（8minutes）1.Greetthestudentsandmakethemreadyforlearning.2.Theteacherasksthe

studentstoreviewthewordsandphrasesofSectionsA-Cbyplayingthegame:What’smissing?Theteacherputsthewordcardsuptheblackboardandasksthestud

entstorememberthem.Afterthattheteachertakesoneofthecardsawaywhilethestudentsareclosingtheireyes.Andthentheteacherasksthestudentsto

answerthequestion:What’smissing?3.TheteachershowsthenewwordsandphraseswiththepicturesortheChinesemeaningson

thescreen.4.Theteacherasksthestudentstomatchthewordsorphraseswiththeirmeaningsof1a.5.Theteacheraskstwostuden

tstotelltheanswers.Presentation(10minutes)1.Theteacherasksthestudentstoskimthepassageof1a.2.Theteacherasksthestudentstoreadthepassagefr

omthebeginningto…eventhoughitwasanaccident,andthenanswertheQuestions1-3of1b:(1)HowdidJefffeelwhenhisbrotherdiedinacaraccident?(2)At

first,howdidJeffdealwithhissadness?(3)Whywasheangrywiththedriver?3.Theteacherasksthestudentstoreadtherestpartofthepassage,andanswerQues

tions4-5of1b:(4)WhyisJefffeelingbetternow?(5)WhatcanyoulearnfromJeff?4.Theteacherasksthestudentstoreadthewholepassageandchecktheanswers.

5.Theteacheraskstwostudentstowritetheanswersontheblackboardandhelpsthestudentschecktheanswers.Consolidation(10minutes)1.T

heteacherasksthestudentstoreadthewholepassagecarefullytofindoutthedifficultpointsandsumupthemainpointsofthepassag

e.2.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents.(1)dealwith(2)forexample/suchasolder/elder(3)refusetodosth.(4)eve

nthough(5)not…anylonger=nolonger(6)use—uselessSad—sadnessfair—unfairhappy—unhappy3.Theteacherasksthestudent

stoworkinpairsandtalkabouthowtheydealwithsadness.4.Theteacherasksthestudentstoanswerthequestionsbythemselves:(1)Whydidyoufeelsad?(2)Howdidy

oufeelatfirst?(3)Whatdidyoudotodealwithsadness?(4)Howdidyoufeellater?5.TheteacherasksMemberBofeverypairtoreporttheanswersabove.6.Theteacherasksth

estudentstowriteashortpassage.Practice(10minutes)1.Theteacherasksthestudentstoreadthesentencesofthefirstgrammartabletoreviewtheadverbialclausesofre

ason.2.Theteacherasksthestudentstoreadthesentencesofthesecondtabletoreviewtheusageoftheequalcomparison3.Theteachershowstheexercis

esonthescreen.Finishthefollowingsentences.(1)Lucy/tall/Lily(2)Theredpencil/notlong/theyellowpencil4.Theteacherasksthestudents

toreadthesentencesofthefunctiontabletoreviewtheusefulexpressions.5.Theteachershowstheexercisesonthescreen.Completethefollowingsentences:(1)Whats

___tobetheproblem?(2)I’mnewhere.I’mreallyupsetandl____.(3)—_____becomemyfriend?—Yes,I’dliketo.(4)Mymotheroften____(和我谈心)me.(5)Howareyouf____

today?Production(7minutes)1.Noonecanbehappyallthetime.Theteacherasksthestudentstoasktheirclassmatesabouttheirproblems.2.Theteacherasksthestudent

stodiscusstheproblemsingroupsandfindthewaystosolvethem.3.Theteacherasksthestudentstowritedowntheirownsuggestions.4.The

teacheraskstwostudentstowritedowntheirpassages,DealingwithSadness,usingthelanguagethey’velearnedontheblackboard.5.Theteacherchecksthep

assageswiththestudents.Thenthestudentschangetheirpapersandcheckothers’papers.6.Theteacherassignshomework:(1)TheteacherletstheStuden

tsfinishtheessayDealingwithSadnessafterclass.(2)TheteacherasksthestudentstopreparethewordcardstopreviewthevocabularyinTopic3.Tea

chingReflectionStudentsareweakingivingadvicetopeopleinbadmoods.Theteachershoulddesignmoreexercisesaboutadjectivestodescribefeelingsandemotionsandve

rbstogiveadvice.Theteachershouldpaymoreattentiontothewritingteaching.Designthewritingstepscarefully.Ⅶ.Blackboardd

esignUnit5FeelingExcitedTopic2I’mfeelingbetternow.SectionD1.dealwith2.forexample/suchasolder/elder3.refusetodo

sth.4.eventhough5.not…anylonger=nolonger6.use—uselesssad—sadnessfair—unfairhappy—unhappy