【文档说明】Unit 5 Topic 3《Many things can affect our feelings》（SectionB》word教案-八年级下册英语【仁爱版】.doc，共(5)页，28.000 KB，由小喜鸽上传

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Topic3SectionB参考教案Ⅰ.Materialanalysis本节课建议用1课时上完。主要活动为SectionB的1a和2。1a通过Kangkang，Jane和Maria的对话阐述了不良情绪会影响人们

的身心健康，每个人都要学会保持好心情的道理。三个小伙伴为了帮助情绪低落的Michael，决定要演一部话剧，让学生懂得友谊本身就是一剂保持健康的良药！对话呈现了重点词汇：sick,proud,anyway和ready,以及重点短语：beconfidentabout…,inabadmoo

d,beproudof,puton(ashortplay)和getreadyfor…，同时复习了eachother和givesb.asurprise的用法,并在1c的练习中进行巩固运用。在2中有针对性地设置了六种简单句式的练习，同时要求学生掌握运用passport,

boss和grandson三个黑体单词。Ⅱ.TeachingaimsKnowledgeaims：1.学生能区分元音音素/i/和/i:/,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，掌握句子的语调规律。2.学生能正确拼读并运

用单词表中的黑体单词sick,proud,anyway,ready,passport,boss和grandson。3.学生能正确运用以下短语造句：beconfidentabout…,inabadmood,beproudof,puton(

ashortplay),getreadyfor…，eachother和givesb.asurprise.4.学生能自如地谈论有关影响情绪的事物并提出解决问题的适当的建议。Skillaims：1.能听懂有关询问影响心

情的事情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交流。3.能正确朗读课本的有关情绪对健康的危害及给出建议的文本材料及难度相当的材料。4.能正确地运用本课的重点短语造句，尝试编写与1a类似的对话并解决实际问

题。Emotionalaims：1.通过对SectionB的学习，学生应了解不良情绪对健康的危害，并能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。2.学会勇于克服困难。Ⅲ.ThekeypointsanddifficultpointsKeypoi

nts：1.朗读时掌握英语的语调和停顿规律。2.学生在交流中能自如地运用描述情绪和情感的形容词。3.将本课的重点短语运用到交流和写作之中。Difficultpoints：在交流与写作中注意六种简单句式的正确运用。Ⅳ.Learningstrate

gies1.课前预习有助于新知识的理解和掌握。2.在学习中积极思考，主动探究，善于发现语言的规律并能运用规律举一反三。Ⅴ.TeachingaidsComputermultimediaprojector,theflashofthesong,I

fyouarehappy,thewordcards.Ⅵ.TeachingproceduresIntroduction（8minutes）1.Greetthestudentsandmakethemreadyforle

arning.Playtheflash,Ifyouarehappy.2.Theteacherasksthestudentstoreportthehomework.3.Theteacherintroduces

thenewwordsbyshowingpicturesonthescreen,andthenorganizesthestudentstoplaythegameHideandseektopractice

thepronunciationofthem.(Hideandseek:askastudenttoclosehiseyes.Theteacherhidesonewordcardsomewhereintheclass

room.Whenthestudentwalksnearby,theotherstudentswillreadthewordloudly.Whenhewalksawayfromthecard,theywillreadthewordmoreandmorequietly.)4.Thete

acherasksthestudentstomakeupsentences,usingthenewwordsshownonthescreen.Presentation(10minutes)1.Theteacherasksthestudentstolookatthepictureof1aandgu

ess:whataretheytalkingabout?RemindthemtoguessbasedontheconversationofSectionA.2.Theteacherplaystheflashof1afo

rthefirsttimewithoutstopping.Letthestudentschecktheirguessing.3.Theteacherasksthestudentstoreadthephrasesof1b.4.Th

eteacherplays1aforthesecondtime,stoppingwhennecessary.5.Thenasktwostudentstotelltheanswersto1b.6.Theteacherplaystherecording,stoppingwhennecessary

andasksthestudentstofinish1c.7.Theteacherplaystherecordingagainandasksthestudentstochecktheiranswers.Consolidation(10minutes)1.T

heteacherplaystherecordingsentencebysentence.2.Theteacherplaystherecordingwithoutstopping.3.Letthestudentsread1a,thenlearnin

groupstofindoutthedifficultpointsandsumupthemainpointsoftheconversation.4.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents

:(1)beconfidentabout…(2)inabadmood(3)beproudof…(4)givesb.asurprise(5)puton(ashortplay)(6)getreadyfor…5.Theteacherasksthestudentstoread1aagain

andprepareforactingouttheconversationinpairs.6.Theteacherasksseveralpairstoactouttheconversation.7.Theteacherletsthestudentsevaluatethecon

versations.Thebestonescangettwopoints.Practice(10minutes)1.Theteachershowsthesixsentencestructuresonthescreenagain.2.Theteacherletsth

estudentsobservethepicturesandwordsof2.Letthemdiscusswhichsentencestructurestheybelongto.Remindthestudentsofthreenewwords:passport,bossandg

randson.3.Theteacheraskssixstudentstowritedownthesentencesontheblackboard.Finish2.4.Theteacheraskstheotherstude

ntstochecktheanswers.5.Theteachershowscards/i/and/i:/.6.Theteacherplaystherecordingof3a.7.Theteachershowsthephoneticsandthewordsont

hescreen.8.Theteachershowsmorewordsonthescreen.9.Theteacherasksthestudentstoreadthesentencesof3bbythemselves,payingattentiontot

hepauseandintonation.10.Theteacherplaystherecordingof3b.Letthestudentschecktheirreading.Production(7minute

s)1.Theteacherorganizesthestudentstodiscussthefollowingquestionsingroups:Ifyourfriendisinabadmood,how

willyouhelphim/hertosolvetheproblem?2.Theteacherasksthestudentstomakeupconversationslike1aingroupsbasedonthequestionabove.Encouragethemto

usemoreexpressions.3.Theteacherletsthestudentsshowtheirownproductionsbyactingouttheirconversations.4.Th

eteachersumsupthestudents’conversations.Thebestonescangettwopoints.Teachthemtogiveadvicetopeopleinabad

mood.5.Theteachershowsthesummarytothestudents.6.Theteacherassignshomework:(1)Reviewthesummaryafterclass.(2)Askthes

tudentstowriteapassageaccordingtotheconversationin1a.(3)PrepareSectionCafterclass.TeachingReflectionAfterfinishingtheexercisesof2,thestudentsco

uldunderstandthesentencestructureswell.Theycouldalsograspthepronunciationof3a.Atthesametime,theydidwellinthereadingof3b.Afterclass,theteachershoul

ddesignsomeexercisestoconsolidatetheusageofthephrasesof1b.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic3Manythingscanaffec

tourfeelings.SectionB1.beconfidentabout…G1G2G3G42.inabadmood113.beproudof…224.givesb.asurprise5.puton(ashortplay)2

26.getreadyfor…