Section A教学实录及点评

英语八年级下册Unit 5 Feeling Excited Topic 3 Section A

教学设计思路：

本节课的课型为听说课。学习新词汇test, nervous, speech的同时掌握描述心情、询问心情、表示安慰和提出建议的功能句，并让学生能够利用这些功能句进行日常交流。因为1a是一个打电话的对话，所以在复习环节，我们设置情境复习打电话的常用功能句，情境的主要内容也是表达关心，目的是能够呈现并让学生感知目标语言。Pre-listening的主要任务是学习新词汇。本课的词汇不多而且简单，常用，教师通过与学生交流就可以在运用中让学生熟悉并掌握这些词汇。While-listening环节里，除了听1a并完成1b，1c的任务之外，通过师生讨论的方式强化和巩固本课需要学生掌握的功能句，为接下来的交流做准备。在Post-listening环节里，学生模仿语音语调，选择情境自编对话。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇：test, nervous, speech, CD （2）掌握以下描述心情、询问心情、表示安慰和提出建议的功能句：

I’m worried.

I get so nervous when I give a speech. Is there anything wrong? Relax, I am sure you will do well. I will help you. 2.

Skill aims:

(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描述心情、询问心情、表示安慰和提出建议。

3.

Emotional aims: (1) 通过对本课的学习，学生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。

(3) 对朋友的询问、关心等作出恰当的反应。

4.

Culture awareness: Ⅱ. The key points and difficult points 1. Key points:

(1) 能自如地运用描述情绪和情感的形容词描述自己的心情。

(2) 能正确地运用本课的交际功能用语进行情绪询问，宽慰他人和给出建议。

2. Difficult points：

将对话改写为短文，简述同学因某事紧张或焦虑以及其他同学给出建议的事件。

Ⅲ. Learning strategies 1.要做好充分的准备。

Ⅳ. Teaching aids 多媒体课件

V Teaching procedures

Stage 1(3mins)：Getting students ready for learning

Designing Step Teacher activity Student activity purpose Greet as usual to prepare for the Greet as usual to prepare for

lesson.

T: Good morning, everyone!

1(Class activity) T: How are you doing?

T: Who’s on duty today?

Ss: Very well.

S1: I’m on duty today…

the lesson.

Ss: Good morning, Miss…

Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage 2（5mins)：

Revision

Step Teacher activity Student activity Designing purpose

Review how to make a telephone 1(Pair work) call. to make a telephone call. 表达对他人的关Work in pair to review how 复习打电话对话。

Situation1: T: I’m sorry to hear that Jack is ill today. I hope he will get better soon. Did you make a telephone call to him?

T: I think you should call him to express your concern. OK, let’s

Ss: Yes/no.

心。

work in pairs to make a telephone

call to care for Jack. Suppose one

of you is Jack. Let’s begin.

T: Who would like to act out your conversation?

Remark：学生编对话的时候教师可提醒学生利用目标语言：Is there anything wrong? 并复习Who’s this? This is Michael speaking. What’s wrong with you?等句型。

Stage 3（5mins)：Pre - listening

Designing Step Teacher activity Student activity purpose Lead in 1a and write down the Learn the new words. new words on the blackboard.

学习新词汇。

Ss:…

T: You did quite well. It’s good to

care about others. Buy the way,

1(Class activity) next week we’ll have an English

speech. S1, are you worried about

the English speech?

T: Don’t be nervous. Calm down. S1: Yes. I’m very worried. I Please be confident! I can lend can’t sleep well at night. you some CDs about giving

speech if you need. Next week we

will have a math test. What’s your

feeling, S2?

T: Don’t worry. Take it easy. I S2: I’m afraid of getting know some of you are nervous poor results. So I’m very about giving a speech. How do worried about it. you feel when you give a speech?

T: If your friend is worried about S3: I feel nervous about it . his/her speech, how will you help S4: I feel a little excited.

him/her to relax?

S5:…

T: You all offer good ideas.

Michael will give a speech and he S6: I’ll tell him not to worry also feels nervous. Let’s see how about it.

Kangkang does to help Michael. S7: I’ll help him to practice. S8:…

2(Individual work ) Ask the students to read through Read through 1b and predict

1b and predict the answers. the answers. T:Before listening, let’s read the

questions in 1b and predict the

answers. What is Michael worried

about?

S1: He is worried about his speech.

T: Yeah, you got it. How does

Michael feel when he has to give

a speech?

S2: He may feel nervous. T: Maybe. What is Kangkang’s

suggestion for helping Michael?

Stage4（12mins)：While - listening

Designing Step Teacher activity Student activity purpose Play the tape recording of 1a. Listen to 1a and answer the

Check the answers of 1b. questions in 1b.

S3:He may help Michael but I don’t know how. T: It doesn’t matter. Listen to the

conversation carefully and find

the answers to the questions in 1b.

1(Class activity )

Ss:…

T: Just as you guessed, Michael is

nervous about his speech. What is

Kangkang’s suggestion for S1: He suggested Michael to listen to a CD and practice. helping Michael?

T: Do you think Michael will do S2: Yes, I think so. well in his test?

T: Why do you think so?

S2: Because Michael feels more relaxed with Kangkang’s help. Play the tape recording of 1a Listen to 1a again and fill in 再听1a，完成1c。again. the blanks in 1c. 师生讨论掌握并巩固知识点和功能句。

T: Good job. The passage in 1c is

rewrote form the conversation.

Read it and try to fill in the blanks

first.

Ss:…

T: Now let’s listen again.

Complete the passage and check

your answers. 2(Individual work)

Ss:…

T: When we want to express our

concern to others, we can ask him

or her “What’s wrong with

you?”. In this lesson we learned

another expression to care about

others. What is that?

S1: Is there anything wrong? T: Good. When someone asks you

what’s wrong, you can express

your feelings. How can you do

this?

S2: I may tell him I feel worried. Or I get nervous. T: Yes. And when someone has

problems and feels bad. We

should comfort him and try to

help him. Do you agree with me?

S3:Of course. T: After listening to 1a, do you

know what to say to comfort

others?

S4: Relax. I’m sure you will do well. I will help you. Remark：通过师生讨论的方式重现和巩固需要学生重点掌握的语言点或功能句。

Stage 5（15mins)：Post- listening Designing Step Teacher activity Student activity purpose Ask the students to practice the Practice the conversation

conversation in 1a. in 1a in pairs. T:Well done. Now let’s practice

the conversation in pairs. You

should pay attention to the

1(Group work)

intonation and emotions.

Ss:.. T: It’s time to show your

conversations. Be brave to have a

try, please.

P1:…

Show some phrases on the screen. Make conversations in 学生仿照1a自编2(pair work) Ask the students to make pairs according to the 对话，练习巩固本

conversations in pairs according situations on the screen. to the situations.

have a math/physics test

give a speech

take part in a competition

see a dentist

sing a song in the evening party

…

课的功能句。

T: Some life events usually make

us nervous or worried in our life.

Have you met this kind of events?

Now look at the screen, I listed

some events that may make you

nervous or worried. Please

choose one of them and make a

similar conversation according to

1a.

Ss:…

T: Who would like to act out your

conversation?

P1:…

Remark：

1.将对话改写为短文的练习可以锻炼学生的书面表达能力。

2.发表演讲或汇报之前要做充分的准备。

Stage 6（5mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose Encourage the Ss to summarize the Summarize what they have 培养学生归纳总1（Class activity)

key points

learned today. 结的能力，再次复习巩固本节课的T: Class will be over soon. We

should summarize what we have

learned in this lesson. Let’s begin!

S1:We learned some new words: test, nervous, speech, CD S2:We learned how to express our feelings.

I’m worried. I get so nervous when I give a speech. S3:When we want to express our concern to others, we can ask: Is there anything wrong? S4: We learned how to comfort others. Relax.

I am sure you will do well. I will help you.

Review the key points in

Section A.

Make conversations to comfort 2 (Class activity)

your friends when they are feeling bad.

Preview Section B.

Remark：

VI .

Blackboard design

重点知识。

适当的家庭作业有助于巩固课堂所学的知识。

Section A 1. Some new words:

nervous, speech,

2. Useful expressions: I’m worried.

I get so nervous when I give a speech. Is there anything wrong? Relax.

I am sure you will do well. I will help you.

教学反思：

设置教学内容过多，过分高估学生能力，很多学生都不会读，简单地练了几遍就要求学生掌握，有些勉为其难。师生互动活动开展的还不错，但生生互动方面有所欠缺，今后要注重多引导学生和学生的对话。设置场景，让学生融入情景，从而真正学以致用。