Section A教学设计第二课时

八年级Unit 5 Feeling Excited教案设计

Topic 2 I’m feeling better now.

Section A(1a-2)

Ⅰ. Material analysis

本节课为话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2。

本课通过Miss Wang 询问Helen 忧心忡忡的原因，引出对话的主题：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。对话通过询问Helen情绪低落的原因呈现了本课所要学的语法重点：原因状语从句, 并呈现了新出现的短语：be strict with sb. 和be worried about …. 同时在对话中呈现了交际功能用语：Anything wrong?和 What seems to be the problem? 使学生在学会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，真正做到学以致用。

Ⅱ.Ⅰ. Teaching aims

1.

Knowledge aims：

（1）学习并掌握新词汇和短语。

exam, strict,shy, be strict with （2）能够自如地运用以下交际用语进行交流。

Anything wrong? What seems to be the problem? Thank you for telling me. 2. Skill aims: （1）能听懂有关情绪的简单对话。

（2）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进行有关情绪及其原因的对话。

3. Emotional aims: 通过对Section A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。

Ⅱ. The key points and difficult points

Key points：

1. 学生在交流中能自如地运用描述情绪和情感的形容词。

2. 正确运用原因状语从句。

Difficult points：

1. 学生对...she has no friends to talk with.一句中to talk with的理解。

Ⅲ. Learning strategies

1. 通过造句更好地掌握新学的单词和表达方式；

2. 通过把简单句连成复合句更好地理解和运用原因状语从句。

Ⅳ. Teaching aids

多媒体课件/图片

Ⅵ. Teaching procedures

Step

Interaction Student activity

pattern

Teacher activity

1. The whole 1. Focus their 1. Greet the students class work. attention on the and 2. The whole teacher. make them ready for class work. 2. Students learning.

report 2. The teacher check

homework

their homework to

review the linking 3. The whole

verb + class work.

adjective

structure.

3. Students read 3. The teacher

the new words and introduces the new 4. The whole phrases after words and phrases of class work. teacher this lesson. The Introduction

teacher corrects the

4. Students look wrong

at the pronunciations after picture of 1a and the students read guess: What’s them. the

matter with the 4. The teacher asks the sad students to observe girl? What are the Miss picture of 1a and Wang and Helen guess: talking about? What’s the matter with the sad girl?

1. The whole .1 Talk about the 1. The teacher lets the class work. guessing. students talk about

the 2. The whole 2. Students guessing.

class catch the 2. The teacher plays work. general idea of the Presentation

the dialogue. flash of 1a for the 3. The whole 3. Students first time without class work. watch the stopping.

flash for the 3.The teacher plays 1a

second time, for

paying attention the second time, 4. The whole to the pauses. stopping when

class work.

5. The whole class work.

6. The whole class work.

7. The whole class work.

4. Students check the answers.

5. Students check the answers.

necessary. 4.Then ask the students to answer the following questions (1). How many people are there in this conversation? Who are they? (2). Who are they talking about? (3). How does Li Hong feel?

Then ask two students to tell answers the questions 5.ask the students to read 1a and complete the table of 1b then check the answer of 1b

1. The whole 1. Students read 1. The teacher plays class work. the the

conversation recording sentence by

after the sentence. 2.The whole recording

class work. sentence by 2. The teacher plays Consolidation

sentence. the

2. Students try recording without

to follow the stopping. 3.Group speed, paying

work. attention to the

pronunciation 3. Let the students

and read 1a,

intonation. then learn in groups to

4.The whole class work.

5. Pair work. 3. Students read find out the difficult the points and sum up the conversation by main points of the themselves and conversation. discuss in

groups to find

out the 4. The teacher makes a difficult points summary to explain the and sum up the key points and main points. difficult points to 4. The students the students: underline in (1)

Anything their books and wrong?

make some notes. 2) be strict with sb.

be strict

in sth.

(3) be worried about

(4) 原因状语从句

5. The teacher asks the

students

to read 1a again and 5. Students act out prepare for the conversation in the action of 1a pairs. in pairs. They

can add more expressions and gestures when acting. 1. . Pair works make new conversations based on 1a and 1b by following the example in 1c.

1.Ask the students to make conversations in pairs based on 1a and 1b.by following the example in 1c

1.

The teacher asks the students to observe the pictures of 2 and match the expressions in the box with them. Practice

1. The whole class work.

2. The whole class work.

3. The whole class work.

4

2. Students look 3. The teacher asks the at the students to make up two pictures of 2 and simple sentences with match the the expressions given expressions for in the box each picture. with them. 4. The teacher asks the

students to join the 3 Students make two up two simple sentences into simple sentences an with adverbial clause based the given on expressions the example: for each

The girl feels picture. lonely

because she has no 4.. Students friends. join the two

simple sentences 5.let the students do into some exercises an adverbial

clause

5.Students check the answers.

1. The whole

class work

1. The teacher shows and group 1. Students the work. summarize summary to the

Section A with students.

the

teacher. 2.The teacher assigns

Production

2. Students homework:

finish after (1) Review the summary

class. after class.

(1) Memorize the 

(2) 1. Suppose 2 summary after you are Miss Wang, give Individual class. Li Hong some advice. work (2) Students

write some

3. The whole advice for Li (3) Pepare Section B class work. Hong after lass.

3.Students learn

Section

B after class.

In today’s lesson, the teacher should let the students know that everyone needs help when he is in a bad mood, so we should give others a hand when they feel upset. At the same time the teacher should design more exercises about the phrases mentioned in Section A. Teaching Reflection

Ⅶ. Blackboard design

第一课时

(Section A 1a,1b,1c 2)

1. New words and phrases: exam, strict, shy, be strict with

2. Useful expressions: Anything wrong? What seems to be the problem? Thank you for telling me