Section A教学设计及教案分析

八年级下册教案设计

Unit 5 Feeling Excited Topic 3 Many things can affect our feelings. Section A Ⅰ. Material analysis 本节课为话题的第一节课，建议用两课时上完。主要活动为1a和4a。

本课通过Kangkang帮助Michael缓解演讲前的紧张情绪，引出对话的主题：描述影响心情和情绪的事情和具体事物。对话呈现了重点词汇：test, nervous和speech, 充分表现了Michael 发表演讲前的焦虑；通过3 的听力练习，继续呈现了几组学生们在生活中经常发生的会影响心情的场景并给予合理的处理建议；最后以4a中提供的情境作为载体，向学生呈现了简单句的六种基本句型，使学生系统地掌握简单句的构成。

Ⅱ. Teaching aims Knowledge aims：

1. 学生能正确拼读并运用单词表中的黑体单词test, nervous和speech。

2. 学生能正确运用以下短语造句：

have a test, get nervous, give a speech, follow one’s advice, fall off…

3. 学生能自如地运用以下询问心情、表示安慰和提出建议的功能句进行交流。

Is there anything wrong? How are you doing? What’s wrong?

Don’t worry.

Take it easy. Why not …?

4. 学生能正确地运用相关的交际功能用语写出有关情绪询问和给出建议的对话。

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，简单句和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。

Emotional aims：

1. 通过对Section A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。

Unit5. Topic3. Section A 1

Ⅲ. 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.

辨别六种简单句式。

Difficult points：

系统地掌握简单句的构成。

Ⅳ. Learning strategies 1. 课前预习有助于新知识的理解和掌握。

2. 发表演讲之前要做好充分的准备。

Ⅴ. Teaching aids

Computer multimedia projector. Unit5. Topic3. Section A 2

Ⅵ. Teaching procedures

Step Interaction pattern Student activity 1. Focus their attention on the teacher.

2. Students guess the words learnt in Topic 1 and Topic 2.

3. Students learn the new words. And then play the game: The bomb to practise them.

4. Students finish 4a.

5. Students check the answers with the teacher and correct the wrong ones.

Teacher activity 1. Greet the students and get them ready for learning.

2. The teacher shows different facial expressions. Ask students to guess the words for describing

the feelings. 3. The teacher introduces the new words: test, nervous and

speech by showing the pictures on the screen. Play the game: The bomb. (The bomb: The teacher divides the students into two groups. Tell the students that one of the new words is the bomb. When they read after the teacher, they are not allowed to read a certain word. If the group reads the word, the other group will get one point.) 4. The teacher shows the six sentences of 4a on the screen and asks the students to mark them with N(nervous), H(happy), W(worried ) or A (afraid). 5. The teacher asks two students to tell the answers.

1. The whole class work.

2. The whole class work.

3. The whole class work and group work.

Introduction

（8 minutes）

4. Individual work.

5. The whole class work.

Unit5. Topic3. Section A 3

Presentation (10 minutes) 1. The whole class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

1. Students make sure they understand what the questions mean.

2. Students catch the general idea of the conversation.

3. Students watch the flash for the second

time and finish 1b. 4. Students check the answers. (1) He’ll have a test

tomorrow and he always gets nervous before a test. (2) He feels nervous.

(3) Listen to a CD about giving speeches and practice. (4) Yes. 5. Students read the conversation and complete the passage in 1c.

6. Students check the answers with the help of the teacher. 1. The teacher asks the students to read the questions in 1b.

(1) What is Michael worried about? (2) How does Michael feel when he has to give a speech? (3) What is Kangkang’s

suggestion for helping Michael? (4) Do you think Michael will do well in his test? 2. The teacher plays the flash of 1a for the first time without stopping. 3. The teacher plays 1a for the second time, stopping when necessary.

4. The teacher asks two students to tell the answers to 1b.

5. The teacher asks the students to read the conversation and complete the passage

in 1c.

6. The teacher asks two students to tell their answers. Unit5. Topic3. Section A 4

Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. Pair work.

6. Pair work.

1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students read the conversation by themselves and discuss in groups to find out the difficult points and sum up the main points. 4.The students underline in their books and make some notes.

5. Students prepare for the action of 1a in pairs.

6. Students act out the conversation. They can add more expressions and gestures when acting. 1. The teacher plays the recording sentence by sentence.

2. The teacher plays the

recording without stopping.

3. Let the students read 1a, Then learn in groups to find out the difficult points and sum up the main points of the conversation.

4. The teacher makes a summary to explain the key points and difficult points to the students: (1) have a test

(2) get nervous (3) give a speech 5. The teacher asks the students to read 1a again and prepare the conversation in pairs.

6. The teacher asks several pairs to act out the conversation.

Unit5. Topic3. Section A 5

Practice (10minutes) 1.The whole

class work.

2.The whole class work.

3.The whole class work.

4. Individual work.

5. The whole class work.

6. Individual work.

7. The whole class work.

8. Pair work. 1.Students grasp the sentence structures and match them by themselves.

2. Students check the answers with the teacher.

3.Students tell the sentence structures of the sentences to grasp them.

4.Students listen to the conversations and number the pictures.

5.Students check the answers with the teacher and correct the wrong ones. 6.Students listen again and

write down who has such problems and complete the suggestions for them. 7.Students check the answers with the teacher and correct the wrong ones.

8.Students practice the conversations in pairs. 1.The teacher introduces the six sentence structures to the students, and then asks the students to match them with the sentences in 4a.

2.The teacher lets two students tell their answers to check the answers. 3.The teacher asks the students to tell the sentence structures of the following sentences: (1) Is there anything wrong? (2) I’m worried.

(3) I’ll help you.

(4) Then you can practice. (5) Miss Wang gave me a story book just now. (6) My mother always asks me to eat less meat and more vegetables.

4.The teacher asks the students to listen to the conversations and number the pictures of 3. 5.The teacher asks two students to tell the answers.

6. The teacher asks the students to listen again and write down who has such problems and complete the suggestions for them. 7. The teacher asks two students to write down the answers on the blackboard. Check the answers in class. 8. The teacher asks the students to practice the conversations in pairs.

Unit5. Topic3. Section A 6

Production (7 minutes) 1. Group work.

2. The whole class work.

3. Pair work.

4. The whole class work.

5. The whole class work.

6. Individual work. 1.Students discuss the questions of 2 in groups.

2.Students make up conversations using the following expressions: Is there anything wrong? How are you doing? What’s wrong?

Don’t worry.

Take it easy. Why not …?

3. The students act out their own conversations in pairs. 4. Learn to care for others’ feelings and

offer help.

5. Students summarize Section A with the teacher. 6. Students finish their homework after class.

1. The teacher organizes the students to discuss the following questions in groups: (1) How do you feel when you give a speech? (2) If your friend is worried about his/her speech, how will you help him/her to relax? 2. The teacher asks the students to make up conversations like 1a in groups based on the questions above. Encourage them to use more expressions.

3. The teacher lets the students show their own productions by acting out their conversations. 4. The teacher sums up the students’

conversations. The best ones can get two points. Teach them to give advice to people in a bad mood. 5. The teacher shows the summary to the students. 6.The teacher assigns homework: (1) Review the summary after class. (2) Ask students to write a passage according to the conversation in 1a and read it to the whole class tomorrow.

(3) Preview Section B after

class.

Unit5. Topic3. Section A 7

Teaching Reflection It’s a little hard for the students to understand the sentence structures well.

It’s necessary for the teacher to design more exercises for consolidation. And 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 unhappy.

Ⅶ. Blackboard design

Unit 5 Feeling Excited

Topic 3 Many things can affect our feelings.

Section A 1. have a test

G1

G2

G3

G4 2. get nervous

1

1 3. give a speech

2

2 4. follow one’s advice

2

2

5. fall off…

6. Why not…?

Unit5. Topic3. Section A 8