Section A优秀教案说课稿

Unit 5

Feeling Excited

Topic 3 Many things can affect our feelings. 教学设计

所在单位

学 科

英语

河南省固始县国机励志学校

设计教师

杨俊

一、

教学目标

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:

二、学情分析：

我授课的班级是八年级学生，部分学生已经有了一定的英语学习基础，但随着课本的深入，学生的英语综合能力还有待提升。基于以上分析，我从基础词汇部分开始复习，然后循序渐进的进行句型、口语、对话等多方面的复习。培养学生听说读写等综合能力。我设计情境化的教学模式激发学生参与课堂活动从而调动他们学习英语的积极性，将整堂课设计成通过竞争机制来激发学生学习英语的热情。具体包括通过表演对话，单词游戏等活动来学习本堂课的重难点。

三、教材内容分析：

本单元以Feeling Excited 为主题。第三话题在复习前两个话题的基础上，引入新内容的学习，即影响我们情感态度的事物，和如何培养积极乐观的心态。学习和情感相关的一些词汇及相关功能句。如：I get so nervous when I give a speech. Let’s show him that we are proud of him. let’s give Michael a surprise!等，主

要的语法是简单句的六种基本句型，即S+V, S+V+O, S+V+P, S+V+O+OC, S+V+IO+DO, There be…等。该部分还设计了语音知识的专项学习，即了解元音因素/ɪ/和/i:/之间的不同并根据读音正确区分单词，注意掌握句子的停顿和语音语调，帮助学生逐步掌握地道的英语表达，为他们的自主学习打下良好的基础，最后通过Project的活动Expressing your moods对所学内容进行积极应用。

四、教学方法设计：

本篇教学设计我用到的教学方法有：情境教学法、直观法

、活动探索法

、小组合作学习法

、任务教学法

五、教学过程：

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

Step Teacher activity Greet as usual to prepare for the lesson.

T: Good morning, everyone! 1(Class activity)

T: How are you doing?

T: Who’s on duty today?

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（3mins)：

Revision

Step Teacher activity Student activity Designing purpose

Review how to make a telephone call. Situation1: 1(Pair T: I’m sorry to hear that Jack is work) ill today. I hope he will get better soon. Did you make a telephone call to him?

Work in pair to review how to make a telephone call.

复习打电话对话。表达对他人的关心。

Student activity Greet as usual to prepare for the lesson. Ss: Miss…

Ss: Very well. S1: I’m on duty today…

Good morning, Designing purpose

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

Situation2: (When nobody is ill) T: Hi, boys and girls. You know, everyone should care for others. Do you know Jack? He is a student in Class five. I heard that he is ill today and didn’t come to school. I think you should make a telephone call to him. Do you think so?

T:

OK, let’s work in pairs to make a telephone call to care for Jack. Suppose one of you is Jack. Let’s begin.

Ss: Yes/no.

Ss:…

P1: We want to have a try…

Ss: Yes.

Ss:.. 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 new words on the blackboard.

T: You did quite well. It’s good to care about others. Buy the way,

next week we’ll have an English speech. S1, are you worried about the English speech?

Learn the new words.

S1: Yes. I’m very 学习新词汇。

worried. I can’t sleep well at T: Don’t be nervous. Calm down. night. Please be confident! I can lend you some CDs about giving speech if you need. Next week we will have a math 1(Class test. What’s your feeling, S2?

activity)

S2: I’m afraid of getting

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

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

S5:…

S3: I feel nervous about

S6: I’ll tell him not to T: You all offer good ideas. worry about it.

Michael will give a speech and he also feels nervous. Let’s see S7: I’ll help him to how practice. S8:…

Kangkang does to help Michael. 2(Individual work ) Ask the students to read through 1b and predict the answers. T:Before listening, let’s read the questions in 1b and predict the answers. What is Michael worried about?

T: Yeah, you got it. How does Michael feel when he has to give a speech?

T: Maybe. What is Kangkang’s suggestion for helping Michael?

Read through 1b and predict the answers.

S1: He is worried about his speech.

S2: He may feel nervous.

S3:He may help Michael but I don’t know how.

Remark：预测听力答案可以降低听力的难度，帮助学生更好地理解听力材料的内容。

Stage4（12mins)：While - listening

Designing Step Teacher activity Student activity purpose Play the tape recording of 1a. Check the answers of 1b. T: It doesn’t matter. Listen to the conversation carefully and find the answers to the questions in 1b.

T: Just as you guessed, Michael is nervous about his speech. What is Kangkang’s suggestion for helping 1(Class Michael?

activity )

T: Do you think Michael will do well in his test?

T: Why do you think so? S1: He suggested Michael to listen to a CD and practice.

S2: Yes, I think so.

S2: feels Because Michael with

Listen to 1a and answer the questions in 1b.

Ss:…

more relaxed Kangkang’s help.

Play the tape recording of 1a again. T: Good job. The passage in 1c is 2(Individual work) rewrote form the conversation. Read it and try to fill in the blanks first.

T: Now let’s listen again. Complete the passage and check your Listen to 1a again and fill in the blanks in 1c.

Ss:…

再听1a，完成1c。师生讨论掌握并巩固知识点和功能句。

answers.

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?

T: Good. When someone asks you what’s wrong, you can express your feelings. How can you do this?

T: Yes. And when someone has problems and feels bad. We should comfort him and try to help him. Do you agree with me?

T: After listening to 1a, do you know what to say to comfort others?

Ss:…

S1: Is there anything wrong?

S2: I may tell him I feel worried. Or I get nervous.

S3:Of course.

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（12mins)：Post- listening

Designing Step Teacher activity Student activity purpose Ask the students to practice the conversation in 1a. T:Well done. Now let’s practice the conversation in pairs. You should pay attention to the intonation and 1(Group emotions. work)

T: It’s time to show your conversations. Be brave to have a try, please. Ss:..

P1:…

Show some phrases on the screen. Make conversations in according to 学生仿照1a自

Practice the

conversation in 1a in pairs.

Ask the students to make conversations pairs in pairs according to the situations.

have a math/physics test

give a speech

take part in a competition

see a dentist 2(pair work)

sing a song in the evening party

…

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.

the 编对话，练习巩固本课的功能句。

situations on the screen.

T: Who would like to act out your conversation?

Ss:…

P1:…

Ask the students to change one of Choose one 仿照1c，改写the conversations into a short passage conversation in groups and 对话，作报告。

according to 1c.

T: You have known your group members’ problems. Now work in groups. 3(Group work)

Choose one of your change it into a short passage according to 1a.

S1: Kate is nervous because she will see a dentist tomorrow. Kate conversations in your group and change it into a short passage. And then you can report it to the whole class.

always gets nervous when she…

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 key points

T: Class will be over soon. We should summarize what we have learned in this lesson. Let’s begin!

Summarize what they have learned today.

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

I’m worried.

培养学生归纳总结的能力，再次复习巩固本节课的重点知识。

1（Class activity)

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

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

Assign the HMK. Finish the HMK after class. T: For today’s HMK, I’d like you

业有助于巩固课堂所学的知识。

适当的家庭作there anything 2 (Class activity)

to remember the new words and practice

Section A-1a with your partner. Don’t forget to preview Section A—3, 4a, 4b

and Section B—2。

Remark：复习加深所学知识点

六、板书设计：

Unit 5 Feeling Excited Topic 3

Many things can affect our feelings Section A Some new words: test, nervous, speech, CD 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.

七、技术运用：

借助多媒体技术教学，它能有效地弥补传统教学的不足，创设出直观，形象，生动有效的情景，能让学生更易吸收。同时还能培养学生的探索研究能力和创新的意识。

八、资源引用：

本篇教学设计引用了文字，图片，声音，动画等资源

九、创新点：

一，充分运用课程资源激发学生学习兴趣。

二，精心设计课堂教学环节以学生为主体展开课堂教学

三，创设教学情景，突破学生推理叙述的教学难点。

十、教学反思：

一、面向全体学生，突显学生的主体地位；

1、创设各种情景，鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度。

2、为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。

3、鼓励学生通过体验、实践、合作、探索等方式，发展听、说、读、写的综合能力。

4、创造条件让学生能够探究他们自己的一些问题，并自主解决问题。

二、关注学生情感，创造民主和谐的教学气氛；

1、尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性。

2、把英语教学与情态有机地结合起来，创造各种合作学习的活动，促进学

生互相学习，互相帮助，体验成就感，发展合作精神。

3、关注学习有困难的或性格内向的学习，尽可能地为他们创造语言的机会。

三、存在的问题

1、两极分化现象严重，有个别学生对英语学习兴趣不大，虽然很像用功的样子，但是实际没有专心，记忆就不牢固。还需要着力培养这部分学生的英语学习兴趣。

2、实际运用能力差,写作能力上不去，课文、句型虽然会背诵会默写，需要平时注意训练写作能力的培养。