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1、優(yōu)質資料
unit5 topic2 section B 教案設計
Ⅰ. Material analysis
本節(jié)課建議教師用 1-2 課時上完。主要活動為 Section B 的 1a 和 2a。
本課通過 Miss Wang 詢問并與情緒低落的 Li Hong 談心，提出合理的建議，幫助她走出消極情緒的 陰影，進一步深化了本話題的主題：學會關愛他人，幫助他人走出情緒低落的陰影，給予心情不好的同 伴合理有效的建議。對話繼續(xù)呈現(xiàn)了語法重 點：原因狀語從句, 并呈現(xiàn)了新出現(xiàn)的單詞和重點短語：fail, someone, feeling, joke 和 at one’s age。在對話中
2、還呈現(xiàn)了交際功能用語：How are you feeling today? Why don’t you…? 以及表示安慰的 Don’t worry. There, there! 和 It’ll be OK.等句子。使學生學會理解別人，安 慰別人，給出合理化建議，并在運用課本語言知識解決書面問題的同時，提高他們的口語交際技能，進 行靈活運用。
Ⅱ. Teaching aims
Knowledge aims：
1. 學生能區(qū)分元音音素/ i?/和/ε?/, 并能正確拼讀單詞，注意對應的字母組合的拼寫規(guī)則；學生能在朗 讀句子時正確處理停頓、 弱讀和輔音的不完全爆破現(xiàn)象。
2. 學生能正確拼讀
3、并運用單詞表中的黑體單詞 fail, someone, feeling 和 joke。
3. 學生能正確運用以下短語造句：
fail to do sth., at one’s age, tell sb. the joke 和 by the way.
4. 學生能自如地運用以下功能句進行交流。
How are you feeling today?
Why don’t you…?
Don’t worry.
There, there!
It’ll be OK.
Skill aims：
1. 能聽懂有關詢問情緒和提出建議的簡單對話和陳述。
2. 能正確地運用本課的交際功能用語進行
4、詢問和給出建議。
3. 能正確朗讀課本的有關情緒詢問和給出建議的文本材料及難度相當?shù)牟牧稀?
4. 能正確地運用本課新呈現(xiàn)的短語，原因狀語從句以及交際功能語言寫出簡單的有關情緒詢問和給出 建議的對話。
Emotional aims：
通過對 Section B 的學習，學生能夠學會關注他人的情緒，在別人情緒低落時提出合理有效的建議， 幫助伙伴遠離消極情緒。
2. 有關情緒詢問和給出建議的對話的寫作。
Ⅳ. Learning strategies
1. 多聽英語歌曲有助于英語水平的提高。
2. 朗讀句子時可在連詞前有明顯的停頓，使前后兩個意群更加明顯，更容易聽出句 子所要表
5、達的意思。
3. 在寫作環(huán)節(jié)進行合作學習可取長補短，互相促進，共同進步！
優(yōu)質資料
Ⅴ. Teaching aids
Computer multimedia projector，the flash of the song, If you are happy. Ⅵ. Teaching procedures
Step
Introduction
（8 minutes）
Interaction
pattern
1. The whole
class work.
2. The whole
class work.
3. The whole
6、class work.
4. Group work.
5. The whole
class work.
6. The whole
class work.
Student activity
1. Focus their attention
on the teacher. Enjoy
the beautiful song.
2. Students report their
homework
3. Students observe and
learn the new words.
4. Students have a
competiti
7、on.
5. Students make up
sentences with the new
words and phrases to
grasp them well.
6. Students look at the picture of 1a and make a guessing.
Teacher activity
1. Greet the students and
make them ready for learning. Play the flash, If you are happy.
2. The teacher asks the
students
8、 to report their
homework: read the
passage written according
to the conversation in 1a.
3. The teacher introduces the new words and phrases
of this lesson. The
teacher
shows the pictures and
new words on the screen. 4. The teacher organizes the
students to have a competition to consolidate
9、 the new
words. The students in
Group A speak English
while the students in Group B tell the Chinese meaning. The best group can get a red flower.
5. The teacher asks the
students to make up
sentences with the new
words and phrases.
6. The teacher asks the students to observe the picture of
10、1a and guess what they are talking about based on the conversation
of Section A.
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.
1. Students make sure
they understand what
the statements mean.
11、
2. Students catch the
general idea of the
dialogue.
3. Students watch the
flash for the second
time, paying attention
to the pauses. Finish
1b.
4. Students check the
answers.
5. Volunteers read the
answers. Check the
answers and correct
the wrong ones.
優(yōu)質資料 1. The teacher asks the
12、
students to read the
statements in 1b.
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 plays the flash of 1a for the third time without stopping.
5. Then ask two students to tell
13、answers to 1b.
Presentation
(10 minutes)
6. The whole
class work.
7. The whole
class work.
6. Talk about the 6. The teacher lets the guessing. students talk about the
guessing.
7. Students read 1a and 7. The teacher asks the
fill in the blanks with students to read through the corr
14、ect phrases of 1a and fill in the blanks 1c.
with the correct phrases
of 1c.
8. The whole
class work.
8. Students check the
answers and correct
the wrong ones.
8. The teacher asks two students to tell their
answers and check the
answers.
1. The whole
class work
2.The whole
15、class work
3.Group 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
優(yōu)質資料
1. The tea
16、cher 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
Consolidation
(10 minutes)
4.The whole
class work
5. Pair work
17、.
find out the difficult conversation.
points and sum up the
main points.
4. The students underline 4. The teacher makes a
in their books and summary to explain the make some notes. key points and difficult
points to the students:
(1) -How are you feeling today?
-I’m feeling really sad Beca
18、use...
(2) fail to do sth.
(3) at one’s age
(4) tell sb. the joke
(5) There, there!
5. Students prepare for 5. The teacher asks the students the action of 1a in to read 1a again and act out pairs. They can add the conversation in pairs. The more expressions and best ones can get a red gestures
19、when acting. flower.
1. Some tudents’ 1. Volunteers read the work. vowel.
2. The whole 2. Students listen and try class work. to imitate.
3. The whole 3. Students pronounce class work. the phonetics and the
words. And then find
out the rules.
優(yōu)質資料 1. The teacher shows cards /
i / and /
20、ε / .
2. The teacher plays the recording of 3a.
3. The teacher shows the phonetics and the words
on the screen.
4. The whole
class work.
5. Individual
work.
4. Students try to read the words on the
screen.
5. Students read the
sentences by
themselves.
4. The teacher shows more wor
21、ds on the screen.
5. The teacher asks the students to read the
sentences of 3b by
themselves, paying
attention to the pause,
weak form and
incomplete plosion. Tell them that they can pause
Practice
(7 minutes)
briefly before the
conjunctions such as and,
but, and because.
6. Indiv
22、idual
6. Students read after the 6. The teacher plays the recording and try to recording of 3b. Let
work.
imitate.
students check their
reading.
7. Group work.
7. Students have the 7. The teacher asks the reading competition in students to have a reading groups. competition. Member
23、F
reads to Member A.
Member E reads to
Member B. Member D reads to Member C. After that, read to the whole class. Member B who reads correctly can get 2 red flowers while Member E who reads best can get 5 red flowers.
1. The whole
class work.
2. The whole
class work.
優(yōu)質資料
1. Studen
24、ts make sure 1. The teacher asks the students they understand what to read the statements in the statements mean. 2a, and stresses the usage
of the phrase: by the way.
2. Students listen to the 2. The teacher plays the recording and fill in recording of 2a and asks the blanks. the students to fill
25、 in the
blanks.
Production
(10 minutes)
3. Individual
work.
4. The whole
class work.
5. Pair work.
6. Pair work.
7. Pair work.
8. Pair work.
9. The whole
class work.
10. The whole
class work.
11. Individual
work.
3. Students listen to the recording and check the
26、
answers by themselves.
4. Students check the
answers and correct
the wrong ones.
5. Students read the
given problems and
suggestions.
6. Students make up
sentences.
7. Students finish the
conv ersation.
8. The students act out their own conversations
in pairs.
9. Learn to ca
27、re for others’ feelings.
10. Students summarize
Section B with the
teacher.
11. Students finish their
homework after class.
3. The teacher plays the recording again and asks the students to check their answers.
4. The teacher asks two
students to tell answers.
5. The teacher organizes th
28、e students to read the given problems and suggestions in the table of 2b.
6. The teacher asks the students to make up sentenceswith
the problems and suggestions. 7. The teacher lets the
students join the sentences
into a conv ersation.
8. The teacher lets the
students show their own
productio
29、ns by acting out
their conversations.
9. The teacher sums up the students’ conversations.
10. The teacher shows the summary to the students.
11. The teacher assigns
homework:
(1) Review the summary
after class.
(2) Prepare for Section C after class.
Teaching
Reflection
The students can grasp the adverbial clauses well after the learning of Sections A and B. And they can offer the right suggestions to others when others are in a bad mood.
優(yōu)質資料
Ⅶ. Blackboard design
2021年仁愛版八年級英語下冊unit5 topic2 section B教案設計
