八下教案设计unit5 topic3Word文档格式.docx

1、Whats wrong?Dont 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

2、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。. The key points and difficult pointsKey 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。. Learning strategies1. 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。. Teaching aids Computer multimedia projector. Teaching proceduresStepInteraction patternS

3、tudent activityTeacher activityIntroduction （8 minutes）1. The wholeclass work.2. The whole3. The wholeclass work &group work.4. Individualwork.5. The whole1. 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

4、the game: The bomb to practice them.4. Students finish 4a.5. Students check the answers with the teacher and correct the wrong ones.1. Greet the students and get them ready for learning. 2. The teacher shows different facial expressions. Askstudents to guess the words for describing the feelings.3.

5、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 t

6、o 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. Presentatio

7、n （10minutes）2. The whole 3. The whole 4. The whole 5. The whole 6. The whole 1.Ss 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） Hell have a tes

8、t 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 rea

9、d 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 Kangkangs 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 teach

10、er plays 1a for the second time, stoppingwhen 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.Consolidation （10 minutes）1. The whole

11、3Group work.class work5. 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

12、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 sente

13、nce.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） ge

14、t nervous 3） give a speech5. 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.Practice （10 minutes）1.The whole 2.The whole3.The whole6. Individual7. The whole8. Pair work.1.Students grasp the sentence

15、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.Stu

16、dents listen again and write down who has such problems andcomplete 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

17、 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） Im worried.（3） Ill help you. （4） Then you can practice

18、.（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 a

19、gain 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. Production （7minutes）1.Group work3. Pair w

20、ork.4. The whole1.Students discuss the questions of 2 in groups.2.Students make up conversations using the following expressions: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 f

21、inish 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 conversati

22、ons 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 pe

23、ople 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. Teaching Reflectio

24、nIts a little hard for the students to understand the sentence structures well. Its 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 unh

25、appy. . Blackboard designUnit 5 Feeling Excited Topic 3 Many things can affect our feelings. Section A1. have a test G1 G2 G3 G42. get nervous 1 13. give a speech 2 24. follow ones advice 2 25. fall off6. Why not?Topic 3 Many things can affect our feelings.Section B本节课建议用1课时上完。主要活动为1a和2。1a通过Kangkang

26、，Jane和 Maria的对话阐述了不良情绪会影响人们的身心健康，每个人都要学会保持好心情的道理。三个小伙伴为了帮助情绪低落的Michael，决定要演一部话剧，让学生懂得友谊本身就是一剂保持健康的良药！sick, proud, anyway和ready, 以及重点短语：be confident about, in a bad mood, be proud of, put on （a short play） 和get ready for，同时复习了each other和give sb. a surprise的用法,并在1c的练习中进行巩固运用。在2中有针对性地设置了六种简单句式的练习，同时要求学

27、生掌握运用passport, boss 和grandson三个黑体单词。1. 学生能区分元音音素/ I/和/ i:/, 并能正确拼读单词，注意对应的字母组合的拼写规则；学生能在朗读句子时正确处理停顿，掌握句子的语调规律。2. 学生能正确拼读并运用单词表中的黑体单词sick, proud, anyway, ready, passport, boss 和grandson。3. 学生能正确运用以下短语造句： be confident about, in a bad mood, be proud of , put on （a short play） , get ready for，each other和give sb. a surprise.4. 学生能自如地谈论有关影响情绪的事物，并提出解决问题的适当的建议。2. 能正确地运用本课的交际功能用语进行交流。3. 能正确朗读课本的有关情绪对健康的危害及给出建议的文本材料及难度相当的材料。4. 能正确地运用本课的重点短语造句，尝试编写与1a类似的对话并解决实际问题。1. 通过对Section B的学习，学生应了解不良情绪对健康的危害，并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