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八下教案设计unit5topic3
Unit5FeelingExcited
Topic3Manythingscanaffectourfeelings.SectionA
Ⅰ.Materialanalysis
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.Teachingaims
Knowledgeaims：
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：
haveatest,getnervous,giveaspeech,followone’sadvice,falloff…
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。
Isthereanythingwrong?
Howareyoudoing?
What’swrong?
Don’tworry.
Takeiteasy.
Whynot…?
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。
Skillaims：
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。
Emotionalaims：
1.通过对SectionA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。
Ⅲ.Thekeypointsanddifficultpoints
Keypoints：
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。
Difficultpoints：
系统地掌握简单句的构成。
Ⅳ.Learningstrategies
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.Teachingaids
Computermultimediaprojector.
Ⅵ.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction（8minutes）
1.Thewhole
classwork.
2.Thewhole
classwork.
3.Thewhole
classwork&groupwork.
4.Individual
work.
5.Thewhole
classwork.
1.Focustheirattentionontheteacher.
2.StudentsguessthewordslearntinTopic1andTopic2.
3.Studentslearnthenewwords.Andthenplaythegame:
Thebombtopracticethem.
4.Studentsfinish4a.
5.Studentschecktheanswerswiththeteacherandcorrectthewrongones.
1.Greetthestudentsandgetthemreadyforlearning.
2.Theteachershowsdifferentfacialexpressions.Ask
studentstoguessthewordsfordescribingthefeelings.
3.Theteacherintroducesthenewwords:
test,nervousandspeechbyshowingthepicturesonthescreen.Playthegame:
Thebomb.
（Thebomb:
Theteacherdividesthestudentsintotwogroups.Tellthestudentsthatoneofthenewwordsisthebomb.Whentheyreadaftertheteacher,theyarenotallowedtoreadacertainword.Ifthegroupreadstheword,theothergroupwillgetonepoint.）
4.Theteachershowsthesixsentencesof4aonthescreenandasksthestudentstomarkthemwithN（nervous）,H（happy）,W（worried）orA（afraid）.
5.Theteacheraskstwostudentstotelltheanswers.
Presentation（10minutes）
1.Thewhole
classwork.
2.Thewhole
classwork.
3.Thewhole
classwork.
4.Thewhole
classwork.
5.Thewhole
classwork.
6.Thewhole
classwork.
1.Ssmakesuretheyunderstandwhatthequestionsmean.
2.Studentscatchthegeneralideaoftheconversation.
3.Studentswatchtheflashforthesecondtimeandfinish1b.
4.Studentschecktheanswers.
（1）He’llhaveatesttomorrowandhealwaysgetsnervous
beforeatest.
（2）Hefeelsnervous.
（3）ListentoaCDaboutgivingspeechesandpractice.
（4）Yes.
5.Studentsreadtheconversationandcompletethepassagein1c.
6.Studentschecktheanswerswiththehelpoftheteacher.
1.Theteacherasksthestudentstoreadthequestionsin1b.
（1）WhatisMichaelworriedabout?
（2）HowdoesMichaelfeelwhenhehastogiveaspeech?
（3）WhatisKangkang’ssuggestionforhelpingMichael?
（4）DoyouthinkMichaelwilldowellinhistest?
2.Theteacherplaystheflashof1aforthefirsttimewithoutstopping.
3.Theteacherplays1aforthesecondtime,stopping
whennecessary.
4.Theteacheraskstwostudentstotelltheanswersto1b.
5.Theteacherasksthestudentstoreadtheconversationandcompletethepassagein1c.
6.Theteacheraskstwostudentstotelltheiranswers.
Consolidation（10minutes）
1.Thewhole
classwork.
2.Thewhole
classwork.
3Groupwork.
4.Thewhole
classwork
5.Pairwork.
6.Pairwork.
1.Studentsreadtheconversationaftertherecordingsentencebysentence.
2.Studentstrytofollowthespeed,payingattentiontothepronunciationandintonation.
3.Studentsreadtheconversationbythemselvesanddiscussingroupstofindoutthedifficultpointsandsumupthemainpoints.
4.Thestudentsunderlineintheirbooksandmakesomenotes.
5.Studentspreparefortheactionof1ainpairs.
6.Studentsactouttheconversation.Theycanaddmoreexpressionsandgestureswhenacting.
1.Theteacherplaystherecordingsentencebysentence.
2.Theteacherplaystherecordingwithoutstopping.
3.Letthestudentsread1a,Thenlearningroupstofindoutthedifficultpointsandsumupthemainpointsoftheconversation.
4.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents:
1）haveatest2）getnervous3）giveaspeech
5.Theteacherasksthestudentstoread1aagainandpreparetheconversationinpairs.
6.Theteacherasksseveralpairstoactouttheconversation.
Practice（10minutes）
1.Thewhole
classwork.
2.Thewhole
classwork.
3.Thewhole
classwork.
4.Individual
work.
5.Thewhole
classwork.
6.Individual
work.
7.Thewhole
classwork.
8.Pairwork.
1.Studentsgraspthesentencestructuresandmatchthembythemselves.
2.Studentschecktheanswerswiththeteacher.
3.Studentstellthesentencestructuresofthesentencestograspthem.
4.Studentslistentotheconversationsandnumberthepictures.
5.Studentschecktheanswerswiththeteacherandcorrectthewrongones.
6.Studentslistenagainandwritedownwhohassuchproblemsand
completethesuggestionsforthem.
7.Studentschecktheanswerswiththeteacherandcorrectthewrongones.
8.Studentspracticethe
conversationsinpairs.
1.Theteacherintroducesthesixsentencestructurestothestudents,andthenasksthestudentstomatchthemwiththesentencesin4a.
2.Theteacherletstwostudentstelltheiranswerstochecktheanswers.
3.Theteacherasksthestudentstotellthesentencestructuresofthefollowingsentences:
（1）Isthereanythingwrong?
（2）I’mworried.
（3）I’llhelpyou.（4）Thenyoucanpractice.
（5）MissWanggavemeastorybookjustnow.
（6）Mymotheralwaysasksmetoeatlessmeatandmorevegetables.
4.Theteacherasksthestudentstolistentotheconversationsandnumberthepicturesof3.
5.Theteacheraskstwostudentstotelltheanswers.
6.Theteacherasksthestudentstolistenagainandwritedownwhohassuchproblemsandcompletethesuggestionsforthem.
7.Theteacheraskstwostudentstowritedowntheanswersontheblackboard.Checktheanswersinclass.
8.Theteacherasksthestudentstopracticetheconversationsinpairs.
Production（7minutes）
1.Groupwork
2.Thewhole
classwork.
3.Pairwork.
4.Thewhole
classwork
5.Thewhole
classwork.
6.Individual
work.
1.Studentsdiscussthequestionsof2ingroups.
2.Studentsmakeupconversationsusingthefollowingexpressions:
Isthereanythingwrong?
Howareyoudoing?
What’swrong?
Don’tworry.
Takeiteasy.
Whynot…?
3.Thestudentsactouttheirownconversationsinpairs.
4.Learntocareforothers’feelingsandofferhelp.
5.StudentssummarizeSectionAwiththeteacher.
6.Studentsfinishtheirhomeworkafterclass.
1.Theteacherorganizesthestudentstodiscussthefollowingquestionsingroups:
（1）Howdoyoufeelwhenyougiveaspeech?
（2）Ifyourfriendisworriedabouthis/herspeech,howwillyouhelphim/hertorelax?
2.Theteacherasksthestudentstomakeupconversationslike1aingroupsbasedonthequestionsabove.Encouragethemtousemoreexpressions.
3.Theteacherletsthestudentsshowtheirownproductionsbyactingouttheirconversations.
4.Theteachersumsupthestudents’conversations.Thebestonescangettwopoints.Teachthemtogiveadvicetopeopleinabadmood.
5.Theteachershowsthesummarytothestudents.
6.Theteacherassignshomework:
（1）Reviewthesummaryafterclass.
（2）Askstudentstowriteapassageaccordingtotheconversationin1aandreadittothewholeclasstomorrow.
（3）PreviewSectionBafterclass.
TeachingReflection
It’salittlehardforthestudentstounderstandthesentencestructureswell.
It’snecessaryfortheteachertodesignmoreexercisesforconsolidation.Andtheteachershouldletthestudentsknowthateveryoneneedshelpwhenheisinabadmood,soweshouldgiveothersahandwhentheyfeelunhappy.
Ⅶ.Blackboarddesign
Unit5FeelingExcited
Topic3Manythingscanaffectourfeelings.
SectionA
1.haveatestG1G2G3G4
2.getnervous11
3.giveaspeech22
4.followone’sadvice22
5.falloff…
6.Whynot…?
Unit5FeelingExcited
Topic3Manythingscanaffectourfeelings.
SectionB
Ⅰ.Materialanalysis
本节课建议用1课时上完。
主要活动为1a和2。
1a通过Kangkang，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！
对话呈现了重点词汇：
sick,proud,anyway和ready,以及重点短语：
beconfidentabout…,inabadmood,beproudof,puton（ashortplay）和getreadyfor…，同时复习了eachother和givesb.asurprise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，同时要求学生掌握运用passport,boss和grandson三个黑体单词。
Ⅱ.Teachingaims
Knowledgeaims：
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：
beconfidentabout…,inabadmood,beproudof,puton（ashortplay）,getreadyfor…，
eachother和givesb.asurprise.
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。
Skillaims：
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。
Emotionalaims：
1.通过对SectionB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
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