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首页>英语>教案>重庆市梁平实验中学八年级英语下册教案:Unit 5 Feeling excited Topic 2《I’m feeling better now》SectionD(仁爱版新)

重庆市梁平实验中学八年级英语下册教案:Unit 5 Feeling excited Topic 2《I’m feeling better now》SectionD(仁爱版新)

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资料类别:  英语/教案 所属版本:  仁爱英语
所属地区:  重庆 上传时间:  2016/4/5
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Unit 5 Feeling excited Topic2 I’m feeling better now SectionD Ⅰ. Material analysis 本节课为本话题的最后一a和2。 Section D是一节复习课,在综合复习Section A-C的词汇、语法和功能句的基础上,巩固学生本话题的学习内容。学生将a的阅读环节中eff如何走出亲人阴影解等消极情绪从而有可以让自己健康成的积极情绪。文中提到倾诉、运动等宣泄方式,教师还可以交给生其他的处理不良情绪的方法,如寻求家人、学校、社会的支持和帮助注意焦点散步旅游、参观用我能行“我一定能成功”来行心理暗示等,来帮助学生正确处理利于成长成功的情绪通过从句和同级比较的处理不良情绪的短文良情绪不良情绪不良情绪的短文的问题以处理的能类似烦恼的同伴提合的建议。过本的学习,让学生明白积极的情绪可以让他们健康成长,有于他的身育。有不良情绪滋生的时,要学会寻求帮助和适当宣泄。写情绪和情感的词提出的动词相关短语人的不同情绪情不好的同伴理的建议从句和同级比较结构。 写作,解决问题strategies: 1. 通过整体复习Section A-C,让复习也是一种学习的想法植根在学生心中。 2. 将学到表达方式运用的习作当中是掌握新知的一个好办法。Computer multimedia projector, the word cards. Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (8 minutes). 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. Individual work. 5. The whole class work. 1. Focus their attention on the teacher. 2. Students review the words and phrases of Sections A-C by playing the game: What’s missing? 3. Students learn the new words. 4. Students match the words or phrases with their meanings of 1a. 5. Students check their answers and correct the wrong ones. 1. Greet the students and make them ready for learning. 2. The teacher asks the students to review the words and phrases of Sections A-C by playing the game: What’s missing? The teacher puts the word cards up the blackboard and asks the students to remember them. After that the teacher takes one of the cards away while the students are closing their eyes. And then the teacher asks the students to answer the question: What’s missing? 3. The teacher shows the new words and phrases with the pictures or the Chinese meanings on the screen. 4. The teacher asks the students to match the words or phrases with their meanings of 1a. 5. The teacher asks two students to tell the answers. 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 and individual work. . 1. Students skim the passage to catch the general idea of it. 2. Students scan first half part and answer the questions. 3. Students scan the rest part and answer the questions. 4. Students scan the whole passage and check the answers by themselves firstly. 5. Students check the answers with the teacher and correct the wrong ones. 1.The teacher asks the students to skim the passage of 1a. 2.The teacher asks the students to read the passage from the beginning to …even though it was an accident, and then answer the Questions 1-3 of 1b: (1) How did Jeff feel when his brother died in a car accident? (2) At first, how did Jeff deal with his sadness? (3) Why was he angry with the driver? 3. The teacher asks the students to read the rest part of the passage, and answer Questions 4-5 of 1b: (4) Why is Jeff feeling better now? (5) What can you learn from Jeff? 4. The teacher asks the students to read the whole passage and check the answers. 5. The teacher asks two students to write the answers on the blackboard and helps the students check the answers. Consolidation (10 minutes) 1. Group work. 2. The whole class work. 3. Pair work. 4. Pair work. 5. Member B’s work. 6. Individual work. 1. Students read the passage by themselves and discuss in groups to find out the difficult points and sum up the main points. 2. The students underline in their books and make some notes. 3. Students discuss in pairs. 4. Students discuss and answer the questions in pairs. Member B tells the answers, and then Member A checks the answers to help Member B correct the wrong ones. 5. Member B of every pair reports the answers. 6. The students write the short passages. 1. The teacher asks the students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage. 2. The teacher makes a summary to explain the key points and difficult points to the students. (1) deal with (2) for example/ such as older/ elder (3) refuse to do sth. (4) even though (5) not… any longer= no longer (6) use—useless Sad—sadness fair—unfair happy—unhappy 3. The teacher asks the students to work in pairs and talk about how they deal with sadness. 4. The teacher asks the students to answer the questions by themselves: (1) Why did you feel sad? (2) How did you feel at first? (3) What did you do to deal with sadness? (4) How did you feel later? 5. The teacher asks Member B of every pair to report the answers above. 6. The teacher asks the students to write a short passage. Practice (10 minutes) 1. The whole class work and individual work. 2. The whole class work and individual work. 3. Individual work. 4. The whole class work and individual work. 5. Individual work. 1. Students read the sentences of the first grammar table and understand the usage of the adverbial clauses of reason. 2. Students read the sentences of the second table and understand the usage of as… as… and not as/ so …as… structures. 3. Students finish the exercises alone. 4. Students read the sentences of the function table to review the useful expressions. 5. Students finish the exercises on the screen. 1. The teacher asks the students to read the sentences of the first grammar table to review the adverbial clauses of reason. 2. The teacher asks the students to read the sentences of the second table to review the usage of the equal comparison. 3. The teacher shows the exercises on the screen. Finish the following sentences. (1) Lucy/ tall/ Lily (2)The red pencil / not long/the yellow pencil 4. The teacher asks the students to read the sentences of the function table to review the useful expressions. 5. The teacher shows the exercises on the screen. Complete the following sentences: (1) What s___ to be the problem? (2) I’m new here. I’m really upset and l____. (3) —_____ become my friend? —Yes, I’d like to. (4) My mother often ____ (和我谈心 me. (5) How are you f____ today? Production (7 minutes) 1. Group work. 2. Group work. 3. Group work. 4. Individual work. 5. The whole class work. 6. Individual work. 1. Students ask their classmates about their problems. 2. Students discuss the problems in groups. 3. Students write down their own suggestions. 4. Students write down their own passages. 5. Students check each other’s passages. 6. Students finish the homework. 1. No one can be happy all the time. The teacher asks the students to ask their classmates about their problems. 2. The teacher asks the students to discuss the problems in groups and find the ways to solve them. 3. The teacher asks the students to write down their own suggestions. 4. The teacher asks two students to write down their passages, Dealing with Sadness, using the language they’ve learned on the blackboard. 5. The teacher checks the passages with the students. Then the students change their papers and check others’ papers. 6. The teacher assigns homework: (1) The teacher lets the Students finish the essay Dealing with Sadness after class. (2) The teacher asks the students to prepare the word cards to preview the vocabulary in Topic 3. Teaching Reflection Students are weak in giving advice to people in bad moods. The teacher should design more exercises about adjectives to describe feelings and emotions and verbs to give advice. The teacher should pay more attention to the writing teaching. Design the writing steps carefully. Ⅶ. Blackboard design Unit 5 Feeling Excited Topic 2 I’m feeling better now. Section D 1. deal with 2. for example/ such as older/ elder 3. refuse to do sth. 4. even though 5. not… any longer= no longer 6. use—useless sad—sadness fair—unfair happy—unhappy 初中学习网,资料共分享!我们负责传递知识!www.czxxw.com

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