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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》SectionB(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》SectionB(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 SectionB Ⅰ. Material analysis 本节课建议教师用1-2课时上完。主要活动为Section B 的1a和2a。 本课问低落的i Hong 谈心,建议,帮她出消极情绪的阴影进一步深化了本话题的关爱他人,帮助他人走出情绪低落的阴影,心情不好同伴有效的建议。从句出现的和点fail, someone, feeling, joke和at one’s age。在对话中还呈现了交际功能用语:How are you feeling today? Why don’t you…? 以及表示安慰的’t worry. There, there! 和It’ll be OK.等句子。学生学会别人,别人,出合理化,在书面问题技能进行灵活运用。 iə/和/εə/, 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停顿、弱和辅音的不完全爆破现象。 fail, someone, feeling和joke。 3. 学生能正确运用以下短语造句: fail to do sth., at one’s age, tell sb. the joke和 by the way. 4. 学生能自如地运用以下功能句进行交流。 How are you feeling today? Why don’t you…? Don’t worry. There, there! It’ll be OK. Skill aims: 1. 能听懂有关询问情绪提建议给出建议关情绪给出建议的的原因状语从句以及交际功能语言关情绪给出建议对话。B的学习,学生能够学会关注他的情绪,在别人情绪低落时合理有的建议帮助消极情绪。 1. 学生在交流中情绪和情感的形容词提出的。运用原因状语从。 1. 学生对There, there!的理解。 2. 有关情绪给出建议对话写作。strategies 1. 多听英语歌曲有助于英语水平的提高。. 朗读句子时在词前有明显的停顿后两个群更明显,容易听出句 子所要表达的意思。 3. 写作行合作学习取补短互相促进,步! Computer multimedia projector,the flash of the song, If you are happy. 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. Group work. 5. The whole class work. 6. The whole class work. 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 competition. 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. 1. Greet the students and make them ready for learning. Play the flash, If you are happy. 2. The teacher asks the students 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 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 1a and guess what they are talking about based on the conversation of Section A. 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. 6. The whole class work. 7. The whole class work. 8. The whole class work. 1. Students make sure they understand what the statements mean. 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. 6. Talk about the guessing. 7. Students read 1a and fill in the blanks with the correct phrases of 1c. 8. Students check the answers and correct the wrong ones. 1. The teacher asks the 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 answers to 1b. 6. The teacher lets the students talk about the guessing. 7. The teacher asks the students to read through 1a and fill in the blanks with the correct phrases of 1c. 8. The teacher asks two students to tell their answers and check the answers. Consolidation (10 minutes) 1. The whole class work 2.The whole class work 3.Group work 4.The whole class work 5. 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 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. They can add more expressions and gestures when acting. 1. The teacher 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 conversation. 4. The teacher makes a summary to explain the key points and difficult points to the students: (1) -How are you feeling today? -I’m feeling really sad Because... (2) fail to do sth. (3) at one’s age (4) tell sb. the joke (5) There, there! 5. The teacher asks the students to read 1a again and act out the conversation in pairs. The best ones can get a red flower. Practice (7 minutes) 1. Some students’ work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Individual work. 6. Individual work. 7. Group work. 1. Volunteers read the vowel. 2. Students listen and try to imitate. 3. Students pronounce the phonetics and the words. And then find out the rules. 4. Students try to read the words on the screen. 5. Students read the sentences by themselves. 6. Students read after the recording and try to imitate. 7. Students have the reading competition in groups. 1. The teacher shows cards / iə/ and /εə / . 2. The teacher plays the recording of 3a. 3. The teacher shows the phonetics and the words on the screen. 4. The teacher shows more words 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 briefly before the conjunctions such as and, but, and because. 6. The teacher plays the recording of 3b. Let students check their reading. 7. The teacher asks the students to have a reading competition. Member 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. Production (10 minutes) 1. The whole class work. 2. The whole class work. 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. The whole class work. Individual work. 1. Students make sure they understand what the statements mean. 2. Students listen to the recording and fill in the blanks. 3. Students listen to the recording and check the 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 conversation. 8. The students act out their own conversations in pairs. 9. Learn to care for others’ feelings. 10. Students summarize Section B with the teacher. 11. Students finish their homework after class. 1. The teacher asks the students to read the statements in 2a, and stresses the usage of the phrase: by the way. 2. The teacher plays the recording of 2a and asks the students to fill in the blanks. 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 the students to read the given problems and suggestions in the table of 2b. 6. The teacher asks the students to make up sentences with the problems and suggestions. 7. The teacher lets the students join the sentences into a conversation. 8. The teacher lets the students show their own productions 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. Ⅶ. Blackboard design Unit 5 Feeling Excited Topic 2 I’m feeling better now. Section B 1. — How are you feeling today? — I’m feeling really sad because... G1 G2 G3 G4 2. fail to do sth. 3. at one’s age 4. tell sb. the joke 5. There, there! 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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