仁爱版八年级下册英语教学案例设计Unit5T2(p2).doc

U5T2P21 / 12UnitUnit 5 5 FeelingFeeling ExcitedExcitedTopicTopic 2 2 I’mI’m feelingfeeling betterbetter now.now.教学内容分析及课时分配建议：教学内容分析及课时分配建议：本单元以 Feeling Excited 为主题第二话题在感官动词表感受的基础上学习与别人分享自己的感受并学会安慰和提出建议的表达法主要功能句有 What seems to be the problem? How are you feeling today? Why don’t you talk to someone when you feel sad? I was really upset and lonely.主要语法是原因状语从句和同级比较结构的肯定和否定形式本话题的词汇是描述感受和感情的形容词以及提出建议的动词此外在语音学习环节将关注双元音/ Iə/和/ e eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过 Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。

第一课时：Section A-2, 1a, 1b, 1c第二课时：Section A-3 Section B-1a,1b,1c 第三课时：Section B-2a,2b Section C -2 Section B -3a,3b第四课时：Section C-1a,1b,1c, 3,4第五课时：Section C -5 Section D-Grammar and Functions, 1a, 1b, 2,Project第二课时（第二课时（Section A-3 Section B-1a, 1b, 1c）教学设计思路：教学设计思路：本节课主要活动为 Section B-1a本节课的课型为听说课本节课继续上节课有关 Li Hong 的情绪的话题进行讨论和学习，功能句有问候、分享感受、安慰和建议语法内容仍然是原因状语从句复习环节利用造句游戏复习系表结构和原因状语从句SectionA-3 是 Helen 写给 Li Hong 的安慰邮件，承接上节课的内容并与本节课 SectionB-1a 的对话内容相关，所以很适合作为 Pre-listening 的一部分While-listening 的环节依然设置了不同层次的听力练习，由浅入深地理解对话。

并通过师生讨论的方式解决对话中的新词汇和语言点Post-listening 环节除了常规的朗读之外，本课设置了一个改写对话并加以复述的活动目的是让学生更深入地理解对话并运用目标语言ⅠⅠ. Teaching aims1.Knowledge aims：（1）学习并掌握新词汇和短语take it easy, fail, someone, feeling, jokeU5T2P22 / 12（2）能够自如地运用以下交际用语进行交流Take it easy.How are you feeling today?Why don’t you…?Don’t worry.There, there!It’ll be OK.2. Skill aims: (1) 学会如何安慰情绪低落的同伴2) 学生如何给情绪低落的同伴提建议3. Emotional aims:通过对 Section B 的学习，学生能够学会关注他人的情绪，在别人情绪低落时提出合理有效的建议，帮助伙伴远离消极情绪4. Culture awareness:ⅡⅡ. 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和提出建议的动词。

2. 正确运用原因状语从句Difficult points：1. 正确运用 be +adj. +prep.结构2. 学生对 There, there!的理解ⅢⅢ. Learning strategies在写作环节进行合作学习可取长补短，互相促进，共同进步！ ⅣⅣ. Teaching aids多媒体课件/图片U5T2P23 / 12V Teaching proceduresStage 1(3mins)：：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose1(Class activity)Greeting as usual. Prepare for the new lesson. Play the video of Happy.T: Good morning, everyone! T:How are you feeling today?T: Maybe sometimes you feel sad and upset for no reason. It doesn’t matter. Everyone gets these feelings at your age. Why don’t you talk to your friends? you will feel better.T: Let’s enjoy a beautiful song named Happy. Have you ever heard of it? It’s so popular. You can follow it if you are able to sing it.Greeting as usual. Prepare for the new lesson. Enjoy the song Happy.Ss: Good morning, Miss…Ss:…Ss:…为上课做好准备，并通过师生交流呈现目标语言，让学生进行初步的感知。

Remark：：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等Stage 2（（5mins)：： RevisionStepTeacher activityStudent activityDesigning purpose U5T2P24 / 121(Class activity)Play a game to review adverbial clauses of reason.T: Before the new lesson, let’s play a game. I have prepared some pieces of paper with verbs and adjectives on them. Every student will get two pieces of paper. One for a verb, the other for an adjective. Please use your imagination and make a sentence with these two words. For example , I have got two words. They are happy and fly. Maybe I can make a sentence: I’m very happy because my little bird flew back this morning. Is that clear?T: Say our your sentences, please.T: Is that true? I also feel surprised. The next one, please.Hand out the pieces of paper. Play a game to review adverbial clauses of reason.Make sentences with words on the pieces of paper.S1: I got the words “surprised” and “eat”. So my sentence is “Xiao Li is so surprised because his partner has eaten ten cakes for his breakfast.S2:…利用游戏的方式复习系表结构和原因状语从句。

Remark：：1.1.游戏的指令一定要清楚，务必让学生听懂，必要时教师可以用汉语解释2. 教师提前在小纸条上写好情绪形容词和动词每个学生随机分到一张写有情绪形容词和一张写有动词的小纸条，学生根据这两个词展开想象，利用原因状语从句造句U5T2P25 / 12Stage 3（（10mins)：： Pre - listening StepTeacher activityStudent activityDesigning purpose1(Pair work)Ask the students to read SectionA-3 and fill in the blanks Play the tape recording of SectionA-3 and check the answers.T:As you know, Li Hong feels unhappy because she did badly in the last English exam. Helen is a kind girl and she wants to help her. She wrote an e-card to Li Hong to comfort her. Please choose the correct words and phrases to complete the e-card.T:Have you got the answers? Let’s listen to the tape and you can check your answers.T: Why did Helen send this e-card to Li Hong?T: Helen gave Li Hong some suggestions. What are they? Read SectionA-3 and fill in the blanks. Then listen and check the answers.Ss:..Ss:…S1: She wanted to cheer her up.S2: Helen told Li Hong not to worry about the English 完成 SectionA-3并利用师生讨论的方式解决文中出现的语言点。

U5T2P26 / 12T: Do you think that Li Hong will feel better when she sees this card?exam.S3: It doesn’t matter if she did badly in one exam. She can work harder and do better next time.S4: Take it easy, and don’t be too strict with herself.S5: Try to talk to others.S6: Helen would like to be Li Hong’s friend and talk with her if Li Hong wants. S7: Yes, I think so.2(Pair work)Lead to 1a and predict the answers of 1b.I also believe that Li Hong will be better wi。