2022年仁愛版英語八年級下冊Unit5Topic2《Imfeelingbetternow》SectionAword教案

1、名師精編 優(yōu)秀教案Topic2 SectionA 參考教案 . Material analysis 本節(jié)課為話題的第一節(jié)課, 建議用 1 課時上完；主要活動為 Section A 的 1a 和 2；本課通過 Miss Wang 詢問 Helen 憂心忡忡的緣由,引出對話的主題：學(xué)會關(guān)愛 他人,幫忙他人走出心情低落的陰影,賜予心情不好的同伴合理有效的建議；對話通過詢問 Helen 心情低落的緣由出現(xiàn)了本課所要學(xué)的語法重點(diǎn)：緣由狀語從句 , 并出現(xiàn)了新顯現(xiàn)的短語：be strict with sb. 和 be worried about . 同時在對話中 出現(xiàn)了交際功能用語： Anything w

2、rong.和 What seems to be the problem. 使同學(xué)在學(xué)會運(yùn)用課本語言學(xué)問解決書面問題的同時,做到學(xué)以致用；. Teaching aims Knowledge aims：1. 同學(xué)能正確拼讀并運(yùn)用單詞表中的黑體單詞 2. 同學(xué)能正確運(yùn)用以下短語造句：提高他們的口語交際技能, 真正exam, strict 和 shy；seem to do , do badly in , be strict with sb., have a talk with sb., be worried about , take it easy3. 同學(xué)能自如地運(yùn)用以下功能句進(jìn)行溝通；Anythi

3、ng wrong. What seems to be the problem. Thank you for telling me. Skill aims：1. 能聽懂有關(guān)關(guān)注心情和提出建議的簡潔對話和陳述；2. 能正確地運(yùn)用本課的交際功能用語進(jìn)行詢問和給出建議；3. 能正確朗讀課本的有關(guān)心情詢問和給出建議的文本材料及難度相當(dāng)?shù)牟牧希?. 能正確地運(yùn)用本課新出現(xiàn)的短語,緣由狀語從句以及交際功能語言寫出簡潔 的有關(guān)心情詢問和給出建議的對話；Emotional aims：通過對 Section A 的學(xué)習(xí),同學(xué)能夠?qū)W會關(guān)注他人的心情,在別人心情低落時提出合理有效的建議,幫忙伙伴遠(yuǎn)離消極心情；名師精編

4、 優(yōu)秀教案. The key points and difficult points Key points：1. 同學(xué)在溝通中能自如地運(yùn)用描述心情和情感的形容詞；2. 正確運(yùn)用緣由狀語從句；Difficult points：1. 同學(xué)對 .she has no friends to talk with.一句中 to talk with 的懂得；2. 在對話中正確運(yùn)用 be +adj. +prep.結(jié)構(gòu)；. Learning strategies 上課前自己預(yù)備新單詞的卡片； 通過造句更好地?fù)挝招聦W(xué)的單詞和表達(dá)方式；通過把簡潔句連成復(fù)合句更好地懂得運(yùn)用緣由狀語從句；. Teaching aids

5、 Computer multimedia projector,the word cards. . Teaching procedures Introduction（8 minutes）1. Greet the students and make them ready for learning. 2. The teacher asks the students to report their homework to review the linking verb + adjective structure. 3. The teacher introduces the new words and

6、phrases of this lesson. The teacher corrects the wrong pronunciations after the students read them. 4. The teacher organizes the students to have a competition. The students in Group A guess the words from the students in Group B. 5. The teacher asks the students to make up sentences with the new wo

7、rds and phrases. 6. The teacher asks the students to observe the picture of 1a and guess: Whats the matter with the sad girl. Presentation 10 minutes 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 teache

8、r plays 1a for the second time, stopping when necessary. 4. The teacher plays the flash of 1a for the third time without stopping. 名師精編 優(yōu)秀教案5. Then ask two students to tell answers to 1b. 6. The teacher lets the students talk about the guessing. 7. Play the recording and ask the students to answer t

9、he following questions: 1 Why does Helen look worried. 2 Why was Li Hong unhappy. 3 Why does Li Hong feel lonely. 4 What does Miss Wang want to do to help Li Hong. Consolidation 10 minutes 1. The teacher plays the recording sentence by sentence. 2. The teacher plays the recording without stopping. 3

10、. 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 seem to do seem + adj. seem that +句子 2 be strict with sb. be strict in st

11、h. 3 be worried about 4 緣由狀語從句 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 10 minutes 1. The teacher asks the students to read the statements in 3. 2. The teacher leads the students to read the words and phrase

12、s in the box of 3. 3. The teacher asks the students to read the e-card, and stresses the usage of the phrase: take it easy. 4. The teacher asks the students to read the e-card again and choose the right words or phrases to complete the e-card. 名師精編 優(yōu)秀教案5. The teacher plays the recording of 3. 6. The

13、 teacher asks the students to observe the pictures of 2 and match the expressions in the box with them. 7. The teacher asks the students to make up two simple sentences with the given expressions for each picture. 8. The teacher asks the students to join the two simple sentences into an adverbial cl

14、ause based on the example: The girl feels lonely because she has no friends. 9. The teacher asks four students from different groups to tell answers to 3. Production 7 minutes 1. The teacher organizes the students to make up conversations like 1a in groups, using the sentences of 2 and the useful ex

15、pressions in 1a. Encourage them to use more expressions. 2. The teacher lets the students show their own productions by acting out their conversations. 3. The teacher sums up the students conversations. The best ones can get a red flower. Teach them to cheer others up when others are in a bad mood.

16、4. The teacher shows the summary to the students. 5.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 Pepare Section B after lass. Teaching Reflection In todays lesson, the teacher should let the students know tha t everyone needs help when he is in a bad mood, so we should give others a hand when they feel upset. At the same time the teacher should design more exercises about the phrases mentioned in Section A. . Blackboard de