重慶市梁平實(shí)驗(yàn)中學(xué)八年級(jí)英語(yǔ)下冊(cè) Unit 5 Feeling excited Topic2 I’m feeling better now SectionD教案 （新版）仁愛版.doc

unit 5 feeling excited topic2 im feeling better now sectiond . material analysis本節(jié)課為本話題的最后一課時(shí)，主要活動(dòng)為1a和2。section d是一節(jié)復(fù)習(xí)課，在綜合復(fù)習(xí)section a-c的詞匯、語(yǔ)法和功能句的基礎(chǔ)上，鞏固學(xué)生本話題的學(xué)習(xí)內(nèi)容。學(xué)生將在1a的閱讀環(huán)節(jié)中，通過(guò)jeff如何走出失去親人的陰影，學(xué)習(xí)了解如何處理悲傷等消極情緒，從而擁有可以讓自己健康成長(zhǎng)的積極情緒。除了文中提到的傾訴、運(yùn)動(dòng)等宣泄方式，教師還可以交給學(xué)生其他的處理不良情緒的方法，如尋求家人、學(xué)校、社會(huì)的支持和幫助；轉(zhuǎn)移注意焦點(diǎn)：散步、旅游、參觀；用“我能行”、“我一定能成功”來(lái)進(jìn)行心理暗示等，來(lái)幫助學(xué)生正確處理不利于成長(zhǎng)和成功的情緒。最后通過(guò)2的寫作拓展練習(xí)，延伸學(xué)生的學(xué)習(xí)內(nèi)容，檢測(cè)學(xué)生綜合運(yùn)用語(yǔ)言的能力。. teaching aimsknowledge aims：1. 學(xué)生正確朗讀出單詞表所有單詞及短語(yǔ)，能正確拼讀、書寫并運(yùn)用黑體單詞。2. 能熟練運(yùn)用原因狀語(yǔ)從句和同級(jí)比較的結(jié)構(gòu)。3. 能準(zhǔn)確運(yùn)用本單元重點(diǎn)短語(yǔ)進(jìn)行寫作練習(xí)。4學(xué)生能綜合運(yùn)用本課短語(yǔ)、句型寫出關(guān)于處理不良情緒的短文。skill aims：1. 能聽懂與課本內(nèi)容難度相當(dāng)?shù)?，有關(guān)處理不良情緒的聽力材料。2. 能正確運(yùn)用本話題所學(xué)內(nèi)容、比較流利地談?wù)撊绾翁幚聿涣记榫w。3. 能閱讀有關(guān)如何處理不良情緒的短文，并能做出相關(guān)的閱讀練習(xí)。4. 能綜合運(yùn)用本話題的語(yǔ)法，詞匯，句型寫出自己遇到的問題以及處理的方法，并能為有類似煩惱的同伴提出合理的建議。emotional aims：通過(guò)本節(jié)課的學(xué)習(xí)，讓學(xué)生明白積極的情緒可以讓他們健康成長(zhǎng)，有利于他們的身心發(fā)育。當(dāng)有不良情緒滋生的時(shí)候，要學(xué)會(huì)尋求幫助和適當(dāng)宣泄。. the key points and difficult pointskey points：1. 學(xué)生能正確拼讀、書寫并運(yùn)用黑體單詞，能用描寫情緒和情感的形容詞和提出建議的動(dòng)詞及相關(guān)短語(yǔ)描寫人物的不同情緒, 并給予心情不好的同伴合理的建議。2. 掌握運(yùn)用原因狀語(yǔ)從句和同級(jí)比較結(jié)構(gòu)。difficult points 綜合運(yùn)用本話題的語(yǔ)法，詞匯，句型進(jìn)行寫作，解決實(shí)際問題。. learning strategies:1. 通過(guò)整體復(fù)習(xí)section a-c，讓復(fù)習(xí)也是一種學(xué)習(xí)的想法植根在學(xué)生心中。2. 將學(xué)到的表達(dá)方式運(yùn)用到自己的習(xí)作當(dāng)中是掌握新知識(shí)的一個(gè)好辦法。. teaching aids computer multimedia projector, the word cards. teaching procedures stepinteraction patternstudent activityteacher activityintroduction（8 minutes）.1. the wholeclass work.2. the wholeclass work.3. the wholeclass work.4. individualwork.5. the wholeclass work.1. focus their attentionon the teacher.2. students review thewords and phrases ofsections a-c byplaying the game:whats missing?3. students learn the new words.4. students match thewords or phrases with their meanings of 1a.5. students check theiranswers and correct the wrong ones.1. greet the students andmake them ready forlearning. 2. the teacher asks thestudents to review thewords and phrases ofsections a-c by playingthe game: whats 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: whats missing?3. the teacher shows thenew words and phraseswith the pictures or thechinese meanings on thescreen.4. the teacher asks thestudents to match thewords or phrases withtheir meanings of 1a.5. the teacher asks twostudents to tell theanswers.presentation(10 minutes)1. the wholeclass work.2. the wholeclass work.3. the wholeclass work.4. the wholeclass work.5. the wholeclass work and individual work.1. students skim thepassage to catch the general idea of it.2. students scan first half part and answer the questions.3. students scan the restpart and answer thequestions.4. students scan thewhole passage andcheck the answers by themselves firstly. 5. students check theanswers with theteacher and correct the wrong ones.1.the teacher asks thestudents to skim thepassage of 1a.2.the teacher asks thestudents to read thepassage from thebeginning to eventhough it was an accident,and then answer thequestions 1-3 of 1b:(1) how did jeff feel whenhis brother died in a caraccident?(2) at first, how did jeffdeal with his sadness?(3) why was he angrywith the driver?3. the teacher asks thestudents to read the restpart of the passage, andanswer questions 4-5 of1b:(4) why is jeff feelingbetter now?(5) what can you learnfrom jeff?4. the teacher asks thestudents to read the whole passage and check the answers.5. the teacher asks twostudents to write theanswers on theblackboard and helps thestudents check theanswers.consolidation(10 minutes)1. group work.2. the wholeclass work.3. pair work.4. pair work. 5. member bswork.6. individualwork.1. students read thepassage by themselvesand discuss in groupsto find out the difficultpoints and sum up themain points.2. the students underline in their books andmake some notes.3. students discuss inpairs.4. students discuss andanswer the questionsin pairs. member btells the answers, andthen member a checksthe answers to helpmember b correct thewrong ones. 5. member b of everypair reports theanswers.6. the students writethe 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 asummary to explain thekey points and difficultpoints 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) useuseless sadsadness fairunfair happyunhappy3. the teacher asks thestudents to work in pairsand talk about how theydeal with sadness. 4. the teacher asks thestudents to answer thequestions by themselves:(1) why did you feel sad?(2) how did you feel atfirst?(3) what did you do todeal 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 thestudents to write a short passage. practice(10 minutes)1. the whole class work and individualwork.2. the whole class work and individualwork.3. individualwork.4. the whole class work and individual work.5. individualwork.1. students read thesentences of the firstgrammar table andunderstand the usageof the adverbialclauses of reason.2. students read thesentences of thesecond table andunderstand the usage ofas as and not as/so as structures. 3. students finish theexercises alone.4. students read thesentences of thefunction table toreview the usefulexpressions.5. students finish theexercises on the screen.1. the teacher asks thestudents to read thesentences of the firstgrammar table to reviewthe adverbial clauses ofreason.2. the teacher asks thestudents to read thesentences of the secondtable to review the usageof the equal comparison.3. the teacher shows theexercises on the screen.finish the followingsentences.(1) lucy/ tall/ lily(2)the red pencil / notlong/the yellow pencil4. the teacher asks thestudents to read thesentences of the function table to review the useful expressions. 5. the teacher shows theexercises on the screen.complete the followingsentences:(1) what s_ to be the problem?(2) im new here. imreally upset and l_.(3) _ become my friend?yes, id like to. (4) my mother often _ (和我談心) me.(5) how are you f_ today?production(7 minutes)1. group work.2. group work. 3. group work. 4. individual work.5. the wholeclass work.6. individualwork.1. students ask theirclassmates about their problems.2. students discuss theproblems in groups.3. students write downtheir own suggestions.4. students write downtheir own passages. 5. students check eachothers passages.6. students finish thehomework.1. no one can be happy allthe time. the teacher asks the students to ask their classmates about theirproblems.2. the teacher asks thestudents to discuss theproblems in groups andfind the ways to solvethem.3. the teacher asks thestudents to write downtheir own suggestions.4. the teacher asks twostudents to write downtheir passages, dealingwith sadness, using thelanguage theyve learnedon the blackboard. 5. the teacher checks thepassages with thestudents. then thestudents change