2017-2018学年八年级英语仁爱版下册教案：Unit 7 Topic 3 Section D.doc
2017-2018学年八年级英语仁爱版下册教案：Unit 7 Topic 1 Section B.doc
2017-2018学年八年级英语仁爱版下册教案：Unit 6 Topic 1 Section D.doc
2017-2018学年八年级英语仁爱版下册教案：Unit 5 Topic 2 Section B.doc
2017-2018学年八年级英语仁爱版下册教案：Unit 6 Topic 2 Section A.doc
2017-2018学年八年级英语仁爱版下册教案：Unit 5 Topic 2 Section C.doc
2017-2018学年八年级英语仁爱版下册教案：Unit 7 Topic 3 Section A.doc
5T3P1 1 / 12 Unit 5 Feeling Excited Topic 3 Many things can affect our feelings. 教学内容分析及课时分配建议 本单元以 Feeling Excited 为主题。第三话题在复习前两个话题的基础上，引入新内容的学 习，即影响我们情感态度的事物，和如何培养积极乐观的心态。学习和情感相关的一些词 汇及相关功能句。如I get so nervous when I give a speech. Let’s show him that we are proud of him. let’s give Michael a surprise等，主要的语法是简单句的六种基本句型，即 SV, SVO, SVP, SVOOC, SVIODO, There be等。该部分还设计了语音知识的专项 学习，即了解元音因素/ɪ/和/i/之间的不同并根据读音正确区分单词，注意掌握句子的停 顿和语音语调，帮助学生逐步掌握地道的英语表达，为他们的自主学习打下良好的基础， 最后通过 Project 的活动 Expressing your moods 对所学内容进行积极应用。 第一课时Section A 1a,1b,1c, 2 第二课时Section A3, 4a, 4b Section B2 第三课时Section B1a, 1b, 1c, 3a, 3b Section D2a, 2b 第四课时Section C1a, 1b, 1c, 2 第五课时Section DGrammar and focus,1, Project 第一课时（Section A1a,1b,1c, 2） 教学设计思路 本节课主要活动为 Section A -1a。 本节课的课型为听说课。学习新词汇 test, nervous, speech, CD 的同时掌握描述心情、 询问心情、表示安慰和提出建议的功能句，并让学生能够利用这些功能句进行日常交流。 因为 1a 是一个打电话的对话，所以在复习环节，我们设置情境复习打电话的常用功能句， 情境的主要内容也是表达关心，目的是能够呈现并让学生感知目标语言。Pre-listening 的主 要任务是学习新词汇和预测 1b 答案。本课的词汇不多而且简单，常用，教师通过与学生交 流就可以在运用中让学生熟悉并掌握这些词汇。While-listening 环节里，除了听 1a 并完成 1b，1c 的任务之外，通过师生讨论的方式强化和巩固本课需要学生掌握的功能句，为接下 来的交流做准备。在 Post-listening 环节里，学生模仿语音语调，选择情境自编对话。此外 本课设计了一个仿照 1c 改写对话的小组活动，在提高学生的书面表达能力的同时教给学生 5T3P1 2 / 12 学习策略发表演讲或汇报之前要做好充分的准备。 Ⅰ. Teaching aims 1. Knowledge aims （1）学习并掌握新词汇test, nervous, speech, CD （2）掌握以下描述心情、询问心情、表示安慰和提出建议的功能句 I’m worried. I get so nervous when I give a speech. Is there anything wrong Relax, I am sure you will do well. I will help you. 2. Skill aims 1 能听懂有关询问影响心情的事情和提出建议的简单对话和陈述。 2 能正确地运用本课的交际功能用语描述心情、询问心情、表示安慰和提出建议。 3. Emotional aims 1 通过对本课的学习，学生能够在英语学习中注意并理解他人的情感，在别人心情不 好时提出合理有效的建议，帮助伙伴远离消极情绪。 2 学会勇于克服困难。 3 对朋友的询问、关心等作出恰当的反应。 4. Culture awareness Ⅱ. The key points and difficult points 1. Key points 1 能自如地运用描述情绪和情感的形容词描述自己的心情。 2 能正确地运用本课的交际功能用语进行情绪询问，宽慰他人和给出建议。 2. Difficult points 将对话改写为短文，简述同学因某事紧张或焦虑以及其他同学给出建议的事件。 Ⅲ. Learning strategies 1. 发表演讲或汇报之前要做好充分的准备。 Ⅳ. Teaching aids 多媒体课件/图片 5T3P1 3 / 12 V Teaching procedures Stage 13minsGetting students ready for learning Step Teacher activity Student activity Designing purpose 1Class activity Greet as usual to prepare for the lesson. T Good morning, everyone T How are you doing T Who’s on duty today Greet as usual to prepare for the lesson. Ss Good morning, Miss Ss Very well. S1 I’m on duty today 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 Revision Step Teacher activity Student activity Designing purpose 1Pair work Review how to make a telephone call. Situation1 T I’m sorry to hear that Jack is ill today. I hope he will get better soon. Did you make a telephone call to him T I think you should call him to express your concern. OK, let’s Work in pair to review how to make a telephone call. Ss Yes/no. 复习打电话对话。 表达对他人的关 心。 5T3P1 4 / 12 work in pairs to make a telephone call to care for Jack. Suppose one of you is Jack. Let’s begin. T Who would like to act out your conversation Situation2 When nobody is ill T Hi, boys and girls. You know, everyone should care for others. Do you know Jack He is a student in Class five. I heard that he is ill today and didn’t come to school. I think you should make a telephone call to him. Do you think so T OK, let’s work in pairs to make a telephone call to care for Jack. Suppose one of you is Jack. Let’s begin. Ss P1 We want to have a try Ss Yes. Ss Remark学生编对话的时候教师可提醒学生利用目标语言Is there anything wrong 并复习 Who’s this This is Michael speaking. What’s wrong with you等句型。 Stage 3（5minsPre - listening Step Teacher activity Student activity Designing purpose 1Class activity Lead in 1a and write down the new words on the blackboard. Learn the new words. 学习新词汇。 5T3P1 5 / 12 T You did quite well. It’s good to care about others. Buy the way, next week we’ll have an English speech. S1, are you worried about the English speech T Don’t be nervous. Calm down. Please be confident I can lend you some CDs about giving speech if you need. Next week we will have a math test. What’s your feeling, S2 T Don’t worry. Take it easy. I know some of you are nervous about giving a speech. How do you feel when you give a speech T If your friend is worried about his/her speech, how will you help him/her to relax S1 Yes. I’m very worried. I can’t sleep well at night. S2 I’m afraid of getting poor results. So I’m very worried about it. S3 I feel nervous about it . S4 I feel a little excited. S5 S6 I’ll tell him not to worry about it. S7 I’ll help him to practice. 5T3P1 6 / 12 T You all offer good ideas. Michael will give a speech and he also feels nervous. Let’s see how Kangkang does to help Michael. S8 2Individual work Ask the students to read through 1b and predict the answers. TBefore listening, let’s read the questions in 1b and predict the answers. What is Michael worried about T Yeah, you got it. How does Michael feel when he has to give a speech T Maybe. What is Kangkang’s suggestion for helping Michael Read through 1b and predict the answers. S1 He is worried about his speech. S2 He may feel nervous. S3He may help Michael but I don’t know how. Remark预测听力答案可以降低听力的难度，帮助学生更好地理解听力材料的内容。 Stage4（12minsWhile - listening Step Teacher activity Student activity Designing purpose 1Class activity Play the tape recording of 1a. Check the answers of 1b. Listen to 1a and answer the questions in 1b. 5T3P1 7 / 12 T It doesn’t matter. Listen to the conversation carefully and find the answers to the questions in 1b. T Just as you guessed, Michael is nervous about his speech. What is Kangkang’s suggestion for helping Michael T Do you think Michael will do well in his test T Why do you think so Ss S1 He suggested Michael to listen to a CD and practice. S2 Yes, I think so. S2 Because Michael feels more relaxed with Kangkang’s help. 2Individual work Play the tape recording of 1a again. T Good job. The passage in 1c is rewrote form the conversation. Read it and try to fill in the blanks first. T Now let’s listen again. Complete the passage and check your answers. T When we want to express our Listen to 1a again and fill in the blanks in 1c. Ss Ss 再听 1a，完成 1c。师生讨论掌 握并巩固知识点 和功能句。 5T3P1 8 / 12 concern to others, we can ask him or her “What’s wrong with you”. In this lesson we learned another expression to care about others. What is that T Good. When someone asks you what’s wrong, you can express your feelings. How can you do this T Yes. And when someone has problems and feels bad. We should comfort him and try to help him. Do you agree with me T After listening to 1a, do you know what to say to comfort others S1 Is there anything wrong S2 I may tell him I feel worried. Or I get nervous. S3Of course. S4 Relax. I’m sure you will do well. I will help you. Remark通过师生讨论的方式重现和巩固需要学生重点掌握的语言点或功能句。 Stage 5（15minsPost- listening Step Teacher activity Student activity Designing purpose 1Group work Ask the students to practice the conversation in 1a. TWell done. Now let’s practice Practice the conversation in 1a in pairs. 5T3P1 9 / 12 the conversation in pairs. You should pay attention to the intonation and emotions. T It’s time to show your conversations. Be brave to have a try, please. Ss P1 2pair work Show some phrases on the screen. Ask the students to make conversations in pairs according to the situations. have a math/physics test give a speech take part in a competition see a dentist sing a song in the evening party T Some life events usually make us nervous or worried in our life. Have you met this kind of events Now look at the screen, I listed some events that may make you nervous or worried. Please choose one of them and make a similar conversation according to 1a. T Who would like to act out your Make conversations in pairs according to the situations on the screen. Ss 学生仿照 1a 自编 对话，练习巩固 本课的功能句。 5T3P1 10 / 12 conversation P1 3Group work Ask the students to change one of the conversations into a short passage according to 1c. T You have known your group members’ problems. Now work in groups. Choose one of your conversations in your group and change it into a short passage. And then you can report it to the whole class. Choose one conversation in groups and change it into a short passage according to 1a. S1 Kate is nervous because she will see a dentist tomorrow. Kate always gets nervous when she 仿照 1c，改写对 话，作报告。 Remark 1.将对话改写为短文的练习可以锻炼学生的书面表达能力。 2.发表演讲或汇报之前要做充分的准备。 Stage 6（5mins Summarizing and assigning HMK Step Teacher activity Student activity Designing purpose 1（Class activity Encourage the Ss to summarize the key points T Class will be over soon. We should summarize what we have learned in this lesson. Let’s begin Summarize what they have learned today. S1We learned some new 培养学生归纳总 结的能力，再次 复习巩固本节课 的重点知识。 5T3P1 11 / 12 VI . Blackboard design 第一课时 Section A1a,1b,1c, 2 1. Some new words test, nervous, speech, CD words test, nervous, speech, CD S2We learned how to express our feelings. I’m worried. I get so nervous when I give a speech. S3When we want to express our concern to others, we can ask Is there anything wrong S4 We learned how to comfort others. Relax. I am sure you will do well. I will help you. 2 Class activity Assign the HMK. T For today’s HMK, I’d like you to remember the new words and practice Section A-1a with your partner. Don’t forget to preview Section A3, 4a, 4b and Section B2。 Finish the HMK after class. 适当的家庭作业 有助于巩固课堂 所学的知识。 Remark 5T3P1 12 / 12 2. Useful expressions I’m worried. I get so nervous when I give a speech. Is there anything wrong Relax. I am sure you will do well. I will help you.