仁爱版八年级下册英语全册教案

Unit5FeelingExcitedTopic1Youlookexcited.SectionAⅠ.TeachingaimsKnowledgeaims：1.学生能正确拼读并运用以下词汇：(1)单词表中的黑体单词invite(2)连系动词：be,look,feel,taste,smell和sound(3)描述情绪的形容词：excited,happy和disappointed2.学生能正确运用以下短语造句：invitesb.todosth.preparesth.forsb.saythanks/goodbye/hello/sorrytosb.aticketto…3.学生能自如地运用以下功能句进行交流：Howareyoudoing?Verywell,thankyou.Guesswhat!Whatapity!Skillaims：1.能听懂有关情绪的询问与表达的简单对话和陈述。2.能正确地运用本课的交际功能用语问候或表达情绪。3.能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。4.能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。Emotionalaims：通过对SectionA的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。Ⅱ.ThekeypointsanddifficultpointsKeypoints：学生在交流中能自如地运用系表结构和以下短语：

invitesb.todosth.preparesth.forsb.saythanks/goodbye/hello/sorrytosb.aticketto…Difficultpoints：

1.学生对功能用语Howareyoudoing?的理解。2.描述他人情绪时连系动词正确形式的运用。Ⅲ.Learningstrategies通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要完成的题目进行初步的判断。Ⅳ.TeachingaidsComputermultimediaprojector,theflashofthesong,DoReMi.Ⅴ.TeachingproceduresStep1Review第一步复习(时间:5分钟)复习表达情感的形容词并处理新词句。(寒假过后，师生见面，相互问候，然后教师以简笔画的形式表达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。)T: Didyouhaveagoodtimeinyourwinterholiday?Ss: Yes,wedid.T: S1,didyouaskyourfriendstoyourhomefordinner?S1: Certainly.T: Oh,Iknowyouinvitedyourfriendstoyourhome.Wereyou?S1: Yes,wewereveryhappy.T: Great.Iknowallofyouhadagoodwinterholiday.Nowlet’susestickfigurestoexpressyourfeelingsintheholiday.sadexcitedangryworried(板书并要求学生掌握invite和none；理解worried；了解disappointed。)invite,none,disappointed,worriedStep2Presentation第二步呈现(时间:7分钟)呈现并处理1a的对话。1.(教师总结并导入1a。)T:Wehadagoodtimeinthewinterholiday.Soweareallhappytoday.WhataboutKangkang?Let’slistento1andfindit.(板书)Howdoeshefeel?(核对答案。)2.(让学生跟读1a并画出文中重点词、句，然后教师板书。学生掌握saythanksto。)Howareyoudoing?—excited—invite—saythanksto3.(再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。)T:Listenagain,underlinethenewwordsanddifficulties.(板书)movietheater,exciting,TheSoundofMusic,disappointed,Soundgreat!Whatapity!Step3Consolidation第三步巩固(时间:10分钟)巩固1a的知识点。1.(让学生再读1a，然后进行角色扮演。)T:Read1aagain,andthenactitoutinroles.2.(让学生完成1b,1c和1d。)Step4Practice第四步练习(时间:15分钟)引出并练习系表结构。1.(通过师生问答，呈现并讲解系表结构。)Kangkang/excitedMr.Lee/disappointedT:Kangkanglooksexcited.WhataboutMr.Lee?S1:Hefeelsdisappointed.主系表(让学生总结学过的系动词，教师板书，学习生词taste。)be,look,feel,sound,taste2.(给学生3~5分钟时间，完成2的练习。)T:Youhave3~5minutestofinish2.(教师板书答案。)(1)Thefoodis/tastesverydelicious.(2)Michaelis/lookssohappy.(3)Themusicis/soundswonderful.(4)Theyare/feelexcited.Step5Project第五步综合探究活动(时间:8分钟)合作探究本课重点词句。1.(让学生自我测试，通过反义词学习生词。)T:Wehavelearnedmanyadjectives.Let’shaveatest.Sayouttheoppositewordsasquicklyasyoucan.T: happySs: …T:…(板书)popular—unpopularsmart—sillykind—cruelT:Great/Wonderful!2.Homework:T:Makeasurveyabouthowyourfriendfeelswhenshe/heisinthefollowingsituations.SituationFeelingPasstheexam.Belateforclass.Yourpetdogisdead.Listentowonderfulmusic.Yourmotherisill.…Ⅵ.TeachingReflectionIt’seasyforthestudentstounderstandthestructureof“linkingverb+adjective”.Butit’salittlehardforthestudentstousethecorrectformofthelinkingverbsintheirownconversations.Teachershoulddesignmoreoralpracticeforthestudents.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionASectionBⅠ.TeachingaimsKnowledgeaims：1.读和句子的语调，并能区分出和读准需要重读的实词。2.学生能正确拼读并运用单词表中的黑体单词seem,并正确运用以-ed结尾的形容词和以-ing结尾的形容词。3.学生能正确运用“linkingverb+adjective”结构造句。4.学生能自如地运用系表结构的句子进行交流来谈论情绪。Skillaims：1.能听懂有关情绪的询问与表达的简单对话和陈述。2.能正确地运用带有系表结构的句子表达情绪，能自如地就个人喜好的话题进行交流。3.能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。4.能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。Emotionalaims：通过对SectionB的学习，鼓励学生在闲暇时间多参加积极健康的文体活动，开阔视野，陶冶情操，提高个人的自身修养，并能培养他们乐观向上的精神，有助于排解不良的情绪。Ⅱ.ThekeypointsanddifficultpointsKeypoints：1.linkingverb+adjective2.正确运用以-ed结尾的形容词和以-ing结尾的形容词。Difficultpoints：1.对以-ed结尾的形容词和以-ing结尾的形容词的理解。2.对句子中需重读的词的正确把握。Ⅲ.Learningstrategies1.对同一词根的词的成组理解记忆有助单词记忆速度的提高和对词义的理解。2.通过模仿录音重读，连读和语调，让学生知道模仿读音是修正自己读音的很好的学习途径。Ⅳ.TeachingaidsComputermultimediaprojector,phoneticsyllablecards,wordcards.Ⅴ.TeachingproceduresStep1Review第一步复习(时间:5分钟)复习并处理新词句，然后导入新课。1.(教师检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生，掌握短语beproudof。)T:Nowlet’scheckthehomework.S1,whenyouarelateforclass,howdoyoufeel?S1:Ialwaysfeelworriedandafraid.T:S2,ifyourpetdogisdead,areyousad?S2:Yes,Imustbeverysad.T:WhenyouheardZhangYiningwonthefirstintheOlympicGames,howdidyoufeel?S3:Ifeltexcited.S4:Ifeltverypleased.T:Weareallproudofher,right?Ss:Yes.(板书画线部分。)upset,beproudofStep2Presentation第二步呈现(时间:12分钟)呈现并处理本课活动1a。1.T:Whatmusicareyoulisteningto?S5:JingJu.T:Yes,It’sBeijingOpera.Whatdoyouthinkofit?S5:It’swonderful.Ilikeit.S6:Idon’tlikeitatall.It’sboring.T:OK,S7,whichdoyoulikebetter,BeijingOperaormovies?S7:Ilikemoviesbetter.T:Oh,youmeanyoulikefilms.Ilikefilms,too.LoveMeOnceMore,Momismyfavorite.It’sverymoving.(板书画线部分。)BeijingOpera,film,movingT:WhataboutKangkang?Whatishisfavorite?Let’slistento1aandfindoutwhichfilmKangkanglikesbest.(让学生听1a的录音，回答教师问题。听完录音后，教师提问。)T: WhichfilmdoesKangkanglikebest?Ss: HelikesAvatar.T: Why?Ss: …Step3Consolidation第三步巩固(时间:11分钟)巩固本课1a,完成1b和1c。1.(让学生读1a，完成1b和1c。)T:Read1andfinish1band1c.2.(利用1c中的词句复述1a内容。) T:Retell1aaccordingtothekeywordsandsentencesin1c.Step4Practice第四步练习(时间:10分钟)继续学习并练习系表结构。T:Readthewordsin2aandmasterthem.2.(让学生完成2b的填空练习，并核对答案。)T:Fillintheblankswiththecorrectformsofthegivenwords.3.(让学生听3，并完成填空练习，并核对答案。)T:Listentothepassageandcompletethesentences.4.(让学生归纳学过的系动词和表示情感的形容词。)T:PleasesumupthelinkingverbsandfeelingwordsinSectionAandB.2.Homework:(1)(假设你是康康的妈妈，你正在给迈克尔的妈妈打电话。你们会谈些什么呢？请设置一个打电话的对话。)T:SupposeyouwereKangkang’smother,youaretalkingwithMichael’smotheronthephone.Whatareyoutalkingabout?Pleasemakeadialogaboutthis.(2)预习。(查询资料，了解SectionC中的影片内容。)T:CollectsomeinformationaboutthefilmsTheSoundofMusic.Ⅵ.TeachingReflectionStudentsunderstandthestructureof“linkingverb+adjective”wellandtheycanmakeuprightsentenceswithit.Buttheyneedmoreexercisesabouttheusagesofadjectivesendedwith–edand–ing.TheyareveryinterestedinthemovieTheSoundofMusicafterlearningSectionAandB.It’shelpfulforthemtolearnSectionC.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionB1.seemunhappyfeeldisappointedbeinteresting/funbeboringbeexciting2.Great!HemustbeexcitedSectionCⅠ.TeachingaimsKnowledgeaims：1.学生能根据音标，正确朗读出单词表中单词及短语。2.能正确拼读并运用黑体单词。3.学生能正确运用“linkingverb+adjective”结构造句。4.学生能正确使用以下短语，复述本课课文，简单地介绍影片大意。oneof…,carefor,becomeangry,becauseof,teachsb.todosth,cheersb.up,Skillaims：1.能听懂本课文本材料以及与电影内容相关的课堂用语。2.能熟练地口头谈论有关TheSoundofMusic的故事大意及经典音乐的话题。3.能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。4.能规范地写出有关采访Mr.Brown关于TheSoundofMusic的对话。Emotionalaims：教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态度。Ⅱ.ThekeypointsanddifficultpointsKeypoints：

1.正确运用单词表中单词及短语。

2.正确运用“linkingverb+adjective”结构造句。Difficultpoints：1.lonely和alone的区别运用。2.采访对话的写作。Ⅲ.Learningstrategies:1.观看英文电影对练习英语发音，语调和听力训练都有很大的帮助。2.分工明确的小组学习可以让学生对英语对话及短文的写作步骤有更深刻的理解。Ⅳ.TeachingaidsⅤ.TeachingproceduresStep1Review第一步复习(时间:5分钟)复习SectionBT: Let’sreviewwhatwelearnedyesterday.Answermyquestions,OK?Ss: OK.T: HowdoesMr.Brownfeel?Ss: Hefeelsdisappointed.T: Whyishedisappointed?Ss: Becausehecouldn’tgetatickettoTheSoundofMusic.T: WhathappenedtoMichael?Ss: Michaelhadacold.T: Howabouthistickets?Ss: Mr.Browncouldusehisticketssincehewasnotabletogo.T: Yes,you’reright.Now,Mr.Brownisinthetheater.Thatisthesongheislisteningto.Let’sshareittogether.T: Whatdoyouthinkofthesong?Doyouthinkitislively?Ss: Yeah,it’sgood.T: Whydoyouthinkit’sgood?Ss: Becauseitmakesmehappyandrelaxed.T: Ithinkso.Itcancheerusup.IliketolistentothissongwhenIamsad.It’sthethemesongofTheSoundofMusic.Doyouknowthismovie?Ss: Yeah.It’sverypopular.T: Wouldyouliketolearnthesong?Ss: Great!T: Nowlet’ssingthesongafterthetape.(板书)lively,cheerupStep2Presentation第二步呈现(时间:8分钟)呈现1a。1.(教师导入新课。)T:Welldone!It’salivelysong.It’sthethemesongofTheSoundofMusic.Doyouknowanythingmoreaboutthismovie?Nowlet’slookattheposter,anddiscussthequestionsin1a.(教师拿出TheSoundofMusic的海报,展示给学生，讨论1a中的问题并核对答案。讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)T: Pleasefindoutwhoarethestarringandthedirector.Ss: JulieAndrewsandRobertWise.T: Right.ThisstoryhappenedinAustria.Canyoutellmesomethingaboutthisstory?S1: It’sastoryaboutMaria.S2: Mariawenttocareforafamilywithsevenchildren.S3:Thechildrencriedandshoutedeveryday.Thefatherwaslonely.S4: (通过交流，检查学生的预习情况。以上内容如果学生表述不清楚，教师可帮助学生一起回答。引出生词和短语：Austria,cry,lonely,mad,atfirst,intheend并解释。)(板书)Austria,cry,lonely,mad,atfirst,intheend=atlast2.(让学生自读1a，根据上下文猜测生词意思并画出表达情感的词。)T:Nowwe’veknownsomethingaboutthismovie.Pleaseread1abyyourselves,andguessthemeaningsofthenewwordsandphrasesaccordingtothecontext.Thenunderlinethewordsexpressingfeelings.3.(让学生说出表示情感的单词。)T:Sayoutthewordsexpressingfeelings,please.sadandtired—lonely—angry—mad—happyStep3Consolidation第三步巩固(时间:13分钟)复习巩固1a，并完成1b。1.(让学生阅读1a，并画出关键词句。教师把学生总结的关键词句写在黑板上。)T:Pleaseread1acarefullyandunderlinethekeywordsandsentences.(板书)popular,movie,storyaboutayoungwoman,Austria,theVonTrappfamily,carefor,died,sadandtired,father,angry,lively,perform,play,cheerup,mad,pleased2.(现在再读1a,T:Now,let’sread1aagainandthenfindtheanswerstothequestionsof1c.(呈现小黑板或幻灯片。)1.WhatdidMariagototheVonTrappfamilyfor?2.Whywerethefamilysadandtired?3.HowdidMariacheerupthechildren?4.WhatdoyouthinkofMaria?3.(教师核对答案，检查学生的理解情况。)(核对完答案后。)T:Excellent.Now,let’slistento1aandfindoutthemainideaofeachparagraph.Pleaseworkinpairsanddiscussthem.(听完录音，给学生两分钟的讨论时间，然后检查讨论结果。如果学生表达不够简练，教师指正。)T: Group1,whatdoesParagraph1talkabout?G1: TheSoundofMusicisastoryaboutMaria.T: Group2,whataboutthesecondparagraph?G2: Ittalksaboutthefamily.Thefamilylookedsadandtired.T: Group3,what’syourideaaboutParagraph3?G3: Mariacheeredupthefamilyintheend.Step4Practice第四步练习(时间:10分钟)1.(播放歌曲DoReMi。)T: Doyouknowthissong?Ss: Yeah.T: Doyouknowthemovie.What’sitabout?Ss:…2.(让学生完成2a。)T:3.(让学生完成2b。)T:4.Homework:Ⅵ.TeachingReflectionThestudentslikethetwobeautifulsongsfromTheSoundofMusicverymuch.Theatmosphereofthislessonisactive.It’shelpfultoEnglishteachingandlearning.WeshouldshowmoreinformationthatthestudentsareinterestedinwhenwegivetheEnglishclass.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionC1.lonely/alone2.because/becauseof3.cheersb.upSectionDⅠ.TeachingaimsKnowledgeaims：1.学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词；2.能熟练运用linkingverb+adjective结构；3.能准确运用本单元重点短语进行写作练习：invitesb.todosth.,preparesth.forsb.,saythanks/goodbye/hello/sorrytosb.aticketto…,becauseof,cheersb.up,comeintobeing,befullof,agreewithsb.,makepeacewithsb.,intheend,bepopularwithsb.,be/becomeinterestedin…等短语。4.能正确做出教师设计的补充词汇对比的练习：｛boring;bored｝｛exciting;excited｝｛alone;lonely｝｛because;becauseof｝｛interesting;interested｝5.学生能综合运用本课短语、句型写出描述不同情绪的短文。Skillaims：1.能听懂与课本内容难度相当的，有关BeijingOpera的历史，角色，意义的听力材料。2.能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故事。3.能阅读有关自己最喜欢的艺术形式的文章，理解文章，并能做出相关的阅读练习。4.能综合运用本话题的语法，词汇，句型写出自己最喜欢的某一艺术形式或故事的意义以及人物在某一特定活动或事件中的情绪变化。Emotionalaims：本话题通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。Ⅱ.ThekeypointsanddifficultpointsKeypoints：1.学生能正确拼读、书写并运用黑体单词，能用excited,upset,happy等形容词描述故事中人物的不同情绪,并熟练运用linkingverb+adjective结构。2.掌握interesting和interested的用法区别。Difficultpoints:1.综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情绪变化。2.正确做出教师设计的补充词汇对比的练习。Ⅲ.Learningstrategies:1.通过整体复习SectionsA-C，让复习也是一种学习的想法根植在学生心中。2.小组学习可以让学生对短文的写作步骤有更深刻的理解。Ⅳ.TeachingaidsComputermultimediaprojector,theflashofthesong,RapFace,thepicturesoftherolesinBeijingOperaⅤ.TeachingproceduresStep1Review第一步复习(时间:5分钟)复习并处理SectionA到SectionC的内容。1.(教师引导学生用描绘情感的词问答。)T:Askandanswerthequestionsusingtheadjectivestoexpressfeelings.whenyourpetdies?whenyourpetdies?whenyouhaveatemperature?whenyouseesomeonewalkingintherainwithaclosedumbrellainthehand?whenyoulistentowonderfulmusic?…HowwillyoufeelHowwillyoufeel2.(教师放京剧磁带。)T: Whatdoyoucallthismusic?Ss: WecallitBeijingOpera.T: (板书生词culture,并要求学生掌握。)culture文化 T:DoyouwanttoknowanythingmoreaboutBeijingOpera?Let’slearnaboutitfrom1.Step2Presentation第二步呈现(时间：13分钟)呈现1。1.(教师依次拿出“生”、“旦”、“净”、“丑”的脸谱或图片，呈现并理解生词facial,掌握gesture。对京剧中“生”、“旦”、“净”、“丑”的角色做解释。通过这个环节检查学生的预习情况。)(教师拿出三张“生”的脸谱或图片。)T: Lookatthisfacialpainting.Itsnameis“Sheng”.(板书facial并要求学生理解。)facial面部的T: Whatdoes“Sheng”usuallystandfor?JustGuess!Ss:ItstandsforXiucai(秀才).T:Yeah,verygood.Therearethreekindsof“Sheng”(分别呈现“生”的图片).TheyareWenxiaosheng,WenlaoshengandWusheng.WenxiaoshengusuallystandsforXiucai.Wenlaoshengstandsforpeopleinhighpositions.Wushengstandsforancientsoldiers.Theyallmakewonderfulgestures,andWushengalsomakeswonderfulfighting.(板书gesture并用手势让学生猜词义。)Gesture手势(教师拿出“旦”的脸谱或图片。)T: Doyouknowthisone?Ss: Yeah,it’s“Dan”.(如果回答有困难，就用下列问题提示。)T: Aretheyallwomen?S1: Yes,theyare.T: Dotheywearbeautifulclothes?S2: Yes,theydo.T: “Dan”hasHuadanandLaodan.Theyareallwomen.Theyusuallywearbeautifulclothes.(教师拿出“净”的脸谱或图片。)T: Howaboutthisone?InBeijingOpera,thereare“Sheng”,“Dan”,“Jing”and“Chou”.Canyouguessthisone?S1: It’s“Jing”.T: What’retheirfaceslike?S2: Theyusuallyhaveblackandredfaces.S3: Theyalsohaveblackandwhitefaces.T: Yes.Peoplewithblackandredfacesaregood,butpeoplewithblackandwhitefacesarebad.(教师拿出“丑”的脸谱或图片。)T: Whatisthisonecalled?Ss: “Chou”.T: What’retheirfaceslike?Ss: Theyusuallypainttheirnoseswhite.T: Doyoulikethem?Ss: Yeah.Theyaresofunny.T: Ilikethem,too.Theyoftenbringushappinessandlaughter.(老师同时展示“Sheng”，“Dan”，“Jing”，“Chou”四幅图。)T: HowmanymainrolesarethereinBeijingOpera?Ss: Four.(教师板书生词，适当解释并要求学生掌握。)role(导入下一步。)2.(放1录音，给学生布置听力任务。)T: OK,youhaveknownmuchaboutBeijingOpera.Butdoyouknowhowmanyyearsofhistoryithas?Let’slistentothetapeandfindouttheanswertothisquestion.(学生听完录音后，回答问题。)T: Howmanyyearsofhistorydoesithave?Ss: Ithasover200yearsofhistory.3.(让学生读1的短文，在重点词、短语下画线，鼓励学生在语境中猜词义，然后适当讲解。学习并掌握comeintobeing，理解nowadays。) T: Boysandgirls,pleasereadthispassageandunderlinethekeywordsandphrases.Tryyourbesttocatchthemeaningsinthecontext.(板书)nationalopera,comeintobeing,mainroles,musicandsinging,facialpaintings,gesturesandfighting,animportantpartofChineseculture,bepopularwith,nowadaysStep3Consolidation第三步巩固(时间:7分钟)巩固1，完成1中的判断正误。1.(让学生再读1，判断正误。)T:Read1againandmarkTrueorFalseaccordingtothepassage.(核对答案。)T:Let’schecktheanswerstogether.2.(通过听力训练进一步巩固文章。)T:BeijingOperaisfulloffamousstories.Doyouknowthestoriesinit?Let’slearnaboutthem.First,pleasereadthroughthepassageandthenunderlinethenewwordsandphrasesinit.Step4Practice第四步练习(时间:12分钟)总结本话题的语法及目标语言。1.(让学生找表达感情的系表结构，找到最多者获得脸谱作为奖励。)T:Now,boysandgirls,pleasefindoutthesentencesshowingfeelingswiththepatternof“linkingverb+adjective”asmanyasyoucan.Thewinnerwillgetawonderfulfacialpaintingasaprize.Go!(在此活动中，有的学生找出的句子可能不合要求，教师要给以讲解。)Example:Youlooksoexcited.Ifeeldisappointed.Didshesoundworried?…2.(根据图片完成2a，注意系表结构的用法)3.(要求学生完成2b，根据2a写一篇文章)T:Writeapassageabout2a.Youcanbeginlikethis:Oneday,Mr.WangarrivedinBeijingforavisit…Step5Project第五步综合探究活动(时间:8分钟)探究合作完成Project。1.IntroducingYourFavoriteMovie,PlayorStory?2.Homework:(1)(让学生课后根据2中的图片和单词，写一篇短文，提示学生注意系表结构的用法。完成2。)T:Writeapassageaccordingtothepicturesandthewordsgivenin2.Payattentiontothestructure“linkingverb+adjective”.(2)Reviewandconsolidatethecontentofthistopic.Ⅵ.TeachingReflectionStudentsareweakinwritingpractice.Theteachershouldpaymoreattentiontothewritingteaching.Designthewritingstepscarefully.TheteachermayletstudentsenjoyarealBeijingOperaafterclass.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionD1.comeintobeing2.agreewithsb.3.befullof4.makepeacewith...5.intheend6.bepopularwithsb.7.be/becomeinterestedin…Topic2I’mfeelingbetternow.SectionAⅠ.TeachingaimsKnowledgeaims：1.学生能正确拼读并运用单词表中的黑体单词exam,strict和shy。2.学生能正确运用以下短语造句：seemtodo…,dobadlyin…,bestrictwithsb.,haveatalkwithsb.,beworriedabout…,takeiteasy3.学生能自如地运用以下功能句进行交流。Anythingwrong?Whatseemstobetheproblem?Thankyoufortellingme.Skillaims：1.能听懂有关关注情绪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进行询问和给出建议。3.能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。4.能正确地运用本课新呈现的短语，原因状语从句以及交际功能语言写出简单的有关情绪询问和给出建议的对话。Emotionalaims：通过对SectionA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。Ⅱ.ThekeypointsanddifficultpointsKeypoints：

1.学生在交流中能自如地运用描述情绪和情感的形容词。

2.正确运用原因状语从句。Difficultpoints：

1.学生对...shehasnofriendstotalkwith.一句中totalkwith的理解。2.在对话中正确运用be+adj.+prep.结构。Ⅲ.Learningstrategies上课前自己准备新单词的卡片；通过造句更好地掌握新学的单词和表达方式；通过把简单句连成复合句更好地理解运用原因状语从句。Ⅳ.TeachingaidsComputermultimediaprojector，thewordcards.Ⅴ.TeachingproceduresStep1Review第一步复习(时间:5分钟)复习并学习新词句。1.(复习上节课内容。)T: Goodmorning,boysandgirls.Ss:Goodmorning,MissZhang.T: What’syourfavoritemovie,S1?S1:MyfavoritemovieisLoveMeOnceMore,Mom.T:Arethepeopleinithappyorsad?Why?S1:Theyaresadbecausethemotherlostherson.T:Whathappenedintheend?S1:Themotherwentmadatlast!T:Whydoyoulikeitbest?S1:Becauseit’sverymoving.T: CanyoutellussomethingaboutBeijingOpera?S2:Yes,…2.(教师检查家庭作业，并让几名学生把所写的短文读给大家听。)T:Nowletmecheckyourhomework.S3,pleasereadyourpassagetotheclass.S3:……(教师对学生的作业做点评。)T:Justnow,moststudentsdidverywell.Thatshowsyouworkhardafterclassandyouarestrictwithyourselves.(板书单词，并要求学生掌握。)strict,bestrictwith对……严格要求T:Asateacher,I’mverygladthatmostofyouarestrictwithyourselves.It’sgoodforyourstudy.Butsometimes,it’snotgoodtobetoostrict.It’senoughtotryyourbest.Doyouthinkso?Step2Presentation第二步呈现(时间:12分钟)呈现1a。1.T: IsLiHongstrictwithherself?Issheactiveorshy?Let’slistento1aandanswerthequestions. (教师播放录音，让学生带着任务听1a。)T: OK.IsLiHongstrictwithherself?Ss: Yes,sheis.T: Issheactiveorshy?Ss:Sheisshy.(教师板书生词并要求学生掌握。)shy(为了让学生对shy这一词更加了解，教师可用书本遮着脸做害羞状。)T:Nowlookatme.I’malittleshy.2.(再听1a，呈现听力任务。)T: Let’slistenagain.Thenanswerthefollowingquestions.(播放幻灯片。)Whoaretheytalkingabout?What’sLiHonglike?WhowillhaveatalkwithLiHonglater?(听完录音，要求学生完成1b并回答问题。)T: OK,stophere.Pleasegivemetheanswerstogether.Whoaretheytalkingabout?

Ss: LiHong.T: What’sLiHonglike?

Ss: Sheisquietandshy.T: WhowillhaveatalkwithLiHonglater?Ss: MissWang.T: Goodjob!Everyoneshouldhelpotherswhentheyareintrouble.3.(学生跟读1a，模仿语音和语调并找出文中关键词句。)T:Nowread1aafterthetape.Payattentiontothepronunciationandintonation,andthenfindoutthekeypoints.(板书关键词句。)Anythingwrong?怎么了？I’msorrytohearthat.听到这些事情真让人难过。Whatseemstobetheproblem?到底是怎么回事？bestrictwith对……要求严格haveatalkwithher和她谈谈beworriedabout担心Step3Consolidation第三步巩固(时间:10分钟)复习巩固1a，1b，并完成1c。1.(让学生自读1a，完成1c。)T:Read1abyyourselves,andthenaskandanswerthequestionsin1c.(教师核对答案。)2.(学生分角色朗读。)T:Actoutthedialog.BoysactasMissWang,andgirlsactasHelen.Go!(读完一遍后，男女生互换角色。)3.(根据关键词，表演对话。)T:Workinpairs.Closeyourbooksandlookattheblackboard,thenactoutthedialog.Thebestpairwillgetfivepoints.(学生表演完，教师给出评语。)T:Pair1hasawonderfulpronunciation.Theycanusethewordsfreely,andtheydon’tjustreadbooks,sotheygetfivepoints…Step4Practice第四步练习(时间:10分钟)完成2和3，练习本课的重点词句。1.(让学生在1a中找出because引导的原因状语从句，为第二步作铺垫。)T:Pleaseunderlinethesentenceswithbecausein1a.(教师板书because从句。)SheiscryinginthebathroombecauseshedidbadlyintheEnglishexam.Shefeelsverylonelybecauseshehasnofriendstotalkwith.2.(教师让学生独立完成2。)T:DoyoulikewatchingTV?Ss:Yes,ofcourse.T:Whichprogramdoyoulikebest,sports,plays,cartoonsorads?S1:Ilikesportsbest.S2:Ilikecartoonsbest.S3:Ilikeplaysbest.…T:Whenyouwatchyourfavoriteprogram,howdoyoufeel?Ss:Wefeelexcited/happy/relaxed…T: Why?Ss: Becauseit’sinteresting.T:Sowecansay:Wefeelexcitedbecausetheprogramisinteresting/wonderful.Nowlookatthepicturesin2andfinishtheblanks.(几分钟之后)T:OK,stophere.Let’schecktheanswers.(以下答案可写在小黑板上或打在幻灯片上，向学生展示。)(2)Theboygetsveryangrybecausehispenislostagain.(3)Themotherseemsworriedbecausehersonisill.(4)Thechildrenareexcitedbecausetheprogramisinteresting/wonderful.(5)Theboylooksverytiredbecausehehastoomuchhomeworktodo.(6)Thegirlfeelsverysadbecauseallthebuildingsinherschoolfelldown.(教师给学生总结以because引导的原因状语从句。)3.(教师可让学生先通读一遍3的电子贺卡，试着猜测空白处的内容和生词词义。学习并掌握send和takeiteasy，了解e-card，然后听录音并完成3。)T:Readthroughthee-card,trytoguessthewordsintheblanksandnewwords.(板书单词。)send,e-card,takeiteasyT:Whatisane-card?Doyouknow?(学生可能知道，也可能不知道。他们可以各抒己见。)T:Ane-cardisacardontheInternet.Nowlistento3andhelpHelentocompletethise-card.(学生听过录音之后。)T:OK.Whocantellmetheanswer?S1:…T:Goodjob,youaregreat!Step5Project第五步综合探究活动(时间:8分钟)综合探究下列带有情感的原因。1.(小组活动。将全班分成几组，每组5－8人。组内采访并把采访的结果填入表格内。)FeelingReasonhappyLiMing:gotmanybirthdaypresents.WangTao:…sadworried…T:Boysandgirls,wehavelearnedmanywordstoshowfeelingssuchas“happy”,“sad”,“worried”andsoon.Nowlet’smakeaninterviewingroupstofindoutwhatkindsoffeelingsyourfriendshaveandthereasons.Atlastthegroupleadershouldgiveareporttotheclass.Youmaybeginlikethis:S1:Areyouhappy,LiMing?S2:Yes,I’mveryhappy.S1:Whyareyousohappy?S2:BecauseIgotmanybeautifulbirthdaypresentsyesterday.…T:Nowreportyourresultstotheclass.G1:LiMingishappybecausehegotmanybeautifulbirthdaypresentsyesterday…G2:…2.Homework:(试着以王老师的口吻向李红提一些建议，帮她渡过难关。)T:ImitateMissWangtogiveLiHongsomeadvice.Ⅵ.TeachingReflectionIntoday’slesson,theteachershouldletthestudentsknowthateveryoneneedshelpwhenheisinabadmood,soweshouldgiveothersahandwhentheyfeelupset.AtthesametimetheteachershoulddesignmoreexercisesaboutthephrasesmentionedinSectionA.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic2I’mfeelingbetternow.SectionAseemtodo1.seemseem+adj.seemthat+sentence2.bestrictwithsb.bestrictinsth.3.beworriedabout…4.Thegirlfeelslonelybecauseshehasnofriends.（原因状语从句）5.takeiteasySectionBⅠ.TeachingaimsKnowledgeaims：1.学生能区分元音音素/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正确处理停顿、弱读和辅音的不完全爆破现象。2.学生能正确拼读并运用单词表中的黑体单词fail,someone,feeling和joke。3.学生能正确运用以下短语造句：failtodosth.,atone’sage,tellsb.thejoke和bytheway.4.学生能自如地运用以下功能句进行交流。Howareyoufeelingtoday?Whydon’tyou…?Don’tworry.There,there!It’llbeOK.Skillaims：1.能听懂有关询问情绪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进行询问和给出建议。3.能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。4.能正确地运用本课新呈现的短语，原因状语从句以及交际功能语言写出简单的有关情绪询问和给出建议的对话。Emotionalaims：通过对SectionB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。Ⅱ.ThekeypointsanddifficultpointsKeypoints：

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。Difficultpoints：

1.学生对There,there!的理解。2.有关情绪询问和给出建议的对话的写作。Ⅲ.Learningstrategies1.多听英语歌曲有助于英语水平的提高。2.朗读句子时可在连词前有明显的停顿，使前后两个意群更加明显，更容易听出句子所要表达的意思。3.在写作环节进行合作学习可取长补短，互相促进，共同进步！Ⅳ.Teachingaids Computermultimediaprojector，theflashofthesong,Ifyouarehappy.Ⅴ.TeachingproceduresStep1Review第一步复习(时间:6分钟)复习并导入1a。1.(运用简笔画复习表示情感的形容词和原因状语从句。)T:Lookatthestickfigures,andthenreviewtheadjectivesexpressingfeelingsandadverbialclausesofreason.2.(教师根据第三幅简笔画，引入新课学习并掌握生词fail和feeling。)T: Let’slookatPicture3.What’swrongwiththegirl?Ss: Sheiscrying.T: Why?Ss: BecauseshedidbadlyintheEnglishexam.T: Yes,shedidn’tpassherexam.That’stosay,shefailedtheexam.What’sherfeeling?Orhowdoesshefeel?Ss: Shefeelsverysad.(板书画线部分。)fail不及格，失败feeling感情，感觉T: WeallknowLiHongfailedtheexamandfeltsad.MissWangwillhaveatalkwithher.IfyouareMissWang,whatsuggestionscanyougiveher?S1: Listentomusic.S2: Whynotdosports?S3: …(老师一边与同学们对话，一边依次板书画线生词，检查学生作业完成情况，并适当讲解导入新课。)(板书画线部分。)suggestion建议，提议Step2Presentation第二步呈现(时间:8分钟)呈现1a。1.T:Now,MissWangistalkingtoLiHong.Whatsuggestionscanshegiveher?Let’slistento1aandfindthemout.(帮助学生整理答案并板书。)WhatsuggestionscanMissWanggiveLiHong?Suggestions:Everyonegetsthesefeelingsatyourage.Talktootherswhenyoufeelsad.2.(让学生自读1a，然后师生对话，使学生更好地理解课文。)T:Read1abyyourselves.(一分钟之后)T: Whydoesn’tLiHongtalktoothers?Ss: Becausesheisquietandshyandshedoesn’tknowhowtotalkwithothers.T: WhatdoesMissWangtellher?Ss: MissWangtellshereveryonegetsthesefeelingsatherage.T:…Ss: ...Step3Consolidation第三步巩固(时间:10分钟)巩固1a，完成1b和1c。1.(再读1a,独立完成1b和1c。)T: Now,read1aagain,andfinish1band1cbyyourselves.(教师核对答案。)2.(根据呈现部分的对话内容改写1a并让学生试着复述。)T: Pleaseretell1aaccordingtothedialogabove.S1: LiHongfeelsverysadbecauseshefailedtheEnglishexam.Shewantstotalkwithothersaboutit,butshedoesn’tknowhowtodoit.MissWangtellshereveryonegetsthesefeelingsatherage.LiHongwantstomakefriendswithHelenandshefeelsbetterStep4Practice第四步练习(时间:11分钟)呈现2a。1.T:LiHongfeelsbadbecauseshefailedtheexam.Doyouhavethesebadexperiences?S1:Yes,sometimes.T:What’syourfeelingwhensomebadexperienceshappen?S1:Ialwaysfeelsadandunhappy.T:It’snormaltohave