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初中英语仁爱科普版八年级下册Unit 5 Feeling excitedTopic 2 I’m feeling better now.教学设计及反思
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这是一份初中英语仁爱科普版八年级下册Unit 5 Feeling excitedTopic 2 I’m feeling better now.教学设计及反思，共3页。教案主要包含了-Hw等内容，欢迎下载使用。
课题
Unit 5 Feeling excited Tpic 2 Sectin B
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
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, smene, feeling和jke。
3. 学生能正确运用以下短语造句：
fail t d sth., at ne’s age, tell sb. the jke和 by the way.
4. 学生能自如地运用以下功能句进行交流。
Hw are yu feeling tday?
Why dn’t yu…?
Dn’t wrry.
There, there!
It’ll be OK.
Skill aims：
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。
Emtinal aims：
通过对Sectin 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。
教 学
重 点
难 点
Key pints：
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 pints：
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。
教 学
准 备
多媒体
教
学
过
程
1. Greet the students and make them ready fr learning. Play the flash, If yu are happy.
2. The teacher asks the students t reprt their hmewrk: read the passage written accrding t the cnversatin in 1a.
3. The teacher intrduces the new wrds and phrases f this lessn. The teacher shws the pictures and new wrds n the screen.
4. The teacher rganizes the students t have a cmpetitin t cnslidate the new wrds. The students in Grup A speak English while the students in Grup B tell the Chinese meaning. The best grup can get a red flwer.
5. The teacher asks the students t make up sentences with the new wrds and phrases.
6. The teacher asks the students t bserve the picture f 1a and guess what they are talking abut based n the cnversatin f Sectin A.
1. The teacher asks the students t read the statements in 1b.
2. The teacher plays the flash f 1a fr the first time withut stpping.
3. The teacher plays 1a fr the secnd time, stpping when necessary.
4. The teacher plays the flash f 1a fr the third time withut stpping.
5. Then ask tw students t tell answers t 1b.
6. The teacher lets the students talk abut the guessing.
7. The teacher asks the students t read thrugh 1a and fill in the blanks with the crrect phrases f 1c.
8. The teacher asks tw students t tell their answers and check the answers.
1. The teacher plays the recrding sentence by sentence.
2. The teacher plays the recrding withut stpping.
3. Let the students read 1a,then learn in grups t find ut the difficult pints and sum up the main pints f the cnversatin.
4. The teacher makes a summary t explain the key pints and difficult pints t the students:
(1) -Hw are yu feeling tday?
-I’m feeling really sad
Because...
(2) fail t d sth.
(3) at ne’s age
(4) tell sb. the jke
(5) There, there!
5. The teacher asks the students t read 1a again and act ut the cnversatin in pairs. The best nes can get a red flwer.
1. The teacher shws cards / iə/ and /εə / .
2. The teacher plays the recrding f 3a.
3. The teacher shws the phnetics and the wrds n the screen.
4. The teacher shws mre wrds n the screen.
5. The teacher asks the students t read the sentences f 3b by themselves, paying attentin t the pause, weak frm and incmplete plsin. Tell them that they can pause briefly befre the cnjunctins such as and, but, and because.
6. The teacher plays the recrding f 3b. Let students check their reading.
7. The teacher asks the students t have a reading cmpetitin. Member F reads t Member A.
Member E reads t Member B. Member D reads t Member C. After that, read t the whle class. Member B wh reads crrectly can get 2 red flwers while Member E wh reads best can get 5 red flwers.
1. The teacher asks the students t read the statements in 2a, and stresses the usage f the phrase: by the way.
2. The teacher plays the recrding f 2a and asks the students t fill in the blanks.
3. The teacher plays the recrding again and asks the students t check their answers.
4. The teacher asks tw students t tell answers.
5. The teacher rganizes the students t read the given prblems and suggestins
in the table f 2b.
6. The teacher asks the students t make up sentences with the prblems and suggestins.
7. The teacher lets the students jin the sentences int a cnversatin.
8. The teacher lets the students shw their wn prductins by acting ut their cnversatins.
9. The teacher sums up the students’ cnversatins.
10. The teacher shws the summary t the students.
11. The teacher assigns hmewrk:
(1) Review the summary after class.
(2) Prepare fr Sectin C after class.
作 业
布 置
多媒体课件
课堂总结
The students can grasp the adverbial clauses well after the learning f Sectins A and B. And they can ffer the right suggestins t thers when thers are in a bad md.
课题
Unit 5 Feeling excited Tpic 2 Sectin B
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
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, smene, feeling和jke。
3. 学生能正确运用以下短语造句：
fail t d sth., at ne’s age, tell sb. the jke和 by the way.
4. 学生能自如地运用以下功能句进行交流。
Hw are yu feeling tday?
Why dn’t yu…?
Dn’t wrry.
There, there!
It’ll be OK.
Skill aims：
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。
Emtinal aims：
通过对Sectin 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。
教 学
重 点
难 点
Key pints：
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 pints：
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。
教 学
准 备
多媒体
教
学
过
程
1. Greet the students and make them ready fr learning. Play the flash, If yu are happy.
2. The teacher asks the students t reprt their hmewrk: read the passage written accrding t the cnversatin in 1a.
3. The teacher intrduces the new wrds and phrases f this lessn. The teacher shws the pictures and new wrds n the screen.
4. The teacher rganizes the students t have a cmpetitin t cnslidate the new wrds. The students in Grup A speak English while the students in Grup B tell the Chinese meaning. The best grup can get a red flwer.
5. The teacher asks the students t make up sentences with the new wrds and phrases.
6. The teacher asks the students t bserve the picture f 1a and guess what they are talking abut based n the cnversatin f Sectin A.
1. The teacher asks the students t read the statements in 1b.
2. The teacher plays the flash f 1a fr the first time withut stpping.
3. The teacher plays 1a fr the secnd time, stpping when necessary.
4. The teacher plays the flash f 1a fr the third time withut stpping.
5. Then ask tw students t tell answers t 1b.
6. The teacher lets the students talk abut the guessing.
7. The teacher asks the students t read thrugh 1a and fill in the blanks with the crrect phrases f 1c.
8. The teacher asks tw students t tell their answers and check the answers.
1. The teacher plays the recrding sentence by sentence.
2. The teacher plays the recrding withut stpping.
3. Let the students read 1a,then learn in grups t find ut the difficult pints and sum up the main pints f the cnversatin.
4. The teacher makes a summary t explain the key pints and difficult pints t the students:
(1) -Hw are yu feeling tday?
-I’m feeling really sad
Because...
(2) fail t d sth.
(3) at ne’s age
(4) tell sb. the jke
(5) There, there!
5. The teacher asks the students t read 1a again and act ut the cnversatin in pairs. The best nes can get a red flwer.
1. The teacher shws cards / iə/ and /εə / .
2. The teacher plays the recrding f 3a.
3. The teacher shws the phnetics and the wrds n the screen.
4. The teacher shws mre wrds n the screen.
5. The teacher asks the students t read the sentences f 3b by themselves, paying attentin t the pause, weak frm and incmplete plsin. Tell them that they can pause briefly befre the cnjunctins such as and, but, and because.
6. The teacher plays the recrding f 3b. Let students check their reading.
7. The teacher asks the students t have a reading cmpetitin. Member F reads t Member A.
Member E reads t Member B. Member D reads t Member C. After that, read t the whle class. Member B wh reads crrectly can get 2 red flwers while Member E wh reads best can get 5 red flwers.
1. The teacher asks the students t read the statements in 2a, and stresses the usage f the phrase: by the way.
2. The teacher plays the recrding f 2a and asks the students t fill in the blanks.
3. The teacher plays the recrding again and asks the students t check their answers.
4. The teacher asks tw students t tell answers.
5. The teacher rganizes the students t read the given prblems and suggestins
in the table f 2b.
6. The teacher asks the students t make up sentences with the prblems and suggestins.
7. The teacher lets the students jin the sentences int a cnversatin.
8. The teacher lets the students shw their wn prductins by acting ut their cnversatins.
9. The teacher sums up the students’ cnversatins.
10. The teacher shws the summary t the students.
11. The teacher assigns hmewrk:
(1) Review the summary after class.
(2) Prepare fr Sectin C after class.
作 业
布 置
多媒体课件
课堂总结
The students can grasp the adverbial clauses well after the learning f Sectins A and B. And they can ffer the right suggestins t thers when thers are in a bad md.
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