Practice (7 minutes) 1. Individual work 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Individual work. 6. Individual work. 7. Group work. 1. Volunteers read the vowel. 2. Students listen and try to imitate. 3. Students pronounce the phonetics and the words. And then find out the rules. 4. Students try to read the words on the screen. 5. Students read the sentences by themselves. 6. Students read after the recording and try to imitate. 7. Students have the reading competition in groups. 1. The teacher shows cards /I?/ and /ε? / . 2. The teacher plays the recording of 3a. 3. The teacher shows the phonetics and the words on the screen. 4. The teacher shows more words on the screen. 5. The teacher asks the students to read the sentences of 3b by themselves, paying attention to the pause, weak form and incomplete plosion. Tell them that they can pause briefly before the conjunctions such as and, but, and because. 6. The teacher plays the recording of 3b. Let students check their reading. 7. The teacher asks the students to have a reading competition. Member F reads to Member A. Member E reads to Member B. Member D reads to Member C. After that, read to the whole class. Member B who reads correctly can get 2 red flowers while Member E who reads best can get 5 red flowers. 36
Production (10 minutes) 1. The whole class work. 2. The whole class work. 3. Individual work. 4. The whole class work. 5. Pair work. 6. Pair work. 7. Pair work. 8. Pair work. 9. The whole class work. 10. The whole class work. 11. Individual work. 1. Students make sure they understand what the statements mean. 2. Students listen to the recording and fill in the blanks. 3. Students listen to the recording and check the answers by themselves. 4. Students check the answers and correct the wrong ones. 5. Students read the given problems and suggestions. 6. Students make up sentences. 7. Students finish the conversation. 8. The students act out their own conversations in pairs. 9. Learn to care for others’ feelings. 10. Students summarize Section B with the teacher. 11. Students finish their homework after class. 1. The teacher asks the students to read the statements in 2a, and stresses the usage of the phrase: by the way. 2. The teacher plays the recording of 2a and asks the students to fill in the blanks. 3. The teacher plays the recording again and asks the students to check their answers. 4. The teacher asks two students to tell answers. 5. The teacher organizes the students to read the given problems and suggestions in the table of 2b. 6. The teacher asks the students to make up sentences with the problems and suggestions. 7. The teacher lets the students join the sentences into a conversation. 8. The teacher lets the students show their own productions by acting out their conversations. 9. The teacher sums up the students’ conversations. 10. The teacher shows the summary to the students. 11. The teacher assigns homework: (1) Review the summary after class. (2) Preview Section C after class. 37
Teaching Reflection The students can grasp the adverbial clauses well after the learning of Sections A and B. And they can offer the right suggestions to others when others are in a bad mood.
Ⅶ. Blackboard design
Unit 5 Feeling Excited Topic 2 I’m feeling better now. Section B 1. — How are you feeling today? G1 G2 G3 G4 — I’m feeling really sad because... 2. fail to do sth. 3. at one’s age 4. tell sb. the joke 5. There, there!
八年级下册教案设计 Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section A
Ⅰ. Material analysis
本节课为话题的第一节课，建议用1课时上完。主要活动为1a和2。 本课通过Miss Wang 询问Helen 忧心忡忡的原因，引出对话的主题：学会关爱他人，帮助他人走出情绪低落的阴影，给予心情不好的同伴合理有效的建议。对话通过询问Helen情绪低落的原因呈现了本课所要学的语法重点：原因状语从句, 并呈现了新出现的短语：be strict with sb. 和be worried about …. 同时在对话中呈现了交际功能用语：Anything wrong?和 What seems to be the problem? 使学生在学会运用课本语言知识解决书面问题的同时，提高他们的口语交际技能，真正做到学以致用。 Ⅱ. Teaching aims Knowledge aims：
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：
seem to do…, do badly in…, be strict with sb., have a talk with sb., be worried about…, take it easy
3. 学生能自如地运用以下功能句进行交流。 Anything wrong?
What seems to be the problem? Thank you for telling me. Skill aims：
38
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。 Emotional aims：
通过对Section A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。 Ⅲ. The key points and difficult points Key points：
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。
Difficult points：
1. 学生对...she has no friends to talk with.一句中to talk with的理解。 2. 在对话中正确运用be +adj. +prep.结构。 Ⅳ. Learning strategies
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。 Ⅴ. Teaching aids Computer multimedia projector，the word cards. Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity 39
1. The whole class work. 2. The whole class work. 3. The whole class work. 4. Group work. Introduction （8 minutes） 5. The whole class work. 6. The whole class work. 1. Focus their attention on the teacher. 2. Students report their homework. 3. Students read the new words and phrases on the word cards they prepared by themselves. 4. Students have a competition. 5. Students make up sentences with the new words and phrases to grasp them well. 6. Students look at the picture of 1a and guess: What’s the matter with the sad girl? What are Miss Wang and Helen talking about? 1. Greet the students and get 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 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 words and phrases. 6. The teacher asks the students to observe the picture of 1a and guess: What’s the matter with the sad girl? 40