《2021年仁愛(ài)版八年級(jí)英語(yǔ)下冊(cè)u(píng)nit 5 topic3 sectionB教案設(shè)計(jì)》由會(huì)員分享，可在線(xiàn)閱讀，更多相關(guān)《2021年仁愛(ài)版八年級(jí)英語(yǔ)下冊(cè)u(píng)nit 5 topic3 sectionB教案設(shè)計(jì)（7頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、優(yōu)質(zhì)資料unit 5 topic3 sectionA 教案設(shè)計(jì). Material analysis本節(jié)課建議用 1 課時(shí)上完。主要活動(dòng)為 1a 和 2。1a 通過(guò) Kangkang，Jane 和 Maria 的對(duì)話(huà)闡述了不良情緒會(huì)影響人們的身心健康， 每個(gè)人都要學(xué)會(huì)保持好心情的道理。三個(gè)小伙伴為了幫助情緒低落的 Michael，決定要演 一部話(huà)劇，讓學(xué)生懂得友誼本身就是一劑保持健康的良藥！對(duì)話(huà)呈現(xiàn)了重點(diǎn)詞匯： sick, proud, anyway 和 ready, 以及重點(diǎn)短語(yǔ)：be confident about, in a bad mood, be proud of, put on (

2、a short play) 和 get ready for，同時(shí)復(fù)習(xí)了 each other 和 give sb. a surprise 的用法,并 在 1c 的練習(xí)中進(jìn)行鞏固運(yùn)用。在 2 中有針對(duì)性地設(shè)置了六種簡(jiǎn)單句式的練習(xí)，同時(shí)要求 學(xué)生掌握運(yùn)用 passport, boss 和 grandson 三個(gè)黑體單詞。. Teaching aimsKnowledge aims：1. 學(xué)生能區(qū)分元音音素/ I/和/ i:/, 并能正確拼讀單詞，注意對(duì)應(yīng)的字母組合的拼寫(xiě)規(guī)則； 學(xué)生能在朗讀句子時(shí)正確處理停頓，掌握句子的語(yǔ)調(diào)規(guī)律。2. 學(xué)生能正確拼讀并運(yùn)用單詞表中的黑體單詞 sick, proud,

3、anyway, ready, passport, boss 和 grandson。3. 學(xué)生能正確運(yùn)用以下短語(yǔ)造句：be confident about, in a bad mood, be proud of , put on (a short play) , get ready for， each other 和 give sb. a surprise.4. 學(xué)生能自如地談?wù)撚嘘P(guān)影響情緒的事物，并提出解決問(wèn)題的適當(dāng)?shù)慕ㄗh。Skill aims：1. 能聽(tīng)懂有關(guān)詢(xún)問(wèn)影響心情的事情和提出建議的簡(jiǎn)單對(duì)話(huà)和陳述。2. 能正確地運(yùn)用本課的交際功能用語(yǔ)進(jìn)行交流。3. 能正確朗讀課本的有關(guān)情緒對(duì)健康的危害

4、及給出建議的文本材料及難度相當(dāng)?shù)牟牧稀?. 能正確地運(yùn)用本課的重點(diǎn)短語(yǔ)造句，嘗試編寫(xiě)與 1a 類(lèi)似的對(duì)話(huà)并解決實(shí)際問(wèn)題。 Emotional aims：1. 通過(guò)對(duì) Section B 的學(xué)習(xí)，學(xué)生應(yīng)了解不良情緒對(duì)健康的危害，并能夠在英語(yǔ)學(xué)習(xí)中 注意并理解他人的情感，在別人心情不好時(shí)提出合理有效的建議，幫助伙伴遠(yuǎn)離消極 情緒。2. 學(xué)會(huì)勇于克服困難。. The key points and difficult pointsKey points：1. 朗讀時(shí)掌握英語(yǔ)的語(yǔ)調(diào)和停頓規(guī)律。2. 學(xué)生在交流中能自如地運(yùn)用描述情緒和情感的形容詞。3. 將本課的重點(diǎn)短語(yǔ)運(yùn)用到交流和寫(xiě)作之中。Difficul

5、t points：在交流與寫(xiě)作中注意六種簡(jiǎn)單句式的正確運(yùn)用。. Learning strategies1. 課前預(yù)習(xí)有助于新知識(shí)的理解和掌握。優(yōu)質(zhì)資料2. 在學(xué)習(xí)中積極思考，主動(dòng)探究，善于發(fā)現(xiàn)語(yǔ)言的規(guī)律并能運(yùn)用規(guī)律舉一反三。 . Teaching aidsComputer multimedia projector, the flash of the song, If you are happy, the word cards. . Teaching proceduresStepIntroduction（8 minutes）Interactionpattern1. The wholeclass

6、work.2. Individualwork.3. The wholeclass work andgroup work.4. Individualwork.Student activity1. Focus their attentionon the teacher.2. Students read thepassage to the wholeclass.3. Students learn thenew words. And thenplay the game.4. Students make upsentences with thenew words.Teacher activity1. G

7、reet the students and get them ready for learning. Play the flash,If you are happy.2. The teacher asks the students to report thehomework.3. The teacher introduces the new words by showing pictures on the screen, and then organizes the students to play the game Hide and Seek to practice thepronuncia

8、tion of them.(Hide and Seek: ask a student to close his eyes. The teacher hides oneword card somewhere inthe classroom. When thestudent walks nearby, theother students will readtheword loudly. When he walks away from the card, they will read the word more and more quietly.)4. The teacher asks the st

9、udents to make upsentences, using the new words shown on the screen.優(yōu)質(zhì)資料Presentation(10minutes)1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work.1. Students make aguessing according tothe c

10、onversation ofSection A.2. Students catch thegeneral idea of theconversation and thenwatch the flash tocheck the guessing.3. Students read thephrases of 1b andunderstand theirmeanings.4. Students watch theflash for the secondtime and finish 1b.5. Students check theanswers.6. Students listen to 1a an

11、d finish 1c.7. Students listen to 1a again and check theanswers with theteacher. Correct thewrong ones.1. The teacher asks the students to look at the picture of 1a and guess: what are they talkingabout? Remind them toguess based on theconversation of SectionA.2. The teacher plays the flash of 1a fo

12、r the first time without stopping.Let the students checktheir guessing.3. The teacher asks the students to read thephrases of 1b.4. The teacher plays 1a for the second time, stoppingwhen necessary.5. Then ask two students to tell the answers to 1b.6. The teacher plays the recording, stopping whennec

13、essary and asks thestudents to finish 1c.7. The teacher plays the recording again and asks the students to check their answers.優(yōu)質(zhì)資料Consolidation(10 minutes)1. The wholeclass work.2. The wholeclass work.3. Group work.4. The wholeclass work.5. Pair work.6. Pair work.1. Students read theconversation af

14、ter therecording sentence bysentence.2. Students try to follow the speed, payingattention to thepronunciation andintonation.3. Students read theconversation bythemselves anddiscuss in groups tofind out the difficult points and sum up the main points.4. The students underlinein their books andmake so

15、me notes.5. Students prepare for the action of 1a in pairs.6. Students act out the conversation. Theycanadd more expressionsand gestures whenacting.1. The teacher plays the recording sentence bysentence.2. The teacher plays the recording withoutstopping.3. Let the students read 1a, then learn in gro

16、ups tofind out the difficultpoints and sum up themain points of theconversation.4. The teacher makes a summary to explainthe key points anddifficult points to thestudents:(1) be confident about(2) in a bad mood(3) be proud of(4) give sb. a surprise(5) put on ( a short play)(6) get ready for5. The te

17、acher asks the students to read 1a again and prepare the conversation in pairs.6. The teacher asksseveral pairs to act outthe conversation.優(yōu)質(zhì)資料1. The wholeclass work.2. The wholeclass work.1. Students review thesentence structures.2. Students observe thepictures and words of2. Discuss thestructures.

18、1.The teacher shows thesix sentence structures onthe screen again.2.The teacher lets the students observe the pictures and words of 2. Let them discuss which sentencestructures they belong to.Remind the students ofthree new words: passport,boss and grandson.3. Six students3.The teacher asks six stud

19、entsPractice(10 minutes)work.4. Individualwork and thewhole classwork.5. IndividualWork.6. The wholeclass work.7. The wholeclass work.8. The wholeclass work.9. The wholeclass work.10. The wholeclass work.3. Students make upsentences with thegiven words accordingto the pictures.4. Check the answers w

20、ith the teacher.Correct thewrong ones.5. Volunteers read thevowel.6. Students listen andtryto imitate.7. Students pronouncethe phonetics and thewords. And then findout the rules.8. Students try to read the words on thescreen.9. Students read thesentences bythemselves.10. Students read afterthe recor

21、ding andtry to imitate.to write down the sentences on the blackboard. Finish 2.4.The teacher asks the other students to check theanswers.5. The teacher shows cards / I / and / i: /.6. The teacher plays the recording of 3a.7. The teacher shows the phonetics and the wordson the screen.8. The teacher s

22、hows more words on the screen.9. The teacher asks the students to read thesentences of 3b bythemselves, paying attention to the pause and intonation.10. The teacher plays the recording of 3b. Let the students check theirreading.優(yōu)質(zhì)資料Production(7 minutes)1. The wholeclass workand group work.2. The who

23、leclass work.3. Pair work.4. The wholeclass work.5. The wholeclass work.6. Individualwork.1. Students discuss thequestions in groups.2. Students make upconversations usingthe followingexpressions:Im afraid he is going to be sick.Feelings can affectour health.What about?Thats a good idea. Sounds good

24、.3. Students act out their own conversations inpairs.4. Learn to care for others feelings andoffer help.5. Students summarizeSection B with theteacher.6. Students finish theirhomework after class.1. The teacher organizes the students to discuss thefollowing questions ingroups:If your friend is in a

25、bad mood, how will you help him/her to solve the problem?2.The teacherasks the studentsto make up conversations like 1a in groups based on the question above.Encourage them to usemore expressions.3. The teacher lets thestudents show their ownproductions by acting outtheir conversations.4. The teache

26、r sums up the students conversations.The best ones can get two points. Teach them to give advice to people in a bad mood.5. The teacher shows the summary to the students.6.The teacher assignshomework:(1) Review the summaryafter class.(2) Ask the students towrite a passage accordingto the conversatio

27、n in1a.(3) Preview Section Cafter class.優(yōu)質(zhì)資料TeachingReflectionAfter finishing the exercises of 2, the students could understand the sentence structures well. They could also grasp the pronunciation of 3a. At the same time, they did well in the reading of 3b. After class, the teacher should design some exercises to consolidate the usage of the phrases of 1b. Blackboard designUnit 5 Feeling ExcitedTopic 3 Many things can affect our feelings.Section B1. be confident aboutG1 G2 G3 G42. in a bad mood 1 13. be proud of2 24. give sb. a surprise5. put on ( a short play) 2 2 6. get ready for